Outline of Nez Perce Curriculum for the Community Based Learning Class

Lisa Johnson

Indian West, 2012

Background:

The Community Based Learning program is unique in that students are out in the community four days a week and work in the classroom only one day a week. During that time, we are teaching job readiness skills and other academics. Instead of a designing a Nez Perce unit, I will be incorporating the Nez Perce ‘philosophy’ within my lessons. This will include perspectives on the land, the community and individual/personal responsibilities.

Outline:

Perspectives on the Land

What are the natural resources they have to work with?
How can we preserve the land to make it accessible to future generations?
What role do they play in maintaining a healthy planet?

Perspectives on the Community

What ways can they become more involved in the community?
How can they make any improvements to the community?
What differences can they make in the community?
What roles can they play in the community? (I.e. leaders, supporters, listeners, etc.)

Perspectives on Individual/Personal Responsibilities

What makes a good citizen?
What ways can they get involved for the ‘greater good’?
How do they prepare themselves for the future?
What can they do to be positive role models for others?

WEEK 1:

Standards/GEs:

1.7 -In written responses to literature, students show understanding of reading; connect what has been read to the broader world of ideas, concepts, and issues; and make judgments about the text.

3.5 -Students make informed, healthy choices that positively affect the health, safety, and well-being of themselves and others.

3.11 -Students interact respectfully with others, including those with whom they have differences.

3.13 -Students analyze their roles and responsibilities in their family, their school, and their community.

Background Information:

We will be using the information that I’ve gathered about the Nez Perce tribe and how they honored the land and their people. Students will read short stories about the Nez Perce and get a sense of how they lived and their beliefs.

Purpose:

The purpose of this lesson is to introduce the philosophy of the Nez Perce tribe. Students will learn of the respect the Nez Perce had for the land, their community/tribe, and individuals and relate it to their own life.

Guiding Question:

How do I make myself more consciences of my surroundings?

Materials:

- Journal Writing materials

- Quotations from the Nez Perce Chiefs found online or a handout from the teacher.

- Short stories of the Nez Perce tribe found online or a handout from the teacher.

- Brief video from ‘youtube.com’ (there are numerous to choose from)

- Homework sheet of 10 examples of quote.

Lesson: (the first 30 minutes of each classroom day)

We will have a class discussion on what students think about our community. What are some things they appreciate and what are some things they would like to change.
Students will read a short story about the Nez Perce Indians. Discussion about their way of life and compare it to now.
Introduce a quote from Nez Perce Chief (example below) and have students reflect on the quote and write a journal response.

“I believe much trouble would be saved if we opened our hearts more.”Chief Joseph

Student will then spend the next week (until we have our next class) finding examples of this quote. They will write down evidence of everyday situations that pertain to this quote. They must describe a minimum of 10 examples.
The following class, we will spend the first 15 minutes having students share their findings. A new quote will then be handed out for the following week.

Assessment:

Students will show evidence of successful achievement of the above assignments in the following ways: completion of the List of 10 examples of the quote, content in the response journal and contributions to the class discussion.

WEEK 2:

Standards/GEs:

1.3 -Students read for meaning, demonstrating both initial understanding and personal response to what is read.

2.7 -Students respond to new information by reflecting on experience and reconsidering their opinions and sources of information.

3.3 -Students demonstrate respect for themselves and others.

3.12 -Students use systematic and collaborative problem-solving processes, including mediation, to negotiate and resolve conflicts.

4.5 -Students understand continuity and change.

Background:

We will be referring to the philosophy of a Native American quote that teaches about courage and patience. Students will read material that gives examples of each.

Purpose:

The purpose of this lesson is to teach students ways to deal with their daily stress in their lives and talk about different strategies they can use to overcome them. Students will analyze the assigned quote and relate it to their every-day lives.

Guiding Question:

What is “courage” and what does it look like?

Materials:

- Journal Writing Materials

- Quote from Native American Chief

- Home work sheet of 10 examples of quote

Lesson:(first 30 minutes of each classroom day)

Students will start the class by sharing the 10 examples they witnessed of last week’s quote. We will talk about what they saw and how they reacted. This will be an opportunity to have students comment on each other’s experience and offer suggestions and input.

We will then discuss the meaning of “courage”. How would they define it? What does it look like to them?

