Slide1 : Indian Education for All
MCA 20-1-501
Mike Jetty (Spirit Lake Dakota)
Indian Education Specialist
Slide3 : Article X of the Montana Constitution
Education and Public Lands Section 1
(1) It is the goal of the people to establish a system
of education which will develop the full educational potential
of each person. Equality of educational opportunity is guaranteed
to each person of the state.
(2) The state recognizes the distinct and unique cultural heritage
of the American Indians and is committed in its educational
goals to the preservation of their cultural integrity.
Indian Education for All MCA 20-1-501 : Indian Education for All MCA 20-1-501
Every Montanan, whether Indian or non-Indian, be encouraged to learn about the distinct and unique heritage of American Indians in a culturally responsive manner.
Slide5 : Respect
Relevancy
Relationships
(think, pair, share)
Discuss the following with a partner…
What does it mean to be a culturally responsive educator?
How does this fit in with Indian Education for All?
The New Three R’s of Indian Education
-Dr. Raymond Reyes
Slide6 : Knowing how to learn about individual and organizational culture
A continuing self-assessment of one’s values
Beliefs and biases grounded in cultural humility
Ongoing vigilance toward the dynamics of diversity, difference and power
The expansion of knowledge of cultural practices that recognize cultural bridges as going both ways
Culturally proficient services require that both the individual and the institution be culturally proficient. Cultural Proficiency in Education
(adapted from Culturally Proficient Instruction, 2006)
Indian Education Summit Recommendations : Indian Education Summit Recommendations Create and implement a curriculum that fulfills the requirements of Indian Education for All
Develop and implement a comprehensive plan for professional development on Indian Education for All
Create and Implement an accountability system for compliance with Indian Education for All
Lesson Plan Rubric :
Developmentally Appropriate:
Is the concept/content matched well with the grade level?
Relation to Essential Understandings
How are the Essential Understandings addressed in the lesson?
Does the content address Montana tribes?
Are the standards addressed?
Teacher Friendly
Could “any” teacher use the lesson?
Is the lesson self-contained?
Lesson Plan Rubric
Implementing Indian Education For All : Implementing Indian Education For All K-12 Curriculum Guide
(LA/Sci/Soc St) DVDs
Sent to all schools OPI Indian Education Website
Support Materials
(i.e. MT Tribes Book, FWP lesson plans, GLE lessons) OPI Tribes Educators State of MT
Implementing Indian Education For All : Implementing Indian Education For All The following DVD's will be sent to all Montana public school libraries by OPI by the end of May:
Assiniboine Chief Rosebud Remembers Lewis and Clark
Story of the Bitterroot
Fire on the Land
2 Worlds at Two Medicine
Tribal Nations: Federal Indian Law
Implementing Indian Education For All : Implementing Indian Education For All The Indian Reading Series will be sent to all Montana public ELEMENTARY school libraries by the Montana Historical Society for OPI
Implementing Indian Education For All : Implementing Indian Education For All The materials being sent to all Montana public school libraries by OYATE at the end of April are: A BROKEN FLUTE: THE NATIVE EXPERIENCE IN BOOKS FOR CHILDREN, edited by Doris Seale (Santee/Cree) and Beverly Slapin. (2005).
A BROKEN FLUTE deals with the issue of cultural appropriation in books for children, and evaluates hundreds of books for children and teenagers published from the early 1900s through 2004. According to a review in "Multicultural Review," it is "as close to comprehensive as a bibliography on a given subject can get."
Implementing Indian Education For All : Implementing Indian Education For All ENCYCLOPEDIA OF AMERICAN INDIAN CONTRIBUTIONS TO THE WORLD: 15,000 YEARS OF INVENTIONS AND INNOVATIONS, edited by Emory Dean Keoke (Lakota) and Kay Marie Porterfield. (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. Containing over 450 entries, alphabetically arranged and fully cross-referenced, this indispensable reference book is a must for every classroom and library
Implementing Indian Education For All : Implementing Indian Education For All AMERICAN INDIAN CONTRIBUTIONS TO THE WORLD, edited by Emory Dean Keoke (Lakota) and Kay Marie Porterfield. (2005).
This excellent five-volume set of Keoke's and Porterfield's earlier work is accessible to students from fourth grade through high school. The subjects covered are "Buildings, Clothing, and Art," "Food, Farming and Hunting," "Medicine and Health," Science and Technology," and "Trade, Transportation and Warfare."
Implementing Indian Education For All : Implementing Indian Education For All NATIVE AMERICA IN THE TWENTIETH CENTURY, AN ENCYCLOPEDIA, edited by Mary B. Davis. (1996).
