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MDE's Office of Indian Education document to support literacy

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From Retro Report

Some great ideas on current lessons - including a boarding school section

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Contemporary Indigenous History Collection - Retro Report

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Retro Report is an independent, nonprofit newsroom creating trusted documentary videos and classroom resources.

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An informative article about using Native terminology

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Native Governance Center hosted "Language Matters: How to Talk about Native Nations" on May 12, 2021. The event featured moderator Dr. Twyla Baker and panelists Wizipan Little Elk, Bryan Pollard, and Margaret Yellow Bird. View the recording from our event in our Resources library.
Using appropriate terminology to talk about Native nations shows respect for nations' sovereignty. It also contributes toward Native narrative change. Because language is so important (and we've received so many great questions about it from our community over the years), we decided to create an online guide.
A few notes before we start:
Terminology is ever-changing. We love this quote from Elements of Indigenous Style: "The process of decolonizing language surrounding Indigenous peoples is not finished; terms, names, and styles continue to evolve." Check in with Indigenous organizations and individuals from time to time to get a pulse on the current conversation. Don't assume that your learning around terminology is complete.

Terminology is highly personal. Dr. Twyla Baker notes, "There is a diversity of thought within our community. There is no great big governing board of Indians that says, 'Well, ok, we're all going to say this, and we all agree!'" Avoid thinking that all Native people prefer and use the same terminology. (Learn about how Native Governance Center uses terminology by reading our Style Guide.)

A comprehensive guide does not exist. Be skeptical of any resource that claims to cover all aspects of terminology related to Native nations. 574 federally-recognized Native nations with unique histories, cultures, and languages share geography with the United States. We encourage you to seek out a variety of resources created by Native-led organizations rather than looking for a comprehensive document.

Language is sacred. Wizipan Little Elk explains, "In every culture in the world, you get a name. You're called something. Your people are called something. Your identity is tied up in whatever that name is. Names have the power to create life." Conversations about terminology and language deserve deep thought and attention; take the process seriously.

How do I talk about Native nations?

Use nation instead of Tribe.

Native nations are independent nations within settler-occupied lands. The term nation shows respect for sovereignty and the fact that Native nations each have their own systems of government. Globally, we have trivialized the term Tribe (think "bride tribe," "political tribalism," etc.). We don't recommend using Tribe or Tribes to talk about Native nations. Some phrases or even names of Native nations contain the word Tribe or a derivative (Tribal colleges, for example). It's ok to use Tribe in these cases.

Don't conflate Native nations with reservations or casinos.

Some Native nations operate casinos. Many Native nations have reservation land (either their ancestral land or land they were forcibly removed to by the United States government). These names are not the same as a Native nation's name. We'll use the Mille Lacs Band of Ojibwe as an example: The Mille Lacs Band of Ojibwe operates Grand Casino. The Mille Lacs Band of Ojibwe calls the Mille Lacs Reservation home. Do not refer to the Mille Lacs Band of Ojibwe as the "Grand Casino Tribe" or the "Mille Lacs Reservation Tribe." When you're not sure about which name to use for a Native nation, look up the nation online. Use the name they call themselves on their website. If you're still not sure, reach out to someone from that nation and ask.

Don't mash together several signifiers for Native nations.

For example, don't use Tribe and Nation together (such as, "Red Lake Nation Tribe"). It's redundant. Red Lake Nation suffices here because that's the official name. For example, "Red Lake Nation is implementing language revitalization efforts."

Avoid possessive language when talking about geography.

For example, don't say "Minnesota's 11 Native nations." The nations are separate from Minnesota (because they are independent nations), so this is confusing. At Native Governance Center, we say, "the eleven Native nations that share geography with Minnesota."

Why do some Native nations have multiple names?

You may have seen multiple names used for a Native nation. For example, MHA Nation is also sometimes called the Three Affiliated Tribes. Naming is complicated; colonization has complicated it further. Some Native nations operate with names they did not originally choose for themselves. In other instances, you may see names referencing words the nation's citizens use to refer to themselves in their Indigenous language.

When you encounter multiple names, we encourage you to do your homework. Learn more about the history behind why many nations are currently working to change their names.

How do I talk about Native people?

When referring to individual Native people:

Always describe individual Native people by using their specific preferred Native nation affiliation. For example, "Diné artist Dale Deforest illustrates comic books." Bryan Pollard notes, "That's always going to be their original source of identity and the most accurate and respectful way to describe them." If you're not sure about someone's specific preferred affiliation, ask them!

When referring to groups of Native people:

If all members of the group are from the same Native nation, refer to them by using their nation's name. For example, "White Earth Nation citizens are working to protect their nation's waterways." If you're talking about groups of people from multiple nations, use Native American, Native, or Indigenous. Ideally, if you can, check with the group to determine how they'd like to be referenced. You may see the term American Indian used, too. Native Governance Center does not recommend that non-Native folks use the terms American Indian or Indian. However, this is a matter of preference; you may find that another Native organization recommends something different.

What terms should I capitalize?

According to Elements of Indigenous Style, "[Using capitalization] is a deliberate decision that redresses mainstream society's history of regarding Indigenous peoples as having no legitimate national identities; governmental, social, spiritual, or religious institutions; or collective rights."
Here are a few examples of terms that should always be capitalized:

The names of Native nations

Indigenous, Native American, Native, and American Indian (For the word Native, the uppercase n helps make the distinction between human beings and objects. For example, Native people and native plants.)

The phrase Indian Country

A capitalization note on Indigenous Peoples: The term Indigenous Peoples (uppercase I and P) refers to Indigenous People as groups with distinct legal rights. Indigenous peoples (uppercase I, lowercase p) refers to Indigenous peoples with individual rights.

Should non-Native people learn and use Native languages?

As with so many questions related to terminology and language, opinions vary. Some folks will encourage non-Native people to learn Native languages, while others will advise against it. We're unable to tell you exactly how to proceed on this topic because language is highly personal, and context matters. But, we do feel strongly that non-Native folks should learn greetings in Native languages and how to correctly pronounce Native names whenever possible. As Dr. Twyla Baker notes, "It's a respect thing."

When it comes to using Native languages in written formats, we do have advice. First, do not italicize words that appear in a Native language. We ultimately want to normalize using Native languages; italicization can result in an othering effect. And, when explaining the meaning of words in Native languages, put the Native language word first, followed by the English meaning in parentheses. Example: miigwech (thank you). Do not put the Native language word in parentheses. Again, this contributes to an othering effect.

How can I learn more?

The most important piece of advice for learning more? Do your own research first before asking for help. Too often, Native people receive repeated requests to perform emotional labor for others. Before you approach someone, ensure that you've adequately explored the huge array of existing resources on language and terminology. (See our "Additional Resources" section at the bottom for ideas.) If you do ask for help, consider offering to compensate Native people for their time.

If you want to learn more about a specific Native nation, start with an online search. Many nations feature resources about history, language, and culture on their websites. If you don't find what you need, try calling that nation's government office. Native nations' language departments and Tribal colleges are great resources for learning more about appropriate terminology.

