Connie Graves photo courtesy of the Oregon Historical Society
Overview
Lesson 1: Introduction to the Grand Ronde Nations Traditional Burden Basket
Lesson 2: Design and Create a Burden Basket with a Strap
Lesson 3: Research and Make a Poster of the Three Types of Basket Materials
Extending the lesson/References
Standards
ENGLISH LANGUAGE ARTS
EL.04.RE.03—Listen to, read, and understand a wide variety of informational and narrative text.
EL.04.RE.05—Demonstrate listening comprehension of more complex text through class and/or small group interpretive discussions across the subject areas.
EL.04.RE.18—Find information in specialized materials.
EL.04.SL.07—Ask thoughtful questions and respond orally to questions with appropriate discussion.
CD Segments to Play
For this topic, go to Wisdom of the Elders Radio Series 3, Program 7 (with traditional artist Connie Graves).
Background
The teacher should make copies for each student of a tribal map (1750-1850) of Oregon downloaded from website HYPERLINK “http://www.usgennet.org” http://www.usgennet.org (go to Indian Map). This site also has other related websites to support student research and for teacher reference. Older students can continue to research the history of the geographic areas of the Confederated Tribes and the importance of different plant basketry materials in each area.
Access tribal member Elaine LaBonte’s story at HYPERLINK “http://www.turltleislandstorytellers.net” http://www.turltleislandstorytellers.net. Students can also hear Elaine’s story online, which is a wonderful way for ESL and younger students to access the story and/or download the story to read aloud.
Another excellent website on burden baskets for the student resource library is from “The Language of Native American Baskets from the Weavers’ Point of View” at HYPERLINK http://americanindian.si.ed.edu/exhibitions/baskets/subpage.cfm?subpage=burden http://americanindian.si.ed.edu/exhibitions/baskets/subpage.cfm?subpage=burden. Read the quote from Native basket maker Pat Gold on the reason for the huckleberry-pail’s shape (so that the berries on the bottom wouldn’t get crushed).
Suggested Strategies
Obtain and display pictures of traditional burden baskets from the websites listed in the references at the end of this lesson.
Have a variety of books on West Coast Traditional Baskets and Weavers for students to look at and use.
Create a comfortable working library for the students to quietly sit and draw ideas and use as a reference station for KWL questions.
Have a CD player with headphones and Connie Graves segment available as well as a computer with internet and the websites listed.
Activities
1. Listen
Listen to the Connie Graves segment.
2. Discuss
Who is Connie Graves? From what two tribes does she descend? Where in Oregon were their original homelands? To what reservation were these two tribes relocated?
What was important in the weaving of a burden basket? Describe what they looked like and why they had a strap (tumpline) rather a handle. Why was the cone-shape important in the design of the burden basket?
Why were burden baskets needed? For younger students, ask them if they have ever picked food, such as corn or berries out of a garden. What did they use to hold the food they picked? Baskets?
Ask the students about grocery shopping with their parents. Where does the checker place their groceries? Bags! Brainstorm how many different types of containers (plastic and paper bag, Tupperware, cardboard, etc.) are used to hold food.
What local types of indigenous plant fibers did the Grande Ronde weaver Connie like to use to make her baskets? Use the reference books listed below and the websites if computers are available in the classroom.
Students can also work in teams with one book and/or website and report back, as a group, to the class. For older students, ask them to play botanist and write down as many species of the three types of weaving fibers (juncus, cedar, and willow) as they can research using the internet or books from your local school library. Compare team findings and post in the art room to be used as “in-house” references.
