A Day of Transformation and Growth: Indigenous Peoples' Day Curriculum Teach-In 2019

By Cierra Kaler-Jones

Keynote speaker Debbie Reese. © Rick Reinhard

As attendees walked into the National Museum of the American Indian on Saturday, September 7th, the sun beamed through the central atrium and shined a light through a prism, where a rainbow reflection danced on the ground. Lead design consultant for the museum, JohnPaul Jones (Cherokee/Choctaw) described that this construction was intentional and is grounded in Indigenous Peoples’ connections with the earth as a representation of transformation and growth. For attendees at the 2019 Indigenous People’s Curriculum Day and Teach-in, it was a day centered in learning and development to be able to better teach students about Indigenous People’s history and life today.

Over 140 educators and administrators joined the National Museum of the American Indian and Teaching for Change for workshops, networking, and a keynote speech and book signing with Dr. Debbie Reese. Each participant received a copy of An Indigenous Peoples’ History of the United States for Young People, which was adapted by curriculum experts Reese and Dr. Jean Mendoza from Roxanne Dunbar-Ortiz’s original version. Excitement and warm energy filled the space as participants murmured their sentiments about being in community with other social justice educators and looking forward to the collective learning that would ensue.

Reese was an energizing speaker and shared essential pieces of her lived experiences intertwined with history and current events that often get left out of the curriculum. For example, she detailed the history of Po’pay, who led the Pueblo Revolt in 1680 against the brutal attacks of Spanish colonizers. It was the first successful revolt against the Spanish, and kept colonizers out of the region for twelve years. This is described in the book and is highlighted as a part of history that is often either glossed over in textbooks or not even mentioned at all. It is just one of many examples that show Indigenous Peoples’ strength and resistance.

Additionally, Reese shared how the young people’s edition of An Indigenous Peoples’ History of the United States includes guidance about the power of language and naming. For example, in the index of the text, the authors state the nations Indigenous figures were or are a part of, as well as affiliation for non-native historical figures, like George Washington, who is listed as Euro-American. Another powerful example is the importance of using the word nation instead of tribe. Reese explains,

We, the indigenous people of this land, were nations before the United States was a nation.

Her inspiring and moving keynote also related the Diversity in Children’s Books 2018 infographic, by Sarah Park Dahlen and David Huyck, to how Indigenous young people see themselves in literature, media, and what we teach in schools. The image shows that American Indians/First Nations people are only represented in 1% of children’s books, but oftentimes when books do qualify in this category, they do not always accurately and authentically represent marginalized and minoritized groups. The low quality or deficit-based descriptions sometimes found in children’s books are shown as a broken mirror on the postcard. The underlying message is clear ― students need to be able to see themselves and their experiences represented in truthful ways.

Participants gave Dr. Reese a standing ovation. Here are just a few of their comments about her talk:

Dr. Reese is heroic, knowledgeable, and generous. I am so grateful to have the opportunity to hear her speak and to thank her for risking her life to educate us.
Spectacular! Debbie Reese is my shero. I am thankful for her presence, critical lens, and her truth telling. I celebrate her.
I loved hearing some of the creative process behind creating the book.
Wow! Loved hearing about the process of creating the book and the content inside!
Dr. Reese is an awesome presenter! I loved hearing about her process / rationale for the book.
The authenticity and details that were touched upon. It’s always a great experience when I leave with new knowledge seeds planted.
Amazing exercise at critically thinking about the absence and destruction of Native American cultures in schools.
Debbie Reese was the perfect choice for the topic and audience.
I have been reading Dr. Reese’s blog for many years and it was lovely to speak with her personally and have her encouragement.

Day trip to DC yesterday. What a joy to finally meet @debreese & get signed copy of An Indigenous Peoples' History of the United States for Young People. Loved Debbie's keynote @SmithsonianNMAI. Learned about Po'pay, the Pueblo revolt AND MORE. Thanks so much, Debbie! #iph4yp pic.twitter.com/4zbuqb7vqm
— Kweli Journal (@kwelijournal) September 8, 2019

Attendees had the opportunity to select from a range of sessions in the morning and afternoon.

