HONORING TRIBAL LEGACIES IN TELLING THE LEWIS AND CLARK STORY

 Ella Inglebret, PhD

     

Corps meeting the Nimiipuu (Nez Perce) at Weippe Prairie circa 1805.

Image courtesy of National Park Service, Nez Perce National Historical Park, Nakia Williamson-Cloud, artist.

       

An Interdisciplinary Curriculum Unit Incorporating Social Studies, Art, and English Language Arts and Literacy for Grade 4

 

TABLE OF CONTENTS Abstract My Story Acknowledgments Introduction Curriculum Design Approach Curriculum Expressions Selected Common Core State Standards Episode 1 – “Perspective: Changing the Way the Story is Told” Episode 2 – “Place: Lewis and Clark National Historic Trail” Episode 3 – “Multiliteracies: A New Way of Thinking about the Story” Episode 4 – “Place-Based Multiliteracies: Experiencing the Story in Multiple Ways” Episode 5 – “Culminating Project: Becoming Part of the Story” Glossary Bibliography Additional Resources Using Primary Resources Appendices

A. Honoring Tribal Legacies Place-Based Multiliteracies Learning Spiral poster B. Episode 1 Materials C. Episode 2 Materials D. Episode 3 Materials E. Episode 4 Materials F. Episode 5 Materials

HONORING TRIBAL LEGACIES IN TELLING THE LEWIS AND CLARK STORY

ABSTRACT

This six-week teaching (curriculum unit) will take students on a journey through five thematic episodes.

1. “Perspective: Changing the Way the Story is Told” introduces the concept of perspective and provides students with opportunities to compare and contrast perspectives communicated through symbols and written texts associated with the Lewis and Clark expedition.

2. “Place: Lewis and Clark National Historic Trail” involves students in exploring various ways in which the Trail, as a place, can be experienced.

3. “Multiliteracies: A New Way of Thinking about the Story” introduces students to diverse forms of literacy and involves them in applying a multiliteracies framework to materials associated with the Lewis and Clark story.

4. “Place-Based Multiliteracies: Experiencing the Story in Multiple Ways” brings students together in small research teams to examine the Lewis and Clark story through a variety of text forms made available in learning centers. In addition, a field trip to a nearby tribal museum, center, or park is arranged.

5. “Culminating Project: Becoming Part of the Story” provides student teams with the opportunity to design a new symbol for the Lewis and Clark National Historic Trail that is inclusive of both tribal and non-tribal perspectives. As a final step, the student teams compose an informational text and a persuasive letter that advocate for the adoption of their new symbol.

Image Courtesy of Nick Sanyal

MY STORY How did I get to be here? My story starts in northern Minnesota where I grew up next to a lake – more accurately I was in the lake most of the summer – living the life of a fish – swimming as much as possible and dunking under the water to escape the mosquitoes. In the winter I was on the lake – skating with my brothers and neighbors and ice fishing with my dad. We had a deep sense of connection to the water, as a natural element that changed forms so that we could

- drink it - immerse ourselves in it - smell the fish and other small creatures that lived in it - propel ourselves forward in and on it - stand on it - build forts so that we could crawl through it - feel it freeze us right to the bone - feel its hardness when we fell on it - watch it

Ah, watching it! Now that brings back memories. Sitting on “the rock” with my friend taking in the soothing rhythm of the waves, feeling the warmth of the sun on our faces, listening to the repeating splash of the waves against “our” rock and the shoreline, understanding that we were part of something bigger – a place that we could appreciate with all of our senses. A place-based multiliteracies framework is grounded in my early experiences as a child. My parents were of solid Norwegian American background. They had three children, including me, and instilled in us all a great sense of pride in our heritage. Although several generations removed from Norway, my mother still grew up in a Norwegian-speaking home. She cooked lutefisk to please my dad and lefse to please the younger members of the family. My first name is derived from a long line of “Ella”s linking back to Norway. My last name is associated with a particular place in Norway. Early on, my dream was to get back to Norway to experience the “place” that my ancestors had come from. Little did I know that my husband, Nick, who grew up in India and England, would take me there.

I had the opportunity to connect with my Norwegian roots just before the Olympics were held there in 1994. Norway was gearing up for the onslaught of visitors so, yes, my two small children did get to meet “trolls”, as promised by our Norwegian friend, Ronny. In between swooshing down the sledding hills and hiking through historic places, my children allowed me time to search the archives for records of my parents’ families. We discovered that one of my husband’s research partners had recently bought a farm where my mother’s family had lived over a century earlier. Then we visited another farm where other ancestors had lived. It would be more accurate to say that we looked up at the mountain where the farm was located as it was still only accessible by a steep footpath – not easy trekking in the winter. Over time I have worked at learning Norwegian as I represent the first generation in our family not to speak the language. It is a challenge to find communication partners but we have had Norwegian students come to our house to teach our family. One result - our children learned to act out the story of “The Three Billy Goats Gruff” in its original language before visiting Norway. So how does this relate to my work on this curriculum? I have an enduring passion to understand my cultural background and to hang on to my language roots. I have had the privilege of immersing myself in the setting from which my ancestors came and in appreciating the rhythm of the water that is reflected in the flow of the Norwegian language. Shouldn’t everyone have the opportunity to hear the language of their heritage, recognize its connection to a “place,” and feel that the life and contributions of their ancestors is valued? Back in the 1980’s I worked with children and families from the Nez Perce Tribe. It became quite evident to me that my background as a speech-language pathologist who valued high verbal behavior was incongruent with what I was experiencing through Nez Perce children and families. Being a good listener was greatly valued. Subtle nonverbal head nods, eye movements, and gestures could convey as much information as I could through lengthy sentences. The oral tradition was revered. My discomfort in the idea of pushing my ways of communicating on to people who held different worldviews led me to question what I was doing. How could our profession do a better job of serving Native peoples? One answer would be to prepare Native professionals who could teach the rest of us about appropriate ways to serve Native communities. Thus, began the next chapter of my life. I became the coordinator of a program designed to bring Natives into the profession of speech-language pathology. Through this work I formed relationships with tribal members from various nations in the Northwest. I learned so much from the students and other tribal members who I worked with, but at the same time realized how much I still did not know. At that point CHiXapkaid entered my life. He told me I could be doing so much more. Now what did that mean? Wasn’t I working hard enough? He was a true fisherman – throwing out his line (I had the choice of whether or not to grasp it) and reeling me in inch-by-inch until I made the decision to pursue a PhD under his mentorship. I know what it means to have someone deeply believe in your potential when you don’t see it in yourself – a lesson I continually apply in my work with students.

Over the past 20 years, CHiXapkaid has opened many more doors to possibilities for me to grow and learn – one of the latest is the Honoring Tribal Legacies curriculum design project. Of course, I brought many questions to this project. Should I, as a non-Native woman, be involved in curriculum design that represents Native values and worldviews? Would I get it “right”? Would I say something that would come across as offensive or inaccurate? I have learned that building relationships and partnerships with tribal members holds the key to moving us all forward. Open communication over time leads to trust. I am confident that the Native educators involved in this process have guided me toward a deeper understanding of the multiple ways in which a story can be told and interpreted. At the same time I recognize my limitations and feel a deep need to keep learning. Did I get it “right”? I have come to see the “right” way as being able to walk around a particular story – seeing and experiencing it through multiple senses and from different perspectives.

ACKNOWLEDGMENTS I wish to thank my husband, Nick Sanyal, for walking beside me the past 38 years as my friend and rock solid supporter. His zest for life and drive to contribute to community wellbeing have fueled this curriculum design effort. Thanks also go to my two children. My son, Noel, contributed his enthusiasm for geography and created the “Map of Rivers” to be used by students. My daughter, Monica, contributed her passion for working with people and helped me understand how I could use technology. Additional thanks go to the tribal elders who reminded me that when I recruited students to come to the university, I was recruiting their whole tribe and should be conscientious in learning about students as part of their collective communities. And then there are the many Native students who have helped me see concepts through an array of lenses over the past 25 years. Through them I have learned to see the value gained in looking at the world from multiple perspectives. Particular thanks also go to Doug Stephens, who assisted with creating graphics, and offered insights gained as a previous national historic site interpreter. Thanks also to Jessica Lancaster who assisted in compiling information about tribal museums, centers, and parks and in constructing the “Word Part Chart.” And finally, thanks to the Honoring Tribal Legacies curriculum design team, whose insights and feedback have helped strengthen this curriculum unit.

HONORING TRIBAL LEGACIES IN TELLING THE LEWIS AND CLARK STORY

INTRODUCTION

From 1803-1806 Meriwether Lewis and William Clark led an expedition that traveled over 7,000 miles from St. Louis, Missouri to the Pacific Ocean and back. Their route took them through the homelands of over 100 American Indian tribal nations as they searched for a waterway connecting the eastern United States with the West. Members of the expedition survived because they were helped by American Indian people along the way. However, the story of the Lewis and Clark journey has typically been told from the perspectives of expedition members only. As stated by Germaine White (2002), a Salish leader, “Early accounts of the Lewis and Clark story largely excluded or dismissed the native peoples encountered by the explorers – people who had been here for millennia” (p. 44). The commemoration of the Lewis and Clark Bicentennial held from 2003-2006 changed the way the story was being told. Tribal and non-tribal peoples came together in a partnership to plan for and participate in the Bicentennial. As a result, tribal peoples from along the Lewis and Clark National Historic Trail spoke with pride about their traditional cultures, histories, impressions of Lewis and Clark passed down through the oral tradition, their cultures today, and their plans for the future. Tribal peoples added their perspectives to the story of the Lewis and Clark expedition and its impacts. What can be learned from honoring tribal legacies associated with the story of Lewis and Clark journey today? We can build cross-cultural understanding of how we got where we are. We can carry forward the “bridge building” among tribal and non-tribal peoples that occurred during the Bicentennial. We can see a more accurate, broad, and balanced picture of our history as a nation. As we take students through the journey of Lewis and Clark from the viewpoints of tribal peoples, we enlarge their worldviews. To borrow the words of historian, James Ronda, “Journeys should change us. Whether we are natives or newcomers, this journey – those voices – these stories should expand and enrich us. All of this should enlarge us, bring us face to face with wonder and strangeness” (Moody, 2003, p. 4). As we bring an enlarged range of perspectives together – both tribal and non-tribal – we have a greater pool of options available to find long-term solutions to challenges, such as wise use of our natural resources, sustainable health care, and education that meets the needs of a diverse student population. Our current students will be the problem-solvers of the future – broadening their perspectives holds potential for their futures, as well as for the futures of the next seven generations.

CURRICULUM DESIGN APPROACH

The design and implementation of this curriculum unit follows a place-based multiliteracies framework. Using this approach, teachers and students work together to design a learning environment that values multiple ways of knowing and diverse forms of literacy. An Indigenous “spiral worldview” provides the pathway for honoring tribal legacies. The learning spiral is centered on the elements of a particular place. Place is viewed as a holistic and dynamic entity that involves interactions and relationships among many elements (Deloria, 2001), including the natural environment, peoples, the built environment, changes over time, and scope of territory. The character of the place-based multiliteracies spiral ensures that participants view and

experience a particular place over and over again from a diverse array of vantage points. Through a four-phase process (i.e., situated practice, overt instruction, critical framing, and transformed practice), students build their capacities to comprehend, interpret, use, and evaluate diverse forms of literacy. Understanding and respecting multiple viewpoints serves as a foundation for generating creative responses to challenges faced in real world contexts. The place-based multiliteracies approach is summarized in the poster, “Honoring Tribal Legacies Place-Based Multiliteracies Learning Spiral” located in Appendix A, and described in detail in the chapter, Place-Based Multiliteracies Framework.

CURRICULUM EXPRESSIONS Big Idea

• Honoring Tribal Legacies through exploration of stories related to the Lewis and Clark expedition, as told from different perspectives by tribal and non-tribal peoples.

Enduring Understandings • History can be described and interpreted in various ways and from different perspectives. • Knowledge of cultural, environmental, political, social, and economic factors affects how

we make sense of a particular place and its stories. Essential Questions

• How do different perspectives change the way stories of a place or event are told? • Whose perspective is represented in specific stories related to the Lewis and Clark

expedition? • How do we understand a place? • What is important to learn about tribes during and after the Lewis and Clark

Bicentennial? • How is perspective communicated by particular designers (authors, illustrators)? • Why were particular designs and tools selected to tell a particular story? • What alternative designs and tools might be used to re-tell a story? • How does culture relate to the way a story is told? • How does the story of the Lewis and Clark expedition change when tribal perspectives

are added? • How can you use this experience to make a contribution to cross-cultural understanding?

Key Knowledge Objectives Students will be able to:

• Understand that the Lewis and Clark expedition travelled through the homelands of over 100 tribal nations and that each has a unique culture, history, and language.

• Identify specific American Indian tribes in a nearby area whose homelands were crossed by the Lewis and Clark expedition.

• Describe contributions that American Indian tribes made to the survival and successful completion of the journey of the Lewis and Clark expedition.

• Explain consequences of encounters between American Indian tribes and the Lewis and Clark expedition.

• Describe current priorities of American Indian nations along the Lewis and Clark National Historic Trail.

• Use their knowledge and skills to create a new symbol for the Lewis and Clark National Historic Trail that is inclusive of tribal and non-tribal perspectives.

HONORING TRIBAL LEGACIES STANDARD (the Eleventh Standard)

Demonstrate environmental stewardship and a sense of service achieved through acknowledgement of the interconnectedness of humanity in historical, cultural, scientific, and spiritual contexts.

SELECTED COMMON CORE STATE STANDARDS CCSS.ELA-Literacy

Reading Literature - 4.6 Compare and contrast the point of view from which different stories are narrated - 4.7 Make connections between the text of a story or drama and a visual or oral

presentation of the text - 4.9 Compare and contrast the treatment of similar themes and topics and patterns of

events in stories, myths, and traditional literature from different cultures Reading – Informational Text - 4.1 Refer to details and examples in a text when explaining and drawing inferences - 4.4 Determine the meaning of general academic and domain-specific words or phrases - 4.6 Compare and contrast a firsthand and secondhand account of the same event or topic - 4.7 Interpret information presented visually, orally, or quantitatively and explain how the

information contributes to an understanding of the text in which it appears - 4.8 Explain how an author uses reasons and evidence to support particular points in a text - 4.9 Integrate information from two texts on the same topic Writing - 4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and

information - 4.2 Write informative/explanatory texts to examine a topic and convey ideas and

information clearly Speaking and Listening - 4.1 Engage effectively in a range of collaborative discussions with diverse partners - 4.3 Identify the reasons and evidence a speaker provides to support particular points Language - 4.4 Determine or clarify the meaning of unknown and multiple-meaning words and

phrases, choosing flexibly from a range of strategies

EPISODE 1

PERSPECTIVE: CHANGING THE WAY THE STORY IS TOLD “It is a story, or rather a series of stories, told by many actors and narrators. Human beings are storytellers. We explain our lives to ourselves and to others in story form. We do that as individuals, in families and communities, and as a nation.”

James P. Ronda (2007, p. 345) Overview This episode introduces the concept of perspective and the idea that the way a story is told will be influenced by the perspective of the author, illustrator, or designer. Initially, students explore perspective through examination of an outdoor space from various angles. They then reflect upon their personal backgrounds and how that might influence the perspective they bring to an experience. This is followed by examination of symbols/logos and reading of informational texts that relate to the Lewis and Clark expedition. Texts have been selected to represent tribal and nontribal expressions related to the Lewis and Clark story. Thus, students have the opportunity to compare and contrast perspectives. It should be noted that text is viewed broadly as any verbal, recorded, constructed, or observed item that represents a meaning (Healy, 2008). Examples of texts include stories told through artwork, music, the oral tradition, tools of survival and daily life, patterns of nature, as well as through written words and various forms of electronic media. Lesson Plan Selected Common Core State Standards CCSS.ELA-Literacy

Reading – Informational Text 4.1, 4.4, 4.6, 4.8, 4.9 Speaking and Listening 4.1 Language 4.4 Writing 4.2

Entry Questions How do different perspectives change the way a story is told? Whose perspective is represented in this story?

