The focus asks pupils to engage with a wide range of historical traces, including the oral testimonies, as well as visual sources rooted in Dakota traditions (Principle 2). There are opportunities to study the experiences of children through Zitkala-Sa’s own writings about boarding schools. Pupils are asked to engage directly with Dakota culture, both historically and in the present, as well as recognise the continuing presence of Indigenous peoples in North America (Principle 3/6). The unit prioritises the use of Dakota and other Indigenous voices in exploring these cultures (Principle 6). There is a significant focus on the use of the Dakota language (Principle 6).

The enquiry asks pupils to be directly aware of the ways in which settler-colonialism has shaped the past and the present of the United States and how this has led to the violent repression of Indigenous peoples at many points in history (Principle 4). It also engages pupils with the ways in which these issues play out in the present in battles over land, sovereignty, and recognition (Principle 5). 

·       To enable pupils’ significant scope to engage with historical traces – time is devoted to allowing pupils to discuss and make sense of complex and sometimes difficult source materials with a focus on drawing their own meanings and conclusions (Principle 2)

·       To encourage dialogue about the histories being covered. Time is dedicated to allowing pupils to respond to the content they are covering and to ask questions about the history but also about connections to the present day (Principle 4/7).

·       To prepare pupils for action. Tasks are designed to prepare pupils to create their own historical accounts of Zitkala-Sa and therefore play a role as historical meaning makers – connecting the past and present with reference to ethical issues as well as historical construction (Principle 1/2/5).

·       To promote the use of Indigenous voices and the Dakota language. Where possible Dakota words have been used for key ideas and places, challenging erasure narratives and focusing on the continued presence of Indigenous peoples. In a similar way, the voices of Dakota elders and other Indigenous voices have been used wherever possible to convey core knowledge (Principle 6).

To recognise the need for sensitive engagement with the subject matter. Activities recognise the inherent violence of settler-colonialism but avoid the sensationalisation of violence. Equally activities promote thoughtful engagement and seeking of understanding from pupils whilst also putting down careful frameworks for respectful engagement (Principle 3).

The final assessment of this enquiry asks pupils to write their own historical ‘story’ of Zitkala-Sa in the style of the ‘Great Women Who Changed the World’ books. The task is quite open ended and allows pupils to consider their own criteria for telling the story (Principle 2/4/5/6/7).

·       Estes, N. (2019) Our History Is the Future: Standing Rock versus the Dakota Access Pipeline, and the Long Tradition of Indigenous Resistance. London ; New York: Verso

·       Lewandowski, T. (2016) Red Bird, Red Power: The Life and Legacy of Zitkala-Ša. American Indian literature and critical studies series volume 67. Norman: University of Oklahoma Press

·       Treuer, D. (2019) The Heartbeat of Wounded Knee: Native America from 1890 to the Present.

·       Louise Erdrich’s ‘Birchbark House’ series of books tells the story of an Ojibwe family and their experiences of settler colonialism in the 1850s. It is a fantastic read for all ages. You can also get it as an audiobook.

·       #Notyourprincess is a book showcasing the voices of young Native women from It explores issues which young Native women are grappling with everyday.