Teaching for Change executive director Deborah Menkart and Rosalie Reyes, DCAESJ coordinator, led an interactive workshop on “Building Critical Literacy in your Classroom: American Indian Children’s Literature.” Attendees participated in a gallery walk, where they were asked to respond to critical and insightful questions. One of the questions inquired,

What are stereotypical representations or language you/your students are exposed to regarding Native Americans?

Attendees replied with answers,

They were happy to share Thanksgiving with colonizers.
Disney movie (Pocahontas)
They are gone/part of the past
Football teams/school mascots

Another question posed,

Why is it important to challenge stereotypes of Native Americans in early childhood classrooms?

Participants shared,

To teach tolerance and truth early.
Because the indoctrination of the myth of American exceptionalism begins early and insidiously.

Dr. Reese joined for the afternoon session and commented on some of the titles participants shared -- including some of her favorites: Saltypie, We Sang You Home, and Fall in Line, Holden!

We’ve all seen this but @debreese points out the broken shards of mirror at the feet of the children. Reminders that even if books qualify for placement in these categories, they are often low quality or harmful - hence the broken mirrors. #iph4yp #ownvoices #weneeddiversebooks pic.twitter.com/cLcSRx3i8m
— Ashleigh Rose (@betweenmargins) September 7, 2019

NMAI staff Ami Temerantz and Michaela Pavlat facilitated a session on “Bridging Differences: Inka & American Values.” Attendees learned about the Inkan value of cooperation as they worked together to understand and unpack their own cultural values and how those values shape how we interact with those around us. Temerantz and Pavlat also encouraged attendees to think about whether they are aculturizing or assimilating their students’ backgrounds in the classroom.

Tiferet Ani, Montgomery County Public Schools curricula specialist, presented a workshop on “Essential Understandings for Learning and Teaching about American Indians: Beyond Cowboys v. Indians,” which discussed how educators could use primary sources in their classrooms to challenge traditional and dominant narratives of the ‘west.’Ani pushed forth a conversation that problematized key words used in United States culture, such as “opportunity” and “manifest destiny,” that have historically justified the seizing of other people’s property, land, and resources.

Visual artist and arts educator Karen O. Brown shared the story of the shad fish and engaged attendees in an interactive arts activity in the session “Caretakers of the Earth: Continuing the Legacy in Elementary Classrooms.” The shad fish swims from saltwater to freshwater and then swims back to salt water to create a family. Brown related this to how humans migrate due to changes in nature. The parallels Brown drew between the two exemplifies how a classroom lesson on ecosystems and environment can open up a dialogue with students about human experience.

Renée Gokey, teacher services coordinator at the NMAI led a workshop on “Teaching about Indigenous Women in an Elementary Classroom,” which used The Water Walker as an exemplar text to discuss culturally responsive teaching and the importance of educators learning to identify students’ cultural displays of learning and meaning making.

Gokey also took attendees on a gallery tour, focusing in on women making history. Attendees learned about the dialogue framework as they explored the stories of Native women. They also learned about NMAI online resources and lessons that they are able to use in the classroom. Women are so often erased from the dominant narrative; it was refreshing to learn more about Indigenous women from the 18th century to the present who were/are leaders and activists. Tiferet Ani said, “The leadership of Asdzaa Tl’ogi who was instrumental in negotiating the return of the Diné (Navajo) to their homeland was new to me and was the highlight of the tour.”

Caneisha Mills, U.S. History teacher at Hardy Middle School engaged participants in the “The People vs. Columbus, et. al.” lesson by Bill Bigelow from Rethinking Schools. (The lesson is available from the Zinn Education Project.) The lesson is in the form of a trial role play, to determine who is responsible for the death of millions of Taínos on the island of Hispaniola in the late fifteenth century. Some of the comments from the session were:

This workshop was EXCELLENT!! I learned so much from our conversations and by participating in the simulation. The facilitator did a wonderful job guiding us through this experience.
The knowledge gained through the role play as well as the Zinn Education Project lesson itself can be applied directly to the classroom.
Always great to introduce an activity by immersing in the student experience.
Amazing experiential work. Great facilitator.

