Comparative Study on Methods of Working in Animal Skins Worldwide
W
O
R
K
I
N
S
K
I
N
S
Worldwide
Comparisons
Exercise
Adapted
from
Teaching
eHRAF
Exercise
2.4
“Hide
Working
and
Tanning
Leather”
by
Christiane
Cunnar
W
O
R
K
I
N
S
K
I
N
S
In
this
exercise,
you
will
c
o
m
p
a
r
e
m
e
t
h
o
d
s,
materials,
and
tools
used
by
societies
across
the
world
to
work
in
animal
skins
Fes
Tannery.
Men
conditioning
hides.
By
Patrick
Morin
CC-
BY-SA-3.0
via
Wikimedia
Commons
This
Teaching
Exercise
is
provided
by
the
Human
Relations
Area
Files
at
Yale
University
in
New
Haven,
CT
E
X
E
R
C
I
S
E
D
E
T
A
I
L
S
TIME
:
40
minutes
MATERIALS
REQUIRED:
➤
➤
HRAF
Access
Worksheet
and
pen
or
other
materials
for
recording
answers
STUDENT
LEARNING
OUTCOMES:
At
the
end
of
this
assignment,
you
will
be
able
to:
➤
➤
➤
➤
➤
➤
explain
and
analyze
cross-cultural
di
ff
erences
in
technology for
working
in
skins
across
multiple
culture
groups
describe
the
material
traces left
by
various
stages
of
work
in
skins
analyze how
technologies
for
work
in
skins
reflect
a
culture’s
access
to
di
ff
erent
natural
resources
describe
the
social
context
of
work
in
skins
across
multiple
societies
gain
experience
in
team
based
secondary
data
collection
and
analysis
techniques
construct e
ff
ective
and
e
ffi
cient
search
strategies
in
eHRAF
in
order
to
retrieve
data
relevant
to
a
specific
topic/assignment.
This
Teaching
Exercise
is
provided
by
the
Human
Relations
Area
Files
at
Yale
University
in
New
Haven,
CT
This
Teaching
Exercise
is
provided
by
the
Human
Relations
Area
Files
at
Yale
University
in
New
Haven,
CT
M
E
T
H
O
D
S
O
F
W
O
R
K
I
N
S
K
I
N
S
R
E
V
E
A
L
E
C
O
L
O
G
I
C
A
L
R
E
L
A
T
I
O
N
S
H
I
P
S
Left
Image:
Cree
Woman
working
on
a
large
moose
hide
-
Waterhen
River
area,
Northern
Saskatchewan.
By
Provincial
Archives
of
Alberta.
Publ
Domain
Image
via
Wikimedia
Commons.
Upper
Right
Image:
Fez
Tannerty.
Michal
Borowski
CC
by
SA
3.0Vi12Ham
E
C
O
L
O
G
I
C
A
L
R
E
L
A
T
I
O
N
S
H
I
P
S
The
materials
used
for
softening
and
preserving
hides
as
well
as
dying
them
reflect
a
culture’s
access
to
different
natural
resources.
Cultures
located
in coastal
areas
or
in
proximity
to
waterways,
such
as
the
Y
akut
of
Siberia,
often
use
fish
products
such
as
fish
oil
or
fish
liver
as
softening
agents
to
process
hides.
Omul
Fish
being
prepared
for
smoking.
Photo
By
Jan
van
der
Crabben
CC
BY-SA
2.0
via
Wikimedia
Commons
This
Teaching
Exercise
is
provided
by
the
Human
Relations
Area
Files
at
Yale
University
in
New
Haven,
CT
The
Tarahumara
of
Mexico
use
tree
products
such
as
pulverized
oak
bark
for
tannins.
Blue
Oak
Bark
by
Yath
at
the
English
language
Wikipedia
CC-BY-SA-3.0
via
Wikimedia
Commons
T
A
R
A
H
U
M
A
R
A
This
Teaching
Exercise
is
provided
by
the
Human
Relations
Area
Files
at
Yale
University
in
New
Haven,
CT
P
A
W
N
E
E
The
P
awnee
of
the
northern
Plains
(now
Nebraska)
use
elm
bark.
Elm
Bark.
Photo by
Ptelea
at
en.wikipedia.
Public
Domain
Image
via
Wikimedia
Commons
This
Teaching
Exercise
is
provided
by
the
Human
Relations
Area
Files
at
Yale
University
in
New
Haven,
CT
Toivo
Immanuel
Itkonen
(1984)
reports
that
the
Saami
in
Northern
Europe
made
red
leather
by
using
alder
bark,
mixed
with
ashes
and
warm
water.