Materials Texts 1-1. Changing the Way the Story is Told (accompanied by the map on the Tribal Legacies website http://lc-triballegacy.org/main.php) 1-2. Lewis and Clark Road Sign Symbol 1-3. National Lewis and Clark Bicentennial Commemoration (2003-2006) Logo 1-4. Logo Description 1-5. Lewis and Clark Centennial 1-6. For Us, This is Not a Celebration 1-7. Selected Video

Some examples of available videos are: • A Clatsop Winter Story (22 minutes; presents Clatsop perspectives; Camera One)

www.archaeologychannel.org/video-guide/video-guide-menu/video-guide-summary/225-a-clatsop-winter-story

• The Journey of Sacagawea (60 minutes; presents Shoshoni, Hidatsa, and Nez Perce perspectives; PBS Home Video, Idanha Films and Idaho Public Television)

• Lewis and Clark Pathways: Part 1 - The Mandan People, Part 2 - Fort Abraham Lincoln, Part 3 - Earth Lodges, Part 4 - Lewis, Clark and the Mandan People, Part 5 – Smallpox, Part 6 - Pow-wow, Part 7 - Fort Union (1-6 minutes per part; Mandan perspectives; North Dakota Studies) http://www.ndstudies.org/index.php/media/lewis_and_clark_pathways_the_mandan_people

• Surviving Lewis and Clark: The Nimiipuu Story (27 minutes; Nez Perce perspectives; Lewis-Clark State College with the Nez Perce Tribe) www.archaeologychannel.org/video-guide/video-guide-menu/video-guide-summary/155-surviving-lewis-a-clark-the-nimiipuu-story

• Two Worlds at Two Medicine (35 minutes; presents Blackfeet perspectives; Native View Pictures)

Reproducibles 1-1.My Lens for Seeing the World 1-2.Whose Perspective? 1-3.Word Bank 1-4.Word Part Chart 1-5.Analyzing Symbols – Reflection Log 1-6.Venn Diagram Supplies Lewis and Clark National Historic Trail portfolio (notebook with pockets) for each student Student-created journal (10 sheets of unlined paper folded and stapled) and pencil Large sheets of poster paper Colored marking pens Sticky notes Learning Spiral

Situated Practice and Critical Framing Learning Modalities Auditory, visual, movement/gesture, linguistic, tactile, spatial, spiritual, smell/taste Activities Perspective Taking – Day 1 1. Instruct students that they will be participating in an outdoor “perspective taking” activity in their schoolyard. Have them create a journal by folding about 10 pieces of unlined paper in half and stapling them together at the center. They should each bring their journal and a pencil for recording observations. At the top of a journal page, students each write “from my perspective.” Students are then instructed to use multiple senses in making observations (e.g., what they hear, see, smell, and feel through touch, movement, and emotions) and to record enough information so that they can share their observations in a large-group setting. When outdoors, divide the students into six teams. Each team will record observations from one of six perspectives – (1) facing north, (2) facing south, (3) facing east, (4) facing west, (5) looking up, and (6) looking down. Observations can be recorded in words and/or through sketches during a 15-minute period. Return to the classroom. Provide about 5 minutes for each team to discuss their observations and to select a spokesperson to present their findings to the large group. Notes and/or sketches might accompany the presentation through use of a document camera, by holding sketches at vantage points so that all students can see them, and/or by writing key points on a white board. After all student groups have presented their perspectives, ask them what was different and what was similar about their observations. Compare and contrast observations experienced through particular senses (e.g., visual vs. auditory, smell vs. touch, movement vs. emotion). Ask students why it is important to consider multiple perspectives in understanding a place. Conclude by stating that the way we each experience the world is affected by our “perspectives”. Reflection: My Lens for Seeing the World – Day 2 2. Explain to students that they will be writing a one-paragraph summary of “My Lens for Seeing the World.” Read the directions found at the top of Reproducible 1. “Perspective or point of view can be thought of as a lens for seeing the world. A lens can come in different shapes, sizes, and colors. It can magnify to help us see very fine details or zoom out to help us see a larger picture. A lens can be pointed in different directions to change our perspective on the world. We each bring our own personal background to our perspective. The purpose of the following questions is to explore parts of your personal background that influence your perspective or ‘lens for seeing the world.’ Answer the questions, then write a paragraph in your journal summarizing your answers. Use the title, “My Lens for Seeing the World.” Read Aloud and Explore Perspective: Changing the Way the Story is Told – Day 3 3. Read aloud the first paragraph of Text 1, Changing the Way the Story is Told. After reading this paragraph, go to the Tribal Legacies website (http://lc-triballegacy.org/main.php) to show the route that Lewis and Clark followed and click on various tribal names so that students can see some of the tribal homelands along the route. Click on the tribes closest to your school and

determine if your school is located on tribal homelands. Continue reading the following two paragraphs. 4. Give a copy of Text 1 and the “Whose Perspective?” activity sheet to each student. The activity sheet presents ten questions that explore perspective and points out that “It is important to understand that an author (designer or illustrator) controls what is included or excluded in a text. This process will be influenced by the author’s background.” Ask students to re-read the text to respond to the questions. Students can write their responses in full sentences or as a bulleted list. Sketches may be used to accompany written responses. This assignment can be completed in pairs or individually. After students complete the activity sheet, lead a large group discussion of responses. Word Bank – Introduce on Day 3 5. Tell the students that they will be creating a “Word Bank” to keep track of important new words they read or hear throughout this unit. Give each student a copy of the word bank activity sheet. Tell students that they each will be writing down important words along with their meanings and drawing a picture to help them remember the meaning. Use the Changing the Way the Story is Told text as an example, tell the students that you will be showing some ways to learn the meaning of unfamiliar words. For example, re-read the first sentence and say, “I think the word ‘expedition’ is important.” Model your thinking process, “If I look at the surrounding words, I might be able to figure out what expedition means. I see ‘traveled’ and ‘searched for a waterway connecting the eastern United States with the West’. These give me clues that an expedition travels for a specific purpose. I might also look up the word in a dictionary or in the glossary at the end of this unit.” (Model looking up the word in a dictionary and referring to the glossary.) Another way to figure out word meaning is to break each word into parts. The word part chart can be used to aid this process. For example, show students that the word, “expedition,” can be broken into “ex-“ (meaning out), “ped” (meaning foot or feet), and “–ion” (meaning an action or process). The word parts can be reconnected to mean “going out on foot.” Explain that students will continue to add to their word banks throughout the Telling the Story unit. A teacher and students may also post important words and their meanings on a word wall in the classroom. A Story Communicated from Different Perspectives through Symbols – Day 4 6. Make enough copies of Text 2, Lewis and Clark Road Sign Symbol, and Text 3, National Lewis and Clark Bicentennial Logo, so that the symbols can be examined by small groups of students. Give each student 2 copies of the reproducible, Analyzing Symbols – Reflection Log, and have them form small groups so they can discuss their responses to the investigative question, “What story does this symbol communicate?” Give each group a copy of Text 2 and 3 and instruct students to complete one reflection log for each symbol. After about 5 minutes give each student a copy of Text 4, National Lewis and Clark Bicentennial Commemoration (2003-2006) Logo Description, and instruct them to use this to add to their reflection log. After students complete their reflection logs, call them together to share ideas with the whole class. Ask students to consider the questions, “If you were a member of a tribe who contributed to the Lewis and Clark expedition, how would Text 2 make you feel?” and “How would Text 3 make you feel?” Give students 2 pieces of blank paper and ask them to express their feelings about each text on a separate piece of paper by drawing with colored pencils or markers.

Read Aloud and Discuss: Stories Presented from Different Perspectives – Day 5 7. Make copies of Text 5, Lewis and Clark Centennial (a secondhand account), and Text 6, For Us, This is Not a Celebration (a firsthand account), the “Whose Perspective” activity sheet, and the Venn Diagram Reproducible for each student. Read the texts aloud as students follow along on their own copies. Next, have students form small groups to discuss similarities and differences related to the two accounts. Use the “Whose Perspective?” questions to guide analysis. Students record their responses on sticky notes and place them on a larger “working” Venn diagram drawn on poster paper, noting differences in the two outer oval spaces and similarities in the center space. After student complete their analysis of the 2 accounts, call them together to present their observations to the whole class. Ask students to consider the questions, “If you were a member of a tribe who contributed to the Lewis and Clark expedition, how would Text 6 make you feel?” and “How would Text 7 make you feel?” Video Viewing – Day 6 8. Show a video presenting more in-depth information on a tribal perspective(s) of the Lewis and Clark expedition. Select a tribe near your school’s location so that information gained can be connected to a future field trip to a tribal museum, center, or park. Provide each student with a copy of the “Whose Perspective?” questions and instruct students to answer these questions based on information presented in the video. After viewing the video allow time for discussion of student responses to the “Whose Perspective?” questions. In addition, ask students how they think the participants in the video felt about their perspectives being represented. Following discussion, have individual students record reflections on a page of their journals. Tying It All Together – Day 7 9. Place a large poster on the classroom wall containing two of the main ideas expressed in the Episode 1 texts: (1) “American Indian people helped members of the Lewis and Clark expedition survive.” and (2) “The Commemoration of the Lewis and Clark Bicentennial held from 2003 to 2006 changed the way the story of the Lewis and Clark expedition was being told.” Instruct students to form small groups and review the first six texts used in this episode to identify evidence (details and examples) that can be used to support these two main ideas. (Students can also refer to their written reflections recorded after viewing the video.) Each group records their responses on a large piece of poster paper using colored marking pens. After all points of evidence are recorded, students then use their work to evaluate whether or not sufficient evidence was found to support each key point. When they have finished recording their answers, instruct students to post their papers on the wall. Each small group then shares their responses with the whole class. In closing, the teacher summarizes the overall student responses and each student places all Episode materials in his/her portfolio. Differentiated Instruction Advanced

• Self-select a small group to join for assignment completion • Extend the content by reading advanced texts identified in Episode 4

Emerging • Self-select a small group to join for assignment completion • Preview text to identify key vocabulary to add to your word bank

• Use alternative means to respond to assignments, such as full sentences, bulleted lists, words, and/or sketches

• Review concepts and key vocabulary after readings and related discussions are completed Suggested Formative Assessment of Learning Outcomes

• Students write a one-page reflection summarizing “My Lens for Seeing the World” • Students complete a “Whose Perspective?” activity sheet • Students enter key vocabulary into a “Word Bank” activity sheet • Students complete an “Analyzing Symbols – Reflection Log” for two symbols • Students complete a Venn diagram comparing and contrasting perspectives represented in

two texts • Students construct a poster integrating information from multiple texts

EPISODE 2

PLACE: LEWIS AND CLARK NATIONAL HISTORIC TRAIL “Native people have important stories to tell, stories about the past, the present, and the future. Catching the public’s ear with Lewis and Clark is a good way to begin to talk about other stories – stories about land and water, endangered languages and threatened sacred sites.”

James P. Ronda (2007, p. 346) Overview Students begin episode 2 by finding their location on a “map of rivers” that includes no written words or boundary lines. They then read a description of the Lewis and Clark National Historic Trail (the “Trail”) and draw a route on the “map of rivers” that they think the Lewis and Clark expedition may have followed. Next, they compare the route they drew to maps showing the actual routes taken. Vocabulary associated with “place” is introduced and then used in analyzing written text pertaining to the Trail. Students go on to view events surrounding the Lewis and Clark story through two timelines – one linear and the other circular. Finally, the purpose of the Trail and associated themes are examined through written and visual texts. Lesson Plan Selected Common Core State Standards CCSS.ELA-Literacy

Reading – Informational Text 4.1, 4.4, 4.7, 4.8, 4.9 Writing 4.2 Speaking and Listening 4.1 Language 4.4

Entry Questions Where am I? How do we know where we are? How do we understand a place? What is important to learn about tribes during and after the Lewis and Clark Bicentennial? Materials

Texts 2-1. Lewis and Clark National Historic Trail – Excerpts from Foundation Document Full Foundation Document is available at http://www.nps.gov/lecl/parkmgmt/index.htm 2-2. Maps of Lewis and Clark expedition routes Traditional Trail Map www.nps.gov/lecl/planyourvisit/upload/lecl%20map.pdf Tribal Homelands Map on the Tribal Legacies website http://lc-triballegacy.org/main.php 2.3. Honoring Tribal Legacies Place-Based Multiliteracies: Student Guide 2-4a. A Guide to Visiting the Lands of Many Nations & to the Lewis & Clark Bicentennial http://lewisandclarktrail.com/eventdate/visitingIndianCountry.pdf 2-4b. A Guide to Visiting the Lands of Many Nations & to the Lewis & Clark Bicentennial (broken into 8 sections for use in a small group activity) 2-5. Honoring Tribal Legacies Timeline 2-6. A Circular Timeline Reproducibles 2-1. Map of rivers 2-2. Concept map of place Supplies Colored pencils Student-created journal and pencil (also used in Episode 1) Poster paper and colored markers Sticky notes Lewis and Clark National Historic Trail portfolio (also used in Episode 1) Learning Spiral Overt Instruction and Critical Framing Learning Modalities Auditory, visual, movement/gesture, linguistic, tactile, spatial, spiritual, smell/taste Activities Understanding a Place Using a Map: “Where am I?” – Day 1 1. Give students a copy of Reproducible 1, Map of Rivers, that includes no words, boundary lines, or roads. Instruct them to answer the question, “Where am I?,” by finding their location on the map. Then ask, “How do you know where you are?” The map allows students to orient themselves spatially based on the rivers, bodies of water, and mountains. Students may also identify means not involving map use, such as stories told through the oral tradition.

Read Aloud Accompanied by Map Use: Lewis and Clark National Historic Trail – Day 1 2. Give students a copy of Text 1, Lewis and Clark National Historic Trail. Read aloud the first section, “Description of Lewis and Clark National Historic Trail.” Then, ask students to draw the route that they think the Lewis and Clark expedition followed on the Map of Rivers using a colored pencil. Tell students that the beginning and ending points of the journey are marked with stars. Now have students compare the route they thought the expedition traveled to a map of the expedition route. The Traditional Trail Map can be accessed online at www.nps.gov/lecl/planyourvisit/upload/lecl%20map.pdf to make this comparison. This map allows the user to zoom in to examine specific locations. Instruct students to draw a revised line(s) on their maps with a different colored pencil to represent the actual route(s). Ask students why their original line may vary from the actual route taken. Possible answers may relate to the rough terrain of the mountains, impassible rapids on rivers, waterfalls, weather conditions, such as deep snow, or getting lost. Using the Traditional Trail Map, point out some of the tribes along the route. The map on the Tribal Legacies website http://lc-triballegacy.org/main.php can also be accessed to display tribal homelands along the Trail. Instruct students to write a one-paragraph summary in their journals of how the information presented visually through the maps helped them understand the Lewis and Clark National Historic Trail. 3. Understanding a Place: Key Vocabulary – Day 2 Give each student a copy of Text 2-3, Honoring Tribal Legacies Place-Based Multiliteracies: Student Guide. Point out that the background for the heading is a map drawn by William Clark. Explain that maps provide one way to learn about a place, such as the Lewis and Clark National Historic Trail, but there are many additional ways. Tell students that they are now going to learn about words that are used to understand and talk about places. Go over the definitions associated with each of the five key terms: (a) natural environment, (b) peoples, (c) built environment, (d) time, and (e) scope of territory. Show Reproducible 2.2, Concept Map of Place, to students via a document camera and post a large version of the concept map on a wall to serve as an ongoing point of reference. State that students will use these terms in the next activities. Read Aloud and Discuss – Days 2 and 3 4. Give students a copy of Text 2-4a, A Guide to Visiting the Lands of Many Nations & to the Lewis & Clark Bicentennial. Have them follow along as you read the text aloud. This text is also available with accompanying photographs at the website http://lewisandclarktrail.com/eventdate/visitingIndianCountry.pdf Start by reading the headings and subheadings. In particular, emphasize the seven headings that answer the question, “What’s important to know about American Indian people today?” Then, go back and read the entire text. At the end of a sentence or a paragraph, model the process of figuring out the meaning of unfamiliar words using strategies described in Episode 1. Encourage students to add new vocabulary to their word banks at the end of the activity. After reading through the entire text, have students describe how the visual structure (headings and font) contributes to identification of the main ideas.

Form small groups and give each group a copy of one section of Text 2-4b, A Guide to Visiting the Lands of Many Nations and to the Lewis and Clark Bicentennial. Each section contains a heading, a paragraph, and a box that identifies elements of place (e.g., natural environment, peoples, built environment, and time) represented in the narrative and associated key points. Explain that the element of place, scope of territory, is associated with the entire Lewis and Clark National Historic Trail. Instruct each group to identify and write down reasons and evidence (details and examples) expressed in the paragraph that support the key points identified. Bring the large group together and have each small group present the key points along with supporting evidence they have identified. Next, using a projector show the photographs included in the online version of Text 2-4a. Lead a large group discussion to describe ways that the visually presented information contributes to an understanding of the written text. In particular, focus on how people in the photographs feel. Do they appear to feel happy? Proud? Why would they feel that way? In closing, go back to the question, “What’s important to know about American Indian people today?”, and re-read the seven sub-headings. Understanding a Place using Timelines – Day 4 Explain that timelines help us understand a place. Timelines can help increase our awareness of what is or was going on in the surrounding environment at a particular time. Timelines also can take on different forms, depending on whose perspective of time is presented. Have students form small groups. Give each group a copy of Text 2-5, Honoring Tribal Legacies Timeline. Explain that the timeline depicts regional and national events that occurred around the time of the Lewis and Clark expedition up through today. Ask students to look at all of the items that are presented in bold. These are directly connected to the Lewis and Clark expedition, its 100th and 150th anniversaries, formation of the Lewis and Clark National Historic Trail, and the Lewis and Clark Bicentennial. Now look at the right column to identify patterns in representation of tribal voices. Ask students to identify events that may relate to the increase in representation of tribal voices. After students complete their review of the timeline, call them together to share ideas with the whole class. Now, present Text 2-6, “A Circular Timeline,” to the large group by projecting it via document camera, as a power point slide, or as a drawing on a large sheet of poster paper. Ask students to recall what they learned about tribal perspectives on time as described in Text 2-4. (Examples of responses might be “The past, present, and future are connected” and “This is our home. We will always be here.”) Ask students what else might be inferred from the circular form. (Examples of responses might be “The encounters between the Lewis and Clark expedition and tribal peoples represents only a pinpoint in time” or “Everything in life is connected.”) Following the discussion, instruct students to write a one-paragraph summary in their journals of how timelines help us understand a place, such as the Lewis and Clark National Historic Trail. Vocabulary and Read Aloud with Visual Aids - Day 5 6. Go back to written Text 2-1, Lewis and Clark National Historic Trail. Read key vocabulary and definitions listed in the middle of the first page. Then read aloud the second section, “Purpose of Lewis and Clark National Historic Trail.” Next, using a projector show the

illustrations and photographs included in the online version of Text 2-1. Tell the students that this activity will focus on what is meant by “interpretation.” For each illustration or photograph, lead a large group discussion to identify and describe ways that the visually presented information contributes to an understanding of “interpretation” and how “interpretation” relates to the five place elements (i.e., natural environment, peoples, built environment, time, and scope of territory). There are 20 illustrations and photographs in total. Return to written Text 2-1 and have students go to the section, “Selected Themes.” Start by reading aloud the three subheadings and point out that each subheading is followed by a paragraph written in italics and another written in a standard font. Tell students, “The two paragraphs under each heading state similar ideas. If you have questions about vocabulary or phrases in the italicized paragraph, you can use information presented in the second paragraph to figure out meanings.” Read aloud the text as students follow on their individual copies. Tying It Together – Day 6 7. Instruct students to form small groups and provide each group with a sheet of poster paper, sticky notes, and colored markers. Have each group write the three themes identified in Text 2-1 on their poster: (a) Encountering Indigenous Peoples, (b) Unity through History, and (c) Traces of the Past Observed Today. Have the students keep out their copies of Text 2-1, Lewis and Clark National Historic Trail, and pull out their copies of Text 2-4b, A Guide to Visiting the Lands of Many Nations & to the Lewis & Clark Bicentennial. State that each group will be reviewing Text 2-4b to identify evidence (details and examples) that can be used to support the three Trail themes. Each student can place sticky notes containing evidence under a particular theme. This allows the opportunity for the small group to discuss points of evidence and their placement. After agreement is achieved for placement of particular points, students identify the elements of place that are associated with each of these points. Next, points of evidence along with the associated element of place are written on the poster with a marking pen and the sticky notes are removed. Instruct students to post their papers on the wall when their group has finished recording responses. Each small group then shares their responses with the whole class. In closing, the teacher summarizes the overall student responses and each student places all Episode 2 materials in his/her Trail portfolio. Differentiated Instruction Advanced

