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List of Educator Resources from Bloomington Public Schools' American Indian Education Program

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List of Educator Resources from Bloomington Public Schools' American Indian Education Program

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AIE Resources_ Educator Resources - Google Docs

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Our Kids Zone! will engage your language learners with online games/lessons that foster repetition that adapt to their skill level.

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Some of the communities we work with struggle with quality internet, in response, we have developed an add-on module for the Kids Zone that allows it to be loaded directly on to a computer and run without internet access.

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CATEGORY: READING AND WRITING

“HOW I FOUND MY VOICE AS AN INDIGENOUS AUTHOR”

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CATEGORY: READING AND WRITING

“HOW I FOUND MY VOICE AS AN INDIGENOUS AUTHOR”

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Presenter: Byron Graves, Ojibwe & Lakota, Red Lake MN. Award winning young adult author.

Description: The importance of diverse literature in the classroom, the challenges to create it, and the relevance of it to marginalized and/or reluctant readers.

YouTube Video: https://youtu.be/Dg9JQOYhztg?feature=shared

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CATEGORY: MATHEMATICS AND SCIENCE

“ANISHINAABE ARCS: STEM EDUCATION FROM INDIGENOUS KNOWLEDGE”

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CATEGORY: MATHEMATICS AND SCIENCE

“ANISHINAABE ARCS: STEM EDUCATION FROM INDIGENOUS KNOWLEDGE”

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Presenter: Ron Eglash, Professor, School of Information, University of Michigan

Description: This talk maps out the reasons why we should be teaching with Indigenous knowledge: for students the rationale in creating more just and sustainable STEM futures; for teachers the rationale of STEM lessons that are more engaging, creative and empowering for their students. We then look at how Indigenous knowledge operates; its ability to establish reciprocity and egalitarian relations between humans, as well as between humans and non-humans. Finally we dive into the Anishinaabe Arcs software at https://csdt.org/culture/anishinaabearcs/index.html and look at the outcomes from students, as well as broader community connections

YouTube Video: https://youtu.be/VBSxX4jF600

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CATEGORY: INDIGENOUS FOODS

“LYING CORN WITH HARD WOOD ASH”

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CATEGORY: INDIGENOUS FOODS

“LYING CORN WITH HARD WOOD ASH”

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Presenter: Candace Maracle is Wolf Clan from Tyendinaga Mohawk Territory. She has a master’s degree in journalism from Toronto Metropolitan University. She is a laureate of The Hnatyshyn Foundation REVEAL Indigenous Art Award. She is a journalist with CBC Indigenous and a filmmaker who uses her Kanien’kéha language in her work whenever possible.

Description: Haudenosaunee people call corn one of their life sustainers in the language, Kanien’kéha. Discover this traditional process of washing or processing white corn called nixtamalization which increases the nutritional benefits of white corn as well as its shelf life. Every bit of the white corn has a use. I will also describe some of these traditional uses and provide some of the teachings about white corn as I understand them.

YouTube Video: https://www.youtube.com/watch?v=W7LwwHl3Ru4

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CATEGORY: SPORTS PEDAGOGY

“CHEROKEE STICKBALL: PAST, PRESENT, FUTURE”

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CATEGORY: SPORTS PEDAGOGY

“CHEROKEE STICKBALL: PAST, PRESENT, FUTURE”

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Presenter: Dr. Natalie Welch, Eastern Cherokee, Sport Management Doctorate, University of Tennessee, Seattle University Marketing Assistant Professor & Rise Above Executive Director Description: Cherokee Stickball is one of the oldest sports in the world. Throughout the 21st century Cherokee Stickball has been explored from a more academic perspective, dissecting its cultural impact, including the influence of religion and ritual. In this session, Dr. Natalie Welch does an overview of Cherokee stickball, for both men and women, and its impact on her home community on the Qualla Boundary in Cherokee, North Carolina.

YouTube Video: https://youtu.be/d-qL5dhXSto

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Minnesota Native American Essential Understandings for Educators

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Minnesota Native American Essential Understandings for Educators

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A guide to reliable Native American-related teaching resources: With reference to Minnesota K-12 academic standards in English language arts

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A guide to reliable Native American-related teaching resources: With reference to Minnesota K-12 academic standards in English language arts

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Kyle Kaayák’w Worl, Tlingit, Deg Hit’an Athabascan and Yup’ik, Inuit and Dene Sports Athlete and Coach: World Eskimo Indian Olympics, Arctic Winter Games, Native Youth Olympics and Inductee in the North American Indigenous Athletics Hall of Fame

YouTube Link: https://youtu.be/_u_y8x6LrRA

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“NATURE GAMES: TRADITIONAL INDIGENOUS GAMES AND ENVIRONMENTAL STEWARDSHIP IN OCEANIA”

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“NATURE GAMES: TRADITIONAL INDIGENOUS GAMES AND ENVIRONMENTAL STEWARDSHIP IN OCEANIA”

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Tom Fabian, PhD, Assistant Professor, Sport Management, University College Dublin, Ireland, School of Public Health, Physiotherapy and Sports Science

YouTube Link: https://www.youtube.com/watch?v=Cb_XlbihDTc

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"EMPOWERING INDIGENOUS YOUTH THROUGH A FOCUS ON PLACE AND PHYSICAL LITERACY”

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"EMPOWERING INDIGENOUS YOUTH THROUGH A FOCUS ON PLACE AND PHYSICAL LITERACY”

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Brian Culp, Ed.D., Professor of Health and Physical Activity Leadership (HPAL) and Fulbright Scholar, Kennesaw State University, Department of Health Promotion and Physical Education

YouTube Link: YouTube Link: https://youtu.be/TM5YG8y87Wc

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“TEACHING INDIGENOUS GAMES IN PHYSICAL EDUCATION USING INDIGENOUS WAYS OF KNOWING: THE 8 WAYS PEDAGOGY”

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“TEACHING INDIGENOUS GAMES IN PHYSICAL EDUCATION USING INDIGENOUS WAYS OF KNOWING: THE 8 WAYS PEDAGOGY”

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Shane Pill is an Associate Professor in Physical Education and Sport, at Flinders University, Adelaide, Australia and a Life Member and Fellow of the Australian Council for Health, Physical Education and Recreation

YouTube Link: https://youtu.be/c9Gh9WcL7_o

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Lamarr Oksasikewiyin, Nēhīyaw Tribe, BA, Academic Coach for the Mistawasis Nehiyawak School
YouTube Link: https://www.youtube.com/watch?v=xsmrYwsuge4

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Elizabeth LaPensée, Ph.D., Narrative Director at Twin Suns Corp.

