Overview
Lesson 1: What Do Treaties Mean in Today’s World?
Lesson 2: The Fur Trade as a Model for Economic Systems Today
Lesson 3: Sacred Sites
Lesson 4: Key Figures and Events
Lesson 5: Paying Respect
Extending the lesson/References
1. Are there lessons from the Confederated Tribes of Grand Ronde history for current events (e.g. immigration policy)? What about the treatment of migrant workers in Oregon? Research the Underground Railroad and report to the class what this was in another part of the nation. Rent the movie Schindler’s List and draw parallels with Martha Sands. Consider how the Japanese in Oregon and other parts of the US were sent to internment camps during World War II. Invite a Japanese elder to discuss their experience in an internment camp.
2. In what ways were the struggles of tribes like the Confederation at Grand Ronde like/different from the situations faced by African Americans in the Civil Rights movement during the middle part of the last century? Invite a civil rights activist from the 1960s to visit your class.
3. Research Indian casino history in Oregon and invite students to hold debate on the pros and cons from these points of view: historic traditions of gambling in and between tribes, sovereignty, economic issues, and negative impacts of gambling on individuals and families. However, also emphasize how gaming was and is an important part of family and leisure time where having fun was the motive.
Publications, Websites, etc.
Smoke Signals
Subscribe at no cost to the Grand Ronde tribal newspaper for news about tribal activities and personalities today.
Southern Poverty Law Center
HYPERLINK “http://www.splcenter.org/center/tt/teach.jsp” http://www.splcenter.org/center/tt/teach.jsp
A poster series and Teaching Tolerance magazine are free for teachers.
Elizabeth Furse. “Indian Tribes, Their Rights and Responsibilities” (1999).
HYPERLINK “http://www.tribalgov.pdx.edu” http://www.tribalgov.pdx.edu
The Institute for Tribal Government was established in the HYPERLINK “http://www.hatfieldschool.pdx.edu/” \t “_blank” Hatfield School of Government at Portland State University in Portland, Oregon. It was founded by its director, former Congresswoman HYPERLINK “http://www.tribalgov.pdx.edu/bio_furse.php” Elizabeth Furse. Contact:
Institute for Tribal Government
Portland State University
PO Box 751
Portland, Oregon 97207
503-725-9000
HYPERLINK “mailto:tribalgov@pdx.edu” tribalgov@pdx.edu
Another valuable resource at the Institute: recorded interviews with many Indian leaders from tribes across the country.
Robert J. Miller (Law professor at Lewis & Clark College). Native America, Discovered and Conquered: Thomas Jefferson, Lewis & Clark, and Manifest Destiny (2006).
Foreword by Elizabeth Furse. To order, visit HYPERLINK “http://www.greenwood.com” http://www.greenwood.com or call 1-800-225-5800.
“American Holocaust: When It’s All Over, I’ll Still Be Indian.”
A short film comparing the Jewish Holocaust to the Native American Holocaust. $30 DVD. E-mail spiritworldproductions@worldnet.att.net, or contact:
PO Box 352
Northridge, CA 91324-2974.
Winds of Change.
The only nationally distributed, full-color magazine published by and for American Indians with a focus on career and educational advancement. The magazine is published quarterly. Its key features include:
American Indian role models
Stories of personal achievement and leadership
Educational programs, scholarship opportunities
Corporate contributions and opportunities
Career development and job position listings
Columns, news, book reviews and articles that bridge traditional and modern perspectives on Native issues.
Indians in Oregon Today
For more detail in preparing for this unit, and additional student activities, see Indians in Oregon Today, a comprehensive curriculum for middle school/high school teachers on Oregon tribes. The 2004 revision is available from the Oregon Department of Education and developed in collaboration with all nine federally-recognized tribes in the state. Contact info: Much of the content for this resource guide is drawn directly from that document and we acknowledge the hard work of the Indian educators and tribal members who compiled this valuable curriculum. To obtain this document, visit HYPERLINK “http://www.ode.state.or.us/opportunities/grants/nclb/title_vii/indiansinoregontoday.pdf” http://www.ode.state.or.us/opportunities/grants/nclb/title_vii/indiansinoregontoday.pdf or contact the Oregon Department of Education:
255 Capitol St. NE,
Salem, OR 97310-0203
