Tuesday, October 30, 2018

Native Americans, Day 11 - Class Recap


The Oregon Coast at the Ecola State Park.

Hi everyone,

Today was the end of our Native American unit, as students finished writing the DBQ essay in class (if you had both Mr. Puterbaugh and I twice to work on it). Here's what we did today in class:

Learning Targets Addressed: 
Behavior LT 2: I can manage my responsibilities as a student.
Critical Thinking LT 5: I can justify and support arguments or interpretation with appropriate evidence.
Communication LT 1: I can communicate effectively, both verbally and in writing.
Knowledge LT 16: I can explain the process of change and continuity in a society, place, or region.

Soundtrack: "The Raiders March (a.k.a. "Indiana Jones Theme")" by John Williams. Selected for today because it was intended as a pump up song for writing the essay!

AGENDA 10/29/18:
News Brief - Kiran
Graphic Organizers
Reservations/Assimilation
Essay Work Time

Homework: Read the blog. The next news brief is assigned to: Bianca.

News Brief: Today's news brief was brought in by Kiran, who selected an article about this story: ESPN.com - NBA players give props on Twitter after Klay Thompson goes off vs. Bulls. We discussed this story for a bit and then moved on.

We also checked in to see if anyone was up to anything interesting or fun outside of class over the weekend.

Bianca was selected to do the next news brief.

As part of the news brief, we also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):


We also watched Westview Wildcat News at the start of the period, so we could focus on writing the rest of our time together. Here it is if you wanted to watch it again:



Graphic Organizers: Because the class was constructing the Documents Based Question (DBQ) essay response in class, which involves analyzing sources and then constructing a response to an essay prompt, we wanted to be able to review a few ways to write essays with the help of graphically organizing your thoughts.

This first graphic organizer was one most of my students used last year during the World War I essay preparation:


We also went through a more specific DBQ graphic organizer, which can be found here:


These are just two ways of organizing your thoughts. If you feel like you can write a well organized essay without a graphic organizer, that's fine, too! We attached these graphic organizers to the Google Classroom post with the DBQ and had paper copies available, as well.

Reservations/Assimilation: Last week, we made a list of major issues related to Native American reservations and assimilation.

Here are the notes that we took down together:


Since the two options for essays were about the impact of reservations and assimilation, we hoped this helped!

Essay Work Time: The rest of the combined class (this ended up being over two hours) was spent on working on the essay response (Part 2) of the DBQ, which was due at the end of class (again, only if you had time with both classes today).

Next class, we will begin our next unit, on civil rights! Thank you for your continued hard work - see you then!
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Friday, October 26, 2018

Native Americans, Day 10 - Class Recap


Trees in a forest near Multnomah Falls in the Columbia River Gorge.

Dear class,

We began the Documents Based Question (DBQ) today, as students had this combined assignment with my class and Mr. Puterbaugh's Lit and Comp 10 class (if applicable). Here's what we did today in class:

Learning Targets Addressed: 
Behavior LT 2: I can manage my responsibilities as a student.
Critical Thinking LT 5: I can justify and support arguments or interpretation with appropriate evidence.
Communication LT 1: I can communicate effectively, both verbally and in writing.
Knowledge LT 16: I can explain the process of change and continuity in a society, place, or region.

Soundtrack: "Indian Piano Theme" by Matthew Morgan. Selected for today because of the title and because instrumental music might help set the mood for some good work in class. Listen to the song here.

AGENDA 10/26/18:
News Brief - Josiah
Review Last Class
DBQ Analysis
Work Time

Homework: Read the blog. Turn in all missing work ASAP. Bring your Chromebook fully charged next class! The next news brief is assigned to: Kiran.

News Brief: Today's news brief was brought in by Josiah, who selected an article about this story: NBCNewYork.com - Fuel Truck Hits American Airlines Flight at LaGuardia: Port Authority. We discussed this story for a bit and then moved on.

We also checked in to see if anyone was up to anything interesting or fun outside of class over the weekend.

Kiran was selected to do the next news brief.

As part of the news brief, we also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):


Review Last Class: Last class, we made a list of major issues related to Native American reservations and assimilation.

