Overview
Lesson 1: Stories as History and Tradition
Lesson 2: Historical Landscape
Lesson 3: The Treaties and the Reservation Experience
Lesson 4: Historical Figures and their Impact
Lesson 5: Stories of Today
Extending the lesson/References
Standards
ENGLISH LANGUAGE ARTS
EL.CM.RE.04—Demonstrate listening comprehension of more complex text through class and/or small group interpretive discussions across the subject areas.
EL.CM.RE.35—Extend ideas presented in primary or secondary sources through original analysis, evaluation, and elaboration.
EL.CM.SL.05—Analyze the occasion and the interests of the audience, and choose effective verbal techniques and language.
GEOGRAPHY
SS.CM.GE.03—Locate and identify places, regions, and geographic features that have played prominent roles in historical or contemporary issues and events.
CD Segments to Play
Background
Many times, stories of contemporary life become standard oral literature. Stories do not have to be from thousands of years ago or even from recent history
Although the Native people of western Oregon endured a history of European contact, relocation and a great loss of culture, the tribes have endured.
Refusing to be assimilated into the majority culture, many tribes in the 1960s began to organize to seek Federal recognition and restoration. The people of Grand Ronde gathered yearly at the community cemetery to honor those who passed over, and at those gatherings, they began to plan their work of attaining Federal recognition. With the persistence of several tribal elders, making trips to Washington, D.C. and collecting thousands of documents, the tribe was recognized by the Federal government in 1983.
One Grand Ronde tribal member relates:
“We catch the midnight plane to New York or Washington, D.C. We’d get there early enough in the morning to get off the plane, go to the meeting and never had enough money for a hotel. They’d do all their work in one day, get back on the plane and fly back. And those weren’t just young kids. These were elders.”
And so tribes such as the Grand Ronde, Coquille, Cow Creek, Coos, Lower Umpqua and Siuslaw worked toward gaining Federal recognition to ensure that the people were equal partners in economic development, health and education.
Although it is “modern times” now, tribes are involved in researching and learning more about the traditions that have almost been forgotten. Language, storytelling, basketry, carving, and shell work are all important in retaining the culture.
Suggested Strategies
Activities
1. Discuss
Why do you think the Indian people did not want to be assimilated into the majority culture? Discuss what assimilation means.
Why is it important to remember traditions?
What kind of stories might be told about the people’s struggle to be federally recognized? Why are these stories important?
Share
Share the results of the family interviews. Select several students to read their stories aloud or extend the lesson over several days to allow time for each student to read their interview.
Mapping exercise
On a world map, place a marker where each child’s family originated.
Why did people come to America?
What kind of stories did they bring? Are those stories preserved?
