INDIAN EDUCATION FOR ALL

In designing this curriculum, we have selected resources and activities which incorporate the seven Essential Understandings Regarding Montana Indians. This has been the first and foremost aim of our curriculum design. In addition to this important requirement, we have worked to:

  1. Meet Montana Standards for Social Studies.
  2. Make the lessons varied to keep students engaged.
  3. Use a format which can be easily updated and which allows for occasional student interaction with the whiteboard (if desired).

Concisely stated, the seven Essential Understandings are these:

  1. The twelve Montana tribes possess distinct and unique cultures, histories, and governments that contribute to modern Montana.
  2. There is a continuum of Indian identity ranging from assimilated to traditional; there is no generic American Indian.
  3. Beliefs and spirituality persist into modern times; traditions and languages are still practiced and are incorporated into governance. Each tribe has its own oral history and origin story. The histories pre-date the “discovery” of North America and are as valid as written histories.
  4. Reservations were not “given to” the tribes. Land could only be acquired from the Indians with their consent.
  5. Both parties to treaties were sovereign powers.
  6. Indian tribes had title to the land.
  7. Acquisition of Indian lands was a government matter, not left to individuals.
  8. Federal policies have impacted Indian history and shaped who they are today. Examples of federal policy periods are:
  9. Colonization
  10. Treaty
  11. Allotment
  12. Boarding School
  13. Tribal Reorganization
  14. Termination
  15. Self-determination
  16. History is related through the subjective experience of teller. The Indian perspective of history conflicts with the mainstream perspective of history.
  17. Under our legal system, tribes have sovereign powers separate from federal and state governments. Extent of sovereignty is not the same for each tribe.

Because the Powerpoint format is easily updated, we encourage feedback on ways to adjust the lessons for subsequent years.

Things to consider:

·  Please be particularly circumspect regarding the sharing of stories. As the Essential Understanding #2 has made clear, there is a continuum along the Indian spectrum of beliefs, practices, and adherence to tribal custom. It is NOT sufficient to ask a single tribal person their opinion on whether a certain story or activity is culturally respectful.

·  Please do not use the word “myth” when sharing tales of origin or creation. Just as there is a continuum of belief in the Adam and Eve story or for the story of the virgin birth of Jesus in the European American culture, there is a continuum of belief in what we refer to as “legends” in the Native American culture. Many contemporary Indians hold the “Legend” of the White Buffalo Calf Woman to be a very sacred story. There may be many others as well. IF IN DOUBT, LEAVE IT OUT.

·  In Montana, it is generally recognized that Coyote stories should only be shared in winter, though you will probably encounter varied opinions along the continuum.