Here are the notes that we took down together (it is important that students have these notes ready to use on the DBQ next class):


Once the groups broke down the issues into smaller parts, we asked someone to write down on butcher paper for the class as to what they decided on were the key points to take away. We went through the pictures of the posters created in last class (the green posters are still up in the room).

DBQ Response Time: The rest of class was spent on the DBQ document analysis questions, as assigned on Google Classroom (a paper copy was available in class). These are due after students have had both my class and Mr. Puterbaugh's class to work on it - students will be using them to write the in class essay next class. See you then!
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Wednesday, October 24, 2018

Native Americans, Day 9 - Class Recap


Looking out over modern day Astoria, which is where the Columbia River meets the Pacific Ocean.

Hi everyone,

Today was our first open walled class of the year, as we prepared to start the Documents Based Question next class with Mr. Puterbaugh. Here's what we did today in class:

Learning Targets Addressed: 
Behavior LT 2: I can manage my responsibilities as a student.
Critical Thinking LT 5: I can justify and support arguments or interpretation with appropriate evidence.
Communication LT 1: I can communicate effectively, both verbally and in writing.
Knowledge LT 16: I can explain the process of change and continuity in a society, place, or region.

Soundtrack: "Coyotes" by Don Edwards. Selected for today because the song is about the loss of culture, people, and a way of life as connected to the West. Lyrics here.

AGENDA 10/24/18:
News Brief - Logan
Chief Joseph Questions

Prep for DBQ
Reservations/Assimilation

Homework: Read the blog. Turn in all missing work ASAP. Bring your Chromebook fully charged next class! The next news brief is assigned to: Josiah.

News Brief: Today's news brief was brought in by Logan, who selected an article about this story: BBC.com - Man starts California flat fire 'by burning spider'. We discussed this story for a bit and then moved on.

We also checked in briefly to see if anyone was up to anything interesting or fun outside of class.

Josiah was selected to do the next news brief.

As part of the news brief, we also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):


Chief Joseph Questions: Last class, we watched clips from the Ken Burns documentary "The West: Episode 6 - Fight No More Forever" (available on YouTube here - queued to start at the main segment we watched). The lesson we followed (roughly) is available on the supplemental materials to the documentary, here (just Activity I). As we watched the film, we paused to have discussions based on the questions posed. I also had students answer these questions as we watched:


After the film, I showed this map, which will be related to a question on the DBQ (Documents Based Question) that students will be completing, starting on Friday:


Today in class, we went over the questions from the film and continued to talk about war vs. nonviolent action.

Prep for DBQ: The rest of class was spent looking at the list of possible sources to use for the DBQ from our unit on Native American issues in both American Studies and Lit/Comp 10. Here are the resources that you should come prepared with and ready to potentially use on Friday:
American Studies
Lit/Comp 10
Cultural Appropriation Notes
Sherman Alexie’s “Indian Education”
“30 Days on an Indian Reservation” Episode
Issues/Evidence
Sherman Alexie’s “Imagining the
Reservation”
Early Expansion Notes
Montana 1948, Larry Watson
Native American and US Government Events

Broken Treaties Notes

Native American Forced Assimilation
notes and sources (Grand Ronde letter)

Chief Joseph Notes


To start, we had students get out all of their notes and work from the Native American units in both Lit and Comp and American Studies (listed above).

Reservations/Assimilation: The next part of class was spent looking at the two major topics/questions that will come up in the DBQ: the impact and context regarding Native American reservations and assimilation.

To begin with this, we brainstormed issues that came up in our study in regards to reservations (your "30 Days" documentary notes were especially helpful here). We chose four to look at in depth as the "most important" in terms of understanding the topic, then had the other side of the room brainstorm issues that came up in our study of Native American assimilation. The top four issues from that conversation were selected, then we assigned small groups to look into the issues in depth and to try and add any details and notes that they could about a particular issue.

