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Braiding Sweetgrass Discussion Guide for Educators and Caregivers

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Braiding Sweetgrass Discussion Guide for Educators and Caregivers

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Academic Language we Trach to Support ELA

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Academic Language we Trach to Support ELA

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Describes the O'odham language and oral tradition of the Tohono O'odham Indians of southern Arizona, relating it to the development of O'odham children's English literacy. Oral tradition and school literacy constitute opposite ends of a literacy continuum, in which English literacy is often isolated from and in conflict with O'odham literacy. (10 references) (MDM)

Descriptors: American Indian Education, American Indian Languages, American Indians, Bilingual Education, Educational Attitudes, Elementary Secondary Education, English (Second Language), Indigenous Populations, Language Attitudes, Language Usage, Literacy, Oral Language, Oral Tradition, Uncommonly Taught Languages, Written Language

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ERIC - EJ499396 - The Continuum of Literacy in American Indian Communities., Bilingual Research Journal, 1995

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Describes the O'odham language and oral tradition of the Tohono O'odham Indians of southern Arizona, relating it to the development of O'odham children's English literacy. Oral tradition and school literacy constitute opposite ends of a literacy continuum, in which English literacy is often isolated from and in conflict with O'odham literacy.

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Developed by the Right Question Institute, the Question Formulation Technique, or QFT, is a structured method for generating and improving questions. It distills sophisticated forms of divergent, convergent, and metacognitive thinking into a deceptively simple, accessible, and reproducible technique.

The QFT builds the skill of asking questions, an essential - yet often overlooked - lifelong learning skill that allows people to think critically, feel greater power and self-efficacy, and become more confident and ready to participate in civic life.

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What is the QFT? - Right Question Institute

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The Question Formulation Technique (QFT) is a simple but rigorous step-by-step process designed to help […]

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Video 3: Dialogic Reading With Expository Text (REL Southeast) (REL Southeast)

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Dialogic Reading Steps to Build Comprehension and Language Skills

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Dialogic Reading Steps to Build Comprehension and Language Skills

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Brannon, D., & Dauksas, L. (2014). The effectiveness of dialogic reading in increasing English language learning preschool children's expressive language. International Research in Early Childhood Education, 5, 1-10.

Flynn, K. S. (2011). Developing children's oral language skills through dialogic reading: Guidelines for implementation. Teaching Exceptional Children, 44, 8-16. doi: 10.1177/004005991104400201

Stephenson, J. (2010). Book reading as an intervention context for children beginning to use graphic symbols for communication. Journal of Developmental and Physical Disabilities, 22, 257-271. doi: 10.1007/s10882-009-9164-6

Swanson, E., Vaughn, S., Wanzek, J., Petscher, Y., Heckert, J., Cavanaugh, C., Tackett, K. (2011). A synthesis of read-aloud interventions on early reading outcomes among preschool through third graders at risk for reading difficulties. Journal of Learning Disabilities, 44, 258-275. doi: 10.1177/0022219410378444 | Full article

What Works Clearinghouse (2010). What Works Clearinghouse intervention report early childhood education interventions for children with disabilities: Dialogic reading. Washington, DC: Institute for Education Sciences. Retrieved from http://ies.ed.gov/ncee/wwc/InterventionReport/136

Whitehurst, G. J., Falco, F. L., Lonigan, C. J., Fischel, J. E., DeBaryshe, B. D., Valdez-Menchaca, M. C, & Caulfield, M. (1988). Accelerating language development through picture book reading. Fischel, J. E., DeBaryshe, B. D., Valdez-Menchaca, M. C, & Caulfield, M. (1988). Accelerating language development through picture book reading. Development Psychology, 24, 552-559. doi: 10.1037/0012-1649.24.4.552

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Dialogic Reading: Having a Conversation about Books

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Dialogic reading involves an adult and child having a dialogue around the text they are reading aloud together. Learn how to use this strategy effectively to help kids build vocabulary and verbal fluency skills and understand story structure and meaning. Downloadable handouts to help guide parents in using dialogic reading are available in English and 14 other languages.

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Johnson O'Malley Annual Report

Other Reports
NAIEC Arizona Missing and Murdered Indigenous Women and Girls Committee Final Report Arizona School Report Cards Reclaiming Native Truth Project

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Arizona Indian Education Annual Report2021 Arizona Indian Education Annual Report2020 Arizona Indian Education Annual Report2019 Arizona Indian Education Annual Report2018 Arizona Indian Education Annual Report2017 Arizona Indian Education Annual Report2016 Arizona Indian Education Annual Report2015 Arizona Indian Education Annual Report2014 Arizona Indian Education Annual ReportJohnson O'Malley Annual Report2021 Johnson O'Malley Report2020 Johnson-O'Malley Report2019 Johnson-O'Malley Report2018 Johnson-O'Malley Report2017 Johnson-O'Malley Report2016 Johnson-O'Malley Report2015 Johnson-O'Malle

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The National Indian Education Study (NIES) is designed to describe the condition of education for American Indian and Alaska Native (AI/AN) students in the United States. The study samples AI/AN students in public, private, Department of Defense, and Bureau of Indian Education (BIE) funded schools. Conducted in 2005, 2007, 2009, 2011, 2015, and 2019, the study provides educators, policymakers, and the public with information about the academic achievement in reading and mathematics of AI/AN fourth- and eighth-graders. NIES is conducted under the direction of the National Center for Education Statistics (NCES) through the National Assessment of Educational Progress (NAEP) on behalf of the U.S. Department of Education's Office of Indian Education (OIE).

