Resource Recommendations for K-‐12 Teaching Native American

Transcription

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. 1 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 2 $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 •
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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 3 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] 4 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. 5 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): •
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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 6 Available Curriculum (listed alphabetically) •
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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 7 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.
Page 1
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
Page 2
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
All Schools
All Schools
All Schools
All Schools
All Schools
All Schools
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
All Schools
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
All Schools
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
All Schools
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.
> 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
All Schools
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
Page 2
chapters. A chronology of important dates in Indian education is listed in
Appendix One.
> 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
Middle/Junior
High Schools
High Schools
Elementary
Schools (grades
K-5)
High Schools
All Schools
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.
> 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.
All schools
Elementary
Schools
Middle/Junior
High Schools
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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
All Schools
All Schools
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.
> 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.
Middle/Junior
High School
Elementary
Schools
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
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
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
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
All Schools
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
All Schools
K-12 social studies units focusing on the Northern Cheyenne Tribe. This
document was created by the Northern Cheyenne Curriculum Committee
Page 7
through and Indian Education for All grant to the Lame Deer Public Schools.
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
Middle/Junior
High Schools
All Schools
This guide provides background information, ideas for classroom lessons, and
native based literature.
Resources (Cross-Curricular)
Fort Peck PlaceNames: Building Worldviews Using Traditional Cultures;
High Schools
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.
> 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;
High School
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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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.
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
Elementary
Schools
Middle/Junior
High Schools
Middle/Junior
High Schools
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).
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.
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
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.
Model Teaching Units Language Arts – Elementary Level Volume 1; Montana
Office of Public Instruction, 2010; 2013
Elementary
Schools
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).
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.
Elementary
Schools
Middle/Junior
High Schools
These literature units are aligned to the Essential Understandings Regarding
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.
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
High Schools
This literature unit is aligned to the Essential Understandings Regarding
bibliographies.
Book also provided.
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.
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
High School
bibliographies.
Book also provided.
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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;
Middle/Junior
High School
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.
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
High School
bibliographies.
Book also provided (to middle school grades also).
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
High Schools
bibliographies.
Book also provided.
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Mathematics Model Teaching Units
Model Teaching Units Mathematics - Grades K-6; Montana Office of Public
Instruction, 2010
Elementary
Schools
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.
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.
Middle/Junior
High Schools
High Schools
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.
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
All Schools
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.
Page 13
Resources (Social Studies)
Science Model Teaching Units
Model Teaching Units Science Units – K-8; Montana Office of Public
Instruction, 2010
Elementary
Middle/Junior
High Schools
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.
Resources (Science)
Traditional Games Units, developed by The International Traditional Games
Society; Montana Office of Public Instruction, 2009
All Schools
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.
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
All Schools
All Schools
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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
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
All Schools
All Schools
High Schools
All Schools
All Schools
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.
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
All Schools
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.
Page 15
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
All Schools
High Schools
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
High Schools
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
High Schools
Middle/Junior
High School
All Schools
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."
Page 16
Heart of the Bitterroot, Voices of Salish & Pend d’Oreille Women, Npustin,
2007
All Schools
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
High Schools
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
High Schools
All Schools
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."
Page 17
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.
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.
Resources (Cross-Curricular – guide only)
Page 18
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
High Schools
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.
Page 19
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.
Publications
Talking Without Words (DVD); Regional Learning Project and Montana
All Schools
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.
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
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.
Videos
Two Worlds at Two-Medicine; Going-to-the-Sun Institute and Native View
High Schools
Pictures, 2004
Page 20
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.
Videos
POSTERS
Essential Understandings Regarding Montana Indians; Montana Office of
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.
Page 21
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.
Essential Understandings regarding Montana Indians
1
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.
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.
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.
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.
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;
6
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. Essential Understandings regarding Montana Indians
7
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.
8
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).
9
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).
10
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/
11
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Resource Recommendations for K-‐12 Teaching Native American

Transcription

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