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Maps from the Inter Tribal Council of Arizona

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Maps from the Inter Tribal Council of Arizona

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Use theses maps to identify tribal nations nearest to you. Maps are a great primary source to building foundational understandings of tribal nations.

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Two Nations/One State: Comparing National, Navajo Nation, and Arizona State Governments (AZGA)

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Two Nations/One State: Comparing National, Navajo Nation, and Arizona State Governments (AZGA)

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Lesson Plan Content

In this lesson students will gain a better understanding of national, state and tribal governments within the United States of America.

Lesson Materials

Standards

National Geography Standards:

13: How the forces of cooperation and conflict among people influence the division and control of Earth's surface

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Two Nations/One State: Comparing the National Government, Navajo Nation Government, and the Arizona State Government

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Lesson Plan Content In this lesson students will gain a better understanding of national, state and tribal governments within the United States of America. Lesson Materials Standards National Geography Standards: 13: How the forces of cooperation and conflict among people influence the division and control of Earth's surface

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Tribal Seals and Flags of 22 Federally Recognized Tribes in Arizona

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Tribal Seals and Flags of 22 Federally Recognized Tribes in Arizona

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Use this document to learn basic information about the tribal flag and seal of each federally recognized tribal nations in Arizona.

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Tribal Nations and the United States: An Introduction

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Tribal Nations and the United States: An Introduction

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Guide developed by the National Congress of American Indians that provides a basic overview of the history and underlying principles of tribal governance.

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This video was produced as part of the exhibition "Nation to Nation: Treaties Between the United States and American Indian Nations," on view at the National Museum of the American Indian in Washington, DC. The video introduces visitors to the principle of coexistence embodied in the Haudenosaunee (Iroquois or Six Nations) Guswenta, the Two-Row Wampum Belt.

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Nation to Nation | Treaties Between the United States and American Indian Nations

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Nation to Nation | Treaties Between the United States and American Indian Nations

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Online exhibit from the National Museum of the American Indian (NMAI)

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Treaties-solemn agreements between sovereign nations-lie at the heart of the relationship between Indian Nations and the United States. Native Nations made treaties with one another long before Europeans came to the Western Hemisphere. The United States began making treaties with Native Peoples because they were independent nations. Often broken, sometimes coerced, treaties still define mutual obligations between the United States and Indian Nations. The treaties featured in Nation to Nation: Treaties Between the United States and American Indian Nations, on loan from the National Archives and Records Administration, are representative of the approximately 374 that were ratified between the United States and Native Nations.

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Nation to Nation | Treaties Between the United States and American Indian Nations

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Nation to Nation: Treaties between the United States and American Indian Nations exhibition at the Smithsonian National Museum of the American Indian in Washington, DC. Treaties-solemn agreements between sovereign nations-lie at the heart of the relationship between Indian Nations and the United States.

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American Indian Treaties from The National Archives and Records Administration (NARA) 

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American Indian Treaties from The National Archives and Records Administration (NARA) 

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The National Archives and Records Administration (NARA) houses original treaties made between the United States and American Indian nations. NARA also houses instructions issued to treaty commissioners, minutes of treaty councils, and other records related to American Indian treaties.

Historical Background

From 1774 until about 1832, treaties between individual sovereign American Indian nations and the United States were negotiated to establish borders and prescribe conditions of behavior between the parties.

The form of these agreements was nearly identical to the Treaty of Paris ending the Revolutionary War between the U.S. and Great Britain. The negotiations ended in a mutually signed pact that had to be approved by the U.S. Congress. Non-tribal citizens were required to have a passport to cross sovereign Indian lands.

From 1832 until 1871, American Indian nations were considered to be domestic, dependent tribes. Negotiated treaties between tribes and the U.S. had to be approved by the U.S. Congress.

In 1871, the House of Representatives ceased recognition of individual tribes within the U.S. as independent nations with whom the U.S. could contract by treaty. This ended the nearly 100-year-old practice of treaty-making between the U.S. and American Indian tribes.

The online exhibit " Rights of Native Americans" includes a visual timeline of the history of American Indian treaties and of Native American activism to defend tribal sovereignty.

Additional Resources

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American Indian Treaties The National Archives and Records Administration (NARA) houses original treaties made between the United States and American Indian nations. NARA also houses instructions issued to treaty commissioners, minutes of treaty councils, and other records related to American Indian treaties.

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Affirming Indigenous Sovereignty: A Civics Inquiry

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Affirming Indigenous Sovereignty: A Civics Inquiry

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The Navajo Treaty of 1868 from Native Knowledge 360

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The Navajo Treaty of 1868 from Native Knowledge 360

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This online lesson provides Native perspectives, images, documents, and other sources to help students and teachers understand the remarkable nature of the Navajo Treaty of 1868 and why the Navajo maintained an unflinching resolve to return home. Scroll to begin an exploration of why the 1868 Treaty is an important symbol of Navajo sovereignty and its meaning to Navajo (Diné) people today.

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Government & Civics, Geography, History, Social Studies

Navajo, Diné, Navajo Nation, removal, westward expansion, treaty, treaties, Navajo Treaty of 1868, Kit Carson, scorched earth campaign, Bosque Redondo, reservation, internment camp, assimilation, homelands, Fort Sumner, Long Walk, William T. Sherman, Samuel F. Tappan, Barboncito, Chief Barboncito, Manuelito, homelands, ancestral homelands, Four Corners

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Building on the ten themes of the National Council for the Social Studies' national curriculum standards, the NMAI's Essential Understandings reveal key concepts about the rich and diverse cultures, histories, and contemporary lives of Native peoples.

Framework for Essential Understandings about American Indians:

Select from these thematic key concepts to guide and focus instruction in your subject and content area.

This resource addresses the following Essential Understandings:

Essential Understanding 1:

American Indian Cultures:

Interactions with Europeans and Americans brought accelerated and often devastating changes to American Indian cultures.

Native People continue to fight to maintain the integrity and viability of indigenous societies. American Indian history is one of cultural persistence, creative adaptation, renewal, and resilience.

Essential Understanding 2:

Time, Continuity, and Change:

Hearing and understanding American Indian history from Indian perspectives provides an important point of view to the discussion of history and cultures in the Americas. Indian perspectives expand the social, political, and economic dialogue.

Essential Understanding 6:

Power, Authority, and Governance:

Today, tribal governments operate under self-chosen traditional or constitution-based governmental structures. Based on treaties, laws, and court decisions, they operate as sovereign nations within the United States, enacting and enforcing laws and managing judicial systems, social well-being, natural resources, and economic, educational, and other programs for their members. Tribal governments are also responsible for interactions with American federal, state, and municipal governments.

A variety of political, economic, legal, military, and social policies were used by Europeans and Americans to remove and relocate American Indians and to destroy their cultures. U.S. policies regarding American Indians were the result of major national debate. Many of these policies had a devastating effect on established American Indian governing principles and systems. Other policies sought to strengthen and restore tribal self-government.

