Experience OREGON

Grades 3–5 Unit Optional Lesson

This curriculum may be successfully used with or without a museum visit. Developed by Sarah Anderson and David Martinez in consultation with OHS staff and advisory board. Oregon Historical Society Experience Oregon Curriculum • Grades 3–5 • Page 1 Optional Lesson

Overview: Mapping Students learn about Celilo Falls, The Dalles Rendez-Vous, and the Trade significance of these places within American trade systems through listening to interviews, observing photographs, and reading maps. Students add trade sites and routes to their personal maps.

Tribal History, › Lewis and Clark: A Native American View, 4th Grade ELA Lesson Shared History › Celilo Falls is also included in the Tribal History, Shared History 8th grade curriculum

Essential Question(s) › Why do people trade? › How do geographic features influence trade? › What and where have people traded in Oregon since time immemorial?

Delivery Time One 60-minute class period or two 30-minute class periods. May need more or less time depending on grade level and students’ prior knowledge.

Academic Terms that teachers may have already defined with their students, Vocabulary and are not necessarily specific to historical studies. › Trade › Epicenter Student Reading Vocabulary › Rendezvous › Economy › Barter › Currency

Background › Celilo Falls, (2 pages) The Oregon Encyclopedia Information for › This Oregon History Project web page provides important, Educator brief context for the photo “Indians Fish at Celilo Falls” from the Experience Oregon exhibit used in this lesson

Materials Needed › Copies of Celilo Falls and Trade Pre-Visit 4 Student Response Sheet for all students

Oregon Historical Society Experience Oregon Curriculum • Grades 3–5 • Page 2 Materials Needed › Video: Celilo Memories, Louie Pitt (2:11 minutes), Plateau Peoples’ (continued) Web Portal › Photo entitled “Indians Fish at Celilo Falls” from the Experience Oregon exhibit and a way to project the photo for the class › Life in Celilo Village newsreel (8:30 minutes), Oregon Historical Society archives › Video: Wallstreet of the West, Bill Yallup Jr. (2:19 minutes), Plateau Peoples’ Web Portal › Student reading: Columbia River Trade Rendezvous, Oregon History Project › Trade maps: • Trade Links Among the Northern Plains Tribes about 1775, before the Arrival of Europeans from the Wyoming State Historical Society website • Columbia River Trade Network map from Theodore Stern’s 1993 Chiefs & Chief Traders: Indian Relations at Fort Nez Perces, 1818–1855. • Celilo Wyam Trade map from the website of Lillian Pitt › Base maps students have already started › Pencils and colored pencils

Step by Step Step One: Instructions We have already mapped waterways in Oregon, including the Columbia River, which is central to the lives and cultures of many Native peoples. Since time immemorial, there was one place along the river that was very significant. As we listen to Louie Pitt share his memories of this site, listen to how he describes the place. See if you can imagine the sounds, smells, and sensations of being there.

Step Two: Hand out the Celilo Falls and Trade Pre-Visit 4 Student Response Sheet and tell students they will be drawing and recording words based on the next video. Watch Celilo Memories by Louie Pitt (2:11 minutes). Play twice if necessary. If time, have students share their drawings or their answers to the reflection question with the class or in pairs

Step Three: Ask the students if anyone has ever seen a photo of Celilo Falls. Tell them that you will show them a photo that they will also see in the Experience Oregon exhibit. Project the photo “Indians Fish at Celilo Falls.”

Oregon Historical Society Experience Oregon Curriculum • Grades 3–5 • Page 3 Step by Step Use the three Visual Thinking Strategy questions to facilitate student Instructions discussion about the photo: (continued) 1. What’s going on in this picture? 2. If a student needs to elaborate to make their statement more clear, ask: What makes you say that? 3. If the conversation comes to a halt, you may ask: What else can we find? During the discussion, point at what the students are observing in the photo and make connections between students’ observations. Students may also have questions that don’t necessarily need to be answered. Consider recording questions to see if they can be answered after a trip to Oregon Historical Society or during another lesson.

When observations are finished, show students the first one to two minutes only from this historic footage of Celilo Falls: Life in Celilo Village newsreel (8:30 minutes). Did the video footage add to their understanding of Celilo Falls? What questions were answered? What new questions do they have?

Step Four: As we have learned, there have been — and continue to be — many different Native cultures in Oregon since time immemorial, and they have often interacted with each other. One of the ways they interacted was through trade. Celilo Falls and the area that is now known as The Dalles was an epicenter for trade. People came from all over the continent to trade, talk, and play. What’s going on in this picture?

Pose these questions about trade for students to discuss in pairs: › Why do people trade? › How do people trade today for things that they need or want? (This could be a good place for an extension question about the difference between need and want). › Think about the things you use every day that come from far away places. For example: your clothes, your shoes, your food (bananas, sugar, chocolate, etc.). How would your life be different if you couldn’t buy things from outside of Oregon? › Why do you think Native people traded for items that came from far away?

Oregon Historical Society Experience Oregon Curriculum • Grades 3–5 • Page 4 Step by Step Step Five: Instructions Watch Wallstreet of the West by Bill Yallup Jr. (2:19 minutes). You (continued) may want to explain the reference to Wall Street as an economic trade center today to help students understand the reference in the interview. Students answer questions in Part 2 on the response sheet.

Step Six: Give time for students to read the handout Columbia River Trade Rendezvous and study the three trade maps. Students answer questions in Part 3 on the response sheet.

Step Seven: Students add Celilo Falls and The Dalles (can be identified as the same general location) as a trade center to the map.

