This unit on American Indians: By studying the regions of the United States and the cultures that live in each region, students are able to compare/contrast within regions and across regions how tribes used their environments, and their cultural and other contributions to American life.

Note that the emphasis here is on broader groups of tribes for each region with some instruction on specific tribes representing each region. In no way is this case study approach to learning about one tribe meant to be generalized to all tribes of that region. We understand that each tribe was and continues to be unique in its culture, practices, lifeways, and traditions.

Tribal communities in southeastern Alaska are partnering with federal and state agencies to investigate increasing harmful algal blooms—events that pose human health risks to subsistence harvesters.

This lesson introduces students to the governance structures of the nine federally recognized tribes in Oregon. Tribes have a unique relationship to the federal and state governments and to each other. Each tribe is a sovereign nation, with its own constitution and the power to make, carry out, and interpret its own laws, while also being subject to some laws established by the U.S. government. Treaties between the federal government and some individual tribes (or groups of tribes) also designate certain goods and services that must be provided.Students will work in groups to conduct research, discuss their findings, and prepare and deliver a presentation that demonstrates their knowledge. This lesson asks students to compare and contrast the governance structure of one assigned tribe (per group) to those of the U.S. government, the Oregon state government, and other tribal governments. Students are expected to have prior knowledge of the U.S. and Oregon Constitutions and the institutions, functions, and processes of those governments (see the “Civics and Government” section of the Oregon State Board of Education standards for high school social studies).

The unit has two parts. In each, students dive into inquiry to answer the compelling questions:

1. Who are some of our closest tribal neighbors, and what have they been their lifeways since time immemorial?
2. Why do people explore, and how does this lead to expansion?

Part 1 is focused on the examination of the northwest and some of the original inhabitants. Through these questions students will learn about the culture of some of their closest tribal neighbors, the Spokane Indians. The final project for Part 1 is a cultural investigation display, in which students will show what they know about the culture of the Spokane Tribe.

In Part 2, Students will also learn about forces that brought change to the northwest: fur trade era and exploration. Students will ultimately learn about the Corps of Discovery and the Oregon Trail and know the impact each had on the west. Students will finish Part 2 with a timeline activity that will reflect choice and build upon student strengths according to their skill set.

Finally, a lesson on a Tribe of the Columbia Plateau is offered as an extension, but it is strongly recommended that students get to experience this lesson.

Note that the emphasis here is on the Spokane Tribe as one of our closest tribal neighbors. In no way is this an exhaustive study nor should the tribal cultures be generalized to other tribes of the region. We understand that each tribe in our region and North America was and continues to be unique in its culture, practices, lifeways, and traditions.