Resource Recommendations for K-‐12 Teaching Native American History, Literature, and Culture Cultural Competence and Equity Prepared by Anton Treuer Montana’s Indian Education for All: http://opi.mt.gov/programs/indianed/IEFA.html This is a well-‐developed list of literally thousands of curricular ideas and resources, well-‐vetted and officially sanctioned by the Montana Office of Public Instructions. Follow the links to find books, resources, Ted Talks, and lots of useful handbooks, literature and information. Everything ties into their state standards. Alaska Standards for Culturally Responsive Schools: http://www.ankn.uaf.edu/Publications/Standards.html This is a systematic set of benchmarks and guidance for indigenous culture and history instruction in Alaska. It’s a whole set of standards that run parallel to their state standards in other subjects and the Common Core. Treaties Matter Educator Guides: http://treatiesmatter.org/exhibit/educator/ This is a great series of educator guides, tied to the standards in Minnesota, developed by Ojibwe and Dakota tribal members on history and cultural content about Native Americans. Social Studies Treuer, Anton. Ojibwe in Minnesota (St. Paul: MN Historical Society Press, 2009). Treuer, Anton. Everything You Wanted to Know About Indians But Were Afraid to Ask (St. Paul: MN Historical Society Press, 2012). William Warren. History of the Ojibway People (St. Paul: MN Historical Society Press, 1985). Rethinking Columbus. Milwaukee: Rethinking Schools, 1991. Child, Brenda. We Hold Our World Together. Lincoln: University of Nebraska, 2012. Child, Brenda. Boarding School Seasons. Lincoln: University of Nebraska, 1995.
Kegg, Maude. Portage Lake: Memories of an Ojibwe Childhood. Minneapolis: University of MN, 1991. Treuer, Anton. “Ojibwe Lifeways,” Minnesota Conservation Volunteer (September-‐October 2012). Literature: Treuer, Anton. Living Our Language: Ojibwe Tales & Oral Histories (St. Paul: MN Historical Society Press, 2001). Nelson, Kimberly. I Will Remember. (Bemidji: Loonfeather Press, 1995). Erdrich, Louise. The Roundhouse. Erdrich, Louise. The Birchbark House. Broker, Ignatia. Night Flying Woman. (St. Paul: MN Historical Society Press, 1983). Recommended Reading List from Everything You Wanted to Know About Indians But Were Afraid to Ask: Tribal Language and Culture Broker, Ignatia. Night Flying Woman: An Ojibway Narrative. St. Paul: Minnesota Historical Society Press, 1983. Hinton, Leann. How to Keep Your Language Alive. Berkeley, CA: Heyday Books, 2002. Johnston, Basil. Ojibway Heritage. Lincoln: University of Nebraska Press, 1990. Kegg, Maude. Portage Lake: Memories of an Ojibwe Childhood. Minneapolis: University of Minnesota Press, 1991. Moose, Lawrence L., et al. Aaniin Ekidong: Ojibwe Vocabulary Project. St. Paul: Minnesota Humanities Center, 2009. Nichols, John D., and Earl Nyholm (Otchingwanigan). A Concise Dictionary of Minnesota Ojibwe. Minneapolis: University of Minnesota Press, 1995. Treuer, Anton. Living Our Language: Ojibwe Tales and Oral Histories. St. Paul: Minnesota Historical Society Press, 2001. Early History Blackhawk, Ned. Violence Over the Land. Cambridge, MA: Harvard University Press, 2006.
Brown, Dee. Bury My Heart at Wounded Knee. New York: Holt, Rinehart & Winston, 1970. Copway, George. The Traditional History and Characteristic Sketches of the Ojibway Nation. London: Charles Gilpin, 1850. Reprinted in the United States as Indian Life and Indian History, by an Indian Author: Embracing the Traditions of the North American Indians Regarding Themselves, Particularly of That Most Important of All the Tribes, the Ojibways. Boston: Albert Cosby and Company, 1858. Josephy, Alvin. 500 Nations. New York: Pimlico, 2005. Koning, Hans. Columbus: His Enterprise. New York: Monthly Review Press, 1991. Kugel, Rebecca. To Be the Main Leaders of Our People: A History of Minnesota Ojibwe Politics, 1825–1898. East Lansing: Michigan State University Press, 1998. Mann, Charles. 1491: New Revelations of the Americas before Columbus. New York: Knopf, 2005. Meyer, Melissa. The White Earth Tragedy: Ethnicity and Dispossession at a Minnesota Anishinaabe Reservation. Lincoln: University of Nebraska Press, 1994. Miller, Cary. Ogimaag: Anishinaabeg Leadership, 1760–1845. Lincoln: University of Nebraska Press, 2010. Rethinking Columbus. Milwaukee, WI: Rethinking Schools, 1991. Tanner, Helen Hornbeck, ed. Atlas of Great Lakes Indian History. Norman: University of Oklahoma Press, 1987. Treuer, Anton. The Assassination of Hole in the Day. St. Paul, MN: Borealis Books, 2011. Warren, William W. History of the Ojibway People. St. Paul: Minnesota Historical Society Press, 1984. Originally published as History of the Ojibways Based Upon Traditions and Oral Statements (1885).
Legal History Duthu, N. Bruce. American Indians and the Law. London: Penguin Books, 2008. Getches, David H., and Charles F. Wilkinson. Federal Indian Law: Cases and Materials. St. Paul, MN: West Publishing, 1986. Wilkins, David. American Indian Sovereignty and the U.S. Supreme Court: The Masking of Justice. Austin: University of Texas Press, 1997. Contemporary History and Government Indian Policy Adams, David Wallace. Education for Extinction: American Indians and the Boarding School Experience, 1875–1928. Lawrence: University Press of Kansas, 1995.
Child, Brenda. Boarding School Seasons: American Indian Families, 1900–1940. Lincoln: University of Nebraska Press, 1998. Fixico, Donald L. Termination and Relocation: Federal Indian Policy, 1945–1960. Albuquerque: University of New Mexico Press, 1986. Graves, Kathy David, and Elizabeth Ebbott. Indians in Minnesota. Minneapolis: University of Minnesota Press, 2006. Hoxie, Frederick. A Final Promise: The Campaign to Assimilate the Indians, 1880–1920. New York: Routledge, 2001. Olson, James, and Raymond Wilson. Native Americans in the Twentieth Century. Urbana: University of Illinois Press, 1986. Prucha, Francis Paul. The Great Father: The United States Government and the American Indian. Lincoln: University of Nebraska Press, 1986. Russell, Steve. Sequoyah Rising: Problems in Post-‐Colonial Tribal Governance. Raleigh, NC: Carolina Academic Press, 2010. Treuer, Anton. Ojibwe in Minnesota. St. Paul: Minnesota Historical Society Press, 2010.
Perspectives and Philosophy Berkhofer, Robert. The White Man’s Indian. New York: Knopf, 1978. Deloria, Philip. Playing Indian. New Haven, CT: Yale University Press, 1998. Deloria, Vine Jr. Custer Died for Your Sins: An Indian Manifesto. New York: Macmillan, 1969. Deloria, Vine Jr. Red Earth, White Lies: Native Americans and the Myth of Scientific Fact. New York: Scribner, 1995. Lyons, Scott. X-‐Marks: Native Signatures of Assent. Minneapolis: University of Minnesota Press, 2010. Neihardt, John G. Black Elk Speaks. Lincoln: University of Nebraska Press, 1979. Russell, Steve. Sequoyah Rising: Problems in Post-‐Colonial Tribal Governance. Durham, NC: Carolina Academic Press, 2010. Weatherford, Jack. Native Roots: How the Indians Enriched America. New York: Fawcett Columbine, 1991. Literature Alexie, Sherman. Reservation Blues. New York: Atlantic Monthly, 1995. Erdrich, Louise. Tracks. New York: Harper Collins, 1988. Momaday, N. Scott. House Made of Dawn. New York: Harper Collins, 1966. Silko, Leslie Marmon. Ceremony. New York: Penguin, 2006. Treuer, David. The Translation of Dr. Appelles. New York: Random House, 2008. Video Documentaries
500 Nations (1995) The Dakota Conflict (1993) First Speakers: Restoring the Ojibwe Language (2010) Geronimo and the Apache Resistance (2007) Incident at Oglala (2004) Lighting the 7th Fire (1995) Waasa Inaabidaa (2002) We Shall Remain (2010) Woodlands: Story of the Mille Lacs Ojibwe (1994) Useful Websites Anton Treuer Faculty Page: http://faculty.bemidjistate.edu/atreuer Ojibwe Language Resources: http://www.bemidjistate.edu/airc/resources/ojibwe/ Bemidji State American Indian Resource Ctr.: http://www.bemidjistate.edu/airc/
Supporting Education Act 31
at your library media center and public library
What is Act 31 and what does it have to do with media centers and libraries? Briefly, Act 31 requires all students and teachers within the state of Wisconsin to receive instruction on the history, culture, and tribal sovereignty of the American Indian Nations in Wisconsin. This includes the statute, “Each school board shall provide adequate instructional materials, texts, and library services which reflect the cultural diversity and pluralistic nature of American society.”1 This packet is meant to support libraries in collecting materials to support Act 31. The following pages contain a tiered purchasing plan of print materials (each tier expanding upon the previous one), a list of free resources, available curriculum, and a note on the process and purpose.
Map by Rebecca Comfort, enrolled member of Keweenaw Bay Ojibwe Nation
1 s. 121.02(1)(h), Wis. Stats. Instructional Materials via David O’Connor at http://amind.dpi.wi.gov. David O’Connor, Bad River Band of Lake Superior Chippewa, is the
Education Consultant for AISP at Wisconsin’s Department of Public Instruction and support school districts’ efforts to provide instruction in Wisconsin American Indian history, culture, and tribal sovereignty.
