{"id":512,"date":"2024-08-29T17:27:59","date_gmt":"2024-08-29T17:27:59","guid":{"rendered":"https:\/\/test.newberry.org\/indigenous-chicago\/?page_id=512"},"modified":"2025-07-01T16:46:48","modified_gmt":"2025-07-01T16:46:48","slug":"curriculum","status":"publish","type":"page","link":"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/","title":{"rendered":"Curriculum Overview"},"content":{"rendered":"\t\t<div data-elementor-type=\"wp-page\" data-elementor-id=\"512\" class=\"elementor elementor-512\" data-elementor-post-type=\"page\">\n\t\t\t\t<div class=\"elementor-element elementor-element-eefd7db e-con-full e-flex e-con e-parent\" data-id=\"eefd7db\" data-element_type=\"container\" data-e-type=\"container\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t<div class=\"elementor-element elementor-element-cb23050 elementor-widget elementor-widget-heading\" data-id=\"cb23050\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<h1 class=\"elementor-heading-title elementor-size-default\">Curriculum<\/h1>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-c9a3c9d e-flex e-con-boxed e-con e-parent\" data-id=\"c9a3c9d\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-2f7be5a elementor-toc--minimized-on-tablet elementor-widget elementor-widget-table-of-contents\" data-id=\"2f7be5a\" data-element_type=\"widget\" data-e-type=\"widget\" data-settings=\"{&quot;exclude_headings_by_selector&quot;:[],&quot;no_headings_message&quot;:&quot;No headings were found on this page.&quot;,&quot;headings_by_tags&quot;:[&quot;h2&quot;,&quot;h3&quot;,&quot;h4&quot;,&quot;h5&quot;,&quot;h6&quot;],&quot;marker_view&quot;:&quot;numbers&quot;,&quot;minimize_box&quot;:&quot;yes&quot;,&quot;minimized_on&quot;:&quot;tablet&quot;,&quot;hierarchical_view&quot;:&quot;yes&quot;,&quot;min_height&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;min_height_tablet&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;min_height_mobile&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]}}\" data-widget_type=\"table-of-contents.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-toc__header\">\n\t\t\t\t\t\t<h4 class=\"elementor-toc__header-title\">\n\t\t\t\tTable of Contents\t\t\t<\/h4>\n\t\t\t\t\t\t\t\t\t\t<div class=\"elementor-toc__toggle-button elementor-toc__toggle-button--expand\" role=\"button\" tabindex=\"0\" aria-controls=\"elementor-toc__2f7be5a\" aria-expanded=\"true\" aria-label=\"Open table of contents\"><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-chevron-down\" viewBox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M207.029 381.476L12.686 187.132c-9.373-9.373-9.373-24.569 0-33.941l22.667-22.667c9.357-9.357 24.522-9.375 33.901-.04L224 284.505l154.745-154.021c9.379-9.335 24.544-9.317 33.901.04l22.667 22.667c9.373 9.373 9.373 24.569 0 33.941L240.971 381.476c-9.373 9.372-24.569 9.372-33.942 0z\"><\/path><\/svg><\/div>\n\t\t\t\t<div class=\"elementor-toc__toggle-button elementor-toc__toggle-button--collapse\" role=\"button\" tabindex=\"0\" aria-controls=\"elementor-toc__2f7be5a\" aria-expanded=\"true\" aria-label=\"Close table of contents\"><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-chevron-up\" viewBox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M240.971 130.524l194.343 194.343c9.373 9.373 9.373 24.569 0 33.941l-22.667 22.667c-9.357 9.357-24.522 9.375-33.901.04L224 227.495 69.255 381.516c-9.379 9.335-24.544 9.317-33.901-.04l-22.667-22.667c-9.373-9.373-9.373-24.569 0-33.941L207.03 130.525c9.372-9.373 24.568-9.373 33.941-.001z\"><\/path><\/svg><\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<div id=\"elementor-toc__2f7be5a\" class=\"elementor-toc__body\">\n\t\t\t<div class=\"elementor-toc__spinner-container\">\n\t\t\t\t<svg class=\"elementor-toc__spinner eicon-animation-spin e-font-icon-svg e-eicon-loading\" aria-hidden=\"true\" viewBox=\"0 0 1000 1000\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M500 975V858C696 858 858 696 858 500S696 142 500 142 142 304 142 500H25C25 237 238 25 500 25S975 237 975 500 763 975 500 975Z\"><\/path><\/svg>\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-3ddc4dd e-flex e-con-boxed e-con e-parent\" data-id=\"3ddc4dd\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-1aee16b elementor-widget elementor-widget-heading\" data-id=\"1aee16b\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<h2 class=\"elementor-heading-title elementor-size-default\"><b>About the Curriculum<\/b><\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-fb79b53 elementor-widget elementor-widget-text-editor\" data-id=\"fb79b53\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">Building a shared future where Indigenous voices, histories, and perspectives are present in K-12 classrooms requires that Indigenous people themselves have authority over the narratives and practices that reflect their lives. From 2020 to 2024, a <\/span><span style=\"font-weight: 400;\"><a href=\"https:\/\/test.newberry.org\/indigenous-chicago\/about\/\">25-member Advisory Group<\/a> guided development of the <\/span><i><span style=\"font-weight: 400;\">Indigenous Chicago <\/span><\/i><span style=\"font-weight: 400;\">project components.<\/span><\/p><p><span style=\"font-weight: 400;\">For more than two years, the curriculum subcommittee evaluated state standards in Illinois, selected grade levels and subject areas, brainstormed core learning objectives, drafted, and revised the curricular resources you see here. As co-chairs of the subcommittee, Meredith McCoy (Turtle Mountain Ojibwe descent) drafted initial versions of the modules and Rose Miron wrote the first versions of the History Briefs. Teagan Dreyer (Choctaw Nation of Oklahoma), Joshua Friedlein (\u13e3\u13b3\u13a9\u13af \u13a0\u13f0\u13b5 Cherokee Nation), Dylan Nelson, Anthony Stamilio, and Kabl Wilkerson (Citizen Band Potawatomi) provided research and content revision support for the materials. <\/span><\/p><p><span style=\"font-weight: 400;\">To make sure that any<\/span><i><span style=\"font-weight: 400;\"> Indigenous Chicago<\/span><\/i><span style=\"font-weight: 400;\"> materials reflected the perspectives and priorities of Indigenous people who reside in Chicago and the Native nations who recognize Chicago as part of their traditional homelands, c<\/span><span style=\"font-weight: 400;\">ommunity members both on and beyond the curriculum team set the initial project goals and gave feedback on project progress at open community meetings at the Newberry, Chicago American Indian Community Collaborative (CAICC) convenings, <\/span><span style=\"font-weight: 400;\">and through a community-wide survey. We offer thanks to the teachers of the pilot program and to <\/span><span style=\"font-weight: 400;\">Asif Wilson, George Ironstrack (Miami Tribe of Oklahoma), Elizabeth Ellis (Peoria), and Dave Beck for their generous and thorough feedback that strengthened the final version of this curriculum.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-cd2de7c e-flex e-con-boxed e-con e-parent\" data-id=\"cd2de7c\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-7a7feed elementor-widget elementor-widget-heading\" data-id=\"7a7feed\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<h2 class=\"elementor-heading-title elementor-size-default\">The Native American History Mandate in Illinois<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-2c8b04c e-flex e-con-boxed e-con e-parent\" data-id=\"2c8b04c\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-45c96a9 elementor-widget elementor-widget-text-editor\" data-id=\"45c96a9\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">Teachers seeking to teach Native American history have faced an uphill battle with few resources and little guidance. As of 2015, <\/span><b>87% of state history standards nationwide only addressed Indigenous peoples prior to the year 1900 <\/b><span style=\"font-weight: 400;\">(Shear et al., 2015), and as of 2021, <\/span><b>72.5% of state civics standards failed to address tribal sovereignty or treaties<\/b><span style=\"font-weight: 400;\"> (Sabzalian et al., 2021). Thankfully, the decades-long advocacy of Native families, tribal leaders, educators, and students have begun to shift the landscape for classroom teaching. Twelve states now have state-issued curricular resources for teaching Native histories (Illinois is currently developing its Inclusive History resource for Native histories), and fourteen states now have legislation encouraging or mandating that teachers share Native histories in their classrooms.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">In 2023, Illinois joined this list through the passage of&nbsp;<\/span><a href=\"https:\/\/www.ilga.gov\/Legislation\/BillStatus?GAID=17&amp;DocNum=1633&amp;DocTypeID=HB&amp;LegId=144265&amp;SessionID=112\" target=\"_blank\">HB 1633<\/a><span style=\"font-weight: 400;\">. <\/span><b>The new law requires a minimum of one unit of instruction about Midwest Native experiences and histories in all elementary and high school American history or government social studies courses.<\/b><span style=\"font-weight: 400;\"> The unit of instruction must specifically expose students to the contributions of Native people to the development of their own nations and of the United States with attention to economics, culture, politics, and other social issues. It must also include Native contributions to the arts, humanities, and sciences, and government. Recognizing that Chicago has one of the largest intertribal Native communities in the United States today, the unit must also account for urban Native experiences and the contemporary experiences of Native people living in Illinois today. High school classrooms must also address historical and contemporary genocide and discrimination against Native people, land theft and dispossession through Removal and Relocation, tribal sovereignty, and treaties between Native nations and the United States.&nbsp;<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Native nations, museums, libraries, and institutions of higher education across Illinois are currently preparing curricular resources that will be of great use to teachers across grade levels and content areas in teaching this history. Among these, the Newberry Library and faculty at Carleton College have prepared this <\/span><i><span style=\"font-weight: 400;\">Indigenous Chicago <\/span><\/i><span style=\"font-weight: 400;\">curriculum alongside the <\/span><i><span style=\"font-weight: 400;\">Indigenous Chicago <\/span><\/i><span style=\"font-weight: 400;\">project\u2019s digital mapping, oral history, public programming, and exhibition components. The curriculum focuses particularly on 10th grade social studies classrooms and primarily uses materials from the Newberry Library\u2019s American Indian and Indigenous Studies Collection to help teachers and students recognize the long and ongoing histories of Chicago as a Native space.&nbsp;<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Like the other components of the project, the goals of the <\/span><i><span style=\"font-weight: 400;\">Indigenous Chicago<\/span><\/i><span style=\"font-weight: 400;\"> curriculum include<\/span> <span style=\"font-weight: 400;\">making the invisible visible; advancing the priorities of the Chicago Native community; situating<\/span> <span style=\"font-weight: 400;\">Chicago as a Native place since time immemorial; growing a community archiving practice;<\/span> <span style=\"font-weight: 400;\">serving a broad, multi-generational audience that includes schools, the Native community, and<\/span> <span style=\"font-weight: 400;\">the broader public; and supporting the growth of CAICC.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Teachers have often not been sufficiently prepared to teach Native histories in their classrooms. As teachers across Illinois prepare to implement the new state mandate, we understand teacher concerns about needing additional content support and wondering if it is their place to teach this history. However, helping the next generation understand the full histories of the places we share is a responsibility we all carry. As teachers, you are in a position to ensure future leaders, teachers, and community members have access to knowledge that was not made readily available to you. We are relying on you to unlearn \/ relearn the histories of Chicago to tell a more full, accurate narrative of this place, and we are also committing to work alongside you as you grow your practice for teaching Native histories. As you work through this document, if you have further questions, <a href=\"mailto:mcnickle@newberry.org\">please reach out<\/a> to the staff of the D\u2019Arcy McNickle Center at the Newberry Library.&nbsp;<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-479b2f6 e-flex e-con-boxed e-con e-parent\" data-id=\"479b2f6\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-3044654 elementor-widget elementor-widget-toggle\" data-id=\"3044654\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"toggle.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-toggle\">\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-5061\" class=\"elementor-tab-title\" data-tab=\"1\" role=\"button\" aria-controls=\"elementor-tab-content-5061\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><svg class=\"e-font-icon-svg e-fas-caret-right\" viewBox=\"0 0 192 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M0 384.662V127.338c0-17.818 21.543-26.741 34.142-14.142l128.662 128.662c7.81 7.81 7.81 20.474 0 28.284L34.142 398.804C21.543 411.404 0 402.48 0 384.662z\"><\/path><\/svg><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><svg class=\"elementor-toggle-icon-opened e-font-icon-svg e-fas-caret-up\" viewBox=\"0 0 320 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M288.662 352H31.338c-17.818 0-26.741-21.543-14.142-34.142l128.662-128.662c7.81-7.81 20.474-7.81 28.284 0l128.662 128.662c12.6 12.599 3.676 34.142-14.142 34.142z\"><\/path><\/svg><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Names and Places<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-5061\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"region\" aria-labelledby=\"elementor-tab-title-5061\"><p><span style=\"font-weight: 400;\">Social studies helps students understand themselves and the world around them. As young people develop their sense of self, social studies classes offer social, cultural, economic, historical, and geographic context for the world around them. Helping students understand the Indigenous histories of the places where they live and learn is an important part of that identity development. In the Chicago area, this means coming to understand the place we now call Chicago as a place that always has been and always will be both a crossroads and a homeland for many Indigenous nations.