Decolonizing and Indigenizing Classrooms and Libraries https://bit.ly/NativeWaysofKnowingBooks BOOK GUIDE 7TH TO 12TH GRADES
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BOOK GUIDES
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TABLE OF CONTENTS
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Introduction
Teaching Native Ways of Knowing Book Guides
Native Ways of Knowing Book Guide STEWARD Lesson Plan Native Ways of Knowing Literature Circle 6Ps Literary Reflection Prompts Key Vocabulary and Terminology Cherokee Nation – FAQs Digital Interactive Timeline of Cherokee History
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Lift a Line and Reflect
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Cherokee Mock Trial and Project-Based Learning 8 Tips for Selecting Books About Native Americans
Native Ways of Knowing Literary Assessment Tool
What Are Native American Pedagogies? Native Ways of Knowing Book List
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94 97 K-3rd Grade Native Ways of Knowing Book Guides 3rd to 6th Grades Native Ways of Knowing Book Guides 98 7th to 12th Grades Native Ways of Knowing Book Guides
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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?
https://nwokbookguides.com
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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.
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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.
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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.
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BOOK GUIDES
Title: Cherokee Nation: A History of Survival, Self-Determination, and Identity Author: Bob Blackburn, Duane King, and Neil Morton Genre: Non-Fiction Lexile: 1260L Tribal Connection: The book isdeeply connected to the Cherokee Nation as it centers Cherokee voices, governance, and lived experiences to tell the story of the Nation’s survival, sovereignty, and ongoing exercise of self-determination from removal to the present.
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 Cherokee Nation: A History of Survival, Self-Determination, and Identity tells the story of the Cherokee Nation as a living, sovereign people whose history is defined not only by trauma and removal, but by resilience, adaptation, and self-determination. Written from a Cherokee-centered perspective, the book traces the Nation’s history from pre-contact times through colonization, forced removal along the Trail of Tears, allotment, and into the present day. Rather than presenting the Cherokee experience as a story that ends in the 19th century, the book emphasizes continuity and survival. It highlights how the Cherokee Nation rebuilt political institutions, preserved culture and language, and asserted sovereignty despite repeated attempts by the United States to dismantle Tribal governance and landholdings. Key moments—such as treaty-making, removal, statehood pressures, and federal policy shifts—are framed through Cherokee decision-making and leadership. The book also centers identity, explaining how Cherokee citizenship, community, and belonging are grounded in kinship, governance, and shared responsibility rather than stereotypes or blood myths. Contemporary chapters focus on modern Cherokee Nation government, cultural revitalization, education, and economic development, reinforcing that the Cherokee Nation is a thriving political and cultural nation today. Cherokee Nation: A History of Survival, Self-Determination, and Identity provides readers with an accurate, Nation- based understanding of Cherokee history, emphasizing sovereignty, resilience, and the ongoing presence and leadership of the Cherokee people. For educators, the text is especially valuable because it frames major historical events—such as treaty- making, forced removal along the Trail of Tears, allotment, and federal Indian policy—through Cherokee perspectives and decision-making. The book highlights how the Cherokee Nation rebuilt its government, defended its sovereignty, and sustained cultural, linguistic, and political systems despite repeated attempts at erasure. This approach helps educators move beyond deficit-based or trauma-only narratives and toward a more accurate understanding of Indigenous governance and leadership. The book also addresses Cherokee identity and citizenship, clarifying that belonging is grounded in kinship, community, and political nationhood rather than stereotypes or blood-based myths. Contemporary chapters focus on modern governance, education, cultural revitalization, and economic development, reinforcing that the Cherokee Nation is an active, self-governing Nation today. Overall, this book serves as a strong resource for Native American Studies, U.S. history, civics, and Ethnic Studies classrooms. It supports educators in teaching Tribal sovereignty, challenging misconceptions, and helping students understand Indigenous Nations as dynamic political entities with ongoing histories, responsibilities, and futures.