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Tiered Purchasing Plan of Act 31 Recommended Resources*
$50
Elementary
Middle
Native People of Wisconsin by Patty Loew Jingle Dancer by Cynthia Leitich Smith Everything You Wanted to Know About Indians but Were Afraid to Ask by Anton Treuer
Choose one of the Books by Patty Loew !" Everything You Wanted to Know About Indians but Were Afraid to Ask by Anton Treuer
The Birchbark House by Louise Erdrich The Good Luck Cat by Joy Harjo Electa Quinney: Stockbridge Teacher by Karyn Saemann
$100
The Creator’s Game: A Story of Baaga-‐adowe/ Lacrosse by Art Coulson The Birchbark House by Louise Erdrich
The Creator’s Game: A Story of Baaga-‐adowe/ Lacrosse by Art Coulson
Like a Deer Chased by the Dogs: The Life of Chief Oshkosh by Scott Cross Trickster Tales by Matt Dembicki Looks Like Daylight by Deborah Ellis The Game of Silence by Louise Erdrich The Porcupine Year by Louise Erdrich Chickadee by Louise Erdrich
The Game of Silence by Louise Erdrich The Porcupine Year by Louise Erdrich
Firedancers by Jan Bourdeau Waboose Skysisters by Jan Bourdeau Waboose
Everything You Wanted to Know About Indians but Were Afraid to Ask by Anton Treuer
Looks Like Daylight by Deborah Ellis Keeping Promises by Betty Reid Wisconsin Indian Literature: Anthology of Native Voices by Kathleen Tigerman
Mountain Wolf Woman: A Ho-‐Chunk Girlhood by Diane Holliday Electa Quinney: Stockbridge Teacher by Karyn Saemann
Mountain Wolf Woman: A Ho-‐Chunk Girlhood by Diane Holliday
$200
Indian Nations of Wisconsin: Histories of Endurance and Renewal, 2nd Edition by Patty Loew
Chickadee by Louise Erdrich Water Panthers, Bears, and Thunderbirds by Bobbie Malone and Amy Rosebrough Trickster Tales by Matt Dembicki
High**
Water Panthers, Bears, and Thunderbirds by Bobbie Malone and Amy Rosebrough
Like a Deer Chased by the Dogs: The Life of Chief Oshkosh by Scott Cross Native Nations: Sharing their History, Culture, and Traditions by D.C. Everest Schools Trickster Tales by Matt Dembicki Original Local: Indigenous Foods, Stories, and Recipes from the Upper Midwest. By Heid E. Erdrich
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$300
Beadwork: A World Guide by Caroline Crabtree and Pam Stallebrass Native People of Wisconsin Teacher Guide by Bobbie Malone and Kori Oberle
Beadwork: A World Guide by Caroline Crabtree and Pam Stallebrass Native Nations: Sharing their History, Culture, and Traditions by D.C. Everest Schools Original Local: Indigenous Foods, Stories, and Recipes from the Upper Midwest. By Heid E. Erdrich Native Americans: A Visual Exploration by S.N. Paleja
Beadwork: A World Guide by Caroline Crabtree and Pam Stallebrass Oneida Lives: Long Lost Voices of Wisconsin edited by Herbert Lewis We are Still Here by Laura Waterman Wittstock
*Each additional tier includes the books from the previous tier. For example, spending $100 includes all books in the $50 tier in addition to the books in the $100 tier. **All books cited as “16 and up” were written for adults though are also accessible to high school students.
Free Online Resources:
Board Books for Babies and Preschoolers
$55
Boozhoo: Come Play with Us by Fond du Lac Headstart Cradle Me by Debby Slier Nimiiwin: Everyone Dance by Leah Savage Ojibway Animals by Jason Adair Our Journey by Karen Savage-‐Blue The Story of Manoomin by Fond du Lac Headstart
•
•
•
•
•
The Ways o www.theways.org o Digital Storytelling aimed at grades 6-‐12 Wisconsin Biographies o www.wimedialab.org/biographies o Digital Storytelling aimed at grades 3-‐5 o Includes Chief Oshkosh Native Peoples of Wisconsin Campus Guide o http://madison.campusguides.com/act31 o O’Keeffe Middle School’s Library Guide Treaties Matter o http://treatiesmatter.org/ o Videos and information on treaties and their importance today Absent Narratives Resource Collection o http://humanitieslearning.org/resource/ o Database that includes
Free Print Resources:
•
Great Lakes Indian Fish & Wildlife Commission (GLIFWC) o www.glifwc.org o Check out their “Educational Materials” section
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Print Materials Referenced (alphabetized by author last name) Adair, Jason. Ojibway Animals. Native Northwest, 2011. Board Book. $7.95. Ages birth-‐5. ISBN 978-‐1554762873. [Available through Birchbark Books] Coulson, Art. The Creator’s Game: A Story of Baaga’adowe/Lacrosse. Illustrated by Robert DesJarlait. Minnesota Historical Press, 2013. 48 pages. $6.95. Ages 7-‐12. ISBN 978-‐0873519090. Crabtree, Caroline and Pam Stallebrass. Beadwork: A World Guide. Thames & Hudson Ltd, 2002. 208 pages. $34.95. All ages. ISBN 978-‐0500510803. Cross, Scott. Like a Deer Chased by Dogs: The Life of Chief Oshkosh. Oshkosh Public Museum, 2002. 59 pages. $ 9.95. Ages 12 and up. ISBN 978-‐ 0299211448. D.C. Everest Area Schools. Native Nations: Sharing their History, Culture, and Tradition. D.C. Everest Area Schools Publications, 2009. 497 pages. $22.95. ISBN 978-‐0970906359. [Available through D.C. Everest Schools] Dembicki, Matt. Trickster: Native American Tales: A Graphic Collection. Fulcrum, 2010. 232 pages. $23.95. Ages 9 and up. ISBN 978-‐1555917241. Ellis, Deborah. Looks Like Daylight: Voice of Indigenous Kids. Forward by Loriene Roy. Groundwood / House of Anansi Press, 2013. 252 pages. $15.95. Ages 12 and up. ISBN 978-‐1554981205. [While this book references Wisconsin only once, it carries themes relevant to many of the nations residing within Wisconsin.] Erdrich, Heid E. Original Local: Indigenous Foods, Stories, and Recipes from the Upper Midwest. Minnesota Historical Society Press, 2013. 224 pages. $19.95. Ages 12 and up. ISBN 978-‐0873518949. Erdrich, Louise. Chickadee. HarperCollins, 2012. 224 pages. $13.95. Ages 9 and up. ISBN 978-‐0060577902. (Book 4 in Birchbark House series) Erdrich, Louise. The Birchbark House. Disney-‐Hyperion, 2002. 256 pages. $13.95. Ages 9 and up. ISBN 978-‐0786814541. (Book 1 in Birchbark House series) Erdrich, Louise. The Game of Silence. HarperCollins, 288 pages. $13.95. Ages 9 and up. ISBN 978-‐0060297893. (Book 2 in Birchbark House series) Erdrich, Louise. The Porcupine Year. HarperCollins, 2010. 202 pages. $13.95. Ages 9 and up. ISBN 978-‐0060297879. (Book 3 in Birchbark House series) Fond du Lac Headstart. Boozhoo: Come Play with Us. Fond du Lac Band of Lake Superior Chippewa, 2002. Board Book. $8.95. Ages birth-‐5. ISBN 978-‐ 0970944313. [Available through Birchbark Books] Fond du Lac Headstart. The Story of Manoomin. Fond du Lac Band of Lake Superior Chippewa, 2013. Board Book. $9.95. Ages birth-‐5. ISBN 978-‐ 061569899. [Available through Birchbark Books]
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Harjo, Joy. The Good Luck Cat. Harcourt, 2000. 32 pages. $9.95. Ages 4-‐10. ISBN 978-‐0152321970. [While this does not specifically reference one of Wisconsin’s 11 nations, this picture book successfully interweaves vocabulary specific to native populations and can be used in reference to Wisconsin’s native communities.] Holliday, Diane. Mountain Wolf Woman: A Ho-‐Chunk Girlhood (Badger Biography Series). Wisconsin Historical Society Press, 2007. 88 pages. $12.95. Ages 7-‐12. ISBN 978-‐0870203817. Jaakola, Lyz. Our Journey. Illustrated by Karen Savage-‐Blue. Fond du Lac Band of Lake Superior Chippewa, 2004. Board Book. $8.95. Ages birth to 5. ISBN 978-‐0970944036. [Available through Birchbark Books in Minneapolis] Lewis, Herbert. Oneida Lives: Long Lost Voices of Wisconsin. Bison Books, 2005. 428 pages. $29.95. Ages 16 and up. ISBN 978-‐0803280434. Loew, Patty. Indian Nations of Wisconsin: Histories of Endurance and Renewal, 2nd Edition. Wisconsin Historical Society Press, 2013. 224 pages. $24.95. Ages 12 and up. ISBN 978-‐0870205033. Loew, Patty. Native People of Wisconsin. Wisconsin Historical Society Press, 2003. 168 pages. $15.95. Ages 7-‐12. ISBN 978-‐0870203480. Malone, Bobbie and Kori Oberle. Native People of Wisconsin Teacher’s Guide. Wisconsin Historical Society Press, 2003. 224 pages. $59.95. ISBN 978-‐ 0870203497. Malone, Bobbie and Amy Rosebrough. Water Panthers, Bears, and Thunderbirds: Exploring Wisconsin’s Effigy Mounds (New Badger History). Wisconsin Historical Society Press, 2003. 48 pages. Ages 9 and up. $9.95. ISBN 978-‐0870203572. (New Badger History series). Paleja, S. N. Native Americans: A Visual Exploration. Annick Press, 2013. 48 pages. $19.95. Ages 10-‐14. ISBN 978-‐1554514854. (The Big Picture Series) Reid, Betty. Keeping Promises: What is sovereignty and other questions about Indian Country. Western National Parks Association, 2004. 38 pages. $9.00. Ages 16 and up. ISBN 978-‐1583690345. [Available through Oyate] Saemann, Karyn. Electa Quinney: Stockbridge Teacher (Badger Biographies). Wisconsin Historical Society Press, 2014. 128 pages. $12.95. Ages 7-‐12. ISBN 978-‐0870206412. Savage, Leah. Niimiwin -‐ Everyone Dance. Photography by Nikki Willgohs & Jill Pertier. Fond Du Lac Head Start, 2009. $10.95. Board Book. ISBN 978-‐ 0982087060. [Available through Birchbark Books] Slier, Debby. Cradle Me. Star Bright Books, 2012. Board Book. $6.95. Ages birth-‐5. ISBN 978-‐1595722744. (This can be used within any language other than English by writing in own language. An Oneida child is included.) Smith, Cynthia Leitich. Jingle Dancer. Illustrated by Cornelius Van Wright and Ying-‐Hwa Hu. Morrow / HarperCollins, 2000. 32 pages. $17.99. Ages 4 to 10. ISBN 978-‐0688162412.
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Tigerman, Kathleen. Wisconsin Indian Literature: Anthology of Native Voices. University of Wisconsin Press, 2006. 426 pages. $25.34. Ages 16 and up. ISBN 978-‐0299220648. Treuer, Anton. Everything You Wanted to Know About Indians but Were Afraid to Ask. Borealis Books, 2012. 184 pages. $15.95. Ages 10 and up. ISBN 978-‐ 0873518611. Waboose, Jan Bourdeau. Firedancers Illustrated by C. J. Taylor. Fitzhenry & Whiteside, 1999. 26 pages. $8.95. Ages 5 and up. ISBN 978-‐0773731387. Waboose, Jan Bourdeau. Skysisters. Illustrated by Brian Deines. Kids Can Press, 2002. 32 pages. $8.95. Ages 5 and up. ISBN 978-‐1550746990. Wittstock, Laura Waterman. We are Still Here: A Photographic History of the American Indian Movement. Photographs by Dick Bancroft. Borealis Books, 2013. 224 page. $39.95. Ages 16 and up. ISBN 978-‐0873518871.
