Canoes and other forms of human powered watercraft have been utilized by human beings all around the world since time immemorial. For this reason, the study of canoes can serve as a gateway to analyze, compare and learn from the world’s cultures and the unique histories therein.
However, our education systems struggle to connect with students’ lived experiences in ways that honor their home culture and engage in ways that are greater than the sum of their parts. Decontextualized educational experiences have shown to be problematic within the formal education system. Moreover, in our current climate of high stakes testing and curriculum reforms that fail to account for the diversity within contexts of education, students are left listless towards schooling that ineffectively attaches to anything meaningful in their lives. Each community and regional context affords seemingly endless opportunities for connecting curriculum to on the ground issues that are meaningful and relevant to students’ lives.
In this article, we are going to tell the story of how a David Thompson-style canoe served as the curricular centerpiece for a 4th grade learning expedition that explored the confluence of cultures throughout Idaho’s history.
alouse Prairie Charter School (PPCS) is a public, K-8 school located in the community of Moscow, Idaho. Moscow has approximately 25,000 residents and is the home of the University of Idaho. Within Moscow there are multiple K-8 schools including two public charter schools. PPCS being one, has approximately 120 students in grades K-8. PPCS espouses the Expeditionary Learning (EL) model, which will be discussed below. PPCS students experience two learning expeditions each year in grades K-5 and three per year in grades 6-8. Some examples of expedition topics are: historic buildings in the community, how plants grow and their many uses, regional water conservation, geology of the region, human rights with immigration, the Israeli-Palestinian conflict, the sixth mass extinction, and the giant Palouse earthworm, to name just a few.
The EL approach has its roots in Outward Bound and began in 1992 (Cousins, 2000). EL can be traced back to Kurt Hahn and some of his progressive boarding school curriculum that led to the forming of Outward Bound as early as 1933. The EL model is based on ten design principles that guide the development and implementation of learning expeditions. The ten principles emphasize self-knowledge, caring and collaborating with others, active engagement in the natural world, and active learning based on the whole person (Expeditionary Learning, 2011). Teachers within EL schools work to develop learning expeditions that integrate educational standards across disciplines and leverage resources within the local and regional communities to enhance the student experience by showing that there is a rhyme and reason to the educational activities that students are engaged in.
The 4th grade class at PPCS embarked on the Confluence of Cultures learning expedition in the spring of 2017. In the state of Idaho, 4th grade social studies standards focus on westward exploration and expansion and Idaho tribes. In an effort to bring the historical content alive, a serendipitous connection was made within the local community of Moscow between the 4th grade teacher and graduate students who had extensive experience in boat building and river navigation. The idea of building a canoe with the 4th grade students at PPCS quickly took on a life of its own. A David Thompson style cedar plank canoe was deemed appropriate for this learning expedition as it integrates the cultural influences of European and Indigenous peoples throughout the history of Western North America. In 1811, David Thompson, an English-born explorer and geographer, led the first expedition to navigate the Columbia River from its headwaters to the Pacific Ocean. Thompson also created a series of maps that provided the most complete record of western North America into the nineteenth century. Through his explorations, Thompson interacted closely with many Native American peoples and built seven cedar plank canoes that incorporated both European and Indigenous techniques. The David Thompson style canoe was not only appropriate for this project given the historical geographies in which the canoe was built and used, but also a feasible option for available financial resources and the time required by the canoe-building guides to complete the project.
The community of Moscow, Idaho is located on historic Nez Perce tribal lands and is situated between two reservations, the Coeur d’Alene and the Nez Perce. Additionally, Moscow is within close proximity to the Clearwater and Snake rivers, two major waterways that have historical significance for navigation, fishing, and inhabitation. Moscow is located in the Inland Northwest, and the many rivers of the region connect people, culture and historical events as they flow together and make their way to the Pacific Ocean. People and cultures coming together to influence each other, just as our rivers do, has played a significant role in the history of Idaho and the Inland Northwest region. Furthermore, there is a revival of canoe culture in Idaho and the Inland Northwest, resulting in canoes from different cultures coming together. It is with this in mind that the Confluence of Cultures learning expedition sought to build on local resources to create meaningful learning for the 4th grade students.
The building of the David Thompson style cedar plank canoe served as the thread that wove the entire learning expedition together. Rigorous history, social studies, and literacy work in the classroom was balanced with hands-on woodworking throughout the semester. Individually, each student hand-carved their own paddle and collaboratively as a team/crew, the students built a 21 foot cedar canoe. Here we explain the main elements of the classroom curriculum, as well as corresponding canoe specific activities. The curriculum for the learning expedition spread across the spring semester and included a short kick-off unit followed by three discrete month-long case studies.
