Incorporating Tradition and Science - Lessons Of Our Land...People—Caretakers of All Life” and...
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Incorporating Tradition and Science Published on Lessons of Our Land (http://www.lessonsofourland.org) Grades: 9th - 12th Grade Lesson: 2 Unit: 1: American Indian traditional land values Subject: Science Additional Subject(s): English Language Arts Achievement Goal: Compare and contrast traditional Indian land knowledge and stewardship with contemporary Western science-based practices. Time: Multiple class periods Lesson Description: Students research the work of the North Fork Mono Tribe via the internet or through a brief face-to-face or telephone interview. Students also investigate the work of the National Park Service in the Wawona Meadows area of Yosemite National Park. Then, compare the work of these two organizations to see if the similarities and differences between them highlight the strengths of integrating traditional Native values in the natural resource stewardship. Teacher Background: American Indian traditional land and natural resource stewardship have their roots in thousands of years of observation and practice. The collective knowledge of indigenous peoples here has been reduced over the years through dispossession and colonization, drastic land and population losses, displacement and assimilation. Despite this, there still remains a great and valid body of land-knowledge within Indian communities. As a result, tribal communities throughout the U.S. have become more assertive within the past half-century in matters relating to self-governance and the stewardship of their lands. The challenge for American Indian communities is to find a balance between traditional land stewardship practices and contemporary Western science-based land management in order to meet the modern needs of tribal communities. Many California tribes and intertribal organizations are successfully working with their lands, sometimes in collaboration with agencies such as the United States Forest Service, in ways that incorporate their traditional values while utilizing the latest scientific methods to ensure long-term sustainability. Standards: This lesson aligns with Common Core standards RI2, RI4, SL1, SL2, SL4. 9-10th Grade RI2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. RI4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). SL1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. A. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. B. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. C. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or Copyright © Indian Land Tenure Foundation, 2014 Page 1 of 4
Transcript of Incorporating Tradition and Science - Lessons Of Our Land...People—Caretakers of All Life” and...
Incorporating Tradition and SciencePublished on Lessons of Our Land (http://www.lessonsofourland.org)
Grades: 9th - 12th Grade Lesson: 2Unit: 1: American Indian traditional land valuesSubject: ScienceAdditional Subject(s): English Language ArtsAchievement Goal: Compare and contrast traditional Indian land knowledge and stewardship withcontemporary Western science-based practices.Time: Multiple class periods
Lesson Description:Students research the work of the North Fork Mono Tribe via the internet or through a brief face-to-faceor telephone interview. Students also investigate the work of the National Park Service in the WawonaMeadows area of Yosemite National Park. Then, compare the work of these two organizations to see ifthe similarities and differences between them highlight the strengths of integrating traditional Nativevalues in the natural resource stewardship.
Teacher Background:American Indian traditional land and natural resource stewardship have their roots in thousands of yearsof observation and practice. The collective knowledge of indigenous peoples here has been reducedover the years through dispossession and colonization, drastic land and population losses, displacementand assimilation. Despite this, there still remains a great and valid body of land-knowledge within Indiancommunities. As a result, tribal communities throughout the U.S. have become more assertive withinthe past half-century in matters relating to self-governance and the stewardship of their lands.
The challenge for American Indian communities is to find a balance between traditional landstewardship practices and contemporary Western science-based land management in order to meet themodern needs of tribal communities. Many California tribes and intertribal organizations are successfullyworking with their lands, sometimes in collaboration with agencies such as the United States ForestService, in ways that incorporate their traditional values while utilizing the latest scientific methods toensure long-term sustainability.
Standards:This lesson aligns with Common Core standards RI2, RI4, SL1, SL2, SL4.
9-10th Grade
RI2 Determine a central idea of a text and analyze its development over the course of the text,including how it emerges and is shaped and refined by specific details; provide an objective summary ofthe text.
RI4 Determine the meaning of words and phrases as they are used in a text, including figurative,connotative, and technical meanings; analyze the cumulative impact of specific word choices onmeaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
SL1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups,and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideasand expressing their own clearly and persuasively.A. Come to discussions prepared, having read and researched material under study; explicitly draw onthat preparation by referring to evidence from texts and other research on the topic or issue tostimulate a thoughtful, well-reasoned exchange of ideas.B. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus,taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individualroles as needed.C. Propel conversations by posing and responding to questions that relate the current discussion tobroader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, orCopyright © Indian Land Tenure Foundation, 2014
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Incorporating Tradition and SciencePublished on Lessons of Our Land (http://www.lessonsofourland.org)
challenge ideas and conclusions.D. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement,and, when warranted, qualify or justify their own views and understanding and make new connections inlight of the evidence and reasoning presented.
SL2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually,quantitatively, orally) evaluating the credibility and accuracy of each source.
SL4 Present information, findings, and supporting evidence clearly, concisely, and logically such thatlisteners can follow the line of reasoning and the organization, development, substance, and style areappropriate to purpose, audience, and task.
11-12th Grade
RI2 Determine two or more central ideas of a text and analyze their development over the course of thetext, including how they interact and build on one another to provide a complex analysis; provide anobjective summary of the text.
