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TITLE Indians of Washington and the Environment. a Collection Of DOCUMENT RESUME ED 340 522 RC 018 128 TITLE Indians of Washington and the Environment. A Collection of Information and CurriculumLessons To Assist Educators in Teaching aboutTribal Natural Resource Relationship. INSTITUTION American Forest Foundation, Washington,DC.; Western Regional Environmental Education Council. PUB DATE 89 NOTE 120p.; Compiled by Project Learning Tree. PUB TYPE Guides - Classroom Use - Teaching Guides(For Teacher) (052) EDRS ?RICE MF01/PC05 Plus Postage. DESCRIPTORS *American Indian Culture; American Indians;*Class Activities; Conservation (Environment);Educational Games; Elementary Secondary Education;Environmental Education; Learning Activities; Lesson Plans; *Natural Resources; Treaties; Tribes; Valuc!s; *Wildlife Management IDENTIFIERS *Environmental Attitudes; A.Ishington ABSTRACT The American Indian tribes of Washingtonhave a unique relationship with natural resources, oneof reverence and reliance. While non-Indian peopletraditionally approach natural resources from the perspective ofownership, tribal peoples view natural resources as components of life andculture. The survival of Washington tribes depends upon a sustainablenatural resource base. This booklet contains lesson plans andclassroom activities that help students become aware of tribal ways of life andhistorical and contemporary interactions with the naturalworld and non-Indian people. Major curriculum concerts include:(1) the diversity and importance of Washington's natural resources;(2) diverse use- of natural resources by people;(3) the influence of natural resources on cultures; (4) the role of culturein the development of controversial issues and the communication processfor :esolving such . issues; (5) the finite nature of resources andrelatea decision making; and (6) values clarification about the webof interrelationships among humans, fish, wildlife,and the environment. Lessons cover Washington geography, climate, andwildlife; daily life ot Indians and first White settlers; sourcesof clothing; treaties; watershed, wildlife, and forest management; waterquality; salmon fishing and Native fishing rights; AmericanIndian reservations; historical timelines; and history, culture, andlegends of the Quinault, Nisqually, Squaxin, and Tulalip tribes.Twenty-three additional resources are listed. This book:.etcontains maps, data tables, and graphics. (SV) *********************************************************************** Reproductions supplied by EDRS are the best that canbe made from the original document. *********************************************************************** A collection of information and curriculum lessons to assist educators in teaching about tribal natural resource relationship -411%._ U E. UEPANTAIEN't Or EDUCATION Office of Educational Research and Improvement '111 EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) d/This document has been reproduced as received (corn the person or organimtion originating it Minor changes have been made to improve reproduction quality Points ol view or opinions staled rn this Lloc u ment qo not necessarily represent official DERI position or policy a "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY 3C,CRA_ Bc:!21.- TO THE EDUCATIONAL RESOURCES r.4 INFORMATION CENTER (ERIC)." 4E0,1;11 This we know: The earth does not belong to man; man belongs to the earth. All things are connected like the blood which unites a family....man did not weave the web of life; he is merely a steand in it. Chief Seattle 1854 .......-. ., ..,---- I rio.,.. t, :.',t . _ ----......--- "` - ',* ."\ , .,,,.,,,,*' Pl."11.',----.4L.,:, A'1,,:.: k. IN 1 - . s, ;,..7":- "N,7,,..L. i.'7--.,. -I .%.,i'i -1,'':: 'i';'S:',... -,......'1:5,..:' 2:.-!,'....\ '.7''''`;-...,...:,:: .'- I: ., . L p.... ...,:"L....c.:.... - '' ,' %'' '' r .1-- .. , , , - ,.-It-. .. .. -. -'\c..," 1- . ' ..`N. 'i 1,......, .- `'...;.:' .1, ' '..: -.. -- A., 1, f.1>'.'0-,..t,, '7.......1.'''' . '.. `...!...1-*,H, '"'t ill "'. ..! 2...4;1',....4)'41. 4P:p..,..T.'.'". ,. : 4 ,tt :: ..: : .. , : l''' :...!...1 'A,.. Ai. ' t .`f ):' ,',' 'p I .},r'11',. j.;:',....b. ',...4.4... ,"I a .1, A. - oto .4 .....,-. -1 . -,, . % ' -21/411"f . .. ). -,)0 ) r,)' ...: ..,11,f.i..... r,- ' a-.r*.'s t", ..- -! r' ;44 m e I IL 4. -"71' li.:1'ef;Nr" ,bfA'NVet-f. 