user guide provided by the montana historical society...

User GuideProvided by The Montana Historical Society

Education Office(406) 444-4789

www.montanahistoricalsociety.org

Funded by a Grant from the E.L. Wiegand Foundation

©2002 The Montana Historical Society

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Prehistoric Life in Montana

Table of ContentsIntroduction

Inventory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

Footlocker Use – Some Advice for Instructors . . . . . . . . . . . . . . . . . . . . . . . . . .6

Evaluation Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

MHS Educational Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Primary Sources and How to Use Them . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

Standards and Skills for Prehistoric Life in Montana . . . . . . . . . . . . . . . . . . .20

Background Information

Historical Narrative for Fourth Graders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22

Historical Narrative for Instructors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24

Outline for Classroom Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26

Amazing Montanans—Biographies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28

Vocabulary List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29

Lesson

Lesson 1: Ancient Teachings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30

Lesson 2: Site in a Bag . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31

Lesson 3: Atlatl – Prehistoric Hunting Weapon . . . . . . . . . . . . . . . . . . . . . . . .32

Lesson 4: Rock Art . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35

Lesson 5: Oral Traditions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36

Lesson 6: Pemmican Making . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39

Resources and Reference Materials

Worksheets and Independent Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42

Slide Show Script . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48

Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52

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Borrower: ___________________________________________ Booking Period: ____________________

The borrower is responsible for the safe use of the footlocker and all its contents during thedesignated booking period. Replacement and/or repair for any lost items and/or damage (otherthan normal wear and tear) to the footlocker and its contents while in the borrower’s care will becharged to the borrower’s school. Please have an adult complete the footlocker inventorychecklist below, both when you receive the footlocker and when you repack it forshipping, to ensure that all of the contents are intact. After you inventory the footlockerfor shipping to the next location, please mail or fax this completed form to the Education Office.

12 replicas of artifacts unearthed at Pictograph Cave (in box):

Bone Awl

Bone Needle

Bone Fishing Point

Game Piece (A) Game

Piece (B)

Turtle Effigy

Projectile Point (A)

Projectile Point (B)

Projectile Point (C)

Large Stone Chopper

Stone Drill

Small Stone Blade

Inventory

ITEM BEFORE AFTER CONDITION OF ITEM MHSUSE USE USE

(continued)

2 Magnifying Glasses

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Inventory (continued)

ITEM BEFORE AFTER CONDITION OF ITEM MHSUSE USE USE

1 Atlatl (3 parts)

4 Photographs illustrating aspects ofprehistoric Montana

1 pictograph image(replica)

1 PowerPoint: Life at Pictograph Cave

User Guide

Two padlocks

Education Office, Montana Historical Society, PO Box 201201, Helena, MT 59620-1201 Fax: 406-444-2696, Phone: 406-444-9553, [email protected]

Inventory completed by Date

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Footlocker Contents

(continued)

Above: Atlatl

Above: Pictograph, Slide Show

Right: Bone Needle, Bone Awl

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Footlocker Contents (continued)

Above: Stone Drill, Bone Knife (no longer in Footlocker), Bone Fishing Point

Above: Small Stone Blade,Large Stone Chopper

Above: Game Piece A andGame Piece B. Turtle Effigy

Above: Projectile Points: A, B, C

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Footlocker Use–Some Advice for Instructors

How do I make the best use of thefootlocker? In this User Guide you will find many toolsfor teaching with objects and primary sources.We have included teacher and student levelnarratives, as well as a classroom outline, toprovide you with background knowledge onthe topic. In section one there are introductoryworksheets on how to look at/read maps,primary documents, photographs, and artifacts.These will provide you and your studentsvaluable tools for future study. Section threecontains lesson plans for exploration of thetopic in your classroom—these lessons utilizethe objects, photographs, and documents inthe footlocker. The “Resources andReference Materials” section contains shortactivities and further exploration activities, aswell as bibliographies.

What do I do when I receive the footlocker? IMMEDIATELY upon receiving thefootlocker, take an inventory form from theenvelope inside and inventory the contents inthe “before use” column. Save the form foryour “after use” inventory. This helps uskeep track of the items in the footlockers,and enables us to trace back and find wherean item might have been lost.

What do I do when it is time to sendthe footlocker on to the next person?Carefully inventory all of the items again asyou put them in the footlocker. If any itemsshow up missing or broken at the next site,your school will be charged for the item(s).Send the inventory form back to:

Education Office, Montana Historical Society,Box 201201, Helena, MT 59620-1201 orfax at (406) 444-2696.

Who do I send the footlocker to?At the beginning of the month you received aconfirmation form from the Education Office.On that form you will find information aboutto whom to send the footlocker, with amailing label to affix to the top of thefootlocker. Please insure the footlocker for$1000 with UPS (we recommend UPS, asthey are easier and more reliable then the USPostal Service) when you mail it. This makescertain that if the footlocker is lost on its wayto the next school, UPS will pay for it andnot your school.

What do I do if something is missingor broken when the footlockerarrives, or is missing or brokenwhen it leaves my classroom? If an item is missing or broken when youinitially inventory the footlocker, CONTACTUS IMMEDIATELY (406-444-4789), inaddition to sending us the completed (beforeand after use) inventory form. This allows usto track down the missing item. It may alsorelease your school from the responsibility ofpaying to replace a missing item. Ifsomething is broken during its time in yourclassroom, please call us and let us know sothat we can have you send us the item forrepair. If an item turns up missing when youinventory before sending it on, please searchyour classroom. If you cannot find it, yourschool will be charged for the missing item.

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Footlocker Evaluation Form____________________________________________________________ ______________________Evaluator’s Name Footlocker Name

____________________________________________________________ ______________________School Name Phone

___________________________________________ ________________ ______________________Address City Zip Code

1. How did you use the material? (choose all that apply)■■ School-wide exhibit ■■ Classroom exhibit ■■ “Hands-on” classroom discussion

■■ Supplement to curriculum ■■ Other___________________________________________

2. How would you describe the audience/viewer? (choose all that apply)■■ Pre-school students ■■ Grade school—Grade____ ■■ High school—Grade____

■■ College students ■■ Seniors ■■ Mixed groups ■■ Special interest

■■ Other____________________________________________________________________________

2a. How many people viewed/used the footlocker?______

3. Which of the footlocker materials were most engaging?■■ Artifacts ■■ Documents ■■ Photographs ■■ Lessons ■■ Video

■■ Audio Cassette ■■ Books ■■ Slides ■■ Other______________________

4. Which of the User Guide materials were most useful?■■ Narratives ■■ Lessons ■■ Resource Materials ■■ Biographies/Vocabulary■■ Other____________________________________________________________________________

5. How many class periods did you devote to using the footlocker?■■ 1-3 ■■ 4-6 ■■ More than 6 ■■ Other________

6. What activities or materials would you like to see added to this footlocker?

_____________________________________________________________________________

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(continued)

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7. Would you request this footlocker again? If not, why?

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8. What subject areas do you think should be addressed in future footlockers?

_____________________________________________________________________________

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9. What were the least useful aspects of the footlocker/User Guide?

_____________________________________________________________________________

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10. Other comments.

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Inside and Outside the Home: Homesteading Life in Montana 1900-1920Footlocker Evaluation Form (continued)

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Montana Historical Society Educational ResourcesFootlockers, Slides, and Videos

FootlockersStones and Bones: Prehistoric Tools from Montana’s Past— Explores Montana'sprehistory and archaeology through a study of reproduction stone and bone tools. Contains castsand reproductions from the Anzick collection.

Daily Life on the Plains: 1820-1900— Developed by Montana Fish, Wildlife, and Parks, thisfootlocker includes items used by American Indians, such as a painted deerskin robe, parfleche,war regalia case, shield, Indian games, and many creative and educational curriculum materials.

