REVIEWS


can make to education for all students in Washington State. The Shadow of the Salmon curriculum serves as an example of how Native cultural knowledge can help in- form problem solving and development of potential solutions regarding environmental concerns. Tribes contributed to the development


Shadow of the Salmon: Preparing students with 21st


century skills


Reviewed by Ella Inglebret and CHiXap- kaid (D. Michael Pavel)


T


he salmon serves as an indicator species reflecting the overall health of the natu-


ral environment in the Pacific Northwest. For Native American tribal members, the salmon has played a central role in sustain- ing communities both historically and in contemporary daily life. Based on the im- portance of the salmon to all people living in this region, tribal leaders, environmental organizations, government agencies, and educators formed a partnership to create curriculum resources that bring awareness to the status of the salmon population as it interconnects with the broader ecologi- cal system. The outgrowth of these efforts is the Shadow of the Salmon curriculum, designed to prepare eighth- grade students with 21st century critical thinking, problem solving, and communication skills as they address environmental issues.


Building partnerships for education The recently completed study, “From


Where the Sun Rises: Addressing the Edu- cational Achievement of Native Ameri- cans in Washington State,” (http://www. education.wsu.edu/nativeclearinghouse/ achievementgap/) identified the forma- tion of partnerships between tribes and schools as critical to promoting the educa- tional achievement of Native students. The report echoed the Millennium Agreement signed by state and tribal leaders in 1999 by recognizing the contributions that tribes


Page 56


of the Shadow of the Salmon curriculum through the leadership of the Northwest Indian Fisheries Commission who brought together multiple partners. Additional contributors who saw the possibility of enhanced education opportunities through partnership included the environmental organizations: Salmon Defense, the North- west Straits Commission, Environmental Education Association of Washington, Hood Canal Coordinating Committee, and Adopt-A-Stream Foundation. Washington State agencies also assisted, including the Office of the Superintendent of Public In- struction, Department of Fish and Wildlife, and Department of Ecology. Educational or- ganizations and institutions involved were the Washington State Indian Education Association, Washington State University, University of Washington, and the Pacific Education Institute. Further assistance came from the Affiliated Tribes of Northwest Indians and the Boeing Corporation.


A partnership product A key component of the curriculum-


development partnership involved com- munication with members of local tribes to learn about and portray the perspectives of Native people. The outcome of this partner- ship, the Shadow of the Salmon curriculum, is a multi-media product consisting of a docu-drama and a curriculum guide. The docu-drama tells the story of Cody Ohitika, a 15-year old boy from Pine Ridge, South Dakota, who comes to the Pacific North- west to visit his Coast Salish relatives. He learns about the importance of caring for and respecting the natural environment through stories, observation, and hands-on experiences shared by youth, elders, and other community members. More specifi- cally, he participates in an environmental studies class with peers, observes the consequences of an oil spill, and watches his relatives take measurements to moni- tor the health of a stream near a hatchery. The curriculum guide provides a variety of materials and activities to complement presentation of the docu-drama. These in- clude traditional stories of the salmon with suggested discussion questions and follow


www.clearingmagazine.org/online


up activities. A section on stewardship presents watersheds, as part of an eco- logical system heavily impacted by human use. Challenges to the sustainability of the salmon population are discussed, focusing on hatcheries, hydropower, harvest, and habitat. Suggestions are made for related information sources that can be explored through the internet. Communication skills are enhanced as students and teachers ex- plore diverse communication modes, such as storytelling, art, music, and dance, in ad- dition to meeting with local tribal members to hear their perspectives regarding the natural environment.


Building critical thinking and problem solving skills


Real life interactions between humans


and the natural environment are portrayed in the Shadow of the Salmon curriculum as they relate to the decline of the salmon population. Students are provided with opportunities to build their critical thinking and problem solving skills as they analyze the challenges faced by salmon through- out their life cycle. The curriculum guide provides opportunities to explore potential solutions and to take action through being a “doer” and not a “worrier.” For example, after viewing the docu-drama, students are encouraged to research news articles regarding environmental issues of relevance to their local community. They then critique suggested solutions and identify ways they can personally take action to address identi- fied concerns, such as through removing litter or planting trees along a stream. Additional suggestions are provided


for activities that promote the development of critical thinking and problem solving skills that align with Essential Academic Learning Requirements (EALRs) in various content areas, such as science, math, read- ing, writing, and communication. Imple- mentation of the curriculum might involve tribal and non-tribal experts serving as guest speakers to talk about what sustain- ability means, to provide information on local challenges, and to lead a discussion on the pros and cons of strategies being used to address these challenges. Students might gather information by taking a field trip to a fish hatchery or to a salmon habitat restora- tion project. As an alternative, students might explore the land and water resources located on or near their own school grounds and produce a “Schoolyard Report Card.” These activities then provide the basis for planning an “Action Project” to be carried


CLEARING 2010


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48  |  Page 49  |  Page 50  |  Page 51  |  Page 52  |  Page 53  |  Page 54  |  Page 55  |  Page 56  |  Page 57  |  Page 58  |  Page 59  |  Page 60  |  Page 61  |  Page 62  |  Page 63  |  Page 64  |  Page 65  |  Page 66