INDIANS IN OREGON TODAY OREGON MIDDLE SCHOOL – HIGH SCHOOL CURRICULUM Oregon Department of Education Rob Saxton, Deputy Superintendent of Public Instruction 255 Capitol St. NE Salem, OR 97310-0203 INDIANS IN OREGON TODAY OREGON MIDDLE SCHOOL – HIGH SCHOOL CURRICULUM Floy Pepper, Writer Oregon Department of Education Division of Special Student Services, Federal Programs Jerry Fuller, Associate Superintendent Robin A. Butterfield, Specialist Indian Education 2004 REVISIONS: Lou Farrow Andrea Morgan Assistant Director Social Sciences Curriculum Confederated Tribes of Umatilla Indian Oregon Department of Education Reservation Brenda Frank Minerva Soucie Education/Employment Director Education Director Klamath Tribe Burns-Paiute Tribe Marion Mercier Brad Victor Education Division Manager Indian Education Specialist Confederated Tribes of Grand Ronde Oregon Department of Education Front cover: Konaway Nika Tillicum, Southern Oregon University 1 It is the policy of the State Board of Education and a priority of the Oregon Department of Education that there will be no discrimination or harassment on the grounds of race, color, sex, marital status, religion, national origin, age, or handicap in any educational programs, activities, or employment. Persons having questions about equal opportunity and nondiscrimination should contact the State Superintendent of Public Instruction at the Oregon Department of Education. The original document was produced by the Publications and Multimedia Center Oregon Department of Education Salem, Oregon 97310-0290 All or any part of this document may be photocopied for educational purposes without permission from the Oregon Department of Education. 2004 REVISION: Produced by Student Learning and Partnerships and Educational Improvement & Innovation, Oregon Department of Education Government-to-Government Indian Education Cluster Oregon Indian Education Association 2014 REVISION: Produced by Instruction, Standards, Assessment and Accountability Unit and Equity Unit, Office of Learning, Oregon Department of Education 2 ACKNOWLEDGMENTS The Oregon Department of Education, Indian Education/Civil Rights Program sponsored the development of these materials in cooperation with the Oregon Indian Education Association. We truly appreciate the time, effort, and ideas contributed by the Oregon Indian Curriculum Committee. Specifically, individuals involved with the development include: Dianna Kale Twila Souers Norrine Smokey-Smith Jim Thornton Robin Butterfield Charles Calica Esther Stutzman Carol Minugh Nickolee Van Noort Robey Clark Jeff Zucker Dawn Smith Denise Mason Floy Pepper Freida Kirk Ernie St. Germaine Anita Chisholm In addition, the program would like to acknowledge the following teachers: Margaret Cavinaw Mary Ellen Showalter Lauren A. Usher Chrisann Deurwaarder Nancy B. Kuney Susan Knapp Special thanks to Floy Pepper who wrote the major portion of the materials, and Norrine Smokey-Smith and Robey Clark who helped edit them. The contents of this document were prepared with the support of the U.S. Department of Education, Office of Civil Rights funds. However, any opinions, findings, conclusions, or recommendations expressed herein are those of the Oregon Indian Curriculum Committee and do not necessarily reflect the views of the U.S. Department of Education. For future revisions, please take time to respond to the survey concerning the use of these materials. 3 TABLE OF CONTENTS PAGE Acknowledgements……………………………………………………… 3 Introduction……………………………………………………………….. 6 Concept 1. Indians in Oregon Today……………………………… 14 Map – Oregon Indian Communities………………………………………. 18 Chart – Oregon Indian Tribal Enrollment……………………………… 19 Chart – Federally-Recognized Tribes……………………………………. 20 Activities………………………………………………………………………………… 22 Concept 2. A Special Relationship with the U.S. Government 25 Activities…………………………………………………………………………………. 30 Concept 3. The Impact and Changes Brought About by Newcomers to this Land………………………………………… 33 Map – Shrinking Indian Lands……………………………………………….. 34 Activities…………………………………………………………………………………. 38 Concept 4. Indian Roles in Oregon’s Culture and Economy and the World………………………………………………………. 41 Map – Oregon Indian Population……………………………………………. 42 Activities…………………………………………………………………………………. 47 Concept 5. Indian Tribes Have Different Languages, Customs, Ways of Life…………………………………………………………. 52 Map – Location of Federally-Recognized tribes in Oregon……. 54 Map – Natural and Cultural Areas of Oregon………………………… 54 Chart – Summary of Cultural Areas………………………………………. 60 Map – Oregon Indian Languages…………………………………………… 62 Activities…………………………………………………………………………………. 63 Concept 6. Reservations Caused Many Changes for Indian People…………………………………………………………………. 67 Map – Displacement of Oregon Indians…………………………………. 