Discover the Corps of Discovery: The Lewis and Clark Expedition in Montana—Investigates the Corps’ journey through Montana and their encounters with American Indians.Includes a Grizzly hide, trade goods, books, and more!

Cavalry and Infantry: The U.S. Military on the Montana Frontier— Illustrates thefunction of the U. S. military and the life of an enlisted man on Montana’s frontier, 1860 to1890.

From Traps to Caps: The Montana Fur Trade— Gives students a glimpse at how furtraders, 1810-1860, lived and made their living along the creeks and valleys of Montana.

Inside and Outside the Home: Homesteading in Montana 1900-1920— Focuses on thethousands of people who came to Montana’s plains in the early 20th century in hope of make aliving through dry-land farming.

Prehistoric Life in Montana— Explores Montana prehistory and archaeology through a studyof the Pictograph Cave prehistoric site.

Gold, Silver, and Coal—Oh My!: Mining Montana’s Wealth— Lets students consider whatdrew so many people to Montana in the 19th century and how the mining industry developedand declined.

Coming to Montana: Immigrants from Around the World— Montana, not unlike the restof America, is a land of immigrants, people who came from all over the world in search of theirfortunes and a better way of life. This footlocker showcases the culture, countries, traditions,and foodways of these immigrants through reproduction artifacts, clothing, toys, and activities.

(continued)

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Montana Indians: 1860-1920— Continues the story of Montana’s First People during thetime when miners, ranchers, and the military came West and conflicted with the Indians’traditional ways of life.

Woolies and Whinnies: The Sheep and Cattle Industry in Montana—Looks at thefascinating stories of cattle, horse, and sheep ranching in Montana from 1870 to 1920.

The Cowboy Artist: A View of Montana History— Over 40 Charles M. Russell prints, aslide show, cowboy songs, and hands-on artifacts are used as a window into Montana history.Lessons discuss Russell’s art and how he interpreted aspects of Montana history, including theLewis and Clark expedition, cowboy and western life, and Montana’s Indians. Students will learnart appreciation skills and learn how to interpret paintings, in addition to creating their ownmasterpieces on Montana history topics.

The Treasure Chest: A Look at the Montana State Symbols—The Grizzly Bear, CutthroatTrout, Bitterroot, and all of the other state’s symbols are an important connection to Montana’shistory. This footlocker will provide students the opportunity to explore hands-on educationalactivities to gain a greater appreciation of our state’s symbols and their meanings.

Lifeways of Montana’s First People—Contains reproduction artifacts and contemporaryAmerican Indian objects, as well as lessons that focus on the lifeways of the five tribes (Salish,Blackfeet, Nez Perce, Shoshone, and Crow) who utilized the land we now know as Montana inthe years around 1800. Lessons will focus on aspects of the tribes’ lifeways prior to the Corpsof Discovery’s expedition, and an encounter with the Corps.

East Meets West: The Chinese Experience in Montana— The Chinese were one of thelargest groups of immigrants that flocked in to Montana during the 1800s in search of gold,however only a few remain today. Lessons explore who came to Montana and why, the customsthat they brought with them to America, how they contributed to Montana communities, andwhy they left.

Architecture: It’s All Around You— In every town and city, Montana is rich in historicarchitecture. This footlocker explores the different architectural styles and elements of buildings,including barns, grain elevators, railroad stations, houses, and stores, plus ways in which we cankeep those buildings around for future generations.

Tools of the Trade: Montana Industry and Technology— Explores the evolution of toolsand technology in Montana from the 1600’s to the present. Includes reproduction artifacts thatrepresent tools from various trades, including: the timber and mining industries, fur trapping,railroad, ranching and farming, and the tourism industry.

(continued)

Inside and Outside the Home: Homesteading Life in Montana 1900-1920Educational Resources Footlockers, Slides, and Videos (continued)

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SLIDESChildren in Montana— presents life in Montana during the late 1800s and early 1900sthrough images of children and their written reminiscences.

Fight for Statehood and Montana’s Capital— outlines how Montana struggled to become astate and to select its capital city.

Frontier Towns— illustrates the development, character, and design of early Montanacommunities.

Jeannette Rankin: Woman of Peace— presents the life and political influence of the firstwoman elected to Congress.

Native Americans Lose Their Lands— examines the painful transition for native peoples toreservations.

Power Politics in Montana— covers the period of 1889 to the First World War whenMontana politics were influenced most by the copper industry.

The Depression in Montana— examines the impact of the Depression and the federalresponse to the Depression in Montana.

The Energy Industry— discusses the history and future of the energy industry in Montana.

Transportation— describes how people traveled in each era of Montana’s development andwhy transportation has so influenced our history.

(continued)


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VIDEOS Capitol Restoration Video— shows the history, art, and architecture of Montana's StateCapitol prior to the 1999 restoration. Created by students at Capital High School in Helena.

“I’ll ride that horse!” Montana Women Bronc Riders— Montana is the home of a richtradition of women bronc riders who learned to rope, break, and ride wild horses. Their skilland daring as horsewomen easily led to riding broncs on rodeo circuits around the world. Listento some to the fascinating women tell their inspiring stories.

Montana: 1492— Montana's Native Americans describe the lifeways of their early ancestors.

People of the Hearth— features the role of the hearth in the lives of southwestern Montana'sPaleoindians.

Russell and His Work— depicts the life and art of Montana’s cowboy artist, Charles M.Russell.

The Sheepeaters: Keepers of the Past— When the first white men visited Yellowstone in theearly nineteenth century, a group of reclusive Shoshone-speaking Indians known as theSheepeaters inhabited the Plateau. They had neither guns nor horses and lived a stone-agelifestyle, hunting Rocky Mountain Bighorn sheep for food and clothing. Modern archaeologyand anthropology along with firsthand accounts of trappers and explorers help to tell the storyof the Sheepeaters.


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Primary Sources and How to Use Them

The Montana Historical Society Education Office has prepared a series of worksheets tointroduce you and your students to the techniques of investigating historical items: artifacts,documents, maps, and photographs. The worksheets introduce students to the common practiceof using artifacts, documents, maps, and photographs to reveal historical information. Throughthe use of these worksheets, students will acquire skills that will help them better understand thelessons in the User Guide. Students will also be able to take these skills with them to futurelearning, i.e. research and museum visits. These worksheets help unveil the secrets of artifacts,documents, maps, and photographs.

See the examples below for insight into using theseworksheets.

ArtifactsPictured at left is an elk-handled spoon, one of 50,000 artifactspreserved by the Montana Historical Society Museum. Here are somethings we can decipher just by observing it: It was hand-carved from ananimal horn. It looks very delicate.

From these observations, we might conclude that the spoon wasprobably not for everyday use, but for special occasions. Furtherresearch has told us that it was made by a Sioux Indian around 1900.This artifact tells us that the Sioux people carved ornamental items, theyused spoons, and they had a spiritual relationship with elk.

PhotographsThis photograph is one of 350,000 in the MontanaHistorical Society Photographic Archives. After looking atthe photograph, some of the small “secrets” that we canfind in it include: the shadow of the photographer, therough fence in the background, the belt on the woman’sskirt, and the English-style riding saddle.

Questions that might be asked of the woman in the photoare: Does it take a lot of balance to stand on a horse, is ithard? Was it a hot day? Why are you using an English-style riding saddle?

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(continued)

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DocumentsThis document is part of the MontanaHistorical Society’s archival collection.Reading the document can give us a lot ofinformation: It is an oath pledging to catchthieves. It was signed by 23 men inDecember of 1863. It mentions secrecy, soobviously this document was only meant tobe read by the signers.

