Before the White Men Came to Nisqually Country
Enduring Understanding
Nisqually Indian basket made from cedar root, bear grass, and horsetail root - from the collection of the Washington State Historical Society. Click to zoom |
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Prior to the arrival of European and American explorers and settlers, Native American peoples of Western Washington creatively used numerous resources available in their natural environment to sustain their communities.
Lesson Length
- Activity may take two hours over a two-day period, depending upon whether or not the teacher wishes to assign reading as homework or as an in-class assignment. Developing skills in reading, analyzing, or creation of maps is an optional, but recommended, lesson extension.
Intended Learning Outcomes
- Assist students in meeting Essential Academic Learning Requirements in reading, history, and geography (see below)
Materials Needed
- Article "Before the White Men Came to Nisqually Country" (provided)
- Student worksheets (provided)
- pencils, dictionary(ies), and a Washington state map
Primary Sources (provided)
- Reproductions of historic photographs and images of lithographs and
artifacts (provided by the Washington State Historical Society's
Research Center where these collection items reside) are included in the
essay "Before the White Men Came to Nisqually Country" or in the lesson
plan.
- Map of Washington Territory Showing the Indian Nations and Tribes, 1854
Secondary Sources (provided)
- Essay "Before the White Men Came to Nisqually Country" written by Cecilia Svinth Carpenter for the Washington State Historical Society
Essential Academic Learning Requirements (EALRs)
This lesson plan satisfies the following EALRs: History WA1.2.1, Geography 1.2.1a and 3.2.1b and the following Reading Skills: 1.2.1, 1.2.2, 1.2.1/2.4.2, 2.1.6 and 3.1.1. Print out the full EALRs for your reference.
TEACHER INSTRUCTIONS
Step I:
Hand out article "Before the White Men Came to Nisqually Country," and the "Vocabulary Activity" worksheet. Explain that when they read they may encounter a new and interesting use of vocabulary words. Call on a student to read the worksheet directions aloud, or the teacher may read the directions, then call on a student to check for understanding.
Step II.
Introduce the vocabulary words on "Vocabulary Activity" worksheet. Confirm the students' ability to pronounce each word. Model and gather feedback as necessary until class is firm on the pronunciation of all words.
Step III.
As students read the article "Before the White Men Came to Nisqually Country," have students fill in their understanding of the vocabulary words. Monitor their work.
Step IV.
After reading, have students return to the vocabulary worksheet and use a dictionary to check their understanding of vocabulary words. Teachers may choose to have students confirm or change definitions independently or follow with a class discussion. Stress that definitions should be "student friendly." Provide multiple exposures to the pronunciation and definitions of the vocabulary words.
Step V:
Call on a student to read the Practicing Vocabulary Word Use directions aloud and check for understanding. Monitor students as they work. The rubric requires students to write two sentences. Teachers may vary the number. The rubric reflects the same scoring used on the WASL. A sample of a completed rubric is as follows:
VOCABULARY ACTIVITY SCORING RUBRIC |
2 |
A 2-point response provides two sentences that each use a chosen vocabulary word correctly in a sentence.
Example:
The prairie habitat provided the Squally-absch people with most of the food and water they needed to live.
The Squally-absch people tanned deer hides to soften them before making them into clothes. |
1 |
A 1-point response provides one sentence that uses a chosen vocabulary word correctly in a sentence. |
Step VI:
Call on a student to read the Map Activity directions aloud and check for understanding. Using the Washington state map that you have posted, check that students are able to locate themselves on the state map. Point out for them major geographic features and the scale on the "Map of Washington Territory" map, created in 1854. Ask students to work individually, or in pairs, to complete the questions on the "Map Activity" worksheet.
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