We will then share the quote from Chief White Eagle:

”Go Forward With Courage. When you are in doubt, be still, and wait;
when doubt no longer exists for you, then go forward with courage.
So long as mists envelop you, be still;
be still until the sunlight pours through and dispels the mists
-- as it surely will.
Then act with courage.”
Ponca Chief White Eagle (1800's to 1914)

Students will reflect on the quote and respond in their journals.
Student will then spend the next week (until we have our next class) finding examples of this quote. They will write down evidence of everyday situations that pertain to this quote. They must describe a minimum of 10 examples.
The following class, we will spend the first 15 minutes having students share their findings. A new quote will then be handed out for the following week.

Assessment:

WEEK 3:

Standards/GEs:

2.2 -Students use reasoning strategies, knowledge, and common sense to solve complex problems related to all fields of knowledge.

3.3 -Students demonstrate respect for themselves and others.

3.11 -Students interact respectfully with others, including those with whom they have differences.

Background Information:

We will be talking about how important it is in the business world (and in their personal lives) to have integrity….to be truthful and honest. Students will discuss personal situations when honesty/dishonesty affected them.

Purpose:

The purpose of this lesson is to guide students into seeing the importance of integrity when it comes to situations in the work place, working with co-workers, and in their own personal lives.

Guiding Question:

“Why is integrity important?”

Materials:

- Journal Writing Materials

- Quote from Native American Chief

- Home work sheet of 10 examples of quote

Lesson: (first 30 minutes of each classroom day)

Students will start the class by sharing the 10 examples they witnessed of last week’s quote. We will talk about what they saw and how they reacted. This will be an opportunity to have students comment on each other’s experience and offer suggestions and input.
We will then discuss the meaning of “integrity”. How would they define it? What happens when people have no integrity?
We will then share the quote from Chief Joseph:

"Our fathers gave us many laws, which they had learned from their fathers. These laws were good. They told us to treat all people as they treated us; that we should never be the first to break a bargain; that is was a disgrace to tell a lie; that we should speak only the truth”. – Chief Joseph

Students will reflect on the quote and respond in their journals.

Student will then spend the next week (until we have our next class) finding examples of this quote. They will write down evidence of everyday situations that pertain to this quote. They must describe a minimum of 10 examples.
The following class, we will spend the first 15 minutes having students share their findings. A new quote will then be handed out for the following week.

Assessment:

WEEK 4:

Standards/GEs:

2.7 -Students respond to new information by reflecting on experience and reconsidering their opinions and sources of information.

2.9 -Students persevere in the face of challenges and obstacles.

3.1 -Students assess their own learning by developing rigorous criteria for themselves, and use these to set goals and produce consistently high-quality work.

3.16 -Students develop a plan for current and continued education and training to meet personal and career goals.

Background Information:

Students will have a discussion on the use of the Nav. 101 program that we have been using in Advisory. What goals have they set for themselves with the Nav. 101 curriculum? We will talk about the importance of setting goals and having a plan.

Purpose:

The purpose of this lesson is to encourage students to think beyond their high school career. If they have an idea of what they want to achieve, they can start preparing themselves now (i.e., academic classes they can be taking, career center classes they can take, Community Based Learning sites that would be beneficial).

Guiding Question:

“What goals can I set for myself in order to help me in the future?”

Materials:

- Journal Writing Materials

- Quote from Native American Chief

- Home work sheet of 10 examples of quote

- Video clip from Kamiah Community Center Counselors (Harry and Abe)

Lesson:(first 30 minutes of each classroom day)

Students will start the class by sharing the 10 examples they witnessed of last week’s quote. We will talk about what they saw and how they reacted. This will be an opportunity to have students comment on each other’s experience and offer suggestions and input.
We will then discuss the meaning of “integrity”. How would they define it? What happens when people have no integrity?
We will then share the quote from Chief Joseph:

“I have heard talk and talk, but nothing is done. Good words do not last long unless they amount to something.” Chief Joseph, Nez Perce

Students will reflect on the quote and respond in their journals.
Student will then spend the next week (until we have our next class) finding examples of this quote. They will write down evidence of everyday situations that pertain to this quote. They must describe a minimum of 10 examples.
The following class, we will spend the first 15 minutes having students share their findings. A new quote will then be handed out for the following week.

Assessment:

WEEK 5:

Standards/GEs:

3.5 -Students make informed, healthy choices that positively affect the health, safety, and well-being of themselves and others.

