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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