We Are Still Here!: Native American Truths Everyone Should …

BOOK GUIDE

3RD TO 6TH GRADE

BOOK GUIDES

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BOOK GUIDES

TABLE OF CONTENTS

Introduction

5 6 11 16 20

Teaching Native Ways of Knowing Book Guides

We Are Still Here Native Ways of Knowing Book Guide STEWARD Lesson Plan Extended Learning and Place-Based Project Content Standards Read Aloud Strategies 8 Tips for Selecting Books About Native Americans

24 22

Native Ways of Knowing Literary Assessment Tool

What Are Native American Pedagogies? Native Ways of Knowing Book List

32 36 K-3rd Grade Native Ways of Knowing Book Guides 3rd to 6th Grades Native Ways of Knowing Book Guides 38 7th to 12th Grades Native Ways of Knowing Book Guides

When selecting children’s books about Native peoples, educators need to be mindful of the need to avoid stereotypes, tokenism, and misrepresentations. Unfortunately, the publishing industry has historically lacked diversity in this regard, with only a small percentage of children’s books depicting characters from American Indian and First Nation populations. Moreover, some of these books perpetuate harmful stereotypes. We recognize the importance of providing diverse and accurate portrayals of Native peoples, reflecting the rich diversity and ongoing presence of the 574 federally recognized and sovereign Native Nations in the United States today. By including Indigenous-authored books and stories that celebrate the resilience, culture, and contemporary experiences of Native peoples, we aim to offer a more comprehensive and respectful understanding for all students. As educators, it's crucial to thoughtfully select books and materials that authentically depict Native peoples, both historically and in contemporary contexts. To aid in this endeavor, consider utilizing Native Ways of Knowing Book Guides, which facilitate the selection and teaching of high-quality materials. By decolonizing and indigenizing classrooms and libraries, these guides empower educators and parents to choose literature authored by Indigenous writers, offering insights into vibrant Indigenous cultures. By integrating these guides into your educational spaces, you foster culturally and linguistically responsive literacy. This not only enriches your school, classroom, or home library but also nurtures empathy, courage, resilience, sovereignty, and a deeper understanding of Native Ways of Knowing among young readers. Expand your literary collection with works by Indigenous authors and illustrators who employ Indigenous storytelling techniques, showcasing the diversity and sovereignty of Native tribes. Embracing these narratives not only broadens perspectives but also honors and celebrates Indigenous voices and experiences. Do the books in your classroom and library include Indigenous-authored books that accurately and respectfully represent Native peoples? Does your literary collection and curriculum showcase the diversity, resiliency, and sovereignty of Native tribes?

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BOOK GUIDES

Teaching Native Ways of Knowing Book Guides

Teaching young readers about Native Ways of Knowing involves introducing them to the rich cultural traditions, beliefs, and perspectives of Indigenous peoples. Here are strategies teach Native Ways of Knowing to young students: By incorporating these approaches into education, young readers can develop a deeper understanding and appreciation of Native Ways of Knowing, fostering cross-cultural understanding and respect.

Storytelling Share tribally-approved traditional stories from Native American tribes and cultures that convey important lessons, values, and cultural knowledge.

Artistry Engage children in hands-on activities taught by Native American artists and cultural bearers, such as beadwork, weaving, or painting, which can help them understand the cultural significance of these art forms. Exploration Encourage children to explore and appreciate the natural world through activities such as nature walks, observing wildlife, and learning about traditional ecological knowledge passed down by Indigenous peoples. Interactive Resources Utilize interactive resources, such as multimedia presentations, videos, and online platforms, that feature Native American voices and perspectives on topics like tribal languages, land stewardship, and cultural practices. Guest Speakers Respectfully invite elders and members of local Tribal communities to speak with children about their traditions, history, and ways of knowing to provide authentic and personal perspectives. Respect and Empathy Foster respect and empathy towards Native American cultures by encouraging open-mindedness, asking questions, and promoting understanding of diverse worldviews.

Critical Thinking Encourage children to think critically about stereotypes and misconceptions surrounding Native American and Alaska Native peoples and highlighting their resilience, contributions, and ongoing struggles for recognition and justice.

BOOK GUIDES

Title: We Are Still Here!: Native American Truths Everyone Should Know Author: Traci Sorell (Cherokee Nation) Illustrator: Frané Lessac Genre: Non-fiction Lexile: 1410L Tribal Connection: Cherokee Nation Linked Read Aloud https://www.youtube.com/watch?v=WiYIcLnhsUg

Essential Understandings

Read this document and watch these videos to learn more about the Essential Understandings of California Indian History and Culture: https://bit.ly/NASMC_EU EU 1: Great Diversity Among Tribes https://bit.ly/NASMC_EU1 EU 2: Diversity Among Identity https://bit.ly/NASMC_EU2 EU 3: Native Traditional Beliefs https://bit.ly/NASMC_EU3 EU 4: Policies that Affected Tribes https://bit.ly/NASMC_EU4 EU 5: Reservations https://bit.ly/NASMC_EU5 EU 6: History from a California Indian Perspective https://bit.ly/NASMC_EU6 EU 7: Tribes Have Sovereign Powers https://bit.ly/NASMC_EU7