Kick-off unit. In the kick-off unit, 4th grade students began learning about the historic and current mixing of cultures in Idaho, and beyond, and how this process has shaped who we are. Students started this journey by reading about interactions between Columbus and the Arawak people and critically analyzing who really “discovered” America. Then student groups were assigned one of five federally recognized tribes in Idaho and created posters to present general information about their tribe, including the types of canoes they made and used, as well as maps highlighting both historical territories and current reservation boundaries.
During the kick-off unit, along with being introduced to historical canoe styles, students were presented with a variety of activities to learn about woodworking. For example, students learned about the various tools that would be used to build the canoe and paddles. Safe use of tools and proper technique were emphasized up front. Students were also able to practice using the tools with expert supervision to ensure proper technique.
Case study #1. In the first case study, students studied the history of westward exploration and expansion in the United States, and began to understand both positive and negative impacts of the confluence of cultures in our history. Students learned about the canoe supported expeditions of Lewis & Clark Corps of Discovery, David Thompson, and subsequent westward expansion (i.e. colonization), with particular focus on the impacts on Indigenous peoples. They read and examined stories about the Nez Perce War, the Navajo Long Walk, and the Cherokee Trail of Tears.
During the first case study, students began carving their individual paddles and also helped with canoe building tasks where applicable. For the former, students outlined the shape of the paddle based on body length measurements to ensure that their paddles would fit them perfectly. Once the shape was set, an adult used a jigsaw to cut the cedar board. From there, students began using hand planes and other woodworking tools to refine the shape of the paddle. This task would carry through both case study #1 and #2.
Case study #2. In the second case study, students discovered the power of storytelling to understand culture. They explored the meaning of “culture” by defining their own personal values, making an artistic poster to express how our design principles help us shape our school culture at PPCS, and learning about Indigenous cultures directly from experts, including Shoshone-Bannock, Oglala Lakota, San Carlos Apache, and Nez Perce tribal members. Next, students studied the structure and elements of written and told stories. They analyzed picture books to identify the structure of a story and elements of culture, learned the elements of oral storytelling from an expert storyteller, evaluated videos of Indigenous storytellers using these elements, then practiced using these elements to tell the class a myth from an Idaho tribe.
As students shaped and sanded paddles, there were numerous opportunities to work on building the canoe. For example, students measured the keel board and secured it to the gunwales using a clamp that supports bending to create the shape of the canoe. Students also laid out the ribs and measured with their hands where the ribs needed to be bent. Then they labeled the ribs to denote where the ribs would go on the canoe. Once the ribs were bent, the students helped by pouring hot water on the ribs as they were being positioned and secured which provided the full shape of the canoe. Once ribs were in place, students sawed the ribs extending beyond the gunwales flush and also sanded sharp edges throughout the process. Students participated in ways that were within their abilities throughout the project. This was oftentimes a sliding scale with some students taking more initiative than others, or showing more aptitude for woodworking. Every student was vested in the canoe building process.
Case study #3. For the third case study, each student interviewed family members about their family values and culture, and wrote stories with their “family motto” as the theme. Students used a high-quality criteria checklist together with peer and teacher feedback for multiple drafts and revisions. Then they practiced telling their stories using the elements of storytelling they had previously studied, and prepared to tell their stories around the campfire at their Celebration of Learning. Throughout the expedition, students identified words of wisdom that they would want to strive to live by and recorded them in their handmade journals. By integrating what they learned throughout the three case studies, each student wrote a nugget of wisdom that expressed a genuine and valuable lesson that they learned from experts (people and texts) about the confluence of cultures.
With the canoe almost to completion, students began preparing for the water. Students created potential names for their canoe and voted to name the canoe Burning Wisdom. Then students, their family members, and community members engaged in the canoe-building process participated in a naming ceremony where Burning Wisdom was officially given her name and wished well on all future river journeys. Next, student’s artistically wood burned their unique nugget of wisdom into the gunwale and thwarts of the canoe so that their message of understanding and hope about the confluence of cultures can be read by all who paddle in Burning Wisdom. Students then oiled the canoe and paddles and learned about water safety in preparation for the Celebration of Learning and the maiden voyage of Burning Wisdom. At the final Celebration of Learning, students paddled their hand-crafted canoe on the Snake River, together with members of their own families and traditional canoe families who brought their own dugout canoes from throughout the region.
The Work of Canoe Building
Canoes as a vessel of education allows students to draw connections between their local waterways and the cultures traditionally travelling and utilizing those waterways. Because all canoes are different and are designed in tandem with the region’s environment, the act of building a canoe with students and community members can provide an authentic gateway into deep learning. Grounded in place-based educational theory, using the canoe as a vessel for education is readily adaptable to any region’s waterways and traditional watercrafts. Below we discuss three key elements that should be considered when creating a canoe building educational experience with youth.
