Groundwork for Teaching Indigenous Enslavement

Such incredible resources from Teaching Tolerance.  Excellent interview conducted by Dr. Meredith McCoy (Chippewa), Professor of American Studies and History at Carleton College in Minnesota.  The following distinguished guests were also wonderfully insightful:

• Lakota Pochedley (Pottawattamie), Tribal Historic Preservation Officer, Gun Lake Tribe

• Leilani Sabzalian (Alutiiq), Indigenous Studies in Education, University of Oregon

• Sarah Shear, Social Studies and Multicultural Education, University of Washington—Bothell

Note: Go to this link to listen to the interview.

So helpful to have a conversation that speaks directly to the kinds of topics, themes, and issues that teachers need to have in a thoughtful and intelligent rendering  of Native American/American Indian/Indigenous Studies in the K-12 Classroom.  Texas is now embarked on passing Native American and Indigenous Studies (NAIS) TEKS standards in our state's secondary classrooms.

Thank you for the gift of many lessons and resources in this helpful interview.  I can't wait to listen to the other episodes.

-Angela Valenzuela

#nativeamericans #EthnicStudiesNow

Episode 10, Season 2

To better understand the United States’ past and present, we need to better understand Indigenous identities—and classrooms play a huge role. This starts with examining what’s missing from our social studies, history, civics and government curricula. Throughout this episode, we reference the K-5 Framework for Teaching Hard History as we shed light on key topics like sovereignty, land and erasure.

Note: Native nations are domestic dependent nations and have a legal status equal to but not lesser than that of the states. This means that state law cannot supersede Indian law. A great place to learn more is the National Congress of American Indians' report Tribal Nations and the United States: An Introduction.

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Resources and Readings

• Sarah Shear and Meredith McCoy, What's in a name? A note on terminology
• Dr. Debbie Reese, Teaching Hard History, Episode 6: Teaching Slavery through Children's Literature, Part 2
• Teaching Hard History: K–5 Framework, Essential Knowledge 3 “The rich cultures of Indigenous people persisted despite the colonial invasion.”
• Teaching Hard History: K–5 Framework, Essential Knowledge 15 “In every place and time, enslaved people sought freedom”
• Teaching Hard History: K–5 Framework, Essential Knowledge 16 “Enslaved people worked to preserve their home cultures while creating new traditions”
• National Museum of the American Indian, Native Knowledge 360°

Guests

Meredith McCoy (Chippewa), American Studies and History, Carleton College

Lakota Pochedley (Pottawattamie), Tribal Historic Preservation Officer, Gun Lake Tribe

Leilani Sabzalian (Alutiiq), Indigenous Studies in Education, University of Oregon

Sarah Shear, Social Studies and Multicultural Education, University of Washington—Bothell

References:

• Turtle Island Social Studies Collective
• Combahee River Collective
• Sandy Grande (Quechua), Red Pedagogy: Native American Social and Political Thought
• Leilani Sabzalian, Indigenous Children’s Survivance in Public Schools
• Eve Tuck and K. Wayne Yang, Decolonization is not a metaphor
• Thomas King (Cherokee), The Inconvenient Indian: A Curious Account of Native People in North America
• United Nations, Declaration on the Rights of Indigenous People
• Montana, Indian Education for All
• Understanding Native Minnesota
• Dr. Stephanie Fryburg (Tulalip), Of Warrior Chiefs and Indian Princesses: The Psychological Consequences of American Indian Mascots
• American Studies Journal, Designing a Teaching Unit on Chris Eyre’s Skins
• Confederated Tribes of Coos, Tribal Court and Peacegiving
• Chinook Indian Nation, A Letter to the President
• Christine Sleeter, Critical Family History
• Philip Deloria, The Invention of Thanksgiving: Massacres, myths, and the making of the great November holiday, The New Yorker
• LaDonna Harris (Comanche), Indigeneity, an alternative worldview: four R's (relationship, responsibility, reciprocity, redistribution) vs. two P's (power and profit)
• First Nations Development Institute, Reclaiming Native Truth
• Lewis and Clark Trail, Tribal Legacy Project
• Native Web, Native Newspapers
• Adrienne Keene (Cherokee) and Matika Wilbur (Swinomish/Tulalip), All My Relations (podcast)
• Roxanne Dunbar-Ortiz (adapted by Jean Mendoza and Debbie Reese), An Indigenous Peoples’ History of the United States for Young People
• Robin Wall Kimmerer, Braiding Sweetgrass: Indigenous Wisdom, Scientific Knowledge, and the Teachings of Plants
• Leilani Sabzalian, Indigenous Children’s Survivance in Public Schools
• Teaching Tolerance, What Is Settler-Colonialism?