On March 6, 1857, the Supreme Court of the United States issued its infamous Dred Scott decision, which fundamentally denied the legitimacy of Black American citizenship. The coincidence of the date, one day after the anniversary of the Boston Massacre, caught the attention of William Cooper Nell, a free man of color, historian, and influential abolitionist. On March 5, 1858, antislavery activists celebrated Crispus Attucks Day at Faneuil Hall, where Attucks’s body had awaited burial in 1770. Such efforts to commemorate Attucks helped shape the field of African American history. This lesson examines the ways historians, civil rights activists, and cultural institutions renewed the memory of an otherwise enigmatic figure.The Woodson Center's Black History and Excellence curriculum is based on the Woodson Principles and tells the stories of Black Americans whose tenacity and resilience enabled them to overcome adversity and make invaluable contributions to our country. It also teaches character and decision-making skills that equip students to take charge of their futures. These lessons in Black American excellence are free and publicly available for all.

Where are the significant places, regions, and people in the Pacific Northwest?This fourth grade unit for Drumbeats in Time was produced by a team of teachers from Thorp School District, Washington in consultation with members of the Kittitas Band of the Confederated Tribes and Bands of the Yakama Nation

Imagine trying to cut your hair without metal tools. How would you do it? Join JPPM's Educator Nate Salzman as he uses experimental archaeology to answer the question "How did Native Americans cut their hair before metal tools?" Use to support the Maryland Social Studies Framework for grades 3, 4, and High School. To support the grade 3 content topic "Cultural Change Over Time," have students compare the advantages/disadvantages of the results of this experiment and how they receive a hair cut; for grade 4 topic "Native Cultures," have students either hypothesize and research how Native American tribes who did not have access to shells may have cut their hair or respond to the prompt "why did European colonists use metal tools for cutting their hair while the Native Americans used shells? Would some hair styles be easier to cut with one type of tool than the other?"; finally for HS topic "Exploration, Colonization, and Global Interaction, have students respond to the prompt "with the introduction of metal tools, how might the role of 'barber' have changed within a Native American tribe? If you evaluate or use this resource, consider responding to this short (4 question) survey at bit.ly/3G6RxUa

The K-5 Classroom Resource list is intended for use by educators with students. Background texts and resources for professional development are also available. Please contact Social Science Specialist Amit.Koborowski@state.or.us for more information.

Four lesson plans developed by the Coquille Tribe of Oregon for fourth-grade students.
Lessons include:
1) People Groups - This lesson will give students a foundational aware- ness of the Indigenous, sovereign people groups who live in what is now known as Oregon—their history, their culture, and the issues that continue to impact them today. When undertaking the study of Indigenous people, it is important to begin with their long history on the land. Indige- nous people have lived in Oregon for thousands of years, in established communities, with estab- lished social structures, languages, and cultures. They were—and are—deeply and inextricably connected to the land.
2) Sea Otters - In this lesson, students will learn about the import- ant role of the sea otter in the history and tradi- tional life of the Coquille Indian Tribe. They will also learn about the long-term impact the European fur trade had on the population of this magnificent creature and how the sea otter’s virtual extinction damaged the ecosystem of the Oregon Coast. Stu- dents will then learn how to identify and diagram the sea otter’s internal and external structures (i.e., the organization of the inside and outside body parts that form a living thing) and describe how the purpose of these structures supports sea otter survival. Finally, students will create an educational poster or pamphlet that provides an overview of the sea otter and its impact on the traditional life of the Coquille Indian Tribe.
3) History of the Coquille Indian Tribe - This lesson will give students a general knowl- edge of the history, ancestral territory, and traditional lifeways of the Coquille Indian Tribe. Working in groups, students will use maps, make predictions, and participate in a close reading of
a written text that allows them to check their pre- dictions. The text provides other interesting facts about the Tribe, which should provide informa- tion and generate questions that can guide their learning in subsequent lessons about the Coquille Indian Tribe.
4) Coastal Lifeways - The Coquille Indian Tribe flourished on Oregon’s southwestern coast for thousands of years in a homeland encompassing more than a million acres. The Tribe’s ancestral and modern lands of interest include significant portions of Oregon’s Coos, Curry, Douglas, Jackson, Josephine, and Lane counties. The Coquille traditional lifeways are deeply tied to the coastal environment. This lesson provides students with the opportunity to gain specific knowledge about important elements of the Coquille coastal lifeways.

From Communication Apprehension to Relaxation and Emotion: How Including Indian Content in Speeches Facilitates Delivery

This OER will describe the journey of students taking the Public Speaking class at Aaniiih Nakoda College during the 2006-2014 period. In this OER, I share lesson plans as well as best practices learned, and how the inclusion of Indian content helped students to conquer their fear of public speaking and to share their sentiments about topics that mattered to them.

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. 

Each spring semester at Montana State University – Northern, a few American Indian students quietly participate in their required Sex Education course. Often reluctant to engage in discussions related to sexual behaviors and diversity, American Indian students may fail to engage in the course. Offering a lesson about two-spirited people early in the sex education course improves instructional conversation and generates course engagement for American Indian students. This proposal serves to further develop the two-spirited people lesson and include a guest presentation from a two-spirit person.