Further investigation tell us that this is theoriginal Vigilante Oath signed by the VirginiaCity Vigilantes in 1863. The two things thisdocument tell us about life in Montana in the1860s are: there were lots of thieves inVirginia City and that traditional lawenforcement was not enough, so citizens tookto vigilance to clean up their community.

MapsThis map is part of the map collection of the Library of Congress. Information that can begathered from observing the map includes: The subject of the map is the northwestern region ofthe United States—west of the Mississippi River. The map is dated 1810 and was drawn byWilliam Clark. The three things that are important about this map are: it shows that there is noall-water route to the Pacific Ocean, it documents the Rocky Mountains, and it shows the manytributaries of the Missouri River.

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Inside and Outside the Home: Homesteading Life in Montana 1900-1920Primary Sources and How to Use Them (continued)

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How to Look at an Artifact(Adapted from the National Archives and Records Administration Artifact Analysis Worksheet.)

Artifact: An object produced or shaped by human workmanship of archaeological orhistorical interest.

1. What materials were used to make this artifact?

■■ Bone

■■ Pottery

■■ Metal

■■ Wood

■■ Stone

■■ Leather

■■ Glass

■■ Paper

■■ Cardboard

■■ Cotton

■■ Plastic

2. Describe how it looks and feels:

Shape ____________________________________

Color _____________________________________

Texture ___________________________________

Size ______________________________________

Weight____________________________________

Moveable Parts ____________________________

Anything written, printed, or stamped on it

__________________________________________

■■ Other_______________________

Draw and color pictures of the object from the top, bottom, and side views.

Top Bottom Side

(continued)

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3. Uses of the Artifacts.

A. How was this artifact used? __________________________________________________________

B. Who might have used it?_____________________________________________________________

C. When might it have been used?_______________________________________________________

D. Can you name a similar item used today? _____________________________________________

4. Sketch the object you listed in question 3.D.

5. Classroom DiscussionA. What does the artifact tell us about technology of the time in which it was

made and used?

____________________________________________________________________________________

____________________________________________________________________________________

B. What does the artifact tell us about the life and times of the people who made and used it?

____________________________________________________________________________________

____________________________________________________________________________________

Inside and Outside the Home: Homesteading Life in Montana 1900-1920How to Look at an Artifact (continued)

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How to Look at a Photograph(Adapted from the National Archives and Records Administration Photograph Analysis Worksheet.)

Photograph: an image recorded by a camera and reproduced on a photosensitive surface.

1. Spend some time looking at the whole photograph. Now look at the smallest thing in the photograph that you can find.

What secrets do you see? ____________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

2. Can you find people, objects, or activities in the photograph? List them below.

People _____________________________________________________________________________

____________________________________________________________________________________

Objects_____________________________________________________________________________

____________________________________________________________________________________

Activities ___________________________________________________________________________

____________________________________________________________________________________

3. What questions would you like to ask of one of the people in the photograph?

____________________________________________________________________________________

____________________________________________________________________________________

4. Where could you find the answers to your questions?

____________________________________________________________________________________

____________________________________________________________________________________

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■■ Stamps

■■ Other _________________________

■■ Letterhead

■■ Handwriting

■■ Typed Letters

■■ Seal

2. Which of the following is on the document:

How to Look at a Written Document(Adapted from the National Archives and Records Administration Written Analysis Worksheet.)

Document: A written paper bearing the original, official, or legal form of something and which can beused to furnish decisive evidence or information.

1. Type of document:

■■ Newspaper

■■ Letter

■■ Patent

■■ Journal

■■ Map

■■ Telegram

■■ Press Release

■■ Advertisement

■■ Diary

■■ Census Record

■■ Other__________________________

3. Date or dates of document: ________________________________________________

4. Author or creator:__________________________________________________________

5. Who was supposed to read the document? ________________________________

_____________________________________________________________________________

6. List two things the author said that you think are important:

1. __________________________________________________________________________

2. __________________________________________________________________________

7. List two things this document tells you about life in Montana at the

time it was written:

1. __________________________________________________________________________

2. __________________________________________________________________________

8. Write a question to the author left unanswered by the document:

_____________________________________________________________________________

_____________________________________________________________________________

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How to Look at a Map(Adapted from the National Archives and Records Administration Map Analysis Worksheet.)

Map: A representation of a region of the earth or stars.

1. What is the subject of the map?

3. Date of map: _______________________________________________________________

4. Mapmaker: _________________________________________________________________

5. Where was the map made: _________________________________________________

6. List three things on this map that you think are important: ______________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

7. Why do you think this map was drawn? ___________________________________

_____________________________________________________________________________

8. Write a question to the mapmaker that is left unanswered by the map.

_____________________________________________________________________________

■■ Compass

■■ Date

■■ Notes

■■ Scale

■■ Key

■■ Title

■■ Name of mapmaker

■■ Other ______________________________

2. Which of the following items is on the map?

■■ River

■■ Prairie

■■ Stars/Sky

■■ Town

■■ Mountains

■■ Other ________________________________

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Standards and Skills

State 4th Grade Social Studies Standards

Lesson Number: 1 2 3 4 5 6

✔ ✔

✔ ✔ ✔ ✔ ✔

✔ ✔ ✔ ✔ ✔ ✔

Students access, synthesize, and evaluateinformation to communicate and apply socialstudies knowledge to real world situations.

Students analyze how people create and changestructures of power, authority, and governanceto understand the operation of government andto demonstrate civic responsibility.

Students apply geographic knowledge and skill(e.g., location, place, human/environmentinteractions, movement, and regions).

Students demonstrate an understanding of theeffects of time, continuity, and change onhistorical and future perspectives andrelationships.

Students make informed decisions based on anunderstanding of the economic principles ofproduction, distribution, exchange, andconsumption.

Students demonstrate an understanding of theimpact of human interaction and culturaldiversity on societies.

(continued)

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Skill Areas

Lesson Number: 1 2 3 4 5 6 7

✔

✔ ✔ ✔ ✔ ✔

✔ ✔

✔

✔

✔

✔ ✔

✔

Using primary documents

Using objects

Using photographs

Art

Science

Math

Reading/writing

Map Skills

Drama, performance, re-creation

Group work

Research

Music

Bodily/Kinesthetic

Field Trip


Standards and Skills (continued)

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The BeginningOver 12,000 years ago — long beforeColumbus sailed across the Atlantic ocean —people lived in Montana. Scientists cannotagree about how these people came here.Some believe that prehistoric people walkedacross a land bridge called Beringia or theBering Land Bridge that at one timeconnected Asia and the Americas; but it isnow underwater. Others believe that peoplecame in boats, down the western coast ofAmerica. And still others think that theseFirst People have always lived here.

The First PeopleThe First People, or prehistoric people, founda land different from the one we know today.A large ice field dipped across the land,dragging rocks and carving valleys as itrepeatedly froze and thawed. First Peoplelived on the edge of the ice field, hunting andgathering what they could find.

When the ice fields melted, some of the landwe know as Montana was covered with large

bodies of water. Early people lived alonghigh mountain ranges, unable to hunt in thesoggy water bottoms. Then a drought cameand the lakes dried up. The First Peoplestruggled to find food. Many people movedon hoping to find another place to live withwater, plants, and animals to hunt.

Hunting DaysBuffalo was a very important animal toMontana’s First People. Buffalo were killedwith large spears, atlatls and later with bowand arrows. Much later, betweenapproximately AD 500-1700, hunters herdedbuffalo over cliffs. The fall would badlyinjure or kill the animals. Hunters at thebase of the cliff would use spears or bow andarrows to kill the injured animals. Called“buffalo jumps” or “pishkuns,” this method of

Historical Narrative for Fourth Graders

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Indian Pictographs.

Indian vessel found near Taylor’s Fork alongthe Gallatin River.

