Wisdom of the Elders » Warm Springs

Grades 4 – 6 Storytelling: Honoring Warm Springs

admin — Sun, 22 May 2011 16:42:30 +0000

Overview

The following five lessons will include activities to enhance the standards of literature, writing, speaking, listening and reading.

Lesson 1: What is storytelling and how it is used to remember traditions
Lesson 2: Stories of the Land (and how it shapes people’s lives)
Lesson 3: European Contact and the Stories of that Era
Lesson 4: Individuals Who Had an Impact on the Tribal Way of Life
Lesson 5: Contemporary stories and why they are important

GUIDING QUESTIONS

Who tells stories?
Why are stories important?
Why are stories told?
Why should stories be preserved?
What is the difference between family stories and tribal stories?

PREPARING TO TEACH THIS LESSON

Have on hand supplies to make paper masks to act out a story (paper, glue, string, hole punch, paints, decorations)
Go to HYPERLINK “http://www.nwrel.org/indianed/indianreading/1/book01.pdf” http://www.nwrel.org/indianed/indianreading/1/book01.pdf to download the Warm Springs story, Coyote and the Stars
ASK THE WARM SPRINGS REVIEW GROUP TO SUGGEST RESOURCES OTHER THAN NWREL IF NEEDED
Make available pictures of Warm Springs baskets
OBTAIN PICTURES FROM THE WARM SPRINGS REVIEW GROUP
Listen to the Turtle Island Storytellers segment of Wisdom of the Elders Series 3, Program 6

BASED UPON WISDOM OF THE ELDERS RADIO: SERIES 3, PROGRAM 6

Lesson plan written by Esther Stutzman

Historical Introduction:
Read the transcript…
Arlie Neskahi discusses the history of this Columbia River tribe and how tribes from the region and beyond all converged on the villages of the Wishram and the Wasco to trade, socialize and do ceremony.

Elder Wisdom:
Read the transcript…
Brian Bull shares the story of Adeline Miller who was “born up in the mountains during huckleberry time.” Now a tribal elder, she reminds her children and grandchildren of their origins through song, dance, and laughter.

Speaking Native:
Read the transcript…
Don Addison tell us that three native languages survive on this reservation today: Northern Paiute (also called Numu), Sahaptin (or Eecheeshkeen), and Wasco, known as Kiksht.

Sacred Landscape:
Read the transcript…
Judy Bluehorse Skelton talks about berries, including huckleberries, blackberries and raspberries, which burst with nutrition, and what the tribe is doing to ensure there will be plenty to pick in the future.

Tribal Rhythms:
Read the transcript…
Nico Wind introduces us to the music of the Warm Springs tribe presented by traditional singer, Carlos Calica, who is the keeper of the Art Mitchell drum. This drum belonged to his grandfather and is a drum Carlos sang on as a child.

Health and Healing:
Read the transcript…
Rose High Bear introduces us to Faye Waheneka who warns us to stay away from unhealthy food, including fry bread. Raised by her grandparents, she believes in using healthy traditional foods, such as edible roots, berries, deer meat, grouse, and salmon to manage her diabetes.

Artists Circle:
Read the transcript…
Bruce Crespin highlights the rediscovery of Wasco basketweaving by tribal artist, Pat Courtney Gold who is internationally recognized for the art of full-turn twining. She shares her travels across the country to visit museums with Wasco baskets in their collections and how she reconnected with a basket purchased by Lewis and Clark in 1805.

Turtle Island Storytellers:
Read the transcript…
Darlene Foster shares first contact stories she learned from her mother, who learned them from her grandmother. “They always told stories about how my ancestors knew before the pioneers came that they would come in. They would flow in like a river.”

INTRODUCTION

The people of the Warm Springs nation were fishermen and traders. A rich culture developed along the Columbia River, centering on the economy of salmon and other trade items. When people gathered together, friendships were renewed and stories were told. Just as with other tribes across America, the Warm Springs told stories of the ancestors and of great adventures

SUBJECT AREAS

Language arts
Writing
Drama
Art
History
Speech

SKILLS

Analysis
Oral skills
Research
Interpretation
Writing
Drawing conclusions

LEARNING OBJECTIVES

Upon completion of the activities and lessons, students will:

Understand importance of storytelling
Learn about the oral traditions of the Warm Springs
Learn about a selection of Warm Springs histories

Begin Lessons

Elementary School Storytelling: Honoring Warm Springs

admin — Wed, 18 May 2011 00:32:14 +0000

Overview

Lesson 1: Keeping Promises
Lesson 2: The First Oregon Super Mall
Lesson 3: Mapping Warm Springs Country Today
Lesson 4: Two History Timelines
Lesson 5: Preserving Your Heritage