• Find locations of specific tribes and place names on the Interactive Trail Map www.nps.gov/lecl/planyourvisit/upload/lecl%20map.pdf

• Extend the content by reading advanced texts identified in Episode 4 Emerging

• Preview text to identify key vocabulary to add to your word bank • Draw a picture associated with part or parts of a text and write a sentence to describe it • Review the concept map of place and relate key vocabulary to the various elements

Suggested Formative Assessment of Learning Outcomes

• Students identify their location and the route of the Lewis and Clark expedition on a map of rivers

• Students write a one-paragraph summary of how information presented visually on maps helped them understand the Trail

• Students enter key vocabulary into a “Word Bank” activity sheet • Students identify in writing reasons and evidence that support key points made in a text • Students write a one-paragraph summary of how timelines help us understand a place • Students construct a poster integrating information from two texts

EPISODE 3

MULTILITERACIES: A NEW WAY OF THINKING ABOUT THE STORY Overview This episode introduces multiliteracies to students. They gain experience in applying the place-based multiliteracies framework to materials associated with the story of the Lewis and Clark expedition as told from tribal and nontribal perspectives. Lesson Plan Selected Common Core State Standards CCSS.ELA-Literacy

Reading – Informational Text 4.1, 4.4, 4.6, 4.7, 4.8, 4.9 Speaking and Listening 4.3 Language 4.4

Entry Questions How is perspective communicated by designers? Why are particular designs and tools selected to tell a story? What alternative designs and tools might be used to re-tell a story? Materials Texts 3-1. Photograph of bald eagle 3-2. Honoring Tribal Legacies Place-Based Multiliteracies: Student Guide (from Episode 2) 3-3. Introduction to Lewis and Clark: The National Bicentennial Exhibition found at http://www.lewisandclarkexhibit.org/4_0_0/index_flash.html 3-4. Lewis and Clark Road Sign Symbol (from Episode 1) 3-5. National Lewis and Clark Bicentennial Logo (from Episode 1) Reproducibles 3-1. Multiliteracies Observation Log for Symbols Supplies

Large sheets of poster paper Colored marking pens Lewis and Clark National Historic Trail portfolio (also used in Episodes 1 and 2) Learning Spiral Overt Instruction Learning Modalities Auditory, visual, movement/gesture, language, tactile, spatial, spiritual, smell/taste Activities Introducing an Eagle Eye Perspective – Day 1 1. Tell students that for this lesson they will be taking on an “eagle eye” perspective. The Merriam-Webster Online Dictionary defines “eagle eye” as “the ability to see or observe keenly.” Explain that an eagle might experience the “place” where it lives through a variety of senses – such as seeing, hearing, moving, smelling, touching, and tasting. Make a copy of the photograph of the bald eagle flying with its head oriented downward. Display the copy so that all students can view it, such as with a document camera. State that Lewis and Clark reported seeing bald eagles along their journey. The eagle could have seen and observed both the expedition members (a perspective representing “from the river”) and the tribal members (a perspective representing “from the riverbank”). An eagle could have observed from high above or glided down to take a closer look. It could have come in from the east, the west, the north, or the south and observed the scene from multiple perspectives. Have the students close their eyes and imagine what the eagle in the photograph would have observed. For example, imagine the expedition members in a canoe on a river with tribal members watching them from the riverbank. What would the eagle see? What would it feel? What would it hear? What might it smell like? The teacher might describe a windy fall day when the expedition members are maneuvering their wooden canoes down a river through rough rapids. The water is splashing on them and they look cold and wet. A canoe gets hung up on a rock (John Ordway journal record, October 14, 1805). Members of a tribal community are on the riverbank talking to each other wondering who these strangers might be and why they have chosen this day to travel down the river. The tribal people on the bank are dry and dressed in warm clothing. They are surrounded by fish racks and the smell of drying fish. Move through the scene slowly allowing students ample time to imagine their surroundings through multiple senses using an “eagle eye” perspective. Explain that, as a culminating project, students will be using an “eagle eye” perspective to design a new symbol for the Lewis and Clark National Historic Trail. They will be using multiple senses to learn about and represent the views “from the riverbank” and “from the river”. As they look at events through multiple perspectives, they will be involved in a process of “bridge building” between different cultural groups. Learning about design and elements of place will give them the skills they need to create a new symbol that brings together multiple perspectives. Demonstrating Application of Multiliteracies – Day 1

2. Have students refer to their copies of the text, Honoring Tribal Legacies Place-Based Multiliteracies: Student Guide. Read aloud the description for each of the multiliteracies design modes. Demonstrate how the design modes and the associated “eagle eye” perspective can be applied to the multimedia text, the Introduction to Lewis and Clark: The National Bicentennial Exhibition found at http://www.lewisandclarkexhibit.org/4_0_0/index_flash.html. First, play the introductory segment. It will likely be necessary to view the segment several times to identify various elements. The introduction is designed to represent different perspectives on the Lewis and Clark journey. Appearing first is the image of a human form carved by the Wishram people (near the Columbia River) followed by the Wishram prophecy, “One old man … dreamt: he saw strange people, they spoke to him, and showed him everything. He said, “Soon all sorts of strange things will come. No longer [will things be] as before. White people with mustaches on their faces will come from the east. Do you people be careful.” This is accompanied by the ominous sounds of a thunderstorm and what appears to be an empty dark background space. The bust of Thomas Jefferson then appears followed by an excerpt from his first inaugural address: “Possessing a chosen country, with room enough for our descendants to the hundredth and thousandth generation … what is more necessary to make us a happy and prosperous people?” In stark contrast to the initial thunderstorm and darkness, Jefferson’s words are accompanied by music followed by a sunny, colorful landscape. An array of design modes are used to emphasize differing viewpoints on what is to come. Examples that can be compared and contrasted include:

Auditory – thunderstorm, music Linguistic – words of prophecy, Jefferson quote Movement/gestural – fade in and out of images and words Spatial – dark background, colorful landscape Spiritual – different visions of the future Tactile – rock carving, sculpture Visual – dark versus soft, light colors

Provide a second demonstration of application of the multiliteracies framework to the text used in Episode 1, Lewis and Clark Road Sign Symbol. Point out that for symbols the focus will be on the following design modes: visual, spatial, movement/gestural, spiritual, and combinations of these. Give each student a copy of reproducible 3-1, “Multiliteracies Observation Log for Symbols.” Demonstrate how the observation log for symbols and the associated “eagle eye” perspective can be applied to the road sign symbol. Talk through your thinking so that the analytic process is made explicit. Applying the Place-Based Multiliteracies Framework – Day 2 3. Give students another copy of reproducible 3-1, “Multiliteracies Observation Log for Symbols” and the two related texts, National Lewis and Clark Bicentennial Logo and Logo Description. Instruct the students to form small groups who will work together to analyze the Logo using the multiliteracies observation log as demonstrated. Give each group a piece of poster paper and colored marking pens. Instruct students to copy the organization and words associated with the multiliteracies observation log on their poster. Next, they will record words associated with the Logo on sticky notes containing descriptive words that will be placed on a large piece of poster paper next to the place and/or design modes where the word(s) best fit. After students have agreed on placement of particular words, they will write the words on the poster. When finished, each student group will place their poster on the wall and share their

responses with the whole class. Note that there is not necessarily one “right” answer for categorization as various words can be associated with multiple design modes. Closing Remind students that as a culminating project, they will be creating a new symbol, inclusive of both tribal and non-tribal perspectives, that could be used by the Lewis and Clark National Historic Trail. They will be applying concepts from the Honoring Tribal Legacies Place-Based Multiliteracies: Student Guide in designing the symbol. Have them place all Episode 3 materials in their Trail portfolio. Differentiated Instruction Advanced Students apply the place-based multiliteracies framework to additional materials Students look up a key word using a thesaurus and find four more words with a similar meaning Emerging Provide additional examples demonstrating application of multiliteracies Extend focus on vocabulary by comparing and contrasting words associated with multiliteracies Suggested Formative Assessment of Learning Outcomes Students complete the multiliteracies observation log for a symbol

EPISODE 4

PLACE-BASED MULTILITERACIES: EXPERIENCING THE STORY IN MULTIPLE WAYS

Overview In this episode students form small groups to plan and research the Lewis and Clark story using a place-based multiliteracies approach. The teacher prepares for the episode by: (a) setting up learning centers in the classroom and (b) exploring options for a field trip to a tribal museum, center, or park. Two examples of text sets for use in the learning centers are provided. The first text set represents multiple tribal and non-tribal perspectives regarding the Lewis and Clark expedition and is designed to provide experiences involving a range of design modes (e.g., linguistic, visual, auditory, spatial, tactile, smell/taste, movement/gestural, spiritual). A second example of a tribe-specific text set for the Clatsop-Nehalem peoples is provided, as well as a list of suggested field trip sites, identifying examples of tribal museums, centers, and parks. Lesson Plan Selected Common Core State Standards CCSS.ELA-Literacy Reading – Literature 4.6, 4.7, 4.9 Reading – Informational Text 4.6, 4.7 Writing 4.1 Speaking and Listening 4.3 Language 4.4 Entry Questions How does culture relate to the way a story is told? How does the story of Lewis and Clark expedition change when tribal perspectives are added? Materials Text Sets 4-1. Learning Center Text Set Example 1 – Multiple Tribal and Non-tribal Perspectives 4-2. Learning Center Text Set Example 2 – Clatsop-Nehalem Peoples 4-3. Place – A Poem (A. Noelle Phillips)

4-4. Examples of Field Trip Sites – Tribal Museums, Centers, and Parks 4-5. Trail Tribes websites Reproducibles 4-1. KWL Chart 4-2. Getting Started: Student Project Planning Guide 4-3. Researching the Story Guide Supplies Journal (also used in Episodes 1 and 2) Trail Portfolio (also used in Episodes 1, 2, and 3) Learning Spiral Critical Framing Learning Modalities Auditory, visual, movement/gesture, linguistic, tactile, spatial, spiritual, smell/taste Activities Learning Centers The teacher sets up learning centers, such as those presented in the table below. These centers are designed to provide learning opportunities for students through a variety of text types, design modes, senses, and activities. Refer to the two suggested text set examples – Texts 4-1 and 4-2 in Appendix E.

Learning Center Examples: Exploring Tribal and Nontribal Perspectives of the Lewis and Clark Story

Center Examples of

Materials/Text Types Design Modes Activities CCSS

Reading and Visual Arts

Historical fiction with illustrations (first and third person accounts), dictionaries

Linguistic, visual, spatial, gestural, auditory

Independent reading and stop and chat

RL 4.6 RL 4.7 SL 4.3 L 4.4

Reading Research

Informational books, including biographies, primary documents, such as speeches, recorded oral accounts, or journal entries, secondary historical accounts, dictionaries

Linguistic, visual, spatial, gestural, auditory

Independent reading and stop and chat

RI 4.6 RI 4.7 SL 4.3 L 4.4

Writing and Drawing

Journals, reflection logs, various types of paper and writing instruments

Linguistic, visual, spatial, gestural

Reflect on readings and related personal experiences through

W 4.1 L 4.4

(e.g., pencils, markers, pens, colored pencils), dictionaries

drawing and writing

Music and Sounds

Recordings of environmental sounds and traditional music, MP3 player with earbuds and/or CD player

Auditory, linguistic

Listen to recordings of environmental sounds and music, compare and contrast themes

RL 4.9 L 4.4

Manipulative Traveling trunks containing cultural artifacts, musical instruments, videos, photographs, artwork

Tactile, visual, smell, linguistic, auditory

Handle, view, smell, and listen to cultural materials and instruments, read accompanying written resources

RL 4.9 RI 4.7 L 4.4

Multimedia Computers, mobile devices, such as ipads

Visual, spatial, linguistic, auditory, movement/gestural

Explore and find information on preselected websites

RL 4.9 RI 4.6 RI 4.7 L 4.4

Eagle Eye Perspective – Day 1 1.Tell students that for this episode they will continue using their “eagle eye” perspective. Remind them that the eagle could have seen and observed both the expedition members (a perspective representing “from the river”) and the tribal members (a perspective representing “from the riverbank”). It could have seen or observed both perspectives from different angles - flying in from a range of directions and from high and low. The eagle could have used a variety of senses – seeing, hearing, moving, touching, smelling, and tasting. Just like the eagle, students will have the opportunity to view and explore a variety of materials in learning centers. These learning centers provide information and many examples of design modes that might be used in the process of designing a new symbol for the Trail. Remind students that this symbol should represent “bridge building” between tribal and non-tribal perspectives. Form small groups of 4-5 students. Each group will work as a project team for this episode with the goal of planning, gathering, and organizing information and ideas that will contribute to the design of a new Trail symbol. Student teams will be guided by a three-stage process: (a) planning, (b) researching, and (c) designing the symbol. Team Planning – Day 1 Provide each student with a copy of Reproducible 4-1, KWL chart and Reproducible 4-2, Student Project Planning Guide. Each team will complete the K (what the students know) and W (what the students want to know) sections of their KWL chart. Next, they will complete the Student Project Planning Guide that involves answering questions and describing components of the project, including topic, purpose, perspective, audience, design, actions they will take to promote cross-cultural understanding, and reflection. As part of this process, each team will consider the strengths and skills of its individual members. For example, one student might be particularly savvy with technology so this student might explore resources available in the

technology center; another student might have artistic skills so might gather ideas from the reading/visual arts center, and so forth. Research/Organizing – Days 2-4 Provide each student with a copy of Reproducible 4-3, Researching the Story Guide, to use when exploring materials in the learning centers. It is suggested that 30-minutes per day be allowed for participation in self-selected activities. Students might work in pairs or as individuals, depending on the area of focus. Designate a time that students should report back findings to their team members. As students gather, review, and organize materials, they apply the place-based multiliteracies vocabulary. For example, materials might be organized by placing them into sections in a notebook or in an electronic document, according to elements of “place”, “design modes”, or combinations of these. Instruct each student to record a one-paragraph written reflection in their journals on a daily basis regarding the question, “How does the story of Lewis and Clark expedition change when tribal perspectives are added?” 3. Field Trip – Day 5-6 Select a Tribal Museum, Center, or Park near your school and schedule a visit. (See Text 4-3.) Locate information regarding the specific tribe that can be reviewed prior to the trip. Some sources of information include websites for the individual tribes or the www.trailtribes.org website. Additional information regarding contents of the trailtribes.org website is included in Text 4-4 in Appendix E. On the way to the tribal center leave time to stop at pertinent roadside displays or signs. Give students the option of taking photographs of these so they can be referred to during the symbol designing stage. Two questions to consider in preparation for and during the field trip might be “How does culture relate to the way a story is told?” and “How does the story of Lewis and Clark expedition change when tribal perspectives are added?” In addition, have each student team develop a list of questions that will help them gather information pertaining to their symbol design during the field trip. 4. Post-Field Trip Letter-Writing – Day 7 Instruct students to compose a thank you letter that will be sent to the museum staff. In the letter each student should identify two key ideas that were made by the exhibits and provide two points of evidence that the authors presented to support these key ideas. Instruct students to place all Episode 4 materials into his/her Trail portfolio. Differentiated Instruction Advanced Learning centers are set up to meet individual student needs and allow for use of a range of design modes Read advanced texts Emerging Learning centers are set up to meet individual student needs and allow for use of a range of design modes Focus on use of only 1-2 texts to examine perspectives or locate information Guided reading session in which the teacher responds strategically with cues and prompts to aid comprehension of a text

Suggested Formative Assessment of Learning Outcomes Students complete the K and W sections of a KWL chart Students respond to questions on a Student Project Planning Guide Students respond to questions on a Researching the Story Guide Students write a thank you letter

EPISODE 5

CULMINATING PROJECT: BECOMING PART OF THE STORY Overview As a culminating project, student teams design a new symbol for the Lewis and Clark National Historic Trail that is inclusive of both tribal and non-tribal perspectives. To accompany the symbol, each team develops a text that summarizes its topic, purpose, perspectives, audience, design, actions taken to promote cross-cultural understanding, and reflection. As a final step, student teams compose a letter that attempts to persuade Trail administrators to adopt their symbol. Lesson Plan Selected Common Core State Standards CCSS.ELA-Literacy

Reading – Informational Text 4.1, 4.4, 4.6, 4.7, 4.8, 4.9 Speaking and Listening 4.3 Language 4.4 Writing 4.1

Entry Question How can you use this experience to make a contribution to cross-cultural understanding? Materials Reproducibles 4-1. KWL chart (used in Episode 4) 5-1. Designing the Symbol Guide 5-2. Evaluation of Learning Guide Supplies Trail Portfolio (also used in Episodes 1, 2, 3, and 4) Learning Spiral