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">The communities in the graphic below are those whose ancestral homelands include what we currently consider northeastern Illinois. When talking about these nations, we encourage you to use the names these communities use for themselves. Each community has its own distinct language, and in the image below, we have included both the endonyms (names communities use for themselves) as well as exonyms (names assigned by settlers that you may be more familiar with).\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">Just as Indigenous people do not remain static, neither do their languages or the terms they use for themselves. The endonyms that Native Nations used to refer to themselves centuries ago may still be used alongside English endonyms that the Nation has adopted. For example, Potawatomi is an anglicization of the endonym, Bod\u00e9wadmi. When speaking Potawatomi, many people will refer to themselves as Bod\u00e9wadmi and will just as proudly refer to themselves as Potawatomi when speaking in English. By contrast, few Ojibwe people prefer the anglicization Chippewa and will instead use Ojibwe. For consistency, we worked with tribal representatives to identify <\/span><a href=\"https:\/\/test.newberry.org\/indigenous-chicago\/storymap\/a-guide-to-indigenous-people-who-call-chicago-home\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">a list of terms<\/span><\/a><span style=\"font-weight: 400;\"> used across the <\/span><i><span style=\"font-weight: 400;\">Indigenous Chicago <\/span><\/i><span style=\"font-weight: 400;\">Project. <\/span><b>The commitment to hear and use the words people use for themselves is a form of respect, and it\u2019s helpful to explicitly name this with students. <\/b><span style=\"font-weight: 400;\">You will also hear Native people use generalized terms like \u201cNative\u201d or \u201cIndigenous,\u201d terms that, while useful in some contexts, blur distinct cultural boundaries and homogenize diverse political communities. <\/span><b>Whenever possible, we recommend using the specific name of the Native Nation or Indigenous group about which you are speaking. This should be the name the people or Nation uses for themselves. <\/b><span style=\"font-weight: 400;\">These can often be easily found on Native Nations\u2019 websites, and many are featured across the curriculum.<\/span><\/p><p><img fetchpriority=\"high\" decoding=\"async\" class=\"aligncenter wp-image-2806 size-full\" src=\"https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/10\/mind-map-8.png\" alt=\"\" width=\"1024\" height=\"768\" srcset=\"https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/10\/mind-map-8.png 1024w, https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/10\/mind-map-8-300x225.png 300w, https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/10\/mind-map-8-768x576.png 768w\" sizes=\"(max-width: 1024px) 100vw, 1024px\" \/><\/p><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-5062\" class=\"elementor-tab-title\" data-tab=\"2\" role=\"button\" aria-controls=\"elementor-tab-content-5062\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><svg class=\"e-font-icon-svg e-fas-caret-right\" viewBox=\"0 0 192 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M0 384.662V127.338c0-17.818 21.543-26.741 34.142-14.142l128.662 128.662c7.81 7.81 7.81 20.474 0 28.284L34.142 398.804C21.543 411.404 0 402.48 0 384.662z\"><\/path><\/svg><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><svg class=\"elementor-toggle-icon-opened e-font-icon-svg e-fas-caret-up\" viewBox=\"0 0 320 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M288.662 352H31.338c-17.818 0-26.741-21.543-14.142-34.142l128.662-128.662c7.81-7.81 20.474-7.81 28.284 0l128.662 128.662c12.6 12.599 3.676 34.142-14.142 34.142z\"><\/path><\/svg><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Core Vocabulary<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-5062\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"region\" aria-labelledby=\"elementor-tab-title-5062\"><p><span style=\"font-weight: 400;\">You may feel at a loss for what words to use as you work with your students to learn these histories together. Each module has embedded vocabulary, and a compiled list of all vocabulary terms for the curriculum is available <\/span><a href=\"https:\/\/docs.google.com\/document\/d\/1x_qS97cHvpXNR99tGeNnFKjg25aox0AbvvVQtySc18w\/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">here<\/span><\/a><span style=\"font-weight: 400;\">. The following definitions offer a general introduction and are followed by a short list of freely available resources to help guide you:<\/span><\/p><table><tbody><tr><td><p><b>Term<\/b><\/p><\/td><td><p><b>Definition<\/b><\/p><\/td><\/tr><tr><td><p><b>Native American<\/b><\/p><\/td><td><p><span style=\"font-weight: 400;\">Any individual who is a citizen or descendant of a Native Nation. However, this term can still be problematic, as the \u201cAmerican\u201d part of it binds the identity of an Indigenous person to the existence of the United States and the naming of Turtle Island (North America) after the Italian mapmaker, Amerigo Vespucci.<\/span><\/p><\/td><\/tr><tr><td><p><b>American Indian<\/b><\/p><\/td><td><p><span style=\"font-weight: 400;\">This term is most often used by the federal government and is codified in federal statute. This term is problematic to many Indigenous people because of its connection to the Italian explorer, Christopher Columbus, who thought that he had discovered the subcontinent of India upon arriving in the Caribbean. In similar fashion to \u201cNative American\u201d (see above), this term also ties the identity and existence of Indigenous people to the existence of the United States.\u00a0 Finally, American Indian is an incomplete term, because it often does not include Alaska Native or Native Hawaiian people.\u00a0<\/span><\/p><\/td><\/tr><tr><td><p><b>Indigenous<\/b><\/p><\/td><td><p><span style=\"font-weight: 400;\">This term pushes back against the American centrality by emphasizing the connection between Indigenous People and land since time immemorial\u2013or since long before settler colonists imposed the names <\/span><i><span style=\"font-weight: 400;\">America<\/span><\/i><span style=\"font-weight: 400;\"> and the <\/span><i><span style=\"font-weight: 400;\">United States of America<\/span><\/i><span style=\"font-weight: 400;\">\u00a0 upon these lands. \u201cIndigenous\u201d also connects the struggles of Indigenous peoples here in the United States with the struggles of Indigenous peoples fighting colonialism and resource extraction across the globe, and aligns with language used by the United Nations in the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP), of which the United States is <\/span><b>not<\/b><span style=\"font-weight: 400;\"> a signatory. The term \u201cIndigenous\u201d does generalize the unique political status and cultural distinctions that exist between specific Native nations, but its generalization also can speak to shared experience with settler colonialism that exist across Native nations.<\/span><\/p><p><span style=\"font-weight: 400;\"><br \/><\/span><span style=\"font-weight: 400;\">Useful additional resources include:<\/span><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><a href=\"https:\/\/www.un.org\/esa\/socdev\/unpfii\/documents\/5session_factsheet1.pdf\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">\u201cWho are Indigenous peoples?\u201d<\/span><\/a><span style=\"font-weight: 400;\">\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><a href=\"http:\/\/files.unicef.org\/policyanalysis\/rights\/files\/HRBAP_UN_Rights_Indig_Peoples.pdf\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">\u201cUnited Nations Declaration on the Rights of Indigenous Peoples for Indigenous adolescents\u201d<\/span><\/a><span style=\"font-weight: 400;\">\u00a0<\/span><\/li><\/ul><\/td><\/tr><tr><td><p><b>Tribe \/ Tribal<\/b><\/p><\/td><td><p><span style=\"font-weight: 400;\">The term \u201cTribe\u201d has specific legal meaning and associations that come from definitions in the United States Code. It is closely related to \u201cNative nation\u201d in that a tribe or Native nation is a distinct legal political entity. Tribes have an inherent right to self-governance. There are many factors that affect a Tribe\u2019s sovereign legal status and its relationship with governments at the federal, state, and local level. These factors include treaties, recognition at the federal or state level, and 20th century federal policies like termination and restoration.<\/span><\/p><\/td><\/tr><tr><td><p><a href=\"https:\/\/www.ncai.org\/about-tribes\" target=\"_blank\" rel=\"noopener\"><b>Native Nation<\/b><\/a><\/p><\/td><td><p><span style=\"font-weight: 400;\">There are 574 federally-recognized Native nations that exist as political sovereigns within the borders of the United States. Each of these Native nations has a government-to-government relationship with the U.S. federal government, and each Native nation \u201chas the inherent power to govern all matters involving their members, as well as a range of issues in\u00a0<\/span>Indian Country<span style=\"font-weight: 400;\">.\u201d<\/span><\/p><\/td><\/tr><tr><td><p><a href=\"https:\/\/www.epa.gov\/pesticide-applicator-certification-indian-country\/definition-indian-country#definition\"><strong>Indian Country<\/strong><\/a><\/p><\/td><td><p><span style=\"font-weight: 400;\"> The term \u201cIndian Country\u201d is defined by the United States Code (18 USC \u00a7 1151) as all land within the limits of an Indian reservation, all dependent Indian communities within the borders of the United States, and all Indian allotments whose titles have not been extinguished.<\/span><span style=\"font-weight: 400;\"> Historically, this term has also been used to refer to territory that was unceded and controlled by Indigenous people. More casually, you will also hear Native people use the term \u201cIndian Country\u201d when talking about issues affecting Native communities broadly across the United States.<\/span><\/p><\/td><\/tr><tr><td><p><a href=\"https:\/\/narf.org\/frequently-asked-questions\/\" target=\"_blank\" rel=\"noopener\"><b>Tribal Sovereignty<\/b><\/a><\/p><\/td><td><p><span style=\"font-weight: 400;\">The Native American Rights Fund defines tribal sovereignty as \u201cthe right of federally recognized tribes to govern themselves, their lands, and their people. It also includes the existence of a government-to-government relationship with the United States.\u201d<\/span><span style=\"font-weight: 400;\"> Native nations have the right to decide legal cases, charge taxes, set criteria for citizenship, and establish programs for the well-being of their people.\u00a0<\/span><\/p><\/td><\/tr><tr><td><p><b>Trust Responsibility<\/b><\/p><\/td><td><p><span style=\"font-weight: 400;\">The \u201ctrust responsibility\u201d is the legal obligation held by the U.S. federal government to protect tribal lands, assets, resources, and treaty rights. The \u201ctrust responsibility\u201d has been repeatedly upheld by the U.S. Court system.<\/span><\/p><\/td><\/tr><tr><td><p><a href=\"https:\/\/www.senate.gov\/about\/powers-procedures\/treaties.htm\" target=\"_blank\" rel=\"noopener\"><b>Treaty<\/b><\/a><\/p><\/td><td><p><span style=\"font-weight: 400;\">A legal agreement between the sovereign government of a Native nation and the sovereign government of the United States. This was the primary method of interaction between Native nations and the United States prior to the end of treaty-making in 1871. Just like the United States negotiates treaties with foreign nations, all treaties were negotiated and then approved by the U.S. Senate. The Constitution calls ratified treaties \u201cthe supreme Law of the Land.\u201d<\/span><span style=\"font-weight: 400;\">\u00a0<\/span><\/p><\/td><\/tr><tr><td><p><b>Federal Recognition<\/b><\/p><\/td><td><p><span style=\"font-weight: 400;\">This term refers to the legal relationship between a Native nation and the U.S. federal government. Native nations are \u201crecognized\u201d or \u201cacknowledged\u201d through one of three methods: treaty, an act of Congress, or executive order. In 1871, Congress voted to end treaty-making with Native nations. Today, the <\/span><a href=\"https:\/\/www.bia.gov\/as-ia\/ofa\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Office of Federal Acknowledgement<\/span><\/a><span style=\"font-weight: 400;\"> processes requests for federal recognition. It is a lengthy, bureaucratic, and political process.\u00a0<\/span><\/p><\/td><\/tr><tr><td><p><a href=\"http:\/\/www.k12.wa.us\/IndianEd\/TribalSovereignty\/\" target=\"_blank\" rel=\"noopener\"><b>Time Immemorial<\/b><\/a><\/p><\/td><td><p><span style=\"font-weight: 400;\">While not a scientific description of time, the term \u201ctime immemorial\u201d has become a common descriptor for Indigenous peoples\u2019 rights to their lands and customs. It reinforces Indigenous peoples\u2019 connections to these lands and waters and affirms that those connections long predate colonial presence (often by millenia). Terminology like \u201ctime immemorial\u201d affirms Native rights to their history and culture, while beginning to reverse the erasure of Native people from conversations about the past.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\"><br \/><\/span><span style=\"font-weight: 400;\">In 2015, the state of Washington\u2019s public-school system incorporated a curriculum called \u201cSince Time Immemorial\u201d which has the stated goal to educate \u201cabout tribal history, culture, treaty rights, contemporary tribal and state government institutions and relations and the contributions of Indian nations to the state of Washington.\u201d <\/span><\/p><\/td><\/tr><\/tbody><\/table><p><span style=\"font-weight: 400;\">Additional resources include:<\/span><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><a href=\"https:\/\/docs.google.com\/document\/d\/1xVKlWhAgAhPufX3fPunUKDvqmB-g_XRiH7ldntzqzQU\/edit\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">What&#8217;s in a name?