Overview

This unit provides a brief history of the Confederated Tribes of Warm Springs with activities based around the WOTE radio program by the same name. An appendix includes more details about treaties in Oregon and how to approach teaching about Native American culture in general. Drawing from appropriate segments of the Wisdom of the Elders radio program, there is one suggested lesson for each area of focus in elementary social studies: civics (tribal governance and legal framework that protects rights to hunt and gather in traditional places), geography (locations of specific places such as Celilo Falls and huckleberry fields mentioned in the radio program), economics (comparisons of trade then and now at Oregon’s first “super mall”), history (looking at historic timelines and events such as immigration into tribal homelands as foretold and recounted in stories, songs and how the tribe helped newcomers) and social analysis (preserving our heritage by honoring elders; examining how natural resources such as huckleberries/feasts shape values). Much of the tribal information for this unit was drawn directly from the Confederated Tribes of Warm Springs website ( HYPERLINK “http://www.warmsprings.com” www.warmsprings.com). For graphics that accompany each CD segment, go to HYPERLINK “http://www.wisdomoftheelders.org” www.wisdomoftheelders.org

GUIDING QUESTIONS

Why was trade an important factor in the lives of the Warm Springs people?

What information can be incorporated into social studies sessions?

What information is new (and amazing) about Oregon Indians?

Why is research important instead of using information that is available?

PREPARING TO TEACH THIS LESSON

Listen to the entire program on the Confederated Tribes of Warm Springs, then find the exact segment(s) to play for students that match the selected lesson. Try to have a high-quality CD player in the classroom so all can hear the segments selected for each activity. Many of the music segments are also ideal for setting the mood for a lesson and as background for the opening of class.

BASED UPON WISDOM OF THE ELDERS RADIO: SERIES 3, PROGRAM 6

Lesson plan written by Larry McClure

Key Points

Indians lived in Oregon before written records. They had no concept of land ownership, but regarded the earth as a gift to all.

Early European-American visitors believed in the “right of discovery”; if land did not appear to be occupied by other white people, they considered it to be open for grabs and used various methods to “mark” their territory (e.g. maps, surveys, flags, medallions, carvings on trees, certificates, treaties, deeds). At the mouth of the Columbia, Lewis and Clark carved their names and other information into trees to identify their accomplishment.

Likewise, they posted a notice at Fort Clatsop when they left and also gave a copy to a Clatsop Indian chief to give to the next seafaring captain arriving at the mouth of the Columbia.

Indians lived a subsistence way of life (hunting, fishing, gathering) that met economic and spiritual (religious) needs. Oregon Country was rich in natural resources, particularly along the Columbia River and west of the Cascades, so food, fuel and fiber were not a problem most of the year. Trade patterns were very sophisticated; Celilo Falls and The Dalles region would be the equivalent to one of today’s super-malls with smaller trade centers networked regionally. The Chinook territory from The Dalles to the mouth of the Columbia was a major highway with Chinook “freighters” (60 ft. canoes) hauling large loads of products and people. Downstream villages would trade to villages near Sauvie Island and Portland for a favorite water-growing staple called wapato, a starchy vegetable growing in shallow lakes and along streams.

When early traders, explorers and settlers came, tribes began to lose their traditional ways of life. New diseases (including smallpox, alcoholism and diabetes) had a terrible impact on families and communities in the following centuries.

Missionaries came and tried to convert the native people to new religious faiths (e.g. the Whitman Mission and Roman Catholic priests); some of these new spiritual practices did have an influence, and even today there are combinations of spiritual practices.

Not all changes were bad: Euro-Americans brought all kinds of new materials and technologies that would increase the quality of life.

Marriages between members of one tribe or race and another tribe brought changes as well as exchanges of customs and traditions. This continues today. One effect is that many Indian people no longer “look” Indian.

Today there are very few traditional speakers of original tribal languages in the Pacific Northwest. The Confederated Tribes of the Warm Springs is working on restoring traditional languages by working with children at the reservation elementary school and interested adults.

The Confederated Tribes of the Warm Springs owns and operates the Kah-Nee-Ta Resort/Vacation Center and Indian Head Casino and a number of other enterprises: power and water, composite products, tile, software.

Indian gaming has a long history among native people. Lewis and Clark described games of chance they observed in Oregon Country. They were also vexed by the high prices and tough business practices of Indian traders they encountered along the Columbia River. The Confederation is considering development of a casino in the Columbia Gorge.

Lewis and Clark also observed that women and men in lower Columbia River villages had very defined roles in domestic and economic life. Women may have enjoyed more equality and economic power in Columbia River tribal communities than their Euro-American contemporaries enjoyed.

Some names for Oregon geographic landmarks that are likely associated with tribes now in the Warm Springs Confederation include ___________________.

Warm Springs Background

The Confederated Tribes of Warm Springs, a 640,000-acre reservation in north central Oregon, is home to a confederation of three tribes: the Wasco, the Walla Walla (later called the Warm Springs), and the Paiute. Long before Europeans set foot on the North American continent, the three tribes had developed societies beside the Columbia River, the Cascade Mountains, and other parts of Oregon. Although they have much in common today, each tribe has its own unique history and heritage. Today there are some 4,000 members of the Confederation, with about 3,000 living on the reservation.

