Earth on Fire: Tribal Resistance and Collaboration in the Fight Against Climate Catastrophe

Grades: 9–12

Time: 1–5 sessions of approx. 50 min. each, or 1–3 block sessions of approx. 90 min. each

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Read Earth on Fire in the Magazine

This curriculum guide meets the following standards for learning:

This guide also fulfills the mandates of House Bill 2905/Senate Bill 2905 Ethnic Studies (ORS 329.045), SB 513/SB702 Civics Education (ORS 329.045), SB 664 Holocaust/Other Genocides (ORS 329.494), and House Bill 3365 (Climate Change).

2024 Oregon Social Studies Standards:

  • HS.C.PI.4 Using the Tribal History/Shared History resources and other primary and secondary source documents, identify and explain the development and mechanisms for the government-to-government relationship between Oregon and the nine federally recognized tribal governments. (Civics)

  • HS.C.IR.8 Using primary sources from multiple perspectives, discuss and debate the central ideas of the government of the United States and Oregon. (Civics)

  • HS.C.IR.9 Describe the civic behaviors that promote and strengthen a pluralistic democracy. (Civics)

  • HS.C.IR.10 Analyze how political parties, interest and community groups, corporations, and mass media influence the beliefs and behaviors of individuals, and the policies and laws adopted by local, state, and national governments. (Civics)

  • HS.C.DP.12 Using primary sources from multiple perspectives, identify and explain historical and contemporary efforts to narrow discrepancies between foundational ideas and values of American democracy and the realities of American political and civic life for traditionally underrepresented groups. (Civics)

  • HS.C.DP.13 Argue and defend positions on contemporary issues in which foundational ideas or values are in tension. (Civics)

  • HS.C.DP.14 Identify and analyze the existence and perpetuation of discrimination and inequity in the local, state, national, or global context. (Civics)

  • HS.C.CE.17 Explain how active citizens and political or social movements can affect the lawmaking process locally, nationally, and internationally. (Civics)

  • HS.C.CE.18 Identify and assess the planning and methods groups facing discrimination used to achieve access to voting, as well as expansion of rights and liberties from 1865 to the present. (Civics)

  • HS.G.GR.1 Use geographic tools, various kinds of maps, and geospatial technologies to examine geographic components of past and current world events or to solve geographic problems. (Geography/Climate Change)

  • HS.G.MM.2 Analyze recent voluntary and forced migration patterns to identify and understand the push and pull factors and their effect on people and places. (Geography/Climate Change)

  • HS.G.MM.3 Investigate and analyze how political and economic decisions determine the settlement patterns of human populations, including the removal and segregation of communities in the United States. (Geography)

  • HS.G.HI.6 Identify the effects of geographical factors on the interactions among societies. (Geography/Climate Change)

  • HS.G.HI.7 Assess the effect of human settlement activities on the environmental and cultural characteristics of specific places and regions. (Geography/Climate Change)

  • HS.G.HI.8 Identify examples of conflict and cooperation involving the use of land and natural resources. (Geography/Climate Change)

  • HS.G.HE.10 Evaluate efforts at the local, national, or international level to address the use of limited or environmentally harmful resources. (Geography/Climate Change)

  • HS.G.HE.11 Identify and describe how the relationship to land, utilization of natural resources, displacement, and land ownership affects historically underrepresented identities, cultures, and communities. (Geography/Climate Change)

  • HS.E.IC.10 Describe the potential intended and unintended benefits and negative consequences of government economic programs and policies on the welfare and well-being of individuals and groups including traditionally underrepresented groups. (Micro and Macro Economics)

  • HS.US.CE.10 Evaluate the actions and methods groups facing discrimination used to achieve expansion of rights and liberties from 1865-present. (US History)

  • HS.US.CP.12 Examine how underrepresented groups, including those identifying by race, ethnicity, gender, sexual orientation, and religion viewed themselves and contributed to the identity of the United States in the world from 1865-present. (US History)

  • HS.US.CP.13 Using the Tribal History/Shared History resources and other primary and secondary documents, analyze and explain the histories of the American Indian/Alaska Natives and the history of Native Hawaiians in Oregon to examine the effect of state and federal actions and policies on tribal populations, rights, and culture. (US History)

  • HS.US.CP.14 Examine the perspectives of survivors of Indigenous genocide, Black communities destroyed by violence, and other human rights violations utilizing primary sources from multiple perspectives including written and recorded survivor testimonies. (US History)

  • HS.US.CP.19 Identify and analyze political, social, and intellectual movements in the post-WWII United States that challenged discrimination and changed traditional assumptions about race, ethnicity, class, gender, the environment, and religion. (US History)

     

 

Literacy in History/Social Studies, Science, and Technical Subjects

Key Ideas and Details:

CCSS.ELA-Literacy.RH.9-10.1
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

CCSS.ELA-Literacy.RH.9-10.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

CCSS.ELA-Literacy.RH.11-12.1
Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

CCSS.ELA-Literacy.RH.11-12.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
 

Integration of Knowledge and Ideas:

CCSS.ELA-Literacy.RH.11-12.7
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

 

ELA Reading: Informational Text

Key Ideas and Details:

CCSS.ELA-Literacy.RI.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-Literacy.RI.9-10.2
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.