<\/span><\/a><span style=\"font-weight: 400;\"> provides an overview of the terms \u201cNative American,\u201d \u201cAmerican Indian,\u201d \u201cIndigenous,\u201d \u201cTribe\/Tribal,\u201d \u201cNative Hawaiian,\u201d \u201cAlaska Native,\u201d and the specific names of Native nations<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><a href=\"https:\/\/narf.org\/frequently-asked-questions\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">The Native American Rights Fund\u2019s FAQs<\/span><\/a><span style=\"font-weight: 400;\"> defines core terms like \u201ctribal sovereignty\u201d and also answers commonly asked questions<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><a href=\"https:\/\/americanindian.si.edu\/nk360\/informational\/impact-words-tips\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">The Smithsonian\u2019s Native Knowledge 360<\/span><\/a><span style=\"font-weight: 400;\"> has a one-page introduction to the importance of specificity in the words we use for Indigenous people<\/span><\/li><\/ul><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-5063\" class=\"elementor-tab-title\" data-tab=\"3\" role=\"button\" aria-controls=\"elementor-tab-content-5063\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><svg class=\"e-font-icon-svg e-fas-caret-right\" viewBox=\"0 0 192 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M0 384.662V127.338c0-17.818 21.543-26.741 34.142-14.142l128.662 128.662c7.81 7.81 7.81 20.474 0 28.284L34.142 398.804C21.543 411.404 0 402.48 0 384.662z\"><\/path><\/svg><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><svg class=\"elementor-toggle-icon-opened e-font-icon-svg e-fas-caret-up\" viewBox=\"0 0 320 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M288.662 352H31.338c-17.818 0-26.741-21.543-14.142-34.142l128.662-128.662c7.81-7.81 20.474-7.81 28.284 0l128.662 128.662c12.6 12.599 3.676 34.142-14.142 34.142z\"><\/path><\/svg><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Stories<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-5063\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"region\" aria-labelledby=\"elementor-tab-title-5063\"><p><span style=\"font-weight: 400;\">Indigenous ways of teaching have long centered around stories, oral tradition, and oral histories. In Indigenous contexts, stories are complex teaching tools. In hearing the stories, listeners can pull out lessons that help them figure out how to live sustainably with each other and with lands and waters. Such stories contain information about ecology and ethnobotany, medicine, language, arts, history, and politics, among others. They often also teach us about civics \u2013 how we should treat one another to build sustainable, balanced, interrelated societies. We can look to Indigenous stories as historical texts that teach us about Native nations\u2019 long-standing connections to the Chicago area.<\/span><\/p><p><span style=\"font-weight: 400;\">Most of the stories in this curriculum do not reflect the kinds of oral traditions that have sustained Native people for generations; however, throughout this curriculum, you will find the stories of specific people, places, and events that demonstrate long histories of Indigenous presence and life in the Chicago area. Rather than regurgitative information for students to repeat back to you, cultivate these stories as a shared practice of deep listening and learning from the examples of people in the past. Listen for the big themes and ideas that emerge from these stories \u2013 ideas about resistance, collective organizing, and relations with land and with each other, among others. In increasing the visibility of Native histories in Chicago, the goal is not only for students to develop specific knowledge of certain historical moments but also that they develop a habit of seeing Native people as relevant to all moments of US, Illinois, and Chicago history. They might develop an accurate habit of seeing the US, Illinois, and Chicago as part of the longer histories of Native people and nations!<\/span><\/p><p><span style=\"font-weight: 400;\">Using memorable stories to help build this habit of awareness is part of the approach you will find within this curriculum. To that end, this curriculum is not comprehensive. It does not cover all there is to know about Native people in the Chicago area, nor does it seek to give students information about every person, place, event, or development in Chicago Native life over time. Doing so within the context of your other teaching on U.S. and Illinois history would be impossible, and giving students the impression that this is all there is to know would shortchange the vastness of Native histories. Rather, grounding your teaching in these specific stories while contextualizing them within broader themes can help students learn to look for Native history, building a habit of expecting Native presence and visibility over time.\u00a0<\/span><\/p><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-5064\" class=\"elementor-tab-title\" data-tab=\"4\" role=\"button\" aria-controls=\"elementor-tab-content-5064\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><svg class=\"e-font-icon-svg e-fas-caret-right\" viewBox=\"0 0 192 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M0 384.662V127.338c0-17.818 21.543-26.741 34.142-14.142l128.662 128.662c7.81 7.81 7.81 20.474 0 28.284L34.142 398.804C21.543 411.404 0 402.48 0 384.662z\"><\/path><\/svg><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><svg class=\"elementor-toggle-icon-opened e-font-icon-svg e-fas-caret-up\" viewBox=\"0 0 320 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M288.662 352H31.338c-17.818 0-26.741-21.543-14.142-34.142l128.662-128.662c7.81-7.81 20.474-7.81 28.284 0l128.662 128.662c12.6 12.599 3.676 34.142-14.142 34.142z\"><\/path><\/svg><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Additional Resources for Teachers<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-5064\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"region\" aria-labelledby=\"elementor-tab-title-5064\"><p><span style=\"font-weight: 400;\">Each module includes a history brief that introduces core concepts and historical developments. In addition, Indigenous authors, scholars, artists, museum staff, and community leaders have produced dozens of books, curricula, podcasts, and other resources that might be useful to you in your classroom. Start with one or more of the following books and guides:<\/span><\/p><table><tbody><tr><td colspan=\"2\"><p><span style=\"font-weight: 400;\"><img decoding=\"async\" class=\"alignnone size-medium wp-image-2030\" src=\"https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/09\/Treuer-300x300.png\" alt=\"\" width=\"300\" height=\"300\" srcset=\"https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/09\/Treuer-300x300.png 300w, https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/09\/Treuer-150x150.png 150w, https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/09\/Treuer.png 600w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><\/span><\/p><p><span style=\"font-weight: 400;\">Treuer, A. (2023). <\/span><a href=\"https:\/\/shop.mnhs.org\/products\/everything-you-wanted-to-know-about-indians-but-were-afraid-to-ask\" target=\"_blank\" rel=\"noopener\"><i><span style=\"font-weight: 400;\">Everything you wanted to know about Indians but were afraid to ask<\/span><\/i><\/a><i><span style=\"font-weight: 400;\">.<\/span><\/i><span style=\"font-weight: 400;\"> Second edition. St. Paul, MN: Minnesota Historical Society. This book is now available in an edition for <\/span><a href=\"https:\/\/www.levinequerido.com\/everything-you-wanted-to-know-about-indians\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">young people<\/span><\/a><span style=\"font-weight: 400;\"> as well.\u00a0<\/span><\/p><\/td><td colspan=\"2\"><p><img decoding=\"async\" class=\"alignnone size-medium wp-image-2031\" src=\"https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/09\/Shear-200x300.png\" alt=\"\" width=\"200\" height=\"300\" srcset=\"https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/09\/Shear-200x300.png 200w, https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/09\/Shear-683x1024.png 683w, https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/09\/Shear-768x1152.png 768w, https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/09\/Shear.png 800w\" sizes=\"(max-width: 200px) 100vw, 200px\" \/><\/p><p><span style=\"font-weight: 400;\">Turtle Island Social Studies Collective. (2022). Insurgence Must Be Red: Connecting Indigenous Studies and Social Studies Education for Anticolonial Praxis. In S. B. Shear, N. H. Merchant, &amp; W. Au (Eds.), <\/span><a href=\"https:\/\/styluspub.presswarehouse.com\/browse\/book\/9781975504557\/Insurgent-Social-Studies\" target=\"_blank\" rel=\"noopener\"><i><span style=\"font-weight: 400;\">Insurgent Social Studies: Scholar-Educators Disrupting Erasure &amp; Marginality<\/span><\/i><\/a><span style=\"font-weight: 400;\">. Myers Education Press.<\/span><\/p><\/td><\/tr><tr><td colspan=\"2\"><p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-2032\" src=\"https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/09\/Dunbar-Ortiz-200x300.png\" alt=\"\" width=\"200\" height=\"300\" srcset=\"https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/09\/Dunbar-Ortiz-200x300.png 200w, https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/09\/Dunbar-Ortiz.png 300w\" sizes=\"(max-width: 200px) 100vw, 200px\" \/><\/p><p><span style=\"font-weight: 400;\">Dunbar-Ortiz, R., Mendoza, J., &amp; Reese, D. (2019). <\/span><a href=\"https:\/\/www.penguinrandomhouse.com\/books\/567131\/an-indigenous-peoples-history-of-the-united-states-for-young-people-by-roxanne-dunbar-ortiz-adapted-by-jean-mendoza-and-debbie-reese\/\" target=\"_blank\" rel=\"noopener\"><i><span style=\"font-weight: 400;\">An Indigenous peoples\u2019 history of the United States for young people<\/span><\/i><\/a><span style=\"font-weight: 400;\">. Boston, MA: Beacon Press.\u00a0<\/span><\/p><\/td><td colspan=\"2\"><p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-2033\" src=\"https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/09\/Sabzalian.png\" alt=\"\" width=\"180\" height=\"270\" \/><\/p><p><span style=\"font-weight: 400;\">Sabzalian, L. (2019). <\/span><a href=\"https:\/\/www.routledge.com\/Indigenous-Childrens-Survivance-in-Public-Schools\/Sabzalian\/p\/book\/9781138384507\" target=\"_blank\" rel=\"noopener\"><i><span style=\"font-weight: 400;\">Indigenous Children\u2019s Survivance in Public Schools<\/span><\/i><\/a><span style=\"font-weight: 400;\">. Routledge.<\/span><\/p><\/td><\/tr><tr><td colspan=\"2\"><p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-2034\" src=\"https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/09\/Dunbar-Ortiz-and-Gilio-Whitaker-194x300.png\" alt=\"\" width=\"194\" height=\"300\" srcset=\"https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/09\/Dunbar-Ortiz-and-Gilio-Whitaker-194x300.png 194w, https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/09\/Dunbar-Ortiz-and-Gilio-Whitaker.png 300w\" sizes=\"(max-width: 194px) 100vw, 194px\" \/><\/p><p><span style=\"font-weight: 400;\">Dunbar-Ortiz, R. &amp; Gilio-Whitaker, D. (2016). <\/span><a href=\"http:\/\/www.beacon.org\/All-the-Real-Indians-Died-Off-P1224.aspx\" target=\"_blank\" rel=\"noopener\"><i><span style=\"font-weight: 400;\">\u201cAll the real Indians died off\u201d and 20 other myths about Native Americans<\/span><\/i><\/a><span style=\"font-weight: 400;\">. Boston, MA: Beacon Press.\u00a0<\/span><\/p><\/td><td colspan=\"2\"><p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-2035\" src=\"https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/09\/Mihesuah-192x300.png\" alt=\"\" width=\"192\" height=\"300\" srcset=\"https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/09\/Mihesuah-192x300.png 192w, https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/09\/Mihesuah.png 298w\" sizes=\"(max-width: 192px) 100vw, 192px\" \/><\/p><p><span style=\"font-weight: 400;\">Mihesuah, D. A. (2005). <\/span><a href=\"https:\/\/www.nebraskapress.unl.edu\/bison-original\/9780803282988\/\" target=\"_blank\" rel=\"noopener\"><i><span style=\"font-weight: 400;\">So you want to write about American Indians?: A guide for writers, students, and scholars<\/span><\/i><\/a><span style=\"font-weight: 400;\">. Lincoln: University of Nebraska Press.<\/span><\/p><\/td><\/tr><tr><td colspan=\"2\"><p><span style=\"font-weight: 400;\">\u00a0<\/span><\/p><p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-2036\" src=\"https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/09\/NMAI-Book-199x300.png\" alt=\"\" width=\"199\" height=\"300\" srcset=\"https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/09\/NMAI-Book-199x300.png 199w, https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/09\/NMAI-Book.png 300w\" sizes=\"(max-width: 199px) 100vw, 199px\" \/><\/p><p><span style=\"font-weight: 400;\">National Museum of the American Indian (2018). <\/span><a href=\"https:\/\/www.smithsonianbooks.com\/store\/classroom\/do-all-indians-live-in-tipis-second-edition-questions-and-answers-from-the-national-museum-of-the-american-indian\/\" target=\"_blank\" rel=\"noopener\"><i><span style=\"font-weight: 400;\">Do all Indians live in tipis? Questions and answers from the National Museum of the American Indian<\/span><\/i><\/a><span style=\"font-weight: 400;\"> (Second edition). Smithsonian National Museum of the American Indian.<\/span><\/p><\/td><td colspan=\"2\"><p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-2037\" src=\"https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/09\/Smith-189x300.png\" alt=\"\" width=\"189\" height=\"300\" srcset=\"https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/09\/Smith-189x300.png 189w, https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/09\/Smith.png 596w\" sizes=\"(max-width: 189px) 100vw, 189px\" \/><\/p><p><span style=\"font-weight: 400;\">Smith, Paul Chaat. <\/span><a href=\"https:\/\/www.upress.umn.edu\/9780816656011\/everything-you-know-about-indians-is-wrong\/\" target=\"_blank\" rel=\"noopener\"><i><span style=\"font-weight: 400;\">Everything You Know about Indians Is Wrong<\/span><\/i><\/a><span style=\"font-weight: 400;\">. Minneapolis: University of Minnesota Press, 2009.\u00a0<\/span><\/p><\/td><\/tr><\/tbody><\/table><p><span style=\"font-weight: 400;\">We encourage your schools to use these texts as we collectively grow our ability to name and teach honest, accurate, and robust histories of Indigenous peoples today. We also encourage you and your school to consult other widely available resources available for free online, including the National Museum of the American Indian\u2019s<\/span><a href=\"https:\/\/americanindian.si.edu\/nk360\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\"> Native Knowledge 360\u00b0<\/span><\/a><span style=\"font-weight: 400;\"> modules and resources.