Native Ways of Knowing 6Ps

Place : All learning takes place on Indigenous lands. Students will continue to learn and create relationships with the Indigenous peoples and homelands of the place in which they live and learn. Presence : Students are taught that Indigenous peoples are still here. Students will learn about contemporary Indigenous peoples and issues in the curriculum to counter the dominant narrative that Indigenous peoples no longer exist. Perspectives : Indigenous voices can counter Eurocentrism in curriculum and provide generative analyses to enrich social studies more broadly. Students will learn about Indigenous perspectives throughout the curriculum through movies, primary sources, secondary sources, books, and digital media, not only to create more robust and comprehensive accounts of history, but also to complement all curricular topics. Political Nationhood : Indigenous identities and communities are not only social and cultural; they are also political. Students will be taught to focus on Indigenous citizenship, nationhood, and inherent sovereignty as part of civics and citizenship education, rather than a multicultural emphasis on Indigenous cultures. Power: Students will be taught to challenge power dynamics and recognize Indigenous power within curriculum and learning. Students will critically interrogate and be aware of the ways Eurocentrism permeates textbooks and curriculum, as well as emphasize the countless creative ways Indigenous peoples assert their power by enacting meaningful social change. Partnerships: Cultivate and sustain partnerships with Indigenous peoples, organizations, and nations. Educators and students foster meaningful and mutually beneficial relationships between schools and/or classrooms and Indigenous peoples, organizations, communities, and/or nations. Source: Leilani Sabzalian, Assistant Professor, Indigenous Studies in Education, University of Oregon.”Critical Orientations for Indigenous Studies Curriculum”

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BOOK GUIDES

Book Summary We Are Still Here: Native American Truths Everyone Should Know by Traci Sorell is a powerful book that aims to educate readers about the rich history, culture, and contributions of Native American peoples. The book introduces the Native Nations Community School where students are researching and preparing presentations for Indigenous People’s Day. Each student picks one important topic specific to Native Nations’ experiences. Author Tracy Sorell’s We Are Still Here!: Native American Truths Everyone Should Know explores the impact of the treaties, laws and policies of the U.S. Government on people of the Native Nations. At the Native Nations Community School each student delves into historical and contemporary laws, policies, struggles, and triumphs of Native life. Through Frané Lessac's vibrant illustrations, the book vividly portrays the 12 student projects, highlighting the resilience and activism of Native peoples across time. The book offers readers a comprehensive understanding of Native American history, both past and present. With precise and lyrical writing, Sorell explores topics such as forced assimilation, land allotment, tribal reorganization, and self-determination. Each presentation concludes with the powerful refrain, "We are still here!" affirming the enduring presence and strength of Native communities. In the classroom, students stand proudly beside their tri-fold boards, sharing their research with family and friends. While the students depicted are fictional, the information presented is true, providing readers with a deeper appreciation for Native experiences and ongoing struggles. The book includes a timeline, glossary, and sources for further study, making it an invaluable resource for readers of all ages. Through a creative blend of storytelling and educational exploration, We Are Still Here! brings to light the often-overlooked history and contributions of Indigenous peoples. With its simple yet bold illustrations and extensive back matter, the book serves as an important introduction to an integral part of American history that deserves recognition and understanding.

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BOOK GUIDES

Essential Questions Teacher will introduce the essential questions for students to think about as the book is read. These questions help students be engaged, make connections, promotes inquiry, and fosters thoughtful class conversation. The essential questions will guide the class discussion, activities, and support student deeper learning and reflection. What is tribal sovereignty? What are examples of efforts to reclaim cultural sovereignty? What are some examples of revitalizing and preserving Indigenous languages? How can students amplify Native voices and contribute to positive change in their communities? How do Native American authored books help us understand the value of Native American cultures and languages?

Words to Learn

Sovereignty: the authority of a nation to govern itself and make its own decisions Colonization: the process by which a foreign power establishes control over a territory and its people, often involving the exploitation of resources and political dominance Resilience: the ability to withstand challenges through strength and perseverance Assimilation: the process by which individuals or groups adopt the customs, beliefs, and practices of another culture, often as a result of pressure or coercion Stereotype: distorted belief or image about a particular group of people, often based on prejudice or ignorance Cultural Appropriation: inappropriate adoption or use of elements of one culture by members of another culture, often without understanding or respect Colonialism: the practice of acquiring, controlling, and exploiting territories and peoples for economic, political, and cultural gain, typically by a more powerful nation or group Genocide: the deliberate and systematic extermination or destruction of a national, ethnic, racial, or religious group, often as part of a broader campaign of oppression or domination Language Revitalization: efforts to preserve, restore, or revive endangered or dormant languages, often through education, documentation, and community engagement Cultural Sovereignty: the right of Indigenous peoples to maintain, protect, and control their cultural heritage, practices, and traditions, often in the face of external pressures and influences Intertribal: relating to or involving multiple Indigenous tribes or nations, often used to describe collaboration, alliances, or interactions between different Indigenous groups Decolonization: the process of undoing the effects of colonialism and empowering Indigenous peoples to reclaim their lands, cultures, languages, and self-determination

