Salmon Lesson 3

Salmon Lesson 3

Grade Level:

K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12

Scope & Sequence:

Civics

Goal:

Students will learn what the building of Little Falls Dam and Coulee Dam caused for the Spokane People as well as the other local tribes

Objective:

Students will: Understand the cause and effects, of the loss of the salmon on the Spokane Tribe as well as other local tribes

Background Knowledge / Cultural Concept

  • Historical Trauma
  • loss of the salmon
  • cultural way of life changed
  • diet changed.

Spokane Tribal Values

  • Land-Environment
  • People

Vocabulary

  • Salmon smOid
  • Spokane People sqeliz (s) sqlqeliz (p)
  • Little Falls cqesci
  • Spokane Falls sgxetj
  • Kettle Falls sZnitj
  • River niSetj
  • Spokane River sgxetj
  • Columbia River njtnetj
  • Waterfall sTipmetj

Lesson Plan

The teacher will:

Watch the Documentaries “River Of Promises” Spokane Story and “Ceremony of Tears” Colville Story.

Assessment:

  • K-W-L Chart
  • In groups of four or five students will discuss what they have learned about the dams and loss of salmon for the Spokane people. Prepare to present to the class and at the Cultural Fair

Enrichment:

  • River of Promises – DVD
  • Trail of Tears – DVD

Materials Needed:

Activity:

Lesson PDF Download

Download PDF

Related Videos

Related Images

Community Resources

Lesson Assigned To:

NGSS

Common Core Standards

Spokane Tribal Standards

Goal(s): Knowledge of Language, History and Culture

  • A.1 – Assume responsibility for their role in relation to the wellbeing of the cultural community and their life-long obligations as a community member;
  • A.6 – Live a life in accordance with the cultural values and traditions of the local community and integrate them into their everyday behavior;
  • A.7 – Determine the place of their cultural community in the regional, state, national and international political and economic systems;
  • B.2 – Make effective use of the knowledge, skills and ways of knowing from their own cultural traditions to learn about the larger world in which they live;
  • B.3 – Make appropriate choices regarding the long-term consequences of their actions;
  • E.1 – Recognize and build upon the inter-relationships that exists among the spiritual, natural and human realms in the world around them, as reflected in their own cultural traditions and beliefs as well as those of others;
  • E.2 – Understand the ecology and geography of the bioregion they inhabit;
  • E.8 – Identify and appreciate who they are and their place in the world.