Adapt the following suggestions for emphasis while viewing the program or create your own activities, suggestions, and areas of focus. Remember to stop or pause, back up and review, and take time to replay the video to enhance the learning experience.
ANALYZE a map of Oregon and see where Indian reservations are located today. What land, water, and other natural resources are located on these lands?
FOCUS on the traditional values of the Indian people of Oregon and how they relate to time, ownership, nature, and the land. Consider, for example, cooperation, giving, respect for age, and harmony with nature. How do these values compare with the "typical lifestyle" of twenty-first century Oregon? What particular values do you want to enhance in your life and why?
COMPARE and contrast several Indian tribes of Oregon from different regions: the Coast, Inland Valleys, Lower Columbia, Klamath Lakes, Plateau, and Great Basin. Show how the differences in the natural resources available resulted in differences in how these cultures lived.
COMPARE a diorama showing traditional activities, dwellings, etc. for a typical day in the lifestyle of an Oregon tribe.
MAKE a chart showing major events in the history of Oregon over the past 200 years and how they affected the Indian tribes living in your region. What generalizations can you make about how disease, war, resettlement, the reservation system, and restoration of tribal rights have affected Indian people in Oregon?
FIND evidence in the video that shows how tribal members still respect the past, but are also working to ensure their future.
DEVELOP a glossary of terms used in the video such as: sovereignty, nomadic, ancestral lands, confederated, land base, trust responsibility, allotment, termination, affiliated tribes, restoration of tribal rights, economic development, gaming, and infrastructure.
INVITE a tribal representative to visit your classroom to discuss how members of his/her family and tribe have been affected by federal programs such as the reservation system, the 1887 Allotment Act, the 1934 Indian Reorganization Act, the 1954 Termination Act, Tribal Restoration Programs, and the 1988 National Indian Gaming Regulatory Act.
WRITE diary entries about how the flooding of the Celilo Falls fishery by the construction of The Dalles Dam might have been experienced by a member of an Oregon tribe in 1957.
EXPLORE the concept of "home." How does the reservation represent "home" to tribal members, even to those who no longer live there? What does "home" mean to you?
REVIEW the traditional stereotype of an American Indian. In what ways is it inaccurate and over-simplified? What evidence is there in the video that counteracts this negative mental picture? What harmful effects do you think this stereotype has caused for tribes in Oregon?
ELABORATE on tribal member Margaret Provost's statement that the federal government's termination and relocation program "made me feel like an outsider ? changed me." Contrast this with the termination act's stated goal of assimilation.
BRAINSTORM ways in which tribes might foster their economic development and preserve their traditional values at the same time.
DEBATE the pros and cons of using gaming income as the engine for tribal economic development. Why are tribal members also working for diversity in their economic portfolio?
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