Collaborate with a local master canoe builder. If you are not familiar with canoe building it is critical to connect and collaborate with a master canoe builder who is familiar with the geographically relevant canoe style. It is important to connect with those who are interested in teaching their craft and working with youth, and who are willing to adjust their canoe building routines with the teachers desired scheduling. Ideally, the canoe builder would be in charge of sourcing all materials and tools; however, the teacher may be required to purchase supplemental tool/materials as needed. If you do not know a local canoe builders, here are several methods to aid in the finding of a canoe builder:
- Google search – A simple internet search using keywords such as “traditional canoes of the Pacific Northwest” or search for a “traditional canoe builder” in your town.
- Native American Tribes – Traditional canoes are built by tribal members across the Northwest and these canoe builders are knowledge keepers for both their people and the regions in which they live.
- Wooden Canoe Heritage Association (WCHA) – The WCHA serves as a gathering place for canoe builders across the country. With online forums and social media, a local canoe builder is just a click away: www.WCHA.org.
Decide on the canoe building location. Where the canoe building takes place matters. An ideal space would be outdoors in a location on the school premises. However, some canoes are suitable for indoors, provided that the canoe builder approves of the location. Additionally, for some traditional canoes a fire is a vital canoe building tool for bending wood or soaking (in warm water) raw materials. If a fire is not possible, propane burners can be used to supplement a heat source. If outdoors, a covered, dry area will ensure the students’ comfort while they build their canoe. And finally, it is critical that the space be open and large enough to accommodate parents and community members who come to observe or help build the canoe. An ideal space would be big enough for many people to gather, and have the option of serving food, having a fire, and creating a community bond.
Connect canoe building to curriculum. The degree that the canoe building project is integrated into the curriculum is left to the teacher’s discretion. However, from our experience we believe that careful integration can make this project very powerful while meeting state requirements for multiple subjects and skills. Additionally, the teacher must communicate with the canoe builder to ensure compatibility with classes and building schedules. We recommend that the students visit the canoe site at least three times a week. This ensures the student’s engagement with each step of the process and provides enough hands-on education for the students to learn actual wood working skills. So as to not completely burden the students and teacher, the canoe builder will typically continue working on the canoe throughout the days when no students are scheduled to visit.
One of the most rewarding aspects of using the canoe as an educational vessel is discovering and uncovering the myriad of ways to integrate canoe building with the curriculum and educational standards that must be met. While this requires some degree of creativity, simple lesson plans can be created to explore principles of mathematics, for example, using scale model canoes using ratios, speed, displacement and hydrodynamics or even determining the mass of a dugout canoe (compared to the log before it was carved). Additionally, environmental science standards can be met through the exploration of the species of trees and plants required to build a canoe, which opens up opportunity to explore forest ecology, invasive species, and other relevant topics. And as illustrated by the Confluence of Cultures curriculum model described above, canoe building provides a unique and culturally relevant opportunity to explore history and different cultures’ uses of canoes on their local waterways.
When possible, we advise that the canoe builder facilitate and provide a paddle carving module to the canoe building project. While some steps in canoe building are quite technical and tedious, we have demonstrated students from the 4th grade and up are capable with carving their own canoe paddle in three to four weeks. The opportunity for students to carve their own paddles allows for an individual sense of accomplishment while the canoe is a collaborative group project.
Organize a trip to paddle the canoe. Finally, canoes are built to be paddled. It is critical to plan a culminating maiden voyage where the youth launch and paddle the canoe that they built. This should take place at a local waterway that the students learned about during the course of the year. The paddle event can occur in the course of an afternoon, or more ideally, with a full day or overnight experience. For the paddling component, we recommend that you can coordinate with a local watersports organization or outdoor recreation program who can provide life jackets and expertise in water safety protocols. These culminating voyages are a ceremony to honor the canoe but also the students and community members who participated in the project.
Secure funding. Projects like this require funds. Often times in-kind resources can get a project down the path quite a ways. Depending on the level of resources needed that cannot be procured through local volunteers, plan to budget between $2,000 and $10,000 to adequately cover costs. We have found local education funds are of reasonable magnitude to support an effort such as this. For example, we recently were awarded approximately $10,000 for the upcoming academic year to build another David Thompson style canoe with PPCS 4th graders and collaborate with a regional tribal school building a traditional dugout canoe.
Throughout the building of the canoe as a narrative thread of the Confluence of Cultures learning expedition, many lessons were learned that may prove helpful for readers interested in doing a similar project within their context. We will share lessons learned from the perspective of the teacher and lead author, Ms. Hill.