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american indian and alaska native students; academic achievement in mathematics and reading; k-12 education; digitally based assessment; diverse student groups; naep results

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Explore the NAEP National Indian Education Study and academic achievement results.

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REL American Indian English Learner Students and English Language Development 

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REL American Indian English Learner Students and English Language Development 

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Culturally Responsive Assessment of Indigenous Schooling(CRAIS) Tool

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Culturally Responsive Assessment of Indigenous Schooling(CRAIS) Tool

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Walking in Both Worlds: Native American Students and Language Acquisition Part 1 (REL Southwest)

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As a principal, I want my teachers to teach student how to read a text closely. After going through your Powerpoint, reading the questions you suggest and the responses, I think professional development in developing questions would be required to ensure they were actually asking the right kind of questions.
One of the biggest implementation problems with Common Core that I see is that teachers (and curriculum designers) don't understand close reading well enough to ask appropriate questions. The point of the questions is to guide students' to think about the text in effective ways.

To help this principal (and others) to provide the professional development noted above, I have provided what I hope will be a useful example. But let's start off with a bit of explanation.

First, the questions should be about important issues raised by the text. Some people are taking close reading to mean "precise" reading or "thorough" reading. If you are asking about a story, you should ask about details that would be important in a summary of the story (e.g., character motivation, key plot details, theme). "Close" is not a synonym for "trivial."

Second, the questions should be text dependent. That just means that it shouldn't be possible to answer the question without reading the text. The focus of close reading should be on what the author presents, and not on anything else. That's the reason why it's a good idea for students to explain or support their answers with text evidence (proof - from the text)

Third, the questions should help the readers to accomplish three interpretive goals. Specifically, they should help the reader to think about what the text said (key ideas and details), how the text worked (craft and structure), and what it means (integration of knowledge and meaning). Unlike in other questioning schemes, these questions do not try to get kids to exercise particular thinking skills (e.g., inference, higher order reasoning, comparison); they focus on interpreting the text rather than on exercising particular cognitive muscles.

I have attached an old basal reader story (from the 1955-1965 period), The Railroad Cat , and below I have listed questions that I might ask a group of second- or third-graders about this story. I have separated my questions out into three sets - one set for each major interpretive goal, but they don't have to be asked in that way; they can be interspersed with each other.

I do think that it is a good idea to ask your questions in an order that helps students to follow through the text in an "orderly manner," particularly with regard to a first read or the key ideas and details questions. It is not enough that kids get practice reading texts, but they should come away knowing more about their world. If the questions/discussion/task takes you through the content in a well-organized way, students will be more likely to come away with content knowledge. Thus, you could have the students read this story three times, and each time use a different set of questions; or you could simply intersperse the second two sets of questions into the first wherever you think they fit best. In each list here, I have gone through the story in the same order that the author presented the pertinent information.

Of the three sets of questions, the "craft and structure" questions are the most characteristic of close reading (the other interpretive goals are important too, but they are not unique to close reading). That means that most of us need more practice with "craft and structure" - something largely or entirely neglected in the video that I recently critiqued in this space.

You may notice that I did not go through and try to have a balance of "right there" and "think and search questions" or that I didn't fool with Bloom's taxonomy. The reason is quite simple: my focus is on - and should be on - the text during close reading. If a text is very explicit, then I'll ask a lot more comprehension or "right there" questions. If the text is more oblique, then we'll end up with more inferencing practice. The point isn't the inferencing practice, however, it is to get students to think closely about the meaning of the particular text we are reading now (that's one of the reasons close reading questions are hard - because they follow each text, not some questioning scheme).

Questions about key ideas and details: what did the text say?

1. What was special about Tom?

2. What did Tom do when the men were loading the train?

3. Why did he pretend to sleep?

4. What did Tom do that got his picture in the newspaper?

5. How did his life change after he got in the newspaper?

6. What happened when the chipmunk showed up?

7. Why did Tom follow the chipmunk?

8. When he was in the railroad car what was Tom's problem?

9. When Tom got out of the car where was he?

10. Who found Tom?

11. How did the engineer know that Tom wanted to go with him?

12. Why did the engineer take him?

13. When the engineer and Tom left what was their problem?

14. When Tom yowled, what did the engineer think he wanted?

15. What changed the engineer's mind?

16. What did the fireman think Tom meant?

17. So what did the engineer do?

18. According to the engineer, why was it so important Tom yowled?

19. How did Tom know the bridge was out?

20. What happened after Tom saved the train?

Questions about craft and structure: how did the text work?

1. What does the author mean when he writes that Tom "had never seen a kitchen nor climbed a back yard fence"?

2. What is a "conveyor belt"?

3. What's "freight"?

4. On page 1, the story says that Tom was a "hero." What does that mean? (What made him a hero?)

5. On page 2, the author puts some words in quotation marks ("Oh, boy!," "Fish at last!" "thank you"). What is he trying to show by doing that? Can Tom talk?