Sponsor: St. Paul (MN) Public Schools Indian Education

YouTube Link: https://youtu.be/muC9bczvgo0

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"PROPHECIES: TECHNOLOGY AND SUSTAINABILITY WITH INDIGENOUS TEACHINGS TO RESTORE OUR LIFEWAYS”

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"PROPHECIES: TECHNOLOGY AND SUSTAINABILITY WITH INDIGENOUS TEACHINGS TO RESTORE OUR LIFEWAYS”

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Winona LaDuke, Anishinaabekwe, Anishinaabe Agriculture

Sponsor: St. Paul (MN) Public Schools Indian Education

YouTube Link: https://youtu.be/0lgthqBwoU8

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“TEACHING NATIVE AMERICAN STUDIES FOR INDIGENOUS EDUCATIONAL SOVEREIGNTY IN VIRTUAL SPACES”

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“TEACHING NATIVE AMERICAN STUDIES FOR INDIGENOUS EDUCATIONAL SOVEREIGNTY IN VIRTUAL SPACES”

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Leola Tsinnajinnie Paquin, Diné, PhD, Assistant Professor, Department of Native American Studies, University of New Mexico

Sponsor: Circle of Life Academy (MN)

YouTube link: https://youtu.be/omZunrgCmlc

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Awanookwe, Veronica Kingbird-Bratvold, Red Lake Nation Ojibwe, Med, Assistant Professor of Indigenous Sustainability Studies,

Bemidji State University

Sponsor: JKL Bahweting Anishinaabe PSA

YouTube Link: https://www.youtube.com/watch?v=-5z_8jjdDAQ&list=PL3sSP2G1eApWvWOLSkfsuTrXiCOVXhmY8

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“EXPLORING CULTURAL EFFICACY AND HOW THIS TERMINOLOGY MAY BE USED IN NATIVE EDUCATION PROGRAMS”

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“EXPLORING CULTURAL EFFICACY AND HOW THIS TERMINOLOGY MAY BE USED IN NATIVE EDUCATION PROGRAMS”

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Janelle R. Johnson, Leech Lake Band of Ojibwe, BA, Director of American Indian Education, Walker-Hackensack-Akeley School District

Sponsor: St. Paul (MN) Public Schools Indian Education

YouTube Link: https://youtu.be/Uu3f9D2WPHk

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"DEVELOPING LAND-BASED PEDAGOGICAL APPROACHESAS AN OJIBWE IMMERSION EDUCARER”

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"DEVELOPING LAND-BASED PEDAGOGICAL APPROACHESAS AN OJIBWE IMMERSION EDUCARER”

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Alex Kmett, Red Lake Ojibwe, M.A.Ed., Co-founder, Endazhi-Nitaawiging Charter School

Sponsor: St. Paul (MN) Public Schools Indian Education

YouTube Link: https://youtu.be/bxtjjlawRSw

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Ganawenindiwag: Working with plant relatives to heal and protect Gichigami shorelines

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Ganawenindiwag: Working with plant relatives to heal and protect Gichigami shorelines

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Great Lakes Indian Fish & Wildlife Commission

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Great Lakes Indian Fish & Wildlife Commission

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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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Native Skywatchers - Indigenous Astronomy Revitalization

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Native Skywatchers - Indigenous Astronomy Revitalization

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Native Skywatchers Home page - Indigenous Astronomy, Art, Culture Revitalization - Officially 501c3 Non-profit

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Dr Hillary Baron, Bemidji State University Science Professor, is serving as MnSTA’s first Indigenous Science Representatitve.

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American Indians in Children's Literature - Resource List

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American Indians in Children's Literature - Resource List

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By Debbie Reese
Published Feb. 24, 2021 Updated Aug. 19, 2023
Note (May 31, 2023): There are more and more challenges/questions regarding the state-recognized Abenaki groups in Vermont and New Hampshire. Joseph Bruchac, James Bruchac, and Margaret Bruchac are in one of those groups and have written books for children and young adults. At this point I feel it necessary to provide AICL readers with a list of those articles in a single space. At the bottom of this page you'll find that list.
___________

February 24, 2021

Dear AICL Reader,

Some of you are aware of the ongoing conversations about claims to being Native. A high profile case right now is Michelle Latimer, who said she was Native. People believed her. But then it turned out the people she claimed did not and do not, know her.

Starting with this post on Feb 24, 2021, I am building a resource list of articles, books, and podcasts that I think others should be aware of--especially if you are editing, reviewing, or teaching material that is presented as being created by someone who says they are Native.

The items are presented chronologically by date of publication (and I'm highlighting the date in the entry). This arrangement is helpful because some later ones refer to or cite previous ones. I am inserting the date I added an item in brackets because it is helpful to me to have a record of what I did and when.

For many of you, this conversation is new. To Native people, it is not. You'll see several phrases used--like "playing Indian" and "pretendian"--and you'll see that I include items about DNA testing.

If you know of a resource I could add, please let me know by email or by using the comment form, below. And please share this page with your family, friends, and colleagues.
****
Note (March 2, 2021): People are suggesting articles on Elizabeth Warren. In this list I am providing resources on the phenomenon of playing Indian and pretendianism, but not necessarily articles on individuals. On Oct 20, 2018, I did a page on Elizabeth Warren that you can take a look at if you're interested in her case (and I will update that one with items people are sending to me).