Here are the notes that we took down together (it is important that students have these notes ready to use on the DBQ next class):


Once the groups broke down the issues into smaller parts, we asked someone to write down on butcher paper for the class as to what they decided on were the key points to take away. These are the pictures of the different posters around the room, to help (green posters are for issues related to reservations, white posters are for issues related to assimilation):









This was it for the day. Next class, we will do some final review and prep, and begin the Documents Based Question! Thanks for a fun class today, everyone! See you on Friday!
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Monday, October 22, 2018

Native Americans, Day 8 - Class Recap


A river near Balanced Rock in Idaho. Western Idaho and Northeastern Oregon was the territory of the Nez Perce, which we learned about today in class.

Dear class,

Welcome back! We are winding down our unit on Native Americans, as this will be the last full week of it. Here's what we did today in class:

Learning Targets Addressed: 
Behavior LT 3: I can communicate and work effectively within a team or group.
Critical Thinking LT 5: I can justify and support arguments or interpretation with appropriate evidence.

Soundtrack: "The Good, the Bad and the Ugly" by Ennio Morricone. Selected for today because of the showdown between the Nez Perce and the United States Army.

AGENDA 10/22/18:
News Brief - George
Letter Answers
War and Nonviolence
Chief Joseph

Homework: Read the blog. Turn in all missing work ASAP. The next news brief is assigned to: Noah.

News Brief: Today's news brief was brought in by George, who selected an article about this story: CNN.com - 4 Americans, 1 tour guide killed in Costa Rican raft accident. We discussed this story for a bit and then moved on.

We also checked in to see if anyone was up to anything interesting or fun outside of class this weekend.

Logan was selected to do the next news brief.

As part of the news brief, we also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):


Letter Answers: Last class, we investigated what assimilation meant for Native Americans. To begin this, I passed out this set of definitions and questions for the PowerPoint:


Before going through the PowerPoint, we looked at the defined terms together as a class. The bottom of the first page was space for any additional notes students wanted to take on the presentation:


The last slide of the PowerPoint is a reference to this letter, which was sent to the Grand Ronde School in 1902:


Students were asked to answer questions about the 1902 letter on the second page/back side of their vocabulary sheet with notes. We went through these answers together in class today, as we did not last class.

War and Nonviolence: To begin this section, I asked students to say which of the following quotes they most agreed with:

"Whensoever hostile aggressions..require a resort to war, we must meet our duty and convince the world that we are just friends and brave enemies.
— Thomas Jefferson, 1806 in a letter to Andrew Jackson

"Nonviolence is the answer to the crucial political and moral questions of our time; the need for man to overcome oppression and violence without resorting to oppression and violence."
— Martin Luther King, Jr. in a speech accepting the Nobel Peace Prize, 1964

The main question here is: is war sometimes necessary, or can problems always be solved nonviolently? I had the class think about this and then we debated it together.

Chief Joseph: We then watched clips from the Ken Burns documentary "The West: Episode 6 - Fight No More Forever" (available on YouTube here - queued to start at the main segment we watched). The lesson we followed (roughly) is available on the supplemental materials to the documentary, here (just Activity I). As we watched the film, we paused to have discussions based on the questions posed. I also had students answer these questions as we watched:


After the film, I showed this map, which will be related to a question on the DBQ (Documents Based Question) that students will be completing, starting on Friday:


After this, it was work time to complete any notes or activities missed so far in the Native American unit, as we will start preparing with some graphic organizers on Wednesday. See you then!
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Thursday, October 18, 2018

Native Americans, Day 7 - Class Recap


The Grand Canyon in Arizona has a rich history of Native American activity and tribes. Photo taken in 2007.

Hello everyone,

Today was focused on understanding more of Native American and United States government interaction through history, along with forced assimilation policies. Here's what we did today in class:

Learning Targets Addressed: 
Behavior LT 3: I can communicate and work effectively within a team or group.
Critical Thinking LT 5: I can justify and support arguments or interpretation with appropriate evidence.

Soundtrack: "Don't Speak" by No Doubt. Selected for today because at many Native American boarding schools, children were not allowed to speak their native language, due to the forced assimilation policies. Lyrics here.

AGENDA 10/18/18:
News Brief - Emanuel
NA Events
Forced Assimilation
Work Time

Homework: Read the blog. Turn in all missing work ASAP (grades have been updated on StudentVUE). The next news brief is assigned to: George.