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Key Themes
Survival and Resilience The Cherokee Nation’s history is one of endurance in the face of removal, land loss, and federal policies aimed at erasure. Tribal Sovereignty The book emphasizes the Cherokee Nation as a sovereign government with inherent political rights and authority. Self-Determination Cherokee leaders and citizens continually exercised decision-making power to protect the Nation’s future despite external pressures. Nationhood and Governance The development and persistence of Cherokee political institutions demonstrate ongoing self-governance and leadership. Forced Removal and Its Lasting Impacts The Trail of Tears is presented as a critical event with long-term social, political, and cultural consequences—not the end of Cherokee history. Cultural Continuity and Revitalization Cherokee language, traditions, and cultural practices are shown as living and evolving across generations. Identity and Citizenship Cherokee identity is grounded in kinship, community, and citizenship rather than racial or blood-based definitions. Adaptation and Innovation The Nation’s ability to adapt to changing political, legal, and economic conditions is a central theme. Education and Knowledge Transmission Education is highlighted as a key tool for cultural survival, leadership development, and Nation-building. Contemporary Cherokee Nation The book reinforces that the Cherokee Nation is a thriving, modern Nation actively shaping its own future.
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BOOK LIST Decolonizing and Indigenizing Classrooms and Libraries BOOK LIST Decolonizing and Indigenizing Classrooms and Libraries BOOK GUIDES
San Diego County Office of Education
California Indian Education for All https://caindianeducationforall.com
https://www.sdcoe.net/mega
My Notes
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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. 1. In what ways does centering Indigenous voices change our understanding of Native American history? 2. How has the Cherokee Nation maintained sovereignty and self-determination despite forced removal, land loss, and shifting U.S. policies? 3. Why is it important to understand Cherokee history as an ongoing story rather than a past event that ended with the Trail of Tears? 4. How do governance, kinship, and citizenship shape Cherokee identity differently from common stereotypes about Native identity? 5. In what ways have Cherokee leaders and communities adapted to protect culture, language, and Nationhood across generations? 6. What responsibilities do educators and students have when learning and teaching the history of a living Tribal Nation like the Cherokee Nation?
Words to Learn
Sovereignty - The inherent right of the Cherokee Nation to govern itself, make laws, and manage its affairs as a distinct political nation. Self-Determination - The ability of the Cherokee Nation and its citizens to make decisions about their future, governance, culture, and community priorities. Nationhood - The political and cultural identity of the Cherokee Nation as a people with its own government, laws, territory, and shared history. Removal - The forced displacement of the Cherokee people from their homelands in the southeastern United States, culminating in the Trail of Tears. Trail of Tears - The forced relocation of the Cherokee Nation and other Tribes in the 1830s, resulting in widespread death, trauma, and lasting impacts. Treaty - A formal, legal agreement between the Cherokee Nation and the United States that recognizes rights, responsibilities, and nation-to-nation relationships. Citizenship - Legal membership in the Cherokee Nation, based on Tribal law and community belonging—not race, blood myths, or appearance. Allotment - A federal policy that divided Tribal lands into individual parcels, weakening Tribal land ownership and governance. Cultural Continuity - The ongoing practice, preservation, and renewal of Cherokee language, traditions, values, and ways of life across generations. Governance - The systems, leaders, and institutions through which the Cherokee Nation organizes decision-making and serves its citizens.
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 10
BOOK GUIDES
STEWARDS CARE FOR THE LAND, PEOPLE, ANIMALS, AND NATURE.
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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 a Native American author and illustrator. 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,
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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.
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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, it allows students to form connections in their minds, and remember the book in more detail.
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BOOK GUIDES
Title: Cherokee Nation: A History of Survival, Self-Determination, and Identity Author: Bob Blackburn, Duane King, and Neil Morton Genre: Non-Fiction Lexile: 1260L Tribal Connection: The book isdeeply connected to the Cherokee Nation as it centers Cherokee voices, governance, and lived experiences to tell the story of the Nation’s survival, sovereignty, and ongoing exercise of self-determination from removal to the present.
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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.
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TITLE OF BOOK
Teacher will share that in today’s lesson the students will be listening and learning a new story written by Native American authors. Teacher will introduce the title of the book, Cherokee Nation: A History of Survival, Self-Determination, and Identity . 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 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. 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. In what ways does centering Indigenous voices change our understanding of Native American history? How has the Cherokee Nation maintained sovereignty and self-determination despite forced removal, land loss, and shifting U.S. policies? Why is it important to understand Cherokee history as an ongoing story rather than a past event that ended with the Trail of Tears? How do governance, kinship, and citizenship shape Cherokee identity differently from common stereotypes about Native identity? In what ways have Cherokee leaders and communities adapted to protect culture, language, and Nationhood across generations? What responsibilities do educators and students have when learning and teaching the history of a living Tribal Nation like the Cherokee Nation?