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How to Talk about Native Nations: A Guide

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Native Governance Center hosted "Language Matters: How to Talk about Native Nations" on May 12, 2021. The event featured moderator Dr. Twyla Baker and panelists Wizipan Little Elk, Bryan Pollard, and Margaret Yellow Bird. View the recording from our event in our Resources library.

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This is a website with Dr. Dan Ninham's virtual academy recordings.

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School Language and Culture | IndigenousPVA

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Create a colorful project. Use resources from this website to show what you've learned about these communities, and add something about your local environment.

Read lesson plans for using this site. Learn how your students can create a story project to post here. See additional classroom resources.

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Smithsonian National Museum of the American Indian

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American Indian Responses to Environmental Challenges

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This site, developed by the National Museum of the American Indian in collaboration with four Native communities, documents how they are responding to environmental challenges in their homelands.

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The Right to Hunt and Fish from the 1854 Treaty Authority

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The Right to Hunt and Fish from the 1854 Treaty Authority

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As the climate changes and seasonal patterns shift, the exercise of treaty rights and other life-ways becomes threatened. Our finned, winged, and 4-legged relatives feel those pressures too.Building r...

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An Inter-Tribal natural resource management agency that manages the off-reservation hunting, fishing and gathering rights of the Bois Forte Band and the Grand Portage Band of Lake Superior Chippewa in the lands ceded under the treaty of 1854

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A Guide to Reliable NA Teaching Resources

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A Guide to Reliable NA Teaching Resources

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Please note:
1. This curriculum was gathered and developed from many wonderful people both past and present who shared their knowledge with us. We owe whatever success we have to their generosity and wisdom.
2. The Development and Review committee consists of Ojibwe and Dakota educators, an American Indian Education Advisory Committee, Non-Native elementary teachers, curriculum specialists and lead teachers.
3. Since time and place figures into many aspects of culture, this curriculum reflects one way of looking at any one subject presented.
4. This curriculum is not intended to be a complete study of any particular subject. New lessons may be added in the future.
5. This project was made possible by the support of the Success for the Future Grant, Independent School District 622, and the ISD 622 Office of Educational Equity.
6. Permission to use original material with copyrights within our curriculum was extended to this non-profit project only.
7. As to the words "is/was" and "are/were" - We acknowledge that many Ojibwe and Dakota people still carry on traditional ways of living. We have made great effort to bring both cultures forward to present day.

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Please note:1. This curriculum was gathered and developed from many wonderful people both past and present who shared their knowledge with us. We owe whatever success we have to their generosity and wisdom.2. The Development and Review committee consists of Ojibwe and Dakota educators, an American Indian Education Advisory Committee, Non-Native elementary teachers, curriculum specialists and lead teachers.3.

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Take a course from the North West Service Coop on Native American Literature for FREE! Can help support the requirement for your teaching license.

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Meeting the professional development and relicensure needs of northwest Minnesota's PK-12 educators.

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A list of resources to support your classroom lesson on Indigenous Peoples Day

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Every November, many well-intentioned educators teach their elementary school students about a shared Thanksgiving feast while students craft construction paper headdresses and black Pilgrim hats.

The only problem is that the First Thanksgiving story about how Pilgrims and Indians sat down together to enjoy the harvest meal is inaccurate and compresses diverse and varied tribes into a single image of a Native American.

That distorted narrative of history has been circulating for centuries, and it's not just a harmless tale, says Francis Vigil, a Pueblo of Zia, Jemez Pueblo, and Jicarilla Apache, who is tribal education specialist for the National Indian Education Association.

"Because Native Americans are not telling Native American history, it often doesn't tell the full story," he says. "From the taking of our lands to relocation to boarding schools, that history is not always told."

Even as the United States has its first Native American secretary of the interior in Deb Haaland, the contributions of Native people are rarely mentioned outside of state history classes. In reality, Native Americans have contributed much to how the country approaches economic development, environmental science and governance since colonial days, Virgil says.

It's important that educators tell the stories from multiple points of view. Below are 15 historically accurate and culturally respectful resources for including Native American people, history, art and culture into your classroom all year.

EDSITEment!, a project of the National Endowment for the Humanities, provides this teacher's guide. Lessons include a guide to investigating local history and the diversity of the many Native American tribes.

This joint project between the National Park Service, the University of Oregon, and the Lewis and Clark National Historic Trail offers a digital collection of resources for different grade levels, including original materials created by Indigenous curriculum designers.

The nonprofit Indian Land Tenure Foundation (LTF) developed these lesson plans for grades PK-12. The more than 200 lessons include histories, languages and cultures that center Native American issues and values while emphasizing the fundamental relationship between all people and the land.

The Peabody Museum of Archaeology & Ethnology offers this online exhibit and podcast. Four centuries after the arrival of the Mayflower, the introduction reminds us that "Colonization happened to, not for, the Wampanoag."

The Library of Congress worked with Joy Harjo, member of the Muscogee (Creek) Nation and Poet Laureate of the United States, to map the U.S. with Native Nations poets and poems. "I want this map to counter damaging false assumptions - that indigenous peoples of our country are often invisible or not seen as human. You will not find us fairly represented, if at all, in the cultural storytelling of America, and nearly nonexistent in the American book of poetry," says Harjo. Educators can use the map to find a Native American poet near their community.

The National Archives holds hundreds of thousands of U.S. government records relating to Native Americans. These include every treaty signed with Native Americans, records from the Indian Schools, Indian Census Rolls and Bureau of Indian Affairs records. The DocsTeach resource page on American Indians offers primary resources and teaching activities. The Carlisle Indian School Teaching Kits are a special resource to learn about Pennsylvania's Carlisle Indian School, the first government-run boarding school for Native American children.

Explore the National Archives' Native Communities Research Guides by region

This site provides a tribal directory for those looking to contact a particular tribe. Vigil notes that tribes are sovereign nations, self-governing entities, so there needs to be some specificity when you reach out. "These relationships need to form over time," he says. "There are some tribes that are very protective with their cultures because we've been attacked. It's about relationship and trust."

This Smithsonian project offers a resource guide for teachers in grades 4-8 that provides American Indian perspectives on Thanksgiving.

This site features virtual field trips and educational resources about tribes in New York, the Great Plains, the Southwest and Pacific Northwest.

Project Archaeology provides a database of shelters used by tribes all over the country with a corresponding lesson plan. If you're eager to delve deeper into national monuments, they offer a lesson plan for that, too.

These narratives from the American Archive of Public Broadcasting explore how Native Americans are portrayed in the media.

The Museum's resources for teachers include digital and primary resources and professional development. You are the Historian: Investigating the First Thanksgiving is an online game that "investigates the interactions between the Wampanoag people of Patuxet and the earliest colonists known as the Pilgrims by exposing players to archaeological artifacts from the museum's collections, primary source documents, and oral stories told from generation to generation."