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Common Core State Standards

College, Career & Civic Life-C3 Framework for Social Studies State Standards

Construct arguments using claims and evidence from multiple sources, while acknowledging the strengths and limitations of the arguments.

The National Museum of the American Indian (NMAI) expresses gratitude to the people of the American Indian Nations whose histories, cultures, and contemporary lives are represented on these pages. The museum also thanks the following staff and other contributors for their work in the creation of these lessons:

Museum Director: Kevin Gover (Pawnee)

Associate Director for Museum Learning and Programs: Maria Marable-Bunch

Producer: Edwin Schupman (Muscogee), NMAI

Content Managers, Developers, and Lead Writers: Colleen Call Smith and MaryBeth Yerdon

Content Developer: Pam Woodis (Jicarilla Apache), NMAI

Reviewers:

Mark Hirsch, Ph.D., NMAI

Elayne Silversmith (Navajo), NMAI

Pam Woodis (Jicarilla Apache), NMAI

Audio:

Mark Christal, NMAI

Voice Talent:

Elayne Silversmith (Diné), NMAI

Web:

Laurie Swindull, NMAI

Cheryl Wilson, NMAI

Deanna Wood, NMAI

Editing:

Martha Davidson

Anne Litchfield

Rights and Permissions:

Wendy Hurlock-Baker, NMAI

Colleen Call Smith, NMAI

MaryBeth Yerdon, NMAI

Contract Management:

Vilma Ortiz-Sanchez, NMAI

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Native Knowledge 360°- The Navajo Treaty of 1868: Why Was the Navajo Journey Home So Remarkable?

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This online lesson provides Native perspectives, images, documents, and other sources to help students and teachers understand the remarkable nature of the Navajo Treaty of 1868 and why the Navajo maintained an unflinching resolve to return home.

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Northern Plains Treaties from Native Knowledge 360

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Northern Plains Treaties from Native Knowledge 360

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Julie Cajune Educator from the Salish Nation

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Native Knowledge 360°— Northern Plains Treaties: Is a Treaty Intended to Be Forever?

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This online lesson provides perspectives from Native American community members, images, documents, and other sources to help students and teachers understand the difficult choices and consequences Northern Plains Native Nations faced with entering into treaty negotiations with the United States. #N…

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I find the materials so engaging, relevant, and easy to understand - I now use iCivics as a central resource, and use the textbook as a supplemental tool. The games are invaluable for applying the concepts we learn in class. My seniors LOVE iCivics.

Lynna Landry , AP US History & Government / Economics Teacher and Department Chair, California

Related Resources

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As sovereign nations, American Indian and Alaska Native tribes develop and manage their own governments. This lesson examines the varied structures and functions of tribal government as well as the relationship these nations have with the United States.

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Since Time Immemorial: Tribal Sovereignty in Washington State

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Since Time Immemorial: Tribal Sovereignty in Washington State

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Since Time Immemorial: Tribal Sovereignty in Washington State

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In 2015, the Legislature passed Senate Bill 5433 modifying the original 2005 legislation, now requiring the Since Time Immemorial: Tribal Sovereignty in Washington state or other tribally-developed curriculum be taught in all schools. The use of the Since Time Immemorial curriculum has been endorsed by all 29 federally recognized tribes.

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Welcome to North Dakota Department of Public Instruction's Teachings Of Our Elders website. This is the home of the newly adopted North Dakota Native American Essential Understandings (NDNAEU) as well as a growing collection of Elder video interviews, lesson plans and other resources dedicated to helping Educators incorporate the NDNAEU into their classrooms and curriculum!
Download our NDNAEU Elder Quote Posters! 2019 Posters 2018 Posters 2017 Posters

Watch video above to learn about the importance of the North Dakota Native American Essential Understandings, Elder interviews and Culturally Responsive Practices in classrooms.

View the NDNAEU graphic that shows all seven of the essential understandings at a glance.

Meet some of the Elders who were involved in the writing of the North Dakota Native American Essential Understandings in this 20 minute video.

View or download the full North Dakota Native American Essential Understandings document.

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Welcome to North Dakota Department of Public Instruction's Teachings Of Our Elders website. This is the home of the newly adopted North Dakota Native American Essential Understandings (NDNAEU) as well as a growing collection of Elder video interviews, lesson plans and other resources dedicated to helping Educators incorporate the NDNAEU into their classrooms and curriculum!

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Tribal Governance | Guidance from the National Congress of American Indians

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Tribal Governance | Guidance from the National Congress of American Indians

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Currently, 573 sovereign tribal nations (variously called tribes, nations, bands, pueblos, communities, and Native villages) have a formal nation-to-nation relationship with the US government. These tribal governments are legally defined as "federally recognized tribes." Two-hundred-and-twenty-nine of these tribal nations are located in Alaska; the remaining tribes are located in 35 other states. In total, tribal governments exercise jurisdiction over lands that would make Indian Country the fourth largest state in the nation.

"The Congress shall have the power to...regulate commerce with foreign nations, and among the several states, and with the Indian tribes."
- Article 1, Section 8, United States Constitution

Tribal governments are an important and unique member of the family of American governments. The US Constitution recognizes that tribal nations are sovereign governments, just like Canada or California.

Sovereignty is a legal word for an ordinary concept-the authority to self-govern. Hundreds of treaties, along with the Supreme Court, the President, and Congress, have repeatedly affirmed that tribal nations retain their inherent powers of self-government. These treaties, executive orders, and laws have created a fundamental contract between tribes and the United States.

Tribal nations ceded millions of acres of land that made the United States what it is today and, in return, received the guarantee of ongoing self-government on their own lands. The treaties and laws create what is known as the federal "trust responsibility," to protect both tribal lands and tribal self-government, and to provide for federal assistance to ensure the success of tribal communities.

"Indian Nations had always been considered as distinct, independent political communities, retaining their original natural rights, as the undisputed possessors of the soil... The very term "nation" so generally applied to them means 'a people distinct from others.'"

- Chief Justice Marshall, United States Supreme Court

Today, tribal governments maintain the power to determine their own governance structures, pass laws, and enforce laws through police departments and tribal courts.

Tribal governments provide multiple programs and services, including, but not limited to, social programs, first-responder services, education, workforce development, and energy and land management. They also build and maintain a variety of infrastructure, including roads, bridges, and public buildings.

State governments and tribal governments have a great deal in common, and established best practices in Tribal-State relationships result in there being far more cooperation at the local level than there is conflict.

The governmental status of tribal nations is at the heart of nearly every issue that touches Indian Country. Self-government is essential if tribal communities are to continue to protect their unique cultures and identities.

However, there are several obstacles to tribal self-governance based on three thematic areas that have been identified in recent years: (1) outmoded bureaucratic processes; (2) lack of federal agency coordination; and, (3) regulations and laws that prevent tribal governments from equitable access to federal programs on par with state and local governments

NCAI's current policy approach and capacity-building efforts focus on addressing those barriers. In partnership with tribes and key Native leaders across the country, we have identified an array of no-cost or low-cost opportunities for the Administration and Congress to reduce administrative burdens and recognize parity among tribal and state governments.