News Brief: Today's news brief was brought in by Emanuel, who selected an article about this story: USAToday.com - What we know about the disappearance of Jayme Closs, the Wisconsin girl missing since her parents' deaths. We discussed this story for a bit and then moved on.

We also checked in to see if anyone was up to anything interesting or fun outside of class this weekend.

George was selected to do the next news brief.

As part of the news brief, we also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):


NA Events: I wanted students to know (or in some cases, review) some major events in terms of Native American and United States government interactions throughout the year. Here's the worksheet we went through together (some or most of this was done last class):


These events will be important context for the upcoming DBQ next week, so please keep this activity!

Forced Assimilation: Next, we investigated what assimilation meant for Native Americans. To begin this, I passed out this set of definitions and questions for the PowerPoint:


Before going through the PowerPoint, we looked at the defined terms together as a class. The bottom of the first page was space for any additional notes students wanted to take on the presentation:


The last slide of the PowerPoint is a reference to this letter, which was sent to the Grand Ronde School in 1902:


Students were asked to answer questions about the 1902 letter on the second page/back side of their vocabulary sheet with notes. We went through these answers together in class. Again, these will be able to be used for the DBQ response next week.

Work Time: If there was any time left at the end of class, it was reserved for quiet work time on any missing work. Grades have been updated in StudentVUE (aside from map activity scores), so please look to see what you can do to improve your grade, if possible!

Thanks everyone! See you next week!
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Tuesday, October 16, 2018

Native Americans, Day 6 - Class Recap


A rock formation in Arches National Park in Utah, which is part of Ancestral Puebloan territory. Photo taken in 2007.

Dear class,

It is always great to see you all in the morning! We finished Broken Treaties and did some work on historical events involving Native Americans and the United States. Here's what we did today in class:

Learning Targets Addressed: 
Behavior LT 3: I can communicate and work effectively within a team or group.
Critical Thinking LT 5: I can justify and support arguments or interpretation with appropriate evidence.

Soundtrack: "No Woman, No Cry" by Bob Marley. Selected for today because of the relationship to the "trail of tears" that we discussed today in class. Lyrics here.

AGENDA 10/16/18:
News Brief - Michael
Finish Broken Treaties
Discussion
NA Events

Homework: Read the blog. Turn in all missing work ASAP (grades have been updated on StudentVUE). The next news brief is assigned to: Emanuel.

News Brief: Today's news brief was brought in by Michael, who selected an article about this story: CNN.com - Sears owes billions of dollars: Who will be left holding the bag?. We discussed this story for a bit and then moved on.

We also checked in to see if anyone was up to anything interesting or fun outside of class this weekend.

Emanuel was selected to do the next news brief.

As part of the news brief, we also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):


Finish Broken Treaties: Next, we finished this fantastic OPB documentary called Broken Treaties, which came out last year. This documentary does a really good job at providing historical context for the displacement of native Oregonians, as well as some current issues of the day. Here is the link to watch the documentary, if you missed class or wanted to see it again:


Here is the link to the worksheet of questions that students were responding to in class (which is mostly in chronological order):


Discussion: After the documentary (there were only about 10-15 minutes left to watch today in class), we had a discussion on the questions, which I collected to assess as a behavior target. Thanks for your participation, everyone.

NA Events: To end the day, I wanted students to know (or in some cases, review) some major events in terms of Native American and United States government interactions throughout the year. Here's the worksheet we went through together:


I assigned students to groups to learn about one of the events together, then we had a conversation together about what we found. If there was any time after this, it was dedicated to make up time in class for missing work (which it appears many students have to do).
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Friday, October 12, 2018

Native Americans, Day 5 - Class Recap


This photo is from Brenda Renning, who is our Westview tech support person. She wrote to me saying: "I have deep Clatsop Indian roots.  The girl standing is my great grandmother and her grandmother is seated on the bottom right.  We figure my great grandmother's great grandmother was 2 when Lewis and Clark were there."

Hello everyone,

Welcome to your weekend! We continued our investigation of Native American issues and history as we focused more on native Oregonians. Here's what we did today in class:

Learning Targets Addressed: 
Behavior LT 3: I can communicate and work effectively within a team or group.
Critical Thinking LT 5: I can justify and support arguments or interpretation with appropriate evidence.