\u00a0<\/span><\/p><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-5065\" class=\"elementor-tab-title\" data-tab=\"5\" role=\"button\" aria-controls=\"elementor-tab-content-5065\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><svg class=\"e-font-icon-svg e-fas-caret-right\" viewBox=\"0 0 192 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M0 384.662V127.338c0-17.818 21.543-26.741 34.142-14.142l128.662 128.662c7.81 7.81 7.81 20.474 0 28.284L34.142 398.804C21.543 411.404 0 402.48 0 384.662z\"><\/path><\/svg><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><svg class=\"elementor-toggle-icon-opened e-font-icon-svg e-fas-caret-up\" viewBox=\"0 0 320 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M288.662 352H31.338c-17.818 0-26.741-21.543-14.142-34.142l128.662-128.662c7.81-7.81 20.474-7.81 28.284 0l128.662 128.662c12.6 12.599 3.676 34.142-14.142 34.142z\"><\/path><\/svg><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Rights and Access<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-5065\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"region\" aria-labelledby=\"elementor-tab-title-5065\"><p><span style=\"font-weight: 400;\">The Newberry Library is making the content in this curriculum and any links to its Digital Collection freely available for educational and research purposes. All materials that are not drawn from the Newberry\u2019s collections are presented in accordance with fair use under United States copyright law. If you are the copyright holder of any material on this website and believe you have not been properly identified, or you do not wish for your materials to be available in this curriculum, please <a href=\"mailto:mcnickle@newberry.org\">contact us<\/a>\u00a0to complete a takedown request.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">For other users, many of the images in this curriculum are protected by copyright. If you would like to use any of the materials in this curriculum beyond the classroom, you are responsible for determining whether any further publication of the materials in this curriculum is legal and securing any permissions needed.\u00a0<\/span><\/p><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-3fbb97d e-flex e-con-boxed e-con e-parent\" data-id=\"3fbb97d\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-2e12ef3 elementor-widget elementor-widget-spacer\" data-id=\"2e12ef3\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"spacer.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-spacer\">\n\t\t\t<div class=\"elementor-spacer-inner\"><\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-bcd3cea e-con-full e-flex e-con e-parent\" data-id=\"bcd3cea\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t<div class=\"elementor-element elementor-element-b985439 e-con-full e-flex e-con e-child\" data-id=\"b985439\" data-element_type=\"container\" data-e-type=\"container\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-96449aa e-flex e-con-boxed e-con e-parent\" data-id=\"96449aa\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-f6318c3 elementor-widget elementor-widget-spacer\" data-id=\"f6318c3\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"spacer.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-spacer\">\n\t\t\t<div class=\"elementor-spacer-inner\"><\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-ece190c e-flex e-con-boxed e-con e-parent\" data-id=\"ece190c\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-2424d35 elementor-widget elementor-widget-heading\" data-id=\"2424d35\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<h2 class=\"elementor-heading-title elementor-size-default\"><b>How and When to Teach the Curriculum<\/b><\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-f1b4bbd e-flex e-con-boxed e-con e-parent\" data-id=\"f1b4bbd\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-2c74e3d elementor-widget elementor-widget-text-editor\" data-id=\"2c74e3d\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">The modules in this curriculum are organized thematically rather than chronologically. They can be used in the sequence in which they occur in the curriculum or they can be taught individually when it aligns with your class content. Each module identifies common US History topics that align with <\/span><i><span style=\"font-weight: 400;\">Indigenous Chicago<\/span><\/i><span style=\"font-weight: 400;\">, and you can additionally reference this <a href=\"https:\/\/docs.google.com\/document\/d\/1clPDZxl5tTXHaNd_mo4zzi8VD9LFICDKZ5jZhEvvl40\/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">AP US History crosswalk guide<\/a> (also located further down on this page). Whether you teach chronologically or thematically, it is essential that you spiral content about Indigenous history throughout the year rather than siloing Native people to the first unit of the year or the month of November. These approaches, while common, communicate to students that Native people are only worth thinking about during certain moments of the year (Thanksgiving, for example). Instead, help students see Native people as relevant members of the Chicago community, past, present, and future, all year long. We recommend that you spread the modules out over the year. This reflects how we are all walking, living, and learning on Native land, all the time!<\/span><\/p><p><span style=\"font-weight: 400;\">\u00a0<\/span><\/p><table><tbody><tr><td><p><b>Module<\/b><\/p><\/td><td><p><b>Content focus \/ story<\/b><\/p><\/td><td><p><b>When to teach it<\/b><\/p><\/td><\/tr><tr><td><p><b>Premodule<\/b><\/p><\/td><td><p>This module familiarizes students with the sources historians use to learn about the past.<\/p><\/td><td><p>This module is best positioned at the start of the school year when you and your students are building shared expectations and foundations for later learning.<\/p><\/td><\/tr><tr><td><p><b>Modules 1-4<\/b><\/p><\/td><td><p>The remaining modules explore specific themes in Native Chicago history. Within each module, content spans multiple decades (if not centuries).\u00a0<\/p><\/td><td><p>You might choose to teach these modules in any order. You can excerpt individual lessons within each module, though we have designed each module to contain a hook, three supporting question inquiries, and a wrap-up \/ extension exercise.\u00a0<\/p><\/td><\/tr><\/tbody><\/table><p><span style=\"font-weight: 400;\">\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">Each module is divided into several 20-40 minute sessions, which can be examined over the course of a week or several weeks. The modules follow an Inquiry Design Model (IDM) which prioritizes a cyclical model of learning in which students ask questions, learn to apply new tools and concepts, evaluate evidence, share their conclusions and apply their learning, all of which then prompts new questions (Grant, Swan, &amp; Lee 2023). Sources for the modules are primarily from the Newberry Library\u2019s collections, including historical texts and maps as well as newly commissioned art pieces. In the years to come, new oral histories conducted with the Chicago Native community will join parts of the curriculum.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">As you move through the curriculum, each module has both teacher-facing and student-facing history briefs. Please note that content from these sections repeats across the modules in varied form. If you are teaching multiple modules, you can revisit repeated content with your students or skip the repeated sections (please note that the sections might not be identical, so please check over each module\u2019s history briefs carefully before deciding which sections to repeat or skip).\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">Given that you may choose to spread the modules out across the entire school year, you might choose to build in some form of continuity for your students. This might be, for example, a specific interactive notebook or <\/span><a href=\"https:\/\/doingsocialstudies.com\/2016\/08\/15\/1056\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">H.I.T. book<\/span><\/a><span style=\"font-weight: 400;\"> just for Indigenous Chicago-related lessons. You might create a designated space in your classroom where students keep their Indigenous Chicago-related materials or a specific wall display where you keep key resources and ideas from Indigenous Chicago posted and visible. This can help students remember that these ideas are applicable all year long. You might also create a recurring, predictable structure that indicates to students that they\u2019re transitioning into and out of an Indigenous Chicago modules. For example, you might start each module with a <\/span><a href=\"http:\/\/learninginplaces.org\/for-families\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">wondering walk or a focused walk <\/span><\/a><span style=\"font-weight: 400;\">to help students re-ground themselves in place and conclude with an examination of contemporary news developments (either those listed in the curriculum or some that you find on your own!) to help students build a habit of awareness of contemporary issues for Native people.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">As you engage with the inquiry modules here, remember that good inquiry texts can be any source of information that allows us to meaningfully interpret the past. While many students might first think of historical documents in colonial archives, sources for inquiry for Indigenous histories also include oral traditions, oral histories, community knowledge keepers, and artwork, among others. You will see examples of these sources throughout the Indigenous Chicago modules.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">If the inquiry design model is new to you, begin with this overview from the <\/span><a href=\"https:\/\/c3teachers.org\/inquiry-design-model\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">C3 Teachers Framework<\/span><\/a>\u00a0below. <b>Click on each image to expand.<\/b><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-a40d5e5 e-flex e-con-boxed e-con e-parent\" data-id=\"a40d5e5\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-526dba7 elementor-widget elementor-widget-gallery\" data-id=\"526dba7\" data-element_type=\"widget\" data-e-type=\"widget\" data-settings=\"{&quot;columns&quot;:2,&quot;aspect_ratio&quot;:&quot;4:3&quot;,&quot;lazyload&quot;:&quot;yes&quot;,&quot;gallery_layout&quot;:&quot;grid&quot;,&quot;columns_tablet&quot;:2,&quot;columns_mobile&quot;:1,&quot;gap&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:10,&quot;sizes&quot;:[]},&quot;gap_tablet&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:10,&quot;sizes&quot;:[]},&quot;gap_mobile&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:10,&quot;sizes&quot;:[]},&quot;link_to&quot;:&quot;file&quot;,&quot;overlay_background&quot;:&quot;yes&quot;,&quot;content_hover_animation&quot;:&quot;fade-in&quot;}\" data-widget_type=\"gallery.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-gallery__container\">\n\t\t\t\t\t\t\t<a class=\"e-gallery-item elementor-gallery-item elementor-animated-content\" href=\"https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/09\/C3-Teachers-Framework-overview-1.png\" data-elementor-open-lightbox=\"yes\" data-elementor-lightbox-slideshow=\"526dba7\" data-elementor-lightbox-title=\"C3 Teachers Framework overview\" data-e-action-hash=\"#elementor-action%3Aaction%3Dlightbox%26settings%3DeyJpZCI6MjAxMiwidXJsIjoiaHR0cHM6XC9cL3Rlc3QubmV3YmVycnkub3JnXC9pbmRpZ2Vub3VzLWNoaWNhZ29cL3dwLWNvbnRlbnRcL3VwbG9hZHNcLzIwMjRcLzA5XC9DMy1UZWFjaGVycy1GcmFtZXdvcmstb3ZlcnZpZXctMS5wbmciLCJzbGlkZXNob3ciOiI1MjZkYmE3In0%3D\">\n\t\t\t\t\t<div class=\"e-gallery-image elementor-gallery-item__image\" data-thumbnail=\"https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/09\/C3-Teachers-Framework-overview-1-768x576.png\" data-width=\"768\" data-height=\"576\" aria-label=\"\" role=\"img\" ><\/div>\n\t\t\t\t\t\t\t\t\t\t\t<div class=\"elementor-gallery-item__overlay\"><\/div>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t<a class=\"e-gallery-item elementor-gallery-item elementor-animated-content\" href=\"https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/09\/C3-Teachers-Framework-1.png\" data-elementor-open-lightbox=\"yes\" data-elementor-lightbox-slideshow=\"526dba7\" data-elementor-lightbox-title=\"C3 Teachers Framework 1\" data-e-action-hash=\"#elementor-action%3Aaction%3Dlightbox%26settings%3DeyJpZCI6MjAxMywidXJsIjoiaHR0cHM6XC9cL3Rlc3QubmV3YmVycnkub3JnXC9pbmRpZ2Vub3VzLWNoaWNhZ29cL3dwLWNvbnRlbnRcL3VwbG9hZHNcLzIwMjRcLzA5XC9DMy1UZWFjaGVycy1GcmFtZXdvcmstMS5wbmciLCJzbGlkZXNob3ciOiI1MjZkYmE3In0%3D\">\n\t\t\t\t\t<div class=\"e-gallery-image elementor-gallery-item__image\" data-thumbnail=\"https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/09\/C3-Teachers-Framework-1-768x991.png\" data-width=\"768\" data-height=\"991\" aria-label=\"\" role=\"img\" ><\/div>\n\t\t\t\t\t\t\t\t\t\t\t<div class=\"elementor-gallery-item__overlay\"><\/div>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-485152e e-flex e-con-boxed e-con e-parent\" data-id=\"485152e\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-10a7a24 elementor-widget elementor-widget-spacer\" data-id=\"10a7a24\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"spacer.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-spacer\">\n\t\t\t<div class=\"elementor-spacer-inner\"><\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-4c3ebb0 e-flex e-con-boxed e-con e-parent\" data-id=\"4c3ebb0\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-f72cfb3 elementor-widget elementor-widget-toggle\" data-id=\"f72cfb3\" data-element_type=\"widget\" data-e-type=\"widget\" id=\"crosswalk\" data-widget_type=\"toggle.