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Currently, 573 sovereign tribal nations (variously called tribes, nations, bands, pueblos, communities, and Native villages) have a formal nation-to-nation relationship with the US government. These tribal governments are legally defined as "federally recognized tribes." Two-hundred-and-twenty-nine of these tribal nations are located in Alaska; the remaining tribes are located in 35 other states.

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22 Federally Recognized Tribes in Arizona

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22 Federally Recognized Tribes in Arizona

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List of websites for all 22 Tribal Nations in Arizona compiled by the Office of Indian Education

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There are 22 federally recognized Tribes in Arizona. Most of these tribes have a Tribal Education Department (TED), a Tribal Education Director, or someone from their Tribal leadership assigned to education if the Tribe is smaller. Some tribes solely contain schools operated by the Bureau of Indian Education. Use the button below to see a full contact list of each Tribal Education Department, if avaliable by the tribe.
Tribal Education Department (TED) Contact List
Note: Map from Southwest Indigenous Women's coalition (www.swiwc.org)

Enrolling with your Tribe is an important process to receive broader access to the programs and benefits offered to enrolled Tribal Members. Each Tribe has its own processes for tribal enrollment to determine whether an individual is eligible for membership. Each tribe maintains its own enrollment records and records about past members. The U.S. Department of Interior has general information on the Tribal Enrollment process, however, to obtain information about your eligibility for membership, you must contact the Tribe.

Ak-Chin Indian Community

Cocopah Indian Tribe

Colorado River Indian Tribes

Fort McDowell Yavapai Nation

Fort Mojave Indian Tribe

Gila River Indian Community

Havasupai Tribe

Hopi Tribe

Hualapai Tribe

Kaibab Band of Paiute Indians

Navajo Nation
The Navajo Nation observes Daylight Savings Time (DST). During DST, Navajo Nation time corresponds to Mountain Daylight Time (MDT)
General Information
The Navajo Nation is not a member of the Inter Tribal Council of Arizona
Address: 2767 Morgan Blvd, Window Rock, AZ 86515

Tribal Nation Website: https://www.navajo-nsn.gov/

Tribal Education Department Website: http://www.navajonationdode.org/
Tribal Education Department Contact:
Use "TED Contact" button on main page

Resources for the Navajo Nation

Pascua Yaqui Tribe

Pueblo of Zuni

Quechan Indian Tribe

Salt River Pima-Maricopa Indian Community

San Carlos Apache Tribe

San Juan Southern Paiute

Tohono O'odham Nation

Tonto Apache Tribe

General Information
Inter Tribal Council of Arizona Member
Address: #30 Tonto Apache Reservation, Payson, AZ 85541

Tribal Education Department Contact:

Use "TED Contact" button on main page

Resources for Tonto Apache Tribe

White Mountain Apache Tribe

Yavapai-Apache Nation

Yavapai-Prescott Indian Tribe

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22 Federally Recognized Tribes in Arizona

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There are 22 federally recognized Tribes in Arizona. Most of these tribes have a Tribal Education Department (TED), a Tribal Education Director, or someone from their Tribal leadership assigned to education if the Tribe is smaller. Some tribes solely contain schools operated by the Bureau of Indian Education.

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The Constitution of the United States: A Transcription

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The Constitution of the United States: A Transcription

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Can be used to highlight key references to tribal sovereignty and treaties in the constitution:
Article I, Section 8
Article VI, Clause 2

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We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defence, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America.

Article. I.

Section. 1.

All legislative Powers herein granted shall be vested in a Congress of the United States, which shall consist of a Senate and House of Representatives.

Section. 2.

The House of Representatives shall be composed of Members chosen every second Year by the People of the several States, and the Electors in each State shall have the Qualifications requisite for Electors of the most numerous Branch of the State Legislature.

No Person shall be a Representative who shall not have attained to the Age of twenty five Years, and been seven Years a Citizen of the United States, and who shall not, when elected, be an Inhabitant of that State in which he shall be chosen.

Representatives and direct Taxes shall be apportioned among the several States which may be included within this Union, according to their respective Numbers, which shall be determined by adding to the whole Number of free Persons, including those bound to Service for a Term of Years, and excluding Indians not taxed, three fifths of all other Persons. The actual Enumeration shall be made within three Years after the first Meeting of the Congress of the United States, and within every subsequent Term of ten Years, in such Manner as they shall by Law direct. The Number of Representatives shall not exceed one for every thirty Thousand, but each State shall have at Least one Representative; and until such enumeration shall be made, the State of New Hampshire shall be entitled to chuse three, Massachusetts eight, Rhode-Island and Providence Plantations one, Connecticut five, New-York six, New Jersey four, Pennsylvania eight, Delaware one, Maryland six, Virginia ten, North Carolina five, South Carolina five, and Georgia three.

When vacancies happen in the Representation from any State, the Executive Authority thereof shall issue Writs of Election to fill such Vacancies.

The House of Representatives shall chuse their Speaker and other Officers; and shall have the sole Power of Impeachment.

Section. 3.

The Senate of the United States shall be composed of two Senators from each State, chosen by the Legislature thereof, for six Years; and each Senator shall have one Vote.

Immediately after they shall be assembled in Consequence of the first Election, they shall be divided as equally as may be into three Classes. The Seats of the Senators of the first Class shall be vacated at the Expiration of the second Year, of the second Class at the Expiration of the fourth Year, and of the third Class at the Expiration of the sixth Year, so that one third may be chosen every second Year; and if Vacancies happen by Resignation, or otherwise, during the Recess of the Legislature of any State, the Executive thereof may make temporary Appointments until the next Meeting of the Legislature, which shall then fill such Vacancies.

No Person shall be a Senator who shall not have attained to the Age of thirty Years, and been nine Years a Citizen of the United States, and who shall not, when elected, be an Inhabitant of that State for which he shall be chosen.

The Vice President of the United States shall be President of the Senate, but shall have no Vote, unless they be equally divided.

The Senate shall chuse their other Officers, and also a President pro tempore, in the Absence of the Vice President, or when he shall exercise the Office of President of the United States.

The Senate shall have the sole Power to try all Impeachments. When sitting for that Purpose, they shall be on Oath or Affirmation. When the President of the United States is tried, the Chief Justice shall preside: And no Person shall be convicted without the Concurrence of two thirds of the Members present.

Judgment in Cases of Impeachment shall not extend further than to removal from Office, and disqualification to hold and enjoy any Office of honor, Trust or Profit under the United States: but the Party convicted shall nevertheless be liable and subject to Indictment, Trial, Judgment and Punishment, according to Law.

Section. 4.

The Times, Places and Manner of holding Elections for Senators and Representatives, shall be prescribed in each State by the Legislature thereof; but the Congress may at any time by Law make or alter such Regulations, except as to the Places of chusing Senators.

