Journal of American Indian Education

Volume 23 Number 2
January 1984

ASTRONOMY IN THE NATIVE-ORIENTED CLASSROOM

Murray R. Smith

IT IS TRUE THAT in the last ten years there have been gains made in Indian education. Several bands have taken charge of their own education. The number of native graduates from grade twelve and post-secondary institutions has increased. Now, there are many more native teachers in native schools. What hasn't changed is that the curricula is pre-dominantly Non-Indian.

The absence of anything "Indian" in that provincial school classroom tells an Indian child very loudly that his culture is neither respected nor welcome as part of the learning that will go on there. (see Note 1)

In the process of educating Indian students, they are robbed of the one thing education is geared to enhance, and that is self-respect.

When reading modern textbooks and curricula, one gets the impression that native people wandered about this country for 10,000 years oblivious of the heavens. Of course, in reality, this was not the case. Archaeology and recent studies show that the native peoples were well aware of the stars, planets, sun, moon and astronomical phenomena. Although this information was probably reserved for the best educated people, there is now evidence that these astronomical observations were indeed quite accurate.

This article outlines four activities for grades 6 to 9, designed to illustrate how curriculum activities can enhance both astronomy concepts and native awareness.

Were Native People Aware of the Milky Way Galaxy?

Background Information and Objectives

The Milky Way is a huge collection of stars that is shaped like an enormous pinwheel. Our sun is located approximately two-thirds from the center of the Milky Way Galaxy. Astronomers believe that the whole galaxy is rotating and expanding. However, since the distances are so great that these changes in position are not noticeable for tens of thousands of years. In the night sky the Milky Way appears as a band of stars from horizon to horizon.

Skidi Pawnee: The Milky Way was said to be the ghost pathway of the departed spirits--divided in two, one for those who died of natural causes and the other for those who died prematurely, as in battle. (see Note 2)

The stars of the east were male stars, and the greatest among them was a red star, known as Morning Star. It was his duty to drive the other stars westward . . . (see Note 3)

Stars considered to be stationed in the west were female; most important was the bright white, Evening Star . . . (see Note 4)

Students should be asked to compare the two views of the Milky Way Galaxy. In the two observations, what are the similarities and what are the differences.

Materials

One large piece of art paper per student (could be black)

Chalk or crayons per student

Operations

After reading the above information with any additions provided from the library, have the students draw the Milky Way Galaxy. Have each student then present to the class his/her interpretation.

Evaluation and Interpretation

Evaluation of such an activity is usually informal as all answers should be accepted. Students should be encouraged to elaborate on their understanding.

Constellation Cans

Background Information and Objectives

Both the Greeks and the Indians saw shapes among the stars. Although usually one only hears of the Greek interpretation, the Skidi Pawnee interpretation is just as valid.

Also near the Star-Which-Does-Not-Move (North Star) were two stretchers, illustrating how the people should transport their sick and dead. These are the Dippers. (see Note 5: Ursa Major, Ursa Minor)

Casseopia formed a rabbit. (see Note 6)

Three stars, or perhaps two sets of three with an additional member were called the Deer Stars (see Note 7). These were believed to coincide with the belt stars of Orion.

Materials

To make a simple constellation, you need the following:

small tin can

hammer

nails of different thicknesses (about 5)

flashlight

constellation discs (found at end of article)

scissors

Operation

Cut out a constellation disc and place it on the bottom of a can. Punch holes in the can at the positions marked for the stars. For larger stars use larger nails, and for smaller stars use smaller nails to indicate the relative brightnesses of the stars.

Place the flashlight inside the can. When the room is darkened the image of the "stars" can be projected on the wall or ceiling.

Students can project a large number of different constellations at one time on the wall and with the aid of a star chart, they can simulate the sky with the constellations in the proper places in the sky.

Note: "0" is a small star and "3" is a large star on the following diagrams.

Evaluation and Interpretation

Allow each student to create the constellation of his choice. Evaluate the end product on how well the students can project their chosen constellation.