- Standards-based education can be hands-on, meaningful and authentic! If it can be, then it should be. If research and practice show that it works to achieve educational goals, then when it is possible in the context, then that should be the goal. In this particular learning expedition, I was able to hit all of the required social studies and English Language Arts (reading, writing, speaking, and listening) standards in the classroom, AND we had time to build a canoe. So my main message is that it can be done. Teachers and administrators, I encourage you to be brave. I truly believe that you can make it work with the right types of support and resources in place.
- Spending the time on these types of hands-on projects makes the classroom work so much more meaningful. It is very clear that these kids will remember this experience for the rest of their lives, and it was all connected to the social studies content and literacy skills that they would be learning in fourth grade with or without this type of project.
- Parents and other family members became so incredibly involved in the project and engaged in the classroom learning through this project. They were deeply inspired to see their children accomplish such huge tasks such as safely using woodworking tools, hand-carving their own paddles specially fit to their own body measurements, and working together as a crew family to build a canoe that they could paddle in together. For some children and families, this was their first canoe trip.
- Students and families were incredibly inspired by the opportunities to authentically and genuinely interact with Indigenous peoples through this project and the paddle/camping trip.
- Local and regional Indigenous peoples were very willing and honored to work with us on this project, on both the social studies content and canoe-building pieces. These connections made the project authentic and meaningful. The genuine support of local tribal members was apparent in receiving invitations for future paddling opportunities and with funding for a future project to work closely with the 4th grade class in Lapwai, Idaho.
- A key element for success of a project like this is that the teacher has a very close working relationship with a local nonprofit or other group or individual to do this type of project (i.e., Voyages of Rediscovery, and local Indigenous partners). Our EL model of education at PPCS embraces this type of outreach and collaboration very well, and I would encourage other teachers in any other school system or teaching model to think about how to do this within their own contexts.
The canoe building component proved to be an invaluable addition to the learning expedition for the PPCS 4th graders. Students were able to associate the content of the curriculum to a meaningful and tangible context represented by the David Thompson style canoe. The canoe brought people together that otherwise wouldn’t have had a reason to work together, which led to powerful learning opportunities. By opening the school doors to the possibilities of building a canoe, we found that the risk was rewarded in outcomes much greater than we had anticipated. The effort was completely worth it.
Cousins, E. (Ed.). (2000). Roots: From outward bound to expeditionary learning. Dubuque, IA: Union-Hoermann Press.
Expeditionary Learning (2011). Expeditionary learning core practices: A vision for improving schools. New York, NY:
Renée Hill is the fourth-grade teacher at Palouse Prairie Charter School (PPCS) in Moscow, Idaho. Using the Expeditionary Learning (EL) model, she has engaged her students in inquiry-based projects including building a David Thompson style canoe as a symbol of the confluence of cultures throughout Idaho’s history.
Dr. Brant G. Miller is a science educator at the University of Idaho. He teaches science methods and technology integration and does research on Adventure Learning.
Adam Wicks-Arshack is a PhD student in the Water Resources Department at the University of Idaho. Adam has facilitated educational expeditions and canoe building projects throughout the Pacific Northwest.
Traditional Ecological Knowledge
The Suquamish Basket Marsh: Creating a Living Library
An Outdoor Environmental Learning Classroom for the students of Suquamish Elementary School
By Melinda West
There is a Salish legend passed down by the First Peoples of the Pacific Northwest that explains the origin of the cedar tree and why it has been referred to as: “Long-Life Maker”. For over four-thousand years this slow-growing, shade-and- water-loving evergreen has resided amongst the fir, yew and hemlock trees, in forests along the edges of Puget Sound. The legend explains that the cedar trees were once generous people who looked to the welfare of others in their community and responded to their needs. I’d like to tell you a story that makes me believe the spirit of this legend is alive and flourishing today.
My relationship with Suquamish Elementary school was rekindled in the spring of 2000. This was the public school my own two, now adult sons had attended. For over a decade, I had spent many hours volunteering in each of their classrooms. On this occasion I was invited as a consultant because of my work as a natural fiber weaving specialist. This visit was to hear about an innovative idea for a project that would combine science, social studies and art education. The proposed project would involve converting a barren, fenced-off drainage catchment area on school grounds into a pond and native plant garden.
Pulling into the auxiliary parking lot, I glanced straight ahead at this desolate space, off limits to students, yet taking away up to one third of the play area. These depressions in the landscape surrounded by locked chain-link fences are commonly seen throughout the Kitsap Peninsula, in Washington State, where I’ve resided for over a quarter century. They are required for surface water purification. I tend to look away from these sites and search for alternative focuses which hold some beauty — the chirping sounds of children at play, verdant leaves unfurling, even the bright yellow of dandelion weeds.