This article from the National Park Service compiles a list of resources produced by the NPS. The National Park Service resource page offers many videos, guides, activities and events to learn about the land's original inhabitants.

This University of Massachusetts project began with a focus on New England tribes but has expanded nationally. The website includes 10 Tips to Decolonize Your Classroom, Key Concepts for Native American History, and a database that lets educators search by grade level, subject area focus, and state to find a lesson plan appropriate for a specific classroom.

Based on the history highlighted in Howard Zinn's book, A People's History of the United States, this website offers free lesson plans organized by theme, time period and reading level. Examples include "Discovering Columbus: Re-reading the Past" and "Teaching Climate Disobedience: Using the Film Necessity in the Classroom."

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15 Resources for Teaching Native American History and Culture

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Portraying the First Thanksgiving as a friendly harvest feast when Native Americans and Pilgrims came together in friendship distorts the true history of that era. These 15 resources will help educators include Indigenous voices in their history lessons.

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Civics for All of US Civics for All of US is the new education initiative from the National Archives that promotes civic literacy and engagement. DocsTeach Teach with documents using our online tool. Explore primary sources. Discover fun and engaging teaching activities. Create your own online or print activities for your students!

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DU Native American Task Force

The University of Denver's Native American Task Force addresses issues of educational equity as it relates to Native students at DU. Chancellor Emerita Rebecca Chopp has reaffirmed the University's commitment to the sustainable development of a Native American community presence at the University through the following guiding questions:

1. How can we support Native students enrolled at the University of Denver?

2. How might we fulfill our mission to serve the public good relative to Native communities?

3. How might we expand our education efforts to encourage students to make ethical decisions, to respect those who are different from them, to remember the past, and to shape a future in which Native students experience healing, and where atrocities do not recur in this land or elsewhere?

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DU Native American Task Force The University of Denver's Native American Task Force addresses issues of educational equity as it relates to Native students at DU. Chancellor Emerita Rebecca Chopp has reaffirmed the University's commitment to the sustainable development of a Native American community presence at the University through the following guiding questions: How can we support Native students enrolled at the University of Denver?

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Resources for Teaching American Indian History and Culture

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Resources for lesson plans specific to Minnesota Bdote Memory Map, Minnesota Humanities CenterDakota and Ojibwe benchmarks in the 2011 K-12 Academic Standards in Social Studies, Minnesota Center for Social Studies EducationIntersecting Art Ojibwe Curriculum, University of Minnesota

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Educators should be mindful of cultural appropriation when teaching about other cultures and understand that Native American students in class may experience lessons differently than non-Native students.

Indigenous People's Day Resources
The Zinn Education Project has lessons, books, and films to examine for teaching the truth about Columbus, "Indian Removal" policies, and Indigenous Peoples' history.

Celebrate Indigenous People Lesson Plan (PDF)
In this activity from IllumiNative, elementary school students will make a booklet to celebrate the contributions of Native Americans.

Transforming Teaching and Learning About Native Americans
Teaching and learning about Native Americans can occur in meaningful ways across different subject areas. Use these resources, from the Smithsonian Museum of the American Indian Native Knowledge 360° Education Initiative to bring new ways of thinking Native Americans to multiple disciplines, including science, English language arts, and social studies.

Student-Centered Digital Learning Activities
Check out these digital education tools, lesson plans, and resources available for free and downloadable from the National Indian Education Association.

Living Nations, Living Words: A Guide for Educators
This guide offers teachers and other educators ideas for using U.S. Poet Laureate Joy Harjo's signature project, "Living Nations, Living Words," in the classroom. The project gathers and highlights the diverse voices of 47 contemporary Native American poets.

Native Now: The Dos and Don'ts of Talking Respectfully about and with Native People from IllumiNative (PDF)

Indigenous Storytellers Share Scary Stories and the Wisdom They Hold
Four Indigenous storytellers recite a scary tale and share a little about the meaning behind these chilling yarns.

NEA's Land Acknowledgement Guide
Land Acknowledgements are a reminder that every major city, town, and municipality benefits from the dispossession of Indigenous land and people. It is a formal recognition of that painful reality and history and a small first step in truth, healing, and reconciliation. This guide outlines why land acknowledgements are important, how to approach them, and includes further actions to support Indigenous communities.

Find more resources for teaching about Native Americans at our American Indian and Alaska Native Heritage Month resource page.

Recommended Books About Indigenous Peoples from NEA and Read Across America

Share stories of Indigenous Peoples and cultures in your classroom with these titles and related resources.

ELEMENTARY AND PICTURE BOOKS

MIDDLE SCHOOL

YOUNG ADULT

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Resources for Teaching About Indigenous Peoples | NEA

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Here are resources to help you educate students honestly and accurately about Native history and the people whose land we occupy.

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Smithsonian:  National Museum of the American Indian

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Smithsonian:  National Museum of the American Indian

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Native Knowledge 360° | Smithsonian National Museum of the American Indian

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Educational resources, lesson plans, teacher training, and strategies to support positive change! Native Knowledge 360° is a national initiative to inspire and promote improved teaching and learning about Native America. #NK360

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edsitement - website with resources on teaching history

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edsitement - website with resources on teaching history

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Since 1990, Congress has authorized an annual presidential proclamation that designates November as National American Indian Heritage Month to encourage all people to learn about the contributions and cultures of the Indigenous peoples of the North American continent. Such recognition, however, dates back further with state and organizational recognition of Indigenous peoples days and commemorations occurring at the turn of the twentieth century. For example, Dr. Arthur C. Parker, a Seneca Indian and co-founder of the Society of American Indians in 1911, organized American Indian Day beginning in 1915. More recently, Columbus Day, which is recognized on the second Monday of October, has been reclaimed in cities across the United States as Indigenous People's Day.

This Teacher's Guide will introduce you to the cultures and explore the histories of some groups within the over 5 million people who identify as American Indian in the United States, with resources designed for integration across humanities curricula and classrooms throughout the school year.

Guiding Questions

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This Teacher's Guide will introduce you to the cultures and explore the histories of some groups within the over 5 million people who identify as American Indian in the United States, with resources designed for integration across humanities curricula and classrooms throughout the school year.

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American Indians in Children's Literature

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American Indians in Children's Literature

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American Indians in Children's Literature (AICL)

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Designed to help readers develop a critical eye about representations of American Indians in children's and young adult books

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‎Ojibwe Word of the Day on Apple Podcasts

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Report on Evaluating AI Materials and Resources for the Classroom

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Report on Evaluating AI Materials and Resources for the Classroom

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Tribes are modern, thriving governments and Native Americans make important contributions to Minnesota every day. Yet their stories are often invisible or misunderstood. Join Rebecca Crooks-Stratton, Secretary/Treasurer of the Shakopee Mdewakanton Sioux Community and leader of the Understand Native Minnesota campaign, as she interviews thought leaders and change makers in Minnesota and across Indian Country. This powerful podcast celebrates Native culture, personalities and accomplishments while helping dispel common myths and misconceptions about Indigenous peoples.

