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Students explore internet resources to learn about the allotment and assimilation era of American Indian history and complete a historical case study of a tribe.
This lesson will have the students examine aspects of American Indian land knowledge, wisdom and values, with an emphasis on the practical lessons these offer in the search to create sustainable ways of life. Students are encouraged to explore the application and adaptation of traditional knowledge and practices in contemporary tribal resource management, and the relevance of traditional Native knowledge to modern life in general.
Students will listen to the Haida story of “Salmon Boy” and learn how the Haida care for and respect Salmon. Students will learn the importance of listening to their elders. Students will be introduced the salmon lifecycle and learn that salmon is an important food source for people in the valley. Students will color a picture of salmon and a picture of a Northwest Coast style of salmon.
This lesson will ask students to think about the question "What is Indian Country?" The students will analyze and discuss a series of maps that attempt to describe Indian County in three ways: legally, ethnohistorically, and politically. They will use these maps to analyze their own reservations and they will think about how each conception may strengthen tribal land tenure, resolve or create conflicts with non-tribal members and governments, and protect areas of cultural significance to the tribe.
Students learn about the significance of the dugout canoe for the Yurok, Karuk, and Hupa people. They recognize the obstacles and challenges of making a canoe, traveling on the river, including hauling whatever load they may have needed, and how those challenges were met given the resources available.