"Meeting of Indian Professors Takes Up Issue of Ethnic Fraud" by Elizabeth Cook Lynn, published in Spring of 1993 in Wicazo Sa Review. [Added on Feb 28, 2023]

White Shamans and Plastic Medicine Men by Terry Macy and Daniel W. Hart, is anaward-winning documentary that deals with the popularization and commercialization of Native American spiritual traditions by Non-Indians. Released on November 1, 1996. [Added on April 15, 2022]

Playing Indian by Philip J. Deloria, published in 1999 by Yale University Press. [Added on Feb 24 2021]

The Boston Tea Party, the Order of Red Men, Camp Fire Girls, Boy Scouts, Grateful Dead concerts are just a few examples of the American tendency to appropriate Indian dress and act out Indian roles. This provocative book explores how white Americans have used their ideas about Indians to shape national identity in different eras-and how Indian people have reacted to these imitations of their native dress, language, and ritual.

At the Boston Tea Party, colonial rebels played Indian in order to claim an aboriginal American identity. In the nineteenth century, Indian fraternal orders allowed men to rethink the idea of revolution, consolidate national power, and write nationalist literary epics. By the twentieth century, playing Indian helped nervous city dwellers deal with modernist concerns about nature, authenticity, Cold War anxiety, and various forms of relativism. Deloria points out, however, that throughout American history the creative uses of Indianness have been interwoven with conquest and dispossession of the Indians. Indian play has thus been fraught with ambivalence-for white Americans who idealized and villainized the Indian, and for Indians who were both humiliated and empowered by these cultural exercises.

Deloria suggests that imagining Indians has helped generations of white Americans define, mask, and evade paradoxes stemming from simultaneous construction and destruction of these native peoples. In the process, Americans have created powerful identities that have never been fully secure.

"American Indian Identity Conference" at Michigan State University on Oct 16-17, 2008. Speakers include Gwen Westerman Griffin, Debbie Reese, Pacio Quispe-Agnoli, Kate Fort, Angeline Matson, and Steve Russell. Link goes to Youtube recordings of the conference. [Added on Feb 28, 2022]

Becoming Indian: The Struggle over Cherokee Identity in the Twenty-first Century by Circe Sturm, published in 2011 by the School for Advanced Research Press. [Added on Feb 24 2021]

In Becoming Indian, author Circe Sturm examines Cherokee identity politics and the phenomenon of racial shifting. Racial shifters, as described by Sturm, are people who have changed their racial self-identification from non-Indian to Indian on the US Census. Many racial shifters are people who, while looking for their roots, have recently discovered their Native American ancestry. Others have family stories of an Indian great-great-grandmother or -grandfather they have not been able to document. Still others have long known they were of Native American descent, including their tribal affiliation, but only recently have become interested in reclaiming this aspect of their family history. Despite their differences, racial shifters share a conviction that they have Indian blood when asserting claims of indigeneity. Becoming Indian explores the social and cultural values that lie behind this phenomenon and delves into the motivations of these Americans-from so many different walks of life-to reinscribe their autobiographies and find deep personal and collective meaning in reclaiming their Indianness. Sturm points out that "becoming Indian" was not something people were quite as willing to do forty years ago-the willingness to do so now reveals much about the shifting politics of race and indigeneity in the United States.

Native American DNA: Tribal Belonging and the False Promise of Genetic Science by Kim TallBear, published in 2013 by University of Minnesota Press. [Added on Feb 24 2021]

Because today's DNA testing seems so compelling and powerful, increasing numbers of Native Americans have begun to believe their own metaphors: "in our blood" is giving way to "in our DNA." In Native American DNA, Kim TallBear shows how Native American claims to land, resources, and sovereignty that have taken generations to ratify may be seriously-and permanently-undermined.

I'm Not Indianby David Shorter. Originally published at Indian Country Today on July 1, 2015 ; available online at "I'm Not Indian Revised 10/30/20."[Added on Mar 2, 2021)

Questions Agents and Editors Can Use to Evaluate American Indian Content by Kara Stewart, includes a section on questions agents and editors can use when an author states they are Native. Published on Feb 22, 2017 at the blog, Reading While White. [Added on Feb 28, 2023]

Distorted Descent: White Claims to Indigenous Identity by Darryl Leroux, published in 2019 by University of Manitoba Press. [Added on Feb 24 2021]

Distorted Descent examines a social phenomenon that has taken off in the twenty-first century: otherwise white, French descendant settlers in Canada shifting into a self-defined "Indigenous" identity. This study is not about individuals who have been dispossessed by colonial policies, or the multi-generational efforts to reconnect that occur in response. Rather, it is about white, French-descendant people discovering an Indigenous ancestor born 300 to 375 years ago through genealogy and using that ancestor as the sole basis for an eventual shift into an "Indigenous" identity today.

After setting out the most common genealogical practices that facilitate race shifting, Leroux examines two of the most prominent self-identified "Indigenous" organizations currently operating in Quebec. Both organizations have their origins in committed opposition to Indigenous land and territorial negotiations, and both encourage the use of suspect genealogical practices. Distorted Descent brings to light to how these claims to an "Indigenous" identity are then used politically to oppose actual, living Indigenous peoples, exposing along the way the shifting politics of whiteness, white settler colonialism, and white supremacy.

For more information on the rise of the so-called 'Eastern Metis' in the eastern provinces and in New England, including a storymap, court documents, and research materials, visit the Raceshifting website, created by Unwritten Histories Digital Consulting.

Fauxskins, by Heid E. Erdrich

At the Center of the Controversy: Confronting Ethnic Fraud in the Arts, by Ashley Holland

Decentering Durham, by Nancy Marie Mithlo

Not Jimmie Durham's Cherokee, by Roy Boney, Jr.

Walk-Through at the Hammer, by James Lunda

A Chapter Closed? by America Meredith

What Shall We Do with the Bodies? Reconsidering the Archive in the Aftermath of Fraud, by Mario A. Caro.