Teaching young children to learn and care as stewards involves instilling in them a sense of responsibility, empathy, and curiosity about the world around them. This can be done through various educational activities, discussions, and experiences that promote understanding and appreciation for the environment, community, and themselves. For example, engaging children in nature-based activities like gardening, recycling projects, or outdoor exploration can help them develop a connection to the natural world and understand the importance of caring for it. Additionally, incorporating lessons on kindness, cooperation, and respect for others helps foster empathy and a sense of social responsibility. By providing opportunities for children to actively participate in caring for their surroundings and others, educators can empower them to become thoughtful and compassionate stewards of their environment and communities. Page 8

BOOK GUIDES

STEWARDS CARE FOR THE LAND, PEOPLE, ANIMALS, AND NATURE.

T S E

STEWARD

Students will act as stewards, which are people who listen, learn, and care. Stewards are responsible and kind helpers. They learn how to respect and take care of important things, like plants and animals, by being gentle and helping them grow. Students learn how to care for the land, nature, people, and animals.

TITLE OF BOOK

Teacher will introduce the title of the book written by Native American authors. Ask the students to think about the title of the book, observe the pictures on the cover of the book, and predict what they think the book is about. Teacher will prompt students what they wonder what the book is about based on the book title.

ESSENTIAL QUESTIONS

Teacher will introduce the essential questions for students to think about as the book is read. Helps students be engaged, make connections, promotes inquiry, and fosters thoughtful class conversation. The essential questions will guide the class discussion, activities, and support student deeper learning and reflection.

W WORDS TO LEARN

Teacher will introduce the new words to learn in the book. Preview all the vocabulary words from the story and share a student-friendly definition of the word. Students will read words several times with teacher and play a word listening game during the read aloud.

A AUTHOR AND ILLUSTRATOR

Teacher explains that the author of the book is a Native American, say the author’s name and tribal affiliation. Teacher does the same for the illustrator. Teacher facilitates the discovery of the book including: parts of the book, role of author and illustrator, book walk and page observations, and Reading Inquiry Chart,

READ AND LEARN

Teacher will read the book aloud and model reading clearly and slowly to allow students to think. Teacher provides think aloud while reading, allowing time for the students to think about what's happening or what might come next. Students will study the pictures, listen for the vocabulary words, make comments, and ask questions about the book.

DISCUSS AND SHARE

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San Diego County Office of Education

California Indian Education for All https://caindianeducationforall.com

https://www.sdcoe.net/mega

My Notes

BOOK GUIDES

STEWARD

Teacher will gather students on the carpet to begin the lesson and share that they will be continuing to grow and learn as stewards. The class will continue to learn Native Ways of Knowing from a new highlighted book written by Native American authors. Today the students will continue to act as stewards, which are people who listen, learn, and care. Stewards are kind and responsible helpers. They learn about things, like nature or being kind, and listen to others to understand better. Stewards take care of important things, like plants and animals, by being gentle and helping them grow. They also care about people and work together to make things better for everyone. Being a steward means learning, listening, and caring for the world and everyone in it. Students will continue to learn how to care for the land, nature, people and animals from a new Native Ways of Knowing book.

TITLE OF BOOK

Teacher will share that in today’s lesson the students will be listening and learning a new story written by a Native American author. Teacher will introduce the title of the book, We Are Still Here!: Native American Truths Everyone Should Know . Teacher will ask the students to think about the title of the book, observe the pictures on the cover of the book, and predict what they think the book is about. Teacher will prompt students to wonder what the book is about based on the book title.

ESSENTIAL QUESTIONS Teacher will introduce the essential questions for students to think about as the book is read. These questions help students be engaged, make connections, promotes inquiry, and fosters thoughtful class conversation. The essential questions will guide the class discussion, activities, and support student deeper learning and reflection. What is tribal sovereignty? What are examples of efforts to reclaim cultural sovereignty? What are some examples of revitalizing and preserving Indigenous languages? How can students support Indigenous rights, amplify Native voices, and contribute to positive change in their communities? How do Native American authored books help us understand the value of Native American cultures and languages?

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STEWARDS CARE FOR THE LAND, PEOPLE, ANIMALS, AND NATURE.

