Justin Zielinsky

The roles of men, women and children in Northern Shoshone society.

As in other Native American societies, the Northern Shoshone structure was quite egalitarian. This is not to say however, that men, women, and children all performed the same duties. There were duties considered appropriate for particular genders and for particular ages.

In Northern Shoshonean society, the role of "Chief" was assumed by a male tribesman. "Duties of the chief largely concerned the material welfare of his followers." (Steward, 210) The role of the chief in everyday tribal life was that of an advisor, rather than that of a dictator. "The head-chief was general director of the camp, presided at councils, received visitors from other tribes, and conducted hunting and fishing excursions." (Hurst, 203) Adult males were responsible for hunting big game such as deer, elk, and buffalo. They also did most of the fishing, aided by the children who carried their catch home for the women to clean and prepare. Men also assumed roles as warriors and were responsible for the protection of the tribe.

Women also played an important and active role in every day Northern Shoshone life. They were responsible for "gathering " activities, procuring foods such as seeds, berries, and roots. "Shoshone women loved to socialize as they went in groups to gather seeds," using their willow baskets, digging sticks, and winnowing pans. In addition to gathering food, the women were generally responsible for preparing it. The passing down of oral tradition to the children was another responsibility of the Northern Shoshone women. Perhaps the favorite activity of Northern Shoshone women was raising and being with the children of their families.

Children were taught important life lessons at an early age that prepared them to be functional and productive members of their tribe. For example, children were expected to share in the burden of moving, which was a fairly regular event in Shoshone society. "They were given small bundles to carry on their backs." ( Parry, 26) Children were also taught to respect, and perhaps more importantly, honor their parents and grandparents. This respect for kin is an important factor contributing to the cohesiveness of Northwestern Shoshone society. Children were also taught to be hospitable. It was a belief of the tribe that guests "were assumed to be cold, tired, or hungry, and they were to be fed." (Parry, 32)

Children did not spend all of their time sharing in the work, however. Like all children, Shoshone children loved to play. Their toys, though not fancy and mass-produced like the toys of white children, served them well. Of course, they were made of readily available materials such as sticks, rocks, and clay. They also developed the skill of tracking from an early age; "smaller game such as groundhogs, jackrabbits, cottontails, and prairie dogs were hunted by boys with the aid of their dogs." (Hurst, 185)

Again, Northern Shoshone society was quite egalitarian, much more so than the so-called "civilized" European society, with men, women, and children sharing the responsibilities of everyday survival.

BIBLIOGRAPHY

Hurst, David Thomas. A Great Basin Shoshonean Source Book. New York & London: Garland Publishing      Inc, 1986.

Parry, Mae. "The Northwestern Shoshone," in  A History of Utah’s American Indians, edited by Forrest S. Cuch. Utah State University Press: Logan, Utah, 2000.

Steward, Julian H. Basin-Plateau Aboriginal Sociopolitical Groups. Salt Lake City University  of Utah Press, 1997.