Transformed Practice Learning Modalities Auditory, visual, movement/gesture, linguistic, tactile, spatial, spiritual, smell/taste Activities Designing the Symbol – Days 1-3 1. Instruct students to take out Reproducible 4-1, the KWL chart from Episode 4, and give each student a copy of Reproducible 5-1, Designing the Symbol Guide. Each team will complete the L (what they learned) section of their KWL chart. This will involve them in reviewing and summarizing the main points they identified in researching the story of the Lewis and Clark expedition. They will use their “eagle eye” perspective to identify texts that represent both tribal and non-tribal perspectives and serve a “bridge building” purpose. Next, have them complete the Designing the Symbol Guide that involves answering questions and describing potential components of their design, including topic, purpose, perspectives, audience, design, actions they will take to promote cross-cultural understanding, and reflection. 2. Give each student team a large piece of poster paper on which they can draw their Trail symbol. Students might brainstorm ideas and place sticky notes on the poster containing components they want incorporated. When the team has come to agreement on what to incorporate, they can draw the symbol, first, in pencil and then by using colored markers. The final version of the symbol should be produced in a format that can be easily disseminated, such as a power point slide or a scanned copy of an original drawing. Accompanying Text – Days 4 and 5 3. To accompany the symbol, each team uses their responses to items on the Designing the Symbol Guide to develop a text that summarizes its topic, purpose, perspectives, audience, design, actions taken to promote cross-cultural understanding, and reflection. This text can take on various forms, such as a brochure, a concept map, a power point presentation, a videotaped oral presentation, or videotaped dramatic presentation. Various types of media might be incorporated into the text, such as artwork, music, the oral tradition, tools of survival and daily life, patterns of nature, in addition to written words. This allows students to tap into their strengths and various ways of knowing. Composing a Persuasive Letter – Days 6 - 8 4. Involve student teams in the process of composing a letter that attempts to persuade Trail administrators to adopt the team symbol. Begin by having students review examples of persuasive texts. For example, Text 1-7, For Us, This is Not a Celebration and Text 2-4b, A Guide to Visiting the Lands of Many Nations & to the Lewis & Clark Bicentennial, are persuasive texts. Note how language is used (e.g., patterns, repetitions, descriptions, examples) and how visual strategies (font, spacing, lines) are used to highlight the key points. Analyze use of various other design modes. Have the students brainstorm ideas for persuading the reader that the team’s symbol should be adopted. Then have them identify the key points and design modes that are most important to incorporate. At this point the student teams can draft their own persuasive letter going through a process of peer and teacher review before writing the final

draft. Once all of the materials are in final form (the symbol, the accompanying text, and the persuasive letter), send them to Trail Headquarters in Omaha, Nebraska. Differentiated Instruction Advanced Rubrics are provided for self-evaluation Various forms of media can be incorporated into the culminating project Emerging Rubrics are provided for self-evaluation Various forms of media can be incorporated into the culminating project Suggested Formative Assessment of Learning Outcomes

• Students respond to questions on a Designing the Symbol Guide • A symbol prototype is designed

Summative Assessment of Learning Outcomes

• Students and teachers complete an Evaluation of Learning Guide • Students submit their Trail portfolios containing all project materials

GLOSSARY Auditory – sense or act of hearing Bicentennial – 200th anniversary Built environment – spaces used by all peoples (plants, animals, humans) that influenced the landscape because of their presence, as well as have been constructed or altered by their labor Celebration – observing an event in a festive way Collaboration – to work with others Commemoration – remembering an event through ceremony Expedition – journey or trip undertaken for a specific purpose Exposition – a public exhibition or show Homeland – a large area where a particular group has historically lived and that has a deep association with culture, language, spirituality, and identity Identification – finding out what something is Interpretation – the way something is explained Linguistic – a set of symbols or language(s) commonly understood and used by a group of people Millennia – a period of 1,000 years Movement/gestural – sense and act of body movement as a whole or as parts (such as arms, hands, head, eyes); includes expression of personal feelings and affect Multiliteracies – systems for perceiving and making meaning of (interpreting) our world through one or a combination of modalities (design modes) Natural environment – all living and nonliving things inclusive of physical features and forces that interact to form natural ecological systems Peoples – groups of people (plants, animals, and humans) who have historically inhabited, currently inhabit, or have passed through a particular place Perspective – point of view

Place - a holistic and dynamic entity that involves interactions and relationships among many elements (Vine Deloria, Jr.), including the natural environment, peoples, and the built environment, as viewed through time. The scope of territory involved may be limited to a specific location or may be more expansive, such as an entire Lewis and Clark National Historic Trail. Preservation – keeping something in its original state or in good condition Protection – being kept from harm or loss Public use – shared with all peoples Scope of territory – dimensions of a geographic region Smell/taste – sensory awareness through the nose and mouth Spatial – sense of space; awareness of the relationship among elements (such as location, distance, and time), including body position in space Spiritual – process of self-discovery, of searching for meaning and purpose in life, and of learning who you are and who you want to become; a sense of interconnectedness and interdependence among all elements of life Sustainable – using a resource so that it will still be here for the next seven generations Tactile – sense or act of touching Time – involves concepts of past, present, and future; may be viewed in different ways, such as occurring along a line (timeline) or as a circle with interconnections among past, present, and future Visual – sense or act of seeing

BIBLIOGRAPHY Basch, R. (2011). The journey of the Clatsop-Nehalem canoe. Seaside, OR: Clatsop-Nehalem Confederated Tribes. Basch, R., & Basch, R. (2006). The ceremony at Ne-ah-coxie. In A. M. Josephy, Jr. (Ed.), Lewis and Clark through Indian eyes: Nine Indian writers on the legacy of the expedition (pp. 163-182). New York, NY: Vintage Books. Brown, S. (2012). Living in Celilo: A storypath exploring the lasting legacy of Celilo Falls. Olympia, WA: Office of Native Education, Office of the Superintendent of Public Instruction, Washington State. www.indian-ed.org/curriculum/elementary-school-curriculum/wa-celilo-falls-dalles-dam/ Bruchac, J. (2000). Sacajawea. (2003). New York, NY: Harcourt. Carpenter, C., & Aya, K. (2004). Blue beads: A story of friendship. Seaside, OR: Blue Beads Productions. Circle of Tribal Advisors, Lewis and Clark Bicentennial. (2009). Enough good people: Reflections on tribal involvement and inter-cultural collaboration 2003-2006. Gunnison, CO: Enough Good People. http://www.lc-triballegacy.org Conner, R. (2006). Our people have always been here. In A. M. Josephy, Jr. (Ed.), Lewis and Clark through Indian eyes: Nine Indian writers on the legacy of the expedition (pp. 85-119). New York, NY: Vintage Books. Deloria, V., Jr. (2001). Power and place equal personality. In V. Deloria, Jr. & D. Wildcat, Power and place: Indian education in America. Golden, CO: Fulcrum Publ. Erdrich, L. (2003). Sacajawea. Minneapolis, MN: Carolrhoda Books. Fifer, B. (2000). Going along with Lewis and Clark. Helena, MT: Farcountry Press. Gilman, C. (2003). Lewis and Clark: Across the great divide. Washington, DC: Smithsonian. Going-to-the-Sun Institite & Native View Pictures. (2004). Two worlds at Two Medicine: The Blackfeet meet Meriwether Lewis. Browning, MT: Authors. Gragg, R. (2003). Lewis and Clark on the trail of discovery: The journey that shaped America. Nashville, TN: Rutledge Hill Press. Hartley, A. H. (2004). Lewis and Clark lexicon of discovery. Pullman, WA: Washington State University Press.

Healy, A. (2008). Multiliteracies and diversity in education: New pedagogies for expanding landscapes. South Melbourne, Victoria, Australia: Oxford University Press. Idaho Governor’s Lewis and Clark Trail Committee. (2005, January). Lewis and Clark: An annotated bibliography of recommended titles for libraries. Boise, ID: Idaho State Historical Society. Idanha Films, Inc., & Idaho Public Television. (2003). Journey of Sacagawea. Boise, ID: Idaho Public Television. Inglebret, E. (2001). Conceptual framework for developing culturally responsive teacher education curriculum for Northwest Indian College: A grounded theory. Unpublished doctoral dissertation, Washington State University. Josephy, A. M., Jr. (2006). Lewis and Clark through Indian eyes: Nine Indian writers on the legacy of the expedition. New York: Vintage Books. Meadows, S. J., & Prewitt, J. S. (2003). Lewis and Clark for dummies. Indianapolis, IN: Wiley Publ., Inc. Moody, J. (2003). We proceeded on: The Bicentennial hits the road. People, Land and Water Special Issue, Lewis and Clark Bicentennial 2003-2006, 9(6), 3-4. Murphy, C. R. (2005). I am Sacajawea, I am York: Our journey west with Lewis and Clark. New York, NY: Walker and Co. Patent, D. H. (2002). Animals on the trail with Lewis and Clark. New York, NY: Clarion Books. Pearson, C. (1959). Nehalem Tillamook tales. Eugene, OR: University of Oregon Books. Phillips, H. W. (2003). Plants of the Lewis and Clark expedition. Missoula, MT: Mountain Press Publ. Co. Ronda, J. P. (2007). Lewis and Clark reconsidered: Some sober second thoughts. In F. E. Hoxie & J. T. Nelson (Eds.), Lewis and Clark and the Indian Country: The Native American perspective (pp. 343-352). Urbana: University of Illinois Press. Salish-Pend d’Oreille Culture Committee. (2000). The Salish people and the Lewis and Clark expedition. St. Ignatius, MT: Salish-Pend d’Oreille Culture Committee. Silvers, P., & Shorey, M. C. (2012). Many texts, many voices: Teaching literacy and social justice to young learners in the digital age. Portland, ME: Stenhouse Publishers. Sneve, V. D. H. (2005). Bad river boys: Meeting of the Lakota Sioux with Lewis and Clark. New York, NY: Holiday House.

Swenson, D. (1998). Lewis and Clark: Sounds of discovery. Bismarck, ND: Chairmaker’s Rush. The Watercourse and Project Wet. (2001). Lewis and Clark educator’s resource guide: A review of Lewis and Clark materials. Bozeman, MT: The Watercourse, Montana State University. Thomasma, K. (1997). The truth about Sacajawea. Jackson, WY: Grandview Publ. Co. Tubbs, S. A., & Jenkinson, C. S. (2003). The Lewis and Clark companion: Encyclopedic guide to the voyage of discovery. New York, NY: Henry Holt and Co. White, G. (2002). Sharing the vision: How the L&C Bicentennial can build trust between tribal and nontribal cultures. We Proceeded On, 28(3), 43-44.

COMMON CORE STATE STANDARDS RESOURCES Common Core Teachers. (2012). Common core curriculum maps: English language arts grades K-5. San Francisco, CA: Jossey-Bass. Laud, L. (2011). Differentiated instruction in literacy, math, and science. Thousand Oaks, CA: Corwin. Owocki, G. (2012). The common core lesson book K-5: Working with increasingly complex literature, informational text, and foundational reading skills. Portsmouth, NH: Heinemann. Owocki, G. (2013). The common core writing book K-5: Lessons for a range of tasks, purposes, and audiences. Portsmouth, NH: Heinemann. Sprenger, M. (2013). Teaching the critical vocabulary of the common core: 55 words that make or break student understanding. Alexandria, VA: ASCD.

USING PRIMARY SOURCES

The following is an excerpt adapted from my doctoral dissertation (Inglebret, 2001) that holds relevance to curriculum designers, teachers, and students desiring to honor tribal legacies.

Accessing cultural resources (primary sources) in a particular community provides the

key to designing teachings (curriculum units) that honor tribal legacies. My colleague and mentor, CHiXapkaid, traditional bearer for the Southern Puget Salish peoples, provides the following advice.

… treat that journey with all the protocol and diplomacy that you would use to approach another nation, another country, because indeed these communities are sovereign nations that have their own history and they have their own government. They have their own laws. Reading about it would be a good thing, but not enough. If you are going to approach a community, then see that as going on to their land and that’s their domain. And so approach them through recognized government entities like a tribal government. Go to the tribal center and introduce yourself to members of the tribal council, and maybe even take the opportunity to introduce yourself to the tribal council when they are meeting. Explain to them who you are, what you’re doing on their land, and ask them for permission to be there. Ask their permission to learn about them and find out about them and to expose yourself to them. Let them know who you are. Don’t make any demands. Don’t make any requests in terms of your own work. But sincerely offer to find out about them and offer them the opportunity to find out about you.

It can be seen that the sovereign status of American Indian Nations should be recognized when accessing cultural resources for inclusion in teachings. Many tribes have a culture committee that is specifically charged with overseeing use of cultural resources, inclusive of Indigenous languages. Access and use of cultural resources will involve collaboration with this committee.

Further consideration should be given to the manner in which cultural information is

accessed. Elders are often the wisdom keepers who transmit cultural knowledge from one generation to the next. Acquiring information from elders is a delicate process that should be carried out carefully. A community member shared that

… while learning about how Indian societies existed … it is also important to realize that when you are researching and learning about the old ways of living that it be done real carefully. Especially because there’s not a lot of elders left in our community anymore … researchers have more success learning and getting more knowledge passed to them from elders if they do it in a respectful way, rather than sticking the camera in front of their faces and a microphone and shooting 20 questions at a time at them. All research and interviews that are done with elders – you have to get permission from the elders and make special conditions that will make the whole interview or any learning done from them – make sure it’s all comfortable… Find out first what it is that the elders want to talk about. What they want to share with you. By doing that, elders for one will feel more comfortable with the interview – will feel more comfortable about sharing more information. If you respect them in how they’re interviewed, then they’re going to respect you more by sharing more information with you and wanting to teach you more about the

old ways of living … There are a lot of these teachings that are sacred and you have to be careful in how you use them and to know what’s passed down to you, there’s special places and special times for a lot of this knowledge passed down. So it’s got to be handled with care.

This statement highlights some factors to consider when gathering cultural information from elders. It also introduces the concept of sacred teachings and the existence of boundaries related to the acquisition and use of Indigenous knowledge.

Tribal community members have emphasized the need to respect cultural boundaries. The

existence of “private knowledge” that was not to be shared was acknowledged. Specifically, it was stated that Indians “don’t want to share certain things with people.” Among these, religion, spiritual concepts, and activities associated with the smokehouse were considered sacred and out of bounds. It was pointed out that teaching of some content material should only occur within specific time periods, in specific contexts, and only via certain people. Thus, an important facet of curriculum design is to ask questions, such as “What should be taught?”, “What should not be taught?”, Who should teach it?”, and “Where do we draw the line for public school teachers?” It was evident that care must be taken in the process of accessing, as well as in using cultural information, so that respect is shown for underlying cultural beliefs.

APPENDIX A

HONORING TRIBAL LEGACIES PLACE-BASED MULTILITERACIES LEARNING SPIRAL POSTER

[Insert Place-Based Multiliteracies poster here]

APPENDIX B

MATERIALS – EPISODE 1

Episode 1 - Text 1 CHANGING THE WAY THE STORY IS TOLD

By Ella Inglebret (2013)

From 1803-1806, Meriwether Lewis and William Clark led an expedition that traveled over 7,000 miles from St. Louis, Missouri to the Pacific Ocean and back. Their route took them through the homelands of over 100 American Indian tribal nations in search of a waterway connecting the eastern United States with the West. Members of the expedition survived because they were helped by American Indian people along the way. American Indians provided information about the routes to follow along the rivers, across the plains, and through the mountains. This helped the expedition avoid getting lost. Various tribes provided food for the expedition members, who at times were on the brink of starvation. American Indians also provided shelter and protection from severe weather conditions and taught expedition members survival skills.

The Lewis and Clark expedition did not find a continuous water route to the Pacific Ocean but they did increase America’s knowledge of the West. This led to massive migration of people westward across and on to American Indian homelands. This migration resulted in drastic changes for American Indian peoples. These changes included loss of tribal homelands and forced movement on to reservations and to Indian Territory (now the state of Oklahoma). Tribes were also exposed to new diseases that decimated entire villages. Today, American Indian tribes are rebuilding their economies and strengthening their governments. They are revitalizing their cultural traditions and languages. In addition, they are promoting sustainable practices to protect their natural resources. For over 150 years, the story of the Lewis and Clark journey has typically been told from the perspectives of Lewis, Clark, and other members of the expedition. As stated by Germaine White (2002), a Salish leader, “Early accounts of the Lewis and Clark story largely excluded or dismissed the native peoples encountered by the explorers – people who had been here for millennia” (p. 44). The Lewis and Clark Bicentennial Commemoration from 2003 to 2006 changed the way the story was being told. Tribal and non-tribal peoples came together in partnership to plan for the Bicentennial. As a result, tribal peoples from all along the Lewis and Clark National Historic Trail spoke with pride about their traditional cultures. They shared their histories, impressions of Lewis and Clark, their cultures today, and their plans for the future. Tribal peoples added their perspectives to the story of the Lewis and Clark expedition and its impacts. The Bicentennial was a time of “bridge building” between tribal and non-tribal peoples. References Circle of Tribal Advisors. (2007). Enough Good People: Reflections on Tribal Involvement and Inter-cultural Collaboration 2003-2006. http://lc-triballegacy.org/main.php

White, G. (2002). Sharing the Vision: How the L&C Bicentennial Can Build Trust between Tribal and Nontribal Cultures. We Proceeded On, 28(3), 43-44.