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-toggle\">\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-2591\" class=\"elementor-tab-title\" data-tab=\"1\" role=\"button\" aria-controls=\"elementor-tab-content-2591\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><svg class=\"e-font-icon-svg e-fas-caret-right\" viewBox=\"0 0 192 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M0 384.662V127.338c0-17.818 21.543-26.741 34.142-14.142l128.662 128.662c7.81 7.81 7.81 20.474 0 28.284L34.142 398.804C21.543 411.404 0 402.48 0 384.662z\"><\/path><\/svg><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><svg class=\"elementor-toggle-icon-opened e-font-icon-svg e-fas-caret-up\" viewBox=\"0 0 320 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M288.662 352H31.338c-17.818 0-26.741-21.543-14.142-34.142l128.662-128.662c7.81-7.81 20.474-7.81 28.284 0l128.662 128.662c12.6 12.599 3.676 34.142-14.142 34.142z\"><\/path><\/svg><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Alignment with ISBE High School Social Science Standards<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-2591\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"region\" aria-labelledby=\"elementor-tab-title-2591\"><p><span style=\"font-weight: 400;\">The Indigenous Chicago modules complement the Illinois State Board of Education (ISBE) high school social science standards for civics, history, geography, and inquiry. They also can help teachers meet the new Illinois history mandate as passed in <\/span><a href=\"https:\/\/www.ilga.gov\/Legislation\/BillStatus?GAID=17&amp;DocNum=1633&amp;DocTypeID=HB&amp;LegId=144265&amp;SessionID=112\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">HB 1633<\/span><\/a><span style=\"font-weight: 400;\"> that all elementary and high school courses that teach US history or US government will include a unit of study about Indigenous histories and experiences in the Midwest since time immemorial starting with the 2024-2025 school year.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">Each of the five core content modules aligns with the inquiry process outlined in the following ISBE inquiry standards:<\/span><\/p><table><tbody><tr><td><p><b>ISBE Inquiry Standards to integrate across all Indigenous Chicago modules<\/b><\/p><\/td><\/tr><tr><td><p><span style=\"font-weight: 400;\">SS.9-12.IS.3. <\/span><b>Develop new supporting and essential questions<\/b><span style=\"font-weight: 400;\"> by primary and secondary investigation, collaboration, and use sources that reflect diverse perspectives (e.g., political, cultural, socioeconomic, race, religious, gender).<\/span><\/p><\/td><\/tr><tr><td><p><span style=\"font-weight: 400;\">SS.9-12.S.4. <\/span><b>Determine the kinds of sources<\/b><span style=\"font-weight: 400;\"> that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of view represented in the sources, the types of sources available, and the potential uses of the sources.<\/span><\/p><\/td><\/tr><tr><td><p><span style=\"font-weight: 400;\">SS.9-12.IS.5. <\/span><b>Gather and evaluate information<\/b><span style=\"font-weight: 400;\"> from multiple primary and secondary sources that reflect the perspectives and experiences of multiple groups, including marginalized groups.<\/span><\/p><\/td><\/tr><tr><td><p><span style=\"font-weight: 400;\">SS.9-12.IS.8. <\/span><b>Evaluate evidence to construct arguments<\/b><span style=\"font-weight: 400;\"> and claims that use reasoning and account for multiple perspectives and value systems.<\/span><\/p><\/td><\/tr><\/tbody><\/table><p><span style=\"font-weight: 400;\">In addition, each of the modules can help students build historical literacy skills through their structured engagement with primary source materials. Among the other standards specifically named within each module, you can anticipate working with students to:<\/span><\/p><table><tbody><tr><td><p><b>ISBE Disciplinary Concept Standards to integrate across all Indigenous Chicago modules<\/b><\/p><\/td><\/tr><tr><td><p><span style=\"font-weight: 400;\">SS.9-12.H.5. <\/span><b>Analyze the factors and historical context<\/b><span style=\"font-weight: 400;\">\u2026 <\/span><b>that influenced the perspectives of people <\/b><span style=\"font-weight: 400;\">during different historical eras.<\/span><\/p><\/td><\/tr><tr><td><p><span style=\"font-weight: 400;\">SS.9-12.H.8. <\/span><b>Analyze key historical events and contributions of individuals<\/b><span style=\"font-weight: 400;\"> through a variety of perspectives, including those of historically underrepresented groups.<\/span><\/p><\/td><\/tr><tr><td><p><span style=\"font-weight: 400;\">SS.9-12.H.10.<\/span><b> Identify and analyze ways in which marginalized communities are represented<\/b><span style=\"font-weight: 400;\"> in historical sources and seek out sources created by historically oppressed peoples.<\/span><\/p><\/td><\/tr><tr><td><p><span style=\"font-weight: 400;\">SS.9-12.H.11. <\/span><b>Analyze primary and secondary historical sources from multiple vantage points <\/b><span style=\"font-weight: 400;\">and perspectives to identify and explain dominant narratives and counter narratives of historical events.<\/span><\/p><\/td><\/tr><tr><td><p><span style=\"font-weight: 400;\">SS.9-12.H.13. <\/span><b>Analyze multiple and complex causes and effects<\/b><span style=\"font-weight: 400;\"> of events in the past.<\/span><\/p><\/td><\/tr><\/tbody><\/table><p>As part of <a href=\"https:\/\/www.ilga.gov\/Legislation\/BillStatus?GAID=17&amp;DocNum=1633&amp;DocTypeID=HB&amp;LegId=144265&amp;SessionID=112\">HB 1633<\/a>, ISBE established an Inclusive History Working Group that includes Native Americans. Members of the Chicago Native community collaborated with ISBE to create a <a href=\"https:\/\/www.isbe.net\/Documents\/Native-American-Indigenous-Peoples-Resource-Guide.pdf\" target=\"_blank\" rel=\"noopener\">Native American and Indigenous Peoples Guide<\/a>, which provides a mix of free and paid Native American teaching resources.\u00a0<\/p><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-2592\" class=\"elementor-tab-title\" data-tab=\"2\" role=\"button\" aria-controls=\"elementor-tab-content-2592\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><svg class=\"e-font-icon-svg e-fas-caret-right\" viewBox=\"0 0 192 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M0 384.662V127.338c0-17.818 21.543-26.741 34.142-14.142l128.662 128.662c7.81 7.81 7.81 20.474 0 28.284L34.142 398.804C21.543 411.404 0 402.48 0 384.662z\"><\/path><\/svg><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><svg class=\"elementor-toggle-icon-opened e-font-icon-svg e-fas-caret-up\" viewBox=\"0 0 320 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M288.662 352H31.338c-17.818 0-26.741-21.543-14.142-34.142l128.662-128.662c7.81-7.81 20.474-7.81 28.284 0l128.662 128.662c12.6 12.599 3.676 34.142-14.142 34.142z\"><\/path><\/svg><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Teaching with Primary Sources<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-2592\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"region\" aria-labelledby=\"elementor-tab-title-2592\"><p><i><span style=\"font-weight: 400;\">Indigenous Chicago<\/span><\/i><span style=\"font-weight: 400;\"> modules engage a wide array of primary source materials, including textual documents, photographs, oral histories, maps, artwork, videos, and images of physical items, among others. A number of resources can support students in building their skills for primary source analysis. We recommend consulting the Library of Congress\u2019s <\/span><a href=\"https:\/\/www.loc.gov\/programs\/teachers\/getting-started-with-primary-sources\/guides\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">how-to guides<\/span><\/a><span style=\"font-weight: 400;\"> for different types of sources as well as the National Archives\u2019 <\/span><a href=\"https:\/\/www.archives.gov\/education\/lessons\/worksheets\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">educator resources<\/span><\/a><span style=\"font-weight: 400;\"> for document analysis. Help your students assess each document for its basic information (what is it, who created it, for what purpose), analyze the content of the item, corroborate or question content in the source using other sources, look for hidden meanings or significance not immediately apparent at first reading, and connect what they learn from the item to the broader historical questions they are asking.\u00a0<\/span><\/p><p><b>To understand the full history of the United States, it is essential that students build a solid understanding of this history as viewed from Indigenous perspectives. <\/b><span style=\"font-weight: 400;\">To that end, the materials and historical briefs within each unit prioritize Indigenous voices and Indigenous-created resources. Indigenous people are not monolithic, and the perspectives in the curriculum represent many distinct Native nations, experiences, and priorities. As a supplement to your general curriculum, these inquiry modules provide some of the many Native voices too often excluded or erased from existing K-12 classroom resources. They do not attempt to provide a \u201cbalanced\u201d representation that accounts for the dominant historical perspectives of policy makers and authority figures, as such perspectives are more robustly represented within existing K-12 classroom resources.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">That being said, in certain cases, the best available resource for understanding Native histories at a particular historical moment may be a colonial map or resource. With these documents, we encourage students to read carefully against the grain to push back against dominant narratives and reveal experiences hidden between the lines. \u201cReading against the grain\u201d refers to how we analyze a text to pull out the messages that might not be readily visible on the surface. For more on the practice of reading against the grain, see this Learning for Justice <\/span><a href=\"https:\/\/www.learningforjustice.org\/classroom-resources\/teaching-strategies\/close-and-critical-reading\/reading-against-the-grain#:~:text=What%3F,the%20gaps%2C%20silences%20and%20contradictions.\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">educator guide<\/span><\/a><span style=\"font-weight: 400;\">.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">Students will be looking across a wide timespan within each module, which will require them to synthesize ideas across multiple contexts. As you facilitate your students\u2019 engagement with these materials, help them think about not just what the documents tell us about the people, places, and events but also what they reveal about broader historical and ongoing power dynamics relative to resource extraction, land dispossession, erasure within popular narratives, and labor exploitation. We encourage engagement with these documents not only for what they tell us about the past but also for the mindsets, habits of inquiry, and ethical commitments that students can develop through the process of learning from these documents. Such approaches are critical for our students to develop a more just, interconnected, and shared future.<\/span><\/p><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-2593\" class=\"elementor-tab-title\" data-tab=\"3\" role=\"button\" aria-controls=\"elementor-tab-content-2593\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><svg class=\"e-font-icon-svg e-fas-caret-right\" viewBox=\"0 0 192 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M0 384.662V127.338c0-17.818 21.543-26.741 34.142-14.142l128.662 128.662c7.81 7.81 7.81 20.474 0 28.284L34.142 398.804C21.543 411.404 0 402.48 0 384.662z\"><\/path><\/svg><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><svg class=\"elementor-toggle-icon-opened e-font-icon-svg e-fas-caret-up\" viewBox=\"0 0 320 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M288.662 352H31.338c-17.818 0-26.741-21.543-14.142-34.142l128.662-128.662c7.81-7.81 20.474-7.81 28.284 0l128.662 128.662c12.6 12.599 3.676 34.142-14.142 34.142z\"><\/path><\/svg><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Centering Indigenous Perspectives<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-2593\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"region\" aria-labelledby=\"elementor-tab-title-2593\"><p><span style=\"font-weight: 400;\">Indigenous knowledges bridge content areas, and this curriculum therefore incorporates connections with the sciences, arts, and English. <\/span><b>Helping your students see Indigenous peoples\u2019 histories, presents, and futures as a fundamental part of Chicago life is about more than reciting place names, people, dates, and events. <\/b><span style=\"font-weight: 400;\">Rather, if we are to walk together towards more sustainable shared futures, particularly in the face of climate change and global pandemics, we must think about how Indigenous histories and experiences allow us to re-imagine our relationships with each other, with our lands and waters, and with the animals and plants who share those spaces with us. While the vast majority of the resources come directly from the Newberry archives, you will notice some additional materials that facilitate interdisciplinary connections.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">Indigenous knowledges emerge from place and from intergenerational relationships with our languages and teachings. This curriculum does not draw from the specific teachings or languages of any one nation, as it reflects a place that has long been a crossroads for many Indigenous peoples. Moreover, it is inappropriate for teachers to share traditional knowledges without the explicit instruction and permission of community knowledge keepers and without deep community relationships. What this curriculum does offer is an accounting of Chicago histories that prioritizes Indigenous perspectives. Throughout the modules, Indigenous-created sources speak to how Indigenous peoples have always seen themselves in mutually interdependent relationships with the lands and waters we currently call Chicago and with one another in it. In addition, the modules\u2019 connections with <\/span><i><span style=\"font-weight: 400;\">Indigenous Chicago<\/span><\/i><span style=\"font-weight: 400;\">\u2019s maps and original Indigenous-created artwork<\/span> <span style=\"font-weight: 400;\">reflect Indigenous ideas about responsibilities, relationships, shared pasts, and future priorities.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">As you engage these pieces and perspectives, highlight Indigenous peoples\u2019 diversity; rigorous ecological, technological, and intellectual traditions; artistry; and political savvy. Work with students to think about their own histories for each of these areas, and help them imagine their own place within thriving futures for human beings, non-humans, and lands and waters.