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continued

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Historical Narrative for Fourth Graders (continued)

hunting had to be carefully planned. It tookmany brave hunters to make a successfulhunt. After the animals were dead, womenwould butcher the animals to prepare meatfor eating and the hides for use. Buffaloprovided food, shelter, clothing, and tools tothese early hunters. People traveled on footand used dogs to drag their belongings fromcamp to camp. The horse would not beintroduced until the 1700s.

Archaeology and Pictograph CaveWhat we know about early people comesfrom the things that they left behind. It is thejob of archaeologists to study these remainsand to interpret the lifeways and culture ofthe early people who once lived here. Tools,fire pits, petroglyphs (carvings on cave orrock walls), or pictographs (drawings on cave

or rock walls) have been found at these sites.Pictograph Cave complex, near Billings,Montana, is an important archaeological sitewhere scientists have been able to learnabout Montana’s first residents. It wasexcavated in the 1930s and 1940s, but westill learn from it today.

The Pictograph Cave complex continues tohold importance. Not only is it a valuablearchaeological site, it links modern societywith the ancient past. The site offers thechance for adults and children alike to reflectupon life in a prehistoric time.

Montana hosts many valuable prehistoricsites. While there are still questions aboutprehistoric people, Montana’s landscape andhidden treasures may yield answers in thisfascinating study.

Tipi rings west of Ringling, Montana on Sixteenmile Creek, no date, unidentified photographer.

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It is not really known how prehistoric peoplecame to Montana. There are theories andlegends. Some scientists believe that earlypeople traveled across a natural land bridgecalled Beringia or the Bering Land Bridge,connecting the Asian and Americancontinents. Others, especially native people,believe that they have always lived here.

It is believed that prehistoric people cameand left in three waves. As the large ice capsreceded from the North American continent,early big game hunters lived along the edgesof the ice field from approximately 12,000BC to 6,000 BC. This is the time that thebig game hunters or prehistoric people livedin Montana.

Approximately 6000 BC to AD 500, whenthe drought and drier conditions dominatedthe area, early people had difficulty findinggame and vegetation to eat. Many of thesepeople moved from the northern mountainregion to find more hospitable environments.Those that remained lived in the eastern two-thirds of the state. They learned to use thebow and arrow, and they lived in small-framedtipis made of sticks and surrounded by hides.

By 500 AD to approximately 1700 AD, therain returned as did the animal and plant life.This place we now call Montana once againwas able to support a large population ofhunters and gatherers. Unlike those beforethem, these people lived and hunted in largegroups. They traveled by foot and used dogsto carry their belongings, as horses did notcome to Montana until the mid-1700s.

What we know about early people comesfrom the things that they left behind. It is thejob of archaeologists to study these remainsand to interpret the lifeways and culture ofthe early people who once lived here. One ofthe best North American sites is PictographCave. The Pictograph Cave complex lies in a

protected creek drainage above theYellowstone River near present-day Billings.The complex consists of three caves:Pictograph Cave, Middle Cave, and GhostCave. Used repeatedly for many generations,the caves gave shelter to native people wholived on the windswept Northern Plains.People camped, cooked, made tools, anddecorated the cave walls with pictographsand petroglyphs. It was an ideal campsitewith a water supply, abundant wildlife, andvegetation nearby. For at least 5,000 yearsand perhaps as long as 10,000 years, peoplecamped in this complex.

Archaeological excavations at the site duringthe 1930s yielded important informationabout early people. In 1937 a sandstoneslab fell from the cave ceiling, and rainwaterleaked through to the floor below, whichexposed buried layers of camp remains. Thatspring, the Montana Highway Commissionpurchased the property and an archaeologicalinvestigation began, funded by the FederalWorks Projects Administration. Led by OscarLewis, an amateur archaeologist fromGlendive, up to 30 men worked on the site,revealing layers of life at Pictograph Cave.

For two years men excavated PictographCave, then Ghost Cave, taking the floors ofthe caves down over 20 feet in the process.A crew returned in 1941 for furtherexcavations. They uncovered an ancienthearth (fire pit) that appeared to predate theearlier finds, likely making the site well over5,000 years old.

The workers retrieved a vast array of over30,000 artifacts reflecting many aspects ofMontana prehistory, making Pictograph Cavecomplex one of the most important sites inNorth America. Chipped and ground stonetools, carved bone and shell itemsrepresented changing native lifeways.

Historical Narrative for Instructors

(continued)

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The stable cave environment also preserveddelicate materials such as vegetal remainsand woven grasses, providing a diverserecord of native life. At various times, peopleat the caves subsisted on buffalo and othertypes of game. They used pottery and tradedfor goods from places as distant as thePacific Coast.

Prehistoric artists painted over 100 imageson the back walls of Pictograph Cave. Manydepict warriors holding shields, hunters, menand women, spears, bows and arrows,horses, and guns. Also pictured aremammals such as deer, elk, buffalo, bear aswell as turtles, birds, and supernaturalcreatures. These figures have deterioratedover time and many are no longer visible.

But the records made of these pictographsduring the 1930s and 1940s preserved animportant glimpse into the spiritual traditionsand beliefs of the people who used the cave.The images also reflect the ways they livedand changes in technology over the centuries.

The Pictograph Cave complex continues tohold importance. Not only is it a valuablearchaeological site, it links modern societywith the ancient past. The site offers thechance for adults and children alike to reflectupon life in a prehistoric time.

Montana hosts many valuable prehistoricsites. While there are still questions aboutprehistoric people, Montana’s landscape andhidden treasures may yield answers in thisfascinating study.


Historical Narrative for Instructors (continued)

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I. Prehistoric People in Montana

A. Who were they and what were they called?1. Early Big Game Hunters/Prehistoric or First People

a. 10,000 BC to 6,000 BCb. end of Ice Age

2. Foragers or Gatherersa. 6000 BC to AD 500b. drought period

2. Late Huntersa. AD 500 to AD 1800b. community living

B. How did they get to Montana?1. Oral Tradition says they always lived here.2. Some scientists theorize they came over Bering Strait land bridge.

II. Early Big Game Hunters/Prehistoric or First People

A. When did they live in Montana?1. End of Pleistocene Era or late Ice Age

a. ice sheets advanced and receded across Montana Hi-Lineb. between ice fields lay fertile, open tundra environment

2. Changing Montana climatea. not all plants or animals could surviveb. mammoth, mastodon, ground sloth became extinct

3. Prehistoric tools found give clues to the pasta. Anzick site outside of Wilsall, MT holds large deposit of prehistoric

materialc. not found west of Continental Divide because of Lake Missoula

B. What were they like?1. Nomadic – moved to find food and supplies2. Lived in small clans of 20 – 25 people3. Hunters and gatherers

a. hunted buffalo, deer, rabbit, etc.b. gathered berries, nuts, and plants

C. What tools and weapons did they use?1. Folsom and Clovis points

a. took time and skill to makeb. lithic or stone tools

2. Hafted wooden shafts 3. Stone tools were large and heavy (sometimes attached to a wooden handle)4. Atlatl

a. spear-thrower(continued)

Outline for Classroom Presentation

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b. very accurate

III. Foragers and Gatherers

A. When did they live in Montana?1. 6000 BC – climate warmed

a. eastern two-thirds of state sparsely populatedb. people moved to western valleys as Lake Missoula receded

2. fewer animals to hunt

B. How did they live?1. possibly tipis2. wickiups (small frame of sticks with hide surround)

C. Tools and weapons1. points smaller2. bows and arrows introduced3. bison herds increased in size

IV. Late Hunters

A. When did they live in Montana?1. AD 500 – 1700 as drought ended2. more animals, habitat and people

B. How did they live?1. more social organizations

a. increase in tribe sizeb. tipi rings about 10 to 20 feet in diameterc. communal meeting area – 45 feet in diameterd. medicine wheels

2. efficient hunting societiesa. one buffalo equaled many rabbitsb. seasonal hunting trips

3. arta. pictographsb. petroglyphs

C. Tools and weapons1. no horses yet2. use of dog travois3. travel on foot4. buffalo drives

a. called Pishkun by Blackfeetb. Montana has highest number of buffalo drive sites


Outline for Classroom Presentation (continued)

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What is cunning like a wolf in search offood, fast as a deer running from danger,mighty as a warrior defending his people?That is who I am.