The Wascoes

The Wasco tribe is made up of The Dalles (Ki-gal-twal-la) and Dog River bands. The Wasco bands on the Columbia River were the eastern-most group of Chinookan-speaking Indians. Although they were principally fishermen, their frequent contact with other Indians throughout the region provided for abundant trade. Roots and beads were available from other Chinookan bands such as the Clackamas. Game, clothing and horses came from trade with Sahaptin bands such as the neighboring Warm Springs and the more distant Nez Perce. In exchange for these goods, the Wasco traded root bread, salmon meal, and bear grass.

The Warm Springs

The Warm Springs tribe is made up of the Upper Deschutes (Tygh), Lower Deschutes (Wyam), Tenino, and John Day (Dock-spus) bands. The bands who lived along the Columbia’s tributaries spoke Sahaptin. Unlike the Wascoes, the Warm Springs bands moved between winter and summer villages, and depended more on game, roots and berries. However, salmon was also an important staple for the Warm Springs bands, and, like the Wascoes, they built elaborate scaffolding over waterfalls which allowed them to harvest fish with long-handled dip nets. Contact between the Warm Springs bands and the Wascoes was frequent, and, although they spoke different languages and observed different customs, they could converse and traded heavily.

The Paiutes

The Paiutes lived in southeastern Oregon and spoke a Shoshonean dialect. The lifestyle of the Paiutes was considerably different from that of the Wasco and Warm Springs bands. Their high-plains existence required that they migrate further and more frequently for game, and fish was not an important part of their diet. The Paiute language was foreign to the Wasco and Warm Springs bands, and commerce among them was infrequent. In early times, contact between them often resulted in skirmishes. Although Paiute territories historically included a large area from southeastern Oregon into Nevada, Idaho, and western Utah, the Paiute bands which eventually settled at Warm Springs lived in the area of Lake, Harney, and Malheur counties in Oregon.

Tribal Organization

Founded in 1938, the reservation government is led by an 11-member tribal council. This eleven-member body includes eight elected members who serve three-year terms, along with three traditional chiefs who serve for life. There are three districts on the reservation, with a Chief from each district. The Simnasho and Agency Districts each have three elected representatives and the Seekseekqua District has two elected representatives. Tribal headquarters is in Warm Springs, Oregon.

For a more comprehensive understanding of tribal history, go to www.warmsprings.com.

Relationship to the Lewis and Clark Journey

In October 1805 and again in April 1806 Lewis and Clark encountered some of their most memorable experiences along the section of the Columbia River familiar to tribes of the present-day Warm Springs Reservation. Celilo Falls, favorite fishing grounds for many Northwest Indian tribes, was also a major trading center for the region. The explorers were amazed by the abundant salmon and other natural resources of the Columbia Gorge. The spent several days on the downriver and upriver trips, traversing the dangerous rapids and portaging the trouble spots and enlisted local Indians to help them in various ways. Fishing for salmon and other species continues to be a major enterprise for tribal members today. They were particularly impressed by the canoes used by tribes of the Columbia, but also wrote extensively about shelters, burial practices as well as plants and animals, including the California condor (thunderbird) in the mid-Columbia area.

History of Treaties in Oregon

The legal rights of Indians are traced back at least to the U.S. Constitution.

American Indians did not become citizens until 1924, which gave them the right to vote.

Treaties are legal agreements (promises) between nations. The President has the right to make treaties, which then must be ratified by the U.S. Senate. Treaties of all nine federally-recognized tribes in Oregon were ratified. Several of these treaties date back to the1850s. The Chinook Tribe’s treaty was never ratified.

Lands left to Indians were generally guaranteed in perpetuity. In Indians’ terms, this means “as long as the grass shall grow and the waters run.”

Indians made treaties to:

Reserve portions of their land, creating reservations.

Maintain the right to decide their own government.

Maintain the right to use their lands as they choose in order to preserve the land and keep their usual way of life.

Maintain as a natural entitlement (not a gift) the right to hunt, fish and gather foods and other natural resources in traditional and accustomed places (e.g. fishing for Columbia River salmon, gathering berries, digging roots).

Identify and define the rights of both nations (the tribe and the U.S. government).

Deal with non-Indians on an equal basis.

Establish borders for their nations.

Be able to trade with other nations.

The United States made treaties to:

Take land from the Indians (to then give away or sell for settlement).

Protect certain rights of Indians, many of which they already had, but also to provide services like health and education.

Keep the peace.

Encourage trade with Indian nations.

Set up reservations to keep Indians in one area.

Set up a trust or management relationship for Indian land. As trustee, the government was to take care of reservation land for tribal use and benefit.

End warfare.

Following ratification, political and legal decisions began to impact the treaties:

Because treaties were signed by the federal government and became the Supreme Law of the Land between the nations, the U.S. Courts have more power than opposing state or local laws, though states can pass laws for conservation reasons and tribes are to be the “least restricted.”

Tribes have their own legal system (laws, police, judges) within reservations, while also conforming to most state and federal laws.

Some non-Indians believe the treaties are no longer relevant and have outlived their usefulness.