Assessments › Celilo Falls and Trade Pre-Visit 4 Student Response Sheet › Celilo Falls and The Dalles added to map (and trade routes)

Teacher Notes At this point, we are not introducing The Dalles Dam or the flooding of Celilo Falls, which can be covered through the Tribal History, Shared History lessons. This lesson focuses on Celilo Falls and the trading center at The Dalles from a pre-statehood perspective.

Support for All › Give students only one map to study. Students › Have students use the maps only.

Extensions Add trade routes to student-made map.

Watch historic video footage of the The Last Salmon Feast at Celilo Falls (19:01 minutes), Oregon Historical Society archives.

Read Linda’s Indian Home, a book by Martha Ferguson McKeown about growing up near Celilo Falls.

Watch the Echo of Water Against Rocks video (13 minutes), University of Oregon. The fate of Celilo Falls is touched on in the exhibit and post-visit lessons, but this will give a more focused context of how The Dalles Dam inundated the falls and changed a way of life. Consider if you want to show this before or after a visit to Oregon Historical Society.

Oregon Historical Society Experience Oregon Curriculum • Grades 3–5 • Page 5 Additional Educator Excerpt from fur trader Alexander Ross’ book Ross’s Oregon Settlers Resources remembering a visit to The Dalles Rendez-Vous, Oregon History Project

Dalles of the Columbia, 1805, original map drawn in 1805 by William Clark showing the Native trading center, Oregon History Project

On her website, Lillian Pitt remembers growing up near Celilo Falls and reflects on the fluid nature of tribal identity.

More on Visual Thinking Strategies: › Visual Thinking Strategies website › The Power of Visual Note-Taking, Education Week

Oregon Social The listed standards are pertinent to the entire unit. Please use your Sciences Standards discretion for discerning applicability for each individual lesson. › 3.8 Use geographical tools (maps, satellite images, photographs, Google Earth, and other representations) to identify multiple ways to divide Oregon into areas (such as tribal, river systems, interstate highways, county, physical, industry, agricultural). › 3.9 Describe and compare physical and human characteristics of regions in Oregon (tribal, cultural, agricultural, industrial, etc.). › 3.10 Identify and analyze Oregon’s natural resources and describe how people in Oregon and other parts of the world use them. › 3.11 Describe how individuals, groups, (e.g. socioeconomic differences, ethnic groups, and social groups including individuals who are American Indian/Alaska Native/Native Hawaiian or Americans of African, Asian, Pacific Island, Chicano, Latino, or Middle Eastern descent), religious groups, and other traditionally marginalized groups (women, people with disabilities, immigrants, refugees, and individuals who are lesbian, gay, bisexual, or transgender), events and developments have shaped the local community and region. › 3.13 Apply research skills and technologies to gather information about the past in a region. › 3.17 Use a variety of historical sources including artifacts, pictures and documents to identify factual evidence. › 3.19 Analyze different ways that people, other living things, and the environment might be affected by an event, issue, or problem. › 4.7 Explain the interactions between the Pacific Northwest physical systems and human systems, with a focus on Native Americans in that region.

Oregon Historical Society Experience Oregon Curriculum • Grades 3–5 • Page 6 Oregon Social › 4.8 Compare and contrast varying patterns of settlements in Sciences Standards Oregon, considering, past, present, and future trends. (continued) › 4.9 Identify conflicts involving use of land, natural resources, economic interests, competition for scarce resources, different political views, boundary disputes, and cultural differences within Oregon and between different geographical areas. › 4.10 Describe how technological developments, societal decisions, and personal practices affect Oregon’s sustainability (dams, wind turbines, climate change and variability, transportation systems, etc.). › 4.11 Analyze the distinct way of knowing and living amongst the different American Indian Tribes in Oregon prior to colonization, such as religion, language, and cultural practices, and the subsequent impact of that colonization. › 4.12 Explain how diverse individuals, groups (including socioeconomic differences, ethnic groups, and social groups and including individuals who are American Indian/Alaska Native/ Native Hawaiian or Americans of African, Asian, Pacific Island, Chicano, Latino, or Middle Eastern descent, religious groups), and other traditionally marginalized groups (women, people with disabilities, immigrants, refugees, and individuals who are lesbian, gay, bisexual, or transgender), circumstances and events influenced the early growth and changes in Oregon (including, but not limited to fur trappers, traders, Lewis and Clark, pioneers, and westward movement). › 4.13 Give examples of changes in Oregon’s agricultural, industrial, political, and business development over time, and the impacts on the people of the state (including people of different socioeconomic status, ethnic groups, religious groups, and other traditionally marginalized groups). › 4.17 Use primary and secondary sources to explain events in Oregon history. › 4.18 Infer the purpose of a primary source and from that the intended audience. › 4.21 Analyze historical accounts related to Oregon to understand cause-and-effect. › 5.9 Use geographical tools (maps, satellite images, photographs, Google Earth, and other representations) to investigate and compare how areas in the United States can be divided in multiple ways. › 5.12 Describe how technological developments, societal decisions, and personal practices affects sustainability in the United States.

Oregon Historical Society Experience Oregon Curriculum • Grades 3–5 • Page 7 Oregon Social › 5.14 Analyze the distinct way of knowing and living amongst the Sciences Standards different American Indian Tribes of North America prior to contact (continued) in the late 15th and 16th centuries, such as religion, language, and cultural practices, and the subsequent impact of that contact. › 5.20 Identify and examine the roles that American Indians had in the development of the United States. › 5.23 Use primary and secondary sources to formulate historical questions and to examine a historical account about an issue of the time. › 5.25 Analyze multiple accounts or perspectives of the same event, issue, problem, or topic, and describe important similarities and differences. › 5.26 Gather, assess, and use information from multiple primary and secondary sources (such as print, electronic, interviews, speeches, images) to examine an event, issue, or problem through inquiry and research.

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