The Congress shall assemble at least once in every Year, and such Meeting shall be on the first Monday in December, unless they shall by Law appoint a different Day.

Section. 5.

Each House shall be the Judge of the Elections, Returns and Qualifications of its own Members, and a Majority of each shall constitute a Quorum to do Business; but a smaller Number may adjourn from day to day, and may be authorized to compel the Attendance of absent Members, in such Manner, and under such Penalties as each House may provide.

Each House may determine the Rules of its Proceedings, punish its Members for disorderly Behaviour, and, with the Concurrence of two thirds, expel a Member.

Each House shall keep a Journal of its Proceedings, and from time to time publish the same, excepting such Parts as may in their Judgment require Secrecy; and the Yeas and Nays of the Members of either House on any question shall, at the Desire of one fifth of those Present, be entered on the Journal.

Neither House, during the Session of Congress, shall, without the Consent of the other, adjourn for more than three days, nor to any other Place than that in which the two Houses shall be sitting.

Section. 6.

The Senators and Representatives shall receive a Compensation for their Services, to be ascertained by Law, and paid out of the Treasury of the United States. They shall in all Cases, except Treason, Felony and Breach of the Peace, be privileged from Arrest during their Attendance at the Session of their respective Houses, and in going to and returning from the same; and for any Speech or Debate in either House, they shall not be questioned in any other Place.

No Senator or Representative shall, during the Time for which he was elected, be appointed to any civil Office under the Authority of the United States, which shall have been created, or the Emoluments whereof shall have been encreased during such time; and no Person holding any Office under the United States, shall be a Member of either House during his Continuance in Office.

Section. 7.

All Bills for raising Revenue shall originate in the House of Representatives; but the Senate may propose or concur with Amendments as on other Bills.

Every Bill which shall have passed the House of Representatives and the Senate, shall, before it become a Law, be presented to the President of the United States; If he approve he shall sign it, but if not he shall return it, with his Objections to that House in which it shall have originated, who shall enter the Objections at large on their Journal, and proceed to reconsider it. If after such Reconsideration two thirds of that House shall agree to pass the Bill, it shall be sent, together with the Objections, to the other House, by which it shall likewise be reconsidered, and if approved by two thirds of that House, it shall become a Law. But in all such Cases the Votes of both Houses shall be determined by yeas and Nays, and the Names of the Persons voting for and against the Bill shall be entered on the Journal of each House respectively. If any Bill shall not be returned by the President within ten Days (Sundays excepted) after it shall have been presented to him, the Same shall be a Law, in like Manner as if he had signed it, unless the Congress by their Adjournment prevent its Return, in which Case it shall not be a Law.

Every Order, Resolution, or Vote to which the Concurrence of the Senate and House of Representatives may be necessary (except on a question of Adjournment) shall be presented to the President of the United States; and before the Same shall take Effect, shall be approved by him, or being disapproved by him, shall be repassed by two thirds of the Senate and House of Representatives, according to the Rules and Limitations prescribed in the Case of a Bill.

Section. 8.

The Congress shall have Power To lay and collect Taxes, Duties, Imposts and Excises, to pay the Debts and provide for the common Defence and general Welfare of the United States; but all Duties, Imposts and Excises shall be uniform throughout the United States;

To borrow Money on the credit of the United States;

To regulate Commerce with foreign Nations, and among the several States, and with the Indian Tribes;

To establish an uniform Rule of Naturalization, and uniform Laws on the subject of Bankruptcies throughout the United States;

To coin Money, regulate the Value thereof, and of foreign Coin, and fix the Standard of Weights and Measures;

To provide for the Punishment of counterfeiting the Securities and current Coin of the United States;

To establish Post Offices and post Roads;

To promote the Progress of Science and useful Arts, by securing for limited Times to Authors and Inventors the exclusive Right to their respective Writings and Discoveries;

To constitute Tribunals inferior to the supreme Court;

To define and punish Piracies and Felonies committed on the high Seas, and Offences against the Law of Nations;

To declare War, grant Letters of Marque and Reprisal, and make Rules concerning Captures on Land and Water;

To raise and support Armies, but no Appropriation of Money to that Use shall be for a longer Term than two Years;

To provide and maintain a Navy;

To make Rules for the Government and Regulation of the land and naval Forces;

To provide for calling forth the Militia to execute the Laws of the Union, suppress Insurrections and repel Invasions;

To provide for organizing, arming, and disciplining, the Militia, and for governing such Part of them as may be employed in the Service of the United States, reserving to the States respectively, the Appointment of the Officers, and the Authority of training the Militia according to the discipline prescribed by Congress;

To exercise exclusive Legislation in all Cases whatsoever, over such District (not exceeding ten Miles square) as may, by Cession of particular States, and the Acceptance of Congress, become the Seat of the Government of the United States, and to exercise like Authority over all Places purchased by the Consent of the Legislature of the State in which the Same shall be, for the Erection of Forts, Magazines, Arsenals, dock-Yards, and other needful Buildings;-And

To make all Laws which shall be necessary and proper for carrying into Execution the foregoing Powers, and all other Powers vested by this Constitution in the Government of the United States, or in any Department or Officer thereof.

Section. 9.

The Migration or Importation of such Persons as any of the States now existing shall think proper to admit, shall not be prohibited by the Congress prior to the Year one thousand eight hundred and eight, but a Tax or duty may be imposed on such Importation, not exceeding ten dollars for each Person.

The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it.

No Bill of Attainder or ex post facto Law shall be passed.

No Capitation, or other direct, Tax shall be laid, unless in Proportion to the Census or enumeration herein before directed to be taken.

No Tax or Duty shall be laid on Articles exported from any State.

No Preference shall be given by any Regulation of Commerce or Revenue to the Ports of one State over those of another: nor shall Vessels bound to, or from, one State, be obliged to enter, clear, or pay Duties in another.

No Money shall be drawn from the Treasury, but in Consequence of Appropriations made by Law; and a regular Statement and Account of the Receipts and Expenditures of all public Money shall be published from time to time.

No Title of Nobility shall be granted by the United States: And no Person holding any Office of Profit or Trust under them, shall, without the Consent of the Congress, accept of any present, Emolument, Office, or Title, of any kind whatever, from any King, Prince, or foreign State.

Section. 10.

No State shall enter into any Treaty, Alliance, or Confederation; grant Letters of Marque and Reprisal; coin Money; emit Bills of Credit; make any Thing but gold and silver Coin a Tender in Payment of Debts; pass any Bill of Attainder, ex post facto Law, or Law impairing the Obligation of Contracts, or grant any Title of Nobility.

No State shall, without the Consent of the Congress, lay any Imposts or Duties on Imports or Exports, except what may be absolutely necessary for executing it's inspection Laws: and the net Produce of all Duties and Imposts, laid by any State on Imports or Exports, shall be for the Use of the Treasury of the United States; and all such Laws shall be subject to the Revision and Controul of the Congress.