Six years later, as I drive into that same parking lot at Suquamish Elementary, my eyes are drawn to cattail leaves dancing over a shimmering pond. I see delicate, green stalks of the Northwest sweetgrass sedge growing in the bog. Both plants have been used for centuries as weaving materials by the First People of this place. There is a boardwalk and gravel trail that follows the perimeter of the pond. A rain shelter built of yellow cedar is reminiscent of the long houses that once stood nearby. A small cedar tool shed, and wooden benches are nestled in between adolescent hazelnut, vine maple, and western red cedar trees. Shrubs, ferns and ground covers mingle below the wild roses, red currants, and willows.
There is a class of third graders using this space when I arrive. Little faces peak out from behind a bird blind woven with grapevines from a local vineyard. Other students are sitting on boulders perched near the pond, glacial remnants generously donated by a local landscape company. At this moment the students are quietly engaged, making observations and entries in their pond journals. They are smelling and touching plants, writing, measuring, and sketching. In a little while, I will be accompanying a class of fourth graders the fifty odd yards away from the building, through the woven arbor gate and under the twig sign that says: “Welcome”.
“In traditional Native American cultures, art was not a separate pursuit. Beauty and utility came together in objects of everyday use to reflect a way of life and an aesthetic that respected the relationship people had with their environment.”…Shaun Peterson, Salish Artist, 2004 SAM exhibit” Song, Story, Speech”.
As a plant fiber artist, teachers invite me to present ethnobotanical knowledge about Pacific Northwest plants to their students. This provides content for social studies and science requirements, while the techniques for using the plant fibers provide physical activity, math and art skills. The Basket Marsh and outdoor classrooms of its kind are living libraries and laboratories. They contain unlimited resources for teaching every subject students need to learn.
What I have to offer as a teaching artist is most effective in an environment where students can see, touch, smell, hear, and sometimes even taste, the subject-matter. Again and again, I have witnessed that this first-hand experiential learning of natural science and culture gives lasting memory and meaning to students. The virtues of the western red cedar can easily be appreciated by children, when they are given pieces of the leather-like inner bark to experiment with as they sit next to young growing cedar trees. Non-conventional learning environments like the Suquamish Basket Marsh give opportunities for students and classroom teachers to meet and interact directly with artists and other specialists from the community.
Today I will model my craft, and students will get to experience weaving with cattails that they have helped to grow and harvest from their Basket Marsh. We will share stories, sing a weaving song, and then weave a mat or make some rope in order to experience first hand the ingenious ways that cattails and other native plants have been used by the First People of this place.
Connecting the Project to the Place
“Every part of this country is sacred to my people. Every hillside, every valley, every plain and grove has been hallowed by some fond memory or sad experience of my tribe.”…..Chief Seattle, speech at the Pt. Elliot Treaty signing, paraphrased by Dr Henry Smith, 1854.
Twelve thousand years ago, a thick layer of ice covered the Pacific Northwest. As the ice melted, glaciers formed and slowly carved out deep channels that the water filled. Forests grew, and the land that was left became covered with plants. In some origin stories, native North American storytellers have told that the First People were once plants and animals who later took human form. Those people began to live in villages along the shorelines, and since then their descendants have been living here too. Long before contact with explorers, trappers, and settlers, the place near the present day town of Suquamish was highly populated. Everything needed to sustain a rich community and cultural life was present in the forests, meadows, rivers, at the water’s edge, and in the sea.
“Children learned from an early age not to pluck too much or ruthlessly destroy the valuables of the earth. They learned responsible, caring behavior both through stories, metaphors and focused instruction at opportune moments and through observation, emulation and experience.”…Nancy Turner, from THE EARTH’S BLANKET, 2005.
Prehistoric survival was dependant upon the knowledge of place accumulated over time: geography, seasons, cycles, weather patterns, plants, and animals. In recent times, this knowledge, reflected in the First Peoples’ relationship with the flora and fauna, is being referred to as Sacred Ecology or Traditional Ecological Knowledge. This body of information has been passed down through the oral tradition from one generation to the next, through stories, songs, ceremonies, and through the practice of traditional technologies, skills, and arts derived from the environment.
In Lushootseed, a language spoken by many of the First People of the Puget Sound area, the word for Suquamish is d’suq’wub which means “place of clear salt water”. The city of Seattle was named in honor of Chief Seattle, the Duwamish and Suquamish leader, who in the mid 1800’s protected his community from the raiding parties of other tribes. Later, in hopes of further protecting his people from the influx of settlers and a new government hungry for land and resources, he signed a treaty with the United States government which resulted in the city of Seattle being built upon traditional Duwamish Tribal land. Chief Seattle’s burial site is only a few blocks away from Suquamish Elementary school. Every August, the Suquamish Tribe sponsors a huge gathering of Intertribal-Nation festivities and canoe races known as Chief Seattle Days, honoring this important leader.