Most Indians and many non-Indians believe treaties are still fitting the need, particularly for conservation of natural resources (as long as the mountains stand and rivers flow). They often take a long view that decisions regarding the people and the natural environment should consider how life will be impacted seven generations from now.

SUBJECT AREAS

SKILLS

LEARNING OBJECTIVES

Begin Lessons

Grades 4 – 6 Storytelling: Honoring Warm Springs

admin — Mon, 16 May 2011 08:21:27 +0000

All the Cultural material on this website is the property of the individual Artist and/or the Confederated Tribes of Warm Springs, and may not be used for any purposes. The Cultural and Intellectual property of the Confederated Tribes of Warm Springs includes the traditional practices, knowledge and ways of life unique to the people of the Confederated Tribes and includes, but not limited to: photos, songs, legends, stories, language, art, oral tradition and ceremony.

Overview

The following five lessons will include activities to enhance the standards of literature, writing, speaking, listening and reading.

Lesson 1: What is storytelling and how it is used to remember traditions

Lesson 2: Stories of the Land (and how it shapes people’s lives)

Lesson 3: European Contact and the Stories of that Era

Lesson 4: Individuals Who Had an Impact on the Tribal Way of Life

Lesson 5: Contemporary stories and why they are important

Overview
The following five lessons will include activities to enhance the standards of literature, writing, speaking, listening and reading.
Lesson 1: What is storytelling and how it is used to remember traditionsLesson 2: Stories of the Land (and how it shapes people’s lives)Lesson 3: European Contact and the Stories of that Era Lesson 4: Individuals Who Had an Impact on the Tribal Way of LifeLesson 5: Contemporary stories and why they are important

BASED UPON WISDOM OF THE ELDERS RADIO: SERIES 3, PROGRAM 6

Lesson plan written by Esther Stutzman.

INTRODUCTION

GUIDING QUESTIONS

Who tells stories?

Why are stories important?

Why are stories told?

Why should stories be preserved?

What is the difference between family stories and tribal stories?

PREPARING TO TEACH THIS LESSON

Have on hand supplies to make paper masks to act out a story (paper, glue, string, hole punch, paints, decorations)

Go to “http://www.nwrel.org/indianed/indianreading/1/book01.pdf” to download the Warm Springs story, Coyote and the Stars

ASK THE WARM SPRINGS REVIEW GROUP TO SUGGEST RESOURCES OTHER THAN NWREL IF NEEDED

Make available pictures of Warm Springs baskets

OBTAIN PICTURES FROM THE WARM SPRINGS REVIEW GROUP

Listen to the Turtle Island Storytellers segment of Wisdom of the Elders Series 3, Program 6

Begin Lessons

SUBJECT AREAS

Language arts

Writing

Drama

Art

History

Speech

SKILLS

Analysis

Oral skills

Research

Interpretation

Writing

Drawing conclusions

LEARNING OBJECTIVES

Upon completion of the activities and lessons, students will:

Understand importance of storytelling
Learn about the oral traditions of the Warm Springs
Learn about a selection of Warm Springs histories

Grades 9 – 12 Language Arts: Honoring Warm Springs

admin — Sun, 15 May 2011 20:10:30 +0000

This lesson plan is comprised of five lessons which include activities to enhance the standards of literature, writing, speaking, listening and reading.

Overview

Lesson 1: The Importance of the Land
Lesson 2: Trade among the Columbia River People
Lesson 3: European Contact and the Impact on Tribal Life
Lesson 4: Retaining Traditions
Lesson 5: Remembering the Ancestors

BASED UPON WISDOM OF THE ELDERS RADIO: SERIES 3, PROGRAM 6

Lesson plan written by Esther Stutzman

INTRODUCTION

HERE WILL BE A GEOGRAPHICAL DESCRIPTION OF ORIGINAL HOMELANDS

The Confederated Tribes of Warm Springs is comprised of the Wasco, the Walla Walla (later called the Warm Springs) and the Paiute. Although these tribes are now grouped into a confederation, they each have a distinct culture and heritage.

OBTAIN MAP FROM WARM SPRINGS REVIEW GROUP.

Over thousands of years, these tribes developed an extensive trade and economic network that revolved around many resources, especially the salmon from the Columbia River.

After the Lewis and Clark expedition of 1805, the way of life of these tribes changed. Trappers, traders, explorers and pioneers infiltrated the Columbia River area, ultimately leading to the Treaty of 1855 which set aside about 1/20^th of the Wasco’s and Warm Springs’ original homeland as a “reservation.” In the late 1870s, 38 Paiute people were moved to the Warm Springs Reservation.

In 1937 these three tribes organized into a confederation.

ADD MORE APPROVED INFO TO THIS INTRODUCTION

GUIDING QUESTIONS

Why was trade an important factor in the lives of the Warm Springs people?

What information can be incorporated into social studies sessions?

What information is new (and amazing) about Oregon Indians?

Why is research important instead of using information that is available?

PREPARING TO TEACH THIS LESSON

Visit the suggested websites in the “References” section of this lesson plan.

A visit to a local museum that has an Indian section will also be a good background.