You do not know my name. But I have one.You do not know where I lived, but I washere. You do not know why my image is onthe wall of a cave. It is all that remains ofmy time in Montana.

My people were on this land over 10,000years before you were born. We huntedlarge animals like the mastadon, bison andelk. We lived together as a family, eachperson responsible for a job. Some of usgathered berries and roots; others hunted onfoot. We made tools from rocks andminerals found in the earth. We used hidesfor clothing, shelter and shields. SometimesMother Earth made our homes, and we livedin caves found in the high lands surroundinglakes and rivers.

I see myself as a mighty hunter. I made asharp spear point. My shield is decorated.On my head I wear a cap that looks like thehead of a wolf. I am powerful and fast. Icreep quietly and strike with force. I providefood for my family. There is no greaterhonor.

Amazing Montanans—Biographies

Prehistoric Man

Shield warrior from Pictograph Cavenear Billings, Montana.

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Archaeology – the study of ancient peoplethrough the evidence of things they leftbehind.

Archaeological Site – an archaeologicalsite is a place where archaeologists havefound materials left by ancient andprehistoric people.

Bering Land Bridge or Strait – the nameof the land bridge that some scientistsbelieve the First People used to migrate fromAsia to the Americas.

Creation Story – one of many stories toldby native people about how their livesbegan.

Drought – a condition in the earth’senvironment when there is little or no water;animals die from lack of food and water.

Ice Field – during the “ice age” large areasof ice and snow covered the earth; it slowlymelted and as it did the ice dug deep gulliesand lake beds; the melting snow madestreams and lakes; ice “fields” refer to thelarge, receding areas of ice.

Land Bridge – some scientists believe thatat one time there was land that connectedthe tip of Alaska with the Asian continent;the connecting piece of land is called a“bridge”.

Petroglyph – an inscribed drawing on rockor wall; “petro” means rock.

Pictograph – a painting or picture drawnon the surface of a rock or wall.

Pictograph Cave – located near Billings,Pictograph Cave is actually three caveswhere prehistoric people camped andworked; it is an important archaeologicalsite.

Pishkun – a name used by the BlackfeetIndians to describe the place where buffaloare herded over the edge of a cliff to bekilled; it was a complicated hunting practiceused by early people

Prehistoric People (First People) –“prehistoric” means before written records;in Montana early people had many ways ofcommunicating, but they did not write in alanguage that Europeans recognized;prehistoric people lived in Montana for over12,000 years.

Vocabulary List

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Lesson 1: Ancient Teachings

Pre-Lesson Preparation:The pictograph of the man with a shield is a copy of a similarimage found in Pictograph Cave. The pigment of the originalimage has faded over the years. The drawing may be severalhundred years old. The cave housed people for thousands ofyears. Many remains of tools and fires as well as cave drawings(pictographs) and carvings (petroglyphs) can be found at this site.Archaeologists infer many things about the people who left theseitems behind. Some inferences may be accurate, others perhapsnot. It is important that students understand that modernscientists look for clues as they write a story about the past.

Make copies of the “How to Look at an Artifact” sheet for each student.

Procedure:1. Remove man with a shield pictograph from the footlocker

and allow students to examine it. Encourage them to becareful, as the cast is breakable.

2. Have students complete the “How to Look at an Artifact” onthe pictograph.

3. Together as a class, list some things you can learn aboutthis person.

4. Make another list of the things you do not know aboutthis image.

Discussion Questions:1. Is the drawing of a human? How do you know? What is he

doing? What possessions do you see?

2. Why is this image on the wall of a cave? How do you know?

3. Why do you think he has a bump in his knee?

Further Exploration: • Look at the "Amazing Montanan" biography provided in the

User Guide. Read it together as a class and display thestory and picture on the classroom wall. Sponsor a contestfor students to name this person. Ask students to explainthe name they gave. Students may want to vote on thesubmitted names. Award a prize for the best entry.

Objective:At the conclusion of thelesson students will beable to:

• define an artifact;

• describe how anartifact tellssomething about thepeople who made orused it.

Time: 30 minutes

Materials: • Footlocker Materials:

pictograph of manwith a shield

• User Guide Materials:“How to Look at anArtifact” worksheet

• Teacher ProvidedMaterials: none

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Objective:At the conclusion of thislesson students will beable to:

• analyze personalpossessions asartifacts from thepast.

Time:Discussion 10 minutes

Practicum – 20 minutes,2 days

Material:• Footlocker

Materials: none

• User GuideMaterials: “How toLook at an Artifact”worksheet

• Teacher ProvidedMaterials: Studentsbring objects fromhome in a brownpaper bag.

Pre-Lesson Preparation:Review the description “How to Look at an Artifact” located inyour User Guide. With that information in mind, demonstrate foryour students how an artifact can say something about the peoplewho made or used it. You may choose to look at a penny. If youwere an archaeologist thousands of years from now and youdiscovered a collection of pennies, what could you determineabout the culture that produced it? (For instance, they had alanguage, sophisticated machinery, could alloy metals, had systemfor exchange, etc.)

Procedure:1. A few days before this lesson, instruct your students to bring

three things from home in a brown paper bag. These thingsshould be durable (rather than made from paper, plastic orfabric.) If possible one thing might give clues aboutownership. (Please, nothing obvious like address labels,photographs, etc.)

2. On the day of this lesson, encourage your students topretend that they are archeologists, working thousands ofyears from now. Introduce the concept of reading an object,like a penny. What kinds of things can the students tellabout their everyday objects?

3. Then distribute the bags, one to each student, ensuring thatno one gets their bag. Invite the class to carefully examinethe contents, and make a list of the things you can tell aboutthe person who owned the items (remember you are workingin the future). At the end of five to eight minutes, take timeto listen to each explanation. You may want to provide twoclass periods for this lesson.

Discussion Questions: 1. What objects do you have? What was it made from? How

was it made? 2. How do you think it was used? Why? Who might have

owned this object?

Further Exploration: • Look at the stone tools located in the footlocker. What can

you tell about the person who made or used each object?What kinds of questions would you have for the person whoowned it?

• Have students fill out the “How to Look at an Artifact”worksheet for each of the 3 items in their bag.

Lesson 2: Site in a Bag

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Lesson 3: Atlatl – Prehistoric Hunting Weapon

Pre-Lesson Preparation: The word “atlatl” (pronounced “at – la – tal”) is of Aztecorigin. While used in Montana for 12,000 years or more,the weapon itself has been in existence throughout theworld for over 30,000 years. The atlatl and dart are anefficient combination, capable of killing the huge woollymammoth or even the leather-clad Spaniards, as was thecase in South America. The physics and design of theatlatl are complicated. Simply stated, the long lance,hinged dart-holding shaft, and counter weight combine tomake this a powerful and accurate weapon. An atlatl-thrown dart could travel over 100 miles per hour.

Procedure: 1. Remove the atlatl from the footlocker and show it to

your class.

2. Describe its use and history, taking care to say theword and to show it’s spelling.

3. Define the parts as illustrated by the accompanying text.Assemble the atlatl but do not attempt to throw it.

4. Distribute copies of the atlatl diagram. Ask students toname the weapon and its parts. Encourage them tocolor their diagrams. Collect the worksheets forclassroom display.