W WORDS TO LEARN

Teacher will introduce the new words to learn in the book. Preview all the vocabulary words from the story and share a student-friendly definition of the word. Students will read the words several times as the teacher says read it with me, Teacher will pass out a word card for each word to students in partners and have them read it with their partner. Student partners, will practice reading the words and play a word listening game during the read aloud. Vocabulary Words Sovereignty: the authority of a nation to govern itself and make its own decisions Colonization: the process by which a foreign power establishes control over a territory and its people, often involving the exploitation of resources and political dominance Resilience: the ability to withstand challenges through strength and perseverance Assimilation: the process by which individuals or groups adopt the customs, beliefs, and practices of another culture, often as a result of pressure or coercion Stereotype: distorted belief or image about a particular group of people, often based on prejudice or ignorance Cultural Appropriation: inappropriate adoption or use of elements of one culture by members of another culture, often without understanding or respect Colonialism: the practice of acquiring, controlling, and exploiting territories and peoples for economic, political, and cultural gain, typically by a more powerful nation or group Genocide: the deliberate and systematic extermination or destruction of a national, ethnic, racial, or religious group, often as part of a broader campaign of oppression or domination Language Revitalization: efforts to preserve, restore, or revive endangered or dormant languages, often through education, documentation, and community engagement Cultural Sovereignty: the right of Indigenous peoples to maintain, protect, and control their cultural heritage, practices, and traditions, often in the face of external pressures and influences Intertribal: relating to or involving multiple Indigenous tribes or nations, often used to describe collaboration, alliances, or interactions between different Indigenous groups Decolonization: the process of undoing the effects of colonialism and empowering Indigenous peoples to reclaim their lands, cultures, languages, and self-determination

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STEWARDS CARE FOR THE LAND, PEOPLE, ANIMALS, AND NATURE.

A AUTHOR AND ILLUSTRATOR

Teacher will point to the cover of the book and explain that the author of the book is a Native American, Traci Sorell, citizen of the Cherokee Nation. The illustrator of the book is Frané Lessac. Teacher will review the roles of an author and an illustrator when designing and creating a book. Teacher facilitates the discovery of the book including: parts of the book, role of author and illustrator, book walk and page observations, and Reading Inquiry Chart. . Class will do a discovery of the book and discuss the following: Parts of the book: front cover, back cover, title page, page numbers, and spine. Role of the author and illustrator when designing and creating a book. Book walk and page observations by looking at the illustrations Using a class Reading Inquiry Chart, the teacher will write down what the students see and what students wonder, based on the illustrations in the book.

Class Reading Inquiry Chart Teacher will write and quick sketch on a poster paper about what the students SEE in the book. Then the teacher will write and sketch what the students WONDER about based on the illustrations in the book.

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STEWARDS CARE FOR THE LAND, PEOPLE, ANIMALS, AND NATURE.

R READ AND LEARN

We Are Still Here Book Trailer https://www.youtube.com/watch?v=56TvPsiFgvM

Teacher explains that We Are Still Here: Native American Truths Everyone Should Know by Traci Sorell is a powerful book that aims to educate readers about the rich history, culture, and contributions of Native American peoples. The book introduces the Native Nations Community School where students are researching and preparing presentations for Indigenous People’s Day. Each student picks one important topic specific to Native Nations’ experiences. Author Tracy Sorell’s We Are Still Here!: Native American Truths Everyone Should Know explores the impact of the treaties, laws and policies of the U.S. Government on people of the Native Nations. At the Native Nations Community School each student delves into historical and contemporary laws, policies, struggles, and triumphs of Native life. Through Frané Lessac's vibrant illustrations, the book vividly portrays the 12 student projects, highlighting the resilience and activism of Native peoples across time. Through a creative blend of storytelling and educational exploration, We Are Still Here! brings to light the often-overlooked history and contributions of Indigenous peoples. With its simple yet bold illustrations and extensive back matter, the book serves as an important introduction to an integral part of American history that deserves recognition and understanding. Read and Learn Teacher will read the book aloud. Model reading clearly and slowly to allow students to think. Teacher provides think aloud while reading. Allow time for students to think about what's happening or what might come next. Students will study the pictures, listen for the vocabulary words, make comments, and ask questions about the book.

Optional Digital Read Aloud https://www.youtube.com/watch?v=WiYIcLnhsUg

Class Reading Inquiry Chart Teacher will refer back to the Class Reading Inquiry Chart and add additional questions that students have based on what they just read and learned.

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STEWARDS CARE FOR THE LAND, PEOPLE, ANIMALS, AND NATURE.

D DISCUSS AND SHARE

Teacher will facilitate a class discussion and encourage students to remember to listen, discuss, and share as stewards. Students will listen to others to become more responsible and curious to understand better. Take time to discuss and allow students to think-pair-share. Teacher reviews how stewards take care of and are respectful of important things like people, animals, and nature. For example, we care for plants and animals, by being gentle and helping them grow. They also care about people and work together to make things better for everyone. Being a steward means learning, listening, and caring for the world and everyone in it. Teacher will take time to discuss what the class read together. Ask students if they have any questions, what they found interesting, things they relate to, and encourage them to share anything they learned. Discussing the story together after reading helps children form connections in their minds and remember it in more detail. Discussion Questions: How does the book challenge and reshape traditional historical narratives about Native Americans? What new perspectives does the book offer on key historical events and figures? Why do you think the author wrote this book? What did she want readers to learn? In what ways does the book illustrate the resilience of Native American cultures and communities throughout history? How have Indigenous peoples preserved and celebrated their traditions despite centuries of adversity? The author addresses several contemporary challenges facing Native American communities, including environmental issues, healthcare disparities, and economic inequality. How does she advocate for addressing these challenges, and what strategies does she propose for promoting Indigenous well-being? The concept of cultural sovereignty is central to the book.. How does the book define cultural sovereignty, and why is it essential for Indigenous peoples? What are examples of efforts to reclaim cultural sovereignty in various aspects of life? Tribal language revitalization is a key theme in the book. How does the author emphasize the importance of Native languages for preserving cultural heritage and fostering community resilience? What initiatives does she highlight for revitalizing and preserving Indigenous languages? What are some key takeaways from the book, and how can readers apply this knowledge to support Indigenous rights, amplify Native voices, and contribute to positive change in their communities? Indigenous communities often have a unique relationship with the environment. How does the book discuss environmental justice issues, such as land rights and resource extraction, from an Indigenous perspective? Education is a recurring theme in the book, particularly in terms of empowering Indigenous youth. How does the author advocate for culturally relevant education and the inclusion of Indigenous perspectives in schools? Do you know the name of the tribes who live on the land where you live? Learn about the Native American people who live near you today and the people who lived in your place long ago. Visit this resource to learn more: https://native-land.ca/

