Social Studies Lesson: Indigenous People of Oregon
Lesson Plan
2 hours 15 minutesGrades3, 4, 5History, Geography
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About this lesson
In this lesson, students learn about the Indigenous peoples of Oregon’s distinct ways of knowing and living, how colonization damaged Indigenous lands and natural resources, and what can be done to start to repair some of the damage.
Inquire: Students learn about colonization and the dire impacts that it had and continues to have on Native American tribes in Oregon.
Investigate: Students discover which Native American tribe is closest to their community and research the tribe to learn about their history and culture, as well as what life is like for tribal members today.
Inspire: Students reflect on sustainability or environmental problems facing the Native American tribe, generate ideas for how to help support the tribe’s sustainability and environmental goals, and share the information with others.
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Suggestions
- Students will learn that even though Indigenous people’s land was forcibly taken from them, they continue to maintain and pass on their ways of living and doing.
- Students will gain a greater sense of place as they discover which federally recognized Native American reservations are located near their community.
- Students will have the chance to reflect on their feelings and emotions as they learn about colonization and forced relocation.
- Teachers can partner with a local tribal liaison, cultural center, or Indigenous guest speaker to ground the lesson in present-day voices.
- Teachers can pair this lesson with a social studies unit on colonization, westward expansion, or local/state history for stronger context and pacing.
- Consider inviting students' families to the Inspire-stage presentations, letters, or artwork as an authentic audience.
Prerequisites
- Speaking about colonization can raise emotions. Both educators and students need to understand that colonization is an ongoing process with many lands still being occupied due to broken and deceptive treaties.
- Students should have basic map-reading skills, including comparing two maps for change over time and prior exposure to the concept that history can be told from multiple perspectives.
- Teachers should preview the film “Broken Treaties” before teaching this lesson to gain a greater understanding of the history of the Indigenous peoples of Oregon. The film includes information about violent massacres that may not be appropriate for younger students. The two short segments of the film that are included in the lesson were selected because they are age-appropriate.
- Teachers should have familiarity with the nine federally recognized tribes in Oregon and their contemporary status.
Differentiation
- Teachers can provide a labeled reference map with tribe names/locations for students who need visual scaffolding during the Google Maps research task.
- Students can use sentence starters or a simplified journal template for the reflection questions.
- Students can answer research questions orally or through a graphic organizer instead of full written responses for students who need it.
- Students can complete the research activity individually, in pairs, or in small groups.
- Teachers can go over the research materials (articles, videos, etc.) as a class and have students answer the research questions after.
- Teachers can limit the Inspire activity choices to one or two project ideas, or have the students all complete the same project.
- As an extension, students can consider the following options:
- Students research treaty history specific to their identified tribe and analyze primary source excerpts like the text of a treaty and historical maps.
- Students compare environmental restoration efforts across two or more Oregon tribes and identify shared strategies.
- Students extend the letter-writing task into an actual outreach project by mailing letters to tribal offices or local government and tracking responses.
From the scientist review
This lesson underscores the importance of strengthening and building the capacity of the Indigenous peoples of Oregon to protect their lands, territories, and natural resources. It allows students to gain insights into the history of the Indigenous peoples, reflect on how they were colonized, and understand how the nine tribes have evolved from the past to the present. It also stretches students' ability to develop tactics to help support the Indigenous peoples to protect their lands from degradation. The materials, images, and videos used in creating this lesson were fact-checked, and this lesson has passed our science review process.
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About the teacher writers
Connie Nicodemus
Connie Nicodemus holds a Master of Science in Curriculum and Instruction from Portland State University. She has 37 years of experience teaching elementary education, specializing in fifth grade. Connie is now retired
Oregon Educators for Climate Education
Website: https://www.oregonclimateed.org/
Oregon Educators for Climate Education (OECE) is a statewide group of educators working toward Oregon legislation that would mandate the integration and infusion of climate change for PK-12 education across all core subject areas.
Our steering committee is comprised of current and retired K-12 educators, as well as high school students. While most of us reside and work in the Willamette Valley, we are seeking connection and input from stakeholders from regions across Oregon. We are inclusive and invite diverse voices to join us!
Website: https://www.oregonclimateed.org/