Educators reflected about their experience on the most important things they learned from the day,

Inspiration -> Beyond the tremendous content and pedagogical training, this “rebooting” of my social justice practice has been just what I need early in the school year!
The instructors modeled actual activities I can do with my students and actual driving questions I can ask.
Things to get students to think about their cultural values and what it looks like to bridge difference historically and in the classroom. Using modern day as a case study specifically for historical violence as well as historical resistance.
Learned so much. The information in the exhibits and the resources from presenters made me feel much more confident about using and sharing Native American books, artifacts and perspectives in my school library and with teachers so that we can impact more students. Also, meeting other educators who are committed to equity and inclusion is inspiring!
I loved the keynote by Debbie Reese. It highlighted omissions and erasures in school textbooks and the gaps in all of our children’s lives. I enjoyed Indigenous women, but would have liked to hear more about Indigenous women during the presentation. The children’s literature session was amazing.
I learned so much. It was excellent. Please do these more often because I was sad I could not attend every session.
I appreciated the practical focus on what to do in the classroom and what teachers and educators can do to immediately put into practice the concepts and ideas here. I liked the workshop choices – I wanted to attend them all!
Through the Inka session, I thought about culture and values in a more nuanced way. I also gained ideas for leading this type of investigation with students. In the critical literacy section, I had another opportunity to read critically. The checklist helped me slow down and think about content and impact.

As the beginning of a new school year forges ahead, we must continue to think critically about our practice as educators and what stories, whose voices, and whose perspectives we are including, or excluding, in our classrooms. The teach-in was an opportunity to challenge thinking, create new connections amongst educators committed to upholding and fighting for social justice, and share resources to expand what is taught in the classroom. It was a reminder of how imperative it is to shine a light on the history and current lived experiences of Indigenous people.

Debbie Reese preparing for book signing at the NMAI bookstore.

Karen Brown, Debbie Reese, Renée Gokey, Tiferet Ani, and Deborah Menkart. Photo by Rosalie Reyes.

VIew more photos from the event

Indigenous Peoples' Day Curriculum Teach-In 2019 DC

Cierra Kaler-Jones is the Education Anew Fellow with Communities for Just Schools Fund and Teaching for Change. She is also a Ph.D. student at the University of Maryland - College Park studying minority and urban education.

Event Announcement and Schedule

September 7, 2019 from 9:30AM-2:00PM

National Museum of the American Indian (4th and Independence Ave SW)

Join the Smithsonian’s National Museum of the American Indian (NMAI) and D.C. Area Educators for Social Justice (a project of Teaching for Change) for talks and workshops on teaching about Indigenous Peoples’ histories and experiences today on Saturday, September 7 at NMAI in Washington, D.C.

Debbie Reese at Arbuthnot Lecture. By Durango Mendoza, 2019.

The speakers and workshops will feature classroom resources for K-12 from Native Knowledge 360°, NMAI’s initiative to transform teaching and learning about American Indians, as well as resources from the Zinn Education Project, including the campaign to abolish Columbus Day.

The keynote speaker is Dr. Debbie Reese, an educator and founder of American Indians in Children’s Literature (AICL). She is tribally enrolled at Nambe Owingeh, a federally recognized tribe, and grew up on Nambe’s reservation. She holds a PhD in curriculum and instruction from the University of Illinois. Reese is co-author of An Indigenous Peoples' History of the United States for Young People.

Workshops include:

Essential Understandings for Learning and Teaching about American Indians: Beyond Cowboys v. Indians
Building Critical Literacy in Your Classroom: American Indians in Children's Literature
The Great Inka Road: Engineering an Empire
Caretakers of the Earth: Continuing the Legacy in Elementary Classrooms
The People vs. Columbus, et al.
Teaching About Indigenous Women an Elementary Classroom
Gallery Tour of NMAI

Read descriptions of the workshops below.

A registration fee of $25 includes the workshops, lunch, a copy of An Indigenous Peoples’ History of the United States for Young People, and other classroom resources. Registered participants will receive a follow-up email to select preferred workshops and meal type.

Teaching for Change and NMAI are also hosting a teach-in on September 28 in New York. Read about our 2018 teach-in and register to attend our 2019 D.C. teach-in below.

