I was raised in the traditional manner of my people, meaning that I learned early

Cathlamet latsop in my life how to survive. C Skilloot

Clatskanie Nehalem Wh So I grew up speaking my language, at natur ltnom al res Mu ah ources did Tillamook Tribes tr ade with each other? learned how to forage for wild foods, T u a la tin tuc Nes ca Walla Walla Chafan (Dog River) Cascades (Dalles) digging for roots and bulbs with my mother Salmon River Yamhill Clackamas Wasco Ahantchuyuk Siletz and her aunties, trapping small game Luckiamute Tenino Yaquina Santiam Wyam with my grandfather and learning Chepenefa Tygh Alsea

Chemapho Northern John Day food preparations early in my life. Tsankupi Molalla Nez Perce Siuslaw enino — Minerva Teeman Soucie Long Tom Mohawk T Wayampam Burns Paiute Tribe Elder Chafan ( ) Umatilla Cayuse The Grande Ronde Valley Kalawatset Winefelly was our Eden. Everything was there Hanis Yoncalla Miluk Southern Wa-dihtchi-tika for the people . . . The camas root was in Molalla Upper ppe Coquille U r Umpqua Kwatami Hu-nipwi-tika (Walpapi) abundance. When the seasons came there, Yukichetunne Tutuni Cow Creek notu sta Miko nne Co sta the people from here went over to Chemetunne ha S Taltushtuntede Chetleshin (Galice) Pa-tihichi-tika ishtunnetu Kwa nne Takelma Wada-tika the Grande Ronde Valley and dug the camas. Chetco Upland Takelma D Klamath Tolowa aku Yapa-tika — Atway Tekips (Dan Motanic) be te de Agai-tika Shasta

Modo c Gidi-tika

MAJOR NATIVE AMERICAN LANGUAGES OF OREGON

UTO-AZTECAN Northern Paiute Gwi-nidi-ba Wa-dihtchi-tiki, Hu-nipwi-tika, Patihichi-tika, Walpapi, Wada-tika, Agai-tika, Yapa-tika, Gidi-tika (Gidu-Tikadu), Gwi-nidi-ba

HOKAN Shasta

ATHABASCAN Clatckanie, Tututni Yukichetunne, Tututni, Mikonotunne, Chemetunne, Chetleshin, Kwaishtunnetunne, Taitushtuntede (Galice), Kwatami, Upper Coquille, Upper Umpqua, Shasta Costa, Chetco, Tolowa, Dakubetede

SALISHAN Tillamook

PENUTIAN COOSAN Hanis, Miluk

CHINOOKAN Lower Chinookan Clatsop, Cathlamet Kiksht (Upper Chinookan) Multnomah, Clackamas, Cascades, Wasco

TAKELMAN-KALAPUYAN Tualatan, Kalapooia, Yoncalla, Takelma, Upland Takelma, Cow Creek

PLATEAU PENUTIAN NE Sahaptin, NW Sahaptin, Columbia River Sahaptin Nez Perce Molalla Klamath/Modoc

CAYUSE Cayuse

OTHERS Alsea Siuslaw Experience OREGON

Grades 3–5 Unit Pre-Visit Lesson Three

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 Pre-Visit Lesson Three

Overview: Students learn about chinuk wawa and other Indigenous languages. Geography and They consider the relationship among languages, people groups, and Language Groups geography.

Tribal History, › chinuk wawa, 4th grade ELA lesson Shared History › Language Revitalization, 4th grade health lesson › Geography and Mapping Traditional Lands, 4th grade social science lesson

Essential Question(s) › What people groups lived in Oregon since time immemorial, and where did they live? › How does geography help create culture?

Delivery Time 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. › Language Family

Content Specific Terms that are explicitly defined and may be unique to this unit or Vocabulary not common in other areas of study. › Chinuk Wawa: An intertribal hybrid language indigenous to the Pacific Northwest. (Source: Tribal History, Shared History) › Lingua Franca: A language that is adopted as a common language between speakers whose native languages are different. (source: Tribal History, Shared History) › Pre-contact: The historical time period before Europeans made contact with Native peoples in the Americas. › Territory: The geographic regions where a Tribe traditionally lived, fished, hunted, and conducted the seasonal rounds. › Tribe: Refers to a group of Indigenous people that share similar cultural, social, political, and/or economic characteristics. In this pre- contact context, this is not limited to federally recognized Tribes. (Adapted from the Grand Ronde 4th grade curriculum). According to the National Congress of American Indians, the term Tribe is today used interchangeably with tribal nations, nations, bands, pueblos, communities, and Native villages.