Living in a (Shrodinger's) Box: Jimmie Durham's Strategic Use of Ambiguity, by Suzanne Newman Fricke

The Artist Knows Best: The De-Professionalism of a Profession, by Nancy Marie Mithlo

Hustling and Hoaxing: Institutions, Modern Styles, and Yeffe Kimball's "Native" Art, by Sarah Anne Stolte

Aspirational Descent and the Creation of Family Lore: Race Shifting in the Northeast, by Darryl Leroux

Closing the Gap: Ethics and the Law in the Exhibition of Contemporary Native Art, by Tahnee M. Ahtoneharjo-Growingthunder

Claims to Native Identity in Children's Literature, by Debbie Reese

Playing Indian, between Idealization and Vilification: Seems You have to Play Indian to be Indian, by Rosy Simas and Sam Aros Mitchell

How 'pretendians' undermine the rights of Indigenous people by Rebecca Nagle, published on April 2, 2019 at High Country News. [Added on Feb 24 2021]

Telling People You're Native American When You're Not Native Is A Lot Like Telling a Bear You're a Bear When You're Not A Bear video on Vimeo, by Joseph Clift [added on Feb 18 2023].

After a CBC investigation called her claimed Indigenous heritage into question, Canadian filmmaker Michelle Latimer resigned as director of the CBC-TV series "Trickster," a show she co-created. The National Film Board also dropped its intention to distribute her film "Inconvenient Indian" and pulled it from a Sundance Film Festival screening. It's the latest in a continuing series of prominent people who initially benefitted from their Indigenous identity but were forced to backtrack when those claims couldn't be documented. We'll hear about the latest incident and an effort to expose those who improperly cash in on Native heritage.

Cherokee Scholars' Statement on Sovereignty and Identity on Feb 13, 2020 at Think Tsalagi: A Cherokee-centric place by Cherokee scholars and educators. [Added on Dec 18, 2021]

The Pretendian Problem at Indian Country Today's newscaston Jan 28, 2021. [Added on Feb 24 2021]

First Nation filmmakers are now pushing for new legislation in Canada to penalize people who pretend to be Indigenous in order to access grants, awards and jobs intended for Indigenous people. There's a long history of non-Natives assuming a tribal identity...everything from using red face in a Hollywood film, to the antics of the Boston Tea Party. Jeff Bear is a seasoned journalist who makes documentary films. He's Maliseet and one of his most recent films is, "Samaqan: Water Stories." It's about the power of rivers. He also has produced a new series "Petroglyphs to Pixels." Jeff Bear joins us today to discuss Indian Country's pretend Indian problem.

A growing number of "Pretendian" artists and the potential repercussions at APTN's "InFocus" on Jan 28, 2021. [Added on Feb 24 2021]

It's a bizarre phenomenon - people pretending to be Indigenous to get jobs or grants or even just attention, because it's cool to be us.

What's not funny is they are taking highly lucrative work from Indigenous people. They're teaching our histories. They're telling our stories.

On this episode, we are putting Indigenous identity fraud InFocus.

Latimer's documentary Why does the Canadian cultural establishment make darlings of figures like Latimer? Inconvenient Indian premiered at TIFF and reaped plaudits and awards. It's now been pulled from distribution. Her series Ryan McMahon joins Jesse to discuss. Trickster, based on a novel by Eden Robinson, debuted on the CBC and was slated for a second season. It's been cancelled. Then documentary filmmaker Alethea Arnaquq-Baril, who is featured in Inconvenient Indian, considers the ethics and responsibility of storytelling, and why this controversy has been hurtful to so many Indigenous people. And Steven Lonsdale, whose seal hunt Latimer filmed for Inconvenient Indian, explains what he'd like to see done with that footage.

With issues of identity reaching a fever pitch of late, we thought we'd take its temperature. From Michelle Latimer's contested claims to Indigeneity, to an ever-growing, quasi-underground list of Alleged Pretendians, not to mention a Twitter tempest over light-skin privilege, we'll break down what's at play, what's at stake and-in part two-what might be ways out of this messy business.

Joining host/producer Rick Harp at the roundtable are Kim TallBear, associate professor in the Faculty of Native Studies at the University of Alberta and Canada Research Chair in Indigenous Peoples, Technoscience & Environment, as well as Candis Callison, Associate Professor in the Institute for Critical Indigenous Studies and the Graduate School of Journalism at UBC.

Punishment for Pretendians: the back half of our extended look at colonial cosplay. And if part one was all about the problem, this part's all about solutions. Just what is to be done about all these faux First Nations actors, authors and academics? What mechanisms might we use, and by whose authority? Does it make sense to target all the players, or would it be better to re-write the rules of the game?

Back with host/producer Rick Harp to assess what's been put forth as ways to sift through the grift are Candis Callison, Associate Professor in the Institute for Critical Indigenous Studies and the Graduate School of Journalism at UBC, and Kim TallBear, associate professor in the Faculty of Native Studies at the University of Alberta as well as Canada Research Chair in Indigenous Peoples, Technoscience & Environment.

Warren, Boyden, Smith, and Latimer are only four among many who make such claims. A current investigation by independent Diné and Dakota journalist, Jacqueline Keeler, demonstrates the widespread occurrence of false identity claims by public figures in academia, the arts, literature, TV/film, and other fields. She and her research team have compiled a much debated "Alleged Pretendians" list of nearly 200 individuals, and she plans to calculate the financial return to them in their roles as public-facing Natives. You can go to her Twitter feed @jfkeeler for more information on the list. I'm not doing a fuller explanation and analysis of the list here, but rather touching on structural problems related to "pretendianism" and how those are reflected in debates surrounding the list.

This roundtable is intended to help non-Indigneous editors and producers understand the nuance and complexity of Indigenous connections to better examine Indigenous claims by sources and authors. Join moderator Gabe Galanda (Round Valley Indian Tribes), attorney at Galanda Broadman, to hear expert Indigenous perspectives on aspects of identity including citizenship, enrollment, descendancy, kinship, blood quantum, DNA testing, federal and state recognition, and fake tribes. The moderator will take questions from the audience.

The roundtable panelists include:

Twila Barnes (Cherokee Nation), Genealogist specializing in Cherokee genealogy and author of the "Thoughts from Polly's Granddaughter" blog.

Deb Krol (Xolon Salinan Tribe), Indigenous affairs reporter for The Arizona Republic, and award-winning journalist with an emphasis on Native, environmental and science issues, and travel.

Kim TallBear (Sisseton-Wahpeton Oyate), Canada Research Chair in Indigenous Peoples, Technoscience and Environment, Faculty of Native Studies, University of Alberta. She is the author of Native American DNA: Tribal Belonging and the False Promise of Genetic Science.