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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. These terms are integral to understanding the historical and contemporary experiences of Native Americans as presented in Cherokee Nation: A History of Survival, Self-Determination, and Identit y. Sovereignty - The inherent right of the Cherokee Nation to govern itself, make laws, and manage its affairs as a distinct political nation. Self-Determination - The ability of the Cherokee Nation and its citizens to make decisions about their future, governance, culture, and community priorities. Nationhood - The political and cultural identity of the Cherokee Nation as a people with its own government, laws, territory, and shared history. Removal - The forced displacement of the Cherokee people from their homelands in the southeastern United States, culminating in the Trail of Tears. Trail of Tears - The forced relocation of the Cherokee Nation and other Tribes in the 1830s, resulting in widespread death, trauma, and lasting impacts. Treaty - A formal, legal agreement between the Cherokee Nation and the United States that recognizes rights, responsibilities, and nation-to-nation relationships. Citizenship - Legal membership in the Cherokee Nation, based on Tribal law and community belonging—not race, blood myths, or appearance. Allotment - A federal policy that divided Tribal lands into individual parcels, weakening Tribal land ownership and governance. Cultural Continuity - The ongoing practice, preservation, and renewal of Cherokee language, traditions, values, and ways of life across generations. Governance - The systems, leaders, and institutions through which the Cherokee Nation organizes decision- making and serves its citizens.
A AUTHOR
Teacher will point to the cover of the book and explains that the authors of the book are Native American. The authors and contributors, Bob Blackburn, Duane King, and Neil Morton, are Cherokee citizens and Native scholars. The Cherokee Nation is in Oklahoma. The book centers Cherokee voices, governance, and lived experience, making it an Indigenous-authored, Nation-based history rather than
an outside interpretation of Cherokee history. Teacher will review the roles of an author when designing and creating a book. Teacher facilitates the discovery of the book including: parts of the book, Table of Contents, role of authors, book walk and page observations, and Reading Inquiry Chart. 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
Teacher provides an overview of Cherokee Nation: A History of Survival, Self-Determination, and Identity tells the story of the Cherokee Nation as a living, sovereign people whose history is defined not only by trauma and removal, but by resilience, adaptation, and self-determination. Written from a Cherokee-centered perspective, the book traces the Nation’s history from pre-contact times through colonization, forced removal along the Trail of Tears, allotment, and into the present day. Rather than presenting the Cherokee experience as a story that ends in the 19th century, the book emphasizes continuity and survival. It highlights how the Cherokee Nation rebuilt political institutions, preserved culture and language, and asserted sovereignty despite repeated attempts by the United States to dismantle Tribal governance and landholdings. Key moments—such as treaty-making, removal, statehood pressures, and federal policy shifts—are framed through Cherokee decision- making and leadership. The book also centers identity, explaining how Cherokee citizenship, community, and belonging are grounded in kinship, governance, and shared responsibility rather than stereotypes or blood myths. Contemporary chapters focus on modern Cherokee Nation government, cultural revitalization, education, and economic development, reinforcing that the Cherokee Nation is a thriving political and cultural nation today. Cherokee Nation: A History of Survival, Self-Determination, and Identity provides readers with an accurate, Nation-based understanding of Cherokee history, emphasizing sovereignty, resilience, and the ongoing presence and leadership of the Cherokee people. The book highlights how the Cherokee Nation rebuilt its government, defended its sovereignty, and sustained cultural, linguistic, and political systems despite repeated attempts at erasure. This approach helps educators move beyond deficit-based or trauma-only narratives and toward a more accurate understanding of Indigenous governance and leadership. The book also addresses Cherokee identity and citizenship, clarifying that belonging is grounded in kinship, community, and political nationhood rather than stereotypes or blood-based myths. Contemporary chapters focus on modern governance, education, cultural revitalization, and economic development, reinforcing that the Cherokee Nation is an active, self-governing Nation today. 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 students form connections in their minds and remember it in more detail. Guiding Discussion Questions: How does this book challenge the idea that Native American history ended in the 1800s? What evidence does the book give that the Cherokee Nation is a living, self-governing Nation today? Why is sovereignty a central theme in the Cherokee Nation’s history? How does understanding sovereignty change the way you think about U.S. history? How did forced removal and the Trail of Tears shape the Cherokee Nation in lasting ways? What impacts are still visible today? How does the book explain Cherokee identity and citizenship differently from common stereotypes? Why is this distinction important? What examples of leadership or decision-making stood out to you in the book? How did Cherokee leaders work to protect their people and Nation? How did the Cherokee Nation adapt to U.S. policies such as treaties, allotment, and statehood pressures while still maintaining identity and governance? In what ways does culture, language, and tradition support survival and resilience in the Cherokee Nation? How does learning Cherokee history from Cherokee voices change your understanding of the past? How might this differ from learning history only from textbooks? What connections can you make between the historical events in the book and current issues facing Tribal Nations today? After reading this book, what responsibilities do students and educators have when learning about and teaching the history of living Tribal Nations? What strategies of resistance, adaptation, and revitalization have Native Americans used to preserve their sovereignty, culture, and communities? Discuss environmental concerns in your community and what you can do to be better stewards for the Earth. 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