Soundtrack: "Boulevard of Broken Dreams" by Green Day. Selected for today because of the connection to the documentary "Broken Treaties" that we watched today.

AGENDA 10/12/18:
News Brief - Ryan C.
Guest Speaker
Broken Treaties
Discussion

Homework: Read the blog. Turn in all missing work ASAP (grades have been updated on StudentVUE). The next news brief is assigned to: Michael.

News Brief: Today's news brief was brought in by Ryan C, who selected an article about this story: MetroTimes.com - Video released showing white Rochester Hills man shooting at black teen. We discussed this story for a bit and then moved on.

We also checked in to see if anyone was up to anything interesting or fun outside of class this weekend.

Michael was selected to do the next news brief.

As part of the news brief, we also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):


Guest Speaker: After the news, we welcomed a guest speaker to class: Mrs. Renning! She reached out to me when she saw that I was doing a Native American history unit and wrote that she has deep roots in the area, as she had Clatsop ancestry. Mrs. Renning came in to talk with the class for a few minutes about the process of discovering and investigating this history. Here is a link to the presentation she went through in class:


We encourage you all to do the same! It was really cool to see some of the historical documents she brought in from this area!

Broken Treaties: Next, we watched most of a fantastic OPB documentary called Broken Treaties, which came out last year. This documentary does a really good job at providing historical context for the displacement of native Oregonians, as well as some current issues of the day. Here is the link to watch the documentary, if you missed class or wanted to see it again:


Here is the link to the worksheet of questions that students were responding to in class (which is mostly in chronological order):


We did not finish this in class today, so we will pick back up and discuss this next class, as we continue our Native American unit. Have a great weekend, everyone!
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Wednesday, October 10, 2018

Native Americans, Day 4 - Class Recap


We talked a bit last class about the role that native Hawaiians had in shaping the settlements of the Pacific Northwest. This is a photo I took on Kauai, Hawaii in 2014.

Dear class,

It was a short Community Wednesday today, so we focused on just a few items. Here's what we did today in class:

Learning Targets Addressed: 
Behavior LT 3: I can communicate and work effectively within a team or group.
Critical Thinking LT 5: I can justify and support arguments or interpretation with appropriate evidence.

Soundtrack: "Youth of the Nation" by P.O.D. Selected for today because of the importance of passing culture down to the youth in each nation and because of our continued look at the "young" nation of the United States. Lyrics here.

AGENDA 10/10/18:
News Brief - Jack
Finish Early Expansion
Map Activity
Native Lands

Homework: Read the blog. Complete your map activity by next class. The next news brief is assigned to: Ryan C.

News Brief: Today's news brief was brought in by Jack, who selected an article about this story: Weather.com - Hurricane Michael Just Hours Away From a Catastrophic, Unprecedented Florida Panhandle, Big Bend Category 4 Landfall. We discussed this story for a bit and then moved on.

We also checked in to see if anyone was up to anything interesting or fun outside of class.

Ryan C. was selected to do the next news brief.

As part of the news brief, we also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):


Early Expansion: Last class, we went through a PowerPoint explaining some of the necessary background information for understanding how the United States expanded and took over Native American territory. Here's the presentation:


And here is the note taking guide that I gave to students in class:


This hopefully was review for many students who should have had this information in middle school, but I know that not everyone did, and westward expansion was a common theme in the end of year survey that I gave to my Global Studies classes, in terms of wanting to know more. Please use the note guide and add to the notes with what was discussed in class (which was much more in depth than just the text on the slides).

Map Activity: As the last slide of the presentation above indicates, the next step in class was to complete this graded map activity, which seeks to provide some more historical context for what happened to create the United States and to forcibly displace native inhabitants of the land. Here is the activity (this should be completed and turned in on Google Classroom - I also have a few paper copies in class):


To earn a good score on this assignment, I want to see students thinking critically about each of the maps and connecting them to the notes that we took on the slideshow above. If you did not complete this in class today, please finish it and turn it in as homework.