Allegations of 'Playing' Indigenous by Colleen Flaherty on June 15, 2021 at Inside Higher Ed includes links to statements issued by leading Native entities (professional associations).[Added on June 15, 2021]

Indigenous Identity Fraud at Warrior Life Podcast, on November 22, 2021. Warrior Life is hosted by Pam Palmater; guests for the episode are Dr. Winona Wheeler (Fisher River Cree Nation), Dr. Kim TallBear (Sisseton-Wahpeton Oyate), and Dr. Veldon Coburn (Algonquins of Pikwakanagan First Nation). [Added on November 28, 2021].

Yellow Medicine Review, Fall 2022 issue includes several items about claims to Native identity. I've read two so far. "American Indian Identities: Comment on Issues of Individual Choices and Development, Part Two" by Devon Mihesuah is about the claims in universities. And "To Marie Cruz, who called herself Sacheen Littlefeather and who is not my elder" is by Cedar Sherbert. His open letter draws a sharp contrast between the life of Cruz and the lives of actual Native people. The cover is shown below. Inside you'll find Arigon Starr's "Cover Artist's Statement" and I encourage you to read Gordon Henry's intro to the issue where he writes about her cover art. [Added on Feb 11, 2023]
Statements and Articles about the four groups in Vermont that claim to be Abenaki, including the "Nulhegan Abenaki Tribe" that Joseph Bruchac, Margaret Bruchac, and James Bruchac claim:
Self-indigenization, Genocide, and Native Resistance by Kim Tallbear is the transcript of a talk she gave at the University of Vermont symposium, "Indigenous Sovereignty, Race-Shifting, and University Responsibility on April 28, 2023. [Added to resource list on July 13, 2023]

The editorial note accompanying Furukawa's article is compelling:

In reporting this piece, NHPR independently fact-checked claims of Indigenous ancestry using professional genealogies; requested verification from tribal nation records; and asked sources to share what evidence they have to support their claims of Indigenous ancestry. NHPR also consulted with members of the Native American Journalists Association (NAJA) and multiple experts on Indigenous identity, including this NAJA training on "Understanding Indigenous Claims and Connections."
NHPR acknowledges that our newsroom has not sought to verify claims of Indigenous ancestry before, relying on sources to self-identify. We now understand that verifying such claims - especially when it comes to people who claim leadership or speak on behalf of an Indigenous community and are not members of a federally recognized tribal nation - is part of our basic responsibility as journalists. Going forward, we pledge to take steps to better ensure the accuracy of our coverage of Indigenous communities and issues.

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A resource list of Native Writings on Playing Indian or Pretendians

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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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Living Nations, Living Words: A Guide for Educators

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Living Nations, Living Words: A Guide for Educators

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The "Living Nations, Living Words" project features two components: a dynamic ArcGIS story map and an online poetry collection. The story map, which includes an introduction and orientation narrative from Joy Harjo, is an interactive online presentation that reflects the poets' geographical diversity from coast to coast. The online poetry collection presents the poets' selected works, inviting audiences to read the poems, listen to them as recordings, and hear about them directly from their writers. While the Poet Laureate selected the poets, they decided where to place themselves on the story map, as well as which poems to share and discuss in the collection.

This educator guide has taken shape with thoughtful and generous feedback from our advisory committee of teachers recommended by the National Council of Teachers of English (NCTE) External , the National Council for the Social Studies (NCSS) External , and the National Indian Education Association (NIEA) External , other educators, and our colleagues.

This guide aims to support teachers across grade levels and subjects-including language arts and social studies, as well as history, geography, law, science, the arts, and more. The guide includes:

Selected themes and touchpoints that Joy Harjo identified when developing the project

Interdisciplinary activities and points of entry to help you and your students approach the "Living Nations, Living Words" project; and

Selected resources to support broader learning

As the Poet Laureate writes in her introduction to the project, "We understand poetry to be a living language-whether it is in our tribal languages, or in English, or another language ... [P]oetry is a tool to uncover the miraculous in the ordinary." This project represents a celebration of the dynamic, impactful, and meaningful medium of Native poetry.

We hope this educator guide is a helpful tool for exploring the "Living Nations, Living Words" project. We also hope that your students are inspired to contemplate the perspectives and experiences shared in the project, reflect on their own experiences, learn more, make connections, and be creative. Moreover, we hope they nurture an appreciation of the significance, lasting presence, and potential of poetry.

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Research Guides: Living Nations, Living Words: A Guide for Educators: Introduction

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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.

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Mahtomedi Public Schools 832 on Instagram: "Mahtomedi Students Explore New Legislation with Lieutenant Governor Flanagan ⭐️

Students in English 11 at Mahtomedi High School had the one-of-a-kind opportunity to hear a presentation from Lieutenant Governor Peggy Flanagan about Indigenous Peoples Day. The new holiday originated from legislation during the 2023 session and will recognize the second Monday of October as a state holiday, and going forward, schools must devote one hour of school that day to observe the holiday through professional development or student instruction. 

Mahtomedi High School English teachers Sarah Lorntson, Virginia Mancini, and Michael Bremer have led their English 11 students through a unique class project this fall whereby students are exploring this new legislation. Students picked one of the seven topical areas outlined in law that they are most interested in, conducted research, and have gathered teacher resources that could be used by K-12 educators in any curricular area. India Bush shared that she researched the impact of ballerina Maria Tallchief and wrote her lesson plans for elementary educators. Rylee Bogren researched medicinal plants and thought her lesson plans would connect with middle school students. Aiden King and Joe Nelson shared that they researched fishing and hunting and developed their lesson plans for fourth-grade teachers. 

Lieutenant Governor Peggy Flanagan is Minnesota’s 50th Lieutenant Governor, a member of the White Earth Band of Ojibwe, and currently the country’s highest-ranking Native woman elected to executive office. During the presentation, the Lieutenant Governor discussed the importance of Indigenous Peoples Day, her experience as a Native American student, and what it is like to work in public office. Students had the opportunity to ask her questions including her role in government, legislative goals, and legislation she’s worked on to support Native American people.  After the presentation, students had the opportunity to take photos and have informal conversations about their English projects with the Lieutenant Governor. #weare832"

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140 likes, 1 comments - mahtomedi832 on October 18, 2023: "Mahtomedi Students Explore New Legislation with Lieutenant Governor Flanagan ⭐️

Students in ..." 