No State shall, without the Consent of Congress, lay any Duty of Tonnage, keep Troops, or Ships of War in time of Peace, enter into any Agreement or Compact with another State, or with a foreign Power, or engage in War, unless actually invaded, or in such imminent Danger as will not admit of delay.

Article. II.

Section. 1.

The executive Power shall be vested in a President of the United States of America. He shall hold his Office during the Term of four Years, and, together with the Vice President, chosen for the same Term, be elected, as follows

Each State shall appoint, in such Manner as the Legislature thereof may direct, a Number of Electors, equal to the whole Number of Senators and Representatives to which the State may be entitled in the Congress: but no Senator or Representative, or Person holding an Office of Trust or Profit under the United States, shall be appointed an Elector.
The Electors shall meet in their respective States, and vote by Ballot for two Persons, of whom one at least shall not be an Inhabitant of the same State with themselves. And they shall make a List of all the Persons voted for, and of the Number of Votes for each; which List they shall sign and certify, and transmit sealed to the Seat of the Government of the United States, directed to the President of the Senate. The President of the Senate shall, in the Presence of the Senate and House of Representatives, open all the Certificates, and the Votes shall then be counted. The Person having the greatest Number of Votes shall be the President, if such Number be a Majority of the whole Number of Electors appointed; and if there be more than one who have such Majority, and have an equal Number of Votes, then the House of Representatives shall immediately chuse by Ballot one of them for President; and if no Person have a Majority, then from the five highest on the List the said House shall in like Manner chuse the President. But in chusing the President, the Votes shall be taken by States, the Representation from each State having one Vote; A quorum for this Purpose shall consist of a Member or Members from two thirds of the States, and a Majority of all the States shall be necessary to a Choice. In every Case, after the Choice of the President, the Person having the greatest Number of Votes of the Electors shall be the Vice President. But if there should remain two or more who have equal Votes, the Senate shall chuse from them by Ballot the Vice President.
The Congress may determine the Time of chusing the Electors, and the Day on which they shall give their Votes; which Day shall be the same throughout the United States.

No Person except a natural born Citizen, or a Citizen of the United States, at the time of the Adoption of this Constitution, shall be eligible to the Office of President; neither shall any Person be eligible to that Office who shall not have attained to the Age of thirty five Years, and been fourteen Years a Resident within the United States.
In Case of the Removal of the President from Office, or of his Death, Resignation, or Inability to discharge the Powers and Duties of the said Office, the Same shall devolve on the Vice President, and the Congress may by Law provide for the Case of Removal, Death, Resignation or Inability, both of the President and Vice President, declaring what Officer shall then act as President, and such Officer shall act accordingly, until the Disability be removed, or a President shall be elected.
The President shall, at stated Times, receive for his Services, a Compensation, which shall neither be encreased nor diminished during the Period for which he shall have been elected, and he shall not receive within that Period any other Emolument from the United States, or any of them.

Before he enter on the Execution of his Office, he shall take the following Oath or Affirmation:-"I do solemnly swear (or affirm) that I will faithfully execute the Office of President of the United States, and will to the best of my Ability, preserve, protect and defend the Constitution of the United States."

Section. 2.

The President shall be Commander in Chief of the Army and Navy of the United States, and of the Militia of the several States, when called into the actual Service of the United States; he may require the Opinion, in writing, of the principal Officer in each of the executive Departments, upon any Subject relating to the Duties of their respective Offices, and he shall have Power to grant Reprieves and Pardons for Offences against the United States, except in Cases of Impeachment.

He shall have Power, by and with the Advice and Consent of the Senate, to make Treaties, provided two thirds of the Senators present concur; and he shall nominate, and by and with the Advice and Consent of the Senate, shall appoint Ambassadors, other public Ministers and Consuls, Judges of the supreme Court, and all other Officers of the United States, whose Appointments are not herein otherwise provided for, and which shall be established by Law: but the Congress may by Law vest the Appointment of such inferior Officers, as they think proper, in the President alone, in the Courts of Law, or in the Heads of Departments.

The President shall have Power to fill up all Vacancies that may happen during the Recess of the Senate, by granting Commissions which shall expire at the End of their next Session.

Section. 3.

He shall from time to time give to the Congress Information of the State of the Union, and recommend to their Consideration such Measures as he shall judge necessary and expedient; he may, on extraordinary Occasions, convene both Houses, or either of them, and in Case of Disagreement between them, with Respect to the Time of Adjournment, he may adjourn them to such Time as he shall think proper; he shall receive Ambassadors and other public Ministers; he shall take Care that the Laws be faithfully executed, and shall Commission all the Officers of the United States.

Section. 4.

The President, Vice President and all civil Officers of the United States, shall be removed from Office on Impeachment for, and Conviction of, Treason, Bribery, or other high Crimes and Misdemeanors.

Article. III.

Section. 1.

The judicial Power of the United States, shall be vested in one supreme Court, and in such inferior Courts as the Congress may from time to time ordain and establish. The Judges, both of the supreme and inferior Courts, shall hold their Offices during good Behaviour, and shall, at stated Times, receive for their Services, a Compensation, which shall not be diminished during their Continuance in Office.

Section. 2.

The judicial Power shall extend to all Cases, in Law and Equity, arising under this Constitution, the Laws of the United States, and Treaties made, or which shall be made, under their Authority;-to all Cases affecting Ambassadors, other public Ministers and Consuls;-to all Cases of admiralty and maritime Jurisdiction;-to Controversies to which the United States shall be a Party;-to Controversies between two or more States;- between a State and Citizens of another State,-between Citizens of different States,-between Citizens of the same State claiming Lands under Grants of different States, and between a State, or the Citizens thereof, and foreign States, Citizens or Subjects.

In all Cases affecting Ambassadors, other public Ministers and Consuls, and those in which a State shall be Party, the supreme Court shall have original Jurisdiction. In all the other Cases before mentioned, the supreme Court shall have appellate Jurisdiction, both as to Law and Fact, with such Exceptions, and under such Regulations as the Congress shall make.

The Trial of all Crimes, except in Cases of Impeachment, shall be by Jury; and such Trial shall be held in the State where the said Crimes shall have been committed; but when not committed within any State, the Trial shall be at such Place or Places as the Congress may by Law have directed.

Section. 3.

Treason against the United States, shall consist only in levying War against them, or in adhering to their Enemies, giving them Aid and Comfort. No Person shall be convicted of Treason unless on the Testimony of two Witnesses to the same overt Act, or on Confession in open Court.

The Congress shall have Power to declare the Punishment of Treason, but no Attainder of Treason shall work Corruption of Blood, or Forfeiture except during the Life of the Person attainted.

Article. IV.

Section. 1.

Full Faith and Credit shall be given in each State to the public Acts, Records, and judicial Proceedings of every other State. And the Congress may by general Laws prescribe the Manner in which such Acts, Records and Proceedings shall be proved, and the Effect thereof.

Section. 2.

The Citizens of each State shall be entitled to all Privileges and Immunities of Citizens in the several States.

