Overview
Lesson 1: Indian Rights Today
Lesson 2: Trading in Grand Ronde Country
Lesson 3: Mapping the Grand Ronde Story
Lesson 4: Two History Timelines
Lesson 5: Epidemics Then and Now
Extending the lesson/References
Standards
HISTORY
SS.05.HS.01.01—Order events found in historical narratives.
SS.05.HS.01.02—Calculate time and infer information from timelines.
SS.05.HS.05.02—Understand the impact of early European exploration on Native Americans and on the land.
SS.05.HS.06.01—Identify significant people in the history of Oregon from pre-history through the period of the American Revolution.
SS.05.HS.06.02—Understand the interactions and contributions of the various people and cultures that have lived in or migrated to the area that is now Oregon from pre-history through the period of the American Revolution.
CD Segments to Play
For this topic, go to Historical Introduction.
Background
Suggested Strategies
Activities
Timeline
Construct parallel charts down hallway or around classroom wall: 1. Grand Ronde Confederation and Oregon History Timeline; 2. My Family Timeline.
Start each time with 0 (to represent earliest record passed down; for each child’s family, start with a question mark representing their earliest ancestors, then put the birth year of the oldest living grandparent. On the family timeline, just show years and a symbol or word representing an event (birth of sister, move).
Ask students to bring from home the following information: names and dates of birth for all their family members they can get. OR dates and places where they and their parents/grandparents lived (determine which of this information may not be appropriate for some students to share, particularly if the parents’ immigration status is unclear or if home situation makes this info hard to gather). Option: Student draws a timeline of their own individual history from birth to now based on their memory: mark key events of own choosing (date entered kindergarten, when learned to ride bike, first visit to Portland, first visit to ocean, first airplane ride, etc.) Share with small group.
For Grand Ronde Community and Oregon History Timeline: Start with “15,000 years ago” and draw a mastodon like the ones found in various parts of Oregon. For Oregon history, include key dates required for your curriculum, but now add important Grand Ronde heroes like Martha Sands or individual tribal chiefs (such as “Ki-a-kut” of the Tualatin Indians, suggested by Grand Ronde); Robert Gray visits mouth of Columbia; Broughton travels to Portland area and charts Mt. Hood and other peaks; Lewis and Clark spend winter of 1805-1806 in Oregon Country; Astor arrives in 1811; 1855 treaty; General Howard moves tribes to Grand Ronde.
2. Listen
Listen to the story of Martha Sands while looking at the graphic of her statue. (Can we provide this on the CD?)
3. Reflect
Name persons you look up to and why.
Pick one (living or dead), and write a letter to this person expressing your feelings about the legacy they left. (You won’t have to send this letter). (Need a list of prominent Indian men and women in Grand Ronde tribes’ history, such as former Council Chair Harrison).
Who are the newly-emerging Indian heroes? Why is it important to remember these persons? What stands out in their careers that you can relate to?
4. Discuss
How is wisdom passed down through stories and learning skills like basket weaving and beadwork?