Interested in learning more about the history of Act 31 in particular? Check out these resources (listed in alphabetical order): • • •
•
Act 31 and related statutes o http://www.mpm.edu/wirp/icw-‐23.html American Indian Studies Program Fact Sheet o http://amind.dpi.wi.gov/ami_ai-‐factsheet Mike Tribble: Anishinaabe remembers beginning of battle for treaty rights o Excellent video at the end of the news story! o http://www.indiancountrynews.com/icountrytv-‐mainmenu-‐138/indian-‐country-‐tv/6746-‐mike-‐tribble-‐anishinaabe-‐remembers-‐ beginning-‐of-‐battle-‐for-‐treaty-‐rights Spearfishing Controversy o http://www.mpm.edu/wirp/icw-‐112.html
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Available Curriculum (listed alphabetically) • •
•
• • • •
• •
• •
American Indian Boarding Schools: An Exploration of Global Ethnic & Cultural Cleansing o Available for download via http://www.sagchip.org/ziibiwing/planyourvisit/pdf/aibscurrguide.pdf Anishinaabemowin Language Learning o Available for streaming or download via www.wiigwaas.com through “Titles” and “Daga Anishinaabemodaa” o Books in Anishinaabemowin for Young Readers (available via Birchbark Books – Wiigwaas Press) # Treuer, Anton et al. Awesiinyensag. Illustrated by Wesley Ballinger. Wiigwaas Press, 2010. $16.00. All ages. ISBN 978-‐0983002505. # Treuer, Anton et al. Mino-‐doodaading. Illustrated by Wesley Ballinger. Wiigwaas Press, 2013. $16.00. All ages. ISBN 978-‐ 0983002529. # Treuer, Anton et al. Naadamaading. Illustrated by Wesley Ballinger. Wiigwaas Press, 2013. $16.00. All ages. ISBN 978-‐ 0983002512. G-‐WOW Changing Climate Changing Culture Institute through the Northern Great Lakes Visitor Center [http://nglvc.org/educators] o Integrates Native perspectives and traditional ecological knowledge to address the issue of climate change. Ojibwe language and cultural components are infused throughout the training. -‐ http://fyi.uwex.edu/nglvc/2014-‐g-‐wow-‐institute/ o PDF -‐ http://fyi.uwex.edu/nglvc/files/2014/04/2014-‐G-‐WOW-‐Institute-‐Information-‐Kit.pdf A Haudenosaunee Approach to Culture-‐Based Curriculum: Maple Syrup Season o Available for download via www.uwgb.edu through “Teaching Resources” and “PreK-‐12” Mathematize – Wigwametry by RunningHorse Livingston o Strategies for Common Core Math Classrooms and a culturally responsive curriculum -‐ http://mathematize.org/wigwametry/ The Mohican People, Their Lives and Their Lands: A Curriculum Unit for Grades Four through Five o Available from Muh-‐He-‐Con-‐Neeew Press for $120 -‐ http://mohican-‐nsn.gov/Departments/Library-‐Museum/curriculum.htm Native People of Wisconsin Teacher’s Guide [recommended in elementary list] o This was made to accompany Native People of Wisconsin by Patty Loew, available from the Wisconsin Historical Society Press for $59.95 o http://www.wisconsinhistory.org Ojibwe Lifeways – part of Young Naturalists collection from the Minnesota Conservation Volunteer o http://files.dnr.state.mn.us/education_safety/education/teachers/activities/volunteer_studyguides/ojibwe_studyguide.pdf POSOH – Middle School Science Unit “Netǣnawemākanak – All My Relatives” o Unit is designed to support teaching and learning that is culturally relevant and grounded in place, http://sustainabledevelopmentinstitute.org/ o http://sustainabledevelopmentinstitute.org/2014/04/posoh-‐releases-‐net%C7%A3nawemakanak-‐all-‐my-‐relatives-‐middle-‐school-‐unit/ o Sustainable Development Institute Wisconsin Department of Public Instruction Resources on American Indian Education o http://amind.dpi.wi.gov/files/amind/pdf/instr-‐resources.pdf Wisconsin Oneida Language Preservation Project o Available for download via http://uwdc.library.wisc.edu/collections/Oneida
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How was this list created? From our experiences working with educators and librarians, we realized there were a few common issues that were attributing to a lack of resources within school and public libraries. The first issue was a lack of knowledge regarding the Native communities of Wisconsin and the existence of Act 31. The knowledge that the statute of Act 31 impacts libraries as well as the school’s curriculum is a common gap. We decided to help address this through being advocates of Act 31 and of native communities. Secondly, we determined that creating and facilitating the session “Supporting Act 31 at your Library Media Center and/or Public Library” at the 2014 WIEA conference was a great use of our experience, expertise, and interests. The other main issue came with a lack of resources; all too often we heard something along the lines of “well, I don’t have a big collection development budget.” Therefore, we decided to compile a tiered purchasing plan. Even if a particular library only has $50, they can still help to support their community and Act 31. This list is in no way comprehensive and decisions had to be made to compile this particular plan; however, we feel this list is a great start for any library. We strongly recommend contacting local people in your community or visiting one of the publishers referenced below to collect more materials to support the Native communities of Wisconsin. It is your relationships with people from native communities near you that will be your greatest asset in building a successful collection. In researching our list of resources to support Act 31, we consulted: • A Broken Flute: The Native Experience in Books for Children edited by Doris Seale and Beverly Slapin • Publishers o Birchbark Books -‐ http://birchbarkbooks.com and Wiigwaas Press -‐ http://wiigwaas.com o Oyate -‐ http://www.oyate.org # Check out their Resources page for living stories (these stories exemplify why authentic collections matter) o Native Voices – 7th Generation -‐ http://www.nativevoicesbooks.com • Act 31 Website – UW-‐Madison School of Education – http://education.wisc.edu/act31 • Debbie Reese’s Blog -‐ www.americanindiansinchildrensliterature.blogspot.com • American Indians in Youth Literature Award -‐ http://ailanet.org/activities/american-‐indian-‐youth-‐literature-‐awar/ • Tribal Libraries, Archives, and Museums Project – www.tlamproject.org Finally, this is a living resource, meaning one we hope will be updated to reflect new publications and the wants and needs of our media centers and public libraries. Please feel free to contact us: Thank you for your time, we hope you found this resource helpful! Robin Amado
[email protected] -‐Robin and Katelyn Updated: May 2014 Katelyn Martens
[email protected] 8
Indian Education for All Resources Sent to School Libraries 2013-14 All Schools History and Foundation of American Indian Education ◊ This publication covers the larger historical trends in federal Indian policy and the subsequent impacts upon Indian education. It is arranged in a general developmental and historical sequence which is grouped into thematic chapters. A chronology of important dates in Indian education is listed in Appendix One.
High Schools Fort Peck PlaceNames: Building Worldviews Using Traditional Cultures ◊ This resource guide and DVD is the story of the Assiniboine and Sioux tribes of the Fort Peck Indian Reservation in Montana. Tribal members share their worldviews, histories, and current issues through the more than two dozen short Native Voice videos that are embedded throughout the unit providing a primary source perspective on the issues studied in the unit. The History of the Assiniboine and Sioux Tribes of the Fort Peck Indian Reservation, 1600-2012 ◊ Provides accurate tribal history of the Assiniboine and Sioux tribes of the Fort Peck Indian Reservation. Indian Relay DVD ◊ This DVD, developed by Dye Works Film in conjunction with Montana PBS, presents the stories of three Indian relay teams in their quest for the Indian Relay National Championship. Educational guides for this may be viewed at http://www.montanapbs.org/IndianRelay/. Montana Fish, Wildlife and Parks Background Information on Issues of Concern for Montana: Plains Bison Ecology, Management, and Conservation by Stephanie Adams and Arnold Dood ◊ This publication can be used in conjunction with the Fort Peck PlaceNames unit mentioned above. Remembering the Songs: CD and DVD set ◊ This is a multi-media project that explores the music traditions of the Salish, Diné, and Zuni people. While geographically and culturally diverse, these three communities share the traditional use of the flute. Playing and making traditional flutes is becoming an endangered art in Indian Country. Complementing the music from the Salish, Diné, and Zuni, is the story of master Diné artist, Paul Thompson, who builds and plays traditional flutes. Through film, audio, and story, Remembering the Songs shares music traditions and personal stories from three diverse Indian communities. The Return ◊ This DVD details what leads up to the return of the bison to the Fort Peck Indian Reservation.
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Denise Juneau, Superintendent ● Montana Office of Public Instruction ● www.opi.mt.gov
Stories From a Nation Within: A four-part film series ◊ Among all the ethnic minorities in the United States, American Indian tribes alone exist as “nations within a nation,” engaged in self-governance on a daily basis within a legal and political land base. Through the history of the Salish, Pend d’Oreille, and Kootenai tribes, Dan Decker, Esq., provides poignant stories of Indian people and tribal nations as active forces throughout history. These films are intended to convey the fundamental information to support basic understandings of American Indian tribes as sovereign nations from time immemorial to today.
Books for Language Arts Model Teaching Units by the Office of Public Instruction High School: ◊ Fools Crow by James Welch ◊ Killing Custer: The Battle of Little Bighorn and the Fate of the Plains Indians by James Welch and Paul Stekler ◊ Wind from an Enemy Sky by D’Arcy McNickle High School and Middle School: ◊ American Indian Stories by Zitkala-Sa ◊ Two Old Women: An Alaska Legend of Betrayal, Courage and Survival by Velma Wallis Middle School: ◊ Code Talker: A Novel About the Navajo Marines of World War Two by Joseph Bruchac ◊ Sweetgrass Basket by Marlene Carvell Grades 4-8: ◊ Birchbark House by Louise Erdrich ◊ Jim Thorpe’s Bright Path by Joseph Bruchac Grades K-4: ◊ The Gift of the Bitterroot as told by Johnny Arlee and Antoine Sandoval ◊ The Good Luck Cat by Joy Harjo ◊ Jingle Dancer by Cynthia Leitich Smith ◊ The Little Duck Sikihpsis by Beth Cuthand ◊ The Moccasins by Earl Einarson ◊ Red Parka Mary by Peter Eyvindson ◊ Where Did You Get Your Moccasins by Bernelda Wheeler Elementary Districts: ◊ Beaver Steals Fire by Confederated Salish & Kootenai Tribes
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Denise Juneau, Superintendent ● Montana Office of Public Instruction ● www.opi.mt.gov
Indian Education for All Resources Sent to Schools and Libraries from Montana Office of Public Instruction For resources published and posted on the Web site by the Montana Office of Public Instruction Resources information is provided on how to locate it. On the OPI Web site scroll over the Programs button and go to Indian Education.