Nearly one quarter of the students at Suquamish Elementary school, are descendants of First Peoples indigenous to North America. After many years of misunderstanding by impinging dominant cultures, the perspectives and approaches to education espoused by some of the traditional First Peoples’ teachings are starting to be better understood and valued. The holistic ways of thinking about the Earth, organizing information, and connecting knowledge to daily life are as important today as ever.
“In our culture all things are living….everything has life.”…Dr. Martina Whelshula, Colville Tribes, Benchmarks Panel, WAEYC Conference, 10-27-06.
Traditional teachings are imbued with lessons for sustainable living and are intrinsically linked to place. Relationships — with people, plants, animals, and all the elements, are emphatically important. Now the Suquamish Basket Marsh is providing opportunities everyday for these types of lessons to touch children of all cultural backgrounds within the school and community. The Lushooteed name for this outdoor classroom is: gelk’ali. It means “place of weaving”.
“Weaving has always been part of the community in the First People’s traditional culture here in this place. Now it is part of the healing for our people. We are stitching and mending the culture back together.”….Darlene Peters,PHD, counselor, teacher, Suquamish and Port Gamble S’Klallam, gelk’ali dedication speech, May 2002.
Planting the Seed
The idea for the gelk’ali came from Ron Hirschi, a fisheries biologist who worked for many years with the Port Gamble S’Klallam Tribe. He is author of over fifty books for children, many that combine real life pictures of animals with accurate scientific information. While appearing as a guest for the school’s May 2000 Young Authors Day, Mr. Hirschi shared with students, projects from other schools including the restoration of a wetland at Pickerington Elementary in Ohio. He suggested creating a pond out of the storm water retention area at Suquamish Elementary. His idea was that by planting it with native plants traditionally used by the local First People, especially plants used for traditional basket weaving, there would be an opportunity for tribal families to become more involved at the school. Tribal members living in the community could be invited into classrooms to share cultural experiences and knowledge with all the students. Mr. Hirschi also shared how students, at nearby Seabeck Elementary, formed an after school group called the “Salmon Team”. He helped this team partner with parents, the S’Klallam Tribe, and Trust for Public Lands, to acquire an entire estuary after research by the Salmon Team showed the presence of endangered salmon in its waters.
Recognizing a Problem
“As teachers we should be striving to give kids moments of greatness. How can we help students have these moments?”…Jan Jackson, personal interview, 9-13-06
After 18 years of teaching, Jan Jackson, a librarian at Suquamish Elementary school, was considering retirement. She felt she was losing an important connection with her students. Like many classroom teachers today, Ms. Jackson recognized the challenge of engaging students with a broad spectrum of learning styles from various cultural and economic backgrounds. She noticed that many students were spending more and more time in front of video and television screens. She also saw the pressures put upon teachers to spend more time teaching to a system of standardized tests, leaving less time to develop relationships with students for building life and learning skills. At the same time, children were having fewer opportunities to be outside, fewer chances to be observing nature, less time to be exploring and responding to the natural environment through the arts and sciences.
“Direct exposure to nature is essential for healthy childhood development – physical, emotional, and spiritual….it is a potent therapy for depression, obesity, and ADD…it improves standardized test scores…it develops skills in problem solving, critical thinking, decision making…and creativity”… Richard Louv, The Last Child in the Woods, 2005.
When a need is recognized and a community cares, a good idea can be set into motion as long as there is someone like Ms. Jackson to see it through. She first approached Principal Joe Davalos with the concept of the outdoor classroom. “It helps to have a principal that lets people follow their heart,” she says of Davalos. Other teachers became interested, and a committee was formed which met through the summer to plan a Basket Marsh curriculum. Relating the curriculum to career education helped the school apply for funds from their school district’s vocational department to get them started.
Gathering a Team
“Never doubt that a small group of thoughtful, committed citizens can change the world. In fact, it’s the only thing that ever has.” Margaret Mead, anthropologist 1901-1978
With the principal, teachers, students, parents, and the Suquamish Tribe on board, it was time to see if there was community support for the Basket Marsh. For the next two years Ms. Jackson spent many hours in outreach, bringing students with her to attend school board and other community meetings. Individuals, families, corporate and business sponsors, all stepped forward to provide funds, services, equipment, materials, and the invaluable hours of labor and expertise required. Approval from the school board, consulting with the water district, permits from the county, all needed to be researched and secured.
The Suquamish Tribe partnered with the school, providing ongoing funding for programs and projects at the gelk’ali. They helped develop the plan for the marsh, provided soil testing, water flow analysis, ground surveys, plant recommendations, and consultations by hydrology and fisheries professionals. The county departments of Waste Water Management and Solid Waste, as well as the local public utility district’s Education Department, have given continual support.
