Shana Brown (Yakama)’s “A Thousand Celilos: Tribal Place Names along the Lewis and Clark Trail” was designed with the following learning episodes:
The five learning episode themes, descriptions, and preparations are as follows:
Learning Episode 1
Learning Episode 2
Learning Episode 3
Learning Episode 4
Learning Episode 5
Preparation to Use This Unit
- Readings from “Living in Celilo: A Storypath Exploring the Lasting Legacy of Celilo Falls” curriculum. Free, downloadable lesson plans: http://www.indian-ed.org/curriculum/elementary-school-curriculum/wa-celilo-falls-dalles-dam/
- “I Wish I Had Seen the Falls” by Carol Craig and accompanying questions
- “The First World Trade Center” and glossary by Shana Brown and
- Photographs of Old Celilo
“Honoring the Foods” by Dr. Sally Thompson and accompanying questions
- “The First Salmon Feast” and accompanying questions
“Old Celilo Falls”by Dorothea Norstrand and accompanying questions
- “Childhood Memories of Fishing at Celilo Falls” by Allen V. Pinkham, Sr., and the accompanying close reading activities.
- Lewis and Clark Through Indian Eyes: Nine Indian Writers on the Legacy of the Expedition, edited by Alvin M. Josephy, Jr. 2006. ISBN: 978-1-4000-7749-6
- Video footage of the falls from “Echo of Water Against Rocks,” starting 23 seconds into the video. Streaming Link: http://www.indian-ed.org/sti-videos/
- Streaming video of the removal of the Lower Elwha River Dam: http://www.nps.gov/olym/naturescience/elwha-ecosystem-restoration.htm
- YouTube Videos on Persuasive Technique and Purpose http://www.youtube.com/watch?v=GODg8IPsO-U and http://www.youtube.com/watch?v=x4tTugqBkJU
- For culminating group projects
- Making foldables
- Web 2.0 Ways to Present Digitally
- Prezi—creates presentations in a non-linear way. (This is a good way to model how time can be marked in ways other than a linear timeline. Traditional tribal teachings stress time as cyclical, not linear.)
- Museum Box—great 3-D visual for multimedia (this is a pay service).
- PreZentit—a way to create presentations with just a few clicks (ease for elementary aged children) and they can all work on it at the same time (like GoogleDrive). Great use of a computer lab so all students are not hovering over one person controlling the keyboard.
- VoiceThread—great presentation tool where students and other invited “guests” can comment on the projects.
- GlogsterEdu—for making interactive pages about the project with “bells and whistles” and for sharing with the class. This one has a small fee for full classroom usage, but most of it is free.
Students will be conducting their own local historical research. Well ahead of time, make sure that you have enlisted as many community resources as is feasible. Suggestions:
- Website articles on local history (neighborhoods, economy, historical events, etc.)
- Video clips on local history
- Local maps
- People from the community who can offer primary or secondary documents as well as provide interviews
- A copy of Lewis and Clark: Through Indian Eyes—Nine Indian Writers on the Legacy of the Expedition, Alvin M. Josephy, Jr., editor
Well ahead of time create your classroom library with plenty of books and articles on local history (the closer to where students live, the better). Make sure students have gone “book shopping” in your library before or shortly after you have launched the unit. This will be their independent reading. This step is important so that they can practice the skills you teach and model with the Celilo Falls materials.
The daily lessons contained in this unit of study below frequently uses a basic “mini-lesson” approach. This means that the direct teaching you will do is limited to no more than 20 minutes so that students have ample time to practice the skill. All lessons provide a tie in to the previous lesson.