Travels of the Big Dipper (Stretcher)

Background Information and Objectives

In this exercise the students will learn that this constellation changes its position throughout the year and its shape through time. It is believed that some archaeological sites can be dated by comparing relative positions of stars in charts to their movement and present positions.

The Indians correctly described the apparent motion of Venus, how it comes evening after evening farther up the western sky until it is half way from the sun to the zenith, then to go slowly back past the sun and to appear west of the sun in the morning. (see Note 9)

Materials

Each student should receive one copy of diagrams #3 and #4.

Operation

On diagram #3 have students sketch the Big Dipper (Stretcher) in March and June. Secondly, have students sketch the Big Dipper (Stretcher) as it appeared/will appear 10,000 years ago and 150,000 years from now.

Evaluation and Interpretation

Evaluate the neatness and accuracy of each student's sketches before entering them into their notebooks.

How did Indians Study the Heavenly Bodies?

Background Information and Objectives

There is evidence that Medicine Wheels were used to keep track of certain astronomical phenomena.

Medicine wheels consist in general of a central circle of rock pile (the hub) from which lines of rock radiate like spokes. Often associated with the wheels are other piles of rock (or cairns) and occasionally one or more concentric circles. (see Note 12)

The largest number of known medicine wheels are found in the prairie provinces of Canada; at least thirty are known in Alberta and ten in Saskatchewan. (see Note 13)

These sites are mostly on hilltops or mesas in the open and are constructed of rocks piled in rows, with a centre cairn. In the few which have been investigated, the main spoke coincides with the summer solstice. The summer solstice occurs when the sun reaches its most northerly point, directly overhead at the Tropic of Cancer. Other significant astronomical phenomena could then be plotted in the greater circle or rocks.

Some of the sites consist of nothing but the cairn. These large central cairns often have a ring or rings about them, 5 to 30 meters in diameter and roughly circular. The number of spokes varies, and we found examples with almost any number, including one on one. (see Note 14)

The age of these structures is unknown, which adds to the mystery.

Materials

One set of cut planets and stars

Several pebbles for each student

Glue and a piece of cardboard, 30 cm. X 30 cm.

Operation

Tape the planets and stars about the classroom. Have the students construct their rock circles by gluing rocks to their cardboard. Each student will then glue in the spokes aligned to a star, or planet, etc. By doing this they will make replicas of the Medicine Wheels.

Evaluations and Interpretations

Have the students compare their replicas. A short spoke could mean the "star" appears almost overhead, while a long spoke could mean the "star" is almost at the horizon.

Once the activity is completed, the students compare their models. The comparison would reflect distances and angles of observation. A similar comparison can be made of the Medicine Wheels found at Moose Mountain, Saskatchewan, and between Sheridan and Lovell, Wyoming.

Notes

1. Longboat, Dianne, "Indian Education; What Are the Answers," Ontario Indian, Volume 4, Number 10, October 1981.

2. Chamberlain Von del, "Skidi Pawnee Charts of the Heavens," Ontario Indian, Volume 4, Number 8, August 1981, p. 55.

3. Ibid, p. 32.

4. Ibid, p. 32.

5. Ibid, p. 55.

6. Ibid, p. 55.

7. Ibid, p. 56.

8. Greenstone, Sid and Smith, Murrary, "Intermediate Astronomy," Department of Education of Manitoba, 1181 Portage Avenue, Winnipeg, Manitoba.

9. Op. cit., Chamberlain, Von del, p. 54.

10. Op. cit., Greenstone, Sid and Smith, Murray.

11. Ibid.

12. Eddy, John A., "Medicine Wheels and Plains Indian Astronomy," Ontario Indian, Volume 5, Number 1, January 1982, p. 15.

13. Ibid, p. 52.

14. Ibid, p. 53.

Murray R. Smith holds a M. Ed. degree in science and education from the University of Manitoba. At present he is a consultant for the science and mathematics curriculum at the Frontier School Division, Dauphin, Manitoba.

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