A Person charged in any State with Treason, Felony, or other Crime, who shall flee from Justice, and be found in another State, shall on Demand of the executive Authority of the State from which he fled, be delivered up, to be removed to the State having Jurisdiction of the Crime.

No Person held to Service or Labour in one State, under the Laws thereof, escaping into another, shall, in Consequence of any Law or Regulation therein, be discharged from such Service or Labour, but shall be delivered up on Claim of the Party to whom such Service or Labour may be due.

Section. 3.

New States may be admitted by the Congress into this Union; but no new State shall be formed or erected within the Jurisdiction of any other State; nor any State be formed by the Junction of two or more States, or Parts of States, without the Consent of the Legislatures of the States concerned as well as of the Congress.

The Congress shall have Power to dispose of and make all needful Rules and Regulations respecting the Territory or other Property belonging to the United States; and nothing in this Constitution shall be so construed as to Prejudice any Claims of the United States, or of any particular State.

Section. 4.

The United States shall guarantee to every State in this Union a Republican Form of Government, and shall protect each of them against Invasion; and on Application of the Legislature, or of the Executive (when the Legislature cannot be convened) against domestic Violence.

Article. V.

The Congress, whenever two thirds of both Houses shall deem it necessary, shall propose Amendments to this Constitution, or, on the Application of the Legislatures of two thirds of the several States, shall call a Convention for proposing Amendments, which, in either Case, shall be valid to all Intents and Purposes, as Part of this Constitution, when ratified by the Legislatures of three fourths of the several States, or by Conventions in three fourths thereof, as the one or the other Mode of Ratification may be proposed by the Congress; Provided that no Amendment which may be made prior to the Year One thousand eight hundred and eight shall in any Manner affect the first and fourth Clauses in the Ninth Section of the first Article; and that no State, without its Consent, shall be deprived of its equal Suffrage in the Senate.

Article. VI.

All Debts contracted and Engagements entered into, before the Adoption of this Constitution, shall be as valid against the United States under this Constitution, as under the Confederation.

This Constitution, and the Laws of the United States which shall be made in Pursuance thereof; and all Treaties made, or which shall be made, under the Authority of the United States, shall be the supreme Law of the Land; and the Judges in every State shall be bound thereby, any Thing in the Constitution or Laws of any State to the Contrary notwithstanding.

The Senators and Representatives before mentioned, and the Members of the several State Legislatures, and all executive and judicial Officers, both of the United States and of the several States, shall be bound by Oath or Affirmation, to support this Constitution; but no religious Test shall ever be required as a Qualification to any Office or public Trust under the United States.

Article. VII.

The Ratification of the Conventions of nine States, shall be sufficient for the Establishment of this Constitution between the States so ratifying the Same.

The Word, "the," being interlined between the seventh and eighth Lines of the first Page, The Word "Thirty" being partly written on an Erazure in the fifteenth Line of the first Page, The Words "is tried" being interlined between the thirty second and thirty third Lines of the first Page and the Word "the" being interlined between the forty third and forty fourth Lines of the second Page.

Attest William Jackson Secretary

done in Convention by the Unanimous Consent of the States present the Seventeenth Day of September in the Year of our Lord one thousand seven hundred and Eighty seven and of the Independance of the United States of America the Twelfth In witness whereof We have hereunto subscribed our Names,

G°. Washington
Presidt and deputy from Virginia

For biographies of the non-signing delegates to the Constitutional Convention, see the Founding Fathers page.
Back to Main Constitution Page

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The Constitution of the United States: A Transcription

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get-content name="print-page-left" include-tag="false" /] Note: The following text is a transcription of the Constitution as it was inscribed by Jacob Shallus on parchment (the document on display in the Rotunda at the National Archives Museum.) The spelling and punctuation reflect the original.

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Document Analysis Overview | National Archives

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Document Analysis Overview | National Archives

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Use document analysis to have students examine primary sources related to tribal sovereignty (treaties, executive orders, supreme court cases, etc.)

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Español
Document analysis is the first step in working with primary sources. Teach your students to think through primary source documents for contextual understanding and to extract information to make informed judgments.
Follow this progression:
Use these worksheets - for photos, written documents, artifacts, posters, maps, cartoons, videos, and sound recordings - to teach your students the process of document analysis.

Don't stop with document analysis though. Analysis is just the foundation. Move on to activities in which students use the primary sources as historical evidence, like on DocsTeach.org.

The first few times you ask students to work with primary sources, and whenever you have not worked with primary sources recently, model careful document analysis using the worksheets. Point out that the steps are the same each time, for every type of primary source:

1. Meet the document.

2. Observe its parts.

3. Try to make sense of it.

4. Use it as historical evidence.

Once students have become familiar with using the worksheets, direct them to analyze documents as a class or in groups without the worksheets, vocalizing the four steps as they go.

Eventually, students will internalize the procedure and be able to go through these four steps on their own every time they encounter a primary source document. Remind students to practice this same careful analysis with every primary source they see.

Worksheet for Understanding Perspective in Primary Sources - For All Students and Document Types

This tool helps students identify perspective in primary sources and understand how backgrounds, beliefs, and experiences shape point of view.

Former Worksheets

These worksheets were revised in February, 2017. Please let us know if you have feedback. If you prefer the previous version of the worksheets, you can download them below.

Materials created by the National Archives and Records Administration are in the public domain.

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Español Document analysis is the first step in working with primary sources. Teach your students to think through primary source documents for contextual understanding and to extract information to make informed judgments. Use these worksheets - for photos, written documents, artifacts, posters, maps, cartoons, videos, and sound recordings - to teach your students the process of document analysis.

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The People Shall Continue Teachers Guide

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The People Shall Continue Teachers Guide

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Classroom Guide for We Are Still Here: Native American Truths Everyone Should Know

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Classroom Guide for We Are Still Here: Native American Truths Everyone Should Know

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Montana Indian Education for All: Learning about Tribal Sovereignty

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Montana Indian Education for All: Learning about Tribal Sovereignty

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Tribal History / Shared History: Oregon Department of Education 

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Tribal History / Shared History: Oregon Department of Education 

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Implementation of Tribal History/ Shared History

Learning about tribal nations in Oregon is important for all students. Each nation has a distinct origin story, worldview, and timeline of their history and contemporary context. However, much of that information has been presented to the general American public from a non-Native American perspective, filled with clichés, misconceptions and falsehoods. The ODE partnered with representatives of the nine federally recognized Tribal governments in Oregon to create Essential Understandings of Native Americans in Oregon. These nine essential understandings have been created to serve as an introduction into the vast diversity of the Oregon Native American experience.

ODE contracted with Education Northwest to create lesson plans (in grades 4th, 8th, and 10th) informed by the Essential Understandings and aligned to state standards. Eventually, ODE will create lessons Pre-K-12. These lessons embody indigenous teaching and learning opportunities specific to Native Americans.