S
A
A
M
I
Alder
Bark.
By
Walter
Siegmund
CC-BY-
SA-3.0
via
Wikimedia
Commons
A
S
S
I
G
N
M
E
N
T
P
A
R
T
1
In
groups
of
5
members,
have
each
individual
select
one
word
or
term
from
the list
below.
List
of
agents
used
in
hide
work
in
and
dyeing
B
r
a
i
ns
(
f
r
o
m
ani
m
al
s
)
F
i
s
h
Liver
Salt
Oil
Bark
Fat
Lime
Butter
Water
A
S
S
I
G
N
M
E
N
T
P
A
R
T
1
:
Execute
The
Search
Each
individual
should
now
conduct
an
advanced
search
for
OCM
subject
"work
in in
skins"
in
combination
with
the
chosen
terms
from
the
list.
*
For
help
with
Advanced
Searches
in
eHRAF
World
Cultures,
click
here
.
A
Cree
woman
cleans
green deer
hides
prior
to
tanning
them.
1939.
Unknown
Photographer.
Department of
the
Interior,
Bureau
of
Indian A
ff
airs. Red
Lake
Agency.
Public
Domain
Image.
A
S
S
I
G
N
M
E
N
T
P
A
R
T
1
While
researching
their
materials,
each
group
member
should
fill
in
a
data
table,
such
as
the
following
example.
Cross-Cultural
Use
of
Material
X
for Work
in
Skins
Society
Name
How
Material
is
Used
Special
notes
Societ
y
A
➤
Applied
to
hides before
tanning (Efuwozor
2016)
By
women,
in
large
groups
of
40
(Dane
2016).
Gathered
by
children
(Ellis
2010).
Society
B
➤
➤
Applied
to
hasten
the
tanning
process
(Ellis
2010)
Also used
to
soften
leather
(Cane
1990)
Applied
by
men,
with
tanning
work
done
by
women.
Secretive process
of
aquiring
it
(Cane
1990).
This
Teaching
Exercise
is
provided
by
the
Human
Relations
Area
Files
at
Yale
University
in
New
Haven,
CT
A
S
S
I
G
N
M
E
N
T
P
A
R
T
2
As a
group
answer
the
following
questions
for
each
material.
(5
minutes
for
each
material)
Question
1:
What
common
steps,
access,
or
spaces
are
needed
to
acquire
this
material
across
multiple
societies?
British
Women
Working
in
Tannery
in
Nottingham. Unknown
Photogrtapher.
1914.
UBC
Library
Digitization
Centre
via
Wikimedia
Commons.
Public
Domain
Image
This
Teaching
Exercise
is
provided
by
the
Human
Relations
Area
Files
at
Yale
University
in
New
Haven,
CT
A
S
S
I
G
N
M
E
N
T
P
A
R
T
3
As
a group
select
the
two
tables
with
the
most
detailed
information about
materials.
As
a
group,
discuss
and
answer
the
following
questions
for
both
materials.
Question
2.
Is there
a gender,
class,
age
group,
or
population
subset, most
likely
to
be
using
this
material?
Explain.
(5
minutes)
Question
3.
What
evidence
would
the
harvesting
and
use
of
this
material
leave
in
the
archaeological
record?
(5
minutes)
Inuit
Woman
Dressing
Walrus
Skin.
Alaska,
N.D.
John
Nathan
Cobb
University of Washington.
Public
Domain
Image.
This
Teaching
Exercise
is
provided
by
the
Human
Relations
Area
Files
at
Yale
University
in
New
Haven,
CT
The
Sioux
Indian
women
of
the
Teton
or
Western
Dakota
tribe
sustained
and
perpetuated
village
life
using
their
agricultural
and
domestic
skills.
Among
the
Dakota
women's
many
skills
were
porcupine
quill
work
and
bead
embroidery.
They
also
performed
such
essential
tasks
as
dressing
hides
for
clothing
and
shelter,
caring
for
the
children
and
cooking.
Public
Domain
Image
via
Wikimedia
Commons
R
E
S
O
U
R
C
E
S
Assignment
Rubric,
Tips,
References
This
Teaching
Exercise
is
provided
by
the
Human
Relations
Area
Files
at
Yale
University
in
New
Haven,
CT
R
U
B
R
I
C
➤
The
following
rubric
is
suggested
for
evaluating
responses:
This
Teaching
Exercise
is
provided
by
the
Human
Relations
Area
Files
at
Yale
University
in
New
Haven,
CT
F
U
R
T
H
E
R
R
E
A
D
I
N
G
➤
➤
➤
➤
For
more
exercises
and
teaching
resources
related
to
human
societies
past
and
present,
explore
Teaching
eHRAF
.
