Lesson: WAMPUM

Wampum belts were used to record events
and memories. The use of patterns and
symbols were a method of storytelling.
Le s s on : WAMPUM
UNIT PRE-VISIT SUGGESTIONS
Discuss with students the context for Wampum.
Ask students “Do you have an article of clothing that
commemorates an event or vacation?”
Note: this item may or may not contain the description of time,
date, and place, but still holds the memorial significance. Have
students bring in an object of memorial significance, but not
something of great value, to show how the individual brings
significance to otherwise ordinary objects.
Wampum belts

Keywords & Vocabulary
quahog - a bivalve mollusk, a hard clam, native to
North America’s Atlantic coast that was prized for
the purple interior part of the shell, used to make
purple wampum.
whelk - a marine gastropod (snail-like with a hard
shell) whose shell was used to make the white beads
for wampum.
wampum - purple and white shell beads strung
together in patterns or on a ‘belt’ used to record
events and memories used by American Indians of
the Eastern Woodlands.
Guiding Questions
What meaning did wampum have for
American Indians?
What materials were used?
Grade Ranges
Quahog shells
Differentiated Instruction
As needed for less able, students will be paired to
facilitate activity success. As needed for gifted, provide
additional information and challenges.
K-2 students use a coloring page with pattern
of wampum and tell a story
3-6 students design a wampum belt on graph
paper and use it to tell a story
7-12 students design a wampum belt on graph
paper and use it to tell a story
American Indian Unit:
Wampum
Materials Needed
Fort provided RESOURCE BOX will contain
the following: Period examples and all materials
needed for hands-on activity.
Teacher will provide the following: Tables for work
area.

Literature Relevant to the Art and Historical Period
Wampum Design
Wampum Prayer
In our hand
an old old old thread
Trail of Blood
and Amens
Greed is the gift
for the sons
of the songs
Hear this prayer
of the wampum
This is the tie
that will bind us
—Tori Amos, contemporary songwriter
American Indian Unit:
Wampum

Background
Wampum was a typical item
used or carried by American
Indians. Wampum consisted
of beads of two principal
colors, white and purple,
having a cylindrical form, a
quarter of an inch, more or
less, in length, the diameter
or thickness being usually
about half the length which
were usually strung or woven
into patterns on a belt. The
white beads were made from
Wampum beads channeled whelk shell and the
purple were made from quahog shell. Wampum
belts were used to record events and memories.
The use of patterns and symbols were a method of
storytelling. The color of wampum held meaning,
for example, white beads indicated peace, and
purple or violet meant war. A string of black
wampum sent round the settlement signifies (still
today) the death of a chief to the Iroquois.
The term wampum was apparently applied to
these beads when strung or otherwise connected,
fastened, or woven together. Pontiac’s great
wampum belt was six feet long, four inches wide,
and was designed with the symbols of 47 tribes
and villages that were leagued with him. It is
noteworthy that the usual conception of woven
beads in patterns is not necessarily the norm for
wampum. Sometimes wampum were presented in
long strings connected at one end and left to dangle
free and tied off at the other end.
The early settlers discovered that wampum beads
were a very valuable trade commodity and quickly
learned to mass produce it. There is a common
misconception that wampum was money. Some
Europeans used it as currency but the Natives
never did.
Reproduction “George Washington” wampum belt by Iroquois artist
Ken Maracle
The original of this belt is the sacred agreement
between the Six Nations (Iroquois) and the
original Thirteen Colonies (U.S.). It is the record
of a Treaty with George Washington in 1789.
The house in the center is the longhouse of the
Six Nations. The two figures on each side of the
Longhouse are the Mohawks; the Keepers of
the Eastern Door of the Confederacy and the
Seneca; the Keepers of the Western Door of the
Confederacy. They have joined their hands in
friendship, a covenant with the Thirteen Colonies.
This was made by Iroquois artist, Ken Maracle (see
Artist Profile).
American Indian Unit:
Wampum
Wampum bead weaving

Artist P rofile
Ken Maracle
Haohyohno (Ken Maracle)
Ken Maracle is a faith keeper of the Lower Cayuga Longhouse
and a member of the Cayuga Nation, Iroquois Confederacy, and
Deer Clan who has been making reproduction wampum belts
for more than 20 years. He also makes canes, Condolence Canes,
Horn Rattles, Traditional Headdresses and more. In addition to
being an expert craftsman, Ken speaks the Cayuga language and
is knowledgeable about the history of Wampum and the history
of his people.
To read more about his art visit: http://www.wampumshop.com
Artist weaving “George Washington” wampum belt
American Indian Unit:
Wampum

VISIT
Learning Plan and Notes to Instructor
This lesson will require demonstration and hands-on activity.
Wampum Belt
Methods
Students will study the art of wampum belts, interpret the stories and make their own designs.
K-2 Color a Wampum Belt
Students will color a pre-designed pattern or one of
their own choosing and tell the story.
3-6 Tell a Story with a Wampum Belt
Students will design a wampum belt on graph
paper to commemorate an event using colors
symbolically. Students will tell the story using their
wampum as a visual aid in small groups.
7-12 Tell a Story with a Wampum Belt
Students will design a belt to commemorate an
event or tell a story using colors and images
symbolically. Students will tell the story using their
wampum as a visual aid in small groups.
American Indian Unit:
Wampum

assessment RUBRIC
Name of student _________________________________________________
Title/topic of art lesson____________________________________________
Date _____________________
Analytic Performance Rubric:
Ratings:
1. Takes ownership of the skill or art learned with mastery.
2. Takes ownership of the skill or art learned with proficiency.
3. Takes limited ownership of the skill or art learned.
4. Takes little ownership of the skill or art learned.
5. Takes no ownership of the skill or art learned.
________ A. Knowledge of the art/skill.
________ B. Knowledge of the historical connection.
________ C. Knowledge of the guiding and evaluation questions.
________ D. Skill of the art presented.
________ E. Total points.
Feedback to student:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Constructive direction to student for further learning:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Conversion of analysis to grade: ______________
American Indian Unit:
Wampum

Works Cited & Resources
Mallery, Garrick. Picture Writing of the American Indians. Vol. 1. New York: Dover
Publications, 1972.
“Maracle, Ken” http://www.wampumshop.com
Post-Visit activities
Research American Indian wampum and the historical events they record and try to decode the
symbolism of the wampum in light of the historical account.
Weave a virtual wampum belt online at http://www.nativetech.org/beadwork/wampumgraph/index.
html
Weave a wampum belt using instructions given at http://www.nativetech.org/beadwork/wampumgraph/
index.html
American Indian Unit:
Wampum