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The Mohican Project

Visit the links below to fill in the gaps in your local history

Click on the fox to visit the Berkshire Museum website to learn about educator-led programs. 

Click on the flower to learn about the history of the Stockbridge Munsee Community.

"The People of the Waters That Are Never Still."

Click on the fox to visit the Sheffield Historical Society website (access the Mohican Journey exhibit). 

Click the tree to take a virtual walking tour of Main Street in Stockbridge, narrated by members of the Stockbridge Munsee Community.

For this project, you will be creating an altered book with a visual narrative about the Stockbridge Munsee band of Mohicans.

You'll be re-writing the book with true and local history, art, and knowledge.

Definition of ALTERED BOOKS:
An altered book is a form of mixed media artwork that changes a book from its original form into a different form, altering its appearance and/or meaning.

An altered book artist takes a book (old, new, recycled or multiple) and cuts, tears, glues, burns, folds, paints, adds to, collages, rebinds, gold-leafs, creates pop-ups, rubber-stamps, drills, bolts, and/or be-ribbons it. The artist may add pockets and niches to hold tags, rocks, ephemera, or other three-dimensional objects. Some change the shape of the book, or use multiple books in the creation of the finished piece of art.

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Click on the image below to look through a slide show of altered book history and examples.

Most of the artwork and information was pulled from various websites.

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CHOOSE A TOPIC:

  • Create a narrative about one of the following historic Mohican leaders:

    • Captain Hendrick Aupaumut

    • Pophnehonnuhwoh (Captain John Konkapot)

    • Umpachene

    • John W. Quinney

    • Moshuebee

    • Electa Quinney

  • Illustrate the migration story of the Mohican People post European contact

  • Explore traditional Mohican artistry

  • Explore traditional Mohican sports and past times

  • Create a narrative that disspells known myths about Native Americans

  • Explain tribal sovereignty as related to the Mohican People

  • Explore treaties and laws that effected the Mohican People

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GATHER PRIMARY or SECONDARY SOURCES

Identify and examine various sources of information that are used for constructing an understanding of the past, such as artifacts, documents, letters, diaries, maps, textbooks, photos, paintings, architecture, oral presentations, graphs, and charts.

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Brainstorm ideas for composition in your sketchbook.

SPECIFIC REQUIREMENTS IN YOUR BOOK:​

  • You must include the art elements and principles in some way throughout your book. You also must be able to explain how you utilized the elements & principles.

  • You must use a variety of different techniques. You must research different MIXED MEDIA techniques. 

  • Your cover and back of your book must be decorated or altered to represent your story in some way or form.

  • You must reference at least one primary source in your story.

 

HERE IS A LIST OF TECHNIQUES YOU CAN USE: If you don’t know what some of the techniques are, look them up!
Painting
Drawing
Stitching
Weaving
Glazing
Adding drawers
Hanging embellishments
Fibers and beads
Pop-ups
Layering with collage elements
Folding origami or pockets
Folding pages
Adding inserts
Photo transfer
Cutting windows or doors
Cutting shadowboxes
Adding texture


RESOURCES:

Inspiration and ideas found here.
Click here to read a blog  that has lots of tutorials and ideas for mixed media techniques.

Here is a great site to visit for more inspiration. 

Here is another great site.
 

Image by Mikołaj Palazzo

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Land Acknowledgement 

Southern Berkshire Regional School District

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It is with gratitude and humility that we acknowledge that we are learning, speaking, and gathering on the ancestral homelands of the Muhheaconneok or Mohican people, who are the indigenous peoples of this land. Despite tremendous hardship in being forced from here, today their community resides in Wisconsin and is known as the Stockbridge-Munsee Community. 

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We honor their ancestors by acknowledging their contributions, generosity, and sacrifices, and continuously aim to better understand and integrate their history into school curricula. We acknowledge the lens through which curriculum has been created is biased, and our district is making a sincere effort to create balance. We created a Professional Learning Community (PLC) that focuses on culturally responsive pedagogy and practices and offers continuous professional development to teachers for learning and understanding. Within the PLC, the topics discussed fall into a “justice continuum,” where injustice is at one end and encompasses oppression, racism, ableism, sexism, etc., and social justice is at the other end, with empowerment, activism, and agencies of change. 

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We acknowledge that the place names of our rivers, towns, roads, and landmarks have significant meaning to the Stockbridge Munsee Community. Our district includes lessons about Mohican culture from time immemorial to present day, historical leaders and sachems, and language, so these places are not named in vain, but known, understood, and respected. These lessons are carried out from Kindergarten through 12th grade in both classroom and community contexts. We draw our understanding from the Mohican People curriculum, written by members of the Stockbridge Munsee Community, as well as their website, Mohican.com.

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We understand that our privilege has allowed us to live and learn here as a result of broken promises, unfair negotiations, and racist mindsets. Our goal is to make reparations for the unjust actions of the past, by building partnerships with the children of the Stockbridge Munsee Community. Through mutual school exchanges, we can create common learning goals and experiences. Our district supports teachers’ initiatives to forge these partnerships as well as collaborate with local experts to strengthen curriculum, and share learning with our local community.

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We show respect to the Mohican descendents by engaging with their living culture, which has endured the repercussions of the westward diaspora. Our student-led club, the Social Justice League, addresses the need for awareness, visibility, and advocacy. They utilize resources of local cultural organizations and create public events that support the Stockbridge Munsee Community in solidarity.

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The Southern Berkshire Regional School District has made and will continue to make progress regarding restorative justice practices in education. We commit to building connections, understandings, and partnerships to provide a more inclusive and equitable space for all.

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Website created by Stephanie Graham, 2021

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