Author:
Leslie Heffernan, Jerry Price, Kari Tally, Washington OSPI OER Project, Barbara Soots
Subject:
History, U.S. History
Material Type:
Lesson Plan
Level:
Upper Primary
Tags:
  • Civics
  • Collaboration
  • Conservation
  • Environment
  • Fish
  • Policies
  • Relationships
  • Salmon
  • Tribal Fishing Practices
  • Tribal Government
  • wa-social-studies
  • License:
    Creative Commons Attribution
    Language:
    English
    Media Formats:
    Downloadable docs

    Education Standards

    The State We're In: Washington - Teacher Guide Chapter 8 - Tribal Governments Today

    The State We're In: Washington - Teacher Guide Chapter 8 - Tribal Governments Today

    Overview

    Tribal governments are quite different from state or local governments, because tribes are “nations within a nation.” 

    This is the teacher guide companion to The State We're In: Washington (Grade 3-5 Edition) Chapter 8. The resource is designed to engage students with a launch activity, focused notes, and a focused inquiry.

    Introduction

    In this chapter and lesson, students will understand that governments (federal, state, county, local, etc.) are created to help the people. Tribes have always had structures in place to help their people as well. Tribal governments, however, are different from state or local governments because tribes are “nations within nations.” Every tribe sets their own rules for how they are governed, and tribes work with other tribes and state agencies to ensure economic and environmental sustainability for all people in Washington.

    In the focused inquiry, students will read a text from the Office of Salmon Recovery and then view a series of videos made by that help them answer the compelling question: Why are people and salmon important to each other?

    Back to Teacher Guide Menu

    Tribal Governments Today

    General Overview

    Enduring Understanding

    Governments (federal, state, county, local, etc.) are created to help the people. Tribes have always had structures in place to help their people as well. Tribal governments, however, are different from state or local governments because tribes are “nations within nations.” Every tribe sets their own rules for how they are governed, and tribes work with other tribes and state agencies to ensure economic and environmental sustainability for all people in Washington.

    Supporting Questions

    Students consider these questions - finding and using evidence to support the Enduring Understanding.

    • Who is your closest tribal neighbor?
    • How is your closest tribal nation’s government organized?
    • What laws have been made to promote salmon recovery?

    Learning Targets

    Students will be able to…

    • C2.4.2 Describe how and why local, state, and tribal governments make, interpret, and carry out policies, rules, and laws.
    • C2.4.3 Explain how groups of people make rules to create responsibilities and to protect freedoms.

    Key Vocabulary

    A list of key Tier 2 vocabulary words is included here for your students. Teach these using whatever strategy you find works best for your students. Encourage students to incorporate these vocabulary words as they work through the components of the chapter guide and intentionally use them as appropriate in their final products.

    • consensus, when everyone agrees (p.131)
    • Tribal casinos, Native American owned gambling businesses (p.132)

    Tasks

    1. Launch
    2. Focused Notes
    3. Text-Dependent Questions

    Task 1: Launch

    Hooking students into the content of the chapter.

    Distribute the Student handout: Launch to students.

    • Guide students in answering the prompts on the handout individually and in partners.
    • There is no “correct” answer. Encourage the students to explain their thinking with each other

    Task 2: Focused Notes

    Activating student thinking about the content of the entire chapter.

    Distribute the Student handout: Focused Notes to students.

    • As students read, they will record their understanding, thinking, and questions about the content using the handout. This can be done individually or collaboratively in pairs or small groups.

    Task 3: Focused Inquiry

    A focused inquiry is a one-to-two-day lesson that will have students engaging in the C3 Framework’s Inquiry Arc. The link below includes both teacher and student documents.

    Compelling Question

    Why are people and salmon important to each other?

    Attribution and License

    Attribution

    This Teacher’s Guide for The State We’re In: Washington - Chapter 8 was developed by Leslie Heffernan, Central Valley School District.

    The downloadable digital version of The State We're In: Washington (Grades 3-5 Edition) by Jill Severn for the League of Women Voters of Washington Education Fund is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. Print copies of The State We’re In: Washington, may be purchased from the League of Women Voters of Washington website.

    Cover photo of the Tribes of Washington by Washington Tribes.org for the Washington Indian Gaming Association | used pursuant to fair use

    License

    CC BY logo
    Except where otherwise noted, Teacher’s Guide - Chapter 8: The State We’re In: Washington, copyright Washington Office of Superintendent of Public Instruction, is available under a Creative Commons Attribution License. All logos and trademarks are property of their respective owners. Sections used under fair use doctrine (17 U.S.C. § 107) are marked.