3.9 -Students make decisions that demonstrate understanding of natural and human communities, the ecological, economic, political, or social systems within them, and awareness of how their personal and collective actions affect the sustainability of these interrelated systems.

Background Information:

Students will be introduced to the different ways they can help the planet. We will discuss their responsibilities and roles in the preservation of the earth. We will offer examples of ways that the Native Americans treated the planet and how the earth played such a large role in their philosophy and actions.

Purpose:

The purpose of this lesson is to make students more aware of the world around them and to provide possibilities for them to be contributing members of our community. Students will be given suggestions and opportunities to make a difference and think of others before themselves.

Guiding Question:

“How can I make a difference to the planet?”

Materials:

- Journal Writing Materials

- Quote from Native American Chief

- Home work sheet of 10 examples of quote

Lesson: (first 30 minutes of each classroom day)

Students will start the class by sharing the 10 examples they witnessed of last week’s quote. We will talk about what they saw and how they reacted. This will be an opportunity to have students comment on each other’s experience and offer suggestions and input.
We will then discuss what it means to take care of our planet. What are some of the problems we face? What has history taught us about taking care of the earth? What are some of the ways that they can help to preserve our planet for the future? What are some of the local organizations that are already doing something and how can they get involved?
We will then share the quote from Chief Joseph:

“The earth is the mother of all people, and all people should have equal rights upon it.”
Chief Joseph

4. Students will reflect on the quote and respond in their journals.

5. Student will then spend the next week (until we have our next class) finding examples of this quote. They will write down evidence of everyday situations that pertain to this quote. They must describe a minimum of 10 examples.

6. The following class, we will spend the first 15 minutes having students share their findings. A new quote will then be handed out for the following week.

Assessment:

Curriculum Statement:

I have designed lessons for 5 weeks of the semester. Each of the lessons follows a similar format. Because I have an alternative schedule with my students, the teaching process is a bit different from a traditional classroom.

For the following weeks of the semester, I will continue with the same format and have students work with a different quote each week.

As the semester progresses, I will alter the format just a bit. As the students become more comfortable with the process, I will have them find quotes on their own. They will be responsible for researching a “quote of the week” that makes a connection with them. This will also open up the references to quotes beyond the Native American philosophies and beliefs. For example, students may find quotes from other influential people such as Martin Luther King, Jr., John F. Kennedy, Gandhi, and others. The requirement of their choice will be that the quote must make an impact on their lives.

References:

Various ‘YouTube’ videos at YouTube.com

www.firstpeople.us/FP-Html-Wisdom/ChiefJoseph.html

Day in Burlington, June 3, 2012

Lisa Johnson

Indian West, 2012

Bill Holiday, CSC Class

Early Sunday morning, our class was heading to Burlington to meet with Judy Dow, a member of the Abenaki nation. She is very active in preserving her culture and educating others about the Abenaki-both past and present.

I was very interested in learning about the things that Judy was going to share. After reading the material that we had been given, I realized that I didn’t know a lot about the Abenaki’s history. Born and raised in southern Vermont, I couldn’t recall much about the Vermont Eugenics Survey (was it because of my middle school Social Studies teacher???—I’m sure it wasn’t!) All of the pre-reading for this visit was very helpful in giving me some background information before we spoke with Judy. The treatment of the Abenaki was devastating and demoralizing and I was anxious to see how the tribe had adjusted over the years.

After meeting Judy, immediately you could see the pride and respect she had for her culture. She was excited to get started and introduce us to people and places that were part of her history. She had photo albums from the early 1900’s that she shared from her family. As we drove around Burlington, I realized there was a large section of the town that I had never seen. I’m not real familiar with the area, so it was very interesting to have Judy as our tour guide and seeing the town through her eyes.

There were many locations that we visited, but the ones that left an impression with me were: Judy’s family neighborhood, the Intervale and Charlie’s boat shop. As we drove through Judy’s family neighborhood, she pointed out her grandparent’s house and she talked about the memories she had with them. She described a happy childhood. The houses were close together and I definitely had a sense of a ‘community’. People taking care of each other. When we stopped at the Intervale, Judy talked about how she played there as a child and the Abenaki would hunt and gather food. It was her “backyard”! Now, there were community gardens and other small developments. Unfortunately, their hunting privileges have been taken away and Judy is now advocating the removal of the garbage that has been deposited there. Lastly, meeting a fellow Abenaki, Charlie, was a real treat. He owns his own boating company that had been in the family. He was rich in history and had maps to share!