Lesson plan written by Elaine LaBonte

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.”

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 sea otters as a keystone species.  Students will be introduced to the Confederated Tribes of Grand Ronde and learn the cultural role that sea otters have to Native Americans.

NOTE:  Sea Otter Awareness Week is September 24-30; for information on activities and events go to HYPERLINK “http://www.defenders.org/seaotter/awareness/”http://www.defenders.org/seaotter/awareness/.

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 Sea Otter Series, students will be able to:

Identify the Tribes and/or ancestral homelands of the Confederated Tribes of Grand Ronde and to describe the cultural role that sea otters have to these Tribes

Discuss keystone species in general, and sea otters specifically and the impact they have on kelp forests

Consider the responsibility of individuals, communities and society as a whole to other species, other cultures and to future generations yet to come