Discussion Questions: 1. When was the atlatl used? Who might have used a

weapon like this?

2. Why would prehistoric people need this weapon?What weapons replaced the atlatl? (Bow and arrows)

3. Explain why this tool was so fast and effective.

Further Exploration: • There may be an atlatl expert in your community.

Check with the history or anthropology departments ata nearby college or university for suggestions. If someone is available, make arrangements for thatperson to visit your school. You may want to workwith him or her in setting up a target anddemonstration in a large outdoor area. It is fascinatingto watch. *WARNING: Be sure your studentsrecognize the danger in attempting to use an atlatl.

Objective:At the conclusion of thislesson, students will be able to:

• pronounce and describethe ancient tool, atlatl;

• assemble the reproductionprovided in the footlocker.

Time:30 minutes

Material: • Footlocker Materials:

atlatl

• User Guide Materials:diagram of atlatl parts

• Teacher ProvidedMaterials: copies ofdiagram

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Prehistoric Life in MontanaD

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Lesson 4: Rock Art

Pre-Lesson Preparation: The day before this lesson, mix a batch of Plaster of Pariswith water until the consistency of oatmeal. Pour enoughsolution into the bottoms of two layers of coffee filters tomake a small pancake about 1/4 inch thick. Filters should beplaced in a pan or on a cookie sheet. Let it dry overnight.

It is not clear what Indian rock art means. Some believe thateach image holds the spirit of the maker: others feel thedesigns were an expression of art. Hunters may have createdthe images of the animals they were hunting in hopes it wouldbring them good luck. No one knows for certain, but it doesstimulate our imaginations.

Procedure: 1. Distribute the Plaster of Paris “rocks” to your students.

Instruct them to paint with watercolor one surface toresemble a rock and write their initials on the other side.Watercolors will dry quickly.

2. Then students may either carve a “petroglyph” using anail, or create a “pictograph” by painting on the surfaceof the rock. Refer to the transparency for image ideas,or encourage your students to create their own.

3. When images are done, discuss them as a class. Displaythe rock art for others to see.

Discussion Questions: 1. Ask each student to explain the kind of imagery he/she

did. Is it a “pictograph” or a “petroglyph”? Describethe image and what it means.

Further Exploration: • Review the slide show provided in the footlocker. Look

on a map and find the general location of PictographCave. If it is close by, see if you can arrange for a fieldtrip to this site.

• If Pictograph Cave is not close, visit the website atwww.pictographcave.org

Objective: At the conclusion of thislesson, students will be able to

• define “pictograph” and“petroglyph”.

Time: Teacher may need 30minutes to prepare materials.

Activity – 30 minutes

Discussion – 10 minutes

Material: • Footlocker Materials:

pictograph

• User Guide Materials:transparency of rock art

• Teacher ProvideMaterials: Plaster ofParis, coffee filters,watercolors, large nails,and color pencils.

— 36 —


Lesson 5: Oral Traditions

Pre-Lesson Preparation:We do not know how prehistoric people came to Montana. Somescientists think that early people walked across the Bering Straitland bridge that at one time linked Asia and the Americas. Look atthe map in the User Guide and trace a route with your finger.Early people may have walked along the eastern front of theContinental Divide, stopping to hunt or trade.

Still others believe that the Indians have always lived in this place.The stories and legends shared among native peoples for hundredsof years, tell about the creation of earth and its inhabitants. Readthe Cheyenne creation story printed on the next page.

Procedure: 1. Distribute Grandmother’s Story to your class. Take turns

reading it aloud.

2. Ask for volunteers who would be willing to retell the story intheir own words. Practice retelling the story. Remindstudents about the importance of a clear voice with inflection,gestures, eye contact, and accuracy.

3. On the second day of this lesson, recreate a pretend campfire.Push the desks aside and clear space for all students to sit onthe floor around the campfire. Explain that for prehistoricpeople (people who lived before writing or a written record)telling stories was a way of preserving their past. We arelucky that so many of these stories and legends survive.

4. Have everyone participate in the retelling of yesterday’s story.Share other stories that you know.

Discussion Questions: 1. What does prehistoric mean? Why is story-telling important?

2. How did early people come to Montana? What were theylooking for?

3. What are some important things to remember about telling astory? Do you have a favorite story? What is it?

Further Exploration: • Look for other stories about creation or early people. Create

a storytelling special event at your school. Invite otherstudents to join your class around the campfire.

Objective: At the conclusion of thislesson, students will beable to:

• tell a story abouthow early peoplecame to this place.

Time: 30 minutes, two days

Materials: • Footlocker

Materials: none

• User GuideMaterials:Grandmother’sEarth story, mapillustrating the landbridge and easternfront

• Teacher ProvidedMaterials: copies ofGrandmother’sEarth to distributeto the class.

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“Grandmother Earth – A Cheyenne Creation Story”

The wise Cheyenne old ones say that in the far distant past, generations upon generations ago, the Creator made this universe. With his awesome power and supreme knowledge, he created four spiritual beings to witness the sacred act of creation. He created a world using sinew, buffalo fat, sweet grass, and red earth paint, to which he gave sacred life by breathing upon it four times. Following this he made the water; the beings that live on or in the water; the light and flaming heat of the sun; and the air in its boundless blue sky.

The Creator gave the water beings the ability to fly. They, however, not only wanted to be able to swim, to dive, and to fly, but to live and rest upon what they described as a dry solid place. The Creator, then, requested that one of them had to bring up some mud from the depths of the salty water. After three of them failed, a small coot successfully swam down to get some red earth.

Since there was only water and air around him, the Creator decided to place this mud upon the back of one of the water beings. All proved unsuitable, however, except for Grandmother Turtle. He placed the mud upon her back, which under his power expanded to become this sacred land. Because a grandmother holds up this island, the Creator decreed that the earth, too, is to be known as our grandmother.

Condensed by Henrietta Whiteman for The Windmill, Volume 8, Number 6, May-June, 1985.

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First People Bering Strait

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Lesson 6: Pemmican Making

Pre-Lesson Preparation:Plains Indians relied heavily upon buffalo and other big game foodslike deer, elk, and antelope. Men generally hunted these animalswith spears and atlatls and then later with the bow and arrow. Inaddition to preparing the meat, women gathered berries, roots, andleaves, and hunted small game such as rabbit.

Much meat was generally taken from a large animal like a buffalo.Some of the meat was shared and eaten on the spot. But most wasturned into a dried, portable food that was very easy and light totransport.

Plains Indians made a substance called pemmican, which consistedof dried meat, berries and suet. In this form, pemmican was verynutritious, was easily transported and could last for years.

“Basically it was buffalo meat, cut with the grain in thin slices orstrips and dried in the sun or over a slow fire. A smoking fireadded flavor and was useful for keeping the flies off though if meatracks were high they tended to be clear of flies. The dry-meat wasthen spread on a hide and pounded by stones or mallets to become"beat meat" which was tossed into a rectangular rawhide container(hair on the outside) about the size of a flour sack. To thedehydrated, crumbled meat was added one-third or more of meltedfat and the bag was sewn up. The fat might be mixed with themeat before or after it was bagged. While the pemmican wascooling the bag was turned from time to time to prevent the fatfrom settling on one side. Compressed in a skin bag that wasgreased along the seams to eliminate air and moisture, it wouldkeep for years.

There were three ways of eating pemmican. There was the soup orstew called rubbaboo in which a lump of pemmican was choppedoff and put in a pot of boiling water. If it was available, flour wasadded and possibly wild onions, sometimes a little sugar,occasionally a vegetable and a scrap of salt pork. Frying thepemmican in its own fat resulted in what was called rousseau (orrechaud or richot) and to it also might be added some flour or asuitable wild plant for flavor. The third method was to hack off alump and eat it raw, a slow process, since it dried extremely hard,but a satisfying concentrated food for the travelers with no time tostop” (Pemmican Making Guide).