RI4 Determine the meaning of words and phrases as they are used in a text, including figurative,connotative, and technical meanings; analyze how an author uses and refines the meaning of a keyterm or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
Associated California State Academic Content Standards
For general guidelines for aligning discussions, writing assignments, and oral presentations with English-Language Arts Standards, see Using Lessons of Our California Land to Help Students MeetCalifornia State Content Standards.
Science teachers may also address a number of standards through this lesson. For example, ecologystudents can learn that biodiversity is affected by alteration of habitats, and they can also analyzechanges in an ecosystem resulting from human activity. During their investigations of meadowrestoration and its relationship to hydrology, California Geology students can learn about theimportance of water to society, the origins of California’s fresh water, and the relationship betweensupply and need. In addition, this lesson presents a prime opportunity for students to understand thatscientific progress is made by asking meaningful questions and conducting careful investigations. Herestudents can develop their own questions and investigate land and water use decisions in California byresearching the literature, analyzing data, and communicating the findings.
Teacher Preparation Resources:
Obtain a copy of Vine Deloria, Jr., and Daniel Wildcat’s Power and Place, Indian Education inAmerica (Fulcrum Resources, 2001). Copy Chapters 7 and 8 for the students.Review the Background on Meadows as well as the photos and information for students onMeadow Restoration listed in the Lesson Resources section.
Student Activity:
1. Assign to students the task of carefully preparing for and conducting a brief telephone interviewwith Chairman Ron Goode or another member of the North Fork Mono Tribe (see the tribalcontact list listed in the Lesson Resources section). Ask them to obtain information from theTribe about the manner in which their members exercise a mixture of traditional knowledge andWestern science to provide the sound stewardship of Central California meadows.
2. Likewise, assign students the task of carefully preparing for and conducting a telephoneinterview with a staff person or member of the National Park Service (NPS). Ask them to obtaininformation from NPS about the manner in which their staff members utilize the best Western
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science to manage their Sierra Nevada meadows, the priorities of the managers, and how thequality of management is evaluated.
3. If these students took Lesson 1 in this unit, then there is no need to review aspects of traditionalAmerican Indian land values. If not, have the students read the chapters “IndigenousPeople—Caretakers of All Life” and “Communicating a Sense of the Sacred” from Wisdom of theElders: Sacred Native Stories of Nature.
4. Assign students to read chapters 7 and 8 of Power and Place, Indian Education in America.5. In class, ask students to compare and contrast traditional Native ecological philosophies and
philosophies rooted in modern, non-Native “Western” sciences supplemented by the advancesof American technology. Using a Venn diagram, have the students summarize and present thesimilarities and differences between these environmental philosophies.
6. Initiate a discussion comparing and contrasting tribal meadow stewardship with that of non-Indian land managers. Again, have the class create a Venn diagram comparing and contrastingthese operations. Have the students discuss what they feel are the strengths and weaknesses ofeach operation. Rather than having the students simply “pick sides,” ask the students to explorethe complexities or “dialectic” between the two sets of philosophies. For example, ask them tothink about the ways these philosophies have affected, informed or changed each other in bothpositive and negative ways. Ask them whether or not they see ways to integrate aspects ofthese two philosophies while still maintaining the integrity of native values.
Evaluation:
1. Assess the manner in which the students prepare for and conduct the interviews with staff ormembers of the North Fork Mono Tribe and the National Park Service. Evaluate the presentationof their findings for clarity and organization.
2. Assess, through class discussions, the students’ grasp of the similarities and differencesbetween Native and non-Native approaches to natural resource management.
Lesson Resources:
North Fork Mono Tribe Contact Information Background on MeadowsMeadow Restoration ProjectNational Park Service, Wawona Meadow Ecological RestorationDeloria, Jr., Vine and Daniel Wildcat. Power and Place: Indian Education in America. Golden,Colorado: Fulcrum, 2001
Source URL: http://www.lessonsofourland.org/lessons/incorporating-tradition-and-science
Links:[1] http://www.lessonsofourland.org/sites/default/files/landlessons.org_TribalResourcesSoCentralCalif.pdf[2] http://www.lessonsofourland.org/sites/default/files/Meadows%20Background.pdf[3] http://www.lessonsofourland.org/sites/default/files/MeadowRestoration.pdf[4] http://www.nps.gov/yose/naturescience/wawona-meadow.htm[5] http://www.lessonsofourland.org/grade-level/9th-12th-grade[6] http://www.lessonsofourland.org/flag/flag/lessons/371?destination=printpdf/371&token=E3ThmSajD7d6WmNvT2kIVuQ6mTDMfhJiROdTf-1Ol4U[7] http://www.lessonsofourland.org/flag/unflag/recently_viewed/371?destination=printpdf/371&token=E3ThmSajD7d6WmNvT2kIVuQ6mTDMfhJiROdTf-1Ol4U[8] http://www.lessonsofourland.org/subjects/science[9] http://www.lessonsofourland.org/subjects/english-language-arts[10] http://www.lessonsofourland.org/states/california[11] http://www.lessonsofourland.org/states/north-fork-mono[12] http://www.lessonsofourland.org/units/1-american-indian-traditional-land-values[13] http://landlessons.org/UsingLessonstoHelpStudentsMeetStandards.pdfCopyright © Indian Land Tenure Foundation, 2014
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