6. What kind of story is this (fantasy or realistic fiction)?

7. On page 4, it again calls Tom a "hero." How is the meaning of "hero" different here than on page 1?

8. Why does the author tell us about the chipmunk again at the end?

Questions about integration of knowledge and meaning: what did the text mean?

1. The author used the word "hero" in two different ways. Which meaning is the right one?

2. What's the difference between being a hero and being famous?

3. Is it better to be a hero or to be famous

4. What was the point of the story? What did the author want you to learn from Tom?

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As a principal, I want my teachers to teach student how to read a text closely. After going through your Powerpoint, reading the questions you suggest and the responses, I think professional development in developing questions would be required to ensure they were actually asking the right kind of questions.

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Phonological Awareness and Phonics Rubric

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Phonological Awareness and Phonics Rubric

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Resources for Parents and Families

Check out this collection of resources and activities that can help you support your child's development of phonemic awareness and phonological awareness at home.

Strategies for Supporting Phonological Awareness

U.S. Department of Health and Human Services

This resource provides strategies for families to use at home to support their infant through preschooler in developing phonological awareness.

Topic: Phonemic Awareness

Tips for Supporting Reading Skills at Home

Institute of Education Sciences

Check out these evidence-based classroom practices that you might be able to adapt for home-use. (But please note that research has not investigated the efficacy of these practices in home contexts).

Topic: Phonemic Awareness, Phonics, Fluency with Text

Songs & Rhymes That Build Readers

Colorado Libraries for Early Literacy

Access a collection of 30-60 second videos in nine languages for parents, caregivers, and library staff that models early childhood songs, rhymes, and fingerplays. Each video clip includes tips to increase caregivers' understanding of child development and pre-literacy needs.

Topic: Language Development, Phonemic Awareness, Vocabulary

Get Ready to Read! Literacy Activity Cards

Get Ready to Read!

These 36 activity cards from Get Ready to Read! are fun, engaging, child-friendly early literacy activities to try with 3- to 5-year-olds. The activities are organized by skill level and type of skill in the areas of print knowledge, emergent writing, and linguistic awareness. Each activity card states which specific skill the activity addresses.

Topic: Phonemic Awareness, Phonics, Writing

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This toolkit helps teachers and families understand the difference between phonemic and phonological awareness and how to support a child's development of these important reading skills.

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What Is The Alphabetic Principle?

Connecting letters with their sounds to read and write is called the " alphabetic principle." For example, a child who knows that the written letter "m" makes the /mmm/ sound is demonstrating the alphabetic principle.

Letters in words tell us how to correctly "sound out" (i.e., read) and write words. To master the alphabetic principle, readers must have phonological awareness skills and be able to recognize individual sounds in spoken words. Learning to read and write becomes easier when sounds associated with letters are recognized automatically.

The alphabetic principle has two parts:

1. Alphabetic understanding is knowing that words are made up of letters that represent the sounds of speech.

2. Phonological recoding is knowing how to translate the letters in printed words into the sounds they make to read and pronounce the words accurately.

The alphabetic principle is critical in reading and understanding the meaning of text. In typical reading development, children learn to use the alphabetic principle fluently and automatically. This allows them to focus their attention on understanding the meaning of the text, which is the primary purpose of reading.

Learning and applying the alphabetic principle takes time and is difficult for most children. There are many letters to learn the sounds of, and there are many ways to arrange the letters to produce the vast number of different words used in print. Also, in English, the same letter can represent more than one sound, depending on the word (e.g., the /a/ sounds are different in the words "mat" and "mate"). In Spanish, by contrast, which also includes the vowel "a" in its alphabet, the /a/ sound is always pronounced the same way (e.g., the /a/ in "casa") regardless what word it is in.

Irregular Words

Some words, called irregular words, cannot be read accurately using the alphabetic principle to "sound them out" (e.g., the words "was," "is," and "know" are not accurately pronounced using phonics rules). Irregular words require a different teaching approach than teaching how to read words that follow a rule-based, letter-sound structure.

Despite the presence of irregular words, learning the alphabetic principle thoroughly and using it to read unfamiliar words, is a much better strategy than trying to memorize how to accurately read each word as a whole word, or guessing what the word might be based on its first letter and the words before or after it in the text.

Explicit Phonics Instruction

Explicit phonics instruction-i.e., how the alphabetic principle works, step by step-and extensive practice enables most children to learn the alphabetic principle. Below are effective strategies for teaching the alphabetic principle. These same strategies can be used with children who struggle learning to read, including children with reading disabilities or dyslexia. For students who struggle, highly systematic and explicit instruction plus lots of accuracy practice will be necessary for them to learn the alphabetic principle thoroughly.

All alphabetic languages can be taught using phonics and the alphabetic principle to guide instruction. However, alphabetic languages-English, Spanish, French, Turkish, Vietnamese, and many others-differ dramatically in their alphabetic principle complexity. For example, English is quite complex-there are many rules and exceptions to those rules that need to be learned to read and write correctly. Spanish is much less complex. Letters typically make only one sound regardless of the word they are in and rule exceptions are very few compared to English. For example, Spanish vowels only make one sound. In some cases, the vowel is silent as the letter "u" is in the word, "que."

