This collection uses primary sources to explore Incidents in the Life of a Slave Girl by Harriet Jacobs. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

Book List Topics:Identity MattersAmerican Indian VoicesVoices Around the WorldInclusive VoicesBoundary BreakersExpanding the Narrative

This curriculum unit examines the Sioux and Coeur d’Alene in film as secondary sources of Native American cultures, two modern writers (Joy Harjo and Sherman Alexie) to divulge Native American voices and a primary source by the American Indian Movement (The Trail of Broken Treaties: A 20-point Position Paper) to rewrite the colonial settler narrative. How does Bury My Heart at Wounded Knee and Smoke Signals challenge colorblindness in the AP curriculum? How do Harjo and Alexie compose a new account that punctures legitimized racism in modern America? How does the American Indian Movement provide a counter narrative to the settler colonial ideas embedded in the current curriculum? At the end of the unit, students will clearly be able to counter the colonial settler narrative and legitimized racism in the AP U.S. History curriculum.

India and South Asia: From Area Studies to Ethnic Studies
Course design by Rachel Heilman, Issaquah High School.
Developed with the support of Sunila Kale (Associate Professor of International Studies) and the South Asia Center (Henry M. Jackson School of International Studies, University of Washington), with funding from the U.S. Department of Education National Resource Centers Program.

Dear Colleague,

I hope you are able to implement some version of this course at your institution! I have it aligned to Washington State Social Studies Standards, but it is right in line with Common Core-driven expectations and should fit well with any state’s standards. This course also very much supports the new Washington Ethnic Studies Framework.

––Rachel Heilman, March 2022

Course Description

How can understanding a particular region both shape and enhance our understanding of ourselves and the world around us? As we gain knowledge, how do we both recognize and cross the political boundaries we see on maps? In this one-semester course we will use an interdisciplinary approach to examine India and wider South Asia as we work to conceptualize the ways people, power, geography, and the past shape the region. For the purposes of this course South Asia will include Bangladesh, Bhutan, India, Maldives, Nepal, Pakistan, and Sri Lanka. In our role as global citizens we will also expand our inquiries to the web of connections between South Asia and our own individual and social identities.

This resource will provide multiple primary source documents of photographs for an initial activity and extension activities as well as secondary source article and teacher resource documents. Students will conduct inquiry into the federal policies of assimilation of Native Americans in the late 1800s and early 1900s and the imipact of these policies on Native American communities, in particular the people of the Wind River Reservation in Wyoming. 

The Indigenous Histories and Reconciliation course provides an approach for post-secondary institutions to adapt as they fulfill commitments in the Truth and Reconciliation Commission Calls to Action. The course is comprised of seven modules based on the grandfather teachings: love, respect, honesty, humility, bravery, truth, and wisdom. The modules include curricula, interactive and reflective activities, and assessments. It supports individual people in their own journeys toward reconciliation because of the deep reflective activities it has. In addition, through historical information and personal stories, it allows participants to confront the truth of Canada's past.

Short Description:
This book outlines best principles for working with Indigenous print and oral sources in academic research. Topics include evaluating Indigenous print sources for credibility and authenticity, finding Indigenous authors, and respectfully working with Elders.

Word Count: 7481

ISBN: 978-1-989864-53-1

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Long Description:
Storytelling practices have been used for millennia as an educational tool for passing knowledge from one generation to the next. (Woodhouse, 2011). This collection offers a series of digital storytelling vignettes that briefly explain topics related to the Indigenous business environment in Canada. The video series contains interview content from Indigenous business leaders from across the country and highlights both the obstacles and successes of those professionals. Contributors explore their relationships with governments, corporations, and other non-Indigenous institutions while conducting their business activities.

The efficacy of storytelling can be seen in contemporary education settings where student engagement, achievement, and motivation are all enhanced when digital storytelling technologies are integrated into classroom pedagogy (Smeda, Dakich, & Sharda, 2014). The Indigenous Lifeways in Canadian Business project employs digital storytelling as an Open Educational Resource video series to deliver content about Indigenous business issues in Canada. Instructors can easily integrate any of the digital Indigenous content videos within the curriculum of their courses as needed. This instructor guide contains a listing of all the videos in the series along with descriptions of what each of the videos contains.

It isn’t always easy for instructors to incorporate Indigenous content into their courses as they strive to meet the Calls to Action that emerged from the Truth and Reconciliation’s Report in 2015. Indigenous-centric curricula in mainstream programs is scarce in post-secondary institutions (Brown, Doucette, & Tulk, 2016). This series introduces important business topics impacting Indigenous students, entrepreneurs, and business leaders in Canada by connecting users to their stories. End-users can link to one or more of the videos, embed the material into their course websites, or download a video to use offline. End-users cannot, however, make any derivatives of the video material.”