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BOOK GUIDES

Extended Activity and Place-Based Project

Exploring Traditional Knowledge Guest Speaker Select several passages from the book that discuss traditional Native American knowledge, such as cultural practices, ecological wisdom, or oral traditions. Have students analyze these passages and discuss the importance of preserving and honoring traditional knowledge. Invite a guest speaker from a local Native American community to share their insights and experiences related to traditional knowledge. _____________________________________________________________________________________ Research Projects on Native American History and Culture Have students choose a topic to research on a specific aspect of Native American history, culture, or contemporary issues discussed in the book. Topics could include traditional storytelling, indigenous languages, treaties and sovereignty, contemporary activism, or notable Native American figures. Encourage students to research and learn from tribes in their community. Invite guest speakers and elders from the local tribal community or Native American organization to share. Encourage students to present their findings through presentations, posters, or written reports, and facilitate a class discussion to share and learn from each other's research. _____________________________________________________________________________________ Writing Prompts and Reflections Provide writing prompts inspired by the book to encourage students to reflect on their own identities, heritage, and connections to Native American culture. Encourage students to write personal narratives, poems, or essays that explore themes of identity, belonging, and the importance of diverse perspectives in building a more inclusive society. _____________________________________________________________________________________ Tribal Community Engagement and Action Organize a tribal community service project to support local Native American organizations, cultural centers, or initiatives working to address issues facing Native American communities. Encourage students to take action by raising awareness about Native American issues within their school or local community, such as organizing educational events, advocating for curriculum inclusion, or participating in cultural exchange programs. _____________________________________________________________________________________

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BOOK GUIDES

Extended Activity and Place-Based Project

We are Still Here!: Native American Truths Everyone Should Know Author Talk with Traci Sorell

Traci Sorell shares about her experience writing books and the importance of telling these stories.

Traci Sorell: Stories for Our Children - OsiyoTV https://www.youtube.com/watch?v=-EtBoMs3X0o

Traci Sorell: Sharing We Are Still Here! with Cherokee children https://www.youtube.com/watch?v=T-xVsRTRFSc

Traci Sorell: History we need to know: We Are Still Here! https://www.youtube.com/watch?v=xFU3WKwZl-o

Explore Traci Sorell’s website: https://www.tracisorell.com/ _____________________________________________________________________________________