Native Lands: Finally, I wanted to show students this website, which aims to show native peoples from all over the world, as well as languages and treaties. If you are not from the Portland/Beaverton area, this is definitely worth checking out to see who was the original occupant of the land you are from!


Next class, we will continue our unit and have a guest speaker come in for a bit, which I think you will find interesting! See you on Friday!
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Monday, October 8, 2018

Native American, Day 3 - Class Recap


Today is Indigenous People's Day in Oregon - this is a marker in the concrete in Tom McCall Waterfront Park, in downtown Portland.

Hi everyone,

Welcome back to another week! With today being Indigenous People's Day, I really wanted to focus on our current unit on Native American issues. Here's what we did today in class:

Learning Targets Addressed: 
Behavior LT 3: I can communicate and work effectively within a team or group.
Critical Thinking LT 5: I can justify and support arguments or interpretation with appropriate evidence.

Soundtrack: "Eagle Spirit" by Charles Littleleaf. This is a flute recording by a member of the Confederated Tribes of Warm Springs. Listen to it here.

AGENDA 10/8/18:
Wildcat News Brief - Tanish
Indigenous People's Day
Finish 30 Days
Early Expansion

Homework: Read the blog. Please check your grade and turn in any missing work ASAP! The next news brief is assigned to: Jack.

News Brief: Today's news brief was brought in by Tanish who selected an article about this story: NBCNews.com - Intersection where limo crash killed 20 is a menace, says store manager. We discussed this story for a bit and then moved on.

We also checked in about the weekend to see if anyone was up to anything interesting or fun outside of class.

Jack was selected to do the next news brief.

As part of the news brief, we also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):


Finally, we also watched Westview Wildcat News, which is available here if you missed class or wanted to watch it again:



Indigenous People's Day: Considering that today is Indigenous People's Day in Oregon, I wanted to make sure we spent some time recognizing the holiday and why it exists. To do that, I passed out a copy of the resolution that the City of Beaverton passed in 2016, honoring the day:


I asked students to read through it and research at least one point from the resolution that they were interested in learning more about. We then talked as a class about the resolution and the significance of the day.

I also showed this link of events going on around the Portland area for Indigenous People's Day, if you are interested: NAYAPDX.org - Indigenous People's Day 2018 Events.

Finish 30 Days: Next, we finished watching the episode of the TV documentary series "30 Days" that was titled "30 Days on an Indian Reservation" and noted current issues that were brought up that Native Americans are facing in the episode, as well as evidence. This was done on the second page of this handout (which was passed out last class):

We talked as a class about the issues that came up in the documentary, then brainstormed how they might connect to history.

If you missed any of the documentary, it is available online here.

Early Expansion: At the end of class, we started going through a PowerPoint explaining some of the necessary background information for understanding how the United States expanded and took over Native American territory. Here's the presentation (which we will finish next class):


And here is the note taking guide that I gave to students in class:


This hopefully was review for many students who should have had this information in middle school, but I know that not everyone did, and westward expansion was a common theme in the end of year survey that I gave to my Global Studies classes, in terms of wanting to know more. Please use the note guide and add to the notes with what was discussed in class (which was much more in depth than just the text on the slides).

That was it for the day! Thank you, everyone!
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Thursday, October 4, 2018

Native Americans, Day 2 - Class Recap


The Painted Hills in central Oregon. This is part of land that was Northern Paiute territory. Photo taken in 2017.

Dear class,

I hope you did well on the states and names quiz today! We also continued our work at analyzing Native American issues. Here's what we did today in class:

Learning Targets Addressed: 
Behavior LT 3: I can communicate and work effectively within a team or group.
Critical Thinking LT 5: I can justify and support arguments or interpretation with appropriate evidence.

Soundtrack: "Say My Name" by Destiny's Child. Selected for today because of the names quiz with everyone in class! Lyrics here.

AGENDA 10/4/18:
News Brief - Everett
Names/States Quiz
30 Days
Early Expansion

Homework: Read the blog. Please check your grade and turn in any missing work ASAP! The next news brief is assigned to: Tanish.

News Brief: Today's news brief was brought in by Everett, who selected an article about this story: NPR.org - 7 Law Enforcement Officers Shot, 1 Killed In South Carolina. We discussed this story for a bit and then moved on.

