Embed Size (px)
Citation preview
Since Time Immemorial: Tribal Sovereignty in Washington State
Hosted by Central Washington University January 11, 2013
Presented by Laura Lynn, Ph.D.
OSPI Certified STI Trainer
Navigating the STI Curriculum
Wifi:guest015 PW:cwuguest
www.indian-ed.org
Agenda
• Welcomes and Introductions • History of STI • STI Pedagogical Principles • Navigating the STI Website • Sample Lesson • Individual Learning • Next Steps?
A Shared History: The Story of HB 1495
• http://www.k12.wa.us/IndianEd/videos/HB1495-2.wmv • http://www.k12.wa.us/IndianEd/videos/HB1495-2.mov
History of STI
• 1989: Centennial Accord • 1999: Millennium Agreement • 2003: Tribal Leaders Gathering • 2004: Native Youth Leadership Conference • 2005: SHB 1495
SHB 1495
• Section 1- Findings • Section 2 - RCW 28A.345.070 Tribal Relationships Achievement Gap Curriculum
• Section 3 - RCW 28A. 230.090 High School Graduation Requirements
• Section 4 - RCW 28A.320.170 Curricula-Tribal history and culture
RCW 28A.320.170 • (1) Each school district board of directors is encouraged to
incorporate curricula about the history, culture, and government of the nearest federally recognized Indian tribe or tribes, so that students learn about the unique heritage and experience of their closest neighbors. School districts near Washington's borders are encouraged to include federally recognized Indian tribes whose traditional lands and territories included parts of Washington, but who now reside in Oregon, Idaho, and British Columbia. School districts and tribes are encouraged to work together to develop such curricula.
History of STI
• 2005: Development of STI Curriculum Begins • 2006: MOA • 2008: “From Where the Sun Rises” • 2011: STI Curriculum Piloted • 2011: SHB 1892 - Office of Native Education put into statute.
• 2012: TLC/WSSDA HB 1495 Report • 2012: STI Curriculum Website Launched
“From Where the Sun Rises”
• Researchers were directed to: • (1) analyze the progress in developing effective
government to government relationships, • (2) analyze the achievement gap for Native American
students, • (3) analyze the progress towards the identification and
adoption of curriculum regarding tribal history, culture and government,
• (4) recommend a comprehensive plan for promoting educational success and closing the achievement gap, and
• (5) identify performance measures to monitor adequate yearly progress.
“From Where the Sun Rises” Barriers to Native Student success (pp. 40-45)
• Lack of stability and continuity • Disconnection across several areas in education Education and culture Parents and teachers Education policies that force children to assimilate or leave school Culture and assessment Teachers and students • Poverty • Absenteeism • Mobility and transitions • Family issues • Stereotypes, discrimination and racism
“From Where the Sun Rises” Recommendations
• Shift the paradigm through relationship building
• Provide resources for pre- and in-service educators and stakeholders
• Improve data collection and reporting • Increase state support and collaboration
From Where the Sun Rises
Our Vision
From Where the Sun Rises
Our curriculum is anchored by three pedagogical practices:
Inquiry-based
Place-based
Integrated
Since Time Immemorial: Tribal Sovereignty in Washington State
Essential Questions
1. How does physical geography affect Northwest tribes’ culture, economy, and where they choose to settle and trade?
2. What is the legal status of the tribes who negotiated or who did not enter into United States treaties?
3. What were the political, economic, and cultural forces that led to the treaties?
4. What are the ways in which tribes responded to the threats and outside pressure to extinguish their cultures and independence?
5. What have local tribes done to meet the challenges of reservation life? What have these tribes, as sovereign nations, done to meet the economic and cultural needs of their tribal communities?
The Big Five By the time Washington State students leave elementary school, they will understand:
understand that over 500 independent tribal nations exist within the United States today, and that they interact with the United States, as well as each other, on a government-to-government basis; understand tribal sovereignty is “a way that tribes govern themselves in order to keep and support their ways of life;” understand that tribal sovereignty predates treaty times; understand how the treaties that tribal nations entered into with the United States government limited their sovereignty; and identify the names and locations of tribes in their area.
The Big Five By the time Washington State students leave middle school, they
will understand:
that according to the US Constitution, treaties are “the supreme law of the land”; consequently treaty rights supersede most state laws; that tribal sovereignty has cultural, political, and economic bases; that tribes are subject to federal law and taxes, as well as some state regulations; that tribal sovereignty is ever-evolving and therefore levels of sovereignty and status vary from tribe to tribe; and that there were and are frequent and continued threats to tribal sovereignty that are mostly addressed through the courts.
The Big Five
By the time Washington State students leave high school, they will:
recognize landmark court decisions and legislation that affected and continue to affect tribal sovereignty; understand that tribal sovereignty protects tribes’ ways of life and the development of their nations; understand that tribal, state, and federal agencies often work together toward the same goal; explain the governmental structure of at least one tribe in their community; and distinguish between federally and non-federally recognized tribes.
I can do that!
Navigating the STI Curriculum
Wifi:
www.indian-ed.org
Elementary Tribal Homelands
Lesson
STI Unit: Tribal Homelands
Level 1 1. How does physical geography affect Northwest tribes’ culture,
economy, and where they choose to settle and trade? 2. What is the legal status of the tribes who negotiated or who did
not enter into United States treaties? 3. What were the political, economic, and cultural forces that led
to the treaties?
CBA: Humans and the Environment
Lesson Integration Considerations
• District Pacing Guide • Units connected to CBAs • Resources! Resources! Resources! • Instructional Considerations
Next Steps??
Thank You.
Shana Brown, Lead Curriculum Writer and Developer,
Seattle Public Schools [email protected] Denny Hurtado
Joan Banker, Office Manager, Indian Education, OSPI [email protected]
OSPI Indian Education Office PO Box 47200 Olympia, WA 98504-7200
360.725.6160 360.664.3314/fax Laura Lynn, Ph.D., OSPI Certified STI Trainer
