This week in Social Studies we’ve been learning about government policies in the second half of the 19th century that deprived Native Americans of their land and culture. Students first read a commonly used textbook – Washington: A State of Contrasts – that says this about why it happened:
“By the start of the 20th century, tribes around the country were forced onto reservations. They were taught the white man’s way of life. The Native Americans lost control of their land. Their way of life was lost due to the expansion of a country.”
In thinking about this line, students commented that the fault (according to this account) seems to lie in either the Native Americans themselves (who “lost control” of their land) or to some amorphous “country” that simply absorbed land in its path. To learn more about what actually took place, they then learned about 2 critically important congressional acts: the Donation Land Act (1850) and the Dawes Act (1887). The policies contained in these acts led to the reservation system, boarding schools and the transfer of any un-used land in the west to white settlers.
Last week the 7th grade had the opportunity to host Seattle Times environmental reporter Lynda Mapes. Students have read some of her articles on dam removal at the Elwha, in advance of our trip to NatureBridge.Her series can be found here.
Lynda shared her experiences over the years meeting with tribal elders, the two sole employees at the dam, scientists and various community members who managed to come to consensus. Their decision to remove two dams in the interest of preserving salmon (and all the species they impact) and restoring the Elwha-Klallam tribe’s access to sacred sites was unprecedented.
Scientists have been monitoring dramatic changes as the Elwha River – having found its natural path – heals the environment and communities. There was truly no manual for destroying a dam, as it’s never been done like this. There is likewise no record of how an ecosystem recovers from the trauma of dam construction in an era with no rules to protect species. (The dams were built in 1911.)
Lynda Mapes was under deadline when she came to SGS. Her front page story in this past Sunday’s issue of the Seattle Times is here. She was about to leave to cover news of the proposed Kinder Morgan’s Trans Mountain oil-pipeline, planning an expansion from Alberta to Burnaby. The article is about the thousands who marched last Saturday to prevent this expansion.
Students did a beautiful job of appreciating her in person for coming. Here’s what a few recall:
“She knows a lot and was very informative.” Hannah S.
“I discovered another path of career which is environmental journalism. This would mean being able to go into the wild to see it with my own eyes and document it so everyone knows about it.” Mathilde
“It was inspiring and made me really excited to go to NatureBridge.” Eden
“She knew a lot about the topic and I really like the quality of the pictures.” Helen
“Lynda Mapes was really informative and it was really easy to pay attention to.” Landa
We are all very excited about our upcoming trip to NatureBridge, March 26 – 28, bordering on Olympic National Park. We will see in person the sights and history Lynda spoke of, and will physically take part in bringing the ecosystem back to life.
Yesterday in class, students reflected on four questions, and the following are themes from their anonymous responses:
What is stressing them out lately:
Finding friends who understand them
Peer pressure to be a certain way
Staying on top of homework
Doing well on quizzes and tests
What comes next: doing well in high school and beyond!
Having a really busy schedule and wanting to do well at it all
What has brought them joy lately:
Spending time with family and friends
Pursuing interests (dancing, knitting, horseback riding, reading, playing games, watching Youtube and Netflix, snow, dogs)
Good meals and snacks
Having unstructured time
Being able to be goofy
Their parents’ humor
Being engaged in school
What are recent challenges:
Dealing with interpersonal issues involving peers
Understanding math concepts
Completing particular assignments
Focusing in class
Keeping track of binder/planner/backpack/laptop
Meeting parents’ high expectations
Finding what they are passionate about
What they’d love adults in their lives to know:
Homework can be stressful
Parents’ stress can make them feel more stressed
They appreciate that you do know all there is to know – sometimes even more than they know!
When to back off, when to step in
They need to learn from their own mistakes
They are grateful for all the support you give them
As one student aptly summed up: “I’m responsible, but I am also just a kid. Kids can change the world, though.”
And another: “I wish they could know that I’m not always having the best day, and I stress out way to much over even little things.”
Advice? Keep doing what you’re doing. Embrace their many sides at this age, ask questions, be present, let them know you love them with all of their gifts – and their areas for growth – and find your own joy. It is infectious.
This week, we began delving into the richness of African American Folktales and continued preparing for the Did You Know Presentations that will happen throughout the rest of the year.
Students have been investigating the connection between various African oral traditions and different types of African American folktales. They will be writing their own version of a Pourquoi Story that features the trickster Anansi and one of their favorite animals or aspects of nature.