If possible, arrange a visit to the Warm Springs museum.

If you know someone who is a Warm Springs tribal member, invite that person to speak to the class.

Begin Lessons

SUBJECT AREAS

Reading
Speaking
Listening
Writing
Research
Technology
Literature (both oral and written)

SKILLS

Communication
Research
Analysis
Problem solving
Grammar
Speech
Spelling
Word identification and interpretation
Mapping

LEARNING OBJECTIVES

Have a basis of knowledge about the Confederated Tribes of the Warm Springs
Learn more about writing reports and research papers
Be able to pronounce a variety of tribal names in a selected Indian language
Gain knowledge of geography of the area.

Grades 4 – 6 Language Arts: Honoring Warm Springs

admin — Mon, 09 May 2011 15:20:30 +0000

Overview

This lesson plan is comprised of five lessons which include activities to enhance the standards of literature, writing, speaking, listening and reading.

BASED UPON WISDOM OF THE ELDERS RADIO: SERIES 3, PROGRAM 6

Lesson plan written by Esther Stutzman

INTRODUCTION

HERE WILL BE A GEOGRAPHICAL DESCRIPTION OF ORIGINAL HOMELANDS. OBTAIN MAP FROM WARM SPRINGS REVIEW GROUP.

Over thousands of years, these tribes developed an extensive trade and economic network that revolved around many resources, especially the salmon from the Columbia River.

In 1937 these three tribes organized into a confederation.

GUIDING QUESTIONS

Why was trade an important factor in the lives of the Warm Springs people?

What information can be incorporated into social studies sessions?

What information is new (and amazing) about Oregon Indians?

Why is research important instead of using information that is available?

PREPARING TO TEACH THIS LESSON

Visit the suggested websites in the “References” section of this lesson plan.

A visit to a local museum that has an Indian section will also be a good background.

If possible, arrange a visit to the Warm Springs museum.

If you know someone who is a Warm Springs tribal member, invite that person to speak to the class.

Begin Lessons

SUBJECT AREAS

Reading
Speaking
Listening
Writing
Research
Technology
Literature (both oral and written)

SKILLS

Communication
Research
Analysis
Problem solving
Grammar
Speech
Spelling
Word identification and interpretation
Mapping

LEARNING OBJECTIVES

Have a basis of knowledge about the Confederated Tribes of the Warm Springs
Learn more about writing reports and research papers
Be able to pronounce a variety of tribal names in a selected Indian language
Gain knowledge of geography of the area.

Grades K – 3 Environmental Studies: Honoring Warm Springs

admin — Sat, 30 Apr 2011 18:54:25 +0000

Overview

Lesson 1: Introduction to Relationships between Humans and the Environment
Lesson 2: Berries in the Ecosystem
Lesson 3: Traditional Ecological Knowledge
Lesson 4: Historic versus Contemporary Landscapes
Lesson 5: Responsibility of Society

BASED UPON WISDOM OF THE ELDERS RADIO: SERIES 3, PROGRAM 6

Lesson plan written by Elaine LaBonte

INTRODUCTION

Historically, as well as pre-historically, Native Americans have defined their culture largely dependent upon the natural resources that occurred within their geographic region and environmental features found within their ancestral homelands. During the five lessons that follow, students will be provided with a worldview very different from their own. They will learn about the role of berries in the ecosystem, as well as to the Native Americans who hold berries, and huckleberries in particular, in a position so revered that Huckleberry Feasts are a prominent part of native cultures and berries are a commonly found icon within their cosmologies. Students will be introduced to successional patterns of forest lands and the role that fire has on secondary plant species. Students will also look at food webs and how plants are fit into the food web. Finally, students will consider the threats that wild berries face and the role and responsibility of individuals and society, as a whole, to preserving plant species for future generations.
GUIDING QUESTIONS

PREPARING TO TEACH THIS LESSON

If at all possible, invite a tribal member from the Confederated Tribes of Warm Springs to come and speak to the class during Lesson 3 below, to discuss the role of berries and humans from their cultural perspective. Contact the Confederated Tribes of Warm Springs at http://www.warmsprings.com/warmsprings/Contact_Us/. Other resources for possible guests include:

Turtle Island Storytellers

Elizabeth Woody at Ecotrust

The Huckleberry Education Project

Northwest Spirit Quest email

Begin Lessons

SUBJECT AREAS

To be defined following completion of all lesson activities.

SKILLS

To be defined following completion of all lesson activities.