'I : 1. .4 -!' , i.e. -il: -; I. L 3 ACKNOWLEDGEMENTS PROJECT LEARNING TREE is a program of the Western Regional EnvironmentalEducation Council and the American Forest Foundation, administered for the Foundation by theAmerican Forest Council. INDIANS OF WASHINGTON AND THE ENVIRONMENT was organized with the assistance of: Dr. Willard Bill, Supervisor, Indian Education, Office of theSuperintendent of Public Instruction, Washington State Bill Frank, Jr., Steve Robinson and Carson Boysen of The Northwest Indian FisheriesCommission Lynne Ferguson, Director, Project Learning Tree, Washington State Juanita Jefferson, Lummi Community Joan La France, Curriculum Specialist Barbara Lowrance, Suquamish Tribe Roxanne Lyons, Contributor Ray Mitchell, PLT Consultant, Swinomish Thin Jaime Pinkham, Area Forester, RIA Kathy Simmons, PLT Consultant Funding support for this publication provided by the tribal Timber Fish-Wildlife program. COVER PHOTO: Courtesy of Skokomish Tribe, Project P.R.A.S.E. Multidimensional Curriculum, staff members Bruce Miller and Pam James (pictured), 80 Tribal Center Road, Shelton, WA 98584, (206) 426-4232. PREFACE Indians of Washington and the Environment was designed to be used in conjunction with Project Learning Tree (PLT). PLT, an award winning environmental education program uses the forest as a "window" into the natural world. PLT's activities/lessons help young people gain an awareness and knowledge of the world around them, as well as their place within it.Indians of Washington builds upon this theme, helping students gain an awareness of tribal ways of life through exploration of historical and contemporary interactions with the natural world and with non-Indian peop!e. The tribes in Washington have a unique relationship with natural resources; one of reverence and reliance. While non-Indian people traditionally approach natural resources from perspectives of ownership and possession, tribal people traditionally approach natural resources as components of life and culture. Indian people have developed a rich history and relationship with nature. Historical and contemporary circumstances have brought most of the tribes of Washington to the place where their survival is dependentupon a viable, sustainable natural resource base.This tightly woven link between Indian culture and livelihood makes tribal members aware of the dangers facing societies where natural resources are treated casually with little regard for the future. By combining Indians of Washington and the Environment with Project Learning Tree teachers feceive innovative opportunities to involve students in integrated explorations of human and natural resource interactions. The activities offered in both curriculum guides are interdisciplinary.You will find science, social studies, and language arts concepts working together to offer students in-depth experiencesto understand the world around them. The PLT activities listed below will compliment Indians of Washington and the Environment and are recommended for use in conjunction with the lessons inclujed in this document. PLT resources and activities can be acquired through workshopsor university courses which are held throughout Washington. Workshop participants receive the PLT guide free of charge and have opportunities to plan ways in which these ready-made lessonscan be adapted for individual curriculum goals. We hope you and your students will findyour studies about the tribes of Washington and their relationship to natural resources rewarding. Young people needto understand the relationship of diverse cultural values to the natural world.As they develop this understanding they will become creative decision makers capable of meeting the challenges of protecting our state's diverse cultures and the environment. L e Ferguson, -1116(411--)PL Olympia, WA 5 PROJECT LEARNING TREE ACTIVITIES TO BE USED IN CONJUNCTION WITH INDIANS OF WASHINGTON AND THE ENVIRONMENT EitmgataryAgliyaka #32 Did You Ever Eat a Pine Tree - focuses on the importance of the forest and other plant communities as a source of food for humans and other animals. #34 Woven History- through study of Native American baskets,this lesson shows how vegetation can be linked to human lifestyles, culture, and history. #39 Start A City - uses common regional materials to construct a dwelling or community to describe how the environment affected pioneer and Native American lifestyles. #41 The Native Way, A Natural Lifestyle- research and discussion of the interrelationships between different Native American lifestyles and natural resources. #43 Musing on Music- construction of forest product musical instruments is used to explore historical and cultural roots of instruments. #88 Another Way of Seeing- identification of similarities and differences between student's current lifestyles and those of early Native Americans. Secondary Activities #2 Tree Verse- explores cultural views of nature, expressed through reading and creating poetry. #15 Where Are the Cedars of Lebanon- focuses on how a civilization's development affected by its treatment of natural resources. #16 The Influence of Forests on Your Region's History- compares uses of the forest by early Indians, by immigrant pioneers, and by contemporary
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