Procedure:

Objective:At the conclusion of thelesson students will beable to:

• Recognize thedifferentingredients inpemmican andexperience itsunique taste;

• Understand howimportantpemmican was toearly PlainsIndians.

Time:One 45-50 class period

Materials:• Footlocker

Materials: none

• User GuideMaterials:Pemmican recipe

• Teacher ProvidedMaterials:ingredients andutensils formaking pemmican

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1. Share information on pemmican, why it was made, and what it wasmade out of.

2. Make pemmican using the recipe provided on the next page in theUser’s Guide.

3. Ask each student to try the pemmican. If possible, have them try itdry, as rubbaboo, and as rouseau. What is their favorite? Why?

Discussion Questions:

1. What types of food do you eat today that are similar to pemmican?

2. Why do students think that Native Americans made and atepemmican?

3. What types of food would you take with you on a hike? Why?

Further Exploration:• Try making pemmican with different ingredients. Try dried bologna

(cook in low oven until dry) or bacon bits for meat. Craisins,raisins, or any other dried berry could be substituted. Some peoplehave tried peanut butter in place of suet but it doesn’t taste verywell with the meat, so stick with suet.

• Purchase a couple different types of nutritional bars and havestudents try these. Power Bars, Balance Bars, Luna Bars, AdvanceBars, etc. All of these bars are like a meal – similar to pemmican.Which do they like better – the present-day bars or pemmican?Which is more nutritious?

• Make GORP (granola, raisins, and peanuts – or any suchcombination including a protein, carbohydrate, and fruit). Askchildren if they could easily take this hiking with them? Would thisbe a nutritious snack? As nutritious as the pemmican and/ornutrition bars? How does it taste? Better or worse than pemmican?

• Visit the website—www.nativetech.org/food and discover otherPlains Indians foods and have a First People Feast with thedifferent types of foods.

Prehistoric Life in MontanaLesson 6: Premmican Making (continued)

— 41 —


Ingredients:

2 cups beef jerky sliced thinly; suet (enough to hold ingredients together) – approximately 1/2 to 3/4 cup; 1/2 to 3/4 cup dried berries (blueberries or huckleberries are very good)

Preparation: • Shred the jerky finely with a sharp knife. (Be careful, because it can be very hard).

• Mash the berries until broken, but not mushy.

• Melt the suet in a saucepan.

• Combine all ingredients in the saucepan to make soft blob.

• Pour into a pan lined with tinfoil and let cool.

• When cool, unmold and cut into bars.

• Store in the fridge.

Pemmican Recipe

— 42 —


Now make your own cartoon aboutprehistoric Montana. Use the

information you have learned to make itaccurate and funny.

Here is a cartoon from the Helena’sIndependent Record, May 29, 2002.

Explain what is going on and why it is funny.What kind of weapon is the hunter carrying?

What kind of animal is following him?

— 43 —


What Are The Rules

Protect the Past by Not….

Touching rock art with your hand.

Making paper rubbings or tracings.

Building fires nearby.

Taking home a souvenir.

Repainting or recarving any images.

Defacing or adding your own signature.

Removing any artifact.

Disturbing the ground or area around the site.

If you find an arrowhead on the ground, or locate a cavewith drawings on the wall, what should you do? Below isa list of some rules of which you should be aware. Canyou think of others?

— 44 —


What Is This?

Answers: 1. drill, 2. fishhook, 3. arrowhead, 4. pipe bowl, 5. knife, 6. spear point

Imagine what it would have been like to makeyour own stone weapons and tools. Below aredrawings of tool, points, and other stone itemsthat may have been found at a prehistoric huntingcamp. See if you can tell how these objects wereused. Answers have been provided at the bottomof the page.

1. 2.

3.

4.

6.

5.

— 45 —


You Be the Archaeologist

It is true that artifacts are important to archaeologists.However, archaeologists also carefully record informationabout the place where artifacts are found. An artifact canonly tell part of the history of a site.

On the next page is a copy of a form which archaeologistsuse. Every site is given a reference number, like thenumbers given to books in the library. Because there ismuch archaeological work being done in Montana, theUniversity of Montana gives each site a number and keepscopies of all the site reports.

All states use the same numbering system. For instance24LC1018 is the number of a site called Indian Meadows.“24” is the number given to all Montana sites. “LC”stands for the county in which the site was discovered(Lewis and Clark County). The last series of numbers wasgiven to the site by the University of Montana after thereport is turned in.

Imagine that you are part of an archaeological expedition500 years from now. You have discovered the remains ofwhat was once a school (perhaps your school). Completethe form as best you can, and sketch your site on thegraph provided.

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Pictograph found near Ekalaka, Montana.

Worksheet Hints:

Map = refers to which U.S.Geoloical Survey map(24k or 71/2) the site isusing

Twp. = the north and southdistance in miles fromWillow Creek (chosenas the reference point)

Range - the east and westdistance in miles fromWillow Creek

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You Be the Archaeologist WorksheetStatewide Archaeology Survey • University of Montana

County ___________________________________________________________________________________

Map ________________________________Site No._____________Twp.____________Range _________

Contour Elevation _________________________________________________________________________

Location and Access_______________________________________________________________________

Type of Site_______________________________________________________________________________

Description of Site_________________________________________________________________________

Previous Designations _____________________________________________________________________

Published References ______________________________________________________________________

Owner____________________________________________________________________________________

Address___________________________________________________________________________________

Present Tenant ____________________________________________________________________________

Site Size __________________________________________________________________________________

Est. Depth ________________________________________________________________________________

Vegetation ________________________________________________________________________________

Nearest Water_____________________________________________________________________________

Possibility of Destruction___________________________________________________________________

Recommendation__________________________________________________________________________

Artifacts Collected_________________________________________________________________________

__________________________________________________________________________________________

Artifacts Observed_________________________________________________________________________

__________________________________________________________________________________________

Photo Numbers ___________________________________________________________________________

Recorded by ______________________________________________Date ___________________________

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Prehistoric Life in MontanaYou Be the Archaeologist Worksheet (continued)

Continuation SheetStatewide Archaeological Survey

Department of Anthropology, University of Montana

Site___________________ Date ___________________

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Site of Pictograph Cave (no. 1)

Above the Yellowstone River near present-day Billings three caves lie nestled into aquiet draw. These caves gave shelter tonative people who lived on these windsweptNorthern Plains for untold generations.

Inside Pictograph Cave (no. 5)

Knowledge of Pictograph Cave was passedon through many generations of the NativeAmerican cultures who resided in this region.In past times, people who may have stoppedhere at regular intervals during the year usedthe caves repeatedly. For at least 5,000 yearsand perhaps as many as 10,000 years,people camped in these caves.

Pictograph Cave site came to public attentionduring the late 1800s and was a popularcamping and picnic spot for residents of theyoung town of Billings. Nevertheless, it wasnot until 1937, after a sandstone slab fell outof the cave ceiling and rainwater began toexpose buried layers of camp remains, thatthe rich archaeological legacy of the sitecame to light.

Excavating the Cave (no. 9)

In the spring of 1937, the State of Montanapurchased the land where the caves werelocated and an archaeological investigation ofthe site was organized. For two years, anamateur archaeologist from Glendive namedOscar Lewis led a crew of 30 men. As theydug, trowelled and sifted their way throughthe archaeological remains, they reached 20

feet below the original cave floor. Afteranalyzing collections from the site,archaeologists returned for a third season ofexcavation to answer important questionsabout the age of some artifacts and whenthey were made. In doing so, they droppedthe excavation level even deeper, where theyuncovered an ancient hearth or “fire ring”,which was dated to be over 5,000 years old.

