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Bringing the Story of the Cheyenne People to the Children of Today Northern Cheyenne Social Studies Units Northern Cheyenne Curriculum Committee 2006

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Bringing the Story of the Cheyenne People to the Children of Today Northern Cheyenne Social Studies Units Northern Cheyenne Curriculum Committee 2006 Indian Education for All Bringing the Story of the Cheyenne People to the Children of Today Northern Cheyenne Social Studies Units Northern Cheyenne Curriculum Committee 2006 Ready - to - Go Grant Elsie Arntzen, Superintendent • Montana Office of Public Instruction • www.opi.mt.gov LAME DEER SCHOOLS NORTHERN CHEYENNE SOCIAL STUDIES CURRICULUM TABLE OF CONTENTS Introduction & Curriculum Framework ........................................................................3 Core Understandings & Learning Objectives ...............................................................8 Glossary for Lesson Content .......................................................................................17 Northern Cheyenne Recommended Grade Level Content ..........................................21 Northern Cheyenne Social Studies Model Lessons Grades 1-12 With Northern Cheyenne Content Resources .........................................................23 APPENDIX Pertinent Web Sites ....................................................................................................... 2 Protocol for Guest Speakers.......................................................................................... 3 Day of the Visit ............................................................................................................. 4 Chronology of Northern Cheyenne Government (Board Approved) .......................... 5 Amended Constitution & Bylaws of the Northern Cheyenne Tribe ............................ 9 Treaties with the Northern Cheyenne Tribe ............................................................... 27 1884 Executive Order for Northern Cheyenne Reservation ...................................... 71 American Indian Tribal Sovereignty Primer .............................................................. 74 Montana Code Annotated 20-1-501 “Indian Education for All” ............................... 76 Northern Cheyenne Resolution No. 161 (97) – Language Policy ............................. 77 History and Present Situation of the Northern Cheyenne People (Taken from Busby School of the Northern Cheyenne Tribe Bilingual Education Curriculum Guide) .................................................................................................................................... 78 1 2 LAME DEER SCHOOLS NORTHERN CHEYENNE SOCIAL STUDIES CURRICULUM INTRODUCTION The Northern Cheyenne Social Studies Curriculum was developed collaboratively by the Northern Cheyenne Curriculum Committee. Members of the committee included Lame Deer School staff and Northern Cheyenne community members. Northern Cheyenne Curriculum Committee Members: Steve Brady Josephine Firecrow Mabel Killsnight Rachel Magpie Bertha Other Bull Ron Seminole Douglas Spotted Eagle Ann Taylor Julie Cajune - Facilitator and Writer The knowledge of the Northern Cheyenne participants included fl uency in the Cheyenne language and a deep understanding of tribal history and contemporary tribal issues. Several of these participants hold positions in the school as classroom teachers and culture teachers. Their added knowledge of teaching and learning in a classroom setting and school culture contributed to a wealth of practical ideas for applying the essential content identifi ed into a classroom and school-wide setting. Ann Taylor’s classroom experience and years of experience in Lame Deer schools contributed important knowledge of school culture and institutional history. Lame Deer Schools are indebted to the willingness and commitment of this talented and knowledgeable group of people for creating a unique and historic document. STATE AND LOCAL OBLIGATIONS FOR INDIAN EDUCATION While every public school has an obligation and legal requirement to provide a quality and equitable education to all students, both state and federal government have acknowledged unique educational needs of Indian student populations. At a federal level, funding specifi c to these unique 3 educational needs has been provided through Johnson O’Malley funds and Title VII. At a state level, Montana has recognized not only the educational needs, but also the obligation to provide educational services in a culturally responsive manner. A detailed outline of the legal aspects of Indian Education in Montana is included in the appendix of this document. This state obligation is articulated in Montana’s 1972 Constitution, Article X, Section 1 (2): “The state recognizes the distinct and unique cultural heritage of the American Indians and is committed in its educational goals to the preservation of their cultural integrity.” This constitutional