Institutions of higher learning have been important resources for the gelk’ali. Each year, many students from Suquamish Elementary spend four days at IslandWood’s School Overnight Program, receiving an intensive environmental education experience. An ongoing partnership has formed with this nationally acclaimed environmental learning center, and inspiration for many of the class service projects have come from this relationship. Members of IslandWood’s staff and some of their graduate students have helped with improvements at the gelk’ali, and have been involved in follow-up teaching. The National Wildlife Foundation and Cornell University’s department of Ornithology’s “Classroom Feeder Watch Program” have also enhanced environmental education and science curriculum.
As director of the pond project, Ms. Jackson credits the whole community with building the gelk’ali. Students, teachers and staff, PTA, school district personnel, county employees, the Suquamish Tribe, biologists, carpenters, scientists, authors, specialists, garden clubs, the local Rotary, civil engineers, architects, landscapers, artists, area businesses, parents and volunteers — all saw the need and understood the benefits.
Involving the Students
“I want kids to get their hands dirty, and not be afraid to make a mess.” …Jan Jackson 9-15-06
Known as the “Pond kids”, these 4th-6th graders fill out applications at the beginning of each year in hopes of gaining a position on the Student Advisory Board. This extracurricular group of 25-30 students meets weekly with Ms. Jackson and the volunteer docents. The Pond Kids have been involved in all aspects of the development of the gelk’ali, from research, to fund-raising, to planning and coordinating Earth Day assemblies. Early on, the students helped design and plan the pond. After meeting with a parent who showed them how to take topographical measurements of the site, they built a 3-dimensional scale model to help with their presentations to the School Board, sponsors, and to other community groups. They cleared out the blackberries and Scotch broom, and helped rake, dig and plant. Now the Pond Kids continue the ongoing physical labor at the gelk’ali, restoring habitat and maintaining the plants.
“Before the pond was built the grass was brown and now it’s green. I enjoy knowing I’m making a difference in the school.” …Winona, 5th grader, 2002
All the students at Suquamish Elementary utilize the gelk’ali for learning. Each student has a pond journal they use for documenting their observations at the gelk’ali throughout the year. Along with each class, every year a new group of Pond Kids implement one or more service projects that connect the gelk’ali with the whole school. One project inspired after a visit to IslandWood has been recycling lunchroom waste. The Pond Kids researched vermaculture, and agreed upon the size needed for the worm boxes based upon their measurements of daily school lunch food waste. The boxes were built by a parent volunteer. The students made instructional posters, gave presentations to classes, and volunteered to stay in from recess to help collect the food waste. Now the school saves district money since there is less trash. At the same time, the worms decompose all that food waste into useful compost for the plants at the gelk’ali.
As well as learning important aspects of being responsible stewards of the land, the Pond Kids are encouraged to be active citizens and communicators. They have written letters to sponsors, articles for school newsletters, and corresponded with foundations and public officials. In the course of these activities they have won local, regional and national recognition for their environmental leadership. Each week the Pond Kids report back to their classrooms what they are leaning at the gelk’ali. To help build relationships between grade levels they also report weekly to their “buddy classrooms” in the primary grades. Each year all the students at Suquamish Elementary are learning about environmental stewardship first hand.
“The marsh is like a puzzle that fits into the big picture. The plants protect the pond from harm. The trees grow, give shade, and hold together the pond with their strong immense roots. The dirt absorbs nutrients and, sometimes, the pollution. The animals in the pond make it a happier place for us.” …Tyler, 4th grader, 2002
Imagining the Future
Teachings of the Tree People: The Work of Bruce Miller from NWIN on Vimeo.
“An intimate participation leaves a memory as long as you are on the earth.”…Bruce Miller, the late Skokomish Spiritual Leader and Cultural Teacher, from Teachings of the Tree People, 2005 video produced by Katie Jennings and IslandWood
How can teachers find the support they need to step outside of the metaphoric boundaries of classrooms today? In conjunction with standardized learning and testing, is it within the realm of possibility that community-born projects for learning could be used by more teachers and children, on a daily basis?
Imagine every elementary school in the United States being able to tell a story like this. Not identical, of course, but a story of how their schools, students, parents, and communities could find authentic ways to meet the educational needs of their children. The native plant garden and outdoor classroom is just one possibility for providing an atmosphere for student-driven, inquiry-based learning. At the gelk’ali, as teachers become more comfortable embracing this resource, the natural history of Suquamish can come to life for their students. Differing cultural perspectives can be explored giving all students the opportunity to examine their own cultural roots and traditions. The scientific and artist processes can be taught –honing observation skills, exploring and asking questions, experimenting, designing solutions, researching, making measurements, learning techniques and skills, documenting results, reflecting upon them, and finding new questions!