BOOKS - INFORMATIONAL American Indian Contributions to the World - Buildings, Clothing, and Art, by Emory Dean Keoke and Kay Marie Porterfield; Facts on File, 2005 American Indian Contributions to the World – Food, Farming, and Hunting by Emory Dean Keoke and Kay Marie Porterfield; Facts on File, 2005 American Indian Contributions to the World – Medicine and Health by Emory Dean Keoke and Kay Marie Porterfield; Facts on File, 2005 American Indian Contributions to the World – Science and Technology by Emory Dean Keoke and Kay Marie Porterfield; Facts on File, 2005 American Indian Contributions to the World – Trade, Transportation, and Warfare by Emory Dean Keoke and Kay Marie Porterfield; Facts on File, 2005 American Indian Music: More Than Just Flutes and Drums A Guide to American Indian Music CD - 2008; Guide - by Scott S. Prinzing, M.Ed. Office of Public Instruction, 2009
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This guide, put together by music educator Scott Prinzing, provides an overview of different genres of contemporary and traditional American Indian music along with Web site links for further study. Additionally, the CD accompanies this guide as a supplementary classroom resource. OPI > Indian Education > Indian Education for All > Background Resources > Publications (guide only) A Broken Flute: The Native Experience in Books for Children, Doris Seale and Beverly Slapin, eds. AltaMira Press and Oyate, 2005
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This book deals with the issue of cultural accuracy in books for children and evaluates hundreds of books for children and teenagers published from the early 1900s- 2004.
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Directory of Indian Education Programs in Montana; Montana Office of Public Instruction, 2012, 2010, 2009, 2008
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This directory is a comprehensive collection of contact information and resources related to Indians and Indian education in Montana. It is an excellent resource for teachers, administrators, parents, and community members for Indian Education for All and Indian student achievement. There are updated versions on the Web site which have not been sent out to schools. OPI > Indian Education Do All Indians Live in Tipis? Questions and Answers from the National Museum of the American Indian; Collins in Association with the National Museum of the American Indian, Smithsonian Institution, 2007
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This book is a collaborative effort between the Smithsonian Institution and the National Museum of the American Indians. It provides brief explanations to correct some commonly held misconceptions about American Indians. It is written in a “student friendly” format and is an excellent curriculum resource for both teachers and students. Encyclopedia of American Indian Contributions to the World: 15,000 Years of All Schools Inventions and Innovations by Emory Dean Keoke and Kay Marie Porterfield; Facts on File, 2003 This meticulously researched volume is a comprehensive resource to the numerous inventions and innovations made by the indigenous peoples of North, Meso-, and South America. It contains over 450 entries which are alphabetically arranged and fully cross-referenced. The Framework: A Practical Guide for Montana Teachers and Administrators Implementing Indian Education for All: Dr. Tammy Elser; Montana Office of Public Instruction, 2010
District Superintendents
This document outlines a comprehensive approach to high quality implementation of Indian Education for All (IEFA), from the foundation and rationale, the development of a plan, materials selection, to professional development and instructional integration. It focuses on instructional opportunities presented by IEFA and connects sound theory to practice. OPI > Indian Education > Indian Education for All > Background Resources > Publications History and Foundation of American Indian Education, Stan Juneau with revisions and updates by Walter Fleming and Lance Foster; Montana Office of Public Instruction, 2013
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This publication covers the larger historical trends in federal Indian policy and the subsequent impacts upon Indian education. It is arranged in a general developmental and historical sequence which is grouped into thematic
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chapters. A chronology of important dates in Indian education is listed in Appendix One. OPI > Indian Education > Indian Education for All > Background Resources > Publications A History of the Cheyenne People, by Tom Weist; Council for Indian Education, 1977, 2003 Edition The history of the Cheyenne people for over three centuries up to the late 1970s. A Kid’s Guide to Native American History, by Yvonne Wakim Dennis and Arlene Hirschfelder; Chicago Review Press, 2009 This book features more than 50 tribally specific, hands-on activities, games, and crafts that explore the diversity of Native American cultures and teach children about people, experiences, and events that have shaped our country’s history. Montana Fish, Wildlife and Parks Background Information on Issues of Concern for Montana: Plains Bison Ecology, Management, and Conservation by Stephanie Adams and Arnold Dood; Montana Fish, Wildlife and Parks, 2011 This publication can be used in conjunction with the Fort Peck PlaceNames unit. Montana Indians: Their History and Location; Montana Office of Public Instruction, 2006
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This publication contains information about each Indian reservation located in Montana along with information regarding the Little Shell Tribe and urban Indians. It includes both historical and contemporary information. OPI > Indian Education > Indian Education for All > Background Resources > Publications Native America in the Twentieth Century, An Encyclopedia, edited by Mary B. Davis; Garland Publishing, 1996 The emphasis of this book is on Indian peoples today. A Native American Thought of It: Amazing Inventions and Innovations by Rocky Landon and David MacDonald; Annick Press, 2008 This book includes both historical and contemporary images of American Indian peoples and tribal nations and their respective innovations. Topics include various types of shelters, hunting tools/methods, food, clothing, medicine, and communication.
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Native North American Almanac: A Reference Work of Native North Americans in the United States and Canada, Second Edition, edited by Duane Champagne; Gale Group, 2001 Comprehensive volume which provides historical and contemporary information about the Native peoples of North America. It includes a broad range of topics, including history and historical landmarks, health, law and legislation, activism, environment, urbanization, education, economy, languages, arts, literatures, media, and gender relations. A Process Guide for Realizing Indian Education for All: Lessons Learned from Lewis & Clark Elementary School, by Phyllis Ngai and Karen Allen; Phyllis Ngai, 2007
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This guide presents insights gained from Lewis & Clark (Missoula) Elementary’s two-year process of implementing Indian Education for All. Topics include: Integrating Indian Education as a Form of Place-based Multicultural Education; Securing School-based Commitment and Teamwork; and Partnering with Indian People; Intercultural Communication – Essence of Indian/non-Indian Partnerships and Supporting Teachers to Cross Over the Tipping Point. OPI > Indian Education > Indian Education for All > Background Resources > Publications
BOOKS - STORY How a Young Brave Survived told by Adeline Mathias; Salish Kootenai College Press, 1986 This story is about the experience of a Kootenai youth during the 18th century. Indian Reading Series created in 1972 by the Northwest Regional Educational Laboratory in conjunction with 12 Northwest tribal groups. Copyrights are held by the tribes/culture committees themselves.
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Assiniboine: How the Morning and Evening Stars Came to Be and Other Assiniboine Indian Stories, cover illustrated by Lisa Ventura; 1978 How the Summer Season Came and Other Assiniboine Indian Stories; 1978 Montana Historical Society Press in cooperation with the Fort Peck Assiniboine and Sioux Tribes and Fort Belknap Tribes, 2003
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Blackfeet The Blacktail Dance, 1978 A Little Boy’s Big Moment, 1977 Pat Learns About Wild Peppermint, 1978 by Joan Kennerly, Carmen Marceau, Doris Old Person, June Tatsey, Illustrated by Melvin Tailfeathers The Lone Pine Tree & Lodge Journey Napi’s Journey by Carmen Marceau, Doris Old Person, June Tatsey, Patricia Tatsey Bachaun, Illustrated by Melvin Tailfeathers, 1978 Napi and the Bullberries by Joan Kennerly, Carmen Marceau, Doris Old Person, June Tatsey, Illustrated by Robert Tailfeathers, 1978 Old Man Napi by Joan Kennerly, Carmen Marceau, Doris Old Person, June Tatsey, Illustrated by M. Cutfinger, 1978 School & Helpers illustrated by Vernon (Chuck) No Runner (School) and Melvin Tailfeathers (Helpers), 1977 The Skull Story & Ghost Woman by Carmen Marceau, June Tatsey, Patricia Tatsey Bachaun, Illustrated by Melvin Tailfeathers, 1978 Warrior People by Carmen Marceau, Doris Old Person, June Tatsey, Patricia Tatsey Bachaun, Illustrated by Mike Swims Under, 1978 The Wild Buffalo Ride by Joan Kennerly, Carmen Marceau, Doris Old Person, June Tatsey, Illustrated by Peter (Rusty) Tatsey, 1978 Reprinted by the Montana Office of Public Instruction, 2009 Crow: Far Out, a Rodeo Horse & End of Summer, cover illustration by Henry Real Bird, 1978 Grandma Rides in the Parade, cover illustration by Audrey Tomeeta, 1978 I am a Rock & My Name is POP, cover illustration by Henry Real Bird, 1978 Santa Claus Comes to the Reservation cover illustration by Henry Real Bird, 1977 Tepee, Sun and Time written and illustrated by Henry Real Bird, 1978
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Water Story & Birds and People cover illustration by Henry Real Bird, 1978 Reprinted by the Montana Office of Public Instruction, 2009 Northern Cheyenne: The Bear Teepee told by Julie Pine and illustrated by Donna Livingston, 1977 Insects Off to War & The Bob-Tailed Coyote illustrated by Dale Brady, 1977 Little Ghost Bull & The Story of Firemaker by LeRoy Pine (Little Ghost) and told by Julie Pine (Firemaker) and illustrated by Donna Livingston, 1978 Philene and Buttons illustration produced from photograph by Susan Stratman, 1977 Reprinted by the Montana Office of Public Instruction, 2009 Salish/Kootenai/Pend d’ Oreille (culture committees): The Buffalo of the Flatheads (Salish), told by Pete Beaverhead, Eneas Pierre, Louise Vanderburg, Agnes Vanderburg, Illustrated by Dwight BilleDeaux, 1981 Coyote and the Man Who Sits on Top (Salish), told by Johnny Arlee and illustrated by Tony Sandoval, 1978 Coyote and the Mean Mountain Sheep (Salish) told by Johnny Arlee and illustrated by Tony Sandoval, 1978 Reprinted by the Montana Office of Public Instruction, 2009 Coyote Stories of the Montana Salish Indians, developed by the Salish Culture Committee, cover illustrated by Tony Sandoval; 1981, 1999 How Marten Got His Spots and Other Kootenai Indian Stories, developed by the Kootenai Culture Committee; 2000 Mary Quequesah's Love Story: A Pend d'Oreille Indian Tale, told by Pete Beaverhead; 1981, 2000
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Owl's Eyes and Seeking a Spirit: Kootenai Indian Stories, developed by the Kootenai Culture Committee, cover illustration by Debbie Joseph Finley; 1981, 2000 Salish Kootenai College Press and the Montana Historical Society Press Sioux: The Turtle Who Went to War and other Sioux Stories; Montana Historical Society Press in cooperation with the Fort Peck Assiniboine and Sioux Tribes, 1978, 2003 Story of Grizzly Bear Looking Up, illustrated by Antoine Sandoval; Npustin Elementary Press, 2008 Schools The story of a young Salish boy who survived the 1780’s smallpox epidemic and later became a tribal leader.