71 Activities………………………………………………………………………………….. 75 Concept 7. Termination Affected Indian Tribes in Oregon…. 78 Chart – Reservations and Restoration……………………………………. 82 Activities………………………………………………………………………………….. 83 Concept 8. Different Forms of Government for Indian People 85 Activities………………………………………………………………………………….. 89 4 Concept 9. Indian People and Respect for the Environment.. 91 Chart – Yearly Cycles……………………………………………………………….. 93 Activities……………………………………………………………………………………. 95 Concept 10. The Importance of Indian Hunting, Gathering, Fishing Rights………………………………………………………... 99 Activities……………………………………………………………………………………. 103 Map – Oregon Rivers and Lakes………………………………………………. 105 Appendix A. American Indian/Alaskan Native U.S. Historical Timeline………………………………………………………………… 106 Appendix B. Glossary……………………………………………………... 111 Appendix C. Specific Curriculum References……………………… 118 Appendix D. Other Resources………………………………………….. 120 Appendix E. Oregon Indian Treaties…………………………………. 123 Acknowledgements for Art Work………………………………………. 138 5 INTRODUCTION The main purpose of this publication is to provide current, accurate information to teachers and students about the Indian tribes living in the state of Oregon. Too often information about Indian tribes is stereotypic, inaccurate, and outdated. A number of Indian tribes have worked on the development of this document, using the Oregon Indians: Culture, History, and Current Affairs – An Atlas and Introduction, a publication approved by the tribes of Oregon. It is planned that this information will be updated and revised as needed. Students may need to locate additional sources of information in order to gain first-hand experience with a variety of Indian tribes. Such resources include the Oregon Directory of American Indian Resources obtained from the Legislative Commission on Indian Services, (503) 986-1067, www.leg.state.or.us/cis; or the Oregon Department of Education, Indian Education, (503) 947-5810www.ode.state.or.us/search/results/?id=112. GUIDELINES FOR TEACHING ABOUT INDIAN CULTURE The following guidelines were chosen to prevent teachers from teaching stereotypic lessons about Indian culture. The usual approach is to introduce students to Indian tribes using geographic regional groups, emphasizing historical culture and providing a variety of material objects (i.e., baskets, beadwork, totem poles, etc.) for students to touch and examine. Though this approach is probably better than nothing, it tends to create stereotypic images about Indians. They are not seen as contemporary or multi-faceted human beings. Therefore, some alternatives are suggested to change the emphasis of cultural lessons. Some guidelines to use when deciding what content information is culturally appropriate for Indian students are: Concentrate on the contemporary Indian and community rather than historical facts. Historical information is important, but it has been overemphasized. Simply reverse the focus: contemporary first. Focus on the Tribal group nearest the school. An understanding of the local Indian community will give a better perspective on generalizations made about Indians regionally and nationally. If many tribes are represented in one classroom, it is still better to begin with one tribe which is close to the school community or one of which a student is a member, than it is to begin talking about Indians in generalizations, as if they fit into one homogeneous group. The diversity of Tribal groups should be emphasized. 6 Attempt to deal with real life, including controversial issues. It is more valuable for students to discuss some of the fishing rights issues, trust responsibility, drug and alcohol abuse, and health issues than it is for students to only examine artifacts or only visit a museum. Invite Indian and non-Indian tribes into the classroom to present all sides of an issue. Concentrate more on the processes of Indian life, rather than the products. When children are given only the end products of things without having experienced the processes they don’t learn about the skills and knowledge that make up the content for those products. Social relationships and value systems are more appropriate reflections of culture than physical artifacts. A problem directly related to the confusion of the Native past and present is the misguided emphasis upon visible material. Undoubtedly, an exhibition of glistening quills, glossy beads, colorful feathers, and beautiful Native costumes is appealing and exciting to children. One can certainly understand why teachers have been prone to teach “Indian culture” in such a limited fashion. But this selective treatment of “culture” negates a wealth of intangibles that is a vital and integral part of any culture. It