Critical orientations for Indigenous studies curriculum focus on Place, Presence, Perspectives, Political Nationhood, Power, and Partnerships. To learn more about Tribal History/ Shared History Please visit the
Tribal History/Shared History Letter

The ODE has made resources available to each of the nine federally recognized Tribal governments in Oregon for the creation of accurate place-based, Tribally-specific curriculum. These lesson plans will also be available on ODE's Office of Indian Education website for districts to utilize.

The ODE is in the process of developing a variety of development opportunities throughout the summer 2019, and during the 2019-20 academic year for educators to learn more about the Essential Understandings of Native Americans in Oregon and subsequent lesson plans.

The ODE lessons will continue to be available on the Tribal History/Shared History website. Implementation for all Oregon districts of the Tribal History/Shared History lessons will begin in early January 2020. Updated lesson plans will continue to be provided on our website.

Researching your local Tribe and or Native community;

Reading "The First Oregonians" 2nd Edition, Oregon Council for the Humanities;

Participating in future professional development (schedule will be posted on website November, 2019);

Review the Educator Toolkit located on the ODE website; and

Reviewing existing curricula, materials, and books to detect and challenge biases.

Educators can begin preparing for implementation of these lessons by:

Lesson Plans

8th Grade

10th Grade

Professional Development

Thank you for your interest in the Tribal History/Shared History Professional Development Modules. Watch this video for an introduction to the modules from April Campbell, Director of the Office of Indian Education.

The modules are now available via a direct link without logging into iLearn.

Watch this short video to learn how to fill out the form, access the training module, and download the completion certificate.

Follow the directions below to access the trainings:

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First Nations American Indian Studies in Wisconsin

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First Nations American Indian Studies in Wisconsin

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Nevada Native American Curriculum Enhancement Project 

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Nevada Native American Curriculum Enhancement Project 

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https://doe.nv.gov/Indian_Education/Curriculum_Guide_and_Lesson_Plans/

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Home → Teaching & Learning → Content Standards → Social Studies → Resources - Social Studies → Maine Native Studies → Suggested Curriculum Implementation → Suggested Curriculum Implementation

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​ʻO wai ka i ʻole i ke ala i hele mua ʻia e oʻu mau kūpuna.

Who can deny the wisdom of following a path laid by our ancestors.

Hawaiian Studies Program history

The Hawaiian Studies Program (HSP) was established by the DOE in 1980 to implement the 1978 State Constitutional Amendment that mandated that the "State shall promote the study of Hawaiian culture, history and language" ( Article X, Section 4). During that time, a Hawaiian renaissance was in full swing and community leaders pushed for a more integrated educational system in Hawaiʻi, one that took into account important aspects of Hawaiʻi's indigenous culture and history.

The DOE's efforts to comply with the constitutional requirement started in 1979 with a Kūpuna Program pilot project developed by the Queen Liliʻuokallani Trust. This project was established with the intent to revive the Hawaiian culture through the Hawaiian language utilizing native-speaking kūpuna. In 1981, the Department of Education adopted this kūpuna-based program as a component for the Hawaiian Studies Program, gradually implementing it statewide to serve students in grades K-6.

Hawaiian Studies Program philosophy

The knowledge of our Kūpuna is the guiding light that directs our purpose in support of Hawaiian Education. Hawaiian education perpetuates the skills, knowledge, values and practices of the native people of Hawaiʻi and their innovations and resilient response to adapt to an ever-changing world. Hawaiian education leads to the development of a cultural lens that preserves core Hawaiian perspectives. Hawaiian education goes beyond content learning as it also includes internalizing and putting into practice the teachings of our Kūpuna.

Knowledge, skills and practices that are an integral part of Hawaiian education include, but are not limited to:

Ka mālama ʻāina - knowledge and stewardship of the land, ocean, and sky

Ka moʻolelo Hawaiʻi - knowledge and usage of the language, legends, stories, and arts

Ka nohona - knowledge and practice of Hawaiian culture and way of life

Ka 'ike kūpuna - knowledge and consideration of history, origins, genealogy and governance of Hawaiʻi

Core Hawaiian perspectives in teaching and learning include, but are not limited to:

Ka pilina - recognizing and honoring relationships and inter-connections

Ka mahalo - displaying gratitude and appreciation

Ke aloha - showing compassion and kindness

Mission and Goals

The Hawaiian Studies Program provides the support and resources needed to implement the goals of Hawaiian education in the State of Hawaiʻi's public school system. To achieve this mission, the program goals based on BOE Policy 105-7​ are:

1. To support the incorporation of Hawaiian knowledge, practices and perspectives in varied content areas by assisting in the acquisition and use of resource materials.

2. To support teachers and cultural personnel resources (CPR) in gaining knowledge of Hawaiian Studies content which includes the culture, history, places, and language of Hawaiʻi.

3. To support community resources and resource people, such as CPR (e.g. kūpuna/makua/kumu) in ways to share their valued knowledge, skills, and experiences that enhance and enrich learning.

4. To support students in developing an understanding and appreciation of Hawaiian culture, history, places, and language.

5. To gather data and information that will inform program effectiveness.

Related links

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​ʻO wai ka i ʻole i ke ala i hele mua ʻia e oʻu mau kūpuna. Who can deny the wisdom of following a path laid by our ancestors. The Hawaiian Studies Program (HSP) was established by the DOE in 1980 to implement the 1978 State Constitutional Amendment that mandated that the "State shall promote the study of Hawaiian culture, history and language" ( Article X, Section 4).

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Additional Resources for Integrating Indigenous Perspectives in Social Studies Instruction

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Additional Resources for Integrating Indigenous Perspectives in Social Studies Instruction

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Access additional resources curated by the Office of Indian Education and the K-12 Social Studies team for our 2022 "Respectfully Integrating Indigenous Perspectives in Social Studies" seminar series.

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Respectfully Integrating Indigenous Perspectives in Social Studies

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Thank you for attending the professional learning session offered by the Office of Indian Education and the Office of Academic Standards at the Arizona Department of Education. On this page you'll find links to all the resources referenced during our session and many others.

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State Library & Tribal Library Resources

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State Library & Tribal Library Resources

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https://azlibrary.gov/dazl/online-reference-resources
Example from Navajo Nation: https://www.galepages.com/aznnls/resources

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Arizonans can explore thousands of online articles and images from popular magazines, scholarly journals, current newspapers and other reference works through their public library websites. We encourage you to use your public library's website to access these resources. If you are not connecting through your library's website, you will be asked to enter your home zip code to continue.

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Native Knowledge 360° | Professional Development | Recorded

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View recent webinars hosted by Native Knowledge 360°, a Smithsonian’s National Museum of the American Indian’s national education initiative. #NK360

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How tribal communities are recognized in the U.S.

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How tribal communities are recognized in the U.S.

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Throughout US history, indigenous tribes have been legally recognized as sovereign in some respects and treated very much as subject peoples in many others

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similarities and differences between the 22 AZ tribes

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similarities and differences between the 22 AZ tribes

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I don’t know much 😩

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tribal members have the ability to determine their future

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tribal members have the ability to determine their future

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Some. I worked for Salt River a long time ago and tribal sovereignty came up from time to time. However, I certainly have plenty to learn.