Oregon Historical Society Experience Oregon Curriculum • Grades 3–5 • Page 2 Background Educator background information to read before lesson: Information for › American Indian Languages of Western Oregon, Lane Community Educator College (2 pgs) › Chinuk Wawa, The Oregon Encyclopedia › Intro to Native Lands website, Native-Lands.ca Chinuk wawa was developed by Native people along the Columbia River to communicate with traders, explorers, and settlers. For a time the language was the most common language of communication between all of the peoples in the region — Tribes, settlers, explorers, and fur traders. (Adapted from the Grand Ronde 4th grade curriculum).

Materials Needed › Chinuk Wawa app, The Confederated Tribes of the Grand Ronde Community of Oregon, downloaded onto a device, with amplification if necessary › Video: Tony Johnson interview on the chinuk wawa language (01:48 mins), Plateau Peoples’ Web Portal › Native Lands website (interactive territories, treaties, and language maps)

› Copies of Native American Tribes and Language Groups and the Oregon Ecoregions map. Or you can project the maps with these slides. › Projector or individual computers or shared/individual devices (tablets or laptops) › Base maps that students have already started › Pencils and colored pencils

Step by Step PART ONE Instructions Step One We started this unit with the Molalla story of Coyote and Grizzly. Now we are going to hear it again. Play the audio “Coyote and Grizzly in chinuk” for the class (found on the Chinuk Wawa app, under “Culture Notes,” and “Audio”). Play about one minute of the three-minute recording. Clearly, students will recognize that it is in a different language. Ask if anyone knows this language. If no one guesses, tell them that the language is known as chinuk wawa, and it originated with the Chinookan people. Go back and play the audio “Coyote and Grizzly in English” (2:36 mins). See if students notice any differences between this telling and the one they heard in lesson one.

Oregon Historical Society Experience Oregon Curriculum • Grades 3–5 • Page 3 Step by Step Step Two Instructions Go back into the Chinook Wawa app, and teach a few chinuk wawa (continued) words using the “Language” section. You could learn greetings, family members, animals, or words from many other categories. Tell students that they will see an old dictionary of chinuk wawa when they visit the Oregon Historical Society. Traders and early immigrants used it to translate chinuk wawa into English and vice versa.

Step Three Chinuk wawa can tell us a lot about the various people who lived in the Oregon region since time immemorial. Watch the Tony Johnson video on the chinuk wawa language. After the video, review with students the description that Tony gives of chinuk wawa being a “pre-contact pidgin language” by defining the termspre-contact and “pidgin language.” Explain that “pidgin language is another way of saying lingua franca, the term used in Tribal History, Shared History.

PART TWO Step One Explain that the reason chinuk wawa was developed was because there were so many people living in this area who spoke many different languages. Some of the languages had similarities and were considered part of the same language family. But other languages were as different from each other as English is from Japanese! There are very few places in the world where so many languages were spoken in such a small area. In fact, in the western region of Oregon, from the Pacific Ocean to the Cascades, as many as 17 different languages were spoken. Chinuk wawa developed as a second language for many bands of Native people. The shared language was learned by the different bands so that they could readily communicate with each other as they traveled into each other’s lands to trade, visit relatives, gather, and/or hunt food.

Step Two Language is an important aspect of each person’s culture and life, and the many different Oregon Tribes spoke different languages. Do you know what language was primarily spoken in this area aside from possibly chinuk wawa? Let’s look. Project the Native Lands website map, with settings set on “languages.” You can use the search bar to locate your city or town. What language is associated with your area?