Teach Students To Connect Letters To Their Most Common Sound Or Sounds

All 26 letters in English make at least one predictable or common sound depending on the other letters in the word. For example, each of the three letters in the word "mat" makes its most common sound. In the word "meat" the "m" and "t" make the same sound as they do in "mat" and the "ea" letter combination makes its most common sound when these letters are together in a word. Notice that in the word "meat," there is only one sound for "ea" even though there are two letters. Teachers can sequence and deliver instruction in a way that helps students efficiently learn the "rules" for the different sounds that letters and letter combinations make.

Teach Students To Read Words Using What They Know About The Sounds That Letters And Letter Combinations Make

In using the alphabetic principle, students "blend" the sounds made by individual letters into a whole word. For example, the sounds /m/ /a/ /t/ made by the letters "m," "a," and "t" are blended together seamlessly to make the word "mat." Students should begin learning to read by producing the individual sounds in words and blending the sounds together quickly to produce the whole word with simple CVC words (consonant-vowel-consonant) before progressing to more complex word types that follow other important phonics rules. During instruction, teachers can use a strategy such as "I Do, We Do, You Do" to show students what to do (how to blend), practice with them (students do it with the teacher), and then the students do it on their own to show their teacher they know how to do it. Teaching several of the most common sounds for a few individual letters allows students to read many different words depending on letter order. Teaching other rule types (e.g., letter combinations such as "ea" and "th," the "Bossy E" rule when "e" comes at the end of a CVC word, and so forth) enables students to accurately read a vast number of words they have never encountered in text.

Have Students Begin Reading Texts That Contain A High Percentage Of Decodable Words

Early in learning to read, students can begin reading simple books that contain words they can read on their own using the rules of the alphabetic principle. These decodable texts have a high percentage of words that follow common alphabetic principle rules. Students can practice reading these books to build their reading fluency, which helps them focus their attention on understanding the meaning of the text.

Many common words such as "was," "said" and "of" are irregular words-i.e., they do not follow common alphabetic principle rules. The most common irregular words should be taught early in reading development so that students will be able to read more expanded and interesting texts that are otherwise highly decodable.

Infographics

Suggested Citation

Baker, S.K., Santiago, R.T., Masser, J., Nelson, N.J., & Turtura, J. (2018). The Alphabetic Principle: From Phonological Awareness to Reading Words. Washington, DC: U.S. Department of Education, Office of Elementary and Secondary Education, Office of Special Education Programs, National Center on Improving Literacy. Retrieved from http://improvingliteracy.org.

References

Carnine, D., Silbert, J., & Kame'enui, E. J. (1997). Direct instruction reading. Upper Saddle River, NJ: Merrill.

Ehri, L. C. (1991). Development of the ability to read words. In R. Barr, M. L. Kamil, P. B. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (Vol. 2), 383-417. New York, NY: Lawrence Erlbaum Associates, Inc.

Harn, B., Simmons, D. C., & Kame'enui, E. J. (2003). Institute on Beginning Reading II: Enhancing alphabetic principle instruction in core reading instruction [PowerPoint slides]. Retrieved from http://oregonreadingfirst.uoregon.edu/downloads/instruction/big_five/enh...

Liberman, I. Y., & Liberman, A. M. (1990). Whole language vs. code emphasis: Underlying assumptions and their implications for reading instruction. Annals of Dyslexia, 40(1), 51-76. doi:10.1007/bf02648140

National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction No. 00-4769). Washington, DC: National Institute of Child Health and Human Development. Retrieved from http://www.nichd.nih.gov/publications/nrp/smallbook.htm

Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21(4), 360-407. doi:10.1598/rrq.21.4.1

Wagner, R. K., & Torgesen, J. K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101(2), 192-212. doi:10.1037//0033-2909.101.2.192

Abstract

The alphabetic principle is a critical skill that involves connecting letters with their sounds to read and write. Learning and applying the alphabetic principle takes time and is difficult for most children. Explicit phonics instruction and extensive practice are important when teaching children to learn the alphabetic principle.

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The Alphabetic Principle: From Phonological Awareness to Reading Words

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What Is The Alphabetic Principle? Connecting letters with their sounds to read and write is called the "alphabetic principle." For example, a child who knows that the written letter "m" makes the /mmm/ sound is demonstrating the alphabetic principle. Letters in words tell us how to correctly "sound out" (i.e., read) and write words.

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Learn the six types of syllables found in English orthography, why it’s important to teach syllables, and the sequence in which students learn about both spoken and written syllables.

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Vocabulary plays a fundamental role in the reading process and is critical to reading comprehension. Children learn the meanings of most words indirectly, through everyday experiences with oral and written language. Other words are learned through carefully designed instruction.

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Dialogic Reading in the Classroom- Read-Alouds & Conversations about Books

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Dialogic Reading in the Classroom- Read-Alouds & Conversations about Books

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What is Dialogic Reading in the Classroom? | Resilient Educator

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Dialogic reading is an interactive style of reading with children in a classroom setting. The practice promotes children’s literacy and language skills. During this type of reading practice, the child and instructor switch roles. This gives the students the opportunity to become the storyteller rath…

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What is Dialogic Reading in the Classroom?