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BOOK GUIDES

Continue Learning with Author Traci Sorell Traci Sorell: Young life as a reader - Reading Rockets https://www.youtube.com/watch?v=Y2GaEQ3_gEo&list=PLLxDwKxHx1yLbpWW6XxbPw2ltCURHJOmC&index=1 Traci Sorell: Seeing myself in books - Reading Rockets https://www.youtube.com/watch?v=Y2GaEQ3_gEo&list=PLLxDwKxHx1yLbpWW6XxbPw2ltCURHJOmC&index=1 Traci Sorell: Windows, mirrors, and sliding doors - Reading Rockets https://www.youtube.com/watch?v=32X-QU24rH4&list=PLLxDwKxHx1yLbpWW6XxbPw2ltCURHJOmC&index=3 Traci Sorell: In service to my Cherokee community - Reading Rockets https://www.youtube.com/watch?v=ekfL-zxnlrk&list=PLLxDwKxHx1yLbpWW6XxbPw2ltCURHJOmC&index=4 Traci Sorell: Seeing Native children in books - Reading Rockets https://www.youtube.com/watch?v=W01IbmiwbVE&list=PLLxDwKxHx1yLbpWW6XxbPw2ltCURHJOmC&index=5 Traci Sorell: Centering Native people and history - Reading Rockets https://www.youtube.com/watch?v=Znyy6etpiAE&list=PLLxDwKxHx1yLbpWW6XxbPw2ltCURHJOmC&index=6 Traci Sorell: Finding authentic children’s books about Native peoples - Reading Rockets https://www.youtube.com/watch?v=46fqnA6x9KY&list=PLLxDwKxHx1yLbpWW6XxbPw2ltCURHJOmC&index=7 Traci Sorell: Including Native languages in books for young people - Reading Rockets https://www.youtube.com/watch?v=dz4x6etvyNc&list=PLLxDwKxHx1yLbpWW6XxbPw2ltCURHJOmC&index=8 Traci Sorell: Writing workshops with kids - Reading Rockets https://www.youtube.com/watch?v=Wgm-mCl5550&list=PLLxDwKxHx1yLbpWW6XxbPw2ltCURHJOmC&index=9 Traci Sorell: The real writing comes from revision - Reading Rockets https://www.youtube.com/watch?v=KaDJr-VggzI&list=PLLxDwKxHx1yLbpWW6XxbPw2ltCURHJOmC&index=10 Traci Sorell: Working with illustrator Frané Lessac - Reading Rockets https://www.youtube.com/watch?v=K0K_LDGHKpA&list=PLLxDwKxHx1yLbpWW6XxbPw2ltCURHJOmC&index=12 Traci Sorell: Cherokee legend of the first strawberry - Reading Rockets https://www.youtube.com/watch?v=7MJWDsXLsLg&list=PLLxDwKxHx1yLbpWW6XxbPw2ltCURHJOmC&index=14 Traci Sorell: History we need to know: We Are Still Here! - Reading Rockets https://www.youtube.com/watch?v=xFU3WKwZl-o&list=PLLxDwKxHx1yLbpWW6XxbPw2ltCURHJOmC&index=15 Traci Sorell: Imagining the illustrations for We Are Still Here - Reading Rockets https://www.youtube.com/watch?v=Do0DQlumXCg&list=PLLxDwKxHx1yLbpWW6XxbPw2ltCURHJOmC&index=16 Traci Sorell: Sharing We Are Still Here! with Cherokee children - Reading Rockets https://www.youtube.com/watch?v=T-xVsRTRFSc&list=PLLxDwKxHx1yLbpWW6XxbPw2ltCURHJOmC&index=17 Traci Sorell: Creating safe spaces for Native kids - Reading Rockets https://www.youtube.com/watch?v=oZJ54x4VvHQ&list=PLLxDwKxHx1yLbpWW6XxbPw2ltCURHJOmC&index=24 Extended Activity and Place-Based Project

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BOOK LIST BOOK GUIDES BOOK LIST

San Diego County Office of Education

California Indian Education for All https://caindianeducationforall.com

https://www.sdcoe.net/mega

My Notes

BOOK GUIDES

Content Standards

3rd Grade Reading Literature Key Ideas and Details: CCSS.ELA-LITERACY.RL.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CCSS.ELA-LITERACY.RL.3.2: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. Craft and Structure: CCSS.ELA-LITERACY.RL.3.5: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. Integration of Knowledge and Idea: CCSS.ELA-LITERACY.RL.3.7: Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting) CCSS.ELA-LITERACY.RL.3.9: Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters. Reading Informational Key Ideas and Details: CCSS.ELA-LITERACY.RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CCSS.ELA-LITERACY.RI.3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea. CCSS.ELA-LITERACY.RI.3.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. Craft and Structure: CCSS.ELA-LITERACY.RI.3.5: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. I ntegration of Knowledge and Idea: CCSS.ELA-LITERACY.RI.3.7: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). CCSS.ELA-LITERACY.RL.3.8: Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). Writing Text Types and Purposes: CCSS.ELA-LITERACY.W.3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons. CCSS.ELA-LITERACY.W.3.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Research to Build and Present Knowledge: CCSS.ELA-LITERACY.W.3.7: Conduct short research projects that build knowledge about a topic. CCSS.ELA-LITERACY.W.3.8: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

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BOOK GUIDES

Content Standards

Speaking and Listening Comprehension and Collaboration: CCSS.ELA-LITERACY.SL.3.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. Presentation of Knowledge and Ideas: CCSS.ELA-LITERACY.SL.3.4: Conduct short research projects that build knowledge about a topic. Language Conventions of Standard English: CCSS.ELA-LITERACY.L.3.1: Conduct short research projects that build knowledge about a topic. CCSS.ELA-LITERACY.L.3.2: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

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BOOK GUIDES

Read Aloud Strategies

Pause and Discuss Points Select a few “pause and discuss points” in the book Choose to think aloud, ask questions, or teach vocabulary to support comprehension. These “pause and discuss points” are for critical teaching and learning happens. Mark each of these with a post-it note with a prompt and language to use with the students. At each of these “pause points” engage children in one or more of the following activities:

Listen to the teacher think aloud about the text. Answer a text-dependent or open-ended question. Think-Pair-Share with a partner Contribute to the recording of information on an anchor chart. Learn robust vocabulary with a child-friendly definition. Make Reading Joyful

Do you know the name of the tribes who live on the land where you live?

What does it mean to be a steward of the Earth?

