SPRINGTIME: FISHING AT DA-OW-'AH-GA

OBJECTIVE: Students will understand that the traditional Washoe had a subsistence-based life, and that their lives were shaped by their environment. They will gain an understanding of the importance of Lake Tahoe to traditional Washoe life, and the social aspects of the springtime gathering there, as well as learn about some of the contemporary social gatherings of Washoe in this area.

TEACHER BACKGROUND: After a hard winter, the Washoe people eagerly welcomed spring. Often their storage of nuts, dried meat, and dried plants had neared or reached depletion by the time the waters and the ground thawed and the new plants began to grow. Women immediately set about gathering the fresh plants, while the younger people set off toward Lake Tahoe to set up camp. Lake Tahoe, which got its - name when the white settlers mispronounced 'Da-ow, the Washoe name for the lake, was the center of the Washoe worldview. Every part of the landscape at Lake Tahoe is explained and described through Washoe legends. Its beauty and its abundance of fish inspired awe, and its shore, Da-ow-'ah-ga, was the place where all the various groups and families of Washoe would gather throughout the spring and summer. The 'Hung-a-lel-ti would camp at the south shore of the lake, the 'Pau-wa-lu on the east, and the 'Wel-mel-ti at the north.

When everyone had arrived, a large ceremony was held to bless the lake and themselves, and to acknowledge the sacred place to which they had come. Then the Washoe began to gather the plants around lake, and to fish in the lake and neighboring streams. They used many different methods to catch fish, including hooks, spears, baskets to trap the fish, nets, dams, fish blinds, and even their bare hands. The fish and the plants were eaten fresh or dried and saved for later in the year.

Throughout the summer, the leaders (deu-bay-oo) of the different groups would gather to discuss issues which concerned the Washoe, and set up rules for their people.

When the people were not fishing and gathering, they often gathered together to play games. Men played a football game using a buckskin ball. Women played shinny, hitting a braided deerskin rope with a stick. For both games, the first goal would win the game. Both men and women competed in footraces, and they often painted themselves for the occasion. Spectators would place bets on their favorite to win. Men would have archery contests, which were good practice for the hunting they would do in the fall. In addition, all Washoe played handgames (and still do). One game was played with bones, two marked and two unmarked for each team. TWO people on one of the teams conceal one marked and one unmarked bone in each hand, and the other team guesses the location of the unmarked bones, gaining scoring sticks if they are right and losing them if they are wrong.

A nine-year-old Washoe might go to the lake early with the other young people, or stay behind with the elders until the snow was gone. Girls would follow the women in their gathering activities, learning how to distinguish different plants, their medicinal and food uses, and how to prepare them. Boys would follow men in fishing, learning the various techniques and how to make the nets, spears, hooks, etc. They might begin to learn from the male elders how to hunt small animals with bows and arrows and clubs. Both boys and girls would participate in the games, dancing and stories which characterized spring at Da-ow-'ah-ga. They would have a chance to meet and socialize with children and adults from other Washoe bands and from other tribes.

KEY POINTS: The move to Da-ow-'ah-ga, fishing and gathering, welcoming ceremony, deu-'bay-oo, games.

MATERIALS: Cassette tape player.

MATERIALS FROM KIT: Stone jacks, Washoe music tape, Washoe language tape, WA She Shu by Jo Ann Nevers, Celebrating Nevada Indians curriculum.

ACTIVITIES:

1. Using the background information in the introduction to the seasons of Washoe Life,'' explain that the lives of the traditional Washoe revolved around four seasons of different activities. Explain the Key Points above. Have the students help to describe their typical spring day as a traditional Washoe nine-year-old. Allow the students to compare these to their own spring activities.

2. Have the students play stone jacks.

3. Explain to the students that powwows are frequent gatherings and celebrations for Indians today. The powwows, a part of traditional Plains Indian culture, have been adopted by many other American Indians today. Powwows and the dances at powwows are not traditional Washoe ways, yet many Washoe people today attend and dance in powwows. At powwows, people of all ages dance both for fun and to compete for money prizes. They dress in traditional dress or in contemporary Indian dress, such as ribbon shirts for males and shawls for females. Often, powwows are a place for people to display and sell crafts and foods, and a chance for everyone to get together and have fun.' Ask the students if any of them have attended or danced in powwows. Have them share their experiences.

Explain that the circle dance, or round dance, is one of the simple, introductory dances at a powwow, during which everyone comes out on the floor to meet others. It was a traditional Washoe dance. Other powwow dances, especially those during which people compete, such as fancy dances, shawl dances, and traditional dances, are much more elaborate. Explain that different drum and singing groups take turns at powwows providing music for each dance. Have the students dance a circle dance to powwow music. (Have the children stand in a circle and move clockwise, first with the left foot and then with the right to the rhythm of the music.)

4. Journal Extension: Have the children describe their spring day as a traditional Washoe child in their journals. Refresh their memories about the activities in which they would have been involved with older relatives, such as fishing, gathering, and playing games. Have them keep their journal in their Washoe Culture folders.

5. The Washoe vocabulary words for this lesson are: 'Da-ow (Lake Tahoe), Daow-'ah-ga (the shore of Lake Tahoe), deu-bay-oo (leaders), 'ah-tah-beh (fish). See the cassette tape of Washoe words for pronunciation, and see Appendix A for suggested vocabulary activities and the Washoe spelling of these words.

OPTIONS:

1. Before you do the circle dance, you can make ribbon shirts and shawls for the students, with the help of parents. Mrs. Linda Class, a first grade teacher at C.C. Meneley Elementary School in Gardnerville, received a grant to make a set of ribbon shirts and shawls' for her class a few years ago (with the help of some parent volunteers). The shawls are available for use by C.C. Meneley teachers (the ribbon shirts are probably too small for fourth graders). The shirts and the shawls are easy to make if you can get a lot of hands to work on them, gather all the materials, and see what they are supposed to look like before you begin. Contact Mrs. Class at C.C. Meneley ([702] 265-3154) or Sherry Smokey, Education Director at the Washoe Tribe ([702] 265-4191), for advice on this project, or to have a look at the shirts and shawls before you begin.

2. Play the game, "I'm going on a picnic, and I'm taking with me...", but have each student list something that they would bring with them to Lake Tahoe in the spring if they had to carry it all themselves. Play with or without the alphabetical restrictions, and have each student list their own item and the items of everyone before them in the circle. Remind the students that food and shelter would be found at the Lake. (Review from the Willow curriculum)

CLOSURE: Read the story of the ong, pp. 35-36 in Wa She Shu or p. ST-26 in Celebrating Nevada Indians. See Appendix B for suggested activities to go with stories.

EVALUATION: Students' journal entries will demonstrate their understanding of traditional Washoe springtime activities. Things to look for in the journal entries: the trip to Lake Tahoe, fishing, gathering plants, the meetings of the leaders, games, gathering of all bands of Washoe. Suggest that the students use the Washoe vocabulary words in their journals.

WASHOE STONE JACKS

1. Divide into groups of 4-5 and use one of the bags of stones.

2. Each player selects a "tossing stone".

3. The first player tosses his or her tossing stone straight up and, while it is in the air, tries to pick up one stone from the pile.

4. If the player succeeds in picking up a stone from the pile and catching the tossed stone before it reaches the ground, the player can keep the stone he or she picked up from the pile and take another turn. (The players always try to pick up one stone from the pile.)

If the player drops either the tossing stone or the stone he or she picked up, it becomes the next player's turn.

5. The player with the most stones at the end of the game wins.