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Choosing Culturally Appropriate Books and Resources

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Choosing Culturally Appropriate Books and Resources

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Tips for Choosing Culturally Appropriate Native Books and Resources

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As an educator, perhaps you have looked for classroom materials related to Native Americans and wondered how to know which materials were accurate and appropriate. Or perhaps you have wanted to look for the best materials you could use with your students, but didn’t know where to begin. Here are som…

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Culturally Responsive Literacy Instruction - Keys to Literacy

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Culturally Responsive Teaching is a pedagogy that recognizes the importance of meeting students where they are culturally and linguistically. It puts students at the center of instruction that validates and affirms students' identities and gives students from historically marginalized communities an equitable education experience.

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Metacognition Resources from the Reading Apprenticeship Website

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Metacognition Resources from the Reading Apprenticeship Website

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Metacognitive Bookmark: https://readingapprenticeship.org/resource/metacognitive-bookmark/

Metacognitive Reading Log: https://readingapprenticeship.org/resource/rfu-metacog-reading-log/
Pair Work Log: https://readingapprenticeship.org/resource/rfu-metacog-pair-log/

Metacognitive Funnel: https://readingapprenticeship.org/resource/rfu-metacog-funnel/

Confused? Fix Up Steps: https://readingapprenticeship.org/resource/rfu-fix-up-steps/

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Use Cooperative Learning Groups to Engage Learners

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When teachers structure cooperative learning groups as part of the overall reading program, they also open the door to a multiple intelligences approach to literacy, which is inherent in cooperative learning. This article offers guidance on Literature Circles and Cooperative Tear, two cooperative learning strategies supported by research.

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Dystopian Literature Circles in Secondary ELA - Nouvelle ELA

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Want to have a dystopian literature circle in your classroom? Let me plan it for you! This post has book recs and a step-by-step guide.

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IES Guide - Reading Interventions for Grades 4-9

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IES Guide - Reading Interventions for Grades 4-9

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Visit: https://ies.ed.gov/ncee/wwc/practiceguide/29

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Contents
Download the Teachers' Guide
How to Use This Guide:

This curriculum guide accompanies the book An Indigenous Peoples' History of the United States for Young People (2019) by Roxanne Dunbar-Ortiz, adapted by Jean Mendoza and Debbie Reese. The format of this teacher's curriculum guide follows each chapter with writing prompts, discussion questions, and learning extensions. The guide follows a sequential pattern and addresses topics as they appear in the book. It also includes a language development section to build Tier 3 historical academic vocabulary to help build learners' engagement with the text. The curricular framework is based on CCSS-RWH (grades 6-8) with lesson discussions, activities, and suggestions for extension written for middle grades and young adult learners.

The introductory chapter is highlighted to develop foundational knowledge and contextual awareness of the perspectives and context of the book. Learners should grasp the concepts introduced before chapter 1, to fully interact with the conceptual framework and paradigm shift.

Sections of this curriculum guide are based on the adapters' prompts to help students examine the complexities of the topics addressed within each chapter. The adapters present the history of the United States to help learners "learn to think more completely and more critically about their own history." This curriculum guide offers learners multiple ways to navigate commonly misunderstood and often ignored parts of US history.

The tenets of settler colonialism are foundational to the American story, told "from the shore, not the ship"-an Indigenous perspective described by Jose Barreiro-is vital to untangle US history. To help young learners grasp settler colonialism, teachers must decode privilege. These suggested readings center on a black-white binary of race but are useful to develop the language and framework needed to discuss privilege and apply to Indigenous peoples' experiences: White Fragility by Robin DiAngelo (2018), "White Privilege: Unpacking the Invisible Knapsack" by Peggy McIntosh (1989), "Why Talk about Whiteness?" by Emily Chiariello (2016), and the podcast White Privilege by Mark Linsenmayer (2017).

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About the Author of This Guide

Natalie Martinez, PhD (Laguna Pueblo), is a professional educator in New Mexico and a former administrator and teacher at the tribally controlled middle school located in her Pueblo Nation. She has teamed with Indigenous curriculum writers in New Mexico to publish the Indigenous Wisdom Pueblo-based education curriculum and is working with a team to publish an Indigenous-centered public school curriculum for the Indian Education Division of the NM Public Education Department. She's a curriculum coordinator for the NEH-Teaching Native American Histories Summer Institute in Wampanoag Territory, Massachusetts, and teaches at the University of New Mexico in the College of Education.

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PRE-READING PREPARATION FOR LEARNERS

Much of the content presented in An Indigenous Peoples' History of the United States for Young People represents perspectives not often addressed in young adult literature. Some of the histories might be traumatic for young people encountering it for the first time. Help prepare young students to engage with the content, using principles of trauma-informed critical pedagogy (see Cities of Peace, "What Is Trauma-Informed Critical Pedagogy," pages 134-135) to begin discussions prior to reading.

To examine different perspectives of history prior to engaging with the content of the book, options for pre-reading of history "from the shore" follow:

Readings - Rethinking Columbus - Introduction: "Why Rethink Columbus?" "We Have No Reason to Celebrate," "America to Indians: Stay in the 19th Century!" (pages 10-14).

Videos - Desperate Crossing (2007) includes voices of Wampanoag historians on first encounters in Cape Cod.

