Description: The attached unit has incorporated Media Literacy for Social Studies by scaffolding a variety of primary source document activities of varying perspectives on New Imperialism (1850-1914) which allow the studnt to identify possible bias or misinformation. The guided questions which accompany the primary sources ask the student to explain differing responses and to think critically about why those responses may be different depending on the context. 

This is a writing assignment on the topic of environmental justice for a philosophy-oriented "Philosophy and the Environment" course. It provides somewhat realist scenarios for students to demonstrate their understanding of several theories and practices emerging from environmental ethical issues including race, class, gender, indigenous peoples, and international law and economics.

The Blue Lake Rancheria Tribe—a federally recognized Native American tribe in California—was one of 16 communities selected as a 2015–2016 Climate Action Champion by the Obama Administration for exceptional work in response to climate change.

The Tribe began its strategic climate action planning in 2008 and has become a regional leader in greenhouse gas reductions and community resiliency measures. To date, the Tribe has reduced energy consumption from 2008 levels by 35 percent and has committed to reduce greenhouse gas emissions 40 percent by 2018, utilizing a range of approaches—including aggressive energy efficiency upgrades, developing on-site renewable energy (biomass, solar, fuel cells, grid battery storage), and switching to green fuels (electricity and biodiesel).

This is the first edition of the open text book Building a Competitive Investment Climate on First Nation Lands. This textbook is for students who are First Nation and tribal government employees or students who would like to work for or with First Nation and tribal governments. The purpose of this textbook is to help interested First Nation and tribal governments build a competitive investment climate. Work began on this text book in early 2012 with a generous grant from the Donner Canadian Foundation. Financial support was also provided by the First Nations Tax Commission and the Tulo Centre.

GEOG 571 explores the relationships between culture and civil security and the process of geographically analyzing social, political, economic, and demographic information to understand human history, institutions, and behaviors. It is an elective course in the Geospatial Intelligence Certificate, the Intercollege Master of Professional Studies (iMPS-HLS), and the Master of Geographic Information Systems degree program that is offered exclusively through Penn State's World Campus. It is also one of the optional capstone courses that leads to Penn State's Postbaccalaureate Certificate in GIS. The course consists of projects, associated readings, and exams.

This collection uses primary sources to explore early exploration of the Americas. 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.

How the indigenous Australians used fire to change their environment. Created by Sal Khan.

This page contains information, recordings, and transcriptions materials that I collected during two research trips to Bolivia and Peru. The common theme for these trips was Indigenous voices and representation. Here, I visited indigenous groups as well as had different discussions and presentations with different academics and social activist in these two countries. I hope that the information and materials here are helpful to everybody that visit this page. Click on the links below to access the materials per country.
If you use any of this information for a class, please feel free to share your lesson plan with me so that I can post it. In this way, other instructors/teachers/professors can also use these materials. The goal is to make all of these materials and lesson plans accessible.

Here are the recordings of the interviews, talks, and different explanation of some traditions and stories*, **. Each section is divided by subject as well as location.
The recordings are number for ease of access.
The transcripts for each recording can be found at the end of this page, inside the file folders.
*This data collection was possible thanks to the Fulbright Hays Group Abroad Projects (2016) funding with Oakton College.
**The sub-section of High Andes within the "Interviews and Talks" section was collected thanks to the LACC's US Department of Education Title VI Grant (2023) funding with FIU.

During this course, participants will learn how to center investigations of local scientific phenomena in a Next Generation Science Standards storyline. Course educators will offer instructional strategies and climate and community data to help teachers connect to the interests and identities of students and support understanding of the impacts of climate change. In collaboration with fellow teachers, participants will imagine possibilities for this kind of teaching and learning in their own classrooms through brainstorming possible phenomenon-based storylines local to their own students.

These activities highlight Native American games that build body and spirit through exercise. Washington Physical Education standards seen in these activities are identified. Though written here with an eye towards elementary level students, these games are played by all ages.Consultation, review, and feedback of the Native American Games unit was provided by: Rachel Sullivan-Owens, Jamestown S’Klallam Tribe Cultural Coordinator and Cindy Kelly, Lower Elwha S’Klallam Tribe WSSDA Tribal Ambassador.

This issue of the free online magazine, Beyond Penguins and Polar Bears, explores how the Inuit of northern Canada, Inupiat of arctic Alaska, and Sami of northern Europe survive in a harsh environment. Instructional resources introduce students to these groups and their cultures.

This article provides an overview of some of the indigenous people of the circumpolar Arctic and the similarities and differences between their cultures.

As the story goes, in 1492 Christopher Columbus, an Italian sailor on hire for the Spanish, landed on the island of Hispanola and the world was never the same. While it is generally accepted that Columbus did not “discover America” (since there were already people living in the land that would become known as the Americas) it is generally accepted that his contact with the Native People of Hispanola and the later European movement brought technology and civilization to the Americas.

As the threats of tsunami and sea level rise are joined by real and potential climate impacts, the Quinault community looks to move the lower village of Taholah to higher ground.

Rising seas and coastal erosion are eating away at the barrier island on which the Alaska Native Village of Kivalina rests. Residents and others are making concerted efforts to move the community to safety.

Indigenous peoples around the world find themselves locked in power struggles with dominant states and transnational actors who resist their claims to land, culture, political recognition and other key factors associated with the idea of national self-determination. In 2007, the United Nations General Assembly adopted the Declaration on the Rights of Indigenous Peoples – suggesting that an important attitudinal shift might now be taking place internationally. Yet, as this volume’s contributors suggest, much more work is needed in terms of understanding what Indigenous self-determination means in theory and how it is to be achieved in practice.

In this lesson, students listen to and analyze the song “Broken” by Xiuhtezcatl, then create their own art project to share their feelings about the future of the planet.

Step 1 - Inquire: Students listen to the song “Broken,” do a close reading of the lyrics, and reflect on the meaning of the song.

Step 2 - Investigate: Students watch a video and read a short autobiographical statement to learn more about the artist and activist, Xiuhtezcatl.

Step 3 - Inspire: Students create their own art project to share their emotions about the future of the planet.

Terry Williams is blunt when he describes the environmental crisis tribes in the Pacific Northwest are facing: "We’ve lost 90 percent of the salmon population."

As the Tulalip Tribe’s Fisheries and Natural Resources Commissioner, Williams has witnessed the decline of salmon and its impacts on tribal members. For the Tulalip and other tribes in the region, the population crash of salmon is much more than an assault on their economic lifeblood—it is a cultural and spiritual threat to their identity as a people.

The annual springtime Salmon Ceremony puts tribal members in direct touch with their ancestors, and other ceremonies and practices center on the fish through the year. Losing the fish is a strike to the core of the Tulalip people, but they have a long-term vision to restore wild salmon populations to levels that will support their fishing needs.

This unit of study consisits of 5 activities to investigate the effects of Native American Boarding Schools on the individual, the family, and the community. Students will analyze before and after pictures of indigenous students, primary source comments given by boarding school survivors, and historic newspapers to asertain attitudes towards Native Americans during this time period. Middle school students will conclude with a short writing assignment. Secondary students will prepare an essay that relates the attitudes of the time to the practices in Native American Boarding Schools. This is an emotionally difficult subject and special care should be taken if you have Native students in your classrooms, as this topic is traumatic for families who have survived this experience. See Multicultural Considerations before beginning.