About the Author Ella Inglebret, PhD, is an Associate Professor in the Department of Speech and Hearing Sciences at Washington State University. For 25 years she has worked with Native American students preparing to become speech-language pathologists. Much of her work has focused on “bridge building” between tribal and non-tribal peoples. More information about Ella can be found at http://speechandhearing.wsu.edu/facultystaff/bios/inglebret.html

Episode 1 -Text 2

Lewis and Clark Road Sign Symbol This symbol is found along Lewis and Clark Trail highways and on signs that interpret (tell about) sites along the trail. It was the official symbol of the Lewis and Clark Trail Commission, a group of people who identified and planned for the Trail from 1964 to 1969. It then became the official property of the U.S. Department of Interior. From: The Lewis and Clark Trail Commission. (1969). The Lewis and Clark Trail: Final Report to the President and to the Congress. Washington, DC: U.S. Government Printing Office. www.nps.gov/history/history/online_books/lecl/lewis_clark.pdf

Episode 1 -Text 3

National Lewis and Clark Bicentennial Commemoration (2003-2006) Logo

Episode 1 - Text 4

National Lewis and Clark Bicentennial Commemoration (2003-2006) Logo Description The original logo of the National Council of the Lewis & Clark Bicentennial was a wood cut image depicting the explorers facing west. After its decision to call the bicentennial a commemoration rather than a celebration, the Council’s board also decided to adopt a new logo that would reflect that commitment. In 1999 … the new image was unveiled. The circular nature of the image represents the circle of life. The eight-pointed ring suggests both a compass and a Native American medicine wheel. The points on the left side are white to suggest illumination from the west, as from the setting sun. The eagle feathers represent the four directions. The tips of the feathers are dipped in blood, signifying the subsequent sacrifices and blood of Native peoples as America continued to expand westward. The feathers also acknowledge Native people’s many contributions to help the expedition survive and succeed. The Stars and Stripes, of course, are a symbol of American patriotism. The stars are shown in the heavens overlooking all of us. They represent the 17 states of the Union at the time of the Lewis & Clark Expedition. Additionally, reference to the stars helped the explorers navigate. The thirteen red and white stripes, as in the US flag, stand for the original 13 colonies. The wavy stripes suggest the motion of a flowing river or of prairie grasses in the wind. They also communicate the nautical nature of much of the expedition’s travel. The mountains illustrate the beauty and grandeur of the American landscape. Many tribal nations encountered by Lewis & Clark live in the mountains, yet passage through the high terrain caused the explorers great hardship. The logo’s colors – red, white, and blue – reflect the colors of the American flag. White and red also signify the (mostly) peaceful interactions between the expedition and the Native peoples they met, as well as hope for cross cultural understanding and collaboration during the commemoration. From: Enough Good People: Reflections on Tribal Involvement and Inter-Cultural Collaboration 2003-2006 (p. 134). http://www.lc-triballegacy.org Click on “Navigate to …”, then “Enough Good People”

Episode 1 -Text 5

Lewis and Clark Centennial

By Lawson G. Bradley (1905) The Lewis and Clark Centennial Exposition celebrates the one-hundredth anniversary of the exploration of the Oregon Country by an expedition under command of Captains Meriwether Lewis and William Clark, of the United States army. Thomas Jefferson, President of the United States, sent to Congress in 1803 a message recommending this expedition, his object being to explore the then unknown region lying between the headwaters of the Missouri River and the Pacific Ocean, as well as the Louisiana territory intervening. The President’s message resulted in the appropriation of a small sum for the expenses of the expedition, and Jefferson appointed his private secretary, Captain Lewis, to command the party. Lewis chose his friend, Captain Clark, to accompany him as joint commander. Lewis and Clark outfitted for their long journey at St. Louis, gathering about thirty trusted men for the expedition. The start was made from Camp Dubois, Illinois, a few miles above St. Louis, May 14, 1804. The party ascended the Missouri River and spent the following winter amongst the Mandan Indians in what is now North Dakota. On April 7, 1805, the expedition resumed the voyage up the Missouri to a point near the headwaters of that stream, and traveled by land through the mountains. They went down the Columbia River to its mouth, reaching the Pacific Ocean November 7th, having traveled more than 4,000 miles. Spending the winter in a log stockade which they built on the south side of the Columbia, in what is now Clatsop Country, Oregon, they started upon the return journey March 23, 1906, reaching St. Louis September 23d, after an absence of two years and four months. They were the first Americans who crossed the continent. The success of the Lewis and Clark expedition enabled the United States to acquire all the territory now embraced in Oregon, Washington and Idaho and the western parts of Montana and Wyoming. Source: Bradley, L. G. (1905). Official Guide to the Lewis and Clark Exposition (pp. 2). Portland, OR: Lewis and Clark Centennial and American Pacific Exposition and Oriental Fair. Copy of the Official Guide provided courtesy of the University of Oregon Library System, Special Collections. About the Author (Quote from H. W. Goode, President, Lewis and Clark Centennial Exposition) “The Official Guide Company (Lawson G. Bradley) has been granted the privilege of publishing the Official Guide of the Lewis and Clark Centennial Exposition ... They are privileged to publish same under Exposition approval. This is the only official guide … that has been authorized by the Exposition, and no other guide book may be sold upon the Exposition Grounds.”

Episode 1 - Text 6

For Us, This is Not a Celebration

by Roberta Conner (2003) For us, this is not a celebration. It is an observance or commemoration. We want both sides of the story told – the Army Expedition’s and our own – and we want to tell our own story. We want to protect resources on the National Lewis and Clark Trail including sacred sites. We want to help create economic opportunities for our people. We want the nation to realize and recognize tribal contributions to this great country including aid given the Corps of Discovery. We want the U.S. government to do what it has promised. And, above all, we want to protect the gifts the Creator gave us. The journal entries by Meriwether Lewis and William Clark, as well as those by the other writers of the Expedition, tell us what they observed, what they perceived, and what they believed. They cannot reflect the impressions of the only other participants in this significant time in history – the indigenous peoples. As visitors, they attempt to put the goings-on in context but they were clearly at a disadvantage in language and knowledge of the terrain. As deft as Clark was at measuring and as astute as Lewis was in observation and dialects, they were still left to conjecture frequently. Against pretty overwhelming odds, many indigenous groups have survived the past 200 years. Many also perished. Languages of our ancestors are no longer spoken in many Native communities. Efforts to document and preserve dialects, languages and songs are dangerously close to language loss. In our region, we have been welcoming travelers for a couple of centuries. We are friendly, but please be mindful this is the place the Creator gave us. It is our only home. We may reside elsewhere temporarily but this is the only place we’ll ever be from – it is part of us and we part of it. Source: Roberta Conner. (2003). For Us, This is Not a Celebration. The Lewis and Clark Bicentennial: Many Voices – One Journey – Join Us, People, Land, and Water Special Issue, p. 19. About the Author Roberta Conner is an enrolled member of the Confederated Tribes of the Umatilla Indian Reservation and the Director of the Tamástslikt Cultural Institute. This institute is dedicated to accurate presentation of the culture and history of the Cayuse, Umatilla, and Walla Walla Tribes. Ms. Conner was a member of the Council of Tribal Advisors (COTA) for the Lewis and Clark Bicentennial. To hear her speak about her tribal homelands go to www.trailtribes.org/umatilla/homelands.htm. To hear her speak about the Lewis and Clark Bicentennial go to www.lc-triballegacy.org and search for her name. Ms. Conner also compares and contrasts entries in the journals of Lewis and Clark with tribal perspectives in the book, Lewis and Clark through Indian Eyes: Nine Indian Writers on the Legacy of the Expedition, edited by Alvin M. Josephy, Jr. and published by Vintage Books in 2006.

Episode 1 - Reproducible 1

My Lens for Seeing the World Name: _______________________ Date: ______________________ Perspective or point of view can be thought of as a lens for seeing the world. A lens can come in different shapes, sizes, and colors. It can magnify to help us see very fine details or zoom out to help us see a larger picture. A lens can be pointed in different directions to change our perspective on the world. We each bring our own personal background to our perspective. The purpose of the following questions is to explore parts of your personal background that influence your perspective or “lens for seeing the world.” Answer the questions, then write a paragraph summarizing your answers. Use the title, “My Lens for Seeing the World.” Where did your name come from? Are you a boy or a girl? Where did you grow up? Where do you live now? Who do you live with? What languages do you speak? What is your nationality or ethnic background? What is your favorite (and least favorite): - music? - food? - subject at school? What would you like to do when you grow up? Your answers to these questions reflect parts of your personal background. How do you think your personal background might affect your perspective?

Episode 1 - Reproducible 2

WHOSE PERSPECTIVE? Name: ________________________ Date: _________________________ Text Title: _____________________ The purpose of the following questions is to explore the perspective represented in a text. It is important to understand that an author (designer or illustrator) controls what is included or excluded in a text. This process will be influenced by the author’s background. Who is the author (designer, illustrator)? What is the author’s (designer’s, illustrator’s) background? When was the text created? What is the main idea of this text? What types of evidence are used to support this idea? (Provide details and examples from the text) Whose perspective is included? What other perspectives could be added to make the story more complete? Where in the text might different perspectives be added? What surprised you about this text? How does this text change your thinking about the Lewis and Clark story? Adapted from: Silvers and Shorey (2012)

Episode 1 - Reproducible 3

WORD BANK Name: __________________________________________ Date: ________________________ Unit Title: ____________________________________________________________________ In the space below, write new important words you learn throughout this unit. Next to the word write its meaning in your own words and draw a simple picture to help you remember it.

Word Meaning Picture

Episode 1 – Reproducible 4

WORD PART CHART Examples of Prefixes, Root Words, and Suffixes with Associated Meanings

Directions: You can use the word part chart to help you understand the meaning of key words found in the texts you are reading. Look at the beginning, middle, and end of words to see if any of the identified word parts are present. The meaning associated with each part is listed in parentheses. Reconnect the word parts to determine the word meaning.

Prefix Root Word Suffix bi- (two) col- (together, with) com- (together, with) ex- (out) mill- (thousand) multi- (many) per- (through) pre- (before) pro- (forward) sus- (under)

aud (to hear) lingu (language) liter (letters) mem (recall, remember) ped (foot or feet) spect (to see, to watch) tact (touch) tain (hold, keep) tect (cover) terr (earth) vis (to see)

-able (worth, ability) -ation (action or process) -ial (relating to) -ile (relating to) -ion (action or process) -ive (having qualities of) -ment (condition or result) -ory (place for) -tion (state or quality)

Additional resources for examining prefixes, root words, and suffixes can be found at: English Language Roots: Quick Chart www.prefixsuffix.com/rootchart.php Word Roots and Prefixes: Quick Reference www.learnthat.org/pages/view/roots.html

Episode 1 - Reproducible 5

ANALYZING SYMBOLS – REFLECTION LOG Investigative Question – “What story does this symbol communicate?”

Observe Reflect Question

Describe what you see.

What do you notice first in this symbol? Why do you think you notice this first? Why do you think this symbol was made? Whose perspective is represented? Whose perspective might be added?

What do you wonder about … Who? What? Where? When? Why? How?

Adapted from: Library of Congress/LOC.gov/teachers

Episode 1 – Reproducible 6

VENN DIAGRAM  

APPENDIX C

MATERIALS – EPISODE 2

Episode 2 – Text 1

LEWIS AND CLARK NATIONAL HISTORIC TRAIL

by the National Park Service, U.S. Department of Interior (2012) Description of Lewis and Clark National Historic Trail The Lewis and Clark National Historic Trail is approximately 3,700 miles long, extending from Wood River, Illinois, to the mouth of the Columbia River, near present day Astoria, Oregon, following the historic outbound and inbound routes of the Lewis and Clark Expedition. The trail connects 11 states (Illinois, Missouri, Kansas, Nebraska, Iowa, South Dakota, North Dakota, Montana, Idaho, Washington, and Oregon) and many tribal lands. The trail was established by Congress in 1978 as part of the national trails system (NTS) as one of four original national historic trails. Today, visitors can follow the approximate route of the Corps of Discovery (Lewis and Clark Expedition members) by exploring the trail using a variety of transportation methods and interpretive means.

Before going on review these vocabulary words and definitions Identification – finding out what something is Protection – being kept from harm or loss Interpretation – the way something is explained Public use – shared with all peoples Preservation – keeping something in its original state or in good condition

Purpose of the Lewis and Clark National Historic Trail Purpose The purpose of the Lewis and Clark National Historic Trail is to commemorate the 1804 to 1806 Lewis and Clark Expedition through identification; protection; interpretation; public use and enjoyment; and preservation of historic, cultural, and natural resources associated with the expedition and its place in U.S. and tribal history. Selected Themes Encountering Indigenous Peoples The Corps of Discovery, diverse in their cultures, experiences, and skills, explored vast lands and participated in diplomatic encounters with Indian nations. They traded with, learned from,

and depended on friendly relations with over 50 tribes throughout the course of the journey. The American Indians they encountered had been living on the land for thousands of years and had complex societal, political, economic, and spiritual structures in place. The Indian people shared their food, knowledge, and skills with the Corps of Discovery, thus ensuring their survival and the successful completion of their mission. The Corps of Discovery was charged with making contact with American Indian tribes during their journey and establishing trade relationships with these groups. Without the help and support of numerous tribal groups, the expedition would not have survived in the rugged North American interior. The theme, “Encountering Indigenous Peoples,” tells the story of first encounters between a growing nation and the indigenous inhabitants who had lived on the land for thousands of years. Unity through History The Lewis and Clark Expedition marks a significant time in the nation’s history. Some call it an epic event leading to prosperous growth of a young nation while others characterize it as having huge disruptive impacts on the viable and rich indigenous cultures. Listening to each other with respect, the nation can unite through an understanding of multiple perspectives of the collective history of the United States. The historic events of the Lewis and Clark Expedition weave together numerous perspectives and interpretations of the first encounters between the growing nation and the tribal nations inhabiting the land. Commemorating and sharing the stories of the Corps of Discovery expedition through the creation of the Lewis and Clark National Historic Trail provide an opportunity to explore and share these perspectives providing a better understanding of the past. Through the theme, “Unity through History,” the Lewis and Clark National Historic Trail provides an opportunity to listen to and respect the multiple perspectives that mold the collective history of the United States. Traces of the Past Observed Today The Lewis and Clark National Historic Trail provides opportunities to glimpse the past, learn from history, visit tribal nations, and explore the landscape. The Lewis and Clark National Historic Trail is a tangible link to the nation’s past and enables exploration of the cultural landscape with a newfound respect and appreciation for the legacy of the Lewis and Clark Expedition. The trail also provides an opportunity to visit contemporary tribal nations, understand their traditions, and gain respect for their relationship with these lands. The theme, “Traces of the Past Observed Today,” utilizes the historic resources of the trail to increase understanding and appreciation of the past. Excerpts from: National Park Service, U.S. Department of Interior. (2012, September). Lewis and Clark National Historic Trail Foundation Document. Omaha, NE: Lewis and Clark National Historic Trail. (Taken from pages 4,7,9,11). Full Foundation Document is available at http://www.nps.gov/lecl/parkmgmt/index.htm

Episode 2 – Text 3

[Insert Place-Based Multiliteracies Student Guide here]

Episode 2 – Text 4a

A GUIDE TO VISITING TRIBAL HOMELANDS DURING & AFTER THE LEWIS & CLARK BICENTENNIAL

by The Circle of Tribal Advisors of the National Council of the Lewis & Clark Bicentennial

(2005) We welcome you to our homelands – just as we welcomed Lewis & Clark, Sacagawea, York and the members of the Corps of Discovery two hundred years ago! Enjoy the wealth of educational and recreational opportunities we have to offer. Have you heard about tribal efforts to restore the buffalo to the Plains? Did you know just how important the salmon is to Northwest tribes? Have you ever taken a tour of a reservation? Or visited a tribal college? We have so much to show you! Visit our museums, historic sites, ranches, colleges and casinos. Attend a powwow, buy beautiful works of art, hike, camp, fish, dine, shop … there is so much in store for you in our communities. Welcome to our home!

WHAT’S IMPORTANT TO KNOW ABOUT AMERICAN INDIAN PEOPLE TODAY? WE ARE STILL HERE. We are the physical manifestations of the dreams and prayers of our ancestors. This connection is alive, and it is the foundation of our existence today and for the future. But not every tribe is the same. We have different languages, songs and traditions. We even have different governments and histories. The Circle of Tribal Advisors consists of 40 contemporary tribes who represent most of the 100+ Indian nations whose homelands were traversed by Lewis and Clark. In fact, there is no such thing as a “typical” tribe. And after all that has happened in American history since the time of Lewis & Clark, we are still here. THE CONSEQUENCES OF CONTACT. By the time the Corps of Discovery came into contact with indigenous peoples, many tribes had experienced the consequences of contact. Smallpox, typhoid, influenza and measles wiped out hundreds of thousands of Native people. Later, conflicts with Euro-Americans grew more intense and more frequent as encroachment upon tribal lands and resources increased or promises were not kept. We have a shared history and all stories must be told. SAVING THE LANGUAGES OF THE EARTH. Our Native languages directly reflect the intimate knowledge of the ecosystems that have sustained us for millennia. But throughout the 19th and early 20th centuries, the U.S. government implemented policies to eradicate our languages and cultural practices in efforts to “civilize” and assimilate tribal people. In the few generations since, tribes nationwide have struggled to keep ancient languages alive. Language preservation and revitalization efforts are urgent races against time. Many tribes have language instruction and preservation programs. Today, tribal languages – and the indigenous ecosystems from which they came – are severely endangered and we are working to save them. PROTECTING OUR CONNECTIONS TO OUR ANCESTORS.

There are thousands of tribal cultural resource areas, burial grounds and sacred sites along the Lewis & Clark National Historic Trail. These are irreplaceable resources. They are the connections to our history, messages from our ancestors, treasures for our future and the cradle of our existence. The desecration, excavation, looting, vandalism, theft and destruction of these resource areas and sacred sites are a national disgrace. For us, they are irreparable losses. Our archaeological sites, sacred sites and burial sites are monuments, and like the monuments of other great nations, they deserve respect. Help us teach others how to respect them. TAKING CARE OF THE GIFTS: THE LAND AND THE WATER. Native lives and cultures are inextricably connected to the land, water and sky, and our ancestral union with them. The Creator bestowed these gifts upon us and we have the responsibility to ensure that they are protected. We come from these lands and we will always be here. Our children and seven generations to come will inherit healthy ecosystems and abundant natural resources if we make intelligent decisions today. We must remember this: all lands and water are precious. RESTORING THE BISON AND SALMON. The bison of the Plains and the salmon of the great Northwest rivers are sacred. They are as important to us as air is to our lungs. They are the Creator’s great gifts – the wellspring of our spiritual, economic and social life. At the time of Lewis & Clark, and before the Columbia River was dammed, the salmon runs were a wonder of nature. Now, just 200 years later, some species of salmon recorded by Lewis & Clark are extinct; others are endangered. But salmon remains a dietary staple for Northwest tribes and the center of our ceremonial life. We are working hard to bring back the salmon. We are working just as hard to restore healthy bison herds to today’s tribal lands. The bison was nearly exterminated by indiscriminate slaughter as America’s westward migration grew. It is our responsibility to bring them back and reaffirm our relationship to this magnificent creature. THIS IS OUR HOME. WE WILL ALWAYS BE HERE. We are proud peoples. We are proud of our traditions, languages, arts and histories. We are proud of our achievements and contributions to American society-at-large, including those to the Lewis & Clark Expedition. We are part of this great American landscape. We come from these lands and we will always be here.