Framing Concepts - Mind-mapping

Build a strong understanding of the historical perspective of An Indigenous Peoples' History of the United States for Young People by using a mind-map for the following conceptual frames: LAND / CORN / CONQUEST / RELIGION / GENOCIDE / WARFARE / RESISTANCE / POLICY / RIGHTS / COLONIZATION / TREATIES / ACTIVISM / WATER / RACISM

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LEARNING ENGAGEMENT

Introduction: This Land (pages 1-15)

Summary: The introduction frames the structure of the book's concepts of land, colonialist settler-state, goals of settler colonization, and Indigenous resistance; it problematizes cultural conflict and religious freedom. The authors help deconstruct previous experiences with learning US history.

Think-Pair-Share Questions

What is the significance of land in US history?

How does settler colonialism attempt to erase the lives and histories of people whose lands were taken? And how does the saying "The US is a nation of immigrants" erase Indigenous peoples' histories?

Writing Prompts

Origin stories are powerful narratives that shape a nation's view of itself and its history. Consider the following prompts to respond in writing:

The Doctrine of Discovery shaped the US origin story by . . .

The beliefs in Manifest Destiny directly connect to the Doctrine of Discovery by . . .

Building-Critical-Awareness Discussion Questions

How have US policies been established so that it is acceptable to ignore the land rights of Indigenous peoples?

How has a multiculturalist interpretation been presented as a positive way to honor contributions of all people to US history? Why is that approach problematic in the US origin story?

Learning & Exploration Activities

Create a T-chart to compare and contrast the perspectives of US history from the shore and from the ship.

Examine a well-known US origin story, such as the First Thanksgiving, the Battle of the Alamo, etc. Create a poster or slideshow to deconstruct the story. Identify the following: Who are the good guys? . . . the enemy? Who is portrayed as strong? . . . as weak? Whose voices are heard in the story? What is the underlying message in this story? How does settler colonialism work to make this story acceptable to Americans? Rewrite a more balanced version of the story.

Using the maps comparing 1492 to today (page 11) explain how Manifest Destiny worked to shape the United States. What US origin story do these maps portray?

Find examples of "firsting and lasting" (p. 14) in your neighborhood/town/city. Explain how this practice impacts Indigenous peoples whose histories are part of the same land area.

Using the US map of 1783 (p. 2) go online and search for a map of Indigenous nations in 1783 and another map of Indigenous nations today. Describe how these maps were created and how they have changed over time. Discuss what surprised you the most about comparing the maps with your hand-drawn map.

Extended Learning from the Authors' Prompts

CONSIDER THIS (page 13)
Civilization: with a peer, list all the civilizations of which you are aware; discuss what happens to your thinking when a group of people does not meet the criteria of a civilization. Discuss what element of civilization is THE most important and argue whether or not that element is the defining feature that makes a civilization.

TO DO (page 15)
Indigenous nations: create a chart that compares three to five Indigenous nations in using the elements of civilization. Make a case for considering why contemporary and historic Indigenous nations are indeed civilizations.

Vocabulary: Learners will develop a frame of reference based on these key terms from the introduction. Use a Frayer Model to help students engage with the following vocabulary terms identified by the authors:

Tier 2

colonizer (p. 6)

commodity (p. 2)

extermination (p. 13)

genocide (p. 12)

institutions (p. 7)

multicultural (p. 9)

oppressed (p. 10)

settler (p. 5)

subjugate (p. 15)

uncritically (p. 8)

vindictive (p. 13)

Tier 3

colonialist settler-state (p. 15)

cultural conflict (p. 9)

federally recognized (p. 10)

reservation (p. 10)

settler colonialism (pp. 11-12)

white supremacy (p. 12)

Corresponding CCSS

CCSS.ELA-LITERACY.RH.6-8.1
Cite specific textual evidence to support analysis of primary and secondary sources.

CCSS.ELA-LITERACY.RH.6-8.4
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

CCSS.ELA-LITERACY.RH.6-8.6
Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

Integration of Knowledge and Ideas:

CCSS.ELA-LITERACY.RH.6-8.7
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

CCSS.ELA-LITERACY.RH.6-8.9
Analyze the relationship between a primary and secondary source on the same topic. Text Types and Purposes:

CCSS.ELA-LITERACY.WHST.6-8.1
Write arguments focused on discipline-specific content.

CCSS.ELA-LITERACY.WHST.6-8.1.A
Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

CCSS.ELA-LITERACY.WHST.6-8.1.B
Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

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Chapter One: Follow the Corn (pages 17-31)

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Chapter Two: Culture of Conquest (pages 32-46)

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Chapter Three: Cult of the Covenant (pages 47-61)

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Chapter Four: Bloody Footprints (pages 62-87)

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Chapter Five: The Birth of a Nation (pages 88-105)

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Chapter Six: Jefferson, Jackson, and the Pursuit of Indigenous Homelands (pages 106-121)

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Chapter Seven: Sea to Shining Sea (pages 122-136)

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Chapter Eight: Indigenous Lands Become "Indian Country" (pages 137-156)

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Chapter Nine: The Persistence of Sovereignty (pages 157-175)

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Chapter Ten: Indigenous Action, Indigenous Rights (pages 176-201)

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Conclusion: "Water Is Life" (pages 202-228)

Summary: In the concluding chapter, the authors carefully wrap up the major themes and concepts of the book in a case study of the protest of the Dakota Access Pipeline (DAPL) located on the Standing Rock Indigenous homelands in North Dakota. The adapters provide a comprehensive background to the issues prompting the No DAPL protest and they end with constructive suggestions for how to get involved and to stay informed.