Throughout the development of the gelk’ali, the school, tribe, and community have proven to be devoted advocates for promoting diverse cultural perspectives and approaches to education. They have diligently created a place of learning that enhances the educational opportunities for students with various learning strengths, and engages them through methods that mainstream classrooms cannot offer.
“Working with the Suquamish Tribe…planting the grasses the indigenous peoples worked with for their basket making, takes teaching to the highest level: Every time we educate our children on the rich diversity that exists in this country, we educate ourselves.” …Jay Inslee, US House of Representatives, Washington State Congressional District # 1, Letter for the Dedication of the Galk’ali 4-02
Outdoor classrooms, such as the Suquamish Basket Marsh, broaden educational opportunities for a diverse group of students. They give non-conventional teaching specialists the opportunity to use their respective art forms as vehicles for teaching science, math, social studies, language, history, and the arts. Concepts difficult to learn from books alone or while sitting inside at desks, become illuminated, when students are given opportunities to relate them to natural living systems on a daily basis.
Many caring individuals have built this special place of learning. Around the pond, the cedar trees are growing taller. As in the ancient legend of the cedar tree, each sword fern, camas bulb, huckleberry and Oregon grape plant – reflect a piece of a story of someone’s generosity. When people care about their children’s education, even a small puddle on the school grounds can become a lesson about the transformative power of a community working together.
History/Stages of Pond Development
Stage I – 2000 – Planning
Stage II – 2001 – Construction
Stage III – 2002 – Maintenance, Improvements, Service Projects
Stage IV – 2003 to Present – Maintenance, Ongoing Service Projects
Suquamish Garden Club
Kitsap County Solid Waste Department
Kitsap County Storm Water Management Department
Public Utilities Education Department
National Wildlife Federation
President’s Environmental Youth Award, 2003
Kitsap County Commissioners’ Earth Day Award, 2002, 2006
Grand Prize, Ivy Sculpture Contest, Bainbridge Gardens, 2004
Suquamish Tribe Appendix X, 2000-present
Lowe’s Toolbox For Education Grant, 2006
Gifts from many assorted local business and individuals
Traditional Native American Tribal Weavers
Natural Fiber Weaver
List of Service Projects by Classes and Pond Kids
Science Fair Projects
Building a copper water gauge for measuring water level at pond related to rainfall
Weaving a branch and vine bird blind
Earth Day Celebration assemblies
Native plant tiles with imprint and scientific, common and Lushootseed names
Native plant studies, drawings over the seasons
Cattail weaving projects
Ivy animal sculptures
Classroom Bird Feeder Watch, Cornell University
Participate in making film, Teachings of the Tree People, sponsored by IslandWood
Recycled material baskets
Contribute drawings for IslandWood field Guide: ALL MY RELATIONS.
Cedar gathering bark with Suquamish Tribal Elder
Cedar basket weaving
Mason Bee house
Bird feeders and houses
Programs with Tribal Elders
Field testing a weaving project for a book by Bruce Miller and Nan McNutt
Participation in a Nature Conservancy Education Video
Bird Observation Garden
For More Information Contact:
Ron Hirschi www.ronhirschi.com
Watch for the new book: We all Live Downstream. These are the words of Holly Cocoili, Environmental Biologist for the S’Klallam Tribe. Her words and the concept inspired a new book by that title written by Ron Hirschi, and including the Suquamish Basket Marsh, Pickerington Pond in Ohio, and Seabeck Salmon Team projects on Hood Canal, WA.
Suquamish Environmental Education Boosters, (501(c)(3) www.seeboosters.org
Jan Jackson, librarian, Gelk’ali Director : email@example.com
Melinda West, fiber artist, article author : firstname.lastname@example.org
IslandWood Environmental Learning Center www.islandwood.org
Much of the credit for this article comes from the inspiration I’ve received from reading the works of Distinguished Professor Nancy J. Turner, author of the recent books: THE EARTH’S BLANKET – TRADITIONAL TEACHINGS FOR SUSTAINABLE LIVING, and KEEP IT LIVING – TRADITIONS OF PLANT USE AND CULTIVATION ON THE NORTHWEST COAST OF NORTH AMERICA; along with Richard Louv’s book: THE LAST CHILD IN THE WOODS – SAVING OUR CHILDREN FROM NATURE-DEFICIT DISORDER.
Melinda West, of Indianola Washington has been practicing the art of natural fiber weaving since 1985. She has studied with many native and non-native weavers and artists, the foremost being Ed Carriere of the Suquamish Tribe. Melinda enjoys sharing her love of natural history, environmental stewardship, and indigenous cultures through the teachings and the practices of traditional fiber arts.