MODEL LESSONS/UNIT PLANS, TEACHING GUIDES, & CURRICULUMS Arlee Public Schools K-12 Literature Units; Montana Office of Public Instruction, 2008
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The literature units, developed by staff from the Arlee Public Schools, provide seventeen K-12 units that are aligned to the Essential Understandings Regarding Montana Indians, the Montana Performance and Content Standards, as well as Dr. James Bank’s Levels of Integration of Multicultural Content. The units focus on books written by Sherman Alexie, James Welch, Joy Harjo, and several other Native authors. Additional resources are provided throughout the project to enhance each unit. Birthright: Born to Poetry, compiled by Dorothea Susag; Montana Office of High Schools Public Instruction, 2012. This volume of 32 poems written by ten Montana Indian poets are presented with tips for understanding; themes; topics; notes from the poets; discussion, research and writing suggestions; and photos and brief bios of the poets. OPI > Indian Education > Indian Education for All > IEFA Curriculum Resources (select Language Arts) Bringing the Story of the Cheyenne People to the Children of Today Northern Cheyenne Social Studies Units, Northern Cheyenne Curriculum Committee; Montana Office of Public Instruction 2006
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K-12 social studies units focusing on the Northern Cheyenne Tribe. This document was created by the Northern Cheyenne Curriculum Committee
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through and Indian Education for All grant to the Lame Deer Public Schools. OPI > Indian Education > Indian Education for All > IEFA Curriculum Resources (select Social Studies) Bull Trout’s Gift, Field Journal, and Explore the River DVD by the Confederated Salish & Kootenai Tribes, 2011 This is a three-part, integrated multimedia curriculum framed by the cultural values of the Salish and Pend d’Oreille people. The parts focus on the bull trout, its habitat needs, and its historic relationship with the Salish, Kootenai, and Pend d’Oreille people, as well as the tribes’ restoration and management efforts. This unit supports the integration of Indian Education for All in Montana content standards in science, social studies, and language arts. Connecting Cultures and Classrooms: K-12 Curriculum Guide for Language Arts, Science, and Social Studies, developed by Sandra J. Fox, Montana Office of Public Instruction, 2006
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This guide provides background information, ideas for classroom lessons, and native based literature. OPI > Indian Education > Indian Education for All > IEFA Curriculum Resources (Cross-Curricular) Fort Peck PlaceNames: Building Worldviews Using Traditional Cultures; Montana Office of Public Instruction, 2014
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This resource guide and DVD is the story of the Assiniboine and Sioux tribes of the Fort Peck Indian Reservation in Montana. Tribal members share their worldviews, histories, and current issues through the more than two dozen short Native Voice videos that are embedded throughout the unit providing a primary source perspective on the issues studied in the unit. OPI > Indian Education > Indian Education for All > Background Resources > Publications
Language Arts Model Teaching Units Model Teaching Unit Language Arts – Secondary Level for American Indian Stories by Zitkala-Sa Gertrude (Simmons) Bonnin by Dorothea Susag; Montana Office of Public Instruction, 2010
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This unit is aligned to the Essential Understandings Regarding Montana Indians and Montana Content Standards in reading, writing, literature, speaking/listening, and social studies. It provides a detailed guide for studying the book, along with teacher tips, assessment tools, and a bibliography. Book also provided (to middle school grades also).
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OPI > Indian Education > Indian Education for All > IEFA Curriculum Resources (Language Arts) Model Teaching Unit Language Arts – Grades 4-8 for Larry Loyie’s As Long As the Rivers Flow by Tammy Elser; Montana Office of Public Instruction, 2011 This language arts unit was developed to go with the book that tells the story of Larry Loyie’s final summer with his family before he and his sibling were required to leave for St. Bernard Indian Residential School located in Alberta, Canada. OPI > Indian Education > Indian Education for All > IEFA Curriculum Resources (Language Arts) Model Teaching Unit Language Arts – Grades 5-8 Text-based Inquiry Unit, Grades 5-8 for Louise Erdrich’s The Birchbark House, developed by Tammy Elser; Montana Office of Public Instruction 2012
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This unit is designed to teach the essential understandings about Montana tribes with an emphasis on the Anishinabe (Chippewa or Ojibwa). Book also provided (4th-8th grades). OPI > Indian Education > Indian Education for All > IEFA Curriculum Resources (Language Arts) Model Teaching Unit Language Arts – Middle School Level for Joseph Bruchac’s Code Talker: A Novel About the Navajo Marines of World War Two, by Justine Jam; Montana Office of Public Instruction, 2010
Middle/Junior High Schools
This unit is aligned to the Essential Understandings and Montana Content Standards in reading, writing, literature, speaking/listening, and social studies. It provides a detailed guide for studying the book and includes reading, writing, and speaking activities along with teacher tips, assessment tools, and a bibliography. Book also provided. OPI > Indian Education > Indian Education for All > IEFA Curriculum Resources (Language Arts) Model Teaching Unit Language Arts – Middle School Level for Joe Medicine Crow’s: Counting Coup: Becoming a Crow Chief on the Reservation and Beyond by Megkian Doyle, Dorothea Susag, and Shane Doyle; Montana Office of Public Instruction, 2010
Middle/Junior High Schools
This unit is aligned to the Essential Understandings and Montana Content Standards in reading, writing, literature, speaking/listening, and social studies. It provides a detailed guide for studying the book and includes reading,
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writing, and speaking activities along with teacher tips, assessment tools, and a bibliography. OPI > Indian Education > Indian Education for All > IEFA Curriculum Resources (Language Arts) Model Teaching Units Language Arts – Elementary Level Volume 1; Montana Office of Public Instruction, 2010; 2013
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Includes units for: The Little Duck Sikihpsis by Beth Cuthand, The Good Luck Cat by Joy Harjo, Jingle Dancer by Cynthia Leitich Smith, The Moccasins by Earl Einarson, and Red Parka Mary by Peter Eyvindson. These literature units are aligned to the Essential Understandings Regarding Montana Indians and the Montana Content Standards in reading, writing, literature, speaking/listening, and social studies. The units provide detailed guides for studying the books, along with teacher tips, assessment tools, and bibliographies. The 2013 edition has been updated to provide information regarding alignment with the Montana Common Core Language Arts Standards: English Language Arts in Literacy in history/social studies, science, and technical subjects. Books also provided (grades K-4). OPI > Indian Education > Indian Education for All > IEFA Curriculum Resources (Language Arts) Model Teaching Units Language Arts – Elementary Level Volume II; Montana Office of Public Instruction 2010, 2013 Includes units for: Where Did You Get Your Moccasins? by Bernelda Wheeler, The Gift of the Bitterroot as told by Johnny Arlee and Antoine Sandoval, Beaver Steals Fire: A Salish Coyote Story by the Confederated Salish and Kootenai Tribes, and The War Shirt by Bently Spang.
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These literature units are aligned to the Essential Understandings Regarding Montana Indians and the Montana Content Standards in reading, writing, literature, speaking/listening, and social studies. The units provide detailed guides for studying the books, along with teacher tips, assessment tools, and bibliographies. The 2013 edition has been updated to provide information regarding alignment with the Montana Common Core Language Arts Standards: English Language Arts in Literacy in history/social studies, science, and technical subjects.
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Books provided also (grades K-4), except The War Shirt. One copy of Beaver Steals Fire was provided per elementary district. OPI > Indian Education > Indian Education for All > IEFA Curriculum Resources (Language Arts) Fools Crow by James Welch Model Teaching Unit English Language Arts Secondary Level with Montana Common Core Standards by Dorothea Susag; Montana Office of Public Instruction, 2010, 2014
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This literature unit is aligned to the Essential Understandings Regarding Montana Indians and the Montana Content Standards in reading, writing, literature, speaking/listening, and social studies. The units provide detailed guides for studying the books, along with teacher tips, assessment tools, and bibliographies. Book also provided. OPI > Indian Education > Indian Education for All > IEFA Curriculum Resources (Language Arts) Model Teaching Unit Language Arts – Grade 4 for Jim Thorpe’s Bright Path Tammy Elser; Montana Office of Public Instruction, 2010
Elementary Schools with grades 4 and up
This unit will help students learn to analyze primary source documents within this interdisciplinary study unit. Book also provided. OPI > Indian Education > Indian Education for All > IEFA Curriculum Resources (Language Arts) Killing Custer: The Battle of the Little Bighorn and the Fate of the Plains Indians by James Welch Model Teaching Unit English Language Arts, Social Studies, Media Literacy Middle and Secondary Level with Montana Common Core Standards by Dorothea Susag; Montana Office of Public Instruction, 2010, 2014
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This literature unit is aligned to the Essential Understandings Regarding Montana Indians and the Montana Content Standards in reading, writing, literature, speaking/listening, and social studies. The units provide detailed guides for studying the books, along with teacher tips, assessment tools, and bibliographies. Book also provided. OPI > Indian Education > Indian Education for All > IEFA Curriculum Resources (Language Arts)
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Model Teaching Unit Language Arts – Middle School Level for Marlene Carvell’s Sweetgrass Basket by Michael Munson-Lenz and Debra Westrom; Montana Office of Public Instruction, 2010
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This literature unit is aligned to the Essential Understandings Regarding Montana Indians and Montana Content Standards in reading, writing, literature, speaking/listening, and social studies. The unit provides a detailed guide for studying the book, along with teacher tips, assessment tools, and a bibliography. Book also provided. OPI > Indian Education > Indian Education for All > IEFA Curriculum Resources (Language Arts) Two Old Women: An Alaska Legend of Betrayal, Courage and Survival by Velma Wallis Model Teaching Unit English Language Arts, Middle and Secondary Level with Montana Common Core Standards, by Dorothea Susag; Montana Office of Public Instruction, 2010, 2014
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This literature unit is aligned to the Essential Understandings Regarding Montana Indians and the Montana Content Standards in reading, writing, literature, speaking/listening, and social studies. The units provide detailed guides for studying the books, along with teacher tips, assessment tools, and bibliographies. Book also provided (to middle school grades also). OPI > Indian Education > Indian Education for All > IEFA Curriculum Resources (Language Arts) Model Teaching Unit Language Arts – Secondary Level for D’Arcy McNickle’s Wind From an Enemy Sky by Dorothea Susag; Montana Office of Public Instruction, 2010
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This literature unit is aligned to the Essential Understandings Regarding Montana Indians and the Montana Content Standards in reading, writing, literature, speaking/listening, and social studies. The units provide detailed guides for studying the books, along with teacher tips, assessment tools, and bibliographies. Book also provided. OPI > Indian Education > Indian Education for All > IEFA Curriculum Resources (Language Arts)
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Mathematics Model Teaching Units Model Teaching Units Mathematics - Grades K-6; Montana Office of Public Instruction, 2010
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These units were developed by Montana educators and the Office of Public Instruction. They are aligned to the Essential Understandings Regarding Montana Indians and the Montana Performance and Content Standards. OPI > Indian Education > Indian Education for All > IEFA Curriculum Resources (Math) Model Teaching Units Mathematics - Grades 7-12, Montana Office of Public Instruction, 2010 These mathematics units are aligned to the Essential Understandings Regarding Montana Indians and the Montana Performance and Content Standards in math. The units provide detailed learning plans along with understandings, essential questions, what students will be able to do and what students will know at the end of the unit.