Tribes are modern, thriving governments and Native Americans make important contributions to Minnesota every day. Yet their stories are often invisible or misunderstood. Join Rebecca Crooks-Stratton, Secretary/Treasurer of the Shakopee Mdewakanton Sioux Community and leader of the Understand Native Minnesota campaign, as she interviews thought leaders and change makers in Minnesota and across Indian Country. This powerful podcast celebrates Native culture, personalities and accomplishments while helping dispel common myths and misconceptions about Indigenous peoples.

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native minnesota with rebecca crooks-stratton

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‎Native Minnesota with Rebecca Crooks-Stratton on Apple Podcasts

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Tribes are modern, thriving governments and Native Americans make important contributions to Minnesota every day. Yet their stories are often invisible or misunderstood. Join Rebecca Crooks-Stratton, Secretary/Treasurer of the Shakopee Mdewakanton Sioux Community and leader of the Understand Native Minnesota campaign, as she interviews thought leaders and change makers in Minnesota and across Indian Country.

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We welcome Odia Wood-Krueger, the author and principal investigator of a new research report, "Restoring Our Place," commissioned by the Shakopee Mdewakanton Sioux Community as part of its Understand Native Minnesota campaign. Odia shares what she learned through her research - what Native resources are most helpful to educators and what materials are still desperately needed. She also provides tips for educators trying to evaluate whether books about Native American subjects should be used in the classroom and examples of the great work teachers are already doing.

EPISODE RESOURCES
Restoring Our Place: An analysis of Native American resources used in Minnesota's classrooms: https://www.understandnativemn.org/research/

American Indians in Children's Literature: https://americanindiansinchildrensliterature.blogspot.com/

A Broken Flute: The Native Experience in Books for Children: http://oyate.org/index.php/resources/44-resources/a-broken-flute

Indian Education for All: Evaluating American Indian Materials & Resources in the Classroom: https://opi.mt.gov/Portals/182/Page%20Files/Indian%20Education/Indian%20Education%20101/Evaluating%20AI%20Materials%20and%20Resources%20for%20the%20Classroom.pdf

Understand Native Minnesota: https://www.understandnativemn.org/

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teaching native american subjects in school with odia wood-krueger

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native minnesota with rebecca crooks-stratton

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‎Native Minnesota with Rebecca Crooks-Stratton: Teaching Native American subjects in school with Odia Wood-Krueger on Apple Podcasts

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We welcome Odia Wood-Krueger, the author and principal investigator of a new research report, "Restoring Our Place," commissioned by the Shakopee Mdewakanton Sioux Community as part of its Understand Native Minnesota campaign. Odia shares what she learned through her research - what Native resources...

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Latest Study on Indigenous Education in MN

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Latest Study on Indigenous Education in MN

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Restoring Our Place - An Analysis of Native American Resources Used in Minnesota’s Classrooms

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Issuu is a digital publishing platform that makes it simple to publish magazines, catalogs, newspapers, books, and more online. Easily share your publications and get them in front of Issuu’s millions of monthly readers. Title: Restoring Our Place - An Analysis of Native American Resources Used in M…

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Part 1 - Four Direction Stargazing - Science focus

Woven with science, culture, and art this Native Skywatchers curriculum focuses on relationship with sky from the Ojibwe and D/Lakota cultural lens AND the Western Science perspective, i.e. Two-eyed Seeing.. Four distant themes: Which Way is North, Follow the Seasons-Follow the Stars, Visual Learning-Planisheres, and Ojibwe/Dakota -Big Dipper Star Clocks.

View Sample

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Part 1 - Four Direction Stargazing - Science focus Woven with science, culture, and art this Native Skywatchers curriculum focuses on relationship with sky from the Ojibwe and D/Lakota cultural lens AND the Western Science perspective, i.e. Two-eyed Seeing.. Four distant themes: Which Way is North, Follow the Seasons-Follow the Stars, Visual Learning-Planisheres, and Ojibwe/Dakota -Big Dipper Star Clocks.

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Tribes and Training TSRT Resources - MnDOT

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Minnesota Tribal State Relations Training: Under the Laws of Minnesota 2021, 1st Spec. Sess. chapter 14, article 11, section 5 all agency staff whose work impacts MN Tribal Nations will attend the TSRT training

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Minnesota Department of Natural Resources

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The mission of the Minnesota Department of Natural Resources (DNR) is to work with citizens to conserve and manage the state’s natural resources, to provide outdoor recreation opportunities, and to provide for commercial uses of natural resources in a way that creates a sustainable quality of life.

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Lessons and resources for teachers.

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Digital Resources for Parents and Teachers - National Indian Education Association

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Who We Are Programs Resources Events Get Involved Other Ways to Give Come Work for Us Teach.NIEA.org Job Board Other Positions in Native Education Log Into Your Member Record Contact Your Senator Contact Your Representative Annual Events 2024 Hill Week 2023 NIEA Convention & Trade Show NIEA Golf Tournament 2022

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Today, treaties continue to affirm the inherent sovereignty of American Indian nations. Tribal governments maintain nation-to-nation relationships with the United States government. Tribal nations manage lands, resources, and economies, protect people, and build more secure futures for generations to come.

That is Why Treaties Matter.
Why Treaties Matter On View Now at the State Capitol

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Today, treaties continue to affirm the inherent sovereignty of American Indian nations. Tribal governments maintain nation-to-nation relationships with the United States government. Tribal nations manage lands, resources, and economies, protect people, and build more secure futures for generations to come. That is Why Treaties Matter.

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Please note:
1. This curriculum was gathered and developed from many wonderful people both past and present who shared their knowledge with us. We owe whatever success we have to their generosity and wisdom.
2. The Development and Review committee consists of Ojibwe and Dakota educators, an American Indian Education Advisory Committee, Non-Native elementary teachers, curriculum specialists and lead teachers.
3. Since time and place figures into many aspects of culture, this curriculum reflects one way of looking at any one subject presented.
4. This curriculum is not intended to be a complete study of any particular subject. New lessons may be added in the future.
5. This project was made possible by the support of the Success for the Future Grant, Independent School District 622, and the ISD 622 Office of Educational Equity.
6. Permission to use original material with copyrights within our curriculum was extended to this non-profit project only.
7. As to the words "is/was" and "are/were" - We acknowledge that many Ojibwe and Dakota people still carry on traditional ways of living. We have made great effort to bring both cultures forward to present day.

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Please note:1. This curriculum was gathered and developed from many wonderful people both past and present who shared their knowledge with us. We owe whatever success we have to their generosity and wisdom.2. The Development and Review committee consists of Ojibwe and Dakota educators, an American Indian Education Advisory Committee, Non-Native elementary teachers, curriculum specialists and lead teachers.3.

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Tips on Teaching American Indian Students

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Tips on Teaching American Indian Students

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This page was written by Erin Klauk as part of the DLESE Community Services Project: Integrating Research in Education.

