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\n\"My\n\n
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\nCurated OER\n
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\nMy Important Place\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nThe story of Chief Joseph and the Nez Perce Indians of Oregon is told here. Pupils are shown pictures of the ancestral lands of the Nez Perce, and they learn about how they were forced to leave it. Students complete an essay which...\n
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\n\"US\n\n
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\nCurated OER\n
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\nUS Emergence of Power in the Pacific Northwest: General Howard and the Nez Perce Tribe War\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nLearners discuss the role of the military in acquiring territory in the Pacific Northwest. Using a map, they locate the areas in which the Nez Perce were prominent and the routes used by the military to chase them. They discuss whether...\n
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\n\"Journey\n\n
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\nCurated OER\n
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\nJourney of the Nez Perce\n

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\n\nFor Teachers\n\n10th - 12th\n
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\nStudents study the retreat of the Nez Perce Native Americans into Montana while tracing their journey on a map. They use the law of cosines to solve problems based on the navigational methods of the Nez Perce. They work with both the law...\n
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\n\"The\n\n
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\nThe Nez Perce and the Dawes Act\n

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\n\nFor Teachers\n\n11th\n
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\nEleventh graders explore westward expansion in the United States. In this US History lesson, 11th graders watch the epic struggle of the Nez Perce. Students evaluate how a variety of Americans viewed Nez Perce through a role play. \n
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Lesson Plan
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\n\"Chief\n\n
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\nCurated OER\n
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\nChief Joseph and the Nez Perce\n

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\n\nFor Teachers\n\n11th\n
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\nEleventh graders explore the life of Chief Joseph and Nez Perce.  In this US History lesson, 11th graders analyze paintings and photos detailing the flight of Nez Perce.  Students create a narrative newspaper article based on...\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe Nez Perce War\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nA instructional activity which combines the skills of notetaking with a history of the Nez Perce War against the United States Cavalry is here for you. Learners take notes while their instructor lectures them on the information. A...\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe Appaloosa - Horse of the Nez Perce\n

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\n\nFor Teachers\n\n4th\n
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\nFourth graders investigate the use of Appaloosa horses by the Nez Perce Native Americans during the War of 1877. They examine the geography of the area and determine why the Appaloosa horse was suited to this use after looking at...\n
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\n\"Petroglyphs:\n\n
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\nPetroglyphs: Protecting the Past\n

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\n\nFor Teachers\n\n4th\n
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\nFourth graders investigate the three types of rocks and study about petroglyphs. They explore why petroglyphs were used by the Nez Perce People. Students investigate the properties of the three types of rocks and they discuss cultural...\n
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\n\"An\n\n
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\nCurated OER\n
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\nAn Encounter of Former Foes\n

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\n\nFor Teachers\n\n7th - 8th\n
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\nStudents examine a timeline on the internet showing the relationship between the American Government and the Nez Perce in the 19th Century. After looking at the timeline and included map, students answer questions.\n
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\n\"Journey\n\n
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\nJourney of the Salmon\n

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\n\nFor Teachers\n\n3rd\n
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\nThird graders predict salmon migration routes and explore how dams affect the salmon migration. They explore the cultural significance of salmon to the Nez Perce people and design technology to aid salmon migration.\n
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\n\"Suitcase,\n\n
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\nCurated OER\n
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\nSuitcase, Parfleche and 'Isaptakay\n

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\n\nFor Teachers\n\n3rd\n
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\nThird graders explore farfeche and how the Nez Perce people use natural materials to derive colors for their artwork. They explore traditional paints and dyes used by the Nez Perce and create their own parfleche 'isaptakay.\n
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\n\"The\n\n
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\nThe Bulbs: Camas and Daffodil\n

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\n\nFor Teachers\n\n4th\n
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\nFourth graders become aware of the importance of the camas bulb to the Nez Perce people, they learn the parts of plants, and gain understanding of the interdependence of Nature. They study about the possible causes and outcomes of global...\n
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\n\"Mother\n\n
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\nMother Earth\n

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\n\nFor Teachers\n\nK\n
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\nStudents compare natural and human made items and gain an awareness of the importance of Mother Earth to the Nez Perce people.\n
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\n\"The\n\n
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\nThe Tadpole and the Frog\n

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\n\nFor Teachers\n\n1st\n
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\nFirst graders examine the life cycle of the frog, and research frogs of the Nez Perce reservation and their requirements for survival. They observe the development of frog eggs and record their observations in science journals.\n
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\n\"History\n\n
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\nHistory & Civics Lesson for Grades 5-7\n

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\n\nFor Teachers\n\n5th - 7th\n
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\nStudents become aware of the culture, lifestyles and attitudes of Native American kids living on the Crow, Navajo and Nez Perce; reservations.\n
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\n\"Valley\n\n
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\nValley of the Butterflies\n

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\n\nFor Teachers\n\n1st\n
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\nFirst graders explore why butterfly populations in Idaho's Lapwai Valley have decreased.\n
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\n\"Family\n\n
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\nCurated OER\n
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\nFamily History Through Art\n

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\n\nFor Teachers\n\n4th - 8th\n
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\nStudents discuss various ways families and communities pass down oral and visual art forms to younger generations. This multi-subject introductory instructional activity prepares students to create a project about their own families.\n
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\n\"The\n\n
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\nThe Treaty Trail: Examining an Artist's Perspective\n

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\n\nFor Teachers\n\nK - 5th\n
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\nElementary school leanrners examine artwork from the time period of the United States and Native American treaties. They discuss the causes and effects of the treaties being signed. They also examine how cultural perspective influences art.\n
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\n\"Analyzing\n\n
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\nAnalyzing the Lewis and Clark Journals\n

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\n\nFor Teachers\n\n7th - 10th\n
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\nStudents examine and interpret Corps of Discovery journal entries as primary documents/sources providing insight into the Lewis and Clark expedition's journey. They present information they have documented on included activity sheet in...\n
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Unit Plan
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\n\"Speeches\n\n
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\nSpeeches on the Not-So-Big Screen\n

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\n\nFor Teachers\n\n4th - 6th\n
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\nStudents examine American speeches. In this interdisciplinary lesson, students explore the emotional context of historical periods as they analyze \"The Gettysburg Address\" and \"I Will Fight No More Forever\" speeches.\n
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\n\"Native\n\n
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\nNative American History \n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents examine how Chief Joseph attempted to challenge stereotypes about Native Americans. In this Native American history instructional activity, students read \"An Indian's Views of Indian Affairs,\" and then paraphrase the selection....\n
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\n\"Clean\n\n
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\nClean Water vs. Dirty Water\n

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\n\nFor Teachers\n\nK\n
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\nStudents study the importance of clean water to the survival of organisms and what activiities and material pollute water. They measure the temperature of water samples and create a class graph.\n
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\n\"Making\n\n
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\nMaking Thunderstorms\n

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\n\nFor Teachers\n\n1st\n
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\nFirst graders investigate the causes of thunderstorms and create the sounds of a thunderstorm.\n
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\n\"Ethnography\n\n
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\nEthnography of the Lewis & Clark Expedition\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents research the people that Lewis and Clark encountered on their expedition. In small groups, they conduct research on a group of Native Americans, answer research questions, and contribute information to a class chart comparing...\n
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