Design your classroom to joyfully celebrate books and literacy. Create comfortable seating for students, preferably close to the teacher on a carpet or sitting pillows. Ensure that everyone can see the illustrations clearly. Display read aloud books for students to reread and interact with them. Consider using props or visual aids to enhance the

storytelling experience. Engage the Students

Encourage active participation from your listeners throughout the reading. Ask open-ended questions, make predictions, and encourage discussions about the story, characters, and illustrations. This will keep your audience engaged and help them connect more deeply with the book. Model Reading with Expression and Fluency Use your voice and body language to bring the story to life. Vary your tone, volume, and pacing to match the mood and rhythm of the text. Use different voices for different characters and emphasize key words and phrases to convey meaning and emotion. Encourage Visualization Thoughtfully encourage your listeners to visualize the scenes and characters in their minds as you read. Use descriptive language and vivid imagery to paint a picture in their imaginations. Pause occasionally to allow time for reflection and visualization. Provide Background Information Before you begin reading, provide some background information about the book, the author, and the illustrator. Use the Native Ways of Knowing Book Guide to share the tribal political status of the Native American/Alaska Native authors and illustrators. You can also use a map to add a pin to the tribal location of the Indigenous author and/or illustrator. This will help your listeners connect more deeply with the story and appreciate its significance. Use Anchor Charts and Graphic Organizers Utilize anchor charts and graphic organizers allow students The purpose of a whole class activity after the reading is to provide the children with an opportunity to synthesize their learning, support comprehension and retention, scaffold instruction, and visualize key information. Then you can review the charts and reinforce the literacy goal for the lesson. Some graphic organizers that teachers use include: Venn diagrams Story maps Inquiry Charts Reading Strategy Anchor Chart Vocabulary Anchor Chart

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BOOK LIST BOOK GUIDES BOOK LIST

San Diego County Office of Education

California Indian Education for All https://caindianeducationforall.com

https://www.sdcoe.net/mega

My Notes

BOOK GUIDES

Content Standards 8 Tips for Selecting Books About Native Americans

When selecting books about Native Americans, it's important to ensure they are accurate, respectful, and diverse in perspectives. Here are eight tips to guide your selection and ongoing learning. 1. Center Indigenous Voices Seek out books written by Native American authors or co-authored by Indigenous individuals. They offer unique insights and perspectives on their own cultures and experiences. Look into the author's background to see if they have connections to Native American communities or if they are recognized scholars in Indigenous studies. Authenticity and cultural sensitivity are crucial. Learn from Dr. Debbie Reese’s Critical Indigenous Literacies: Selecting and Using Children’s Books about Indigenous Peoples https://educatorinnovator.org/wp- content/uploads/2019/02/LA_CriticalIndigenousLiteracies.pdf 2. Celebrate Tribal Languages Pay attention to how authors incorporate Native American tribal languages into their writing. Select authors that seamlessly weave tribal languages into dialogue or narration, providing readers with an immersive experience in the language and culture. 3. Diversity of Tribal Representations Look for books that represent a diverse range of Native American cultures, tribes, and experiences. Native American communities are incredibly diverse, with distinct languages, traditions, and histories. Look for reviews from Indigenous readers or reputable sources that evaluate the book's accuracy and cultural representation. 4. Teach Native Resiliency and Strength Select books where authors and illustrators teach the resilience of Native Americans by highlighting their strengths, leadership, adaptability, and perseverance in the face of historical and contemporary challenges. Be cautious of books that perpetuate stereotypes or misconceptions about Native Americans. 5. Vetted for Accuracy and Authenticity Choose books that have been vetted for accuracy by Native American scholars, historians, or cultural experts. Authentic portrayal of traditions, beliefs, and historical events is essential. Dr. Debbie Reese’s American Indians in Children's Literature (AICL) blog provides critical perspectives and analysis of indigenous peoples in children's and young adult books. AICL Blog https://americanindiansinchildrensliterature.blogspot.com 6. Incorporate Fiction and Non-Fiction Consider both fiction and non-fiction books to gain a well-rounded understanding of Native American experiences. Fictional stories can incorporate cultural values and perspectives, while non-fiction provides historical context and factual information. Review Dr. Debbie Reese and Jean Mendoza’s Tips for Teachers: Developing Instructional Materials about American Indians https://drive.google.com/file/d/1q9vm1VKmTcML5dFG7StsU8vzKS9EBVmv/view 7. Support Indigenous-Owned Bookstores and Publishers Whenever possible, purchase books from Indigenous-owned bookstores or publishers to support Native American authors and communities directly. 8. Continue Learning and Discussing Remember that selecting books is just the beginning. Engage in ongoing learning and discussion about Native American history, culture, and contemporary issues. Attend cultural events, Native Ways of Knowing webinars and book clubs, listen to Indigenous voices, and remain open to new perspectives.

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Selecting Books About Native Americans in Classrooms NATIVE WAYS OF KNOWING LITERARY ASSESSMENT TOOL When selecting books about Native Americans, it's important to ensure they are accurate, respectful, and diverse in perspectives. This self-reflection tool will support with your book selection and ongoing learning. The tool allows educators to thoughtfully select and assess Native American Literature for instruction and classroom libraries. YES CENTER INDIGENOUS VOICES NO

The book is written or co-written by a Native American author. The book includes illustrations by a Native American illustrator. The author's or illustrator’s work receive recommendations from scholars and organizations specializing in Native American literature.