Consider using this culturally respectful guide to conduct Native Ways of Knowing Literature Circles. This guide provides a discussion format that honors Indigenous perspectives, supports relationship-building, and centers collective understanding. Aligning the Tribal Resiliency Framework with literature circles is a powerful, holistic framework that supports deeper reflection, balance, and community-centered dialogue. Here's how each of the four quadrants of the Medicine Wheel, commonly understood as Mental, Emotional, Physical, and Cultural/Spiritual, can be used to guide roles, discussion questions, or reflection activities in your literature circles: Native Ways of Knowing Literature Circles
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Literature Circles
Strategies for Integration
Overview This model uses the four quadrants of the Tribal Resiliency Framework, East, South, West, North, to structure and deepen students’ engagement with literature, especially texts by or about Indigenous peoples. It honors holistic learning: physical, emotional, mental, and spiritual. Integrating the Tribal Resiliency Framework with literature circles supports holistic learning that balances mind, body, heart, and spirit, while respectfully honoring Native ways of knowing. Create Visual Representations: Display the Tribal Resiliency Framework diagram during Literature Circles, allowing students to visually organize their reflections according to the four directions. Circle Structure: Begin with East (initial reactions), move through South (feelings/community), West (analysis/reflection), and conclude with North (wisdom/applications). Reflection Journals: Use journals structured around the Medicine Wheel, prompting students to reflect in each of the four dimensions throughout their reading.
Role Rotation: Rotate student roles aligned with each Medicine Wheel direction: East: Connector (initial connections) South: Reflector (emotional/community connections) West: Analyzer (theme/symbolism) North: Wisdom Keeper (big-picture insights)
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Literature Circles
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Literature Circles
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BOOK GUIDES
Native Ways of Knowing Literature Circle Discussion Questions
Use these discussion questions for each chapter of Cherokee Nation: A History of Survival, Self-Determination, and Identity . These questions are designed to encourage critical thinking and analysis of the book's themes, arguments, and connections to broader environmental and social justice movements.
Chapter 1: Since the Beginning of Time Origins and Early Culture
1.How did the Cherokee people's matrilineal society influence their social structure and governance? 2.In what ways did the Cherokee's spiritual beliefs and connection to the land shape their cultural identity? 3.Discuss the significance of the seven Cherokee clans and their roles within the community. 4.How did early interactions with European settlers begin to impact Cherokee society and culture? 5.What role did oral traditions and storytelling play in preserving Cherokee history and values? 6.How did the Cherokee adapt their traditional practices in response to environmental and social changes?
Chapter 2: Frontier Contact and Conflict: 1765-1794 European Contact and Adaptation 1.What were the immediate and long-term effects of European colonization on the Cherokee Nation? 2.How did the Cherokee engage in trade and diplomacy with European powers, and what strategies did they employ? 3.In what ways did the introduction of European goods and technologies alter Cherokee daily life? 4.Discuss the Cherokee's efforts to maintain sovereignty amidst increasing European encroachment. 5.How did the Cherokee legal and political systems evolve in response to European influence? 6.What challenges did the Cherokee face in balancing tradition with the pressures of assimilation? Chapter 3: Rise of the Cherokee State: 1794-1828 Cherokee Centralized Government, Legal System, and Political Identity 1.What does the phrase “Rise of the Cherokee State” mean in this chapter? How did the Cherokee Nation define itself as a political state during this period? 2.How did Cherokee leaders respond to increasing pressure from the United States and surrounding states between 1794 and 1828? What strategies were used to protect land, sovereignty, and community stability? 3.Why were written laws, a constitution, and formal government structures important for the Cherokee Nation at this time? How were these decisions acts of self-determination rather than assimilation? 4.How does this chapter challenge the idea that Native Nations lacked complex governments or political systems? What evidence from the text supports this challenge? 5.What tensions existed between maintaining Cherokee cultural traditions and adapting to new political realities? How did Cherokee leaders navigate these tensions? 6.In what ways did the developments described in this chapter lay the groundwork for later conflicts, including removal? How does understanding this period help explain what comes next in Cherokee history?