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Tribes are modern, thriving governments, and Native Americans make important contributions to our state every day. But most Minnesotans have little or no in-depth understanding of the state's tribes, their history, governments, and culture. By sharing accurate information through a dedicated campaign in Minnesota's K-12 education system, we can improve younger generations' understanding of the state's tribes and Native peoples.

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Tribes are modern, thriving governments, and Native Americans make important contributions to our state every day. But most Minnesotans have little or no in-depth understanding of the state's tribes, their history, governments, and culture. By sharing accurate information through a dedicated campaign in Minnesota's K-12 education system, we can improve younger generations' understanding of the state's tribes and Native peoples.

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MPR: Minnesota Native reading project teaches 'present tense' of Indigenous lives

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MPR: Minnesota Native reading project teaches 'present tense' of Indigenous lives

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A book that tells the stories of the Upper Sioux Community may help students across the state learn more about Indigenous communities in Minnesota. Another tribal nation, the Shakopee Mdewakanton Sioux Community, is providing the books for free.

The aim is to improve the narrative about Native people in Minnesota by helping teachers across the state re-think lessons for K-12 students. "Our number one goal is narrative change," said Odia Wood-Krueger, a former teacher who consults on education projects nationally. She wanted teachers to think about relationships with Indigenous neighbors and "understand and rebuild."

The book giveaway is a part of the Understand Native Minnesota campaign, born out of a series of conversations that began as tribal leaders in Minnesota parsed through data from the Reclaiming Native Truth report, from a Colorado-based group which had conducted a nationwide survey to "dispel America's myths and misconceptions" about Native Americans.

For the past several years, the campaign has offered teacher training, curriculum and opportunities to meet the state's Indigenous Education for All standards. Last year, the campaign started a One Read project and gave away a couple thousand copies of a popular young adult book.

The book they chose this year is "Voices from Pejuhutazizi: Dakota Stories and Storytellers," a collection of short stories by Teresa Peterson and her uncle Walter "Super" LaBatte about the Upper Sioux community near Granite Falls.

The book's stories impart values, entertain, deliver heroes and tell of place. They have helped Dakota people make sense of the past.

LaBatte says the Upper Sioux Community is profoundly shaped by the 1862 U.S.-Dakota War, and the tribe's exile from Minnesota. He says the book offers an intimate, balanced portrait of the community in the years that followed.

"There are stories in there, personal stories, dealing with the outcome, the after affects, the exile out of Minnesota. My grandma eventually made it to Canada and found refuge there," said LaBatte. "So, in that effect, it personalizes history. You could read about history in a scholarly historical context, but you don't get that personal thing, and that often touches the soul of a person."

LaBatte adds he's happy the book, published by Minnesota Historical Society Press last year, was selected for this year's One Read, which will boost its profile.

"I don't want to be invisible anymore," said Labatte.

His niece, and co-author, Teresa Peterson said writing and organizing the book has helped shape her own identity as Dakota woman.

"When I read the story of my great-great grandmother. I had such a deeper understanding of who I am and where I come from and that is the power of story," said Peterson. "When you know who you are and who you belong to no matter where you go, you belong."

She sees the book as a framework for students to bring their own stories into classrooms.

"How do you welcome all people into this conversation of 'What's your story?' Because I feel like when we do that that's how we break down all these misunderstandings, this assumption-making, prejudice, all those things that lead to that... lack of belong-ness and invisibility."

"Everyone has a story, and everyone matters."

The campaign gave away 10,000 copies of the book in just six hours last month to more than 400 educators. Excited by the success of the project, the Understand Native Minnesota campaign made another 10,000 books available to school districts last week.

The books can't arrive soon enough for Rebecca Crooks-Stratton. The secretary-treasurer of the Shakopee Mdewakanton Sioux Community, Crooks-Stratton said when her daughter was in the 4th grade she was assigned to pick a Native American tribe and report on the ways people lived.

"It was all past tense," says Crooks-Stratton. "I was looking at the project and encouraging my daughter to say, 'Why do we have to focus on the past?' 'Why do we have to be relegated to the past?' We are modern Native people."
Correction (Oct. 10, 2023): A previous version of this story incorrectly spelled Odia Wood-Krueger's name. The story has been updated.

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Minnesota Native reading project teaches 'present tense' of Indigenous lives

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A book that tells the stories of the Upper Sioux Community may help students across the state learn more about Indigenous communities in Minnesota. Another tribal nation, the Shakopee Mdewakanton Sioux Community, is providing the books for free.

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Star Tribune: New campaign encourages schools to teach about Minnesota tribes as current events, not just history

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Star Tribune: New campaign encourages schools to teach about Minnesota tribes as current events, not just history

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Brooks: New campaign encourages schools to teach about Minnesota tribes as current events, not just history

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When the Understand Native Minnesota campaign offered teachers a free collection of Dakota tales, the first 10,000 copies were snapped up in a matter of hours.

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3 minute podcast episode: How can I honor the Indigenous people whose land I occupy?

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3 minute podcast episode: How can I honor the Indigenous people whose land I occupy?

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Good morning and happy Friday! Over the past few weeks, we've been focusing on the settler colonialism that has disenfranchised Palestinian people from their land. But colonialism has affected Indigenous communities across the globe, including those in the U.S. Today's question might be about Denver, but anyone can use the tips here to more actively support Native communities where they live.

This podcast uses computer-generated audio. Inconsistencies may occur.
Explore this topic and all the referenced material in today's episode by visiting our website and reading the latest article on our site: the-ard.com.
We'd love to hear your reflections on today's episode - email us at hello@antiracismdaily.com. Include the title of this edition in the subject line.
This podcast uses computer-generated audio. Inconsistencies may occur.
This podcast is made possible by our community of donors and partners. If you enjoyed today's session, consider making a donation on our website: subscribe.the-ard.com/support.