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">As you think about how to build additional space for Indigenous content in your classroom, be wary of approaches that jump straight to asking Indigenous peoples for additional labor. Instead, think about the many Indigenous-created resources throughout this curriculum that Indigenous artists, knowledge keepers, community members, and scholars have already made available. If your school is ready to commit to meaningful relationships with Indigenous elders, knowledge keepers, or community leaders, ensure that such relationship-building is mutually beneficial and appropriately compensated in light of Indigenous expertise. <\/span><\/p><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-2594\" class=\"elementor-tab-title\" data-tab=\"4\" role=\"button\" aria-controls=\"elementor-tab-content-2594\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><svg class=\"e-font-icon-svg e-fas-caret-right\" viewBox=\"0 0 192 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M0 384.662V127.338c0-17.818 21.543-26.741 34.142-14.142l128.662 128.662c7.81 7.81 7.81 20.474 0 28.284L34.142 398.804C21.543 411.404 0 402.48 0 384.662z\"><\/path><\/svg><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><svg class=\"elementor-toggle-icon-opened e-font-icon-svg e-fas-caret-up\" viewBox=\"0 0 320 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M288.662 352H31.338c-17.818 0-26.741-21.543-14.142-34.142l128.662-128.662c7.81-7.81 20.474-7.81 28.284 0l128.662 128.662c12.6 12.599 3.676 34.142-14.142 34.142z\"><\/path><\/svg><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">U.S. History Crosswalk Guide<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-2594\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"region\" aria-labelledby=\"elementor-tab-title-2594\"><p><span style=\"font-weight: 400;\">While we encourage teachers to implement the Indigenous Chicago curriculum in full, this document provides points of intersection between common topics covered in U.S. History courses and lessons within the Indigenous Chicago Curriculum. These points of intersection may include <\/span><b>direct reference<\/b><span style=\"font-weight: 400;\"> to the topics in the left column <\/span><i><span style=\"font-weight: 400;\">or<\/span><\/i><span style=\"font-weight: 400;\"> topics that would <\/span><b>pair<\/b><span style=\"font-weight: 400;\"> well with those topics. You will notice that many of the suggested topics to pair with the Indigenous Chicago curriculum are unrelated to Chicago or happen at different time periods than what is covered in our modules. This is because settler-colonial violence and dispossession have occurred across many decades and a wide geographical area. While many of the topics below tend to focus on colonial America on the east coast or the American West, students can connect these events to earlier and later moments in local Chicago history. The information here is meant to serve as an at-a-glance guide and is thus brief. However, the teacher-facing \u201cHistory Briefs\u201d in each module provide more guidance and background information about the connections between the topics covered in Indigenous Chicago and larger events and themes in U.S. History. Teachers should feel free to teach these lessons individually as they are able to fit it into their existing curriculum.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">The topics listed below were taken from the College Board\u2019s <\/span><a href=\"https:\/\/apstudents.collegeboard.org\/courses\/ap-united-states-history\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">AP U.S. History Course Content page<\/span><\/a><span style=\"font-weight: 400;\"> with sub-topic suggestions and timeline points from the <\/span><a href=\"https:\/\/www.gilderlehrman.org\/ap-us-history\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Gilder Lehrman Institute AP U.S. History Study Guide<\/span><\/a><span style=\"font-weight: 400;\">.\u00a0<\/span><\/p><table><tbody><tr><td><p><b>Topic<\/b><\/p><\/td><td><p><b>Indigenous Chicago Curriculum Sections<\/b><\/p><\/td><\/tr><tr><td colspan=\"2\"><p><i><span style=\"font-weight: 400;\">Period 1: 1491-1607<\/span><\/i><\/p><\/td><\/tr><tr><td><p><span style=\"font-weight: 400;\">Native American societies before European contact<\/span><\/p><\/td><td><p><b>Direct Reference:<\/b><a href=\"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/premodule\/question-1\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\"> Premodule, SQ1<\/span><\/a><\/p><p><b>Direct Reference:<\/b><a href=\"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/premodule\/question-3\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\"> Premodule, SQ3<\/span><\/a><\/p><p><b>Direct Reference:<\/b><a href=\"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-1\/question-1\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\"> Module 1, SQ1<\/span><\/a><\/p><p><b>Direct Reference: <\/b><a href=\"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-2\/hook\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Module 2, Hook<\/span><\/a><\/p><p><b>Direct Reference: <\/b><a href=\"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-3\/question-1\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Module 3, SQ1<\/span><\/a><\/p><\/td><\/tr><tr><td><p><span style=\"font-weight: 400;\">European exploration in the New World<\/span><\/p><\/td><td><p><b>Direct Reference:<\/b><a href=\"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-3\/question-1\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\"> Module 3, SQ1<\/span><\/a><\/p><p><b>Pair: <\/b><a href=\"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-2\/question-1\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Module 2, SQ1<\/span><\/a><\/p><\/td><\/tr><tr><td><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">The Doctrine of Discovery<\/span><\/li><\/ul><\/td><td><p><b>Direct Reference: <\/b><span style=\"font-weight: 400;\">Module 5 (coming soon)<\/span><\/p><\/td><\/tr><tr><td colspan=\"2\"><p><i><span style=\"font-weight: 400;\">Period 2: 1607-1754<\/span><\/i><\/p><\/td><\/tr><tr><td><p><span style=\"font-weight: 400;\">How different European colonies developed and expanded<\/span><\/p><\/td><td><p><b>Direct Reference: <\/b><a href=\"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-1\/question-2\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Module 1, SQ2<\/span><\/a><\/p><p><b>Direct Reference: <\/b><a href=\"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-3\/question-1\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Module 3, SQ1\u00a0<\/span><\/a><\/p><p><b>Direct Reference:<\/b><a href=\"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-4\/question-1\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\"> Module 4, SQ1<\/span><\/a><\/p><p><b>Pair: <\/b><a href=\"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-2\/question-1\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Module 2, SQ1<\/span><\/a><\/p><\/td><\/tr><tr><td><p><span style=\"font-weight: 400;\">Interactions between American Indians and Europeans<\/span><\/p><\/td><td><p><b>Direct Reference: <\/b><a href=\"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-1\/question-2\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Module 1, SQ2<\/span><\/a><\/p><p><b>Direct Reference: <\/b><a href=\"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-3\/question-1\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Module 3, SQ1<\/span><\/a><\/p><p><b>Direct Reference: <\/b><a href=\"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-4\/question-1\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Module 4, SQ1<\/span><\/a><\/p><\/td><\/tr><tr><td colspan=\"2\"><p><i><span style=\"font-weight: 400;\">Period 3: 1754-1800<\/span><\/i><\/p><\/td><\/tr><tr><td><p><span style=\"font-weight: 400;\">Immigration and migration within America<\/span><\/p><\/td><td>\u00a0<\/td><\/tr><tr><td><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Northwest Ordinance<\/span><\/li><\/ul><\/td><td><p><b>Pair: <\/b><a href=\"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-1\/question-2\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Module 1, SQ2<\/span><\/a><\/p><p><b>Pair: <\/b><a href=\"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-4\/question-1\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Module 4, SQ1<\/span><\/a><\/p><\/td><\/tr><tr><td><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Land purchases from American Indian Nations<\/span><\/li><\/ul><\/td><td><p><b>Direct Reference: <\/b><a href=\"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-1\/question-3\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Module 1, SQ3<\/span><\/a><\/p><p><b>Direct Reference: <\/b><a href=\"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-2\/question-1\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Module 2, SQ1<\/span><\/a><\/p><p><b>Direct Reference: <\/b><a href=\"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-2\/question-2\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Module 2, SQ2<\/span><\/a><\/p><p><b>Direct Reference: <\/b><a href=\"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-2\/question-3\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Module 2, SQ3<\/span><\/a><\/p><\/td><\/tr><tr><td colspan=\"2\"><p><i><span style=\"font-weight: 400;\">Period 4: 1800-1848<\/span><\/i><\/p><\/td><\/tr><tr><td><p><span style=\"font-weight: 400;\">The rise of political parties<\/span><\/p><\/td><td>\u00a0<\/td><\/tr><tr><td><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">The election of Thomas Jefferson in 1800<\/span><\/li><\/ul><\/td><td><p><b>Pair: <\/b><a href=\"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-1\/question-2\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Module 1, SQ2<\/span><\/a><\/p><p><b>Pair:<\/b><a href=\"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-4\/question-1\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\"> Module 4, SQ1<\/span><\/a><\/p><\/td><\/tr><tr><td><p><span style=\"font-weight: 400;\">American foreign policy<\/span><\/p><\/td><td>\u00a0<\/td><\/tr><tr><td><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">The Louisiana Purchase<\/span><\/li><\/ul><\/td><td><p><b>Pair: <\/b><a href=\"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-4\/question-1\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Module 4, SQ1<\/span><\/a><\/p><\/td><\/tr><tr><td><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">The Battle of Tippecanoe<\/span><\/li><\/ul><\/td><td><p><b>Direct Reference: <\/b><a href=\"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-4\/question-1\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Module 4, SQ1<\/span><\/a><\/p><\/td><\/tr><tr><td><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">The War of 1812<\/span><\/li><\/ul><\/td><td><p><b>Direct Reference: <\/b><a href=\"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-4\/question-1\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Module 4, SQ1<\/span><\/a><\/p><\/td><\/tr><tr><td><p><span style=\"font-weight: 400;\">Innovations in technology, agriculture, and business<\/span><\/p><\/td><td><p><b>Pair:<\/b><a href=\"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-2\/hook\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\"> Module 2, Hook<\/span><\/a><\/p><p><b>Pair: <\/b><a href=\"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-2\/question-3\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Module 2, SQ3<\/span><\/a><\/p><\/td><\/tr><tr><td><p><span style=\"font-weight: 400;\">The Indian Removal Act<\/span><\/p><\/td><td><p><b>Direct Reference: <\/b><a href=\"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-2\/question-3\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Module 2, SQ3<\/span><\/a><\/p><\/td><\/tr><tr><td><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">The Trail of Tears<\/span><\/li><\/ul><\/td><td><p><b>Pair: <\/b><a href=\"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-2\/question-3\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Module 2, SQ3<\/span><\/a><\/p><\/td><\/tr><tr><td><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Andrew Jackson and the Constitution<\/span><\/li><\/ul><\/td><td><p><b>Pair: <\/b><a href=\"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-2\/question-3\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Module 2, SQ3<\/span><\/a><\/p><\/td><\/tr><tr><td><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Election of William Henry Harrison and \u201clog cabin campaign\u201d\u00a0<\/span><\/li><\/ul><\/td><td><p><b>Pair: <\/b><a href=\"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-4\/question-1\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Module 4, SQ1<\/span><\/a><\/p><\/td><\/tr><tr><td colspan=\"2\"><p><i><span style=\"font-weight: 400;\">Period 5: 1844-1877<\/span><\/i><\/p><\/td><\/tr><tr><td><p><span style=\"font-weight: 400;\">Manifest Destiny<\/span><\/p><\/td><td><p><b>Pair: <\/b><a href=\"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-1\/question-2\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Module 1, SQ2<\/span><\/a><\/p><p><b>Pair: <\/b><a href=\"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-2\/question-1\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Module 2, SQ1<\/span><\/a><\/p><p><b>Pair: <\/b><a href=\"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-4\/question-1\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Module 4, SQ1<\/span><\/a><\/p><\/td><\/tr><tr><td><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Imagery of the West<\/span><\/li><\/ul><\/td><td><p><b>Pair:<\/b><a href=\"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-1\/question-2\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\"> Module 1, SQ2<\/span><\/a><\/p><\/td><\/tr><tr><td><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">California Gold Rush<\/span><\/li><\/ul><\/td><td><p><b>Pair:<\/b><a href=\"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-2\/question-3\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\"> Module 2, SQ3<\/span><\/a><\/p><\/td><\/tr><tr><td><p><span style=\"font-weight: 400;\">Reconstruction<\/span><\/p><\/td><td>\u00a0<\/td><\/tr><tr><td><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Election of Ulysses S. Grant<\/span><\/li><\/ul><\/td><td><p><b>Direct Reference:<\/b><span style=\"font-weight: 400;\"> Module 5 (coming soon)<\/span><\/p><\/td><\/tr><tr><td colspan=\"2\"><p><i><span