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BOOK GUIDES
Native Ways of Knowing Literature Circle Discussion Questions
Chapter 4: Blunt Force of Removal: 1828-1839 Removal and the Trail of Tears 1.What were the key factors that led to the implementation of the Indian Removal Act, and how did it affect the Cherokee? 2.Analyze the differing perspectives within the Cherokee Nation regarding removal and resistance. 3.How did the U.S. government's policies and actions during the removal process reflect broader attitudes toward Native Americans? 4.What were the immediate and lasting impacts of the Trail of Tears on the Cherokee people? 5.How did the Cherokee maintain their cultural identity during and after the forced relocation? 6.Discuss the role of leadership and community organization in the Cherokee's survival during this period.
Chapter 5: Dawn of New Opportunities: 1839-1861 Reconstruction and Resilience
1.How did the Cherokee Nation rebuild its government and institutions after relocation? 2.In what ways did the Cherokee adapt their economic practices in the new territory?
3.Discuss the challenges the Cherokee faced in re-establishing their educational and religious systems. 4.How did the Cherokee engage with other Native nations and the U.S. government during this time? 5.What strategies did the Cherokee employ to preserve their language and cultural practices? 6.Analyze the significance of the Cherokee Phoenix newspaper in promoting unity and information dissemination.
Chapter 6: A Nation Divided: 1861-1865 Maintaining Sovereignty and Survival Amid Internal Tribal Division and External Civil War 1.What factors led to division within the Cherokee Nation during the Civil War? How did internal disagreements reflect larger political pressures facing the Nation? 2.How did the choices made by Cherokee leaders and citizens during this period affect the Nation’s sovereignty? Were these choices about survival, strategy, or ideology? 3.In what ways did alliances with the Union or the Confederacy create long-term consequences for the Cherokee Nation after the war ended? How does this chapter complicate the common narrative of the Civil War as only a conflict between North and South? 4.How did war impact Cherokee communities at the local level (families, towns, governance, daily life)? What evidence from the chapter illustrates these impacts? 5.What lessons about leadership, unity, and survival can be drawn from this period of division in Cherokee history? How might these lessons still be relevant for Tribal Nations today?
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BOOK GUIDES
Native Ways of Knowing Literature Circle Discussion Questions
Chapter 7: Reconstruction Through Ashes: 1865-1887 Rebuilding, Leadership, and Self-determination After the Civil War What does the phrase “Reconstruction Through Ashes” suggest about the condition of the Cherokee Nation after the Civil War? How did Cherokee leaders work to rebuild unity and governance following the war? What challenges made reconstruction especially difficult for the Cherokee Nation? In what ways did Reconstruction policies imposed by the United States affect Cherokee sovereignty? How does this chapter show resilience and self-determination despite devastation and external pressure? What examples from the text illustrate Cherokee agency during this period? How did issues of citizenship, land grab policies, and rights become central during Reconstruction? Why were these issues so significant for the future of the Cherokee Nation? What connections can you make between the struggles described in this chapter and later challenges the Cherokee Nation would face? Chapter 8: Assault on Nationhood: 1876-1907 Allotment and Assimilation 1.Why does the author describe this period as an “assault on nationhood”? What specific federal policies or actions threatened the Cherokee Nation’s sovereignty during these years? 2.How did federal initiatives such as allotment and the Dawes Commission undermine Cherokee governance and land ownership? Who benefited from these policies, and who was harmed? 3.In what ways did Cherokee leaders and citizens resist, adapt to, or negotiate these attacks on sovereignty? What strategies were used to preserve Cherokee nationhood despite increasing pressure? 4.How did changes to land ownership and citizenship affect Cherokee identity and community life? Why were these changes especially damaging to Tribal self-determination? 5.How does this chapter help explain the transition from Tribal governance to Oklahoma statehood? What was lost, and what forms of Cherokee identity or governance persisted? 6.What lessons does this chapter offer about the relationship between U.S. expansion and Tribal Nations? 7.What were the objectives of the Dawes Act, and how did it impact the Cherokee landholdings? How did the policy of allotment challenge traditional Cherokee communal land practices? 8.Discuss the formation and goals of the Keetoowah Nighthawk Society in response to assimilation pressures. 9.In what ways did the Cherokee resist or adapt to the U.S. government's assimilation policies? 10.How did changes in land ownership affect the social and economic structures of the Cherokee Nation? 11.Analyze the role of education and missionary efforts in the assimilation process.