Think-Pair-Share Questions

Brainstorm some examples of recent or historic demonstrations held in the United States to help bring awareness to injustices suffered by Indigenous people and other people of color.

Talk about why Indigenous people and other groups whose rights have been threatened would feel the need to engage in political activism.

What might human rights violations look like (think of the UNDRIP document from chapter 10)? Has the United States engaged in such violations with Indigenous peoples?

Prompts

Protecting land, water, and other resources is the responsibility of everyone because . . .

The role of the Indian Self-Determination Act of 1975 in environmental protection efforts is . . .

Building-Critical-Awareness Discussion Questions

In what ways have the treaty rights of Indigenous nations been honored or ignored by the federal government?

In what ways does the participation of celebrities and media coverage in Indigenous activism affected the outcomes? Do you think Indigenous nations should welcome or prohibit such participation?

Why would the US refuse to acknowledge multiple human rights violations?

Learning & Exploration Activities

Militarization and the creation of high-stakes endangerment continue to be used as tactics to subdue Indigenous peoples. Create an infographic poster to demonstrate how such tactics were used at the beginning of settler colonial history and continue to be used currently in new ways.

Visit Indian Country Today and Indigenous Environmental Network to get an update on the Dakota Access Pipeline news. Create a classroom timeline of the events presented in this chapter and continue to add events as they occur regarding the case study.

Extended Learning from the Authors' Prompts

CONSIDER THIS (pages 207, 209, 227)
NAGPRA and Climate Change: Are you aware of any protected sacred sites in your state or local area? Use the Places of Peace and Power website to identify a sacred site near you. Consider the question posed by the authors and apply it to the site you chose.

Environmental Racism: Using the questions posed by the authors, create a map that labels communities located near environmentally hazardous areas. You can find those on the US Environmental Protection Agency website. Develop a map key that identifies such characteristics as race, income levels, and types of hazards. Use information from the US Census website to help develop your map.

Supporting Demonstrations and Protests: The authors bring up several considerations for people who might want to support demonstrations or protests. Discuss what some potential risks and benefits might be of participating in a public protest or demonstration. Make a list of the ways you could be the most helpful to such causes and actions.

DID YOU KNOW (pages 204, 223)
Lawsuits: Using the list you compiled from examining the court bulletins described on the Native American Rights Fund website, select one lawsuit filed by an Indigenous nation to examine in more detail. Identify the main concern that led to the lawsuit and summarize the issues included in the lawsuit. Evaluate the judge's final ruling and write your own opinion on how you would have ruled if you were the judge, including supporting evidence.

Doctrine of Discovery: Using what you have learned about the Doctrine of Discovery from the introduction, create a web that identifies how the histories of Indigenous peoples have been impacted by the Doctrine of Discovery. Include such items as laws, policies, actions by settler colonists, court cases, and other topics you have learned about in this book.

Corresponding CCSS

Range of Reading and Level of Text Complexity:

CCSS.ELA-LITERACY.RH.6-8.10
By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently.

Production and Distribution of Writing:

CCSS.ELA-LITERACY.WHST.6-8.6
Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

Research to Build and Present Knowledge:

CCSS.ELA-LITERACY.WHST.6-8.9
Draw evidence from informational texts to support analysis, reflection, and research.

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Resources

APPENDIX A

Tier 3 Vocabulary Defined in Text

Chapter 1:

city-state (p. 21)

hydraulic agriculture (p. 22)

Chapter 3:

cult (p. 47)

covenant (p. 47)

squatting (p. 58)

militarism (p. 60)

Chapter 4:

conventional warfare (p. 64)

separatists (p. 65)

mercenary (p. 70)

Chapter 5:

extirpate (p. 92)

Conclusion:

counting coup (p. 224)

Tier 2 / Tier 3 Vocabulary in Context

Chapter 1:

Vocabulary in Context

domesticating (p. 18)

cultivate (p. 18)

proliferation (p. 19)

exploited (p. 22)

dissension (p. 22)

tribute (p. 23)

stewardship (pp. 26 / 27)

Chapter 2:

terminal narratives (p. 32)

peasantry (p. 34)

sack and loot (p. 34)

pagans (p. 34)

commons (p. 34)

surplus (p. 35)

privatized (p. 35)

discriminatory (p. 37)

eradicate (p. 38)

brutalized (p. 40)

landed (p. 41)

Chapter 3

philosophical (p. 47)

doctrine (p. 48)

ingrained (p. 49)

dominion (p. 49)

dissenting (p. 51)

beyond reproach (p. 54)

exceptionalism (p. 54)

ideology (p. 54)

Chapter 4

diplomatic (p. 62)

militia (p. 65)

intractable (p. 85)

mustered (p. 86)

Chapter 5

sanctioned (p.91)

ultimatum (p. 93)

federation (p. 94)

circumvented (p. 103)

reconnaissance (p.103)