style=\"font-weight: 400;\">Period 6: 1865-1898<\/span><\/i><\/p><\/td><\/tr><tr><td><p><span style=\"font-weight: 400;\">The settlement of the West<\/span><\/p><\/td><td><p><b>Pair: <\/b><a href=\"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-2\/question-1\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Module 2, SQ1<\/span><\/a><\/p><p><b>Pair: <\/b><a href=\"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-3\/question-1\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Module 3, SQ1\u00a0<\/span><\/a><\/p><p><b>Pair: <\/b><a href=\"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-4\/question-1\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Module 4, SQ1<\/span><\/a><\/p><\/td><\/tr><tr><td><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Battle of Little Bighorn<\/span><\/li><\/ul><\/td><td><p><b>Pair: <\/b><a href=\"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-4\/question-1\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Module 4, SQ1<\/span><\/a><\/p><\/td><\/tr><tr><td><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Nez Perce War<\/span><\/li><\/ul><\/td><td><p><b>Pair: <\/b><a href=\"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-4\/question-1\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Module 4, SQ1<\/span><\/a><\/p><\/td><\/tr><tr><td><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Wounded Knee Massacre<\/span><\/li><\/ul><\/td><td><p><b>Pair: <\/b><a href=\"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-4\/question-1\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Module 4, SQ1<\/span><\/a><\/p><\/td><\/tr><tr><td><p><span style=\"font-weight: 400;\">Debates about the role of government<\/span><\/p><\/td><td>\u00a0<\/td><\/tr><tr><td><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Indian Appropriation Act<\/span><\/li><\/ul><\/td><td><p><b>Direct Reference: <\/b><span style=\"font-weight: 400;\">Module 5 (coming soon)<\/span><\/p><\/td><\/tr><tr><td><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">U.S. Indian Boarding schools<\/span><\/li><\/ul><\/td><td><p><b>Direct Reference: <\/b><span style=\"font-weight: 400;\">Module 5 (coming soon)<\/span><\/p><\/td><\/tr><tr><td colspan=\"2\"><p><i><span style=\"font-weight: 400;\">Period 7: 1890-1945<\/span><\/i><\/p><\/td><\/tr><tr><td><p><span style=\"font-weight: 400;\">Debates over imperialism<\/span><\/p><\/td><td><p><b>Pair:<\/b><span style=\"font-weight: 400;\"> Module 5 (coming soon)<\/span><\/p><\/td><\/tr><tr><td><p><span style=\"font-weight: 400;\">The Progressive movement<\/span><\/p><\/td><td><p><b>Direct Reference:<\/b><a href=\"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-4\/question-2\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\"> Module 4, SQ2<\/span><\/a><\/p><\/td><\/tr><tr><td colspan=\"2\"><p><i><span style=\"font-weight: 400;\">Period 8: 1945-1980<\/span><\/i><\/p><\/td><\/tr><tr><td><p><span style=\"font-weight: 400;\">The African American Civil Rights Movement<\/span><\/p><\/td><td><p><b>Pair: <\/b><a href=\"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-3\/question-2\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Module 3, SQ2<\/span><\/a><\/p><p><b>Pair:<\/b><a href=\"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-3\/question-3\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\"> Module 3, SQ3<\/span><\/a><\/p><p><b>Pair: <\/b><a href=\"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-4\/hook\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Module 4, Hook<\/span><\/a><\/p><p><b>Pair: <\/b><a href=\"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-4\/question-3\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Module 4, SQ3<\/span><\/a><\/p><p><b>Pair:<\/b><span style=\"font-weight: 400;\"> Module 5 (coming soon)<\/span><\/p><\/td><\/tr><tr><td colspan=\"2\"><p><i><span style=\"font-weight: 400;\">Period 9: 1980-Present<\/span><\/i><\/p><\/td><\/tr><tr><td><p><span style=\"font-weight: 400;\">Challenges of the 21st century<\/span><\/p><\/td><td><p><b>Direct Reference: <\/b><a href=\"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-1\/hook\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Module 1, Hook<\/span><\/a><\/p><p><b>Direct Reference: <\/b><a href=\"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-1\/question-3\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Module 1, SQ3<\/span><\/a><\/p><p><b>Direct Reference:<\/b><a href=\"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-2\/wrap-ups-and-extensions\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\"> Module 2, Wrap-Ups and Extensions<\/span><\/a><\/p><p><b>Direct Reference:<\/b><a href=\"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-3\/hook\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\"> Module 3, Hook<\/span><\/a><\/p><p><b>Direct Reference: <\/b><a href=\"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-4\/wrap-ups-and-extensions\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Module 4, Wrap-Ups and Extensions<\/span><\/a><\/p><p><b>Direct Reference: <\/b><span style=\"font-weight: 400;\">Module 5 (coming soon)<\/span><\/p><\/td><\/tr><\/tbody><\/table><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-abd2137 e-flex e-con-boxed e-con e-parent\" data-id=\"abd2137\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-3b1b3a0 elementor-widget elementor-widget-spacer\" data-id=\"3b1b3a0\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"spacer.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-spacer\">\n\t\t\t<div class=\"elementor-spacer-inner\"><\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-9304e0c e-flex e-con-boxed e-con e-parent\" data-id=\"9304e0c\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-1509a1a elementor-widget elementor-widget-heading\" data-id=\"1509a1a\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<h2 class=\"elementor-heading-title elementor-size-default\">Common Pitfalls and How to Avoid Them<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-574495e e-flex e-con-boxed e-con e-parent\" data-id=\"574495e\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-3a4415b elementor-widget elementor-widget-toggle\" data-id=\"3a4415b\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"toggle.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-toggle\">\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-6101\" class=\"elementor-tab-title\" data-tab=\"1\" role=\"button\" aria-controls=\"elementor-tab-content-6101\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><svg class=\"e-font-icon-svg e-fas-caret-right\" viewBox=\"0 0 192 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M0 384.662V127.338c0-17.818 21.543-26.741 34.142-14.142l128.662 128.662c7.81 7.81 7.81 20.474 0 28.284L34.142 398.804C21.543 411.404 0 402.48 0 384.662z\"><\/path><\/svg><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><svg class=\"elementor-toggle-icon-opened e-font-icon-svg e-fas-caret-up\" viewBox=\"0 0 320 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M288.662 352H31.338c-17.818 0-26.741-21.543-14.142-34.142l128.662-128.662c7.81-7.81 20.474-7.81 28.284 0l128.662 128.662c12.6 12.599 3.676 34.142-14.142 34.142z\"><\/path><\/svg><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Heroes, holidays, and reenactments \u2192 consistent and diverse representation <\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-6101\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"region\" aria-labelledby=\"elementor-tab-title-6101\"><p><span style=\"font-weight: 400;\">Native people most commonly receive attention in US History classrooms at three specific moments: during the first unit of the year as a pre-contact focus on hunters and gatherers, on Indigenous Peoples\u2019 Day, and on Thanksgiving or during the month of November. This gives students the impression that Native people are not relevant to the rest of the content or year. Further, many of the stories taught at these moments reinforce narratives that Native people are \u201cuncivilized\u201d or are now extinct. Teaching Native histories all year and in ways that include contemporary stories of Native life helps students gain a more realistic view of our shared pasts, presents, and futures.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">In addition to specific moments, Native histories are often taught only using certain people (Pocahontas, Sacajawea, etc.). These stories tend to focus on Native \u201cheroes\u201d who in some way worked with settlers. Not only are these stories more complicated than lessons generally show,\u00a0 but they also represent a small sliver of the vast diversity of Native histories. Instead of focusing on a few \u201cheroes,\u201d integrate a wide range of stories that reflect the array of Native nations with ties to the Chicago area (note: if you are reading this beyond Chicago, tailor your teaching to reflect the nations of your region).<\/span><\/p><p><span style=\"font-weight: 400;\">In some states, most notably Oklahoma and California, reenactments form a core part of how Native histories are taught and remembered. A number of problems permeate these approaches, including forcing students to reenact colonial violence, centering settler perspectives and erasing Indigenous voices, and in some cases asking students to \u201cplay Indian.\u201d We discourage any reenactments or simulations. Instead, consider other ways to help students think about complex issues of power and perspective such as those in <a href=\"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-4\/\" target=\"_blank\" rel=\"noopener\">Module 4<\/a>.<\/span><\/p><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-6102\" class=\"elementor-tab-title\" data-tab=\"2\" role=\"button\" aria-controls=\"elementor-tab-content-6102\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><svg class=\"e-font-icon-svg e-fas-caret-right\" viewBox=\"0 0 192 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M0 384.662V127.338c0-17.818 21.543-26.741 34.142-14.142l128.662 128.662c7.81 7.81 7.81 20.474 0 28.284L34.142 398.804C21.543 411.404 0 402.48 0 384.662z\"><\/path><\/svg><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><svg class=\"elementor-toggle-icon-opened e-font-icon-svg e-fas-caret-up\" viewBox=\"0 0 320 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M288.662 352H31.338c-17.818 0-26.741-21.543-14.142-34.142l128.662-128.662c7.81-7.81 20.474-7.81 28.284 0l128.662 128.662c12.6 12.599 3.676 34.142-14.142 34.142z\"><\/path><\/svg><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Arts and crafts  \u2192 centering contemporary artistry<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-6102\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"region\" aria-labelledby=\"elementor-tab-title-6102\"><p><span style=\"font-weight: 400;\">For decades, American schools have turned to a consistent set of school arts and crafts activities to evoke Indigenous cultures. These activities (mask-making, pony beads, Thanksgiving grocery bag vests, etc.) often draw from a narrow set of stereotypes that caricature Plains or Southwest Indigenous artistry. In the process, they undermine centuries of Indigenous artistic innovation closely linked to Indigenous science, math, and history. Rather than recreating this\u00a0 model, you can teach about contemporary Native artists, including those featured in the Indigenous Chicago curriculum. Use artists\u2019 work and authorial statements to help students think about complex histories of colonial suppression of Indigenous art and the vibrant movement of Indigenous people reclaiming and innovating the art forms of their communities. For more, visit local Native-owned galleries like the <a href=\"https:\/\/www.centerfornativefutures.org\/\" target=\"_blank\" rel=\"noopener\">Center for Native Futures<\/a> or look into the online exhibitions of the <a href=\"https:\/\/americanindian.si.edu\/\" target=\"_blank\" rel=\"noopener\">National Museum of the American Indian.\u00a0<\/a><\/span><\/p><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-6103\" class=\"elementor-tab-title\" data-tab=\"3\" role=\"button\" aria-controls=\"elementor-tab-content-6103\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><svg class=\"e-font-icon-svg e-fas-caret-right\" viewBox=\"0 0 192 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M0 384.662V127.338c0-17.818 21.543-26.741 34.142-14.142l128.662 128.662c7.81 7.81 7.81 20.474 0 28.284L34.142 398.804C21.543 411.404 0 402.48 0 384.662z\"><\/path><\/svg><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><svg class=\"elementor-toggle-icon-opened e-font-icon-svg e-fas-caret-up\" viewBox=\"0 0 320 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M288.662 352H31.338c-17.818 0-26.741-21.543-14.142-34.142l128.662-128.662c7.81-7.81 20.474-7.81 28.284 0l128.662 128.662c12.6 12.599 3.676 34.142-14.142 34.142z\"><\/path><\/svg><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Assuming Native absence  \u2192 assuming Native presence <\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-6103\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"region\" aria-labelledby=\"elementor-tab-title-6103\"><p><span style=\"font-weight: 400;\">Dominant narratives in American society regularly erase Native people. According to <\/span><a href=\"https:\/\/illuminative.org\/wp-content\/uploads\/2022\/06\/Indigenous-Peoples-Day-Toolkit_B1_C4.pdf\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">IllumiNative<\/span><\/a><span style=\"font-weight: 400;\"> and the Tulalip psychologist Stephanie Fryberg, \u201cInvisibility is the modern form of racism against Native people.\u201d You can push back on this erasure in your classroom.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">First, you can assume that you likely have Native students in your class, school, or neighborhood, whether or not you recognize them as visibly Native. More than 644,000 Native students attend schools in the United States today, 93% of whom attend public schools. While some attend Native-majority schools, many attend schools where they are among a small number of Native students. Stereotypes about what Native people look, sound, and act like impact what non-Native people expect of Native people, but Indigenous people represent a wide array of diverse families and life experiences. Remember, too, that Native identity in the US is a political status, reflective of individuals\u2019 citizenship in or descent from Native nations, as well as a racialized category.