Episode 2 - Text 4b

Small Group 1: Understanding Place Directions: The section below contains a heading and a paragraph. The box contains elements of place and related key points made in the paragraph. Identify and write down details and examples expressed in the paragraph that support the key points.

A GUIDE TO VISITING TRIBAL HOMELANDS DURING & AFTER THE LEWIS & CLARK BICENTENNIAL

We welcome you to our homelands – just as we welcomed Lewis & Clark, Sacagawea, York and the members of the Corps of Discovery two hundred years ago! Enjoy the wealth of educational and recreational opportunities we have to offer. Have you heard about tribal efforts to restore the buffalo to the Plains? Did you know just how important the salmon is to Northwest tribes? Have you ever taken a tour of a reservation? Or visited a tribal college? We have so much to show you! Visit our museums, historic sites, ranches, colleges and casinos. Attend a powwow, buy beautiful works of art, hike, camp, fish, dine, shop … there is so much in store for you in our communities. Welcome to our home! Peoples – Tribal peoples welcome visitors. Peoples and the Natural Environment – Tribal peoples are restoring our natural environment. Built Environment – Tribes can show us many different types of human-made places and things.

Small Group 2: Understanding Place Directions: The section below contains a question, a heading, and a paragraph. The box contains elements of place and related key points made in the paragraph. Identify and write down details and examples expressed in the paragraph that support the key points.

WHAT’S IMPORTANT TO KNOW ABOUT AMERICAN INDIAN PEOPLE TODAY?

WE ARE STILL HERE. We are the physical manifestations of the dreams and prayers of our ancestors. This connection is alive, and it is the foundation of our existence today and for the future. But not every tribe is the same. We have different languages, songs and traditions. We even have different governments and histories. The Circle of Tribal Advisors consists of 40 contemporary tribes who represent most of the 100+ Indian nations whose homelands were traversed by Lewis & Clark. In fact, there is no such thing as a “typical” tribe. And after all that has happened in American history since the time of Lewis & Clark, we are still here. Time – The past (ancestors), present, and future are connected. Peoples – Every tribe is unique. Peoples – The homelands of over 100 tribal nations were traveled by Lewis and Clark. Peoples Today

Small Group 3: Understanding Place Directions: The section below contains a question, a heading, and a paragraph. The box contains elements of place and a related key point made in the paragraph. Identify and write down details and examples expressed in the paragraph that support the key points.

WHAT’S IMPORTANT TO KNOW ABOUT AMERICAN INDIAN PEOPLE TODAY? THE CONSEQUENCES OF CONTACT. By the time the Corps of Discovery came into contact with indigenous peoples, many tribes had experienced the consequences of contact. Smallpox, typhoid, influenza and measles wiped out hundreds of thousands of Native people. Later, conflicts with Euro-Americans grew more intense and more frequent as encroachment upon tribal lands and resources increased or promises were not kept. We have a shared history and all stories must be told. Peoples – Contact between Euro-Americans and tribes brought disease and conflict. Peoples – We are all part of America’s history and its stories. The story of our country should be told from multiple perspectives.

Small Group 4: Understanding Place Directions: The section below contains a question, a heading, and a paragraph. The box contains elements of place and a related key point made in the paragraph. Identify and write down details and examples expressed in the paragraph that support the key points.

WHAT’S IMPORTANT TO KNOW ABOUT AMERICAN INDIAN PEOPLE TODAY? SAVING THE LANGUAGES OF THE EARTH. Our Native languages directly reflect the intimate knowledge of the ecosystems that have sustained us for millennia. But throughout the 19th and early 20th centuries, the U.S. government implemented policies to eradicate our languages and cultural practices in efforts to “civilize” and assimilate tribal people. In the few generations since, tribes nationwide have struggled to keep ancient languages alive. Language preservation and revitalization efforts are urgent races against time. Many tribes have language instruction and preservation programs. Today, tribal languages – and the indigenous ecosystems from which they came – are severely endangered and we are working to save them. Natural Environment – Native languages are connected to the earth. Peoples – Past U.S. government policies and practices tried to erase tribal languages and cultures. Peoples – Tribal languages are in danger of being lost.

Small Group 5: Understanding Place Directions: The section below contains a question, a heading, and a paragraph. The box contains elements of place and a related key point made in the paragraph. Identify and write down details and examples expressed in the paragraph that support the key points.

WHAT’S IMPORTANT TO KNOW ABOUT AMERICAN INDIAN PEOPLE TODAY? PROTECTING OUR CONNECTIONS TO OUR ANCESTORS. There are thousands of tribal cultural resource areas, burial grounds and sacred sites along the Lewis & Clark National Historic Trail. These are irreplaceable resources. They are the connections to our history, messages from our ancestors, treasures for our future and the cradle of our existence. The desecration, excavation, looting, vandalism, theft and destruction of these resource areas and sacred sites are a national disgrace. For us, they are irreparable losses. Our archaeological sites, sacred sites and burial sites are monuments, and like the monuments of other great nations, they deserve respect. Help us teach others how to respect them. Natural Environment and Peoples - The land connects tribal peoples to their ancestors, their history, and their culture. Natural Environment and Peoples – Certain “places” are sacred and should be respected.

Small Group 6: Understanding Place Directions: The section below contains a question, a heading, and a paragraph. The box contains elements of place and a related key point made in the paragraph. Identify and write down details and examples expressed in the paragraph that support the key points.

WHAT’S IMPORTANT TO KNOW ABOUT AMERICAN INDIAN PEOPLE TODAY? TAKING CARE OF THE GIFTS: THE LAND AND THE WATER. Native lives and cultures are inextricably connected to the land, water and sky, and our ancestral union with them. The Creator bestowed these gifts upon us and we have the responsibility to ensure that they are protected. We come from these lands and we will always be here. Our children and seven generations to come will inherit healthy ecosystems and abundant natural resources if we make intelligent decisions today. We must remember this: all lands and water are precious. Natural Environment and Peoples – Human life is tightly connected to the land, water, and sky and we have a responsibility to take care of them. Time – Native peoples view themselves as part of the land for all time – the past, present, and future. We must take care of the land now so that it will be healthy in the future.

Small Group 7: Understanding Place Directions: The section below contains a question, a heading, and a paragraph. The box contains elements of place and a related key point made in the paragraph. Identify and write down details and examples expressed in the paragraph that support the key points.

WHAT’S IMPORTANT TO KNOW ABOUT AMERICAN INDIAN PEOPLE TODAY? RESTORING THE BISON AND SALMON. The bison of the Plains and the salmon of the great Northwest rivers are sacred. They are as important to us as air is to our lungs. They are the Creator’s great gifts – the wellspring of our spiritual, economic and social life. At the time of Lewis & Clark, and before the Columbia River was dammed, the salmon runs were a wonder of nature. Now, just 200 years later, some species of salmon recorded by Lewis & Clark are extinct; others are endangered. But salmon remains a dietary staple for Northwest tribes and the center of our ceremonial life. We are working hard to bring back the salmon. We are working just as hard to restore healthy bison herds to today’s tribal lands. The bison was nearly exterminated by indiscriminate slaughter as America’s westward migration grew. It is our responsibility to bring them back and reaffirm our relationship to this magnificent creature. Peoples and the Natural Environment – The bison and the salmon are sacred and lie at the center of tribal life. Peoples and the Natural Environment – Humans are restoring the bison and salmon along with the lands and waters needed for them to live.

Small Group 8: Understanding Place Directions: The section below contains a question, a heading, and a paragraph. The box contains elements of place and a related key point made in the paragraph. Identify and write down details and examples expressed in the paragraph that support the key points.

WHAT’S IMPORTANT TO KNOW ABOUT AMERICAN INDIAN PEOPLE TODAY? THIS IS OUR HOME. WE WILL ALWAYS BE HERE. We are proud peoples. We are proud of our traditions, languages, arts and histories. We are proud of our achievements and contributions to American society-at-large, including those to the Lewis & Clark Expedition. We are part of this great American landscape. We come from these lands and we will always be here. Peoples – Tribal peoples are proud of their way of life and their contributions to America. Peoples, the Natural Environment, and Time – Tribal peoples are part of the lands where they live and will always be here.

Episode 2 – Text 4b

Teacher Resource

A GUIDE TO VISITING TRIBAL HOMELANDS DURING & AFTER THE LEWIS & CLARK BICENTENNIAL

We welcome you to our homelands – just as we welcomed Lewis & Clark, Sacagawea, York and the members of the Corps of Discovery two hundred years ago! Enjoy the wealth of educational and recreational opportunities we have to offer. Have you heard about tribal efforts to restore the buffalo to the Plains? Did you know just how important the salmon is to Northwest tribes? Have you ever taken a tour of a reservation? Or visited a tribal college? We have so much to show you! Visit our museums, historic sites, ranches, colleges and casinos. Attend a powwow, buy beautiful works of art, hike, camp, fish, dine, shop … there is so much in store for you in our communities. Welcome to our home! Peoples – Tribal peoples welcome visitors. “We welcome you to our homelands – just as we welcomed Lewis & Clark, Sacagawea, York and the members of the Corps of Discovery two hundred years ago!” Peoples and the Natural Environment – Tribal peoples are restoring our natural environment. “Have you heard about tribal efforts to restore the buffalo to the Plains? Did you know just how important the salmon is to Northwest tribes?” Built Environment – Tribes can show us many different types of human-made places and things. - Tribal colleges, museums, historic sites, ranches, casinos - Buy art, dine, shop WHAT’S IMPORTANT TO KNOW ABOUT AMERICAN INDIAN PEOPLE TODAY? WE ARE STILL HERE. We are the physical manifestations of the dreams and prayers of our ancestors. This connection is alive, and it is the foundation of our existence today and for the future. But not every tribe is the same. We have different languages, songs and traditions. We even have different governments and histories. The Circle of Tribal Advisors consists of 40 contemporary tribes who represent most of the 100+ Indian nations whose homelands were traversed by Lewis & Clark. In fact, there is no such thing as a “typical” tribe. And after all that has happened in American history since the time of Lewis & Clark, we are still here. Time – The past (ancestors), present, and future are connected. “We are the physical manifestations of the dreams and prayers of our ancestors. This connection is alive, and it is the foundation of our existence today and for the future.” Peoples – Every tribe is unique.

“But not every tribe is the same. We have different languages, songs and traditions. We even have different governments and histories.” Peoples – The homelands of over 100 tribal nations were traveled by Lewis & Clark. “…100+ Indian nations whose homelands were traversed by Lewis & Clark.” Peoples Today “… we are still here”. THE CONSEQUENCES OF CONTACT. By the time the Corps of Discovery came into contact with indigenous peoples, many tribes had experienced the consequences of contact. Smallpox, typhoid, influenza and measles wiped out hundreds of thousands of Native people. Later, conflicts with Euro-Americans grew more intense and more frequent as encroachment upon tribal lands and resources increased or promises were not kept. We have a shared history and all stories must be told. Peoples – Contact between Euro-Americans and tribes brought disease and conflict. “Smallpox, typhoid, influenza and measles wiped out hundreds of thousands of Native people. Later, conflicts with Euro-Americans grew more intense and more frequent as encroachment upon tribal lands and resources increased or promises were not kept.” Peoples – We are all part of America’s history and its stories. The story of our country should be told from multiple perspectives. “We have a shared history and all stories must be told.” SAVING THE LANGUAGES OF THE EARTH. Our Native languages directly reflect the intimate knowledge of the ecosystems that have sustained us for millennia. But throughout the 19th and early 20th centuries, the U.S. government implemented policies to eradicate our languages and cultural practices in efforts to “civilize” and assimilate tribal people. In the few generations since, tribes nationwide have struggled to keep ancient languages alive. Language preservation and revitalization efforts are urgent races against time. Many tribes have language instruction and preservation programs. Today, tribal languages – and the indigenous ecosystems from which they came – are severely endangered and we are working to save them. Natural Environment – Native languages are connected to the earth. “Our Native languages directly reflect the intimate knowledge of the ecosystems that have sustained us for millennia.” Peoples – Past U.S. government policies and practices tried to erase tribal languages and cultures. “But throughout the 19th and early 20th centuries, the U.S. government implemented policies to eradicate our languages and cultural practices in efforts to “civilize” and assimilate tribal people.”

Peoples – Tribal languages are in danger of being lost. “Today, tribal languages – and the indigenous ecosystems from which they came – are severely endangered and we are working to save them.” PROTECTING OUR CONNECTIONS TO OUR ANCESTORS. There are thousands of tribal cultural resource areas, burial grounds and sacred sites along the Lewis & Clark National Historic Trail. These are irreplaceable resources. They are the connections to our history, messages from our ancestors, treasures for our future and the cradle of our existence. The desecration, excavation, looting, vandalism, theft and destruction of these resource areas and sacred sites are a national disgrace. For us, they are irreparable losses. Our archaeological sites, sacred sites and burial sites are monuments, and like the monuments of other great nations, they deserve respect. Help us teach others how to respect them. Natural Environment and Peoples - The land connects tribal peoples to their ancestors, their history, and their culture. “There are thousands of tribal cultural resource areas, burial grounds and sacred sites along the Lewis & Clark National Historic Trail. These are irreplaceable resources. They are the connections to our history, messages from our ancestors, treasures for our future and the cradle of our existence.” Natural Environment and Peoples – Certain “places” are sacred and should be respected. “Our archaeological sites, sacred sites and burial sites are monuments, and like the monuments of other great nations, they deserve respect. Help us teach others how to respect them.” TAKING CARE OF THE GIFTS: THE LAND AND THE WATER. Native lives and cultures are inextricably connected to the land, water and sky, and our ancestral union with them. The Creator bestowed these gifts upon us and we have the responsibility to ensure that they are protected. We come from these lands and we will always be here. Our children and seven generations to come will inherit healthy ecosystems and abundant natural resources if we make intelligent decisions today. We must remember this: all lands and water are precious. Natural Environment and Peoples – Human life is tightly connected to the land, water, and sky and we have a responsibility to take care of them. “Native lives and cultures are inextricably connected to the land, water and sky, and our ancestral union with them. The Creator bestowed these gifts upon us and we have the responsibility to ensure that they are protected.” Time – Native peoples view themselves as part of the land for all time – the past, present, and future. We must take care of the land now so that it will be healthy in the future. “We come from these lands and we will always be here. Our children and seven generations to come will inherit healthy ecosystems and abundant natural resources if we make intelligent decisions today.”

RESTORING THE BISON AND SALMON. The bison of the Plains and the salmon of the great Northwest rivers are sacred. They are as important to us as air is to our lungs. They are the Creator’s great gifts – the wellspring of our spiritual, economic and social life. At the time of Lewis & Clark, and before the Columbia River was dammed, the salmon runs were a wonder of nature. Now, just 200 years later, some species of salmon recorded by Lewis & Clark are extinct; others are endangered. But salmon remains a dietary staple for Northwest tribes and the center of our ceremonial life. We are working hard to bring back the salmon. We are working just as hard to restore healthy bison herds to today’s tribal lands. The bison was nearly exterminated by indiscriminate slaughter as America’s westward migration grew. It is our responsibility to bring them back and reaffirm our relationship to this magnificent creature. Peoples and the Natural Environment – The bison and the salmon are sacred and lie at the center of tribal life. “The bison of the Plains and the salmon of the great Northwest rivers are sacred. They are as important to us as air is to our lungs. They are the Creator’s great gifts – the wellspring of our spiritual, economic and social life.” Peoples and the Natural Environment – Humans are restoring the bison and salmon along with the lands and waters needed for them to live. “At the time of Lewis & Clark, and before the Columbia River was dammed, the salmon runs were a wonder of nature. Now, just 200 years later, some species of salmon recorded by Lewis & Clark are extinct; others are endangered. But salmon remains a dietary staple for Northwest tribes and the center of our ceremonial life. We are working hard to bring back the salmon. We are working just as hard to restore healthy bison herds to today’s tribal lands. The bison was nearly exterminated by indiscriminate slaughter as America’s westward migration grew. It is our responsibility to bring them back and reaffirm our relationship to this magnificent creature.” THIS IS OUR HOME. WE WILL ALWAYS BE HERE. We are proud peoples. We are proud of our traditions, languages, arts and histories. We are proud of our achievements and contributions to American society-at-large, including those to the Lewis & Clark Expedition. We are part of this great American landscape. We come from these lands and we will always be here. Peoples – Tribal peoples are proud of their way of life and their contributions to America. “We are proud of our traditions, languages, arts and histories. We are proud of our achievements and contributions to American society-at-large, including those to the Lewis & Clark Expedition.” Peoples, the Natural Environment, and Time – Tribal peoples are part of the lands where they live and will always be here. “We come from these lands and we will always be here.”

Episode 2 – Text 5

HONORING TRIBAL LEGACIES TIMELINE

Year Event Tribal Voices Represented

Since Time Immemorial

Tribes inhabited the area traversed by the Lewis and Clark expedition; a place-based multiliteracies approach was used to educate youth.

X

1774 Juan Perez from Spain sailed up the north Pacific coast. 1776 James Cook from England sailed up the north Pacific coast in

search of a water route across North America; he did not find the water route but did write about the abundant natural resources.

1776-1781 The American Revolution occurs. 1778 First congressionally approved treaty with the Delaware Tribe. X 1787 Northwest Ordinance states that Indian lands should not be taken

without their consent nor their rights disturbed. X

Late 1770s Despite government sanctions and declarations regarding Indian rights, settlers continued to encroach and wars ensue, usually with the Native people on the losing side.