For
a
more
detailed
version
of
this
particular
exercise
with
additional
questions
and
activities
check
out
Exercise
2.4
Hide
Working
by
Christiane
Cunnar.
Check
out
the
Advanced
Search
Tutorial
for
detailed
instructions
on
conducting
searches in
eHRAF
World
Cultures.
For
information
on
hide
working
practices
in
the
archaeological
record,
check
out
eHRAF
Archaeology
.
This
Teaching
Exercise
is
provided
by
the
Human
Relations
Area
Files
at
Yale
University
in
New
Haven,
CT
Explore the diverse techniques, materials, and tools used by various societies around the world to work with animal skins. This exercise delves into the cross-cultural differences in skin-working technologies, the ecological relationships reflected in material choices, and the social contexts of skinwork practices. Enhance your understanding of different cultural approaches to working with hides and gain insight into resource utilization and technology adaptation across societies.
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WORK IN SKINS Worldwide ComparisonsExercise Adapted from Teaching eHRAF Exercise 2.4 Hide Working and Tanning Leather by Christiane Cunnar
WORK IN SKINS In this exercise,you will compare methods, materials, and toolsusedby societies across the world to work in animalskins Fes Tannery. Men conditioning hides. By Patrick MorinCC- BY-SA-3.0 via WikimediaCommons This Teaching Exercise is provided by the Human Relations Area Files at Yale University in New Haven, CT
This Teaching Exercise is provided by the Human Relations Area Files at Yale University in New Haven, CT EXERCISE DETAILS TIME: 40 minutes MATERIALS REQUIRED: HRAF Access Worksheet and pen or other materials for recording answers STUDENT LEARNING OUTCOMES: Atthe end of this assignment, you will be able to: explain and analyze cross-cultural differences in technology for working in skins across multiple culture groups describe the material traces left by various stages of work in skins analyze how technologies for work in skins reflect a culture s access to different natural resources describe the social context of work in skins across multiple societies gain experience in team based secondary data collection and analysis techniques construct effective and efficient search strategies in eHRAF in order to retrieve data relevant to a specific topic/assignment.
METHODS OF WORK IN SKINS REVEAL ECOLOGICAL RELATIONSHIPS Left Image:CreeWoman working ona largemoosehide-Waterhen Riverarea, NorthernSaskatchewan. By ProvincialArchivesof Alberta. Publ Domain Image via Wikimedia Commons. Upper Right Image: Fez Tannerty. Michal Borowski CC by SA 3.0Vi12Ham This Teaching Exercise is provided by the Human Relations Area Files at Yale University in New Haven, CT
ECOLOGICAL RELATIONSHIPS The materials used for softening and preserving hides as well as dying them reflect a culture s access to different natural resources. Cultures located in coastal areas or in proximity to waterways, such as the Yakut of Siberia, often use fish products such as fish oil or fish liver as softening agents to process hides. Omul Fish being prepared for smoking. Photo By Jan van der Crabben CC BY-SA 2.0via Wikimedia Commons This Teaching Exercise is provided by the Human Relations Area Files at Yale University in New Haven, CT
Blue Oak Bark by Yath atthe English language Wikipedia CC-BY-SA-3.0 via WikimediaCommons The Tarahumara of Mexico use tree products such as pulverized oak bark for tannins. TARAHUMARA This Teaching Exercise is provided by the Human Relations Area Files at Yale University in New Haven, CT
This Teaching Exercise is provided by the Human Relations Area Files at Yale University in New Haven, CT PAWNEE The Pawnee of the northern Plains (now Nebraska) use elm bark. Elm Bark. Photo by Ptelea at en.wikipedia. Public Domain Imagevia Wikimedia Commons
Toivo Immanuel Itkonen (1984) reports that the Saami in Northern Europe made red leather by using alder bark, mixed with ashes and warm water. SAAMI Alder Bark. By Walter SiegmundCC-BY- SA-3.0 via WikimediaCommons
ASSIGNMENT PART 1 In groups of 5 members, have each individual select one word or term from the list below. List of agents used in hide work in and dyeing Brains (from animals) Fish Liver Salt Oil Bark Fat Butter Lime Water
A Cree woman cleans green deer hides prior to tanning them. 1939. Unknown Photographer. Department of the Interior, Bureau of Indian Affairs. Red Lake Agency. Public Domain Image. Each individual should now conduct an advanced search for OCM subject "work in in skins" in combination with the chosen terms from the list. *For help with Advanced Searches ineHRAF World Cultures, clickhere. ASSIGNMENT PART 1: Execute TheSearch