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BOOK GUIDES
Native Ways of Knowing Literature Circle Discussion Questions
Chapter 9: Adrift in a Sea of Survival: 1907-1935 Survival and Cultural Continuity in the Absence of a Formal Tribal Self-governance 1.What does the phrase “adrift in a sea of survival” suggest about the Cherokee Nation’s condition after Oklahoma statehood? How did the loss of formal governance affect Cherokee communities during this period? 2.How did Cherokee citizens maintain identity, community, and cultural continuity when Tribal government powers were restricted or dismantled? 3.In what ways did federal policies between 1907 and 1935 limit Cherokee self-determination? How did these policies differ from earlier assaults on nationhood? 4.How does this chapter challenge the idea that the absence of formal government means the absence of a nation? What examples show Cherokee survival beyond political structures? 5.What role did families, communities, and informal leadership play in sustaining Cherokee life during this era? 6.How does understanding this period help explain the later resurgence of Tribal governance and self-determination in the Cherokee Nation? Why is it important to study this “in-between” time in history? 7.How did Oklahoma statehood in 1907 change the political status of the Cherokee Nation and its ability to govern itself? 8.What challenges did Cherokee citizens face as federal policies limited Tribal authority and control over land during this period? 9.How did Cherokee families and communities work to preserve culture, identity, and belonging without a fully functioning Tribal government? 10.In what ways did economic hardship, land loss, and changing laws affect daily life for Cherokee people during this era? 11.How did this period of survival lay the groundwork for the later rebuilding and restoration of Cherokee self-governance? 12.Why is it important to study this time period, even though it may appear as a gap or pause in formal Cherokee political history? Chapter 10: A Glimmer of Hope for Rebuilding: 1935-1997 Sovereignty and Self-Determination 1.Why is this period described as a “glimmer of hope” for the Cherokee Nation? What changes between 1935 and 1997 signaled the possibility of rebuilding Cherokee Nationhood? 2.How did federal policy shifts during this era create new opportunities for Cherokee self-governance? In what ways did the Cherokee Nation take advantage of these openings? 3.What role did Cherokee leadership and citizen engagement play in restoring governmental structures and authority? Why was internal leadership just as important as external policy change? 4.How did rebuilding efforts during this period address the long-term effects of allotment, statehood, and political suppression? 5.In what ways did cultural, educational, and community initiatives support the rebuilding of Cherokee identity alongside political restoration? 6.How does this chapter help explain the transition from survival to active self-determination in the modern Cherokee Nation? Why is this period essential for understanding the Nation today? 7.What legal and political strategies did the Cherokee employ to regain self-governance in the 20th century? 8.Discuss the significance of the 1971 re-establishment of the Cherokee Nation's government.