Follow us on Instagram and Tiktok.

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study hall: ‘how can i honor the indigenous people whose land i occupy?’

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‎Anti-Racism Daily: Study Hall: 'How Can I Honor the Indigenous People Whose Land I Occupy?' on Apple Podcasts

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Good morning and happy Friday! Over the past few weeks, we've been focusing on the settler colonialism that has disenfranchised Palestinian people from their land. But colonialism has affected Indigenous communities across the globe, including those in the U.S. Today's question might be about Denver...

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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 Podcast - Understand Native Minnesota

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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 American book recommendations by grade level (Tribal Nations Maps) 

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Native American book recommendations by grade level (Tribal Nations Maps) 

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SESSION ELEVEN: “INDIGENOUS KNOWLEDGE AS SYSTEMS SCIENCE:DECOLONIAL STEM FROM ATOMS TO THE COSMOS”

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SESSION ELEVEN: “INDIGENOUS KNOWLEDGE AS SYSTEMS SCIENCE:DECOLONIAL STEM FROM ATOMS TO THE COSMOS”

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Ron Eglash, Professor, School of Information, University of Michigan

Sponsor: ISD91 Indian Education

YouTube Video: https://youtu.be/pGNLpVVdgV8

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“INDIGENOUS FOODS FOR MINO-BIMAADIZIWIN (A GOOD LIFE)”

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“INDIGENOUS FOODS FOR MINO-BIMAADIZIWIN (A GOOD LIFE)”

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Awanookwe, Veronica Kingbird-Bratvold, Red Lake Nation Ojibwe, Med, Assistant Professor of Indigenous Sustainability Studies,

Bemidji State University

Sponsor: JKL Bahweting Anishinaabe PSA

Zoom Session Recording Link:

https://drive.google.com/file/d/1wFB7n4CGgqPfHk7g9DnL4tBTk9XKzapo/view

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“CAPOEIRA: AFRO-BRAZILIAN DANCE FIGHT IN PHYSICAL EDUCATION”

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“CAPOEIRA: AFRO-BRAZILIAN DANCE FIGHT IN PHYSICAL EDUCATION”

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Nicholas DeShaw, Bois Forte Ojibwe,              Elementary PE Teacher in

Inver Grove Heights School District (MN)

Sponsor: Northwest Indian Development Community Center

YouTube Link: https://m.youtube.com/@nicholasdeshaw8283

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“HUNTER STEW WITH BLUE OR YELLOW CORN MUSH”

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“HUNTER STEW WITH BLUE OR YELLOW CORN MUSH”

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Amber Lynne Cooper, Chef/Owner, table for 7, Bemidji, MN

Session Sponsor:

Empowered Youth

Development Initiatives

Request “Send Hunter Stew Recipe” to dan.ninham@rlnc.edu

YouTube Link:

Table for 7 - YouTube

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“MAKING SPACE: THE IMPACT OF SEXUAL VIOLENCE ON LEARNING”

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“MAKING SPACE: THE IMPACT OF SEXUAL VIOLENCE ON LEARNING”

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Cristine Davidson, White Earth Anishinaabekwe, Education & Cultural Coordinator, Minnesota Indian Women’s Sexual Assault Coalition

Session Sponsor: Bald Eagle Erectors

Zoom Session Recording Link:

https://drive.google.com/drive/folders/1ig2lO4ca5R3dGZ-JnsTMlx-MEsjKwUAA?usp=sharing

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“INDIGENOUS ECONOMICS – TIME TO STEP OUT OF THE CAPITALIST MODEL

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“INDIGENOUS ECONOMICS – TIME TO STEP OUT OF THE CAPITALIST MODEL

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Mike Myers, Seneca,

CEO, Wakaiagon Industries

Session Sponsor: Spirit of Sovereignty –

Indian Gaming Association

Zoom Session Recording Link:

https://us02web.zoom.us/rec/share/0vqvwGpxDUL99Bs3kdMXWaZVjF5yJdk9_Ch2uuvfap8Tw7IaDP9r1HsGhgZXkbBX.kPZJO8fDD31ftP6f
Passcode: HRz*0iDC

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“AN INDIAN IN THE ROOM: MICROAGGRESSIONS TOWARD CULTURALLY RELEVANT PEDAGOGY”

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“AN INDIAN IN THE ROOM: MICROAGGRESSIONS TOWARD CULTURALLY RELEVANT PEDAGOGY”

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John Gonzalez, White Earth Ojibwe,

PhD, Department of Psychology,

Bemidji State University

Session Sponsor: Spirit of Sovereignty –

Indian Gaming Association

Zoom Session Recording Link:

https://us02web.zoom.us/rec/share/TU0ccup-nz0nimPprz3q0rr-PkchP93pvkYRNxodKre1uc_d8yHWCuy3mtceHhEl.X0UP4Mh7sySoYfy7
Passcode: .90iL+B=

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 “CHANGING SCHOOL SYSTEMS FOR LANGUAGE AND CULTURAL INTEGRATION”

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 “CHANGING SCHOOL SYSTEMS FOR LANGUAGE AND CULTURAL INTEGRATION”

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Dr. Giniwgiizhig, White Earth Ojibwe, EdD, Administrator, Red Lake School District (MN)

Session Sponsor: Spirit of Sovereignty –

Indian Gaming Association

YouTube Link:

https://youtu.be/YGeO-Qja6dY

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Susan Ninham, Red Lake Anishinaabekwe, EdS, Empowered Youth

Development Initiatives

Session Sponsor: Spirit of Sovereignty –

Indian Gaming Association

Zoom Session Recording Link:

https://us02web.zoom.us/rec/share/gjn6G-rPveIOmj2PxXc3l3WWpn0U39wbh1EgAYqmhdCMY3LX3IvqSLF-G1i-NEpp.b8u9t0dKuvAnselN
Passcode: %36mu3=g

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Gordon Jourdain, Lac La Croix First Nation, EdD

Zoom Session Recording Link:

https://drive.google.com/file/d/1ZoKkLeXC5saOq4_WmTD6DuG5XcA1Opd0/view

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Amber Lynne Cooper, Chef/Owner, table for 7, Bemidji, MN

