SOVERIGNTY LESSON PLAN

GRADE: 4th grade
OBJECTIVE(S): After class viewing of video clips and small group review of treaties and opposing environmental and tribal documents, the SWBAT compose arguments both for and against Makah tribal whaling rights and argue either side of the issue in an informal class debate.
EALR'S AND GLE'S: 4th Grade EALR
Social Studies EALR 4: HISTORYThe student understands and applies knowledge of historical thinking, chronology, eras, turning points, major ideas,individuals, and themes in local, Washington State, tribal, United States, and world history in order to evaluate how history shapes the present and future.
Component 4.4: Uses history to understand the present and plan for the future.
GLE 4.4.1 Understands that significant historical events in Washington State have implications for current decisions.
MATERIALS NEEDED:
computer for You Tube video viewing
handouts of :
  1. Whaling report to Makah tribal council from Interspecies Communications Inc
  2. National Marine Fisheries Service Info

  1. Makah Q&A
  2. Treaty of Neah Bay

  1. Seattle PI report of the Makah court ruling 2000

LESSON OVERVIEW:
  1. Watch 2 short videos on whaling (one pro and one anti Makah whaling)
  2. Start list of questions on board
  3. Break into groups to read and discuss documents.
  4. Groups will become experts on each side of issue and debate with opposing group over tribal versus environmental rights. Students will create list of reasons pro and against this argument.
  5. Students will accept given role and debate either for or against the Makah whaling rights.

PROCEDURES: DAY ONE
Preassessment: Read statement below and provide question handout for students to answer.
Two groups argue about rights and responsibilities. One group is fighting for rights to hunt as guaranteed by their government while the other group argues that hunting endangered animals is wrong and the species is dying off.
What do you think about this topic?
List any situations where hunting endangered animals should be allowed.
When should it not be allowed?
If a group is allowed to hunt by their own government, should international policy protect this right?
(allow students 3 minutes for preassessment)
Learning Activity: Video & discussion
We are going to watch a video about whaling in the Makah nation. Please write down any questions or comments that arise for you to share with during the discussion after the video.
Students view 2 videos both pro and con Makah whaling.
  • You Tube Video of Makah Whaling

OR 2nd choice
  • Anti whale killing
What questions came up for you during the video? Begin a list on the board.
DAY 2
Have tables ready with predesigned heterogeneous student groups (student list on each table). Instruct that they will read materials provided and construct arguments for or against the Makah tribal right to whale hunt. Students will use visual organizers to plan
Provide copies of:
  1. Whaling report to Makah tribal council from Interspecies Communications Inc
  2. National Marine Fisheries Service Info

  1. Makah Q&A
  1. Treaty of Neah Bay
  1. Seattle PI report of the Makah court ruling 2000
  1. Native American and Environment short Makah history of whaling
  2. Sea shepherd’s anti-whaling rationale.

POSITIVE IMPACT ON STUDENT LEARNING EVIDENCE:
What was the learning target?
Why are you learning this?
How is this tied to previous learning?
How well did you meet the target?
How are you being evaluated?
What strategies or resources are available to you?
POST-ASSESSMENT (formative or summative)
References

Native American and Environment short Makah history of whaling
Whaling report to Makah tribal council from Interspecies Communications Inc
University of W Libraries write up about the Makah tribe
Seattle PI report of the Makah court ruling 2000
Makah tribe website and statement about whaling
Makah tribe website and statement regarding recent whaling
**Makah Q&A
** Treaty of Neah Bay
Makah Treaty

Name______

Date______

Two groups argue about rights and responsibilities. One group is fighting for rights to hunt as guaranteed by their government while the other group argues that hunting endangered animals is wrong and the species is dying off.

What do you think about this topic?

List any situations where hunting endangered animals should be allowed.

When should it not be allowed?

If a group is allowed to hunt by their own government, should international policy protect this right?

Makah Whaling Debate

Team Members______

Be ready to explain:

  1. What is the issue?
  2. Who is involved in the issue?
  3. Why is this issue important?
  4. Explain how the documents support your position.

Kathy Blue MIT 2009

Arguments Against Makah WhalingArguments For Makah Whaling

Kathy Blue MIT 2009

Additional Questions:

  1. What are the special rights of the Makah and why do they have these rights?
  2. What do the Makah’s fear would happen if they relinquished their right to whale?
  3. What do they hope to gain?
  4. How does their treaty affect laws made today?
  5. How are the animals affected? Should the rest of the world accept the decisions the US government makes with the Makah? Why or why not?
  6. Why do others oppose the Makah tribal rights?

Kathy Blue MIT 2009