CELEBRATE TRIBAL LANGUAGES

The author incorporates Native American tribal language/s into their writing. The book seamlessly weaves tribal languages into dialogue or narration, providing readers with an immersive experience in the language and culture.

DIVERSITY OF TRIBAL REPRESENTATIONS

The books I select represent a diverse range of Native American cultures, tribes, and experiences. Native American communities are incredibly diverse, with distinct languages, traditions, and histories. The book has been reviewed from Indigenous readers or reputable sources that evaluate the book's accuracy and cultural representation. The book integrates culturally and linguistically appropriate American Indian culture and tradition.

TEACH NATIVE RESILIENCY AND STRENGTH

The book teaches the resilience of Native Americans by highlighting their strengths, leadership, adaptability, and perseverance in the face of historical and contemporary challenges. The author uses respectful and appropriate language when referring to Native American people. The book does not perpetuate stereotypes or misconceptions about Native Americans. The illustrations represent culturally accurate Native history or contemporary Native Americans. The book supports the tenants and principles of American Indian Tribal sovereignty and honors Tribal leaders.

VETTED FOR ACCURACY AND AUTHENTICITY

I choose books that have been vetted for accuracy by Native American scholars, historians, or cultural experts. The book authentically and accurately portrays tribal-specific traditions, languages, regalia, beliefs, and contemporary or historical events. I select books that have been recommended by the tribes in my community or Native families in my community. The illustrations of the characters shown in regalia appropriately depict the tribal nation, location, and context. The descriptions and dialogue in the book are respectful and accurate representations of Native Americans.

INCORPORATE FICTION AND NON-FICTION

I select fiction and non-fiction books for a well-rounded understanding of Native American experiences. Fictional stories incorporate cultural values and perspectives, while non-fiction provides historical context and factual information. I refer to the American Indians in Children's Literature (AICL) blog to learn more about new and recommended American Indian children's and young adult books. https://americanindiansinchildrensliterature.blogspot.com

BOOK GUIDES

What are Native American Pedagogies?

Native American pedagogies consist of a variety of educational philosophies, teaching methods, and cultural practices that are deeply connected to Indigenous traditions and values. While there isn't a singular approach representing all Native American cultures, several common principles and practices are typically highlighted in Indigenous education. These principles reflect the deep cultural values, wisdom, and resilience of Native American communities, offering insights into alternative approaches to teaching, learning, and community building that can enrich educational practices globally. Embracing Native American Pedagogies supports a holistic approach to learning about Native American cultures, honoring their unique contributions while fostering connections between students and their local communities. Here are some commonly emphasized elements in Native American pedagogies:

Place-Based Learning

Place-based education promotes learning experiences that are rooted in the cultural, historical, environmental, economic and literary contexts of students. As such, it is critical to understand the ways that culture and place are intrinsic to the experiences of Native students and other populations. This framework provides faculty with an applicable set of best practice strategies to incorporate into the classroom and serve an array of students (Conti, 2013). Indigenous cultures emphasize connection to the land and natural world. Place-based learning integrates local environments, landscapes, and cultural heritage into learning, fostering stewardship and community ties. Place-based learning is a great way to teach about Native American cultures because it lets students engage directly with the land, history, and traditions of Native American peoples in their local community by fostering respect, reciprocity, and relationships. Teachers build opportunities to build relationship to place, experience, and people. Exploring the history of Native American tribes in the area, including their interactions with the environment and land, helps students appreciate their contributions to the community. Learning about Indigenous ecological knowledge and sustainable practices through hands-on activities like planting native plants or restoring habitats highlights the importance of environmental conservation from Indigenous perspectives.

All-Senses Experiential Learning

Learning by doing is a core aspect of Native American pedagogy. Experiential learning in the Alaska Native way uses all the senses: sight, hearing, taste, touch, and smell, plus intuition and gut feeling. This framework recognizes that young people learn through engagement in activities that support their community in cooperative, collaborative and intentional ways that increase memory and skill development (Merculieff & Roderick 2013). Students engage in hands-on experiences, practical activities, and real-life applications of knowledge, fostering active participation and deep understanding. Native American pedagogies often take a holistic approach, addressing physical, mental, emotional, and spiritual dimensions of learning. Education is viewed as a lifelong journey encompassing all aspects of well-being and community connection.

Storytelling and Oral Tradition

Many Native American cultures prioritize oral tradition, passing knowledge, stories, and teachings through spoken language rather than written texts. Oral storytelling is central to education, transmitting cultural values, history, and wisdom across generations. Storytelling is central to the learning of peoples. It communicates knowledge about history, survival, and culture, and serves as a gentle corrective tool when there's disharmony in the community. Elders may choose to tell a corrective story without criticizing, singling out or disciplining an individual knowing that lessons will be remembered better if they are conveyed in an animated style (Merculieff & Roderick 2013). To integrate these elements into the classroom, one might utilize case studies, biographies, fictional narratives, and oral histories as teaching tools.

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