Anna Aloysious of Cove, Arizona. Details

Despite the fact that most Native cultures have a deep cultural bond with Earth and awareness of its processes, Earth science expertise in Native communities is low, according to Riggs and Semken ([Riggs and Semken, 2001] ). Native Americans as an under-represented group are of particular concern for Earth and environmental science educators because of the large land base managed by tribal authorities coupled with the simultaneous lack of professional scientific expertise within reservation communities themselves ([Riggs and Marsh, 1998] ) ([Riggs and Semken, 2001] ). Finding ways to raise the expertise of Native Americans in the Earth sciences will result in more scientific and intellectual diversity for the geoscience community, as well as security and scientific autonomy for the Native peoples of North America ([Riggs and Semken, 2001] ).

The Digital Library of Indigenous Science Resources (DLISR) is a library collection of online text, video, audio, and image files of Indigenous science. Included are both knowledge about the natural world and ways of teaching and learning about it.

Pearl Nakai of Red Valley, Arizona. Details

Investigate Geoscience Education Among Indigenous Peoples

Resources related to geoscience education among indigenous peoples.

(Issues of Culturally Responsive Educational Evaluation Pertaining to Native Americans. This 109-page PDF document provided a detailed account from a two-day workshop sponsored by the National Science Foundation Directorate for Education and Human Resources. The workshops purpose was to discuss issues of culturally responsive educational evaluation as they pertain to Native Americans. The three major themes of the workshop were evaluation issues relating to the academic achievement of Native American students, education/training opportunities for Native American evaluators, and developing, maintaining and expanding a network of Native American evaluators. The goal of this workshop was to offer direction for future planning of evaluations and research activities, and to focus on capacity building within the field of educational evaluation. Appendices include the workshop agenda, a list of participants and participant biographies. more info)

Tribal College Journal Resources About Educating Native American Students

Resources containing information about educating Native American students.

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teach the earth:incorporating societal issues:ethics and environmental justice

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This page was written by Erin Klauk as part of the DLESE Community Services Project: Integrating Research in Education. Anna Aloysious of Cove, Arizona. Details Despite the fact that most Native cultures have a ...

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Find articles and artifacts specifically on Minnesota

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Primary Source Sets are curated collections of primary sources from Minnesota Reflections. Modeled after the Digital Public Library of America's similar project, they are designed to help students develop critical thinking skills by exploring a variety of topics related to Minnesota history and culture.

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Article by Anton Treuer on seasonal activities

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The resources provided below will enhance the classroom experience for Native learners and strengthen outcomes for all students districtwide.

Classroom Resources

The Memory Map helps users to develop a deeper understanding of the Dakota people and their relationship to Minnesota by "traveling" in four distinct directions-east (We Are Home), south (Dakota Greeting), west (Mnisota: A Dakota Place), and north (the site core).

A Native founded nonprofit, IllumiNative supports and promotes contemporary Native voices and narratives. They focus on pop culture, media, K-12 education, philanthropy, and government, and seek to provide accurate and positive representations of Native peoples.

Developed by the Land Tenure Foundation, Lessons of Our Land offers pre-K through grade 12 curriculum to teachers so they can easily incorporate Native American games, stories and lessons into the classroom. Of particular note is the When Rivers Were Trails video game, newly released in 2019.

The Minnesota Center for Social Studies Education provides a variety of vetted Dakota and Ojibwe K-12 educational resources aligned to academic standards in social studies.

Developed by Darlene St. Clair and a team of Dakota educators, this curriculum is aligned to sixth grade social studies standards and examines Minnesota's relationships to the Dakota through a Native lens. Course materials include video, audio, graphics and written content, along with downloadable lessons.

Native Skywatchers combines science, art, and culture to provide unique, interdisciplinary Science, Technology, Engineering and Math (STEM) programming, with the goal of improving inequities in education.

Brought to you by the North St. Paul-Maplewood-Oakdale American Indian Education department, this website offers a variety of wonderful resources for educators, including extensive classroom lessons, language resources, and systematic guidance in building learning/culture trunks. Information is free to all.

Brought to you by the Minnesota Humanities Center, this traveling exhibit is an excellent educational tool for schools and offers detailed content for classroom use. This exhibit is also available as a virtual experience.

In 2017, the Office of Indian Education and State Library Services collaborated with St. Catherine University Master of Library and Information Sciences students to create its first-ever Native authored book collection. This extensive collection provides recommended titles with annotated bibliographies for kindergarten through grade 12 students, and is aligned to the Minnesota English Language Arts standards. In 2019, the collection was updated to reflect new titles. The new iteration also features English Language Arts benchmarks. This partnership is ongoing and collections will be continually updated.

This highly respected blog was established by Dr. Debbie Reese of Nambé Pueblo, and provides critical analysis of Indigenous peoples in children's and young adult books. Dr. Jean Mendoza is a co-editor.

Owned by author Louise Erdrich, Turtle Mountain Chippewa, this cozy Minneapolis bookshop has gained a loyal following for its carefully vetted collection of children and young adult books and its emphasis on Native authored titles. Staff are experienced in selecting titles that align to academic standards, and educators receive a discount on classroom purchases.

Founded in 1979, the American Indian Library Association promotes Native education, literacy, and community, and offers timely resources for educators.

This local publishing house specializes in titles related to the history and culture of Minnesota and the Upper Midwest, and features a nice selection of Native authored children's books, fiction, and nonfiction.

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The resources provided below will enhance the classroom experience for Native learners and strengthen outcomes for all students districtwide. Classroom Resources The Memory Map helps users to develop a deeper understanding of the Dakota people and their relationship to Minnesota by "traveling" in four distinct directions-east (We Are Home), south (Dakota Greeting), west (Mnisota: A Dakota Place), and north (the site core).

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Website that addresses the Ojibwe language

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Noomaye go, omaa odenang, ningii-izhaamin iwidi jiisakaaning, ningii-wiijiiwag sa go niiji-anishinaabeg iwidi gaa-onjii'aan Nigigoonsiminikaaning. Mii dash iwidi jiisakaaning, ningii-gagwedemin aaniin i-nake'ii ge-izhichigeyaang ji-anokiidaamang isa owe ji-dazhindamaang sa go owe gidinwewininaan noongom owe Anishinaabemowin.

Mii dash iwe bangii imaa ninga-dazhindaan owe gaa-gikinoo'amaagooyang, gaawiin dash ningichi'inendaan owe nake'ii gaa-pi-wiindamagooyaang owe noongom owe gii-gagiikidod a'awe Mikinaak imaa binji-jiisakaaning. Mii dash owe ningii-wiindamaagoomin, bangii eta go imaa niminjimendaan, gaawiin wiin igo gakina; aanind igiwe gaa-wiijii'agwaa niijanishinaabeg gaye wiinawaa gii-bizindamoog, gaye wiinawaa oganawendaanaawaa bangii gaa-igooyaang.

