Puberty, Adolescence, Menstruation & Coming-of-Age Ceremonies in Native American Cultures

    Overview

    Puberty, Adolescence, Menstruation & Coming-of-Age Ceremonies in Native American Cultures

    Puberty, Adolescence, Menstruation & Coming-of-Age Ceremonies in Native American Cultures
    Illustration of a group of girls wearing bark skirts and Basket caps standing in a line. Behind them is an image of a basket design. Illustration by Melitta Jackson.

    Author: Cutcha Risling Baldy, PhD (Hupa, Yurok, Karuk)
    Lesson partner: Humboldt County Office of Education

    Grades: 6-8

    Suggested Amount of Time: 50 minutes

    Curriculum Themes

    • History
    • Cultural Strengths
    • Relationship to Place

    Learning Goals

    • Reflect on cultural influences on values and understandings of coming-of-age and adolescence. 

    • Reflect on how culture and media influence beliefs about menstruation and puberty.

    • Analyze how diverse perspectives on health and coming-of-age describe the changing roles and responsibilities of adolescents in communities.

    Lesson Overview

    This lesson analyzes coming-of-age and cultural influences on beliefs about puberty, adolescence and menstruation. By exploring Native American cultural beliefs about coming-of-age including women’s coming-of-age ceremonies students analyze diverse perspectives on health, puberty, and the changing roles and responsibilities of adolescents in their communities.

    Students will view films, engage in reflective writing activities and complete reflective prompts through an included handout. Some of the questions ask them to work with a partner, others are individual but can be shared with the class.

    Western approaches to teaching about adolescence, puberty and coming-of-age, frequently emphasize deficits and negative experiences. It is clear from ongoing research that current health education approaches unfortunately far too often reinforce a negative self-image amongst students and youth. Lack of education about puberty and menstruation has shown to potentially increase risk for poor body image; depression; and “risk-taking behaviors such as substance use and the early initiation of sexual activity” (Shmitt, 2022). However, it is clear from ongoing research that sharing positive perspectives and stories about puberty and menstruation can combat these negative effects. It is important to note that this includes both boys and girls as seeing positive impacts when they learn new perspectives on puberty and coming-of-age. 

    The Hupa are now consistently practicing their women’s coming-of-age ceremony called xoq’it-ch’iswa:l-te or the Flower Dance. This dance is very important for guiding and helping young women of the tribe as they enter adulthood. For the Hupa, adolescence, when young people start to grow up and become more like adults, is a time of great importance. Preparation includes learning prayers, songs in Native languages, gathering materials to make dresses out of bark and deer hide, preparing and storing acorns, pine nuts and salmon under the guidance of Medicine people, community members and family. Young men are also an important part of her community, as they will come to the ceremony to dance, sing and also help with the many things that need to be done to keep the ceremony going. 

    The women’s coming-of-age ceremony is a very important ceremony not only to Hupa people but to many California Indian tribes. Most tribes have some kind of ceremony that celebrates young women as they move into their adulthood. The Karuk (who are just Northeast of the Hupa) women’s coming-of-age ceremony is called the Ihuk. During the ceremony, the family and community support the young person through days of fasting, running and nights of singing. The ceremonial dance is an opportunity for community members to sing, dance and build relationships with each other and with the young person. This sets the tone for the importance of women to their communities. It also helps young people to see that their community is there for them and that there are many people they can rely on if they ever feel like they need help in their lives.

    About the Interactive Slides

    A key component of this curriculum includes interactive slides and a lesson script/facilitation support. These materials are designed to support ease of implementation and help guide lesson delivery.

    The interactive slides are animated to gradually reveal content and may include links to videos and audio playback buttons for Tribal language integration, songs, or slide facilitation.

    In addition to the downloadable lesson and student handouts, this lesson comprised of 50 minutes, includes interactive slides and lesson script/ facilitation support.

    Slides: Coming of Age

    Lesson Script/ Facilitation Support

    *To ensure full accessibility, we recommend making a copy of the instructional material(s).

    Instructions:

    To use the slides effectively:

    • Project the slides in "Slideshow Mode" to activate animations. Written content will appear with each click.
    slideshow button
    • Set speaker volume before beginning the lesson to ensure all students can hear audio content.
    sound icon
    • Play audio by clicking the audio playback icons one at a time. There may be a brief pause while the audio loads.
    • Hovering over an audio playback icon will reveal a playback bar that allows you to play, pause, adjust speed, or fast-forward the audio.
    Player
    • Note: You do not need to use the playback bar unless you wish to adjust playback. Simply clicking the icon will play the audio.

    Model Curriculum

    Standard(s)

    Grade(s)