An Oregon Canyon: What’s in a Name?

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 An Oregon Canyon in the Magazine

This curriculum guide meets the following standards for learning:

This guide also fulfills the mandate of House Bill 2845.

2018 Oregon Social Studies Standards:

  • HS.11 Examine the pluralistic realities of society recognizing issues of equity and evaluating the need for change.

  • HS.41 Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their political, cultural, and economic dynamics.

  • HS.44 Analyze the impact of economic activities and political decisions on spatial patterns within and among urban, suburban, and rural regions. 

  • HS.47 Explain how political and economic power dynamics throughout time have influenced cultural identity and environmental characteristics of various places and regions.

  • HS.55 Analyze the complexity of the interaction of multiple perspectives to investigate causes and effects of significant events in the development of world, U.S., and Oregon history. (History)

  • HS.61 Analyze and explain persistent historical, social and political issues, conflicts and compromises in regards to power, inequality and justice and their connection to currents events and movements. (History)

  • HS.63 Identify and analyze ethnic groups (including individuals who are American Indian/Alaska Native/Native Hawaiian or Americans of African, Asian, Pacific Island, Chicano, Latino, or Middle Eastern descent), religious groups, and other traditionally marginalized groups (women, people with disabilities, immigrants, refugees, and individuals who are lesbian, gay, bisexual, or transgender), their relevant historic and current contributions to Oregon the United States, and the world. (History) 

  • HS.65 Identify and analyze the nature of systemic oppression on ethnic and religious groups, as well as other traditionally marginalized groups, in the pursuit of justice and equality in Oregon, the United States and the world. (History) 

  • HS.66 Examine and analyze the multiple perspectives and contributions of ethnic and religious groups, as well as traditionally marginalized groups within a dominant society and how different values and views shape Oregon, the United States, and the world. (History) 

  • HS.67 Evaluate historical sources for perspective, limitations, accuracy, and historical context.

  • HS.70 Identify and critique how the perspective of contemporary thinking influences our view of history. 

  • HS.72 Construct explanations using sound reasoning, correct sequence (linear or nonlinear), examples, and details with significant and pertinent information and data, while acknowledging the strengths and weaknesses of the explanations given its purpose (such as validity, value and limitation, cause and effect, chronological, procedural, technical).

  • HS.74 Analyze an event, issue, problem, or phenomenon, critiquing and evaluating characteristics, influences, causes, and both short- and long-term effects.

  • HS.75 Evaluate options for individual and collective actions to address local, regional and global problems by engaging in self-reflection, strategy identification, and complex causal reasoning. 

  • HS.76 Propose, compare, and evaluate multiple responses, alternatives, or solutions to issues or problems; then reach an informed, defensible, supported conclusion.

  • HS.77 Engage in informed and respectful deliberation and discussion of issues, events, and ideas applying a range of strategies and procedures to make decisions and take informed action.

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.