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">Second, you can assume Native people are relevant to the history you\u2019re teaching. Rather than siloing Native people to certain historical topics, you can look for the meaningful ways that Native people shape a significant portion of the content regularly taught in US History classes. Moreover, see the 2015 edited volume <\/span><a href=\"https:\/\/uncpress.org\/book\/9781469621203\/why-you-cant-teach-united-states-history-without-american-indians\/\" target=\"_blank\" rel=\"noopener\"><i><span style=\"font-weight: 400;\">Why You Can\u2019t Teach United States History without American Indians<\/span><\/i><\/a><span style=\"font-weight: 400;\">.<\/span><\/p><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-6104\" class=\"elementor-tab-title\" data-tab=\"4\" role=\"button\" aria-controls=\"elementor-tab-content-6104\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><svg class=\"e-font-icon-svg e-fas-caret-right\" viewBox=\"0 0 192 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M0 384.662V127.338c0-17.818 21.543-26.741 34.142-14.142l128.662 128.662c7.81 7.81 7.81 20.474 0 28.284L34.142 398.804C21.543 411.404 0 402.48 0 384.662z\"><\/path><\/svg><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><svg class=\"elementor-toggle-icon-opened e-font-icon-svg e-fas-caret-up\" viewBox=\"0 0 320 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M288.662 352H31.338c-17.818 0-26.741-21.543-14.142-34.142l128.662-128.662c7.81-7.81 20.474-7.81 28.284 0l128.662 128.662c12.6 12.599 3.676 34.142-14.142 34.142z\"><\/path><\/svg><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Stereotypes  \u2192 holistic, accurate representations<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-6104\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"region\" aria-labelledby=\"elementor-tab-title-6104\"><p><span style=\"font-weight: 400;\">Stereotypes of Native people as violent, infantile, uncivilized, stoic or silent, and\/or hyper-romanticized, hyper-ecological, and hyper-sexualized all have their roots in colonialism. Each represents its own way of undermining Indigenous lives, and many have been used to rationalize or justify violence against Indigenous children and families. These stereotypes manifest in and form the foundation of many school practices and policies today. As a teacher, you can ensure your class policies, practices, and materials respect Indigenous lives. Vet your class resources carefully, especially if they come from non-Native authors (for help vetting resources, see Namb\u00e9 Pueblo scholar Debbie Reese\u2019s excellent <\/span><a href=\"https:\/\/americanindiansinchildrensliterature.blogspot.com\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">blog<\/span><\/a><span style=\"font-weight: 400;\"> and this resource from <\/span><a href=\"https:\/\/www.understandnativemn.org\/wp-content\/uploads\/2024\/01\/2024_-Native_American_Teaching_Resources_Guide.pdf\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Understand Native Minnesota<\/span><\/a><span style=\"font-weight: 400;\">). Be cautious about pulling AI-generated content, as it can reproduce stereotypes about Native people. We encourage you to use class materials from a wide range of Indigenous authors and content creators to give your students a holistic, accurate sense of Native people, today and in the past.\u00a0<\/span><\/p><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-922b894 e-flex e-con-boxed e-con e-parent\" data-id=\"922b894\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-131be57 elementor-widget elementor-widget-spacer\" data-id=\"131be57\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"spacer.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-spacer\">\n\t\t\t<div class=\"elementor-spacer-inner\"><\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-f11004b e-con-full e-flex e-con e-parent\" data-id=\"f11004b\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t<div class=\"elementor-element elementor-element-3ae8cf7 e-con-full e-flex e-con e-child\" data-id=\"3ae8cf7\" data-element_type=\"container\" data-e-type=\"container\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-7218415 e-flex e-con-boxed e-con e-parent\" data-id=\"7218415\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-7ecd856 elementor-widget elementor-widget-spacer\" data-id=\"7ecd856\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"spacer.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-spacer\">\n\t\t\t<div class=\"elementor-spacer-inner\"><\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-320827f e-flex e-con-boxed e-con e-parent\" data-id=\"320827f\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-0030d35 elementor-widget elementor-widget-heading\" data-id=\"0030d35\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<h2 class=\"elementor-heading-title elementor-size-default\"><b>Curriculum Content<\/b><\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-973cd58 elementor-cta--layout-image-right elementor-cta--mobile-layout-image-above elementor-cta--skin-classic elementor-animated-content elementor-bg-transform elementor-bg-transform-zoom-in elementor-widget elementor-widget-call-to-action\" data-id=\"973cd58\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"call-to-action.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-cta\">\n\t\t\t\t\t<div class=\"elementor-cta__bg-wrapper\">\n\t\t\t\t<div class=\"elementor-cta__bg elementor-bg\" style=\"background-image: url(https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/08\/Red-Mans-Greeting-Cover-1024x728.jpg);\" role=\"img\" aria-label=\"The Red Man\u2019s Greeting, by Simon Pokagon. Edward E. Ayer Collection, Newberry Library\"><\/div>\n\t\t\t\t<div class=\"elementor-cta__bg-overlay\"><\/div>\n\t\t\t<\/div>\n\t\t\t\t\t\t\t<div class=\"elementor-cta__content\">\n\t\t\t\t\n\t\t\t\t\t\t\t\t\t<h2 class=\"elementor-cta__title elementor-cta__content-item elementor-content-item\">\n\t\t\t\t\t\tPremodule\t\t\t\t\t<\/h2>\n\t\t\t\t\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-cta__description elementor-cta__content-item elementor-content-item\">\n\t\t\t\t\t\tHow do we know what we know?\t\t\t\t\t<\/div>\n\t\t\t\t\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-cta__button-wrapper elementor-cta__content-item elementor-content-item \">\n\t\t\t\t\t<a class=\"elementor-cta__button elementor-button elementor-size-\" href=\"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/premodule\/\" target=\"_blank\">\n\t\t\t\t\t\tView Module\t\t\t\t\t<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-65f4daa elementor-cta--layout-image-left elementor-cta--mobile-layout-image-above elementor-cta--skin-classic elementor-animated-content elementor-bg-transform elementor-bg-transform-zoom-in elementor-widget elementor-widget-call-to-action\" data-id=\"65f4daa\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"call-to-action.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-cta\">\n\t\t\t\t\t<div class=\"elementor-cta__bg-wrapper\">\n\t\t\t\t<div class=\"elementor-cta__bg elementor-bg\" style=\"background-image: url(https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/08\/Healing-Blanket-scaled-1-682x1024.jpg);\" role=\"img\" aria-label=\"Healing Blanket by Jason Wesaw (Potawatomi)\"><\/div>\n\t\t\t\t<div class=\"elementor-cta__bg-overlay\"><\/div>\n\t\t\t<\/div>\n\t\t\t\t\t\t\t<div class=\"elementor-cta__content\">\n\t\t\t\t\n\t\t\t\t\t\t\t\t\t<h2 class=\"elementor-cta__title elementor-cta__content-item elementor-content-item\">\n\t\t\t\t\t\tModule 1: Chicago is a Native Place\t\t\t\t\t<\/h2>\n\t\t\t\t\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-cta__description elementor-cta__content-item elementor-content-item\">\n\t\t\t\t\t\tWhat makes Chicago an Indigenous place, past, present, and future?\t\t\t\t\t<\/div>\n\t\t\t\t\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-cta__button-wrapper elementor-cta__content-item elementor-content-item \">\n\t\t\t\t\t<a class=\"elementor-cta__button elementor-button elementor-size-\" href=\"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-1\/\" target=\"_blank\">\n\t\t\t\t\t\tView Module\t\t\t\t\t<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-f9a6b3d elementor-cta--layout-image-right elementor-cta--mobile-layout-image-above elementor-cta--skin-classic elementor-animated-content elementor-bg-transform elementor-bg-transform-zoom-in elementor-widget elementor-widget-call-to-action\" data-id=\"f9a6b3d\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"call-to-action.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-cta\">\n\t\t\t\t\t<div class=\"elementor-cta__bg-wrapper\">\n\t\t\t\t<div class=\"elementor-cta__bg elementor-bg\" style=\"background-image: url(https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/09\/Graff-1800-Vault-Map-of-the-mouth-of-the-Chicago-River-Illinois_o2-1024x763.jpg);\" role=\"img\" aria-label=\"Howard, W., F. Harrison, and John A. Wills. \u201cMap of the Mouth, Chicago River Illinois with the Plan of the Proposed Piers for Improving the Harbour \/ Drawn by F. Harrison Junr. Assist. Civil Engineer\u202f; Feby. 24th 1830, Wm. Howard, U.S. Civil Agt.\u201d 1830, Print. Newberry Library\"><\/div>\n\t\t\t\t<div class=\"elementor-cta__bg-overlay\"><\/div>\n\t\t\t<\/div>\n\t\t\t\t\t\t\t<div class=\"elementor-cta__content\">\n\t\t\t\t\n\t\t\t\t\t\t\t\t\t<h2 class=\"elementor-cta__title elementor-cta__content-item elementor-content-item\">\n\t\t\t\t\t\tModule 2: Land and Environment\t\t\t\t\t<\/h2>\n\t\t\t\t\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-cta__description elementor-cta__content-item elementor-content-item\">\n\t\t\t\t\t\tHow do shifting political boundaries impact human relationships \nwith lands, waters, and each other?\n\t\t\t\t\t<\/div>\n\t\t\t\t\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-cta__button-wrapper elementor-cta__content-item elementor-content-item \">\n\t\t\t\t\t<a class=\"elementor-cta__button elementor-button elementor-size-\" href=\"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-2\/\" target=\"_blank\">\n\t\t\t\t\t\tView Module\t\t\t\t\t<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-2291cbb elementor-cta--layout-image-left elementor-cta--mobile-layout-image-above elementor-cta--skin-classic elementor-animated-content elementor-bg-transform elementor-bg-transform-zoom-in elementor-widget elementor-widget-call-to-action\" data-id=\"2291cbb\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"call-to-action.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-cta\">\n\t\t\t\t\t<div class=\"elementor-cta__bg-wrapper\">\n\t\t\t\t<div class=\"elementor-cta__bg elementor-bg\" style=\"background-image: url(https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/08\/nby_eeayer_59405_full-1-scaled-e1724788603557-1024x791.jpg);\" role=\"img\" aria-label=\"nby_eeayer_59405_full-1-scaled-e1724788603557.jpg\"><\/div>\n\t\t\t\t<div class=\"elementor-cta__bg-overlay\"><\/div>\n\t\t\t<\/div>\n\t\t\t\t\t\t\t<div class=\"elementor-cta__content\">\n\t\t\t\t\n\t\t\t\t\t\t\t\t\t<h2 class=\"elementor-cta__title elementor-cta__content-item elementor-content-item\">\n\t\t\t\t\t\tModule 3: Convergence\t\t\t\t\t<\/h2>\n\t\t\t\t\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-cta__description elementor-cta__content-item elementor-content-item\">\n\t\t\t\t\t\tDuring social upheavals, how do people come together \nto sustain themselves and each other?\n\t\t\t\t\t<\/div>\n\t\t\t\t\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-cta__button-wrapper elementor-cta__content-item elementor-content-item \">\n\t\t\t\t\t<a class=\"elementor-cta__button elementor-button elementor-size-\" href=\"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-3\/\" target=\"_blank\">\n\t\t\t\t\t\tView Module\t\t\t\t\t<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-0636018 elementor-cta--layout-image-right elementor-cta--mobile-layout-image-above elementor-cta--skin-classic elementor-animated-content elementor-bg-transform elementor-bg-transform-zoom-in elementor-widget elementor-widget-call-to-action\" data-id=\"0636018\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"call-to-action.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-cta\">\n\t\t\t\t\t<div class=\"elementor-cta__bg-wrapper\">\n\t\t\t\t<div class=\"elementor-cta__bg elementor-bg\" style=\"background-image: url(https:\/\/test.newberry.org\/indigenous-chicago\/wp-content\/uploads\/2024\/08\/Carol-Warrington-Nike-Missle-site-1-e1724789739546-1024x1005.jpg);\" role=\"img\" aria-label=\"Carol Warrington (Menominee) cooking at the Chicago Indian Village occupation of Belmont Harbor. Chicago Indian Village Photographs, Newberry Library\"><\/div>\n\t\t\t\t<div class=\"elementor-cta__bg-overlay\"><\/div>\n\t\t\t<\/div>\n\t\t\t\t\t\t\t<div class=\"elementor-cta__content\">\n\t\t\t\t\n\t\t\t\t\t\t\t\t\t<h2 class=\"elementor-cta__title elementor-cta__content-item elementor-content-item\">\n\t\t\t\t\t\tModule 4: Activism and Resistance\t\t\t\t\t<\/h2>\n\t\t\t\t\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-cta__description elementor-cta__content-item elementor-content-item\">\n\t\t\t\t\t\tHow do people advocate for the rights of their communities in the face of violence?\t\t\t\t\t<\/div>\n\t\t\t\t\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-cta__button-wrapper elementor-cta__content-item elementor-content-item \">\n\t\t\t\t\t<a class=\"elementor-cta__button elementor-button elementor-size-\" href=\"https:\/\/test.newberry.org\/indigenous-chicago\/curriculum\/module-4\/\" target=\"_blank\">\n\t\t\t\t\t\tView Module\t\t\t\t\t<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-730a23d e-con-full e-flex e-con e-parent\" data-id=\"730a23d\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t<div class=\"elementor-element elementor-element-81cd799 e-con-full e-flex e-con e-child\" data-id=\"81cd799\" data-element_type=\"container\" data-e-type=\"container\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"<p>Building a shared future where Indigenous voices, histories, and perspectives are present in K-12 classrooms requires that Indigenous people themselves have authority over the narratives and practices that reflect their lives.<\/p>\n","protected":false},"author":1,"featured_media":739,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"class_list":["post-512","page","type-page","status-publish","has-post-thumbnail","hentry"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.4 - 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