Tribal Homeland Exploration

Unit

Walla Walla Treaty Insights (Lesson 1 of 3)

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Duration

45 minutes

Class Size

30 Students

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Learning Objectives

By the end of this lesson, students will be able to:

• Identify traditional tribal homelands using historical and contemporary maps.
• Explain the significance of land to tribal identity and culture, focusing on Washington State tribes involved in the Walla Walla Treaty.
• Analyze how traditional homelands are defined by both natural geography and cultural practices.

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Standards Alignment

Common Core State Standards (CCSS) for Literacy in History/Social Studies, Grades 6-8

• CCSS.ELA-LITERACY.RH.6-8.1: Cite specific textual evidence to support analysis of primary and secondary sources.
• CCSS.ELA-LITERACY.RH.6-8.7: Integrate visual information (e.g., maps, charts) with text in print and digital texts to support comprehension.
• CCSS.ELA-LITERACY.SL.7.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, teacher-led) with diverse partners on topics, texts, and issues, building on others’ ideas and expressing their own clearly.
• CCSS.ELA-LITERACY.WHST.6-8.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information clearly.

Washington State Social Studies Learning Standards

• Standard 2.1: Students understand the role of Native Peoples in Washington State history and culture.
• Standard 2.4: Students analyze the impact of treaties and agreements between Native Peoples and settlers/government.

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Materials Required

• Printed and digital maps showing traditional tribal territories in Washington State pre- and post-Walla Walla Treaty (with specific focus on involved tribes: Umatilla, Walla Walla, Cayuse).
• Student journals/notebooks
• Projector or smartboard
• Whiteboard and markers
• Sticky notes in two colors (for student annotations)
• Printed excerpts of oral histories or tribal narratives (adapted for grade level)

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Lesson Outline

1. Opening Activity: Engage & Activate Prior Knowledge (5 minutes)

• Activity: Ask students to quickly write down in their journals what “homeland” means to them.
• Prompt: "Think about the place you feel most connected to and why."
• Purpose: Connect personal identity to geographical place and prepare for deeper exploration of tribal homelands.
• Support: Share 2-3 student responses aloud to build community and validate thinking.

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2. Introduction to Traditional Tribal Homelands (10 minutes)

• Teacher Input: Briefly explain what a traditional tribal homeland is, emphasizing that it is more than just land — it represents culture, history, and identity.
• Use the smartboard/projector to display a clear map of Washington State’s tribal territories before the Walla Walla Treaty.
• Highlight the Umatilla, Walla Walla, and Cayuse territories.
• Key Concept: Tribal land boundaries often follow natural features like rivers, mountains, and valleys.

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3. Mapping Activity - Analyzing Territorial Changes (15 minutes)

• Students receive two maps: one showing tribal homelands prior to the Walla Walla Treaty and one showing land changes after the treaty.
• Working in pairs, they examine the maps and use sticky notes to annotate on printed copies or digital shared files:
  • Areas of lost or retained land
  • Natural features defining the homelands
  • Questions or observations about changes
• Teacher Note: Circulate, prompt critical thinking with questions such as:
  • "How do you think these changes affected the tribes’ way of life?"
  • "What might land represent beyond just a place to live?"

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4. Group Discussion: Significance of Land (10 minutes)

• Facilitate a guided class discussion responding to the mapping activity.
• Use sentence stems to support student participation:
  • "Land is important to tribal identity because..."
  • "One way natural features help define homelands is..."
• Connect student insights to cultural, spiritual, and economic importance of land.
• Clarify misconceptions as needed.

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5. Reflection and Formative Assessment (5 minutes)

• In their journals, students write a short paragraph answering:
  • "Why are traditional homelands important to tribal culture and identity?"
• Collect journals or have students share responses aloud in pairs to encourage articulation of ideas.
• Use responses to gauge understanding and inform instruction for the next lessons on the Walla Walla Treaty.

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Differentiation Strategies

• Provide printed glossaries of key terms (homeland, treaty, territory) for ELL or struggling readers.
• Use visuals and oral narratives to support comprehension for diverse learners.
• Allow students to submit journal reflections through audio recording if preferred.

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Homework / Extension

• Students research and bring one fact or story about one tribe’s connection to their homeland to share in the next class (can be from Since Time Immemorial resources or classroom library).
• Optional: Start a "Land Connection" class mural or digital map to add student facts throughout the unit.

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Teacher Reflection Notes

• Monitor levels of engagement and understanding during map work and discussion.
• Assess how well students connect geographical information to cultural significance.
• Adjust pacing for next lessons to allow for deeper exploration of the Walla Walla Treaty context and contemporary tribal perspectives.

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This lesson integrates Common Core literacy standards within social studies content, blending map analysis, discussion, and reflection to foster meaningful understanding of tribal homelands relevant to Washington State history. It honors student voice and cultural perspectives while building critical thinking skills in a structured 45-minute format.