LEARNING OBJECTIVES

Identify the original tribes who are now known as the Confederated Tribes of Warm Springs
Identify the ancestral homelands of the Confederated Tribes of Warm Springs and understand the difference between homelands and Reservation lands, as well as to describe the cultural role that huckleberries have to the Confederated Tribes of Warm Springs
Define key ecosystem terms and demonstrate an understanding of ecosystem components and the laws of thermodynamics
Understand forest succession and critically examine the impact that humans have had on the environment
Consider the responsibility of individuals, communities and society as a whole, to other species, other cultures and to future generations yet to come
Identify the original tribes who are now known as the Confederated Tribes of Warm Springs
Identify the ancestral homelands of the Confederated Tribes of Warm Springs and understand the difference between homelands and Reservation lands, as well as to describe the cultural role that huckleberries have to the Confederated Tribes of Warm Springs
Define key ecosystem terms and demonstrate an understanding of ecosystem components and the laws of thermodynamics
Understand forest succession and critically examine the impact that humans have had on the environment
Consider the responsibility of individuals, communities and society as a whole, to other species, other cultures and to future generations yet to come

Grades 9 – 12 Social Studies: Honoring Warm Springs

admin — Sat, 30 Apr 2011 17:18:27 +0000

Overview

Lesson 1: A Treaty is Supreme
Lesson 2: Shopping at Celilo
Lesson 3: Traditional Homelands, Traditional Foods
Lesson 4: How Salmon Teach Us History
Lesson 5: Defining What’s Important in Your Life

Overview

This unit provides a brief history of the Confederated Tribes of Warm Springs with activities based around the WOTE radio program by the same name. An appendix includes more details about treaties in Oregon and how to approach teaching about Native American culture in general. Drawing from appropriate segments of the Wisdom of the Elders radio program, there is one suggested lesson for each area of focus in social studies: civics (tribal governance and legal framework), geography (locations of specific places such as Celilo Falls and huckleberry fields mentioned in the radio program), economics (comparisons of trade then and now, focusing on Warm Springs enterprises today), history (looking at historic events such as immigration into tribal homelands as foretold and recounted in stories, songs and how the tribe helped newcomers) and social analysis (honoring elders; examining how natural resources such as huckleberries/feasts shape values). Much of the tribal information for this unit was drawn directly from the Confederated Tribes of Warm Springs website (www.warmsprings.com). For graphics that accompany each CD segment, go to www.wisdomoftheelders.org.

BASED UPON WISDOM OF THE ELDERS RADIO: SERIES 3, PROGRAM 6

Lesson plan written by Larry McClure

INTRODUCTION

The Wascoes

The Warm Springs

SUBJECT AREAS

SKILLS

LEARNING OBJECTIVES

The Paiutes

Tribal Organization

Key Points

Indians lived in Oregon before written records.
They had no concept of land ownership, but regarded the earth as a gift to all.
Early European-American visitors believed in the “right of discovery”; if land did not appear to be occupied by other white people, they considered it to be open for grabs and used various methods to “mark” their territory (maps, surveys, flags, medallions, carvings on trees, certificates, treaties, deeds).
Indians lived a subsistence way of life (hunting, fishing, gathering) that met economic and spiritual (religious) needs. Oregon Country was rich in natural resources, particularly along the Columbia River and west of the Cascades, so food, fuel and fiber were not a problem most of the year. Trade patterns were very sophisticated; Celilo Falls and The Dalles region would be the equivalent to one of today’s super-malls with smaller trade centers networked regionally.
When early traders, explorers and settlers came, tribes began to lose their traditional ways of life. New diseases (including smallpox, alcoholism and diabetes) had a terrible impact on families and communities in the following centuries.
Missionaries came and tried to convert the native people to new religious faiths (e.g. the Whitman Mission and Roman Catholic priests); some of these new spiritual practices did have an influence, and even today there are combinations of spiritual practices.
Not all changes were bad: Euro-Americans brought all kinds of new materials and technologies that would increase the quality of life.
Marriages between members of one tribe or race and another tribe brought changes as well as exchanges of customs and traditions. This continues today. One effect is that many Indian people no longer “look” Indian.
Today there are very few traditional speakers of original tribal languages in the Pacific Northwest. The Confederated Tribes of the Warm Springs is working on restoring traditional languages by working with children at the reservation elementary school and interested adults.
The Confederated Tribes of the Warm Springs owns and operates the Kah-Nee-Ta Resort/Vacation Center and Indian Head Casino and a number of other enterprises: power and water, composite products, tile, software.
Indian gaming has a long history among native people. Lewis and Clark described games of chance they observed in Oregon Country. They were also vexed by the high prices and tough business practices of Indian traders they encountered along the Columbia River. The Confederation is considering development of a casino in the Columbia Gorge.
Lewis and Clark also observed that women and men in lower Columbia River villages had very defined roles in domestic and economic life. Women may have enjoyed more equality and economic power in Columbia River tribal communities than their Euro-American contemporaries enjoyed.
Some names for Oregon geographic landmarks that are likely associated with tribes now in the Warm Springs Confederation include ________?___________.

Relationship to the Lewis and Clark Journey

In October 1805 and again in April 1806 Lewis and Clark encountered some of their most memorable experiences along the section of the Columbia River familiar to tribes of the present-day Warm Springs Reservation. Celilo Falls, favorite fishing grounds for many Northwest Indian tribes, was also a major trading center for the region. The explorers were amazed by the abundant salmon and other natural resources of the Columbia Gorge. The spent several days on the downriver and upriver trips, traversing the dangerous rapids and portaging the trouble spots, and enlisted local Indians to help them in various ways. Fishing for salmon and other species continues to be a major enterprise for tribal members today. They were particularly impressed by the canoes used by tribes of the Columbia, but also wrote extensively about shelters, burial practices as well as plants and animals, including the California condor (thunderbird).