O'owe dash nake'ii niminjimendaan owe, awe noongom aadizookaanag, a'awe Mikinaak ogii-waabandanaawaa iinzan wii-pi-dagoshinowaad igiwe waabishkiiwid, owiipiidoonaawaa owe gaa-maanaatang gegoo, mii dash iwe, mii iwe gaa-pi-wiindamaagooyaang gii-ikido awe - ingii-nibe'igoomin iinzan ji-ganawenimigooyang owe gaa-waabishkiiwid wiipiidood, mii iniwe gaa-waabishkiiwid-onibiim, isa go gaye gikinoo'amaadiwin gii-izhinizha'igooyeng.

Mii dash gaye iwe bakaan inakonigewin ogii-piitoonaawaa, gaawiin dash agaamakiing ogii-ondinaanaawaa. Mewinzha iwe gii-pi-naagwad, mii iwe noongom, gaawiin dash ina giinawind owe gii-anishinaabe'iyeng gakina gegoo ingii-ayaamin, gakina gegoo ingii-aabajitoomin imaa gidakiiminaan.

Mii sa go iwe gidinwewininaan, iwe Anishinaabemowin mii iwe, owe, ingii-ayaamin, ingii-miinigomin owe, ingii-zhawenimigonaan awe Manidoo.
Mii dash awe wemijigozhi noongom gaa-dazhimag, gaa-wii-gagwe dibendang gakina gegoo imaa gidakiiminaan - mii dash iwe nake'ii ningii-nisidotaan gii-gaagiigidod a'awe Mikinaak, mii dash iwe noongom, ingii-nibe'igoomin dash iwe, mewinzha gii-pi-izhichigewag, mii dash iwe noongom ezhichigewaad ogowe aadizookaanag owe, gidaanjisitamaagoomin dash noongom, gidooko'ogoomin imaa gishtigwaaninaan ji-goshkoziyang iidog.

Mii iwe, geyaabi sa go imaa gii-ayaamagad owe gidinwewininaan owe Anishinaabemowin. Giinawind idash imaa, ingii-nibe'igoomin ajina ji-ganawenimigoyang. Mii dash ezhichiged noongom awe aadizookaan, jini-azhe odaapinamang sa go owe gaa-miinigoowizid a'aw Anishinaabe. Gakina gegoo gaa-miinigoowizid, gidinwewininaan bezhig, owe dash gaye gii-nanaandawe'idizod, gii-nanaandawe'iwed isa go, mii go gaye iniwe gii-igoshimod Anishinaabe, owe sa go gaye gii-niimi'iding, isa go gii-nanaandawe'igeng sa.

Mii sa go miigwanag, awe bezhig gaa-dakonag, opwaaganag, dewe'iganag, binesiiwaatigoon. Gakina gegoo sa go gaa-pi-miinigoyang omaa ji-dinaadiziyeng imaa gidakiiminaan. Mii iwe gaa-pi-ikidod a'aw Manidoo ji-bimi-azhe-odaapinamang owe.

Mii dash ogowe noongom gaa-wiidabamagwaa igiwe ikwewag, mii iwe nake'ii dezhiikamowad owe gidinwewininaan owe Anishinaabemowin. Mii dash iwe wii-wiiji'iweyaan ajina gaye niin omaa onake'ii minik gaye niin bangii gaa-gakendamaan minik gaa-pi-minjimendamaan owe gaa-pi-wiindamaagoyan.

A'awe dash gaye, awe nimaamaa, gaye wiin, Ogimaawigwanebiik, wazhashk odoodeman gaye wiin omaa ningii-wiidabamaa isa, gaye wiin owe, mii imaa ingoding wenji-gagwejimind aaniin minik owe genawendang gaa-nisidotang owe, gaye wiin ji-dibaajimod.

Mii dash iwe noongom imaa bangii owe gaye niin bagidinamaan. Niminwendaan idash owe noongom gii-dazhiikamowaad owe, apane go gaye niin babaa'ayaa imaa gidakiiminaan. Niwaabamaag sa go Anishinaabeg, niwaabamaag gaye iwidi Gichi-Mokomaanikeng gaa-ayaawaad, owe nake'ii gagwe-dazhiikamowaad owe gidinwewininaan owe nake wii-gikinoo'amaagewaad isa, owe oshki-ayaa'ansag gaye wiinawaa ji-nisidotamowaad, gichi-inendaagodoon apichi geget.

Nashke owe giwiinzowin, nashke awe gidoodem, owe gaye gidapinikaazowin, gidizhi'on. Mii owe nake'ii gichi-inendaagod apichi iwe Anishinaabe gii-abajidood, gii-wiikongedood sa go, o'owe sa go noongom, mii iwe i-nake'ii iwe gaa-pi-gikino'amaagoyang, ningii-gaagiigidomin, mii iwe nake'ii ji-gikinoo'amaading owe gechi-inendagok, gaawiin wiin igo apichi ningii-waabandaziin ji-ozhibii'igewaad owe gidinwewininaan.

Mii dash iwe bangii gaye niin bimi-bagidinamaan owe, gichi-inendaagod apichi owe asemaa gii-zhooshkonomaading owe sa go gaye odizhi'on gii-abajidood a'aw Anishinaabe, mii dash iwe sa go gaye, awe, awiiya ji-gikinoo'amaagewaad weweni owe noongom gaa-dazhiikamowaad. Mii dash iwe, mii iwe minik gaye niin bangii waa-bagidinamaan, mii sa go minik iwe.

Miigwech.

Hello my relatives.

My Spirit/Anishinaabe names are Niigaaniibines, Giiwegiizhig, Aasamaanakwad, Mayagi'aanakwad. My Clan is Lynx. My namesakes are the Eagle and the Bluejay. I am also a Ceremonial Helper and am part of the Midewin Lodge.

I was offered Tobacco to come and talk about how I was taught our Language; the Anishinaabe calls it, 'the way we sound'. I will speak to what I was taught for a little while.

Not too long ago we went to a Jiisikaan Ceremony. I went with my fellow Anishinaabeg from Nigigoonsiminikaaning where I am from. We asked at the Ceremony what we should be doing to work on the Language so that we can keep speaking and teaching about it.

I will talk a little about what I was taught. I am very grateful and feel honored in regards to what I was taught when the Turtle spoke from within the Jiisikaan. I remember only a little bit, not everything about what I was told. Some of my fellow Anishinaabeg, that I went to the Ceremony with were also listening, they too have some and keep some of what they heard there.

This is some of what I remember; the Spirits, the Turtle saw that the white man was coming and they would be bringing bad things with them. I was told that we were put to sleep for a while to protect us from what the white man was bringing over such as the white man's water (refers to alcohol - beer, wine & whiskey) and the schools where they sent us. They brought over the laws which originated from across the ocean. The Spirits and the Turtle saw this coming a long time ago.

We as Anishinaabe people had everything. We used everything from our Mother Earth. We had the way we sound, our Language, as gifted to us by our loving Creator. I have made reference to the ones who have tried to own everything on this land.