guarantee was applied in 1973 through the Indian Studies Law. This law required that all teachers on or near an Indian Reservation had to receive instruction in American Indian Studies. The law was later amended in 1979 to encourage, rather than require, teachers to take classes in American Indian Studies. In 1999, the state’s constitutional language was revisited in House Bill 528, which passed into law, becoming Montana Code Annotated 20-1-501, more commonly known as “Indian Education for All”. Recognition of American Indian cultural heritage-legislative intent. (1) It is the constitutionally declared policy of this state to recognize the distinct and unique cultural heritage of American Indians and to be committed in its educational goals to the preservation of their cultural heritage. (2) It is the intent of the legislature that in accordance with Article X, section 1(2), of the Montana constitution: (a) every Montanan, whether Indian or non-Indian, be encouraged to learn about the distinct and unique heritage of American Indians in a culturally responsive manner; and (b) every educational agency and all educational personnel will work cooperatively with Montana tribes or those tribes that are in close proximity, when providing instruction or when implementing an educational goal or adopting a rule related to the education of each Montana citizen, to include information specifi c to the cultural heritage and contemporary contributions of American Indians, with particular emphasis on Montana Indian tribal groups and governments. (3) It is also the intent of this part, predicated on the belief that all school personnel should have an understanding and awareness of Indian tribes to help them relate effectively with Indian students 4 and parents, that educational personnel provide means by which school personnel will gain an understanding of an appreciation for the American Indian people. CURRICULUM GOALS The main objective of the curriculum is to give students throughout Montana the opportunity to learn “Northern Cheyenne history” in a culturally responsive manner. This tribal history is a signifi cant part of U.S. History and the state history of Montana. To teach either of those histories void of tribal history is to provide an incomplete, inaccurate and abbreviated story of America and our state. The Northern Cheyenne Social Studies Curriculum will also provide signifi cant assistance to Lame Deer Schools in fulfi lling the mandate of “Indian Education for All.” It is anticipated that this curriculum project can provide educational opportunities for Lame Deer School staff to learn about Northern Cheyenne History, Government, Culture and Contemporary Issues. It was a shared understanding of the Northern Cheyenne Curriculum Committee that knowledge of the students, family and reservation is imperative to establishing a culturally responsive school climate and classroom. THE CURRICULUM FRAMEWORK The Northern Cheyenne Curriculum Committee identifi ed eight Core Understandings of Cheyenne Culture, History, Government, and Contemporary Issues. These eight Core Understandings do not encompass everything there is to know about the Cheyenne People. They identify the basic knowledge that students should acquire throughout their K-12 education in Montana. The Core Understandings were articulated as an outline of fundamental content that all people living in the state of Montana should know about the Northern Cheyenne People. Each Core Understanding has a list of learning objectives that will facilitate student comprehension and guide teacher instruction. Learning Benchmarks are identifi ed for grades 4, 8 and 11. Congruence with Montana State Social Studies Content Standards and OPI Essential Understandings Regarding Montana Indians are outlined in a matrix at the end of the document. Model lessons, spanning grades 1-12, and highlighting all eight Core Understandings are included as examples and beginning points for classroom teachers. Each lesson identifi es the Core Understanding, Montana State Social Studies Content Standard, and Essential 5 Understanding Regarding Montana Indians that the lesson addresses. The lesson format includes “best practice” teaching strategies, and most lessons are self-contained - that is they include all of the support materials necessary for immediate use. IMPLEMENTATION-THREE KEY COMPONENTS Specifi c content materials will need to be identifi ed and purchased, and some material will need to be locally developed. Authentic content is paramount to successful implementation of the curriculum. Staff development is the second key component of implementation. School staff will need the opportunity to review the curriculum and try some of the lessons. Teachers will also need opportunities to gain content background through appropriate in-service offerings. Linking teachers and community members with essential content knowledge could lead to development of additional
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