History of Treaties

The legal rights of Indians are traced back at least to the U.S. Constitution.
American Indians did not become citizens until 1924, including the right to vote.
Treaties are legal agreements (promises) between nations. The President has the right to make treaties which then must be ratified by the U.S. Senate. Treaties of all nine federally-recognized tribes in Oregon were ratified. Several of these treaties date back to the1850s.
Lands left to Indians were generally guaranteed in perpetuity. In Indians terms, this means “as long as the grass shall grow and the waters run.”

Indians made treaties to:

Reserve portions of their land, creating a reservation.
Maintain the right to decide their own government.
Maintain the right to use their lands as they choose in order to preserve the land and keep their usual way of life.
Maintain as a natural entitlement (not a gift) the right to hunt, fish and gather foods and other natural resources in traditional and accustomed places (like fishing for Columbia River salmon, gathering berries, digging roots).
Identify and define the rights of both nations (the tribe and the U.S. government).
Deal with non-Indians on an equal basis.
Establish borders for their nations.
Be able to trade with other nations.

The United States made treaties to:

Take land from the Indians (to then give away or sell for settlement).
Protect certain rights of Indians, many of which they already had, but also to provide services like health and education.
Keep the peace.
Encourage trade with Indian nations.
Set up reservations to keep Indians in one area.
Set up a trust or management relationship for Indian land. As trustee, the government was to take care of reservation land for tribal use and benefit.
End warfare.

Following ratification, political and legal decisions began to impact the treaties:

Because treaties were signed with the federal government and became the Supreme Law of the Land between the nations, the U.S. Courts have more power than opposing state or local laws, though states can pass laws for conservation reasons and tribes are to be the “least restricted.”
Tribes like the Umatilla have their own legal system (laws, police, judges) within the reservation while also conforming to most state and federal laws. (is this right?)
Some non-Indians believe the treaties are no longer relevant and have outlived their usefulness.
Most Indians and many non-Indians believe treaties are still fitting the need, particularly for conservation of natural resources (as long as the mountains stand and rivers flow). They often take a long view that decisions regarding the people and the natural environment should consider how life will be impacted seven generations from now.

GUIDING QUESTIONS

See individual lessons.

PREPARING TO TEACH THIS LESSON

Begin Lessons

Grades 9 – 12 Environmental Studies: Honoring Warm Springs

admin — Fri, 29 Apr 2011 19:50:38 +0000

Overview

BASED UPON WISDOM OF THE ELDERS RADIO: SERIES 3, PROGRAM 6

Lesson plan written by Elaine LaBonte

INTRODUCTION

Historically, as well as pre-historically, Native Americans have defined their culture largely dependent upon the natural resources that occurred within their geographic region and environmental features found within their ancestral homelands. During the five lessons that follow, students will be provided with a worldview very different from their own. They will learn about the role of berries in the ecosystem, as well as to the Native Americans who hold berries, and huckleberries in particular, in a position so revered that Huckleberry Feasts are a prominent part of native cultures and berries are a commonly found icon within their cosmologies. Students will be introduced to the concept of Traditional Ecological Knowledge (TEK) and through exposure to TEK, will come to appreciate the complex scientific study that Native Americans practiced long before the current and universally accepted scientific methodology developed. Students will examine the successional patterns of forest lands and the role that traditional land management had on secondary plant species. Students will also be exposed to trophic levels, the first two laws of thermodynamics. Finally, students will consider the role and responsibility of individuals and society, as a whole, to preserving plant species for future generations.

GUIDING QUESTIONS

PREPARING TO TEACH THIS LESSON

Turtle Island Storytellers

Elizabeth Woody at Ecotrust

The Huckleberry Education Project

Northwest Spirit Quest email

Begin Lessons

SUBJECT AREAS

To be defined following completion of all lesson activities.

SKILLS

To be defined following completion of all lesson activities.

LEARNING OBJECTIVES

Identify the original tribes who are now known as the Confederated Tribes of Warm Springs
Identify the ancestral homelands of the Confederated Tribes of Warm Springs and understand the difference between homelands and Reservation lands, as well as to describe the cultural role that huckleberries have to the Confederated Tribes of Warm Springs
Define key ecosystem terms and demonstrate an understanding of ecosystem components and the laws of thermodynamics
Understand forest succession and critically examine the impact that humans have had on the environment
Consider the responsibility of individuals, communities and society as a whole, to other species, other cultures and to future generations yet to come
Identify the original tribes who are now known as the Confederated Tribes of Warm Springs
Identify the ancestral homelands of the Confederated Tribes of Warm Springs and understand the difference between homelands and Reservation lands, as well as to describe the cultural role that huckleberries have to the Confederated Tribes of Warm Springs
Define key ecosystem terms and demonstrate an understanding of ecosystem components and the laws of thermodynamics
Understand forest succession and critically examine the impact that humans have had on the environment
Consider the responsibility of individuals, communities and society as a whole, to other species, other cultures and to future generations yet to come