The way I understand when the Turtle spoke is that the Spirits kept us sleeping a long time ago so that we could be safe. Now the Spirits are making changes, we are being given a tap on the head to wake us up. We still have our Language, we were only kept sleeping for a little while.
We need to reclaim all our gifts that we were given; our Language being one, healing ourselves and healing others, fasting, our dance, and the medicinal knowledge also.

This includes the Feather, one of which I am holding, our Pipes, our Drums, our Eagle Staffs, everything that was gifted to us so that we can continue to live here on Mother Earth. These are what the Creator has instructed for us to reclaim.

The women I am sitting with today are working on the Language. I'm here to help by sharing what little I know and what I can remember about what I was told.

I sat down with my mother, Ogimaawigwanebiik whose Clan is the Muskrat because she has been approached also to share what she knows and keeps about the Language, she can share her story too. So, today, I share also. I am happy that this is what is being worked on now.

I do a lot of travelling here on our land and I meet a lot of other Anishinaabe people. I've met our people from the United States and have heard about some of the ways they are working on and teaching our Language so that our young people can learn and understand. This is something that means a lot!

Think about your Spirit/Anishinaabe name, your Clan, think about your Namesake and your Colors. There is much meaning and importance when these are used and Feasted. This is how we were taught. We spoke to each other in the Language. It is very important to teach this way because it means so much. I don't remember seeing a lot of the Language being written though.

I leave a little bit of what I know, it's an honor to receive Tobacco and also when Anishinaabe uses their Colors. I acknowledge the ones who are teaching in a caring way; the ones who are working on this.
This will be it, this is the little bit that I will leave here.

Thank you.

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Noomaye go, omaa odenang, ningii-izhaamin iwidi jiisakaaning, ningii-wiijiiwag sa go niiji-anishinaabeg iwidi gaa-onjii'aan Nigigoonsiminikaaning. Mii dash iwidi jiisakaaning, ningii-gagwedemin aaniin i-nake'ii ge-izhichigeyaang ji-anokiidaamang isa owe ji-dazhindamaang sa go owe gidinwewininaan noongom owe Anishinaabemowin. Mii dash iwe bangii imaa ninga-dazhindaan owe gaa-gikinoo'amaagooyang, gaawiin dash ningichi'inendaan owe nake'ii gaa-pi-wiindamagooyaang owe noongom owe gii-gagiikidod a'awe Mikinaak imaa binji-jiisakaaning.

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Children's Literature recommendations from Debbie Reese

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Children's Literature recommendations from Debbie Reese

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Recommended resource by Govinda Budrow

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American Indians in Children's Literature (AICL)

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Designed to help readers develop a critical eye about representations of American Indians in children's and young adult books

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The rare total solar eclipse on April 8 is a spectacle for many to look at but for some Indigenous people it's a sacred observational time

The emergency declaration stated that the tribe had exhausted its available resources searching for the two individuals

You may know Tommy Orange from "There, There." Now, the award-winning author is out with his second novel. Plus, Black Lung disease on the Navajo Nation points out inequalities in health care. And, we have Naiomi Glasses who is a seventh generation weaver and skateboarder.

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Native American facts, Indian news and American Indian service, plus Native history and culture.

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This is an evolving list of texts that either are written by native authors or have numerous references to the culture. It is organized by age groups.

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Great Lakes Indian Fish & Wildlife Commission

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Great Lakes Indian Fish & Wildlife Commission

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Some great educational resources

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GLIFWC's Educational Materials

GLIFWC provides natural resource management expertise, conservation enforcement, legal and policy analysis, and public information services in support of the exercise of treaty rights during well-regulated, off-reservation seasons throughout the treaty ceded territories.

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Home - Great Lakes Indian Fish & Wildlife Commission

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GLIFWC provides natural resource management expertise, conservation enforcement, legal and policy analysis, and public information services in support of the exercise of treaty rights during well-regulated, off-reservation seasons throughout the treaty ceded territories.

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Collection of books listed by the Perpich Center for Arts Library on American Indian Tribes and Communities. Elementary focused.

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Mapping

We strive to map Indigenous territories, treaties, and languages across the world in a way that goes beyond colonial ways of thinking in order to better represent how Indigenous people want to see themselves.

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Native Land is a resource to learn more about Indigenous territories, languages, lands, and ways of life. We welcome you to our site.

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A lot of links to resources for American Indian focused books

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School Library Resources - American Indian Library Association

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School Library Resources American Library Association Office for Diversity, featuring information on ALA's Spectrum Initiative, offering library school scholarships for Native and other underrepresented graduate students seeking the MLS degree. American Indians in Children's Literature Blog by AILA member Debbie Reese. "Established in 2006, American Indians in Children's Literature (AICL) provides critical perspectives and analysis of ...

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A website with some lesson plans concentrating on American Indian changemakers.

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You are critical to our movement. Accurate information, authentic representation, and narrative disruption are essential to ending racism, bias, and discrimination against Native peoples. We need Indian Country and allies to work together and advocate for change.

Below you will find tools that will enable you to join the movement of movements working to amplify a new narrative about Native peoples in media, pop culture, k-12 education, and other critical sectors.

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You are critical to our movement. Accurate information, authentic representation, and narrative disruption are essential to ending racism, bias, and discrimination against Native peoples. We need Indian Country and allies to work together and advocate for change.

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Great resource about American Indian culture.

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Great resource about American Indian culture.

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Shared from the Dream Catcher Project

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Article on the Vermilion Lake Indian School

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Article on the Vermilion Lake Indian School

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This article was shared from the Dream Catcher Project

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Lessons from ISD 622. American Indian Education, Grades k-5

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Lessons from ISD 622. American Indian Education, Grades k-5

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Please note:
1. This curriculum was gathered and developed from many wonderful people both past and present who shared their knowledge with us. We owe whatever success we have to their generosity and wisdom.
2. The Development and Review committee consists of Ojibwe and Dakota educators, an American Indian Education Advisory Committee, Non-Native elementary teachers, curriculum specialists and lead teachers.
3. Since time and place figures into many aspects of culture, this curriculum reflects one way of looking at any one subject presented.
4. This curriculum is not intended to be a complete study of any particular subject. New lessons may be added in the future.
5. This project was made possible by the support of the Success for the Future Grant, Independent School District 622, and the ISD 622 Office of Educational Equity.
6. Permission to use original material with copyrights within our curriculum was extended to this non-profit project only.
7. As to the words "is/was" and "are/were" - We acknowledge that many Ojibwe and Dakota people still carry on traditional ways of living. We have made great effort to bring both cultures forward to present day.

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Please note:1. This curriculum was gathered and developed from many wonderful people both past and present who shared their knowledge with us. We owe whatever success we have to their generosity and wisdom.2. The Development and Review committee consists of Ojibwe and Dakota educators, an American Indian Education Advisory Committee, Non-Native elementary teachers, curriculum specialists and lead teachers.3.

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The Ways:  Stories about Culture and Language from Native Communities around the Central Great lakes (PBS Wisconsin). 

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The Ways:  Stories about Culture and Language from Native Communities around the Central Great lakes (PBS Wisconsin). 

