In the 1950's a federal policy, "Termination," ended the existing government to government relationship with Indian nations. Of the 109 tribes and bands that were terminated nation-wide, 62 were located in Oregon. All tribal lands were confiscated and many tribal members relocated to find work--many to urban areas. It is no accident that Multnomah County (Portland metro area) has one of the largest urban Indian populations in the U.S. In 1975 the federal government recognized the failure of its termination policy, repudiated the laws and passed the Indian Self Determination and Education Assistance Act. However, the results of the Termination Acts are still affecting the status of American Indians today. A review of commonly used history textbooks in secondary schools reveals a Eurocentric view of Native Americans as silent victims. These lessons were developed to share some historical events through Native voices. We appreciate the guidance provided by Dr. Maria Tenorio, Director of the American Indian Teacher Education Program at Portland State University.
Essential Question: Did the Native American protest movement of the 1960s and 70s achieve the goals it set out to accomplish?
Lesson 1 - From Broken treaties to Alcatraz
To see the events that led to one of the Native American movements of the 60s and 70s and learn firsthand what Native Americans had to say about the goals and reasons for the occupation of Alcatraz.
Lesson 2 - The occupation of Alcatraz, what was the goal of the protest?
By analyzing primary source news reports of the time and historical summaries students will decide how broken treaties and the civil rights movements of the 1960s led to the occupation of Alcatraz, the proclamations and the intended outcomes.
Lesson 3 - Native American protests move to Mt. Rushmore
To show the continuation of the American Indian movement onto MT. Rushmore and gauge AIM's success in achieving its goals.
Lesson 4 - Protests and commemorative events that still live on today.
Students will research the annual events that are still celebrated today and decide if these events achieved the goals set out by the Native Americans in the 1960s and 70s.
Essential Question: What have been the lived experiences of Native Americans?
Lesson 1 - Native American Voice - Part 1
This lesson is intended to be an introductory lesson to the Native American experience. While a lot of instruction has students learn about indigenous groups indirectly with curriculum developed by non-indigenous authors, in this lesson, students learn about the Native American experience directly by watching interviews/reading material from Native Americans (sources provided), summarizing what they encounter into paragraph form, and sharing their findings with their classmates.
Lesson 2 - Native American Voice II - Sovereignty
This lesson is similar to the previous, except that it includes instruction on the sovereignty of Tribal Nations and the interviews and presentations from Native Americans address Native American sovereignty in particular (sources provided).
Lesson 3 - Pacific Northwest Native Americans Through Photograph - Part 1
Students are introduced to the lives and experiences of Pacific Northwest Native Americans through a digital archive of thousands of photographs of Pacific Northwest Native Americans. Students will learn about the Pacific Northwest Native American experience by conducting a photo analysis (using an organizer put out by the National Archive) and further research and then share their findings with the class in groups during part 2 of the lesson.
Lesson 4 - Pacific Northwest Native Americans Through Photograph - Part 2
This is the second part of the previous lesson. Students finish their research and put it into bulleted format (rubric provided for grading), and then share a photograph and their findings in front of the class.
Essential Question: Is it possible to destroy a culture while simultaneously preserving the lives of those that created it?
Lesson 1 - Assimilation: American Indian Boarding Schools
Examine the policy of "Americanizing" Native American youth through the brutal process of boarding schools, where treatment was often harsh, neglectful and rampant with abuse.
Lesson 2 - Killers of the Flower Moon: Systemic Racism and The Osage Reign of Terror
Look at the mysterious murders of rich Osage during the 1920's, and how the policy of financial guardianship allowed for another angle of robbing the tribe of life and property.
Lesson 3 - REEL INJUN: ON THE TRAIL OF THE HOLLYWOOD INDIAN: PART 1
Hear the perspective of American Indian filmmakers, activists, and critics on Hollywood's long history of stereotyping American Indians, and see how film and TV shaped the collective consciousness regarding Indians in this country.
Lesson 4 - REEL INJUN: ON THE TRAIL OF THE HOLLYWOOD INDIAN: PART 2
Hear the perspective of American Indian filmmakers, activists, and critics on Hollywood's long history of stereotyping American Indians, and see how film and TV shaped the collective consciousness regarding Indians in this country.
Essential Question: Are Native Americans more interested in saving the environment than other peoples?
Lesson 1 - Native American quotes and poems about the Land
Summary: Students read and analyze poems written by Native American authors relating to g the environment and generate their own poems about the environment.
Lesson 2 - Analyzing the accuracy and perception of historical documents.
Summary: Introduction into Native American views on the environment and the earth, including analyzing historical sources for validity and purpose.
Lesson 3 - Native American Connection to the Earth
Summary: The purpose of this lesson is to give students an understanding of the connection that the Native American peoples have with the Earth. Students will then read from the viewpoint of Native American groups and people about different ways they are opposing ecologically destructive laws and practices. Student will examine and analyze opposing viewpoints for each of the readings.
Lesson 4 - Native American Environmental Views Trial
Summary: Students will argue in support of their reading from the prior class. These readings offer strong views on environmental causes supported by Native American groups and opposed by other groups.