ASSIGNMENT PART 1 While researching their materials, each group member should fill in a data table, such as the following example. Cross-Cultural Use of Material X for Work in Skins How Materialis Used Specialnotes SocietyName Society A Applied to hides before tanning (Efuwozor 2016) By women, in large groups of 40 (Dane 2016). Gathered by children (Ellis 2010). Applied to hasten the tanning process (Ellis 2010) Also used to soften leather (Cane 1990) Applied by men, with tanning work done by women. Secretive process of aquiring it (Cane 1990). Society B This Teaching Exercise is provided by the Human Relations Area Files at Yale University in New Haven, CT
ASSIGNMENT PART 2 As a group answer the following questions for each material. (5 minutes for each material) Question 1: What common steps, access, or spaces are needed to acquire this material across multiple societies? British Women Working in Tannery in Nottingham. UnknownPhotogrtapher. 1914. UBC Library Digitization Centre via Wikimedia Commons. Public DomainImage This Teaching Exercise is provided by the Human Relations Area Files at Yale University in New Haven, CT
This Teaching Exercise is provided by the Human Relations Area Files at Yale University in New Haven, CT ASSIGNMENT PART 3 As a group select the two tables with the most detailed information about materials. As a group, discuss and answer the following questions for both materials. Question 2. Is there a gender, class, age group, or population subset, most likely to be using this material? Explain. (5 minutes) Question 3. What evidence would the harvesting and use of this material leave in the archaeological record? (5 minutes) Inuit Woman DressingWalrus Skin. Alaska, N.D. JohnNathan Cobb University of Washington. Public DomainImage.
This Teaching Exercise is provided by the Human Relations Area Files at Yale University in New Haven, CT The Sioux Indian women of the Teton orWestern Dakota tribe sustained and perpetuated village life using their agriculturaland domesticskills. Among the Dakota women's many skills were porcupine quill work and bead embroidery. They also performed such essential tasks as dressing hides for clothingand shelter, caring for the children and cooking. Public Domain Image via WikimediaCommonsRESOURCES Assignment Rubric, Tips,References
This Teaching Exercise is provided by the Human Relations Area Files at Yale University in New Haven, CT RUBRIC The following rubric is suggested for evaluating responses: Unsatisfactory (0%) (25%) NeedsImprovement Satisfacto ry (75% Outstandi ng (100%) Assignment Part 1: Data Collection Outstanding NeedsImprovement Satisfactory Unsatisfactory Tables for material use include multiple societies with a variety of notes and most include citations. Tables for material use include multiple societies with regular notes Tables for material use in eHRAF are absent Tables for material use are sparsely filled in and include only a few (2-3) societies. Satisfactory Unsatisfactory NeedsImprovement Assignment Part 2: Questions1 Outstanding Answers are paritally complete and refer back to table. Answers are absent or mostly incomplete Answers are almost entirely complete and refer back to table Answers are only partially completed and/or inaccurate NeedsImprovement Outstanding Satisfactory Commentary on research findings is not comprehensive and /or persuasive. Evaluation and analysis of research findings is accurate. Major points are stated. Evaluation and analysis of research findings is accurate and persuasive. Assignment Part 2: Questions 1-2 Unsatisfactory Major points are addressed, but not well supported. Responses are inadequate or do not address topic or response to the questions Specific examples do not support topic or response to the questions. Major points are stated clearly and are well supported. Responses are excellent and address questions Content is clear. Several specific examples from the research are used. Major points are not clear. Specific examples are not used. Responses are adequate and address the question at hand. Content is accurate A specific example from the research is used.
FURTHER READING For more exercises and teaching resources related to human societies past and present, explore Teaching eHRAF. For a more detailed version of this particular exercise with additional questions and activities check out Exercise 2.4 Hide Working by Christiane Cunnar. Check out the Advanced Search Tutorial for detailed instructions on conducting searches in eHRAF World Cultures. For information on hide working practices in the archaeological record, check out eHRAF Archaeology. This Teaching Exercise is provided by the Human Relations Area Files at Yale University in New Haven, CT