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OPI > Indian Education > Indian Education for All > IEFA Curriculum Resources (Math – individual lessons) Place Names Curriculum: Building Worldviews Using Traditional Cultures and Google Earth, developed in conjunction with Hellgate Elementary School’s Ready-to-Go grant; Spatialsci, 2008
Middle/Junior High Schools
This unit includes a teacher’s guide, student journal, PlaceNames CD, Google Earth tutorial, Seasons of the Salish/Pend d’Oreille DVD (c. CSKT) and a Salish-Pend d’Oreille calendar (c. Salish-Pend d’Oreille Culture Committee) . The focus of the project is to build cross-cultural relationships between traditional Bitterroot Salish and Pend d’Oreille world views and science using Google Earth and tribal cultures. OPI > Indian Education > Indian Education for All > IEFA Curriculum Resources > Additional Curriculum Resources and Links > Science
Social Studies Model Lesson Plans Model Lesson Plans Social Studies Grades K-6 Grades 7-8 High School Montana Office of Public Instruction, 2008
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These model lessons are aligned with the Essential Understandings Regarding Montana Indians and the Montana Social Studies Standards. They were created by educators across the state. Each section was sent to the appropriate age-level schools.
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OPI > Indian Education > Indian Education for All > IEFA Curriculum Resources (Social Studies)
Science Model Teaching Units Model Teaching Units Science Units – K-8; Montana Office of Public Instruction, 2010
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These units are aligned to the Essential Understandings Regarding Montana Indians and the Montana Performance and Content Standards in science. They provide detailed learning plans along with understandings, essential questions, what students will be able to do, and what students will know at the end of the unit. OPI > Indian Education > Indian Education for All > IEFA Curriculum Resources (Science) Traditional Games Units, developed by The International Traditional Games Society; Montana Office of Public Instruction, 2009
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This contains 11 model lessons aligned with the Montana Health Enhancement Performance and Content Standards and the Essential Understandings regarding Montana Indian and offers activities for kindergarten through Grade 10. OPI > Indian Education > Indian Education for All > IEFA Curriculum Resources (Health Enhancement)
TRIBAL HISTORIES The Apsaalooke (Crow Indians) of Montana A Tribal Histories Teacher’s Guide, Phenocia Bauerle, Cindy Bell, Luella Brien, Carrie McCleary, Timothy McCleary, and Hubert B. Two Leggins; Montana Office of Public Instruction, 2010 www.lbhc.edu > Library > Crow Resources > Tribal Histories Project Challenge to Survive History of the Salish Tribes of the Flathead Indian Reservation a. Unit I Pre-1800 From Time Immemorial: Traditional Life b. Unit II 1800 – 1840 Three Eagles and Grizzly Bear Looking Up Period c. Unit III 1840 – 1870 Victor and Alexander Period d. The Lower Flathead River Flathead Indian Reservation a. Unit IV 1870 – 1910 Charlo and Michel Period - 2011 Salish Kootenai College, 2008
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These provide brief explanations to correct some commonly held misconceptions about American Indians. It is written in a “student friendly” format and is an excellent curriculum resource for both teachers and students. Days of the Blackfeet A Historical Overview of the Blackfeet Tribe for K-12 Teachers (Book, DVD, and five posters) by Carol Murray, Montana Office of Public Instruction, 2010 Provides accurate tribal history of the Blackfeet Tribe. Funding for this project came from the Montana Legislature in 2005 with appropriation of funds to tribal colleges to write their own tribal history to assist in the implementation of Indian Education for All. The History of the Assiniboine and Sioux Tribes of the Fort Peck Indian Reservation, Montana 1800-2000, by David Miller, Dennis Smith, Joseph R. McGeshick, James Shanley, and Caleb Shields; Fort Peck Community College and the Montana Historical Society, 2008 The History of the Assiniboine and Sioux Tribes of the Fort Peck Indian Reservation, 1600-2012, by David Miller, Dennis Smith, Joseph McGeshick, James Shanley, and Caleb Shields; Fort Peck Community College, 2012 Provides accurate tribal history of the Assiniboine and Sioux Tribes of the Fort Peck Indian Reservation. We, the Northern Cheyenne People Our Land, Our History, Our Culture; Chief Dull Knife College, 2008 Tribal history of the Northern Cheyenne Tribe. Montana Tribal Histories Educators Resource Guide and Companion DVD, developed by Julie Cajune; Montana Office of Public Instruction, 2011
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This document incorporates information about Montana tribes into social studies and language arts instruction. It chronologically follows federal policy periods through their impact on tribes and is designed to accompany and supplement the tribal histories that have been developed by the tribal colleges and provided to K-12 districts in the state. OPI > Indian Education > Indian Education for All > IEFA Curriculum Resources (Cross Curricular) “The Whole County was…‘One Robe’” The Little Shell Tribe’s America, Nicholas C.P. Vrooman; Little Shell Tribe of Chippewa Indians of Montana and Drumlummon Institute, 2012
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This is the story of the Little Shell, a métis or hybrid society with a specific historical legacy that came about in the meeting of American Indian and EuroAmerican cultures, and is present in Montana today.
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CDs/DVDs (and related Guides) Assiniboine Chief Rosebud Remembers Lewis and Clark, Valley County Historical Society, 2004 In the spring of 1805, the Lewis and Clark Expedition spent 29 days traveling through Assiniboine (Nakoda) hunting territory. They noted many signs of the people that lived on those upper Missouri plains, but made no effort to reach them. The expedition, however, was being watched by the Nakoda. This is the story from that camp. Before There Were Parks Yellowstone and Glacier Through Native Eyes; KUSM-TV, 2009
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This DVD, narrated by N. Scott Momaday, is filmed across four seasons in both Yellowstone and Glacier National Parks. It visits with two programs reconnecting Native children to their heritage and listens to fourteen Native leaders as they introduce the view that America’s national parks are a significant connection to this land’s profound indigenous past. Facing the Storm Story of the American Bison; High Plains Films, 2011
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This is a comprehensive documentary on the iconic American bison and its history in the American wilderness. Using archival materials and interviews with scientist, ranchers, animal rights activists, and state governors, the filmmakers tell the story of the eradication of approximately 30 million buffalo from the Great Plains areas in less than 50 years. Finding Common Ground Guiding Growth on the Flathead Indian Reservation; Confederated Salish & Kootenai Tribes, 2007
Middle/Junior High Schools
This DVD focuses on concepts such as treaty, reservation, map application, population growth, government, current issues, and community collaboration. The second disc contains a teacher’s education guide which has been aligned with the Essential Understandings Regarding Montana Indians and focuses on ten specific topics. Fire on the Land, Confederated Salish and Kootenai Tribes, 2010 This multi-media curriculum resource is a product of the Confederated Salish and Kootenai Tribes and is based on the two-DVD set entitled Native Peoples and Fire in the Northern Rockies, which was sent to all libraries in 2007. Fire on the Land/Beaver Steals Fire, Confederated Salish and Kootenai Tribes, 2005
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Fire on the Land is an interactive DVD that includes information on Salish tribal history, the history of Salish fire use, fire ecology, fire management activities on the Flathead Indian Reservation, and other resources on the topic of Indian fire use. Beaver Steals Fire is a DVD of an ancient tale of the Salish people which "teaches both respect for fire and awareness of its significance."
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Heart of the Bitterroot, Voices of Salish & Pend d’Oreille Women, Npustin, 2007
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This CD and guide tells the stories of four Salish and Pend d’Oreille women through stories, music, and poetry. In the Land of the Assiniboine; Valley County Historical Society, 2009
High Schools
This DVD features over 60 Fort Peck and Fort Belknap Assiniboine tribal members sharing their stories and perspectives. Indian Relay; Dye Works, LLC & KUSM-TV/MontanaPBS, 2013
High Schools
This DVD, developed by Dye Works Film in conjunction with Montana PBS, presents the stories of three Indian relay teams in their quest for the Indian Relay National Championship. Educational guides for this may be viewed at http://www.montanapbs.org/IndianRelay/. Inside Anna’s Classroom Classroom
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Welcome to Anna’s classroom. Inside an English classroom in Arlee, Montana on the Flathead Indian Reservation, Indian and non-Indian students enter the world of Bull in the novel Wind from an Enemy Sky. Through a fictional tribe, author D’Arcy McNickle weaves a story of loss and survival that mirrors the history of the Salish, Pend d’Oreille, and Kootenai Tribes. This DVD resource is focused more for teacher/administrative audiences as it provides a current example of IEFA classroom implementation. An educator’s study guide developed by CAIPAR is included. Last Stand at Little Big Horn Sitting Bull and Crazy Horse Battle Custer, written by James Welch and Paul Stekler; WBGH Educational Foundation, 2004 Using journals, oral accounts, and Indian ledger drawings as well as archival and feature films, Native American writer James Welch and white filmmaker Paul Stekler combine talents to examine this watershed moment from multiple viewpoints; those of the Lakota Sioux, Cheyenne, and Crow who lived on the Great Plains for generations and those of white settlers and businessmen who pushed west across the continent. For an accompanying resource, see the Model Teaching Unit for secondary level language arts of James Welch’s Killing Custer: The Battle of the Little Bighorn and the Fate of the Plains Indians. Long Ago in Montana, Regional Learning Project, DVD and Guide: Montana Office of Public Instruction, 2006 and 2010
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Introduces viewers to how people lived before modern conveniences. Topics include food and water, shelter, staying warm, transportation, money (currency), and communication in the context of the "natural community."