Grades 4 – 6 Environmental Studies: Honoring Warm Springs

admin — Fri, 29 Apr 2011 17:38:55 +0000

Overview
Lesson 1: Introduction to Relationships between Humans and the Environment
Lesson 2: Forest Succession (Primary)
Lesson 3: Native Americans and Berries
Lesson 4: Native Americans and Science
Lesson 5: Dangers to Wild Berries; Responsibility of People

BASED UPON WISDOM OF THE ELDERS RADIO: SERIES 3, PROGRAM 6

Lesson plan written by Elaine LaBonte

INTRODUCTION

Historically, as well as pre-historically, Native Americans have defined their culture largely dependent upon the natural resources that occurred within their geographic region and environmental features found within their ancestral homelands. During the five lessons that follow, students will be provided with a worldview very different from their own. They will learn about the role of berries in the ecosystem, as well as to the Native Americans who hold berries, and huckleberries in particular, in a position so revered that Huckleberry Feasts are a prominent part of native cultures and berries are a commonly found icon within their cosmologies. Students will be introduced to successional patterns of forest lands and the role that fire has on secondary plant species. Students will look at food webs and how plants are fit into the food web. Students will compare native scientific practices with contemporary scientific methodology. Finally, students will consider the threats that wild berries face and the role and responsibility of individuals and society, as a whole, to preserving plant species for future generations.

GUIDING QUESTIONS

PREPARING TO TEACH THIS LESSON

Contact the Confederated Tribes of Warm Springs

Other resources for possible guests include:

Turtle Island Storytellers

Elizabeth Woody at Ecotrust

The Huckleberry Education Project

Northwest Spirit Quest email

Begin Lessons

SUBJECT AREAS

To be defined following completion of all lesson activities.

SKILLS

To be defined following completion of all lesson activities.

LEARNING OBJECTIVES

After completing the lessons in this Berry Series, students will be able to:

Identify the Tribes and/or ancestral homelands of the Confederated Tribes of Warm Springs and to describe the cultural role that berries have to these Tribes

Discuss the stages of forest succession and will be able to show how berries fit into a food web

Conduct an experiment by examining differences in flower morphology and fruit development; through following scientific methodology, students can compare and contrast their methodology with Traditional Ecological Knowledge

Identify threats to wild berries and what can be done to help preserve wild berries

Consider the responsibility of individuals and society towards preserving wild berries

Grades 4 – 6 Language Arts: Honoring Warm Springs

admin — Wed, 20 Apr 2011 04:21:37 +0000

Overview

BASED UPON WISDOM OF THE ELDERS RADIO: SERIES 3, PROGRAM 6

Lesson plan written by Esther Stutzman

INTRODUCTION

HERE WILL BE A GEOGRAPHICAL DESCRIPTION OF ORIGINAL HOMELANDS. OBTAIN MAP FROM WARM SPRINGS REVIEW GROUP.

Over thousands of years, these tribes developed an extensive trade and economic network that revolved around many resources, especially the salmon from the Columbia River.

After the Lewis and Clark expedition of 1805, the way of life of these tribes changed. Trappers, traders, explorers and pioneers infiltrated the Columbia River area, ultimately leading to the Treaty of 1855 which set aside about 1/20th of the Wasco’s and Warm Springs’ original homeland as a “reservation.” In the late 1870s, 38 Paiute people were moved to the Warm Springs Reservation.

In 1937 these three tribes organized into a confederation.

Overview

This lesson plan is comprised of five lessons which include activities to enhance the standards of literature, writing, speaking, listening and reading.

Lesson 1: The Importance of the Land

Lesson 2: Trade among the Columbia River People

Lesson 3: European Contact and the Impact on Tribal Life

Lesson 4: Retaining Traditions

Lesson 5: Remembering the Ancestors

GUIDING QUESTIONS

Why was trade an important factor in the lives of the Warm Springs people?

What information can be incorporated into social studies sessions?

What information is new (and amazing) about Oregon Indians?

Why is research important instead of using information that is available?

PREPARING TO TEACH THIS LESSON

Visit the suggested websites in the “References” section of this lesson plan.

A visit to a local museum that has an Indian section will also be a good background.

If possible, arrange a visit to the Warm Springs museum.

If you know someone who is a Warm Springs tribal member, invite that person to speak to the class.

SUGGESTED ACTIVITIES

Begin Lessons

SUBJECT AREAS
Reading
Speaking
Listening
Writing
Research
Technology
Literature (both oral and written)

SKILLS
Communication
Research
Analysis
Problem solving
Grammar
Speech
Spelling
Word identification and interpretation
Mapping

LEARNING OBJECTIVES
Students who complete the lessons will:

Have a basis of knowledge about the Confederated Tribes of the Warm Springs
Learn more about writing reports and research papers
Be able to pronounce a variety of tribal names in a selected Indian language
Gain knowledge of geography of the area.