1792 Robert Gray sailed up the Pacific coast and the Columbia River claiming lands around the Columbia River for the U.S.

1801-1808 Thomas Jefferson is President of the U.S. 1802 The Trade and Intercourse Act mandates the death penalty for

anyone killing “friendly” Indians.

1803 Louisiana Purchase – U.S. buys more than 827,000 square miles of land from France for $15 million.

1803-1806 Lewis and Clark expedition travels to the Pacific Ocean and back through the homelands of more than 100 sovereign tribal nations.

1800s 400 treaties signed recognizing a government-to-government relationship between the U.S. government and Indian tribes.

X

1807 Importation of Black slaves is banned by Congress. 1812-1815 U.S. at war with Great Britain over issues of borders, trade,

freedom of the seas, and the rights of neutrals.

1815 American settlers begin large migration to Alabama and Mississippi (Old Southwest).

1817 Construction of Erie Canal begins to connect the Great Lakes and the Ohio and Mississippi valleys with the Hudson River.

1821 Santa Fe Trail is opened from Independence, MO to Santa Fe, NM; first American settlers arrive in Texas.

1824 Bureau of Indian Affairs is established in U.S. War Department. 1830 Indian Removal Act is passed by Congress to forcibly resettle

southeastern Indian tribes to territory west of the Mississippi.

1835 Gold is found on Cherokee land in Georgia; Cherokees are forced to cede lands.

1838 “Trail of Tears”: Cherokees are forcibly removed from Georgia to Indian territory in present-day Oklahoma.

1840s American settlers begin to arrive in the West via the Oregon Trail.

1846-1848 Mexican War; California Gold Rush begins. 1861 The Civil War begins. 1863 President Abraham Lincoln issues the Emancipation

Proclamation.

1867 Congress Peace Commission denounces White attacks on Natives but continues to promote assimilation.

1868 Commission declares Native languages should be blotted out to encourage assimilation and that state schools should be established for this purpose.

1869 The transcontinental railroad ends isolation of western tribes. 1871 Congress passes legislation ending the treaty-making process. 1878 Commission of Indian Affairs’ report states that education of

Indian children is the quickest way to civilize Indians.

1880 Indian Bureau declares all instruction must be in English in mission and government schools.

1881 The Sun Dance is banned. 1885 Traditional religious ceremonies are banned. 1887 The Allotment or “Dawes” Act is adopted by Congress breaking

up tribal lands into parcels.

1890 Transcontinental railroads are completed, the population in Idaho, Washington, and Oregon grows from about 251,000 in 1880 to 705,000.

Late 1800s, early 1900s

Natural resource industries are booming in the Northwest; large-scale logging takes place along the Columbia River.

1904-1906 Lewis and Clark Centennial American Pacific Exposition and Oriental Fair held in Portland; tribes are invited as entertainment.

1906 Burke Act causes many Indians to lose their lands due to non-payment of taxes.

1915 America enters World War I. 1924 American Indians become citizens of the United States. X 1928 Meriam Report criticizes policies including allotment and

interference in Indian Affairs and recommends that Indian children not be sent to boarding schools.

1933 The Bureau of Indian Affairs is reformed. The sale of Indian lands stops.

1933 John Collier is the first commissioner of Indian Affairs to advocate for Indian rights.

1930-1960 Substantial dam-building occurs on rivers in the Midwest and West.

1934 The Indian Reorganization Act ends the Dawes Act and promotes economic development.

1934 Johnson-O’Malley legislation passes to provide funds for Indian students to attend schools near their homes.

1934 Congress passes the Fish and Wildlife Coordination Act (amended in 1946 and 1958), legislation requiring the federal government to consider fish and wildlife when planning federal water development projects.

1941 United States enters World War II. 1944 Congress introduces legislation terminating the federal trust

relationship between the federal government and Indian tribes.

1946 The Bureau of Land Management is established to oversee Indian land issues.

1946 Federal Indian Claims Commission Act permits legal claims to be filed against the U.S. for lands illegally usurped.

1949 The population of the Northwest has grown 44% since 1940, a period when the nation’s overall population grew 13%.

1950 The Korean War begins. 1953 It becomes legal to sell alcohol to Indians. 1953 President Dwight Eisenhower shifts the nation’s power policy

from a focus on federal dam-building to encouraging local utilities to build dams on major rivers.

1954-1956 150th Anniversary of Lewis and Clark expedition celebrated nationally; tribes are invited as entertainment.

1957 Indian Vocational Training Act creates job training centers near reservations.

X

1960s Civil Rights Era – All “minority” groups receive increased attention.

X

1960 For the first time, Tribal people can identify themselves as “Indian” on the U.S. Census.

X

1960 The population of Northwest states is now 5,964,000, an increase of 884,000 since 1950 and 2,058,000 since 1940.

1964 Civil Rights Act requires equitable educational opportunities. X 1964 The Economic Opportunity Act was passed providing for Indian

control of federal funds. X

1969 Congressional commission recommends designation of Lewis and Clark’s route as part of the new National Trails System to be managed by the National Park Service.

1969 U.S. Senate releases report, Indian Education: A National Tragedy – A National Challenge.

X

1970 President Nixon announces an era of Indian control over decisions affecting Indians.

X

1973 Congress passes the Endangered Species Act. 1974 U.S. District Judge George Boldt rules that Indians are entitled to

50% of harvestable surplus of salmon and steelhead in Northwest rivers.

X

1974 First tribally-owned and operated tribal college is established. X 1975 Indian Self-Determination and Education Assistance Act passed. X

1978 Congress establishes the Lewis and Clark National Historic Trail; 3,700 miles through 11 states and across 114 tribal homelands.

1980s Tribal governments pass resolutions supporting instruction and preservation of Native languages.

X

1988 Indian Gaming Regulatory Act allows tribes to use lands for casinos and entertainment.

X

1990 Native American Languages Act passed to protect Native languages; Native American Graves Protection and Repatriation Act passed to protect Native American remains.

X

1991 Indian Nations At Risk: An Educational Strategy for Action report is submitted to the U.S. Secretary of Education.

X

1993 National Council of the Lewis and Clark Bicentennial is formed.

1994 Tribal leaders are elected to the board of the National Council of the Lewis and Clark Bicentennial.

X

1996 Based on input of tribal leaders, the Lewis and Clark Bicentennial is called a commemoration rather than a celebration.

X

1998 The National Park Service conducts 4 listening sessions across Indian country to explain Corps of Discovery II; tribal leaders object to being consulted after the project is already planned.

X

2000 Gerard Baker, member of the Hidatsa Tribe, is appointed Superintendent of the Lewis and Clark National Historic Trail.

X

2000 The National Bicentennial Council forms Circle of Tribal Advisors (COTA).

X

2001 The National Bicentennial Council votes to make tribal involvement its number one priority.

X

2003-2006 Tribal involvement and inter-cultural collaboration during the Lewis and Clark Bicentennial Commemoration.

X

2007 Esther Martinez Native American Languages Act passes. X 2012-2014 Groups of tribal and nontribal peoples come together to

design the Honoring Tribal Legacies curriculum. X

Adapted from: Brown, S. (2012). Living in Celilo: A storypath exploring the lasting legacy of Celilo Falls. Olympia, WA: Office of Native Education, Office of the Superintendent of Public Instruction, Washington State. www.indian-ed.org/wp-content/uploads/2012/03/Storypath-Celilo-intro.pdf CHiXapkaid, Banks-Joseph, Inglebret, et al. (2008). Appendix A: History of Indian education in the United States and Washington State. In CHiXapkaid, S. R. Banks-Joseph, E. Inglebret, et al., From where the sun rises: Addressing the educational achievement of Native Americans in Washington State (pp. 169-181). http://www.goia.wa.gov/Links-Resources/NativeAmericanAchievementReport.pdf Circle of Tribal Advisors Lewis and Clark Bicentennial. (2009). Enough good people: Reflections on tribal involvement and inter-cultural collaboration 2003-2006 (pp. 90-117). http://www.lc-triballegacy.org

Episode 2 – Text 6

A Circular Timeline

Lewis and Clark Bicentennial

Lewis and Clark Expedition

 

Episode 2 – Reproducible 1

[Insert Map of Rivers here]

Episode 2 - Reproducible 2

CONCEPT MAP OF PLACE

NATURAL    ENVIRONMENT  

PEOPLES  

 

BUILT    ENVIRONMENT  

PLACE  

SCOPE  OF  TERRITORY  

TIME  

APPENDIX D

MATERIALS – EPISODE 3

Episode 3 – Reproducible 1

Multiliteracies Observation Log for Symbols Investigative Question: How is design used to tell this story?

Design Modes Guiding Questions Write Responses Here Visual

- Color What colors did the designer use? What variations in color were used?

(dark, light, bright, soft, solid) Why do you think these colors and

variations were chosen? How does color help tell the story?

Visual - Line

Where do the lines direct us to look? Why did the designers choose to use

straight lines? Circular lines? Wavy lines?

How does line help us see the story?

Visual - Textures

and Patterns

Do the images appear to have textures? (smooth, rough, soft, hard, fuzzy)

What patterns repeat? How do textures and patterns help us

understand the story?

Spatial - Directions

and Angles

What directions are represented? (north, south, east, west)

From what angle is the image presented? (straight on, up, down, from the side)

Spatial - Position

Are the characters or elements close to each other? Or far apart?

What is in the foreground? Background? Where are the words placed? How does positioning help us

understand the story?

Movement and Gesture

What are the characters doing with their bodies?

Where are they looking? Is there a sense of movement? How do gestures and movement help us

understand the story?

Spiritual Is a sense of interconnectedness shown? A search for meaning in life?

Multiple What design modes are the most visible? Least visible?

How does this symbol make you feel? Do the images and words tell the same

story? Explain why.

Episode 3 – Reproducible 1, Teacher Resource

Multiliteracies Observation Log: Demo for Lewis and Clark Road Sign Symbol Investigative Question: How is Design Used to Tell This Story?

Design Modes Guiding Questions Write Responses Here Visual

- Color What colors did the designer use? What variations in color were used?

(dark, light, bright, soft, solid) Why do you think these colors and

variations were chosen? How does color help tell the story?

Brown, white Solid Earth colors It is a story about the earth.

Visual - Line

Where do the lines direct us to look? Why did the designers choose to use

straight lines? Circular lines? Wavy lines?

How does line help us see the story?

Left (west) Silhouette lines – outline bodies The 2 men are searching.

Visual - Textures

and Patterns

Do the images appear to have textures? What patterns repeat? How do textures and patterns help us

understand the story?

Clothing – worn close to the body for ease of movement and heavy for warmth in the outdoors; the coon skin hat appears soft.

Spatial - Directions

and Angles

What directions are represented? (north, south, east, west)

From what angle is the image presented?

The men appear to be pointing west and are show from the side. This suggests that they are going somewhere.

Spatial - Position

Are the characters or elements close to each other? Or far apart?

What is in the foreground? Background? Where are the words placed? How does positioning help us

understand the story?

The men are close to each other. They are in the foreground with a blank background. The words are placed under the men. Positioning tells us this is the trail that Lewis and Clark traveled.

Movement and Gesture

What are the characters doing with their bodies?

Where are they looking? Is there a sense of movement? How do gesture and movement help us

understand the story?

The men’s bodies are oriented to the west and they are looking in that direction. They are standing still. They are searching for the route to follow and pointing suggests they have decided on a direction to go.

Spiritual How is a sense of interconnectedness shown? A search for meaning in life?

The men appear to be searching but there is little background information on the sign to suggest where they are.

Multiple What design elements are the most visible? Least visible?

How does this symbol make you feel? Do the images and words tell the same

story? Explain why.

Color, line, and gesture are the most visible. There is a sense of adventure communicated. Both the image and the words indicate that the men are following a trail.

APPENDIX E

EPISODE 4 MATERIALS

Episode 4 - Text Set Example 1

Learning Center Text Set – Multiple Tribal and Non-tribal Perspectives Literary Texts Historical Fiction (Illustrated, First and Third Person)

• Bad River Boys: Meeting of the Lakota Sioux with Lewis and Clark* (Virginia Driving Hawk Sneve)

• Blue Beads: A Story of Friendship* (Christine Carpenter and Kathryn Aya) • I am Sacajawea, I am York: Our Journey West with Lewis and Clark* (Claire Rudolf

Murphy) Read Aloud Novel (Chapter Book - Advanced)

• Sacajawea (Joseph Bruchac) Poetry

• Place – A Poem (A. Noelle Miller) Informational Texts (Firsthand and Secondhand Accounts) Informational Books (Illustrated)

• Going Along with Lewis and Clark (Barbara Fifer) Read Aloud Informational Books (Illustrated - Advanced)

• Lewis and Clark on the Trail of Discovery: The Journey that Shaped America (Rod Gragg)

• The Journey of the Clatsop-Nehalem Canoe (Roberta Basch) • Our People Have Always Been Here (Roberta Conner) – Chapter from the book, Lewis

and Clark through Indian Eyes (Alvin M. Josephy, Jr.) Biographies

• Sacagawea* (Lise Erdrich) • The Truth about Sacajawea (Kenneth Thomasma)

Art, Music, and Media Websites

• Lewis and Clark National Bicentennial Exhibition www.lewisandclarkexhibit.org/cd_index_flash.html

• Lewis and Clark and the Indian Country: 200 Years of American History http://publications.newberry.org/lewisandclark/

• Lewis and Clark Trail: Tribal Legacy Project www.lc-triballegacy.org

• Follow in the Footsteps of Lewis and Clark www.sierraclub.org/lewisandclark/

Music

• Lewis and Clark: Sounds of Discovery (Recreates outdoor sounds and songs that the Corps of Discovery may have heard; includes performances of Lakota, Hidatsa, Mandan, Shoshone, Nez Perce, Yakama, and Blackfeet songs by tribal musicians recorded at various locations along the Lewis and Clark Trail; produced by David Swenson at Bismarck, ND studios)

Visual Art

• Marked Books* and Websites* above are illustrated with artwork • Nez Perce Paintings (Nakia Williamson-Cloud) • Enough Good People: Reflections on Tribal Involvement and Inter-cultural collaboration

2003 – 2006 http://www.lc-triballegacy.org Click on “Navigate to …”, the “Enough Good People”

• Lewis and Clark and the Native Peoples Idaho • Red Pin Logo • Photo of new Lewis and Clark road sign

Traveling Trunks

• Clatsop Trunk (Lewis and Clark National Historical Park) • Cultural Encounters with Lewis and Clark Trunk (North Dakota) • Nez Perce Trunk (Idaho State Historical Museum, Boise, Idaho) • Sacagawea Trunk (Sacagawea State Park, Pasco, Washington)

Teacher and Student Reference Materials Books/Reports

• Lewis and Clark Lexicon of Discovery (Alan H. Hartley) • The Lewis and Clark Companion: An Encyclopedic Guide to the Voyage of Discovery

(Stephanie Ambrose Tubbs with Clay Strass Jenkinson) • Lewis and Clark for Dummies (Sammye J. Meadows and Jana Sawyer Prewitt) • Lewis and Clark Across the Divide (Carolyn Gilman) • The Salish People and the Lewis and Clark Expedition (Salish-Pend d’Oreille Culture

Committee) • Animals on the Trail with Lewis and Clark (Dorothy Hinshaw Patent) • Plants of the Lewis and Clark Expedition (H. Wayne Phillips) • What’s Lost, What’s Left: A Status Report on the Plants and Animals of the Lewis and

Clark Expedition (Sierra Club) www.sierraclub.org/lewisandclark/ Website

Journals of the Lewis and Clark Expedition www.lewisandclarkjournals.unl.edu

Episode 4 - Text Set Example 2

Learning Center Text Set*

Clatsop-Nehalem Peoples – Intermediate Grades (4-5) *This tribe-specific text set was designed by Ella Inglebret with input from Dick Basch, Vice President of the Clatsop-Nehalem Confederated Tribes and American Indian Liaison for the Lewis and Clark National Historic Trail. See the section on “Building a Text Set,” in the chapter, Place-Based Multiliteracies Framework, for a description of the relationship-building process involved. LITERARY TEXTS Historical Fiction Blue Beads: A Story of Friendship (Christine Carpenter and Kathryn Aya) SYNTHETIC TEXTS (combines features of literary and informational texts) Read Aloud Traditional Stories (Advanced) Nehalem Tillamook Tales (Clara Pearson) INFORMATIONAL TEXTS Informational Books

• Going Along with Lewis and Clark (Barbara Fifer) Read Aloud Informational Books/Articles (Advanced)

• The Journey of the Clatsop-Nehalem Canoe (Roberta Basch) • Pride in Her People: Charlotte Basch ’14 Helps Revitalize the Clatsop-Nehalem Tribe

(Wanda Laukkanen) www.pacificu.edu/magazine Spring 2012, or www.pacificu.edu/magazine/content/pride-her-people

ART, MUSIC, AND MEDIA Websites

• Clatsop Nehalem Confederated Tribes www.clatsop-nehalem.com

• Lower Chinook and Clatsop-Nehalem

http://www.trailtribes.org/fortclatsop/home.htm

• Lewis and Clark: From Expedition to Exposition, 1803-1905 www.ohs.org/education/oregonhistory/narratives/histories.cfm “An Inhabited Land” www.ohs.org/the-oregon-history-project/narratives/lewis-and-clark/exploring-foreign-place/inhabited-land.cfm

“Stealing a Canoe” www.ohs.org/the-oregon-history-project/narratives/lewis-and-clark/exploring-foreign-place/stealing-canoe.cfm

• Lewis and Clark Trail: Tribal Legacy Project

www.lc-triballegacy.org (Oral Presentations with Written Transcripts: Jeff Painter, Doug Deur, Richard Basch, Roberta Basch)

• Lewis and Clark Today, Adventures Served Daily (September 1, 1805 to June 30, 1806)

http://lewisandclarktoday.net/about.html (See November 1805 to March 1806) Photographs

• Seaside, Oregon: Clatsop ancestry photos (Seaside Historical Society Museum) www.seasidemuseum.org/clatsop-photos.cfm

• The Columbia River: A Photographic Journey – Lewis and Clark’s Columbia River: 200

Years Later “Chief Comcomly and Chief Cobaway” www.columbiariverimages.com/Regions/Places/chief-comcomly.html “Seaside, Oregon and Clatsop Beach” www.columbiariverimages.com/Regions/Places/seaside.html

Videos

• A Clatsop Winter Story (Camera One) www.archaeologychannel.org/video-guide/video-guide-menu/video-guide-summary/225-a-clatsop-winter-story

Traveling Trunk

• Clatsop Trunk (Lewis and Clark National Historical Park) www.nps.gov/lewi/forteachers/clatsoptrunk.htm

Field Trips

• Lewis and Clark National Historical Park (Fort Stevens State Park, Fort-to-Sea-Trail, Clatsop Loop Trail)

• Ne-ah-coxie (Seaside Gateway) TEACHER AND STUDENT REFERENCE MATERIALS Books/Chapters

• “The Ceremony at Ne-ah-coxie” (Roberta and Richard Basch), in Lewis and Clark through Indian Eyes (Alvin M. Josephy, Jr., Editor)

• Lewis and Clark Lexicon of Discovery (Alan H. Hartley) • The Lewis and Clark Companion: An Encyclopedic Guide to the Voyage of Discovery

(Stephanie Ambrose Tubbs with Clay Strass Jenkinson) • Lewis and Clark for Dummies (Sammye J. Meadows and Jana Sawyer Prewitt)

Website Journals of the Lewis and Clark Expedition www.lewisandclarkjournals.unl.edu

Episode 4 – Text 3

Place – A Poem By A. Noelle Miller (2013)

Through prairie dust and flowers

Oak and lodgepole and crackling scrub brush, dry basalt Rivulets of rain and thick snow

and drought Large and small and laughing and determined and desperate

Paths traced

We leave a story Everywhere we touch feels toes, breath, bones, purpose

And if the memories are dim they are not forgotten

Sink knuckle deep into sphagnum moss and stop smell

life, its feathers bright with dew and greening

Quick! Salmon slip so fast, themselves silver water a pause, a struggle, a sockeye

still in two hands ten fingers

a net

Such a quick drumbeat, this life

May I suggest a poem:

Travel gently and consider those before And those near you And those coming

What will they know?