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OPI > Indian Education > Indian Education for All > Background Resources > Videos Montana Skies Blackfeet Astronomy; Montana Office of Public Instruction, Elementary 2011 Schools Montana Skies Crow Astronomy; Montana Office of Public Instruction, 2011 These incorporate ethno-astronomy with an accompanying teacher’s guide to assist in integrating Indian Education for All in science, social studies and art. OPI > Indian Education > Indian Education for All > IEFA Curriculum Resources (Science) Native Peoples and Fire in the Northern Rockies, Confederated Salish and Kootenai Tribes, 2005 This set includes Fire on the Land, an interactive educational DVD that includes information on Salish tribal history, the history of Salish fire use, fire ecology, fire management activities on the Flathead Indian Reservation, and other resources on the topic of Indian fire use. It also includes Beaver Steals Fire, a Salish Coyote Story Oceti Sakowin: The People of the Seven Council Fires and Bridging the Gap: Native American Education; South Dakota Pubic Broadcasting, 2008 This DVD provides a brief introduction to and history of the tribes of South Dakota and their traditional ways of life. Bridging the Gap presents some of the major challenges in educating Indian students as well as attempts to address these challenges. These programs are told from the perspective of Native Americans and almost all commentators and all sources are Native American residents of South Dakota. Playing for the World, The 1904 Fort Shaw Indian Boarding School Girls Basketball Team: Produced by John Twiggs; KUFM-TV Montana PBS/The University of Montana, 2009 DVD Study Guide Playing for the World The 1904 Fort Shaw Indian Boarding School Girls Basketball Team: Dorothea M. Susag, Montana Office of Public Instruction, 2012
All Schools
Middle/Junior High Schools High Schools
High Schools
This DVD tells the story of how young American Indian women at the Fort Shaw boarding school became world champions in the newly created sport of basketball at the 1904 World’s Fair in Chicago. The study guide includes discussion and writing activities for social studies, language arts, and media literacy for 6th – 12th grades. OPI > Indian Education > Indian Education for All > IEFA Curriculum Resources (Cross-Curricular – guide only)
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Redefined Art and Identity Inside the Mind of the Modern American Indian Artist; Center for American Indian Policy and Applied Research, 2012
High Schools
American Indian writers and visual artists talk about art and identity. At times, Native artists and writers are expected to produce something that is characteristically “Indian.” In these interviews, people share honest, brave, and insightful ideas about their art and their identity. This DVD resource can be used with both students and staff to help expand perspectives regarding American Indian artists and their art. Remembering the Songs music traditions from the Zuni, Navajo, and Salish; Heartlines, 2011 This is a multi-media project that explores the music traditions of the Salish, Diné, and Zuni people. While geographically and culturally diverse, these three communities share the traditional use of the flute. Playing and making traditional flutes is becoming an endangered art in Indian Country. Complementing the music from the Salish, Diné, and Zuni, is the story of master Diné artist, Paul Thompson, who builds and plays traditional flutes. Through film, audio, and story, Remembering the Songs shares music traditions and personal stories from three diverse Indian communities. The Return; High Plains Films, 2012 This DVD details what leads up to the return of the bison to the Fort Peck Indian Reservation. Science: Through Native American Eyes; Cradleboard Teaching Project, 1998 This is an interactive multimedia CD Rom for Grades 5 to adult. It is a core curriculum in a Native American perspective. Seasons of the Salish/Pend d’Oreille; Confederated Salish and Kootenai Tribes, 2007
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High Schools
Middle/Junior High Schools High Schools Elementary Schools
Tells what the Salish/Pend d’Oreille and Kootenai Tribes did during each season of the year. High Schools and Middle/ Junior High Schools received this in the PlaceNames curriculum. Stories From a Nation Within: A four-part film series, by Daniel Decker; High School Heartlines, 2011 Among all the ethnic minorities in the United States, American Indian tribes alone exist as “nations within a nation,” engaged in self-governance on a daily basis within a legal and political land base. Through the history of the Salish, Pend d’Oreille, and Kootenai tribes, Dan Decker, Esq., provides poignant stories of Indian people and tribal nations as active forces throughout history. These films are intended to convey the fundamental information to support basic understandings of American Indian tribes as sovereign nations from time immemorial to today.
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The Story of the Bitterroot; Looking Glass Films, 2004: Lesson Plan for: The Story of the Bitterroot; Montana Office of Public Instruction, 2007
All Schools
The DVD tells how important the natural world is to Native American cultures. Specifically, the bitterroot plant is used to demonstrate the link between the natural world and Salish tribal culture, past, present, and future. The Salish tribal perspective on the Lewis & Clark expedition is also presented. The lesson plan presents goals, themes, questions and answers, activities, and vocabulary for each section of the DVD. It is geared to the 8th grade. OPI > Indian Education > Indian Education for All > Background Resources > Publications Talking Without Words (DVD); Regional Learning Project and Montana All Schools Office of Public Instruction, 2006 Talking Without Words Teacher Guide – Suggested for 6th Grade; Regional Learning Project and Montana Office of Public Instruction, 2009 This DVD talks about the challenges people face when communicating with people who speak another language. Its focus is on ways native peoples of Montana communicated with each other and with non-Indians. OPI > Indian Education > Indian Education for All > Background Resources > Videos Tribal Nations and Guide: The Story of Federal Indian Law; Tanan Chiefs High Schools Conference, 2006 This documentary DVD is an illustrated introductory history of how Federal Indian Law developed in the United States and the impacts federal policies have had on American Indian and Alaska Native people. Tribes of Montana and How They Got Their Names (DVD); Regional Learning Project and Montana Office of Public Instruction, 2006 Tribes of Montana and How They Got Their Names Teacher Guide – Suggested for 4th Grade; Regional Learning Project and Montana Office of Public Instruction, 2010
All Schools
This talks about the tribes of Montana, where they used to live and where they live now, and the names the tribes call themselves. It also discusses the miscommunication errors that occur through translation of sign language. OPI > Indian Education > Indian Education for All > Background Resources > Videos Two Worlds at Two-Medicine; Going-to-the-Sun Institute and Native View High Schools Pictures, 2004
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In the summer of 1806 while the Lewis and Clark Expedition was heading home from the Pacific Ocean, Meriwether Lewis had a life-or-death encounter with a party of Blackfeet. This is the story of that encounter as told by American Indian elders, educators, and cultural historians. View from the Shore; Black Dog Films
All Schools
DVD of Native American perspectives on Lewis and Clark. OPI > Indian Education > Indian Education for All > Background Resources > Videos
POSTERS Essential Understandings Regarding Montana Indians; Montana Office of Public Instruction, 2008 honor your Self; Montana Office of Public Instruction, 2009 This series of 25 posters features American Indian role models representing all tribal nations in Montana, living both in urban areas and on reservations, all nominated by their communities’ tribal elders and leaders, and representing a broad spectrum of experiences, colleges, careers, and paths to success. OPI > Indian Education Montana reservations/traditional American Indian foods; Full Circle, 2007 One side of this poster highlights Montana Indian reservations (also includes the Little Shell) and has demographic information for each of the Tribal Nations. The other side highlights traditional American Indian foods along with recipes. Tribal Territories in Montana Wall Map: USGS base map adapted by The University of Montana Regional Learning Project, 2009
All Schools, All Teachers Middle/Junior High Schools High Schools
Middle/Junior High Schools High Schools
High Schools
This map includes current reservation boundaries with capitals for the Montana tribal nations and traditional territory boundaries as defined by the 1851 Fort Laramie Treaty and the 1855 Flathead and Blackfeet treaties, with a key showing the names tribes call themselves.
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Developed and Published by the Montana Office of Public Instruction 2001 Revised 2010, 2012
Indian Education
Montana Office of Public Instruction Denise Juneau, Superintendent
Developed and Published by the Montana Office of Public Instruction 2001 Revised 2010, 2012
Essential Understanding 1 There is great diversity among the twelve tribal nations of Montana in their languages, cultures, histories and governments. Each Nation has a distinct and unique cultural heritage that contributes to modern Montana. BACKGROUND
A reservation is a territory reserved by tribes as a permanent tribal homeland. Some reservations were created through treaties while others were created by statutes or executive orders. RESERVATIONS - TRIBAL GROUPS: Flathead
Salish, Kootenai, Pend d’ Oreille
Blackfeet
Blackfeet
Rocky Boy’s
Chippewa-Cree
Fort Belknap
Gros Ventre, Assiniboine
Fort Peck
Sioux, Assiniboine
Northern Cheyenne
Northern Cheyenne
Crow
Crow
The Little Shell Chippewa Tribe is without a reservation or land base, and members live in various parts of Montana. Their tribal headquarters is located in Great Falls, Montana.
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About 35 percent of Montana’s Indian population does not live on reservations. Instead, they reside in the small communities or urban areas of Montana. The individual history and circumstances of Montana’s urban Indian people are as diverse as the people themselves. The majority of Indian students in Montana attend public schools. There is one tribally controlled school on the Northern Cheyenne Reservation and one on the Flathead Reservation. Each reservation also has its own tribally controlled community college.
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Essential Understanding 2 There is great diversity among individual American Indians as identity is developed, defined and redefined by entities, organizations and people. A continuum of Indian identity, unique to each individual, ranges from assimilated to traditional. There is no generic American Indian. BACKGROUND Identity is an issue with which human beings struggle throughout their lifetime. Questions of “Who am I?” and “How do I fit in?” are universal questions of the human condition. Historically, schools have been places for students to explore their identities. However, when the culture of students’ homes and communities is not evident in school, finding a way to belong within that system is more difficult and can lead to frustration. Educators need to ensure that each student has an opportunity to feel included in the classroom either through materials or pedagogical practices. Even larger issues of “Who is an Indian/Tribal Member?” exist among Indian people themselves. The federal, state and tribal governments may all have their own definitions for who is a member. As a general principle, an Indian is a person who is, of some degree, Indian blood and is recognized as an Indian by a tribe/village and/or the United States. There exists no universally accepted rule for establishing a person’s identity as an Indian because the criteria for tribal membership differ from one tribe to the next. To determine a particular tribe’s criteria, one must contact that tribe directly. For its own purposes, the Bureau of the Census counts anyone an Indian who declares to be such. Amidst all of these issues, educators must remember that Indian students come to school with a variety of backgrounds. There are those who show characteristics of tribal ways of being and belief and those who show themselves to be tribally affiliated, yet do not have what some people might regard as American Indian behavior and appearance. They have differences of skin color, dress, and behavior; and, there may be deeper and subtler differences of values and of ways of being and learning. What is important is that all humans be allowed feelings of integrity and pride connected with who they are and with whom they identify in order to help them develop the self-esteem and self-confidence that will enhance their learning. “There is no single American Indian learning style, nor is there a group of several styles of learning that fits all American Indians, either as individuals or tribal groups … Teachers should recognize various learning styles and adapt their teaching methods to individual learners. At the same time teachers should build on and expand the individual student’s approaches to learning” (Cleary and Peacock 154). However, recognizing that teachers must use a variety of teaching methods to meet individual learning styles does not mean that culture doesn’t influence learning styles. The differences in the cultures of home and school certainly impact the teaching-learning process. Classrooms need to integrate culture into the curriculum to blur the boundaries between home and school. Schools need to become a part of, rather than separate from, the communities in which they serve.
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Essential Understanding 3 The ideologies of Native traditional beliefs and spirituality persist into modern day life as tribal cultures, traditions, and languages are still practiced by many American Indian people and are incorporated into how tribes govern and manage their affairs. Additionally, each tribe has its own oral histories, which are as valid as written histories. These histories pre-date the “discovery” of North America. BACKGROUND Tribal languages, cultures, and traditions are alive and well throughout Indian country. Indigenous languages are still spoken, sacred songs are still sung, and rituals are still performed. It is not important for educators to understand all of the complexities of modern day contemporary American Indian cultures, however, educators should be aware of their existence. They should also understand the ways cultures might influence much of the thinking and practice of American Indians today. These histories and traditions may be private, to be used and understood only by members of that particular tribe. Educators should be aware of this issue when asking students about their histories, ceremonies, and stories. Educators should also be consistent with policies surrounding “religious/spiritual activities” and ensure that Native traditions and spirituality are treated with the same respect as other religious traditions and spirituality. Each tribe has a history as valid as any other belief that can be traced to the beginning of time. Many tribal histories place their people in their current traditional lands in Montana. For example, educators should respect these beliefs when teaching about “the history of mankind,” particularly regarding the Bering Strait Theory. Many tribal histories will be told only orally as they have been told and passed down through generations. Some tribes may only tell certain stories during certain times of the year, and this knowledge should be respected in classrooms.