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BOOK GUIDES
Native Ways of Knowing Literature Circle Discussion Questions
Chapter 11: Self-Determination - The Cherokee Way The Cherokee Nation in the Modern Era and Today
1.How did leaders like Wilma Mankiller influence the direction and policies of the Cherokee Nation? 2.In what ways did economic development initiatives contribute to the Cherokee Nation's sovereignty? 3.How has the Cherokee Nation balanced modernization with the preservation of cultural traditions? 4.Analyze the current challenges and opportunities facing the Cherokee Nation in maintaining self-determination. 5.What major political and legal changes allowed the Cherokee Nation to reassert its sovereignty in the modern era? 6. How did Cherokee citizens and leaders work to rebuild their government and institutions after decades of federal suppression? 7. Discuss specific efforts to reestablish Tribal governance, health care, education, and other services. 8.In what ways did the Cherokee Nation use self-determination to strengthen cultural identity and community well-being? Think about the role of Tribal language programs, cultural preservation efforts, and economic development. 9.Why was regaining control over internal affairs, such as health care and education, significant for the Cherokee Nation? 10.What role did grassroots activism and community involvement play in the Cherokee Nation’s push for self-determination? Reflect on the importance of citizen engagement and leadership in reclaiming rights and rebuilding institutions. 11.How does the Cherokee experience with self-determination compare to broader Indigenous movements across the United States during the same period? Make connections to other tribes and national Native movements for rights and recognition. Final Reflection on the Cherokee Nation 1.How does the Cherokee Nation define its identity in the 21st century, and what challenges does it face in maintaining that identity? Consider factors like cultural continuity, citizenship debates, and representation. 2.What are some ways the Cherokee Nation has used modern tools—such as technology, education, and business—to strengthen sovereignty and serve its people? 3.In what ways does the Cherokee Nation continue to resist stereotypes and misconceptions about Native people?Discuss how public education, cultural outreach, and media play a role. 4.What role do language revitalization and cultural preservation efforts play in the Cherokee Nation’s present and future? Why are these efforts considered essential to Nationhood? 5.How does the Cherokee Nation navigate its relationship with the U.S. government today, especially regarding jurisdiction, recognition, and funding? 6.What role does the Cherokee Nation government play in supporting the well-being of its citizens today? Why is this an important part of understanding Tribal sovereignty? 7.After reading this book, how should students rethink their understanding of U.S. history and the relationship between the federal government and Tribal Nations?
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BOOK LIST Decolonizing and Indigenizing Classrooms and Libraries BOOK LIST Decolonizing and Indigenizing Classrooms and Libraries BOOK GUIDES
San Diego County Office of Education
California Indian Education for All https://caindianeducationforall.com
https://www.sdcoe.net/mega
My Notes
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Literature Circle Facilitator Guide
Purpose A Native Ways of Knowing Literature Circle encourages respectful dialogue, active listening, personal reflection, and deeper understanding of Indigenous perspectives, stories, and ways of knowing. This structure helps to ensure that your literature circles not only educate but also empower participants toward deeper understanding and respectful engagement with Native ways of knowing. Consider using this culturally respectful guide to conduct Native Ways of Knowing Literature Circles. This guide provides a discussion format that honors Indigenous perspectives, supports relationship-building, and centers collective understanding. 1. Set the Intentions Start by co-creating intentions for how the circle will feel and function. Utilize Native Ways of Knowing Talking Circle Facilitator Guide. These may include: Respect: Listen carefully and respectfully to each speaker. Respect that there are many ways of knowing. Reflect: Allow pauses for thoughtful reflection after each contribution. Honor silence as part of communication. Support: Create a safe environment for personal sharing. Listen deeply and with your whole self and allow others to share. Presence: Speak from personal perspectives rather than generalizations. Speak from your own experience. Equity: Everyone participates equally—no one voice should dominate. Make space, take space (balance voices). Opening prompt: “What do we need from each other to feel heard and respected in this space?” 2. Choose Meaningful Texts Select readings by Indigenous authors that reflect lived experience, oral tradition, community values, or cultural revitalization. Form small groups (4-6 participants). Provide each group with the selected reading and assign chapters or segments. Use books like: An Indigenous Peoples’ History of the United States for Young People We Are the Land
Fiction or poetry by authors like Cynthia Leitich Smith, Joy Harjo, or Louise Erdrich Tip: Use excerpts, short stories, or poems when time or reading level is a concern. 3. Create Shared Leadership and Circle Structure Use a talking piece or go in a circle so each person has a turn. Roles rotate and may include:
Circle Keeper – opens/closes the space and sets the tone Reader/Timekeeper – guides the group through the text Reflection Leader – poses the main questions for that day East: Connector - facilitates initial connections discussion South: Reflector - facilitates emotional/community connections discussion West: Analyzer - facilitates theme/symbolism discussion
North: Wisdom Keeper - facilitates big-picture insights discussion Facilitator - guides the conversation, keeps the group focused. Text Connector - highlights key passages or quotes. Reflector - shares personal reflections or emotional responses. Cultural Connector - draws connections to Indigenous perspectives, values, or contemporary issues.
Questioner - asks thoughtful, open-ended questions to deepen discussion. Recorder - takes brief notes on important insights or questions raised. Important Tip: Everyone is both a learner and a teacher in this space.
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