Oregon Historical Society Experience Oregon Curriculum • Grades 3–5 • Page 4 Step by Step Step Three Instructions Now switch the setting on the Native Lands map from “languages” to (continued) “territories.” Note the Native peoples from your area and then zoom out a bit to get a bigger picture so students can see how territories overlap with each other. Ask students why there might be overlaps in the “boundaries and territories” (have them compare it to a map of the United States, with clear state borders). Have students share out with a partner and then the whole group.

Explain to students that, although different Tribes had established some “territorial boundaries,” they also shared some of these lands for various purposes. For some, their use of land was seasonal as opposed to year-round. This is why we see overlaps in territories. Making a map of Native peoples’ territories is complex because there was often not a clear line between where one territory ended and another began. It is increasingly complex in those areas where multiple Tribes shared the same land or resource.

Step Four Keeping the information from step five in mind, project the Native American Tribes and Language Groups map from the Oregon Student Atlas. Then show them the map showing Oregon Ecoregions. Give students a few minutes to study the maps, going back and forth. To explore the relationship between geography and cultural territories, ask students the following questions: • What do you notice about the similarities between the maps? What does this tell you about how the land (the ecoregions) helped create the ancestral territories of Oregon Tribes? • What do you notice about the number of territories in the east versus the west of the state? • Using what you see about the different ecoregions in Oregon, why do you think there were more languages/ groups west of the Cascades? If necessary, keep questioning and guiding students to help them see the relationship between geography and people/language groups.

Step Five Students add the 16 tribal regions to their map. Alternatively, they could limit the addition to only the ancestral territories most local to your school or region. Consider how to show this on a map. Color? Border? You could make this decision with your students or leave it to them to decide. Either way, they should add the tribal names and the associated symbol or color to the key.

Oregon Historical Society Experience Oregon Curriculum • Grades 3–5 • Page 5 Assessments 3-2-1 EXIT TICKET SLIP: › What are 3 tribal groups located on the western coast of Oregon? › What are 2 Native tribal languages spoken in Oregon? › What ecoregion do you live in?

Teacher Notes Keep the relationship of Native peoples to land as a nuanced sort of ownership in which different Native peoples used the same lands/ places and their usage of the lands was respected by other Native peoples. For some, there was seasonal use of land. Native peoples ceded to the US government their lands, which are the basis for treaties, and their lands shrank. The idea of shrinking land lays the foundation for termination and restoration that will be covered in later grades. In Indian Country today, there’s a strong movement to reclaim historic Indigenous lands, including putting a face to them.

When adding the ancestral territory to maps, use the Native Lands app for a more nuanced look at your exact location. The app depends less on hard boundaries, compared with the Student Atlas Map, and will list more than one Tribe where there are overlaps.

Support for All › Print maps in color and distribute to student groups/tables. Students › Have students add only one territory to their map. › For older students, consider using the teacher background materials as student readings.

Extensions What languages are spoken in Oregon today? According to the article “Five Languages You Probably Didn’t Know Oregonians Spoke at Home” from The Oregonian (Nov. 28, 2015): “The data show that while Spanish, Vietnamese, Chinese, and Russian are the most common languages spoken by people at home after English, about 172,000 people in the state speak one of 120 other languages.”

The article in Babbel Magazine, “What Was and What Is: Native Languages in the US” (Oct. 4, 2017) provides more context on Native American languages.

Additional Educator › The web page “Surviving Oregon Native Languages; Online Resources Sources and Links” offers more resources for a variety of Native languages from the Oregon region. › University of Oregon’s Northwest Indian Language Institute is working to research and revitalize Indigenous languages in the Pacific Northwest.

Oregon Historical Society Experience Oregon Curriculum • Grades 3–5 • Page 6 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. › 4.8 Compare and contrast varying patterns of settlements in Oregon, considering, past, present, and future trends. › 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.

Oregon Historical Society Experience Oregon Curriculum • Grades 3–5 • Page 7 Oregon Social › 4.12 Explain how diverse individuals, groups (including Sciences Standards socioeconomic differences, ethnic groups, and social groups and (continued) 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. › 5.14 Analyze the distinct way of knowing and living amongst the different American Indian Tribes of North America prior to contact 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.

Oregon Historical Society Experience Oregon Curriculum • Grades 3–5 • Page 8