Fourth- and fifth-grade students crafted replicas of Shoshone tribal necklaces by carefully placing colored beads and spacers symmetrically on long strings. While the necklaces were beautiful, the students learned they served a practical purpose for protection.

Before the students began their work, Rios Pacheco, the Northwestern Band of Shoshone Nation cultural specialist and historian, explained the spacers were traditionally made from cuhni, or animal bone, while the beads were typically crafted from juniper and shells. The string used for the necklaces often was made from the backbone of a large animal.

“We’d make the string from the animal’s tendon by the leg; they’d dry it, soak it and pound it on a stone,” he said. “These necklaces would be worn around the neck because in a fight, they would try to strike across the throat. They’d also wear one in front and that was called a breast plate. It would stop some of the arrows because it would deflect them.”

Pacheco shared how the Shoshone traditionally wore skins from buffalo, elk and bear in the winter to prevent snow from sticking to the fur. He also said their bows were made from the horns of bighorn sheep, which were both strong and flexible.

Fifth-grade teacher Kyndra Burnett explained the students were learning about Native American cultures to gain a deeper understanding

“Exposing them to another culture at a young age brings more understanding,” she said. 

This lesson was part of a $14,000 Beverley Taylor Sorenson supplemental art grant which Murray School District received. As part of the grant, a presenter from one of Utah’s five Native American tribes was invited to teach students about indigenous culture. Pacheco’s visit was coordinated with Murray City Cultural Arts.

“This year, we have been learning about indigenous cultures in the BTS arts classes across the district,” said Bryn Swain, Viewmont Elementary’s BTS theater teacher. “In our class, we have been acting out vibrant stories from the five different tribes in Utah. When we talked about the Navajo, we acted out different designs in the Navajo rugs, and for the Paiute, we talked about the way that the Paiute see different environments. Art and theater can be a good medium to learn about culture, and it’s important we learn about different cultures and everyone’s heritage. It helps teach tolerance and acceptance.”

Fifth-grader Caitlin Parker was nearly finished stringing her beads.

“I’ve loved learning about their history,” she said. “We learned how they hunted, how they made weapons from a black rock called obsidian to hunt wild animals and how they’d use everything from those animals in their lifestyle, not just for food, but they’d use the bones in the necklaces and the skins for their clothing and teepees.”

Caitlin’s classmate Oliver McDonough added the Shoshone also used animal skins to create canteens.

“It’s been interesting to learn how they lived off the land with the animals and plants and the differences of their lives and ours,” he said.

Pacheco, who authored “Shoshone Plants of Antelope Island,” told students Shoshone sandals were made from braided cattails. The fluff from these cattails was used to absorb moisture in a baby’s diaper, which was made from antelope hide. Additionally, yarrow leaves were used to disinfect wounds and stop bleeding. 

“They’re learning the importance of the plants and animals and how we used all the parts of the animals for our shelter and protection,” he said. “There’s value in all of it for the Shoshone.” λ