This article highlights lessons and activities for elementary students about the people and cultures of the Arctic region.

The unit from Central Valley School District in Washington, is focused on the examination of geography in terms of “place.” Students dive into inquiry to answer the compelling question, What is unique about living in Washington? Through this question students will understand where and why people live in Washington State. Students will dive into the regions of Washington State and define it through many characteristics. Students will ultimately choose a region to become an expert on and communicate what makes that region unique. Each student’s performance task product will reflect choice and build upon student strengths according to their skill set.

Recently, you may have noticed a lot of big news coming out of Indigenous America, from protests at Standing Rock to the return of wild bison to efforts to bring home ancestral remains and artifacts. But when you talk to the movers and shakers, the conversation often comes back around to a bitter history – the Plains Indian Wars. In Season 6 of the Modern West Podcast, we hear the story from the point of view of the Plains tribes themselves. We discover how raw that story still is, and yet how communities are coming together to heal it.

The attached lesson and supporting essay are a revised draft of a week long activity conducted in the spring of 2022. This lesson was originally created as a follow on to the Smithsonians American Indian Education Boldt Decision lesson for a high school US History class. Here I have rewritten for an 8th grade class as I felt after having completed it that in both rigor and content it was a better fit for an 8th grade class as a means for connecting a process that took place over 150 years ago to a modern issue. It does align with high school geography standards and if its summative activity were modified would fit well under HS.53.

Welcome to the “Cultural Appropriation” module, where students are guided through a series of readings on how cultural imperialism and appropriation can be defined and what forms they can take, quizzed on those readings, then asked to apply their understanding of content in a series of Application Activities. This module uses Team-Based Learning pedagogy and Sketchnoting. Part of series of modules belonging to the ISU course, "Native People In American Culture."

Welcome to “Reading the Media” module, where students are guided through a series of readings on how the media treats Native Americans, quizzed on those readings, then asked to apply their understanding of content in a series of Application Activities. This module uses Team-Based Learning pedagogy and Sketchnoting. Part of series of modules belonging to the ISU course, "Native People In American Culture."

Welcome to the “American Indian Literatures & Sexual Violence” module, where students are guided through a series of readings on two separate topics - ways to approach American Indian Literature and sexual violence against Native women - which prepare them for reading Louise Erdrich's novel, "The Round House". Students are quizzed on those readings, then asked to apply their understanding of content in a series of Application Activities.

This collection of resources is aligned to the NY Regents exam. However, as you look into the scope and sequence document you will find some great primary documents for US and Global History

New Visions for Public Schools has developed full scope and sequence curricular frameworks designed for the Global History and Geography I and II courses and the U.S. History course. The curriculum integrates rich primary and secondary texts, maps, images, videos, and other reputable online sources into materials that meet the New York State K-12 Social Studies Framework’s objectives and provide students an opportunity to improve literacy skills by focusing on thinking critically while reading, writing, and speaking like historians.

Little known about our state’s history is the brave confrontation North Carolina’s Lumbee staged to protest a KKK rally near Maxton, NC on the night of January 18, 1958. In this lesson, students learn about North Carolina’s Lumbee and their heroic resistance to hatred and bigotry on this night, known as “The Battle of Hayes Pond.” Students will explore the night’s events as well as design an active citizenship award to honor the Lumbee for their vigilance in fighting for their rights.

This is a link to the Oregon Department of Education Indian Education Resources web page.
It includes Educator Resources, Student and Parent Resources, and Additional Helpful Links.

The documents and questions may be used for classroom investigation or as a unit assessment. Documents can be distributed and assigned as a jigsaw or as a complete set. Students read the document and apply historical investigation skills. Students should have access to prior learning about the nature of Indian and white settler contact.Updated video link for Broken Treaties

The book is an introduction or primer to ethnic studies and is not a complete or comprehensive review of the literature. Content focuses on major concepts, theories, perspectives, and voices in ethnic studies with research from anthropology, history, political science, psychology, and sociology to offer an inclusive approach for critical inquiry. Modules include learning objectives, a list of key terms and concepts, applications (exercises), biological reflections (stories), summary, and review questions.

The book addresses the five student learning outcomes and core competencies for Ethnic Studies graduation requirement approved by the California State University Council on Ethnic Studies (GE Area F), and explores the four major underrepresented groups in the U.S. including Native American, African American, Asian American, and Latinx American communities.

Our Lives: An Ethnic Studies Primer is available in three online formats:

PDF version
https://www.hancockcollege.edu/ccecho/documents/Our%20Lives%20An%20Ethnic%20Studies%20Primer%20v3%20FINAL.pdf

Pressbooks version
https://ourlives.pressbooks.com/

LibreTexts version
https://socialsci.libretexts.org/Sandboxes/admin/Our_Lives_-_An_Ethnic_Studies_Primer_(Kennedy_and_Bermio)