Session Sponsor:

Empowered Youth Development Initiatives

Request “Send Walleye Cakes Recipe” to dan.ninham@rlnc.edu

YouTube Recording Link:

Table for 7 - YouTube

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“TEACHING NATIVE AMERICAN STUDIES FOR INDIGENOUS EDUCATIONAL SOVEREIGNTY IN VIRTUAL SPACES”

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“TEACHING NATIVE AMERICAN STUDIES FOR INDIGENOUS EDUCATIONAL SOVEREIGNTY IN VIRTUAL SPACES”

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Leola Tsinnajinnie Paquin, Diné, PhD,

Assistant Professor,

Department of Native American Studies, University of New Mexico

Sponsor: Circle of Life Academy (MN)

YouTube link: https://youtu.be/omZunrgCmlc

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“USING MULTILITERACIES TO SUPPORT INDIGENOUS CHILDREN IN THE CLASSROOM”

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“USING MULTILITERACIES TO SUPPORT INDIGENOUS CHILDREN IN THE CLASSROOM”

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Melanie Griffith Brice, PhD, Gabriel Dumont Research Chair in Métis/Michif Education,

Associate Professor, Faculty of Education,

University of Regina

YouTube link: https://youtu.be/Nt3ZcTtIrqk

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 “ANISHINAABE WAYS OF KNOWING: USING AUTHENTIC OJIBWE REFERENCES TO DEFINE MATHEMATICAL TERMINOLOGY”

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 “ANISHINAABE WAYS OF KNOWING: USING AUTHENTIC OJIBWE REFERENCES TO DEFINE MATHEMATICAL TERMINOLOGY”

# data[].attributes.body
Gordon Jourdain, Lac La Croix First Nation, EdD

Audio MP4 Link: https://drive.google.com/file/d/1fP8WcskqM2y5aVTKWJVtquPpdONZIcu8/view?usp=drive_web

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Artley Skenandore, Oneida, First Nation Education Doctorate, University of Wisconsin – Green Bay, Oneida Nation High School Principal and Athletic Director

Sponsor: Walks Back – Matt Cobb

YouTube Link: https://youtu.be/jE0LkzI1u4Y

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Order your copy of my Dakota Landmap of the Twin Cities. Each print is on high quality watercolor paper. If you would like to order it on canvas or another material/size, please email me at me [at] marlenamyl.es

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Twin Cities Dakota Landmap Print | The Art of Marlena Myles

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Order your copy of my Dakota Landmap of the Twin Cities. Each print is on high quality watercolor paper. If you would like to order it on canvas or another material/size, please email me at me [at] marlenamyl.es

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Explore a wide range of objects spanning time periods, traditions, and materials. The exhibit draws on the depth and breadth of MNHS collections and archives, as well as objects on loan, to present the history and contemporary stories of the region's Indigenous peoples.

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Mdewakanton: Dwellers of the Spirit Lake

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Discover Dakota History - Mdewakanton: Dwellers of the Spirit Lake

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Learn more about Discover Dakota History at Mdewakanton: Dwellers of the Spirit Lake

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Braiding Sweetgrass for Young Adults - Discussion Guide for Educators

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Braiding Sweetgrass for Young Adults - Discussion Guide for Educators

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How to Talk about Native Nations: A Guide

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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. Watch the recording from this 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 a nation. 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 and 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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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 created this online guide.

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List of books in the back with notes about whether they are recommended or not recommended as a good resource to use in the classroom

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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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Classroom and curriculum resources for teaching Indigenous content in a culturally respectful way.

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Dancing Numbers and Talking Shapes: Developing a New Relationship in Math for Students and Teachers

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Dancing Numbers and Talking Shapes: Developing a New Relationship in Math for Students and Teachers

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Brian Culp, Ed.D., Professor of Health and Physical Activity Leadership (HPAL) and Fulbright Scholar, Kennesaw State University,

Department of Health Promotion and Physical Education

Sponsor: Leech Lake Early Childhood Services

Video: https://drive.google.com/drive/folders/1t-gu1n6HvFYBXdgx5UPxLYoo5fcDmrzC?usp=sharing

Additionally, the presentation has been added to Dr. Culp’s website, along with the video and the PDF:  https://culturenmotion.com/selected-works/

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“DANCING NUMBERS AND TALKING SHAPES:DEVELOPING A NEW RELATIONSHIP IN MATHFOR STUDENTS AND TEACHERS”

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“DANCING NUMBERS AND TALKING SHAPES:DEVELOPING A NEW RELATIONSHIP IN MATHFOR STUDENTS AND TEACHERS”

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Jim Barta, Retired Dean, Bemidji State University

Sponsor: St. Paul (MN) Public Schools

Video: https://drive.google.com/file/d/1zp8nSl9cM81eU2KKy6R9bjfDq8LL7kGR/view?usp=drive_web

The Guidebook will be emailed to those who requested it.

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supporting native students: covering the basics

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supporting native students: covering the basics tickets

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Supporting Native Students: Covering the Basics

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This workshop offers the basics of what you can do to be an educator that makes a difference in the lives of Native American students.

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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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SESSION THREE: “HOW WE BEGIN MATTERS FOR LEARNING AND BECOMING: WEAVING STORIES, ETHICS, AND TIME HORIZONS IN PRACTICE”

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SESSION THREE: “HOW WE BEGIN MATTERS FOR LEARNING AND BECOMING: WEAVING STORIES, ETHICS, AND TIME HORIZONS IN PRACTICE”

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Megan Bang, Ojibwe, PhD, Professor of Learning Sciences and Psychology, Northwestern University

Sponsor: Bald Eagle Erectors

YouTube Link: https://www.youtube.com/watch?v=kAvM81ESsn4

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SESSION ONE: “THE SCIENCE OF OUR ANCESTORS”

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SESSION ONE: “THE SCIENCE OF OUR ANCESTORS”

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Mark Bellcourt, White Earth Ojibwe, EdD, Retired, University of Minnesota – Twin Cities

Sponsor: Becky Maki

YouTube Video: https://www.youtube.com/watch?v=poOuCRbm-Ns