Chapter 6

cede (p. 110)

economically dependent (p. 112)

traditionalist (p. 112)

mutilated (p. 114)

roughshod (115)

coerced (p. 118)

perished (p. 120)

assimilation (p. 121)

Chapter 7

occupation (p. 122)

missions (p. 123)

convert (p. 123)

Franciscans (p. 124)

mestizo (p. 124)

presidios (p. 127)

lucrative (p. 130)

Anglo-American (p. 131)

imperial (p. 132)

pacifist (p. 135)

regime (p. 136)

preordained (p. 136)

Chapter 8

self-emancipated (p. 138)

disillusioned (p. 138)

posthumously (p. 151)

prophecy (p. 153)

Chapter 9

industrial (p. 160)

prototype (p. 160)

barracks (p. 161)

philanthropist (p. 161)

intergenerational trauma (p. 164)

rampant (p. 164)

stratified (p. 165)

heathens (p. 165)

benevolent (p. 169)

constitutionally representative government (p. 173)

progressive (p. 173)

compensated (p. 173)

termination (p. 174)

undermine (p. 174)

dispossess (p. 175)

Chapter 10

Vocabulary in Context

activism (p. 176)

self-determination (p. 176)

regalia (p. 182)

proclamation (p. 185)

siege (p. 189)

solidarity (p. 193)

self-sufficient (p. 196)

shareholder (p. 196)

reparations (p. 197)

underground market (p. 199)

repatriation (p. 199)

commissioned (p. 199)

prosecution (p. 200)

APPENDIX B: References

Teacher Notes:
Linsenmayer, M. (2017) [podcast]. "Episode 161: White Privilege."

Introduction
References for Teachers:

Barreiro, J. (1990). "View from the shore: Toward an indian voice in 1992." Northeast Indian Quarterly, 7(3), 4-20.

Chiariello, E. (2016). "Why Talk About Whiteness?" in Teaching Tolerance. Summer Edition.

McIntosh, P. (1989). "White Privilege: Unpacking the Invisible Knapsack" In Peace and Freedom Magazine. July/August, 1989, pp. 10-12. Women's International League for Peace and Freedom, Philadelphia, PA.

DiAngelo, R.J. (2018). White Fragility: Why It's So Sard for White People to Talk About Racism. Boston, Beacon Press.

References for Learners:

Bigelow, B., & Peterson, B. (1998). Rethinking Columbus: The Next 500 Years. Milwaukee, WI: Rethinking Schools.

Wolfinger, L.Q. (Producer/Director) (2007). Desperate Crossing: The Untold Story of the Mayflower. [DVD]. United States. The History Channel A&E Home Video.

Websites for Preparing to Teach:
Chapter One
Chapter Two
Chapter Three
Chapter Four

Chapter Five

Chapter Six
Chapter Seven
Sando, J. & Agoyo, H. [Eds.] (2005). Po'pay: Leader of the First American Revolution. Clear Light Publishers. Madison, WI.

Chapter Eight

Chapter Nine
Chapter Ten
Conclusion
Additional Teacher Resources
Download the Teachers' Guide

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Beacon Press: Teacher's Guide: An Indigenous Peoples' History of the United States for Young People

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Download the Teachers' Guide This curriculum guide accompanies the book An Indigenous Peoples' History of the United States for Young People (2019) by Roxanne Dunbar-Ortiz, adapted by Jean Mendoza and Debbie Reese. The format of this teacher's curriculum guide follows each chapter with writing prompts, discussion questions, and learning extensions.

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Titles included: We Still Belong, Jojo Makoons: Fancy Pants, Ancestor Approved, Heros of the Water Monster, and Healer of the Water Monster.

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Foundational Skills to SupportReading for Understanding inKindergarten Through 3rd Grade

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Foundational Skills to SupportReading for Understanding inKindergarten Through 3rd Grade

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Indigenous oral narratives are an important source for, and component of, Coast Salish knowledge systems. Stories are not only to be recounted and passed down; they are also intended as tools for teaching.

Jo-ann Archibald worked closely with Elders and storytellers, who shared both traditional and personal life-experience stories, in order to develop ways of bringing storytelling into educational contexts. Indigenous Storywork is the result of this research and it demonstrates how stories have the power to educate and heal the heart, mind, body, and spirit. It builds on the seven principles of respect, responsibility, reciprocity, reverence, holism, interrelatedness, and synergy that form a framework for understanding the characteristics of stories, appreciating the process of storytelling, establishing a receptive learning context, and engaging in holistic meaning-making.

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Indigenous oral narratives are an important source for, and component of, Coast Salish knowledge systems. Stories are not only to be recounted and passed down; they are also intended as tools for teaching. Jo-ann Archibald worked closely with Elders and storytellers, who shared both traditional and personal life-experience stories, in order to develop ways of bringing storytelling into educational contexts.

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Thank you for joining us for the 2023 K-12 Indigenous Literacy Symposium! Please take a few minutes to complete this feedback survey. The Office of Indian Education and its partners value your reflections. Your responses will be used to help us improve future professional learning events and opportunities.

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2023 K-12 Indigenous Literacy Symposium Feedback Survey

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