References

Brown, K. G., Doucette, M. B., & Tulk, J. E. (Eds). (2016). Indigenous business in Canada: Principles and practices. Cape Breton University Press.

Smeda, N., Dakich, E., & Sharda, N. (2014). The effectiveness of digital storytelling in the classrooms: A comprehensive study. Smart Learning Environments, 1(1), 1-21.

Truth, & Reconciliation Commission of Canada. (2015). Canada’s Residential Schools: The Final Report of the Truth and Reconciliation Commission of Canada (Vol. 1). McGill-Queen’s Press-MQUP.

Woodhouse, H. (2011). Storytelling in university education: Emotion, teachable moments, and the value of life. The Journal of Educational Thought (JET)/Revue de la Pensée Educative, 45(3), 211-238.

Word Count: 4594

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Long Description:
Storytelling practices have been used for millennia as an educational tool for passing knowledge from one generation to the next. (Woodhouse, 2011). This collection offers a series of digital storytelling vignettes that briefly explain topics related to the Indigenous business environment in Canada. The video series contains interview content from Indigenous business leaders from across the country and highlights both the obstacles and successes of those professionals. Contributors explore their relationships with governments, corporations, and other non-Indigenous institutions while conducting their business activities.

The efficacy of storytelling can be seen in contemporary education settings where student engagement, achievement, and motivation are all enhanced when digital storytelling technologies are integrated into classroom pedagogy (Smeda, Dakich, & Sharda, 2014). The Indigenous Lifeways in Canadian Business project employs digital storytelling as an Open Educational Resource video series to deliver content about Indigenous business issues in Canada. Instructors can easily integrate any of the digital Indigenous content videos within the curriculum of their courses as needed. This instructor guide contains a listing of all the videos in the series along with descriptions of what each of the videos contains.

It isn’t always easy for instructors to incorporate Indigenous content into their courses as they strive to meet the Calls to Action that emerged from the Truth and Reconciliation’s Report in 2015. Indigenous-centric curricula in mainstream programs is scarce in post-secondary institutions (Brown, Doucette, & Tulk, 2016). This series introduces important business topics impacting Indigenous students, entrepreneurs, and business leaders in Canada by connecting users to their stories. End-users can link to one or more of the videos, embed the material into their course websites, or download a video to use offline. End-users cannot, however, make any derivatives of the video material.”

References

Brown, K. G., Doucette, M. B., & Tulk, J. E. (Eds). (2016). Indigenous business in Canada: Principles and practices. Cape Breton University Press.

Smeda, N., Dakich, E., & Sharda, N. (2014). The effectiveness of digital storytelling in the classrooms: A comprehensive study. Smart Learning Environments, 1(1), 1-21.

Truth, & Reconciliation Commission of Canada. (2015). Canada’s Residential Schools: The Final Report of the Truth and Reconciliation Commission of Canada (Vol. 1). McGill-Queen’s Press-MQUP.

Woodhouse, H. (2011). Storytelling in university education: Emotion, teachable moments, and the value of life. The Journal of Educational Thought (JET)/Revue de la Pensée Educative, 45(3), 211-238.

Word Count: 4598

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

The team at Thompson Rivers University created the Indigenous Education Stock Photos collection due to a lack of open-source photos of Indigenous students for use in OER. The spirit of the photo collection is to allow educators to represent Indigenous peoples in their OER so that Indigenous students can see themselves reflected in their learning materials.

This project was funded jointly by BCcampus and the TRU OER Development Grant and developed in consultation with the TRU Office of Indigenous Education and a TRU community stakeholder session. TRU production and media teams and the TRU Open Press assisted in producing the content.

All photos have a CC BY NC SA license:

- You may use, adapt, and share them, but you must attribute the photographer and link back to the collection

- You may not use the photos for commercial purposes

- You must distribute any created derivatives under the photo’s original license

This book explores business ethics and business law through the lens of Indigenous-settler relations in Canada (with a focus on British Columbia in particular). It aims to fill a gap in business curriculum and support instructors who want to bring Indigenous content into their classes. The book starts by exploring relevant history, focusing on treaties, legislation, and federal government policy. It then looks at business ethics and what it means for businesses to work ethically with Indigenous communities. And finally, the book discusses business law and the requirements and responsibilities for businesses doing work on Indigenous lands.

This resource also includes slides and an accessibility statement.