The past has a way of whispering in the future.

About the Author A.Noelle Miller is an Alaska Native who works as a speech-language pathologist on the Kenai Peninsula in Alaska. She received her master’s degree from the Department of Speech and Hearing Sciences at Washington State University in 2007. In addition to being a published poet, her life involves much outdoor activity with close connections to the water, the salmon, and horses. She is certified in hippotherapy (providing horse therapy).

Episode 4 – Text Set 4

Examples of Field Trip Sites: Tribal Museums, Centers, and Parks

Idaho

• Nez Perce National Historical Park - National Park Service and Nez Perce Tribe, Spaulding, ID http://www.nps.gov/nepe/index.htm

• Shoshone-Bannock Tribal Museum - Shoshone-Bannock Tribes, Fort Hall, ID Phone: (208) 237-9791

Kansas

• George W. Ogden Cultural Museum - Iowa Tribe of Kansas and Nebraska, White Cloud, KS Phone: (785) 595-3258

Montana • Fort Belknap Museum - Gros Ventre and Assiniboine Tribes, Fort Belknap Indian

Reservation, Harlem, MT Phone: (406) 353-8301

• Fort Peck Tribal Museum - Fort Peck Assiniboine and Sioux Tribes, Poplar, MT Phone: (406) 768-5155

• Museum of the Plains Indians - Indian Arts and Crafts Board, Blackfeet Indian Reservation, Browning, MT   Phone: 406-338-2344 http://www.browningmontana.com/museum.html

• Blackfeet Heritage Center - Blackfeet Nation, Browning, MT http://blackfeetnationstore.com/store/

• The Peoples Center - Confederated Salish and Kootenai Tribes, Pablo, MT Phone: (406) 883-5344 http://www.peoplescenter.org/

• Cheyenne Indian Museum - St.Labre Indian School, Northern Cheyenne Indian Reservation, Ashland, MT http://visitmt.com/listing/categories_NET/MoreInfo.aspx?SiteID=1andIDRRecordID=740  

 Nebraska

• Ponca Tribal Museum - Ponca Tribe of Nebraska, Niobrara, NE Phone: (402) 371-8834 http://www.poncatribe-ne.org/

• Angel Decora Memorial Museum/Research Center - Winnebago Tribe of Nebraska and Little Priest Tribal College, Winnebago, NE

Phone: (402) 878-3313 http://www.winnebagotribe.com/cultural_center.html

North Dakota • Three Affiliated Tribes Museum - Mandan-Hidatsa-Arikara Nation, New Town, ND

Phone: (701) 627-4477 http://www.mhanation.com/

• Turtle Mountain Chippewa Heritage Center - Turtle Mountain Band of Chippewa Indians, Belcourt, ND http://www.museumsusa.org/museums/info/12155

Oklahoma

• Citizen Potawatomi Nation Cultural Heritage Center - Citizen Potawatomi Tribal Nation, Shawnee, OK Phone: (405) 878-5830 or (800) 880-9880 http://www.potawatomi.org/Culture/default.aspx

• Kanza Museum - Kaw Nation, Kaw City, OK Phone: (580) 269-2552 http://www.kawnation.com/?page_id=4188  

• Osage Tribal Museum - Library and Archives, Osage Nation, Pawhuska, OK  Phone: (918) 287-5441 http://www.osagetribe.com/museum/  

 Oregon

• Tamástslikt Cultural Institute - Confederated Tribes of the Umatilla Indian Reservation, Pendleton, OR Phone: (541) 966-9748 http://www.tamastslikt.com/  

• The Museum at Warm Springs - Confederated Tribes of the Warm Springs Reservation, Warm Springs, OR  Phone: (541) 553-3331 http://www.museumatwarmsprings.org  

 South Dakota

• Akta Lakota Museum and Cultural Center - St. Joseph’s Indian School, Chamberlain, SD http://www.chamberlainsd.org/area-culture/akta-lakota-museum

• Buechel Memorial Lakota Museum - St. Francis Mission, Rosebud Indian Reservation, St. Francis, SD http://www.sfmission.org/museum/

• Buffalo Interpretive Center - Lower Brule Sioux Tribe, Lower Brule, SD http://www.lewisandclarktrail.com/section2/sdcities/pierre/buffalo.htm

• Harry V. Johnston, Jr. Lakota Cultural Center - Cheyenne River Sioux Tribe, Eagle Butte, SD Phone: (605) 964 2542 http://www.sioux.org/  

• The Heritage Center - Red Cloud Indian School, Pine Ridge Reservation, Pine Ridge, SD  

http://www.redcloudschool.org/museum/ • Sicangu Heritage Center – Sinte Gleska University, Rosebud Sioux Tribe, Mission, SD

http://www.sintegleska.edu/heritage-center.html • Sioux Indian Museum at the Journey Museum – Indian Arts and Crafts Board, Rapid

City, SD http://www.journeymuseum.org/  

• Yankton Sioux Museum – Yankton Sioux Tribe, Marty, SD  http://aktalakota.stjo.org/site/News2?page=NewsArticleandid=8661andnews_iv_ctrl=0

Virginia

• Monacan Ancestral Museum – Monacan Indian Nation, Amherst, VA http://www.monacannation.com/museum.shtml

Washington

• Wanapum Heritage Center – Wanapum Tribe and Grant County Public Utility District, Ephrata, WA http://www.wanapum.org/gcpud.php

• Yakama Nation Museum and Cultural Heritage Center – Confederated Tribes and Bands of the Yakama Nation, Toppenish, WA http://www.yakamamuseum.com/

• Columbia Pacific Heritage Museum – Chinook Indian Tribe and Ilwaco Heritage Foundation, Ilwaco, WA http://columbiapacificheritagemuseum.org/news-events/ocian-in-view-lecture-series/

• Colville Tribal Museum – Confederated Tribes of the Colville Reservation, Coulee Dam, WA http://www.colvilletribes.com/colville_tribal_museum.php

Wyoming

• Shoshone Tribal Cultural Center – Eastern Shoshone Tribe, Wind River Indian Reservation, Fort Washakie, WY http://www.wyomingtourism.org/detail/Shoshone-Tribal-Cultural-Center/4222

Episode 4 – Text Set 5

Trail Tribes Websites

Trail Tribes http://www.trailtribes.org Lifelong Learning Online with Lewis and Clark Rediscovery Project (some links on

www.trailtribes.org website do not work, use alternate web link provided) Curriculum Modules

Lower Chinook and Clatsop-Nehalem http://www.trailtribes.org/fortclatsop/home.htm Content Traditional Culture – since time immemorial; who’s who; homelands; village life; inter-village relations; seasonal round; leadership; “Celiast and Ilchee”; intertribal trade network; canoe people; references cited Contemporary Culture – language; sovereignty; environmental history; cultural history; recommended websites Relationships with U.S. – early coastal exploration; strangers arrive; maritime fur trade; Fort Clatsop winter; overland fur trade; disease and burial customs; fisheries, missions, and settlements; shrinking land base; making treaties; recognition and U.S. relations; references cited

Warm Springs: Mishnam au way, Qengi maita, Ha-oo-u Lifelong Learning Online: The Lewis and Clark Rediscovery Project. http://www.webpages.uidaho.edu/L3/sites/ShowOneSiteSiteID66.html Copyright Confederated Tribes of Warm Springs (2003) Content Culture – acknowledgements and review process; cultural property rights agreement; tribal governance (an issue of sovereignty); preservation (many voices of the language program, cultural resources programs, Department of Natural Resources, natural resources – forest products and power/hatchery/resort) Native American – our origins (coyote and the other animal peoples); where we were placed (location of the many peoples); Celilo Falls and the Dalles (fishing, trading, and family); honoring the foods (berries, salmon, deer and roots); caring for each other (family and community life); celebrating (arts and basketry, song, dance, and horse) U.S. – early contact (smallpox, fur traders, and missionaries); concessions (Treaty of 1855 and the reservation); usual and accustomed (continuing rights)

Umatilla, Walla Walla, and Cayuse http://www.trailtribes.org/umatilla/home.org Content Traditional Culture – who’s who (Cayuse, Umatilla, Walla Walla, other tribal affiliations); since time immemorial; homelands; all my relations; camp life and seasonal round; horses, trade, and travel; cultural continuity; references cited

Contemporary Culture – sovereignty and tribal government; arts and artists; language; education; recommended websites Relationship with U.S. – Lewis and Clark and the early fur trade; establishment of Fort Nez Perces; Life at Fort Walla Walla; missionaries and early settlers; making treaties; the shrinking reservation; references cited

Nez Perce: We are Nimiipuu Lifelong Learning Online: The Lewis and Clark Rediscovery Project. http://www.webpages.uidaho.edu/L3/sites/ShowOneSiteSiteID34.html Copyright Nez Perce Tribe (2002) Content Culture – since time immemorial; self-determination and sovereignty (underlying legal principles); fisheries resources management; natural resources management; cultural resources program; contemporary artists (continuities, fusions); language program and some lessons; horse program; acknowledgements and cultural property; cultural property rights agreement Native American – oral traditions along the Clearwater and Snake Rivers; coyote and the swallowing monster; territory of the Nimiipuu; seasonal round (winter into summer, summer into winter); horse in Nimiipuu culture; growing up Nimiipuu (family and community life, headmen and leadership); to sing and dance (in the past, in the present); spiritual life; traditional clothing styles U.S. – smallpox and disease; missionaries and Christianity; fur trade; treaties and the Dawes Act; Treat of 1855; Treaty of 1863; conflict of 1877

Coeur d’Alene: Welcome to Schitsu’umsh Country Lifelong Learning Online: The Lewis and Clark Rediscovery Project. http://www.webpages.uidaho.edu/L3/sites/ShowOneSiteSiteID50.html Copyright Coeur d’Alene Tribe (2002) Content Culture – Setting the stage (acknowledgements and review process, cultural property rights agreement); approaching this module (pedagogy, principles of sovereignty); will of the people (governance and contemporary programs); gaming (Coeur d’Alene Tribal Casino); natural and cultural resources (focus on the lake); cultural preservation (language center, GIS names-places project); health care (Benewah Medical and Wellness Center) Native American – approaching the oral traditions (preparations); stories (Coyote’s Identity, Coyote and the Rock Monster, Coyote and the Green Field, Coyote and the White Man, Coyote and the Falls, Chipmunk, Four Smokes); reflections on the stories (laugh, learn, and perpetuate); songs (introduction, from the animal people, of the powwow, of the July-amsh powwow, of the sweat house); heart knowledge (listening to the ancestors, clean hands) U.S. – horses, bugs, and furs (early contact); manifest destiny (war and a reservation, allotment); wilderness kingdom (Jesuit Mission); wounded (facing the continuing challenges) Northern Shoshone and Bannock http://trailtribes.org/lemhi/home.htm Content

Traditional Culture – since time immemorial; who’s who; homelands; all my relations; pipe ceremony and peacemaking; great circle; intertribal relations; “How the Indian Averted Famine”; naming ceremonies; Agaidika perspective on Sacajawea; horses, trade, and travel; references cited Contemporary Culture – sovereignty and tribal government; arts and artists; annual festival dances; language; education; recommended websites Relationship with the U.S. – early contact; fur trade; naturalists in Shoshone country; missionaries and emigrants; making treaties; Lemhi in limbo; Lemhi Reservation and loss; shrinking reservation; references cited The Blackfeet http://trailtribes.org/grreatfalls/home.htm Content Traditional Culture – since time immemorial; homeland of the Blackfeet; all my relations; camp life and seasonal round; buffalo hunt; further reading; references cited Contemporary Culture – arts and artists; language; tribal government; tribal colleges; recommended websites Relationship with U.S. – before the long knives; the long knives; making treaties; the shrinking reservation; references cited Mandan, Hidatsa, and Arikara http://trailtribes.org/kniferiver/home.htm Content Traditional Culture – who’s who; since time immemorial; homelands; all my relations; village life and the turning of the seasons; great river; eagle trapping; references cited Contemporary Culture – arts and artists; education; language; sovereignty; recommended websites Relationship with the U.S. – intertribal trade; the fur trade; story of a medal; making treaties; the shrinking reservation; references cited Lakota http://trailtribes.org/pierre/home.htm Content Traditional Culture – since time immemorial; homeland of the Lakota; all my relations; camp life and seasonal round; references cited Contemporary Culture – arts and artists; tribal government; language; tribal colleges; self-determination and sovereignty; recommended websites and bibliography Relationship with U.S. – fur trade; making treaties; the shrinking reservation; references cited

Episode 4 – Reproducible 1 Name: ___________________________________________ Date: _______________________

KWL Chart

Research Project – Lewis and Clark Story In the first column, write what you already know about the Lewis and Clark story. In the second column, write what you want to know about the Lewis and Clark story. As you complete your research, write what you learned.

What I Know (K) What I Want to Know (W) What I Learned (L)

Episode 4 – Reproducible 2

Getting Started: Student Project Planning Guide

Component Questions Student Response Topic What is the story you want to tell about

your topic? What do you know about this story and what do you want to learn? (Complete the “K” and “W” sections of a KWL chart.) How will you organize information that you gather? (Examples, notebook with tabs, electronic document)

Purpose What is the purpose of your project? Why is this project important?

Perspective Whose perspectives will be represented in this project?

Audience Who is the intended audience?

Design What design modes will you use? What resources will you need? How will your project be shared with others?

Cross-Cultural Understanding

How does this project contribute to cross-cultural understanding?

Reflection What is your perspective on this project?

Adapted from: Silvers and Shorey (2012)

Episode 4 – Reproducible 3

Researching the Story Guide

Component Questions Student Response Topic Is your information focused on the

story you want to tell? What have you learned so far? (Begin completing the “L” section of a KWL chart.) How are you organizing the information that you gather? Have you used multiple sources of information?

Purpose Are your research activities meeting the purpose of your project?

Perspective Are both tribal and non-tribal perspectives represented in this project?

Audience Is the intended audience clear?

Design What design modes are you using? What resources are you using? Is your plan for designing your project turning out to be realistic? What changes might need to be made?

Cross-Cultural Understanding

How are you considering this project’s contribution to cross-cultural understanding?

Reflection What questions do you have?

Adapted from: Silvers and Shorey (2012)

APPENDIX F

MATERIALS – EPISODE 5

Episode 5 – Reproducible 1

Designing the Symbol Guide

Component Questions Student Response Topic What have you learned so far? (Add to

the “L” section of a KWL chart.) Identify the main points of the story you want to tell.

Purpose Describe how your main points serve a “bridge building” purpose.

Perspective Describe how both tribal and non-tribal perspectives are represented in this symbol.

Audience What do you want the audience to feel as they look at your symbol?

Design Identify design modes that you are using. How do these design modes lead to the feeling you want your audience to have? Are multiple design modes being used?

Cross-Cultural Understanding

How does your symbol contribute to cross-cultural understanding?

Reflection How has your perspective changed as you created this symbol?

Adapted from: Silvers and Shorey (2012)

Episode 5 – Reproducible 2

Evaluation of Learning

Component Questions Student Response Topic Is your symbol focused on the main

points of the story you wanted to tell?

Purpose Does the symbol fulfill its purpose?

Perspective Are tribal and non-tribal perspectives included in this symbol?

Audience When audience members look at your symbol, do they have the feeling you wanted?

Design Did you use a variety of design modes? Did the design modes illustrate the main points you intended? Does the symbol appear organized and complete?

Cross-Cultural Understanding

How does your symbol contribute to cross-cultural understanding?

Reflection How did your perspective changed as you created this symbol?

Adapted from: Silvers and Shorey (2012)