Agenda

8:30AM-9:25AM

9:30AM-10:25AM

10:40AM-11:50AM

11:50AM-12:40PM

12:50PM-1:50PM

1:50PM-2:00PM

2:30PM

Arrival and registration (Mitsitam Espresso Coffee Bar open for purchases)

Welcome and keynote address by Dr. Debbie Reese

Workshop Session One

Lunch and Book Distribution

Workshop Session Two

Evaluations and Closing

Book Signing at the Museum Store

Workshop descriptions Session One

Essential Understandings for Learning and Teaching about American Indians: Beyond Cowboys v. Indians

During this interactive workshop teachers will visit the Americans gallery and engage in a primary source–based inquiry lesson about the post–Civil War West. Teachers will critically examine differences between the American imagination and American history through examining diverse perspectives surrounding conflict between cowboys and Indians in the “Wild” West. Participants will examine how government policies and belief in white supremacy impacted Native Nations, Mexican Americans, and African Americans living in the West. We will seek to answer, to what extent, and for whom, was the West a land of opportunity? Presented by Tiferet Ani, Montgomery County Public Schools Curricula Specialist.

Bridging Differences: Inka and American Values

This interactive, dialogue-based program is designed to inspire thoughtful conversation about social-emotional learning (SEL) themes, including self-awareness, equity, and responsibility. By participating in experiential activities that examine American and Inka value systems, students will be motivated to examine their own personal values. What kind of person would each of them like to become in the context of the world they live in? Learning more than historical facts, participants will come to understand the true essence of Inka culture while also uncovering the underlying motives of all human behavior. Presented by Ami Temarantz, National Museum of the American Indian Lead Cultural Interpreter, and Michaela Pavlat, Cultural Interpreter.

Teaching About Indigenous Women an Elementary Classroom

This session will focus on the children’s book The Water Walker, by Joanne Robertson, and a related lesson plan, focused on Indigenous Women. In this session, teachers will discuss potential ways in which the book can be woven into curricula they already use as well as possible extension ideas for use in the classroom. Takeaways will include the lesson plan and a teacher-generated google document with lesson ideas. Presented by Renée Gokey M.Ed, Teacher Services Coordinator, National Museum of the American Indian.

Building Critical Literacy in Your Classroom: American Indians in Children's Literature

What makes a good book for your classroom? Learn more about what to look for and how to assess American Indian children’s books for their accuracy, authority, and perspective. This session, with a focus on Pre-K through 4th-grade educators, will develop your critical literacy about bias in children’s literature as it relates to how indigenous people’s history and contemporary reality is presented in schools and books. The session involves time to read and critique children's books. Presented by Deborah Menkart, Teaching for Change Executive Director and Rosalie Reyes, Teaching for Change Coordinator of Teacher Engagement and Professional Development.

Caretakers of the Earth: Continuing the Legacy in Elementary Classrooms

Teachers will create a colorful collage book showing the life of the American Shad fish and the importance of shad to inland waterways and to local Native peoples, such as the Pamunkey and Mattaponi. This activity will also provide opportunity for showing students how we can each take actions to improve our environment. Teachers will receive a copy of a cross-curricular lesson plan and will discuss ways to use that lesson plan in their own classrooms. Presented by Karen O. Brown, visual artist and arts educator.

Workshop Descriptions Session Two

The People vs. Columbus, et al.

A trial role play asks students to determine who is responsible for the death of millions of Taínos on the island of Hispaniola in the late 15th century. Participants will experience this popular lesson by Bill Bigelow from Rethinking Schools and talk about adaptations for their classrooms. There will also be a discussion of strategies to engage students in the campaign to Abolish Columbus Day. Presented by Caneisha Mills, U.S. History Teacher, Hardy Middle School (DCPS).

Gallery Tour: Women Making History

This object-based gallery tour will help you bring Native women's voices into your classroom. American Indian women have influenced our national narrative for generations, yet their stories have not been widely told. Learn about how they helped pave the way for future generations seeking equity and opportunity for Native peoples and all Americans. Participants will do an object investigation and access new resources—including the NMAI's Native Knowledge 360° materials—in their classroom with a focus on civic engagement. Presented by Renee Gokey (Eastern Shawnee), Teacher Services Coordinator, National Museum of the American Indian.

Building Critical Literacy in Your Classroom: American Indians in Children's Literature

Caretakers of the Earth: Continuing the Legacy in Elementary Classrooms

People's HistoryAllison AcostaAugust 1, 2019Cierra Kaler-Jones, SY19, Indigenous People, Professional Development, DC, MD, VA, Smithsonian, Author Events, Children's Books, ZEP Lesson, NMAI