We also checked in about the weekend to see if anyone was up to anything interesting or fun outside of class.

Tanish was selected to do the next news brief.

As part of the news brief, we also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):


Names/States Quiz: After the news brief, we took the quiz on the first names of everyone in class, using the picture slideshow that I put together of everyone (this will not be available online due to student confidentiality). Then, the back side was a quiz on the 50 states in the United States and how to spell them accurately. We corrected this in class and then I collected them - this will go into the grade book as a behavior target.

30 Days: Next, we finished watching the episode of the TV documentary series "30 Days" that was titled "30 Days on an Indian Reservation" and noted current issues that were brought up that Native Americans are facing in the episode, as well as evidence. This was done on the second page of this handout (which was passed out last class):

We ended class with just a few minutes left in this, so we will finish next time.

Our next class meeting is Monday, which is Indigenous People's Day in Oregon, so we will definitely be honoring the day by learning a lot more about Native Oregonian history. See you then!
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Tuesday, October 2, 2018

Native Americans, Day 1 - Class Recap


We talked about Native American experience today in class. This is a photo of Monument Valley, which is a part of the Navajo Nation on the border between Arizona and Utah. Photo taken in 2007.

Hi everyone,

I always love the start of a new unit, and especially one that I am so excited to teach. Today, we began our look at Native Americans in the United States - present issues as well as historical context. Here's what we did today in class:

Learning Targets Addressed: 
Behavior LT 3: I can communicate and work effectively within a team or group.
Critical Thinking LT 5: I can justify and support arguments or interpretation with appropriate evidence.

Soundtrack: "Into the Ocean" by Blue October. Selected for today because it is the start of our October together! Lyrics here.

AGENDA 10/2/18:
News Brief - Trent
Native Oregonians
Cultural Appropriation
Current Issues

Homework: Read the blog. The states/names quiz is next class, on Thursday! The next news brief is assigned to: Everett.

News Brief: Today's news brief was brought in by Trent, who selected an article about this story: CNN.com - Amazon announces $15 minimum wage for all US employees. We discussed this story for a bit and then moved on.

We also checked in about the weekend to see if anyone was up to anything interesting or fun outside of class.

Everett was selected to do the next news brief.

As part of the news brief, we also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):


Native Oregonians: To start our work with understanding contemporary Native American issues, I asked students to think of all the casinos they could name in Oregon. Then, I asked students to name all the Native American nations and/or tribes that are from Oregon. The reason I wanted to do this was to try and see what students knew already, and to have students pause to think about this. Next, we went through this PowerPoint together as a class:


Part of this was showing this map of the general areas of native inhabitants of Oregon:

There are dozens of Native American tribes (60+) in Oregon - this is just a look at some of the major linguistic families.

Cultural Appropriation: As the PowerPoint link indicates, we then talked about the impact of race on Native Americans, as well what the term "cultural appropriation" is and watched a segment that The Daily Show did on the Washington Redskins football team. After this, I had students group up and try to find examples of cultural appropriation of Native Americans in various different categories. This was a lesson that we did last year in the Diversity and Social Justice class that I co-taught, so I was interested in seeing it with this class, too.

This is the worksheet I passed out in class:


Current Issues: Finally, to end class, we watched the first part of the episode of the TV documentary series "30 Days" that was titled "30 Days on an Indian Reservation" and noted (as linked to above) current issues that were brought up that Native Americans are facing in the episode, as well as evidence. We will finish this and talk more about this next class!

Please remember that your states and names quiz is next class, on Thursday! Here is the map that I passed out last class:

To practice with this, I introduced the class to this online game (which we played last year a lot with countries of the world): Sporcle.com - States Quiz. Please remember that you will need to know where the state is, as well as how to spell the name of the state, for the quiz on Thursday!

To help with this, I passed out a copy of the class roster with names, nicknames, and pictures in a random order. On the quiz on Thursday, I will use pictures of students that I took in class - these pictures (and the class roster itself) will not be posted online to protect student confidentiality. If you missed class, you need to pick up a copy of the class roster in person to begin studying. See you next class!
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