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Knowledge is contingent, so I am always being corrected and correcting myself. What I read from Native and indigenous historians and other people who know more than me are that the nations make rules about their territory. They decide who belongs as members. They are governments. They conduct diplomacy.

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Tribal Sovereignty is the way tribes run their government

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Tribal Sovereignty is the way tribes run their government

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views of sovereignty, or not, have changed throughout US History.  legislation has passed, changed etc. over time in regards to sovereignty as well

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views of sovereignty, or not, have changed throughout US History.  legislation has passed, changed etc. over time in regards to sovereignty as well

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What is the process in improving recognition and improving equity for tribal communities? 

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What is the process in improving recognition and improving equity for tribal communities? 

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I do know that tribes have their own laws and law enforcement but that's about it?

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What do current indigenous communities in AZ view as the role of tribal sovereignty in the present day? To what extent is integration emphasized, versus the ability to remain politically distinct?

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How had colonialism interacted with histories of sovereignty? For example, it seems unlikely that US definitions of "blood quanta" were the ways that indigeneity was defined before colonial invasion.

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How had colonialism interacted with histories of sovereignty? For example, it seems unlikely that US definitions of "blood quanta" were the ways that indigeneity was defined before colonial invasion.

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What are the issues that are most important to members of different tribes related to sovereignty? Are there significantly different perspectives between members of tribes who live on reservations compared to members of tribes who do not?

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Are there tribes that haven't been recognized by the federal government?

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Are there tribes that haven't been recognized by the federal government?

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As an indigenous person, I think the whole concept of tribal sovereignty is a misnomer since we KNOW the Federal Government, state & local governments, as well as religion & the corporate world are still imposing their labels, beliefs & systems on indigenous peoples without also welcoming & incorporating tribal perspectives & experience...

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Patterns of social and political interactions have shaped people, places, and events throughout history and continue to shape the modern world.

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Patterns of social and political interactions have shaped people, places, and events throughout history and continue to shape the modern world.

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• HS.H4.1 Examine how historically marginalized groups have affected change on political and social institutions.

• HS.H4.2 Explain how artistic, philosophical, and scientific ideas have developed and shaped society and institutions.

• HS.H4.3 Examine how access to information and technology has been used to influence society.

• HS.H4.4 Examine how a diverse society can be a force for unity and/or disunity.

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It seems harder to find high school standards that can NOT integrate tribal sovereignty than those that can.

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It seems harder to find high school standards that can NOT integrate tribal sovereignty than those that can.

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There are lots of resources already out there that we can use! It's also great to have resources written by and from the perspective of native voices!

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I learned that there are many resources and that these perspectives are swiftly proliferating.

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I learned that there are many resources and that these perspectives are swiftly proliferating.

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A reflection...Tribal Sovereignty as new learning for me, is not new, but a concept that is hundreds of years in existence.

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A reflection...Tribal Sovereignty as new learning for me, is not new, but a concept that is hundreds of years in existence.

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the current recognition of tribal communities, truthful history and the impact of experience, and culture can have on educational standards. With more resources shared it can help in understanding factual information while still addressing "standards"

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the current recognition of tribal communities, truthful history and the impact of experience, and culture can have on educational standards. With more resources shared it can help in understanding factual information while still addressing "standards"

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I learned that Native Americans and other indigenous people across the globe are presenting new models of struggle and assertions of sovereignty in the present.

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I learned that Native Americans and other indigenous people across the globe are presenting new models of struggle and assertions of sovereignty in the present.

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Growing up in Arizona I've lived in close proximity to the reservations and the different tribes but I never really understood how the tribal governments where different. This session really helped expand my understanding of that.

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So many excellent resources

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It's an inherent right that is not given to Native people. Native people are born with it

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Not all tribes are recognized by the federal government.

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I know that "sovereignty" means that you have some amount of authority (total? partial) over what people are allowed to do within your own borders. But I don't know how much overlap that is with state governments and federal government, or how effectively that balance works.

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I know that "sovereignty" means that you have some amount of authority (total? partial) over what people are allowed to do within your own borders. But I don't know how much overlap that is with state governments and federal government, or how effectively that balance works.

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Tribal sovereignty is how the tribes govern themselves.

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It's the right of all Indigenous peoples in the US to self-determination, self-government, establish their laws, enforcement strategies, education, health, etc. 

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It's the right of all Indigenous peoples in the US to self-determination, self-government, establish their laws, enforcement strategies, education, health, etc. 

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Tribal Sovereignty I don't know in detail how it works but they have their own government

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I know that education sovereignty is exercised on the reservation. Does is carry over to public school?

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I know that education sovereignty is exercised on the reservation. Does is carry over to public school?

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How does tribal sovereignty relate to issues around the Colorado River?

Tribal Sovereignty and foundational documents- ie. Great Law of Peace and the Constitution?

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Tribes are self-sufficient in many different aspects.

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The question is not if Indigenous peoples have tribal sovereignty, the question is, how does the US government honor Indigenous rights? 

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The question is not if Indigenous peoples have tribal sovereignty, the question is, how does the US government honor Indigenous rights? 

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How does tribal sovereignty differ from the US government?

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Some states have 'Essential Understandings' standards for Native education, does Arizona?

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It's refreshing that our histories are being told by native peoples. For a long time, native history has been told through a non-native perspective. I enjoyed seeing so many great resources being created by native organizations <3

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There are so many resources, so many lessons.

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There are so many resources, so many lessons.

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the importance of treaties and teaching treaty history, among many other resources

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I am taking away the reminder that it is vital to teach the history and current goings on of the Native communties from a true native perspective.

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ARS 15-710 and ARS 15-341: we legally should teach about Native Americans

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ARS 15-710 and ARS 15-341: we legally should teach about Native Americans

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And we should be really intentional about teaching tribal sovereignty.

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I have been adding what was presented into extensions of what lessons I already have such as the long walk, tribal rights, etc.

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shout out to Native Student Services in TUSD, who shared much of this information with my students last year!

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The resources available

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I learned more about tribal sovereignty. I think its important that all students learn about tribal sovereignty. I am so glad to see many resources for educators!

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I thought I knew what treaties were, but now realize they are actually more than our constitution. Loved the Resources. Grew up learning about different nations, but at time just did not think of it as any different. Over the past few years I have realized how important it is that this is taught.

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I thought I knew what treaties were, but now realize they are actually more than our constitution. Loved the Resources. Grew up learning about different nations, but at time just did not think of it as any different. Over the past few years I have realized how important it is that this is taught.

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We are more connected than we realize as learners/ educators and humans.

Learning and sharing is the greatest is meeting others and stories.

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Wonderful resources! This was such an informative session.  Looking forward to using the padlet to help educate all my students on the indigenous perspective.

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Wonderful resources! This was such an informative session.  Looking forward to using the padlet to help educate all my students on the indigenous perspective.