Wilbur Smith: Wel-mel-ti Values Across Places, Cultures, and Changes

    Overview

    Wilbur Smith: Wel-mel-ti Values Across Places, Cultures, and Changes

    Wilbur Smith as a stylishly dressed high schooler, hanging out with a friend in Riverside.
    Wilbur Smith as a stylishly dressed high schooler, hanging out with a friend in Riverside.

    Authors: Kellie Harry (Pyramid Lake Paiute Tribe member, Wel-mel-ti Washoe descendant) and Jesse Blackburn

    Lesson partner: Rebecca Lowry, Humboldt County Office of Education

    Honoring Our Ancestors: Sierra Valley Wel-mel-ti Unit (Lesson 3 of 3)

    Lesson 1 - Carmelita Evans DeLucchi: Preserving Wel-mel-ti Culture and Traditions Through Oral History

    Lesson 2 - Marvin Sam: Changes for Land Mean Changes for Traditional Foods

    Lesson 3 – Wilbur Smith: Wel-mel-ti Values Across Places, Cultures, and Changes

    Grade: 2

    4 Generations: Carmelita Evans DeLucchi (bottom center), her daughter, Bernadette DeLucchi (top right),  granddaughter, Kellie Harry (top left), and great-grandchildren, Kylie (left) and Jace Harry (bottom right).  Photo courtesy of Kellie Harry.
    4 Generations: Carmelita Evans DeLucchi (bottom center), her daughter, Bernadette DeLucchi (top right), granddaughter, Kellie Harry (top left), and great-grandchildren, Kylie (left) and Jace Harry (bottom right). Photo courtesy of Kellie Harry.

    Suggested Amount of Time:  80-85 minutes

    Curriculum Themes:

    • History
    • Cultural Strengths
    • Relationship to Place
    • Cross-Curricular Integration

    Learning Goals

    • Apply new vocabulary terms
    • Summarize the biography of Wilbur Smith
    • Label locations on a map of California
    • Label Washoe traditional homeland maps
    • Reflect on the experience of missing family / home, through a written response with illustration

    Lesson Overview

    This lesson identifies important places that were relevant to this unit’s family of the Sierra Valley Wel-mel-ti, and events affecting this family and many Native Americans of this era. Carmelita’s older brother, Wilbur Smith, grew up traveling between Loyalton, Long Valley, and Susanville, California. Although not mandated for his area, Wilbur chose to attend Sherman Indian Boarding School, far south in Riverside, California. Students will learn about his challenging experience growing up in these places, and consider the period of Indian boarding schools where children attended far away from their loved ones, as well as the fact of being drafted into World War II at the age of 16. To better understand geography for the Sierra Valley Wel-mel-ti, students will complete mapping activities to become familiar with the traditional Washoe territory, and the 3 different bands of Washoes. 

    Like his younger sister Carmelita, Wilbur Smith lived both as the traditional Wel-mel-ti of the past did, and embraced change during a time of rapid social shifts. His mother was Sierra Valley Wel-mel-ti, and his father was Paiute from nearby Pyramid Lake, Nevada. The two groups of Native Americans had maintained good relations with each other and traded resources for generations. The Sierra Valley Washoe had a yearly abundance of camas and deer, which they would trade the Pyramid Lake Paiute for cui-ui, an ancient fish that can only be found in Pyramid Lake. This long-standing relationship led to Wilbur’s mother and father meeting and having two children.

    However, his mother, Lorena Wiltse, raised her children with her in the Sierra Valley. Wilbur grew up living with the Wel-mel-ti and took great pride in hunting and fishing throughout his traditional homelands. Later in life, Wilbur, who was an enrolled member of the Pyramid Lake Paiute Tribe, established a fishing store that served fishermen at Pyramid Lake. He learned how to make all his fishing flies, and many would stop by the store just to purchase these unique flies. He and his family ran fishing charters on Pyramid Lake for many years, and they continue to do so after Wilbur’s passing, maintaining his home in Loyalton, California, as well.

    Wilbur was very worldly, maintaining good relationships with the immigrants that settled the valley, a diversity of people at his Southern California boarding school, and in the Navy during WWII. He found strength in other Sierra Valley Wel-mel-ti values as well, such as eating healthy and staying physically active.

    Cultural/Historiographical Note: Paragraph 5 of Wilbur Smith’s biography mentions Wel-mel-ti taking the names of their Euro-American employers. This assimilative pressure meant siblings could end up with different family names, and one’s name could change if employment changed (cf. Bissonette, 1999, pp. 9-10). The practice not only furthered Native American language and culture loss in the region, but could also make it difficult to track one’s ancestry via Euro-American records, further loosening descendants’ ties to the anchors of kinship and cultural traditions. (Neither Wilbur nor Carmelita had a birth certificate until after high school.) Wilbur’s family was lucky to include a number of community historians who have helped maintain ancestral ties, both by collecting written records and passing down unwritten Wel-mel-ti oral history – mother Lorena, sister Carmelita, and descendants who’ve contributed to these lessons.   

    About the Interactive Slides

    A key component of this curriculum includes interactive slides and a lesson script/facilitation support. These materials are designed to support ease of implementation and help guide lesson delivery.

    The interactive slides are animated to gradually reveal content and may include links to videos and audio playback buttons for Tribal language integration, songs, or slide facilitation.

    In addition to the downloadable lesson and student handouts, this mini-unit is comprised of 3 lessons (approx. 70-90 minutes each; Lesson 1 has homework). It includes interactive slides and lesson script / facilitation support.

    Slides: Honoring Our Ancestors

    *To ensure full accessibility, we recommend making a copy of the instructional material(s).

    Instructions:

    To use the slides effectively:

    • Project the slides in "Slideshow Mode" to activate animations. Written content will appear with each click.
    slideshow button
    • Set speaker volume before beginning the lesson to ensure all students can hear audio content.
    sound icon
    • Play audio by clicking the audio playback icons one at a time. There may be a brief pause while the audio loads.
    • Hovering over an audio playback icon will reveal a playback bar that allows you to play, pause, adjust speed, or fast-forward the audio.
    Player
    • Note: You do not need to use the playback bar unless you wish to adjust playback. Simply clicking the icon will play the audio.

    Model Curriculum

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