This online course centers Anishinaabe Gikendaasowin - Anishinaabe Knowledge - by using Anishinaabe songs and stories to support learners in their journey of understanding fundamental concepts in relation to language revitalization and resurgence. The course begins by inquiring into the history of Anishinaabemowin (the Ojibwe language) and forming a beginner`s comprehension of introductory language skills in Anishinaabemowin. Learners will explore their role in maintaining the Anishinaabe stories and songs shared throughout the course. Learners will also build the capacity to engage with knowledge keepers and elders to support the ongoing resurgence of Anishinaabemowin within their respective fields.

Short Description:
A compilation of resources to support Indigenous education initiatives. Includes picture book and chapter book use for K - 12 classrooms. Activities to support mathematics and science-based learning. A portion of resources is also dedicated to intergenerational learning.

Word Count: 14901

ISBN: 978-1-989864-56-2

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

This 12-week course is designed for a maximum enrolment of 60 graduate-level students with social work related and public health related academic backgrounds. It is meant to be offered once per year, in the Spring semester of the academic calendar. This aligns with the seasonal teachings provided by the Indigenous Advisory Circle that are reflected throughout the seed cycle that frames the course.

Or Gustavus Vassa, the African

Short Description:
The Interesting Narrative of the Life of Olaudah Equiano, Or Gustavus Vassa, The African (1789), is the autobiography of Olaudah Equiano. The narrative employs a variety of styles, such as a slavery narrative, travel narrative, and spiritual narrative. The book details Equiano's journey from gaining his own freedom from enslavement to becoming a successful business man through his study of the Bible.

Long Description:
The Interesting Narrative of the Life of Olaudah Equiano, Or Gustavus Vassa, The African (1789), is the autobiography of Olaudah Equiano. The narrative employs a variety of styles, such as a slavery narrative, travel narrative, and spiritual narrative. The book details Equiano’s journey from gaining his own freedom from enslavement to becoming a successful business man through his study of the Bible.

Word Count: 88359

(Note: This resource's metadata has been created automatically as part of a bulk import process by reformatting and/or combining the information that the author initially provided. As a result, there may be errors in formatting.)

While the unifying focus of my unit will be the outcomes of globalization and trade in women’s lives, I have found it helpful to divide the content into two distinct sections—women in “developed” and “developing” nations around the world. The distinction between countries that fall under these labels was not based on my singular judgement, but rather a dichotomy that academics have discussed at length as emerging from the international trade system of the past several decades.1 Some common features that define nations considered “developed” in this system (to name just a few) include a service-based economy, an importation of goods produced from manufacturing/more labor-intensive industries, and a powerful voice in setting global trade regulations. In contrast, a few features that can be used to identify “developing” nations include an export-oriented economy, rapid urbanization, and the implementation of “shock therapy” structural adjustments promoted by global economic organizations. These distinct categories will provide a useful framework for students to gain a fundamental understanding of how different countries around the world interact with the same system. It would, of course, be more accurate to consider these categories as ends of a spectrum—with several nations existing somewhere in between “developing” and “developed.” I plan on addressing this nuance while not only introducing the unit, but also at various points throughout. By contrasting case studies from countries like the U.S. with Bangladesh, I plan to highlight the opposite ends of the same global system while working to avoid the promotion of a dichotomous, uncritical perspective of the world.

In The New Jim Crow, Michelle Alexander explores complex questions about the criminal justice system and the history of race and racial justice in the United States.

If you have any trouble with the audio, try this version: https://youtu.be/mQWpO889MrQ(it is the same video with enhanced audio).

The Mexica were an incredibly advanced society……. but their religion and cosmovision is immensely layered and complex.

So in this brief lecture we’ll introduce Mexica philosophy, religion, and their worldview.

We’ll also introduce the most important deities, and talk about which deities are related because in many ways, the Aztec gods are a family history.

This lesson plan guides educators in teaching about capitalism. Capitalism impacts people because the distribution of resources and wealth is uneven. Capitalis hold significant power over laborers and the working class and wield their power to threaten wages, working conditions, and basic necessities. Learning to identify and name capitalism, as well as its consequences and implications, is an important foundation for 21st century critical thinkers. 

Short Description:
Why do affluent, liberal, and design-rich cities like Minneapolis have some of the biggest racial disparities in the country? How can designers help to create more equitable communities? Introduction to Design Equity, an open access book for students and professionals, maps design processes and products against equity research to highlight the pitfalls and potentials of design as a tool for building social justice. NewParaUsing the book in a class or in your work with communities? Let us know by filling out this brief form!

Word Count: 21309

(Note: This resource's metadata has been created automatically as part of a bulk import process by reformatting and/or combining the information that the author initially provided. As a result, there may be errors in formatting.)