This lesson explores the concept of survivance in contemporary Native American culture, particularly as it relates to the nine federally recognized tribes of Oregon. The term survivance is unfamiliar to many people, but in recent decades it has become an important way of talking about how Indigenous people express and carry forward their cultural identities and traditions in contemporary life. Acts of survivance are those that demonstrate the ongoing and dynamic presence of Indigenous people in contemporary times. These acts of sovereignty and self-determination can take many forms, including tribal efforts to revitalize a language or open a new business; a Native student winning a scholarship or achieving public recognition; or a cross-tribal group advocating for land, treaty, or fishing rights. News media outlets, in a variety of forms, are one of the ways the nine federally recognized tribes in Oregon attempt to both inform and communicate with tribal members and the general public about current events and tribal participation in local, state, and national events. Each of the nine tribal nations in Oregon produces its own unique news outlet that is available to all tribal members. Many of these are also available to the general public. The purpose of this lesson is to provide students with the opportunity to identify examples of survivance in action—through the reading analysis of tribal news outlets.

Grade Level: Middle - High SchoolLength of Lesson: Two 90 minute block periods, Four 50-55 minute block periodsEssential QuestionsIn what ways do “single stories” impact our own identities, how we view others, and the choices we make?How do stereotypes influence how we view and treat others?How, when, and why do stereotyping and scapegoating escalate to discrimination, prejudice, and violence?What are different ways people can combat stereotypes and scapegoating?

ESSENTIAL UNDERSTANDINGS• Genocide • Language • History • IdentityLEARNING OUTCOMESStudents will utilize primary documents for historical investigationStudents will define cultural genocideStudents will identify how attempts at education affected the culture of PNW Native Americans2018 SOCIAL SCIENCE STANDARDS• 4.12, 4.14, 4.16-4.22 • 8.3, 8.24, 8.25, 8.28-8.33 • HS.55, HS.56, HS.60-74ESSENTIAL QUESTIONSWhat are the intended and unintended consequences of government policies?What is cultural imperialism?What is destroyed in the name of progress? What is created?

This lesson asks students to examine the concept of cultural appropriation and the impact that contemporary acts of cultural appropriation may have on Native Americans in Oregon and across the country. Students will participate in two activities. First, they will engage in a whole-class discussion about cultural appropriation, led by the teacher using the accompanying PowerPoint presentation. The presentation shows several contemporary examples of how Native culture has been generalized and appropriated by media and advertising. Second, students will engage in structured academic controversy—an instructional strategy that requires them to argue one side of an issue, then change sides and argue the opposing view. The background section of this lesson offers a brief of overview of how Native American cultures have been appropriated by the media, advertising, entertainers, artists, writers, and others. The following definition of cultural appropriation may be useful for both teachers and students: Cultural appropriation is the adoption of the elements of another culture (often a minority group) by members of the dominant culture. It is an unequal exchange in that the appropriators often uses these stolen elements for monetary gain or prestige, without regard for the value, respect, or importance paid to these images and traditions in the original culture.

The documents and questions may be used for classroom investigation or as a unit assessment. Documents can be distributed and assigned as a jigsaw or as a complete set. Students read the document and apply historical investigation skills. Students should have access to prior learning about the nature of Indian and white settler contact.Updated video link for Broken Treaties

The first in a series of units and lesson plans from Echoes and Reflections. The web page includes embedded links to videos, note-taking sheets, maps, and other handouts. 

The U.S. government’s effort to culturally assimilate Native Americans can be traced to at least 1819, with the passage of the Civilization Fund Act. Up to that time the U.S. government’s approach to Native Americans had been one of outright extermination, at worst, or forced removal to reservations, at best. While it would take several more decades to play out, the Civilization Fund Act began an era in which many Euro-American politicians, religious leaders, and cultural reformers would push for the assimilation of Native Americans into mainstream Western culture. Some of these cultural reformers were well-intentioned, believing that assimilation would be the best thing for the survival and health of Native people. For others, cultural assimilation was a convenient excuse to deny tribal sovereignty and to steal tribal land and resources. In either case, these assimilation efforts would have a devastating impact on many Native people, families, communities, and entire tribal cultures. That impact can be traced to one policy: the forced removal of Native American children from their families and their enrollment in Indian boarding schools.

In this lesson, students will learn about the unique government-to-government relationship between federally recognized tribes and the U.S. government. Students will use a rubric to develop a poster after reading and viewing resources to explain what it means to be a nation within a nation.

This interactive Padlet map allows students to click on pins to discover acts of violence against Black Americans (red pins) and acts of resistance by Black Americans (blue pins). It could serve as a catalyst for research or class discussion about race in America.

Much of this information was compiled from articles by the Zinn Education Project and Blackpast.org.

Openendedsocialstudies.org created this collection of background readings, images, and questions on William Walker and U.S. imperialism in the years between the War with Mexico and the U.S. Civil War. The College of Wooster also hosts a webpage dedicated to Willam Walker's adventurism which includes primary documents, timelines, an historical context essay, discussion questions, and additional resources. https://williamwalker.voices.wooster.edu/

The period between the end of the Mexican-American War and the U.S. Civil War included numerous attempts by U.S. business interests to expand into Central America. William Walker was interested not only in the mining, banana plantations, and possible canal, rail, and steamship routes to connect the East and West coast of the United States but also in the expansion of slavery into the tropical climate of the region.