Artifacts (no. 12)

What the archaeologists found was a richrecord of Plains Native American life, markedby changes in soil and a vast array of over30,000 artifacts. Tools of stone, bone, shell,and wood…

Pictograph Image (no. 5)

…and over a hundred painted figures on thecave walls in black, red, and white. Togetherthese spoke of thousands of years of life nearthe Yellowstone River.

Shield Warrior (no. 15)

Who were these ancient people who lived forthousands of years in the rugged lands ofMontana?

They were nomadic people, who probablylived in small groups which included familiesand relatives. Approximately 12,000 yearsago, North America was emerging from anice age, and around the Rocky Mountainslarge glacial lakes formed as the ice meltedand receded.

Life at Pictograph Cave Slide Show

continued

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Mammoth (no. 18)

Large animals such as the mammoth andancient bison roamed the landscape inMontana. The earliest people in Montanahunted these animals. In fact, hunting inthose ancient times may have contributed tothe extinction of these species.

Shelter (no. 8)

Little is known about homes of these earlypeople. They may have used naturalshelters, such as Pictograph Cave and similarrock overhangs and built shelters using brushand/or animal hides.

Spear Points (no. 9)

The earliest hunting weapons used werebelieved to be large spears that hunters couldthrow or thrust at their prey. Large,beautifully crafted stone (or lithic) projectilepoints that tipped their weapons are oftenfound at these early sites.

Picto Man (no. 25)

Evidence from Pictograph Cave and othersites and ancient stories handed downthrough the generations by Native Americansof the region, paint a detailed picture ofnative life over the past 5,000 years.

Buffalo Jump Diorama – from theMontana Historical Society (no. 11)

On the Northern Plains buffalo (a species thatsurvived the ice age) were central to theNative Americans’ way of life. Buffalo jumps,traps and surrounds were used to capturemany animals at once. Many families wouldwork together to harvest buffalo in theseways. Montana with its rolling hills and greatbuffalo herds was prime country for buffalojumps.

Tipi (no. 29)

Warm and comfortable in winter, cool andbreezy in summer, the tipi lodge has a longhistory of use in Montana. These ingenioushouses made of hide and poles, could be setup or taken down in a matter of minutes.

Dog Travois (no. 13)

When moving their lodges people traveled onfoot, and their dogs accompanied them aspack animals. Tipi poles and skins wereattached to dogs in a pack frame called a“travois”.

Tipi Rings (no. 14)

Millions of stone rings on the landscapetoday are believed to mark tipi sites. Thelarge stones in the “tipi rings” were probablyused to hold the tipi covers down on theground and to block cold air and wind fromblowing into the lodge.

Hunter with Atlatl (no. 15)

From about 4,000 to 1,500 years ago, theatlatl was probably the most importantweapon used in hunting. Deceptively simple,the atlatl was carefully weighted; it hookedinto the tail end of a throwing spear or dart.Using an atlatl a hunter could hurl smallspears across great distances with much forceand accuracy.

Bow and Arrow (no. 37)

Some 1,500 years ago, a new invention, thebow and arrow, changed hunting methodsacross North America. Lightweight andportable, the bow and arrow allowed huntersto move with great stealth and to shootacross greater distances than with a spearand atlatl.

continued

Prehistoric Life in MontanaPictograph Cave: Life at Pictograph Cave Slide Show (continued)

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Awls and Needles (no. 43)

These bone awls and needles were importantfor making clothing, netting, lodge coversand for manufacturing and repairingweapons.

Bone Knife Blade (no. 45)

This bone knife blade was probably hafted(attached) to a handle and used much likemodern knives for cutting and scraping.

Stone Blades (no. 46)

Finely crafted blades of stone (or lithicmaterial) were common….

End Scraper (no. 47)

…as were scrapers that could be attached toa handle or hand-held for scraping hides andfor other uses.

Bone Flesher (no. 48)

Fleshing tools, used to strip meat from boneand hide, were another kind of tool forprocessing food.

Projectile Points or Arrowheads (no. 51)

Hunting weapons were found at PictographCave including many projectile points orarrowheads.

Sandstone Abraders (no. 23)

Tools for making weapons were alsocommon, such as these shaft abraders.These were used to smooth arrow shafts byrubbing them between two grooved pieces ofsandstone.

Digging Sticks (no. 24)

From earliest times, people also gatheredplants – roots, berries, bark, leaves, flowers –for food and medicine. Digging sticks,hardened by fire, are examples of one of themost basic and important tools for collectingedible roots such as Indian turnip, camas,and bitterroot.

Wild Turnip Husks (no. 21)

Tuberous roots such as the wild turnip werestaple foods.

Plains Environment (no. 25)

The place that we know as Montana hasdramatically changed from when NativeAmericans made Pictograph Cave theirhome. Over thousands of years the averageclimate has changed many times. Sometimesit is wetter, or for prolonged spells muchdrier than our climate today.

Bitterroot (no. 23)

Throughout the centuries, the lives of peopleliving here were interwoven with thesepatterns of nature – changes in the weather,turning of the seasons, movements of theanimals and the blooming plants in theregion.

Bone Beads (no. 53)

The people who lived at Pictograph Caveincluded fine artisans who not only madefunctional tools for hunting and gathering,but fashioned beads out of bone (like thesemade from), shell and stone.

continued


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Turtle Pictograph (no. 36)

Yet artifacts and paintings from PictographCave site also relate much about the spirit ofthe people, their beliefs and their dreams.

Shield Warriors (no. 58)

The most personal view of these past peoplemay be in the images painted across the backwalls of Pictograph Cave: of the peoplethemselves, and the world they knew.

Pictograph Cave State Park with Roads (no. 60)

Our world today is a place of great change…

Pictograph Cave State Park, Billings in Distance no. 61)

…yet the legacy of Montana’s ancient past isstill with us.

Tipis and Crow Fair (no. 62)

Vibrant and thriving in the Native Americancommunities of today…

Young dancer at Crow Fair (no. 63)

….native language and traditions…

Little girl at Crow Fair (no. 64)

…ancient stories and history are still handeddown from generation to generation as theyhave been for thousands of years.

Our past is an important part of who we are.As we learn about the past, we learn aboutourselves today.


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Grades 4 – 8 Bibliography

Avi-Yonah, Michael. Dig This! How Archaeologists Uncover Our Past. Minneapolis:Runestone Press, Lerner Pub., 1993.

Goodman, Susan E. Stones, Bones and Petroglyphs. New York: Atheneum, 1998.

Greenberg, Lorna. Digging Into the Past: Pioneers of Archaeology. New York: FranklinWatts, 2001.

Moloney, Norah. The Young Oxford Book of Archaeology. Oxford: Oxford University PressChildren’s Books, 2000.

Panchyk, Richard. Archaeology for Kids: Uncovering the Mysteries of Our Past, 25Activities. Chicago Review Press, 2001.

http://greerservices.com/html/MontanaRAresearch.html, a virtual field trip to Pictograph Cave.

http://greerservices.com/html/MontanaRAresearch.html

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Higy School/Adult Bibliography

Echo-Hawk, Roger C. and Walter R. Echo-Hawk. Battlefields and Burial Grounds: TheIndian Struggle to Protect Ancestral Graves in the United States. Minneapolis, MN:Lerner Publications Company, 1994.

Mallery, Garrick. Picture-Writing of American Indians. Vol. 1 & 2. New York: DoverPublications, 1972.

McIntosh, Jane. The Practical Archaeologist: How We Know What We Know About thePast. 2nd Ed. New York: Checkmark Books, 1999.

Snow, Dean R. Archaeology of North America. New York: Chelsea House, 1992.

Yeager, C.G. Arrowheads & Stone Artifacts. Boulder, CO: Pruett Publishing Co., 1986.