All classroom teachers who are teaching anything about "Native Americans" should have this single-volume encyclopedia available and use it frequently. The emphasis is on Indian peoples today, and the involvement of a great many knowledgeable Indian people, close to much of what they describe, contributes greatly to accuracy and coverage of usually ignored matters
Implementing Indian Education For All : Implementing Indian Education For All NATIVE NORTH AMERICAN ALMANAC: A REFERENCE WORK OF NATIVE NORTH AMERICANS IN THE UNITED STATES AND CANADA, edited by Duane Champagne (Ojibwe), (2001).
This huge comprehensive volume provides historical and contemporary information about the Native peoples of North America. A broad range of topics including history and historical landmarks, health, law and legislation, activism, environment, urbanization, education, economy, languages, arts, literatures, media, gender relations makes this highly readable book essential for librarians and teachers
2004 ADC Data Districts rating teachers’ background knowledge in these areas at none or basic level: : 2004 ADC Data Districts rating teachers’ background knowledge in these areas at none or basic level: Montana American Indian government structures/sovereignty – 97 percent
Montana American Indian treaties/federal policies – 97 percent
Montana American Indian arts/literature - 91 percent
Montana American Indian contemporary issues - 94 percent
Montana American Indian history - 87 percent
For most immediate needs in implementing Indian Education for All schools reported: : For most immediate needs in implementing Indian Education for All schools reported: Resources
Materials – 694 or 80 percent
Presenters – 542 or 63 percent
Literature – 476 or 55 percent
Consultants – 348 or 40 percent
Accreditation Standards : Accreditation Standards 10.55.803 Learner Access
(2) In developing curricula in all program areas, the board of trustees shall consider ways to:
(h) provide books and materials which reflect authentic historical and contemporary portrayals of American Indians;
Hegemony : Hegemony By hegemony we refer specifically to the influences
that dominant classes or groups exercise by virtue
of their control of ideological institutions, such as
schools
…Within history texts, for example, the omission
of crucial facts and viewpoints limits profoundly
the ways in which students come to view
history events.
(Griffen & Marciano, 1979)
Slide23 : Excerpt from Time Magazine - 2004
Slide25 : “The death of the Indian culture took less than 30 years after its 9,000 years of building” p. 68
“…the Treaty of 1855 gave sovereignty and citizenship to the American Indian” p. 69
Battle of the Little Big Horn gets one paragraph and a picture with a caption…implies that Custer and his troops were ambushed “The ambush in the summer of 1876 was…”p.78
Another Little Big Horn statement…”Indian warriors, waiting in the grass, jumped and killed all 208 soldiers, including General Custer, in the Battle of the Little Big Horn” p. 163
Examples of Bias in Montana History Text
Curriculum Issues : Curriculum Issues Social Studies Standards
Grade 4 Benchmarks
Identify characteristics of American Indian tribes and other cultural groups in Montana.
Explain the history, culture and current status of American Indian tribes in Montana and the United States.
Recognize that people view and report historical events differently.
Curriculum Issues : Curriculum Issues Social Studies Standards
Grade 8 Benchmarks
Identify the significance of tribal sovereignty and Montana tribal governments’ relationship to local, state and federal governments.
Curriculum Issues : Curriculum Issues Social Studies Standards
Grade 12 Benchmark
Analyze and illustrate the major issues concerning history, culture, tribal sovereignty, and current status of the American Indian tribes and bands in Montana and the United States (e.g., gambling, artifacts, repatriation, natural resources, language, jurisdiction).
Essential Understandings : Essential Understandings There is great diversity among the 12 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.
Essential Understandings : Essential Understandings There is great diversity among individual American Indians as identity is developed, defined and redefined by many entities, organizations and people. There is a continuum of Indian identity ranging from assimilated to traditional and is unique to each individual. There is no generic Indian.
Essential Understandings : Essential Understandings Under the American legal system, Indian tribes have sovereign powers separated and independent from the federal and state governments. However, the extent and breadth of tribal sovereignty is not the same for each tribe.
Slide33 : OPI Website
www.opi.mt.gov
Choose Indian Education from the pull down menu to view resources
Slide34 : “Keep the students sacred,
not the system”
-Cal Gilbert, Principal, Longfellow Elementary
Board of Public Education
Three resilience factors : Three resilience factors
One Caring Person
High Expectations
Opportunities to Participate
Slide36 :
“From out of many…one” “We are all related”
Slide37 : Questions…Comments…