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Essential Understanding 4 Reservations are lands that have been reserved by the tribes for their own use through treaties, statutes, and executive orders and were not “given” to them. The principle that land should be acquired from the Indians only through their consent with treaties involved three assumptions: I.
Both parties to treaties were sovereign powers.
II.
Indian tribes had some form of transferable title to the land.
III.
Acquisition of Indian lands was solely a government matter not to be left to individual colonists. BACKGROUND
Indian Nations located in Montana Territory prior to the passage of the Montana Constitution in 1889 held large land bases as negotiated through their treaties with the United States. The treaties assigned tribes to certain areas and obligated them to respect the land of their neighbors. However, in the 1860s, as miners and others rushed into the prime gold fields that often lay along or within the designated tribal lands, tribal life was disrupted. The new inhabitants demanded federal protection. These demands resulted in the establishment of forts in Montana and the eventual relocation of the tribes to smaller and smaller reserves. The federal government and many Montana citizens did not understand the lifestyles of Montana’s Indian tribes. Consequently, the tribes were often dealt with from non-Indian expectations and points of view. However, the federal government did understand that these tribal groups were sovereign nations and that they needed to enter into treaty negotiations with the tribes.
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Essential Understanding 5 There were many federal policies put into place throughout American history that have affected Indian people and still shape who they are today. Many of these policies conflicted with one another. Much of Indian history can be related through several major federal policy periods: Colonization/Colonial Period 1492 – 1800s Treaty Period 1789 - 1871 Assimilation Period - Allotment and Boarding School 1879 - 1934 Tribal Reorganization Period 1934 - 1958 Termination and Relocation Period 1953 - 1971 Self-determination Period 1968 – Present BACKGROUND Colonization/Colonial Period 1492 – 1800s Indian nations initially possessed and were in full control of their territories and resources, maintaining their right to use and occupy their lands. During this period, non-Indians developed the ideas which would later “justify” the taking of Indian lands. From Columbus’ first expedition to the first colony at Jamestown, the Doctrine of Discovery proclaimed that non-Christian peoples have no legal right to their land and territories, affirming the right of European nations to acquire legal title to those lands. The concept of Manifest Destiny extended the idea that the United States government had the sole right to buy lands from Indian tribal governments. Treaty Period 1789 – 1871 The French, English, Spanish and Dutch entered into treaties of commerce and military alliances with Indian nations as independent sovereign nations. During the American Revolution, the colonies and Great Britain entered into various military alliances with Indian nations. Indian nations fought on both sides of the conflict. The 1830 Indian Removal Act exiled Eastern tribes to the west side of the Mississippi River. The 1862 Homestead Act and the Pacific Railroad Act were two pieces of legislation influential in threatening treaty obligations and opening western Indian lands to non-Indian settlement. In 1871, the federal government ended the practice of making treaties with Indian nations, although it still engaged in negotiations with Indian governments regarding land cessions. There are numerous treaties with Montana tribal nations that led to the establishment of reservations, e.g., 1851 Ft. Laramie treaty with the Dakota, Cheyenne, Assiniboine and Crow; 1855 Hell Gate treaty with the Salish, Kootenai and Pend’Oreille; 1855 Lame Bull treaty with the Blackfeet; 1866 Ft. Belknap treaty;
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Essential Understandings regarding Montana Indians
1868 agreement with the Gros Ventres. Primary documents can be found at http://digital.library.okstate.edu?Kappler/.
Assimilation Period – Allotment and Boarding School 1879 – 1934 During this era, the first wave of non-Indian settlers moved across the West. The federal government, desiring to free up treaty-protected Indian lands for successive waves of settlers, pursued a policy of dispossession and assimilation. The massive loss of Indian lands and resources impoverished tribes and impeded the development of reservation economies. The General Allotment or Dawes Severalty Act passed in 1887. Parcels of land were allotted to individual Indian families, encouraging agriculture and breaking up communal tribal lands. Land that was not allotted was considered surplus and then authorized for sale to non-Indian buyers, resulting in a “checkerboard” pattern of Indian and non-Indian land ownership on reservations. The U.S. policy during this period was to relocate Indian children to government-run or religious boarding schools, where they were forbidden to speak their language or practice their religions or cultures so that they could be assimilated to the dominant culture. In 1924 American Indians became U.S. citizens. Tribal Reorganization Period 1934 – 1958 In 1934, Congress passed the Indian Reorganization Act (Wheeler-Howard) in response to the failure of assimilationist policies. Under the Act, allotment of Indian reservations ended; Indian allotments were put into permanent trust status - not alienable or taxable; Indian nations were allowed to establish governments or business committees, with constitutions, charters and by-laws, and to take over reservation governance, subject to the ultimate authority of the federal government. Under the IRA, 161 constitutions and 131 charters were adopted by Indian nations. Termination and Relocation Period 1953 – 1971 During this period, Congress passed dozens of acts terminating the existence of specific tribal governments and reservations. In total, 109 Indian governments were terminated, affecting 1,362,155 acres of land and 11,466 Indian people. Under these acts, Indian lands were sold, state legislative and taxation authority imposed, federal programs discontinued and tribes’ sovereign authority ended. These acts targeted specific tribes and did not repeal or modify existing tribal governments in Montana. The federal government pursued a policy of relocating Indian to urban areas under the assumption that training and employment opportunities there would improve their economic situation. Most people participating returned home in the 60s and 70s.
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Self-determination Period 1968 – Present Congress embarked on a policy of encouraging tribal self-government, shifting the management of federal programs from the Bureau of Indian Affairs (BIA) to tribal governments. In 1972 the Indian Self-determination Act affirmed tribal sovereignty. In 1994 the Tribal Self-Governance Act established permanent tribal self-governance while maintaining the trust responsibility of the federal government. Successive presidential administrations have affirmed a policy of protecting the integrity of tribal governments through the maintenance of federal-tribal government-to-government relationships. President Johnson first proposed self-determination as a goal in 1968. The latest Presidential Executive Order of December 2, 2011 reaffirms tribal integrity.
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Essential Understanding 6 History is a story most often related through the subjective experience of the teller. With the inclusion of more and varied voices, histories are being rediscovered and revised. History told from an Indian perspective frequently conflicts with the stories mainstream historians tell. BACKGROUND Much of America’s history has been told from the Euro-American perspective. Only recently have American Indians begun to write about and retell history from an indigenous perspective. Books such as Lies My Teacher Told Me, by James W. Loewen, expose the underlying bias within much of our history curriculum that has excluded certain voices. In examining current curriculum content, it is important to keep the following in mind: Children’s history books use terms such as “westward expansion” and “Manifest Destiny” to describe what would be more accurately called ethnic genocide. These books alternately portray Indians as “noble savages,” “faithful Indian guides,” or “sneaky savages” who lead “ambushes” and “massacres,” while in contrast, cavalrymen fight “brave battles.” These books propagandize the “glory and honor” of taking land and oppressing native people for European purposes that are portrayed as holy and valid. (Skinner) A transformation such as the following would benefit all Americans as we work on building a free and democratic society for all: “A multicultural history curriculum, by focusing on the experiences of men and women of diverse racial, ethnic, and religious groups in United States history, will provide students with a historical context in which to situate and understand the experiences and perspectives of these groups in American society today” (Mehan, et al.133).
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Essential Understanding 7 Under the American legal system, Indian tribes have sovereign powers, separate and independent from the federal and state governments. However, the extent and breadth of tribal sovereignty is not the same for each tribe. BACKGROUND Before colonization, Indian tribes possessed complete sovereignty. However, given the governmental structure of the United States and the complex history of tribal-federal relations, tribes are now classified as domestic dependent nations. This means tribes have the power to define their own membership; structure and operate their tribal governments; regulate domestic relations; settle disputes; manage their property and resources; raise tax revenues; regulate businesses; and conduct relations with other governments. It also means that the federal government is obligated to protect tribal lands and resources; protect the tribe’s right to self-government; and provide social, medical, educational, and economic development services necessary for the survival and advancement of tribes. (Echohawk) A very important but often unappreciated point is that tribal sovereignty does not arise out of the United States government, congressional acts, executive orders, treaties, or any other source outside the tribe. As Felix Cohen puts it, “perhaps the most basic principle of all Indian law... is that those powers which are lawfully vested in an Indian tribe are not, in general, delegated powers granted by expressed acts of Congress, but rather inherent powers of a limited sovereignty, which has never been extinguished” (Cohen 122). Sovereignty can be defined as: The supreme power from which all political powers are derived. It is inherent --- it cannot be given to one group by another. In government-to-government negotiations, states and Indian nations exercise or use their sovereign powers. “Sovereignty ensures self-government, cultural preservation, and a people’s control of their future. Sovereignty affirms the political identity of Indian Nations --- they are not simply a racial or ethnic minority” (Chavaree).
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SOURCES Cajune, Julie. Montana Tribal Histories: Educators Resource Guide. Office of Public Instruction, 2011. Chavaree, Mark A. Esq. “Tribal Sovereignty.” Wabanaki Legal News, Volume 2, Issue 1. Winter, 1998. Cleary, Linda Miller and Thomas Peacock. Collected Wisdom: American Indian Education. Boston: Allyn and Bacon, 1998. Cohen, Felix S. Ch. 7 “Sect. 1, Introduction - The Scope of Tribal Self-Government.” Handbook of Federal Indian Law. U.S. Government Printing Office. 1945. 4th Printing. (Cohen’s Handbook. p 122. http://thorpe.ou.edu/) Echohawk, John E. “From the Director’s Desk.” Justice Newsletter. 2000. http://www.narf.org/pubs/justice/2000fall.html Huff, Andrew. The Development of Modern Federal Indian Law. 2008. Juneau, Stan. A History and Foundation of American Indian Education Policy. Office of Public Instruction, 2001. Mehan, Hugh, et al. “Ethnographic Studies of Multicultural Education in Classrooms and Schools.” Handbook of Research on Multicultural Education. New York: Macmillan Publishing, 1995. p 133. Skinner, Linda. “Foreword: To a Future Free of Bias.” A Critical Bibliography on North American Indians, for K-12. Anthropology Outreach Office, Smithsonian Institution, 1996. http://www.nmnh.si.edu/anthro/outreach/Indbibl/
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