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Tribes of Oregon - Chinook (weebly.com)

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The Chinookan peoples were not nomadic but rather occupied traditional tribal geographic areas. They had a form of society marked by social stratification consisting of a number of distinct social castes of greater or lesser status. Upper castes included , , and successful traders and were a minority of the community population compared to common members of the tribal group. Members of the superior castes are said to have practiced social isolation, limiting contact with commoners and forbidding play between the children of the different social groups.

Some Chinookan peoples practiced , a practice borrowed from the northernmost tribes of the . These slaves are said to have been encouraged to practice thievery on behalf of their masters, who excluded themselves from such practices as unworthy of high status.

At birth some Chinookan tribes would flatten children's heads by binding them under pressure between boards, a process said to have been initiated when the infant was about 3 months old and to have continued until the child was about one year of age. This served as a means of marking social hierarchy that placed flat-headed community members above those with round heads. Those with flattened and deformed skulls additionally refused to enslave others with a similar condition, thereby reinforcing the association of a round head with servility (an excessive willingness to serve or please others). Such tribes were known colloquially by early white explorers in the region as "Flathead Indians."

Living near the coast of the , they were skilled hunters and fishermen. The most popular fish was salmon. Owing partly to their non-migratory living patterns, the Chinook and other coastal tribes had relatively little conflict over land with one another. They also lived in with more than fifty people in one long house.

Nez Perce is a misnomer given by the interpreter of the Lewis and Clark Expedition at the time they first encountered the Nez Perce in 1805. It was a French term meaning "pierced nose." This is an inaccurate description of the tribe. They did not practice nose piercing or wearing ornaments. The "pierced nose" tribe lived on and around the lower in the and are commonly called the tribe by historians and anthropologists. The Chinook relied heavily upon salmon, as did the Nez Perce. The peoples shared fishing and trading sites but the Chinook were much more hierarchical in their social arrangements ( http://en.wikipedia.org/wiki/Chinookan_peoples)

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The Chinookan peoples were not nomadic but rather occupied traditional tribal geographic areas. They had a form of society marked by social stratification consisting of a number of distinct social...

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PowWows.com | Native American PowWow Culture | Articles, Calendar, Community - PowWows.com

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PowWows.com | Native American PowWow Culture | Articles, Calendar, Community

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Find a Pow Wow Near You Visit Now PowWows.com Experience | Learn | Celebrate Native American Culture

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Reach out to NAS (professors and leaders) at Southern Oregon University for potential guest.
-Reach out to Oregon Tribes for anyone who enjoys speaking at schools.

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Welcome,
Please comment, like and share on the following resources.

Please also add resources and information

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-Sovereignty

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- Acknowledgement and understanding of the history and origin of Talking Circles
- The class will hold a Circle Talk.

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Talking Circles Overview from the First Nations Pedagogy Online Project

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Talking Circles or Circle Talks are a foundational approach to First Nations pedagogy-in-action since they provide a model for an educational activity that encourages dialogue, respect, the co-creation of learning content, and social discourse. The nuance of subtle energy created from using this res…

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- Primary and secondary Sources

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-Compensate Indigenous/POC people for their emotional labor.

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SB-13 material
- Group work
- Group Presentation
- Individual written reflection

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-Anonymous wavier for students

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Senate Bill 13 (SB13)

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To be used at any gathering of people.
-staff meetings
-parent conferences
-the class room
-etc.

https://nativegov.org/a-guide-to-indigenous-land-acknowledgment/

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Social Studies- To Challenge the Settler Colonial Narrative of Native Americans in Social Studies Curriculum: A New Way Forward for Teachers, History Teacher

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Social Studies- To Challenge the Settler Colonial Narrative of Native Americans in Social Studies Curriculum: A New Way Forward for Teachers, History Teacher

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ERIC - EJ1287359 - To Challenge the Settler Colonial Narrative of Native Americans in Social Studies Curriculum: A New Way Forward for Teachers, History Teacher, 2019-Feb (ed.gov)

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For many non-native people, Native Americans are one large homogenous group. A fairly simple "group" to understand. Indigenous people are commonly presented and understood through long-enduring imagery via movies, advertising, product naming, and mascots. Through these processes, indigenous peoples are labeled, named, and historically placed as entities stripped of their humanity. They are made caricatures. These actions of presentation de facto allow large numbers of people to ignore or opt out of examining the historical experiences, present realities, geographies, and cultural manifestations of indigenous peoples. Engaging a critical framework about and for Native Americans in social studies curriculum is a necessary challenge to a course of study that is much more than a set of standards to learn; it is a reproduction of consciousness and a substantiation of misrepresentations. What is offered within this essay is a call for teachers to utilize the TribalCrit framework in their teaching. Tribal Critical Race Theory (TribalCrit) is an offshoot Critical Race Theory. TribalCrit centers on examining the particular experience of Native Americans through a critical lens that acknowledges and illuminates the space through which they have existed historically, currently, and into the future. TribalCrit provides a unique lens through which to view indigenous experiences, such as engagement and oppression, and specific expressions of culture to critique traditional histories. By highlighting the ubiquitous nature of Native American imagery in society and the limitations of curriculum via standards and textbooks, this article argues that utilization of the TribalCrit framework is possible, and necessary. By teaching ambitiously and mining the standard social studies curriculum, traditional portrayals of Native Americans can be replaced by deeper, more critical, and hopefully more contextualized representations--offering opportunities for educators and their students to move beyond the tropes of settler colonialism that invade the typical engagement of indigeneity in social studies curriculum, and offering anti-colonial ways in which to do so.

Descriptors: Teaching Methods, American Indians, Critical Theory, Race, Land Settlement, Foreign Policy, Social Studies, Misconceptions, Power Structure, American Indian History, Standards, Curriculum, Educational Change, Elementary Secondary Education, Kindergarten

Society for History Education. California State University, Long Beach, 1250 Bellflower Boulevard, Long Beach, CA 90840-1601. Tel: 562-985-2573; Fax: 562-985-5431; Web site: http://www.societyforhistoryeducation.org/

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ERIC - EJ1287359 - To Challenge the Settler Colonial Narrative of Native Americans in Social Studies Curriculum: A New Way Forward for Teachers, History Teacher, 2019-Feb

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For many non-native people, Native Americans are one large homogenous group. A fairly simple "group" to understand. Indigenous people are commonly presented and understood through long-enduring imagery via movies, advertising, product naming, and mascots. Through these processes, indigenous peoples are labeled, named, and historically placed as entities stripped of their humanity.

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-Group work
-Group presentation
- Individual reflection work

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- Class choose topic
- Individual assignments
- Class presentation to school

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.