SJRIHEC:: Curriculum

A Note about Curriculum
I ' ve been asked to give a short description of what is taught at SJRIHEC Chawanakee and Squaw Leap Learning Centers. I thought this would be one of the easiest things to do for this site. I was wrong.
I have the teaching guides on my desk and they are excellent. They are well documented, academically sound and present a lot of information about the area and the Native people who lived and still live here. Written lessons, no matter how good or accurate leaves something out. They can't tell about the experience that the participants have while they're at the Learning Center. The lessons explain what was here and what people did. The classes and workshops help students and educators develop environmental understanding and the knowledge that both the people and their environment effect each other.
An oak tree is not the same in the winter as it is in spring, or in fall when it shares its fruit with those who appreciate them. Seeing rocks with holes in them for grinding meals and acorns is not the same as seeing how it was done and understanding why. Do you know when the acorn is leached to remove the acid? Have you ever wondered how shelters were built or held together? How big was the actual structure that the local inhabitants lived in? How does the environment where we live effect what we need to do to survive? What was here in the past? What have we lost? What can be done to reintroduce plants and animals that belong in this area? How do these same principles effect the world we live in? Each person has different questions as well as different abilities to hear, see, listen, experience and question.
There is a consistency in human learning. The need to see what is around us, to think about what we learn and to wonder how it effects us. This leads participants to wonder what plants were available to their families? What was the weather like? What things did we eat? How did we get food? How did the country around us effect who we were? The hands on experience at SJRIHEC removes Native American philosophy from history and makes it part of today. As individuals learn to respect the environment and their teachers they learn how to think about survival and gain trust in themselves.  
Our curriculum is dynamic and always revisited to meet the needs of our participants, and to highlight the knowledge and talents of our presenters. Please watch this site for curriculum updates. So, while I'll give a few examples of curriculum topics and hands on learning experiences that are covered at our Learning Centers, please think about your own questions and the answers you've been searching for. 
 
Joanne White

SJRIHEC:: Curriculum includes:

Introduction: Various Native people from the area is introduced. The history of California and the diverse groups of people who have lived here are discussed. During the introduction archeology and anthropology and their contributions to our present day understanding of history and people are explained. Appropriate methods used in archeological studies are explained. There is a hands on example of an "archeological dig" for participants. The importance of archeological sites and the need for their protection and preservation as a part of history and the present is also explained.

Day to Day Life: What did historical people eat and how did they gather and hunt. Where did the salmon go and why? How were baskets made and what were they used for. What jobs did the men do and what jobs did the women do? How were plants and animals used? A discussion is encouraged about the differences between modern life and life within the village.

Village architecture: What did the local shelters and homes look like? How big were they and what were they made of? What different types of structures made up a village or camp? There is a village at the Squaw Leap Learning Center with a sister village in development for the Chawanakee Learning Center. This allows participants to see, touch and walk in a village much like those that were here hundreds of years ago. There are grinding rocks, mortars and interesting historical areas located at both facilities. The villages sit on ground where they have been a part of the landscape of history. There is explanation of the different types of housing used by various Native American groups and where they are located. The village site is an excellent area to help increase the appreciation of the differences as well as similarities between Native American tribes and their way of life.

Transportation: How did the local Indians get around and how did they move things? When did horses come to the area and what changes did they make on the way of life? Discussing the need to move lumber, rock, game, and plants from one area to another brings both the difficulties and the ability to adapt and work with nature to a realistic understanding. How were rivers crossed? Who were things moved? Who did the moving and why? During this discussion the basket-weavers of the local people are discussed. The variety of baskets, their uses, materials and techniques become increasingly important. There are fine examples of many Native American arts and tools at the privately owned museum attached to the Learning Center.

Clothing and Adornment: In the past, what did the local Natives wear? What type of footwear did the Natives where? How did they do their hair? What did specific adornments tell you about the person wearing them? Who could talk to whom? Clothing develops by what is available in the environment and the needs of inhabitants. Again, differences in Native people can be discussed. Not everyone had a need for buffalo robes or moccasins. So, what did the local Natives wear? This discussion often allows discussion of the differences in clothing and adornment between tribes and villages. It allows participants to appreciate the uniqueness of each Native group of people.

Social Organization: How big were the historical villages? How was it decided where a village would or could be established? Who made the decisions? How were marriages decided upon? Was there divorce and who got custody of the children? How were the young people taught? The discussion of any people has to include discussion of both their core and extended families. What is socially acceptable and what isn't? This discussion explains differences between groups of people and encourages respect for all.

Games: There are many games that were played (and still are) by men, women and children. Discussion and examples of those games are part of the hands on experience of the participants. What lessons were taught and learned while playing games? There was a form of dice game played with walnuts enjoyed by local inhabitants. Participants are allowed to work on dice of their own. Discussion of both local and other Native American games is given with examples of how many have evolved into modern sports. The Learning Centers offer an opportunity to experience playing some games and to discuss what was learned through that play. The new Facility at Chawanakee includes a basketball court and large indoor gymnasium. This will allow all weather participation as well as room for a multitude of gatherings.

Money: What was used for money? How were those items used? How was their value determined? The economy of the local people is discussed with examples of items considered valuable, their uses and why they were considered valuable. Trade is discussed and information about how trade goods were transported and exchanged between various tribes is discussed.

Tobacco: Where does it grow? What does it look like? How is it prepared and who prepared it in the past and who prepares it now? What were some uses of tobacco? This allows participants to learn that tobacco was also a part of the local culture of California Native Americans and not just an east-coast phenomenon. Examples through pictures and slides are available during times when tobacco is not available in the surrounding area. Plant recognition often begins with just a few plants and is the foundation for a life long quest for information. We hope to continue helping participants to want to continue to learn.

The curriculum is taught while participants experience much of what is being talked about. Participants with school classes (delete this--get to) walk the nature trail, look at and go to a village, play Native games and talk with Native educators. There is a small privately owned museum with excellent examples of arts, crafts and necessities. Educators learn a more accurate view of history.

Respect is a key part of the Learning Centers' curriculum. Respect for nature and the environment; respect for Native American culture and philosophy and respect for each other. It is the commitment of the Centers to promote understanding, preserve our culture and share it with participants. Each workshop is tailored to be beneficial to its particular age group.

The recently acquired Chawanakee School, home base for SJRIHEC is currently under renovation. An on-site computer lab is taking shape to help local students with school work and computer skills. The site offers a gym, basketball court, classrooms, and a small kitchen facility, room for a studio to learn carving and crafts. There is easy access to the San Joaquin River that will allow participants to enjoy swimming, fishing and canoeing as well as the pleasant hike.