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The Ways

Tag: First Nations

Tag: Grades 6-12

The Ways is a collection of language and culture stories from Native communities around the central Great Lakes that explores traditional ways and those of today. The series supports educators in meeting the requirements of Wisconsin Act 31.

Learning Goals

Discover

Expand knowledge and understanding of contemporary Wisconsin's First Nations cultures and languages in the Great Lakes region.

Identify & apply

Describe the role of language, tradition and culture in Wisconsin First Nations identities and communities.

Stories

Partners

Quotation

The Ways has been an invaluable resource as we continue to share culturally accurate, relevant, and contemporary information about Native people with non-Natives in and out of classrooms.

Robin Amado

School Librarian, Vel Phillips Memorial High School

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The Ways is a collection of language and culture stories from Native communities around the central Great Lakes that explores traditional ways and those of today. The series supports educators in meeting the requirements of Wisconsin Act 31.

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St. Louis County Historical Society Resources

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St. Louis County Historical Society Resources

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All photos and content on this website are copyrighted by their respective creators.

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A lot of information that can help teachers in the classroom support our American Indian students

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Resources from the Minnesota Center for Social Studies Education. K-12

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Follow the links below to find vetted resources for the Dakota and Ojibwe benchmarks in the 2011 K-12 Academic Standards in Social Studies .

Elementary Resources:

Secondary Resources:

K-12 Resources:

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Follow the links below to find vetted resources for the Dakota and Ojibwe benchmarks in the 2011 K-12 Academic Standards in Social Studies . Elementary Resources: Secondary Resources: K-12 Resources:

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MDE Online Teaching Resources with an American Indian focus

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MDE Online Teaching Resources with an American Indian focus

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Lesson plans to incorporate American Indian art with lessons for all grades

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Lesson Plans : Intersecting Ojibwe art curriculum

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This curriculum offers educators a variety of techniques and strategies to integrate community arts and culture knowledge within required content areas. This work is not easy. It takes more time and planning, and often requires teachers to move outside their comfort zones.

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A wealth of resources from the Bemidji Public Schools Indian Education Culture Specialist

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Why do Ojibwe people point with their lips? Nancy Jones-iban, Nigigoonsiminikaanig (Red Gut) First Nation, Canada
Length: 1:27 minutes
Audience: Middle School, High School, Adults

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MN Academic Standards with American Indian Focus

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MN Academic Standards with American Indian Focus

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Some free sample lessons for K-12.

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The Lessons of Our Land Curriculum enables Pre-K through grade 12 teachers to easily incorporate Native American stories, lessons and games about land, cultures, histories and languages into regular classroom instruction. This inter-disciplinary curriculum aligns with state academic standards and is adaptable to include the history and culture of a region's Native nations. There are more than 200 lessons available that are free and easy to use in the classroom.

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The Lessons of Our Land Curriculum enables Pre-K through grade 12 teachers to easily incorporate Native American stories, lessons and games about land, cultures, histories and languages into regular classroom instruction. This inter-disciplinary curriculum aligns with state academic standards and is adaptable to include the history and culture of a region's Native nations.

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A wealth of resources

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Teaching Native American History and Culture

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Amid the prairie grasses of southwestern Minnesota are islands of uncovered rock, where Native American ancestors left carvings called petroglyphs. They tell a story that spans more than 7,000 years. School programs incorporate history, anthropology, archaeology, and biology.

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Welcome to the Ojibwe People's Dictionary

The Ojibwe People's Dictionary is a searchable, talking Ojibwe-English dictionary that features the voices of Ojibwe speakers. It is also a gateway into the Ojibwe collections at the Minnesota Historical Society. Along with detailed Ojibwe language entries and voices, you will find beautiful cultural items, photographs, and excerpts from relevant historical documents. Whenever possible, we provide examples of documents in the Ojibwe language.

The Ojibwe People's Dictionary has thousands of entries and audio, with more coming online each week. It is our goal to make The Ojibwe People's Dictionary a continually expanding resource for Ojibwe language and culture.

Why we need the Ojibwe People's Dictionary

Ojibwe is the heritage language of more than 200,000 Ojibwe people who reside in the United States and Canada. Ojibwe Country primarily extends from Quebec, across Ontario and Manitoba to Saskatchewan in Canada, and from Michigan, Wisconsin, Minnesota and North Dakota in the United States.

Ojibwe is not a single standardized language, but a chain of linked local varieties, grouped into nearly a dozen dialects. Each dialect (and within dialects, each local variety) differs in details of pronunciation, vocabulary and grammar from the others, with differences between non-adjacent dialects often being great enough to impede understanding between their speakers.

Speakers of Ojibwe consider their language to be precise, descriptive, and visual, and feel that it is among the greatest treasures of their cultural heritage.

Ojibwe is an endangered language. Indigenous languages throughout the world are in decline, and have been since Europeans first colonized the Americas. Beginning in 1879, the United States established off-reservation federal boarding schools to re-educate Indian children and youth in the English language and American life-ways. Boarding schools, urban life, popular culture, and even participation in public school education all demanded that we speak English. The Ojibwe language has historically been repressed by policymakers and educators in the US and Canada, though there are many, complex reasons why fewer people today speak Ojibwe.

Scholars and linguists tell us that language diversity is as important to the world and our systems of knowledge as biological diversity. Ojibwe people understand that fluent speakers of the language have a wisdom that represents an accumulated knowledge of many generations. The Ojibwe language can explain why we must respect the earth and take responsibility for caring for the land, water, and its resources. It is the antidote to global climate change, environmental destruction, and unhealthy lifestyles. The Ojibwe language is where we turn for philosophy, history, science, medicines, stories, and spirituality. It is our university and the key to our cultural survival.

The purpose of the Ojibwe People's Dictionary is to support language education and encourage new speakers among the present generation.

Revitalizing Our Language

"Revitalizing our language is foremost in my mind," says Eugene Stillday of Ponemah, Minnesota, who remembers a time when everyone spoke Ojibwe in his community. Speakers of the Ojibwe language have great insight into the historical reasons for the decline of indigenous languages, because their generation experienced it first-hand. For the most part, they have sad memories of their experiences with school and teachers. Resiliently optimistic, they remember the past but look to the future. They each share a passionate commitment to the Ojibwe language and culture, to education, and the importance of passing on the language to a new generation. Listen to the Ojibwe speakers who contributed to the Ojibwe People's Dictionary, and their reasons for getting involved in the project.

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The Ojibwe People's Dictionary is a searchable, talking Ojibwe-English dictionary that features the voices of Ojibwe speakers. It is also a gateway into the Ojibwe collections at the Minnesota Historical Society. Along with detailed Ojibwe language entries and voices, you will find beautiful cultural items, photographs, and excerpts from relevant historical documents.

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Indigenous/American Indian Picture Books and Read Along 

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Indigenous/American Indian Picture Books and Read Along 

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This is from the Bemidji Public Schools Indian Education Website

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Indigenous/American Indian Picture Books & Read Alongs (Revised 12.20)