CCSS.ELA-Literacy.RI.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

CCSS.ELA-Literacy.RI.11-12.2
Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

 

ELA Speaking and Listening

Comprehension and Collaboration:

CCSS.ELA-Literacy.SL.9-10.1
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.

CCSS.ELA-Literacy.SL.9-10.1.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.

CCSS.ELA-Literacy.SL.9-10.1.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.

CCSS.ELA-Literacy.SL.9-10.1.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 challenge ideas and conclusions.

CCSS.ELA-Literacy.SL.9-10.1.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 in light of the evidence and reasoning presented.

CCSS.ELA-Literacy.SL.11-12.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
 

CCSS.ELA-Literacy.SL.11-12.1.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.

CCSS.ELA-Literacy.SL.11-12.1.b
Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

CCSS.ELA-Literacy.SL.11-12.1.c
Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

CCSS.ELA-Literacy.SL.11-12.1.d
Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

Curriculum Guides

An Oregon Canyon: What’s in a Name?

In these lessons, students will view and study the film “An Oregon Canyon” and use it as an entry point for social critique and the exploration of past and present realities of race, land, and place.

Becoming Asian: The Act of Inventing Race

In these lessons, students will read and study the essay “Becoming Asian” by Scot Nakagawa and use it as an entry point for social critique and the exploration of past and present realities of identity, immigration, race, and power.

Earth on Fire: Tribal Resistance and Collaboration in the Fight Against Climate Catastrophe

In these lessons, students will listen to audio, look at images and video, and read text from the project “Earth on Fire,” using the content as an entry point for social critique and the exploration of past and present realities of race, land, home, belonging, and identity.

Family Ties: Humanizing Migration

In these lessons, students will read and study the essay “Family Ties,” using it as an entry point for social critique and the exploration of past and present realities of race, land, place, immigration, civil rights, laws, and legislation.

Full Circle: The High Price of Free Speech

In these lessons, students will read and study the essay “Full Circle” and the short film “A Return Passage” and use them as entry points for social critique and the exploration of past and present realities of civil rights, media and journalism, power, justice, and refugees.

Good Hair: Exploring Identity and Questioning Expectations

In these lessons, students will read and study the essay “Good Hair,” and use it as an entry point for social critique and the exploration of past and present realities of identity, family, gender, race, and appearance.

Hidden Histories: The Farmers of Tanner Creek

In these lessons, students will delve into a “hidden history” of Portland through the essay “The Farmers of Tanner Creek,” and use it as an entry point for social critique and the exploration of past and present realities of immigration, displacement, gentrification, race, and the American Dream.

Making Men: Unpacking Sex, Violence, and Power

In these lessons, students will read and study the essay “Making Men” and use it as an entry point for social critique and the exploration of past and present realities of sexuality, violence, family, gender, power, culture, and values.

Making Peace with Chaos: The Realities of Refugee Experiences

In these lessons, students will read and study the essay “Making Peace with Chaos,” which contrasts stereotypes about refugees to the realities of refugees’ lives in Portland. Students will use the essay as an entry point for social critique and the exploration of past and present realities of refugees, displacement, immigration, belonging, and the American Dream.

Sixteen in America: Learning to Cope and Owning Our Stories

In these lessons, students will read and study the essay “Sixteen in America” and use it as an entry point for social critique and the exploration of education, family, mental health, and identity.

The Air I Breathe: Belonging, Gentrification, Race, and Power

In these lessons, students will read and study the essay “The Air I Breathe” and use it as an entry point for social critique and the exploration of past and present realities of belonging, gentrification, displacement, power, race, and place.

The Numbers: Young People on the Myths and Realities of Gentrification

In these lessons, students will view and study the film “The Numbers” and use it as an entry point for social critique and the exploration of past and present realities of civic life, gentrification, displacement, land, and place.

The Original Laws: Restoring a Common Language

In these lessons, students will read and study the essay “The Original Laws” and use it as an entry point for social critique and the exploration of past and present realities of environment, ethics, natural resources, culture, and values.

To Live More Free: Humanizing Migration

In these lessons, students will listen to interviews and view photographs from the story “To Live More Free,” using the content as an entry point for social critique and the exploration of past and present realities of race, land, place, immigration, civil rights, laws, and legislation.

Uncovered: Exploring Immigrant and Identity Stories

In these lessons, students will read and study the essay “Uncovered” and use it as an entry point for social critique and the exploration of past and present realities of social identity, immigration, health, family, equity, and civil rights.

What They Carried: Discovering Refugee Experiences Through Objects

In these lessons, students will read and study the essay “What They Carried,” and use it as an entry point for social critique and the exploration of past and present realities of immigration, belonging, family, and refugees.

Within Makeshift Walls: Injustice Hidden in Plain Sight

In these lessons, students will delve into a “hidden history” of Oregon through the essay “Within Makeshift Walls,” and use it as an entry point for social critique and the exploration of past and present realities of laws and legislation, place, power, race, public policy, civil rights, immigration, and displacement.

Your Cultural Attire: Culture, Identity, and Appreciation/Appropriation

In these lessons, students will read and study the essay “Your Cultural Attire” and use it as an entry point for social critique and the exploration of past and present realities of belonging, culture, identity, and power.