Subject: Social Studies
Content: After reading about Apsáalooke kinship systems in the text book and on www.lbhc.cc.mt.us , students will play a matching game, corresponding kinship titles with relationships.
Goals: Students will learn about the Apsáalooke kinship system, and discuss kinship rules within their own families and ethnic backgrounds.
Social Studies Content Standard 4: Students demonstrate an understanding of the effects of time, continuity, and change on historical and future perspectives and relationships.
Social Studies Content Standard 6: Students demonstrate an understanding of the impact of human interaction and cultural diversity on societies.
Essential Understanding 1: There is great diversity among the 12 tribal Nations of Montana in their languages, cultures, histories and governments. Each Nation has a distinct and unique cultural heritage that contributes to modern Montana.
Essential Understanding 2: There is great diversity among individual American Indians as identity is developed, defined and redefined by entities, organizations and people. A continuum of Indian identity, unique to each individual, ranges from assimilated to traditional. There is no generic American Indian.
Essential Understanding 3: The ideologies of Native traditional beliefs and spirituality persist into modern day life as tribal cultures, traditions, and languages are still practiced by many American Indian people and are incorporated into how tribes govern and manage their affairs. Additionally, each tribe has its own oral histories, which are as valid as written histories. These histories pre-date the “discovery” of North America.
Objectives: After completing this lesson students will understand that kinship is particular to every culture.
Kinship Questions Handout [PDF]
Kinship Cards Handout [PDF]
Lesson plan, Apsáalooke textbook, www.lbhc.cc.mt.us, card set included.
Introduction: Apsáalooke Society operates under a unique set of parameters guided by their kinship system. What may seem an imposition to their neighbors is to the Apsáalooke people, a way of life and tradition worth preserving. After reading the kinship chapter in the textbook and looking at the website, students will reinforce what they’ve learned playing the match-up game. This game also offers students a chance to interact on a scholastic level.
Development: This activity will help students contemplate their own family structures while better appreciating Apsáalooke raditions.
Practice: The game: Hand out one card per participant—making sure that the match is handed out. Instruct students to mingle around the room, looking at other participant’s cards looking for a match for their card.
Checking for Understanding/Evaluation: Students will successfully play the matching game.
Closure: Students will write about their own kinship experiences and offer practical appreciation for the Apsáalooke system.
Apsáalooke In-law Relations
By Dale D. Old Horn and Tim McCleary
Apsáalooke Social and Family Structure, By Dale D. Old Horn and Tim McCleary, Page 88, Chart Page 89.
The in-law structure is based on several different types of family strengthening which brings the in-laws in as a bonded member of the cohesive family unit. Out of respect many in-laws will avoid talking or even being near to one another. This practice of avoidance is sometimes removed through a ceremony of gift giving and public declaration that the in-law is now to be regarded as though they are blood kin.
|Referent||Address||English||Gender of Speaker|
|Wife’s Sister’s Husband||Male|
|Husband’s Brother’s Wife||Female|
|Wife’s Younger Sister||Male|
|Basookchilée||non-specific||Younger Sister’s Husband||Female|
|non-specific||Husband’s Mother and Grandmother||Female|
|Basisáahke||avoidance||Husband’s Father and Grandfather||Female|