Bringing the story of the Cheyenne people to the children of today : Northern Cheyenne social studies units

2009·6.9 MB·English

by  Montana. Office of Public Instruction

Education
Indian
for
All
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Bringing the Story of the
Cheuenne
People
to the Chilaren of Toaau
Nortnern Cneuenne Social Studies Units
Northern Cheyenne Curriculum Committee 2006
970.3 Readu - to - Go Grant
PllBSC
2009 DeniseJuneau, Superintendent• MontanaOfficeofPublicInstruction •www.opi.mt.gov
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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
Web
Pertinent Sites 2
Protocol for Guest Speakers 3
Day ofthe Visit 4
Chronology ofNorthern Cheyeime Government (Board Approved) 5
Amended Constitution & Bylaws ofthe Northern Cheyerme Tribe 9
Treaties with the Northern Cheyenne Tribe 27
i
1884 Executive Order for Northern Cheyenne Reservation 71
American Indian Tribal Sovereignty Primer 74
Montana Code Annotated 20-1-501 "Indian Education forAll" 76
Northern Cheyenne Resolution No. 161 (97)- Language Policy 77
History and Present Situation ofthe Northern Cheyenne People (Taken from
Busby School ofthe Northern Cheyenne Tribe Bilingual Education Curriculum Guide)
78
Digitized by the Internet Archive
in 2011 with funding from
IVIontana State Library
http://www.archive.org/details/bringingstoryofc2009mont
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 ofthe committee included Lame Deer School staffand 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 ofthe Northern Cheyenne participants included fluency in
the Cheyenne language and a deep understanding oftribal history and
contemporary tribal issues. Several ofthese participants hold positions in
the school as classroom teachers and culture teachers. Their added
knowledge ofteaching and learning in a classroom setting and school culture
contributed to a wealth ofpractical ideas for applying the essential content
identified into a classroom and school-wide setting. Ann Taylor's classroom
experience and years ofexperience in Lame Deer schools contributed
important knowledge ofschool culture and institutional history. Lame Deer
Schools are indebted to the willingness and commitment ofthis talented and
knowledgeable group ofpeople 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 ofIndian
student populations. At a federal level, funding specific to these unique
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
A
responsive manner. detailed outline ofthe legal aspects ofIndian
Education in Montana is included in the appendix ofthis 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 ofthe
American Indians and is committed in its educationalgoals to the
"
preservation oftheir 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- -50 more
1 1,
commonly known as "Indian Education forAll".
Recognition ofAmerican Indian cultural heritage-legislative
intent.
(1) It is the constitutionally declared policy ofthis state to recognize
the distinct and unique cultural heritage ofAmerican Indians and
to be committed in its educational goals to the preservation of
their cultural heritage.
(2) It is the intent ofthe legislature that in accordance with Article
X, section 1(2), ofthe 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 ofeach
Montana citizen, to include information specific to the cultural heritage
and contemporary contributions ofAmerican Indians, with particular
emphasis on Montana Indian tribal groups and governments.
(3) It is also the intent ofthis part, predicated on the beliefthat all
school personnel should have an understanding and awareness of
_^
Indian tribes to help them relate effectively with Indian students
and parents, that educational personnel provide means by which
school personnel will gain an understanding ofan appreciation for
the American Indian people.
CURRICULUM GOALS
The main objective ofthe curriculum is to give students throughout Montana the
opportunity to learn "Northern Cheyenne history" in a culturally responsive
manner. This tribal history is a significant part ofU.S. History and the state
history ofMontana. To teach either ofthose histories void oftribal history
is to provide an incomplete, inaccurate and abbreviated story ofAmerica and
our state.
The Northern Cheyenne Social Studies Curriculum will also provide
significant assistance to Lame Deer Schools in fulfilling the mandate of
"Indian Education for All." It is anticipated that this curriculum project can
provide educational opportunities for Lame Deer School staffto learn about
Northern Cheyenne History, Government, Culture and Contemporary Issues.
It was a shared understanding ofthe Northern Cheyenne Curriculum
Committee that knowledge ofthe students, family and reservation is
imperative to establishing a culturally responsive school climate and
classroom.
THE CURRICULUM FRAMEWORK
The Northern Cheyenne Curriculum Committee identified eight Core
Understandings ofCheyenne 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 offundamental content that all people living in the state ofMontana
should know about the Northern Cheyenne People.
Each Core Understanding has a list oflearning objectives that will facilitate
student comprehension and guide teacher instruction. Learning Benchmarks
are identified for grades 4, 8 and 1 1 . Congruence with Montana State Social
Studies Content Standards and OPI Essential Understandings Regarding
Montana Indians are outlined in a matrix at the end ofthe 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 identifies the Core Understanding,
Montana State Social Studies Content Standard, and Essential
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 ofthe support materials necessary for immediate use.
IMPLEMENTATION-THREE KEY COMPONENTS
Specific content materials will need to be identified and purchased, and some
material will need to be locally developed. Authentic content is paramount
to successful implementation ofthe curriculum.
Staffdevelopment is the second key component ofimplementation. School
staffwill need the opportunity to review the curriculum and try some ofthe
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 lessons and activities.
The third component ofimplementation is administrative support. Teachers
will follow the lead ofadministration. Ifexpectations are set for
implementation, the curriculum will be used.
NORTHERN CHEYENNE CURRICULUM COMMITTEE
RECOMMENDATIONS
for schools on or near the Northern Cheyenne Reservation:
(
While the focus ofthe committee's work was to identify essential
knowledge that students should understand about the Northern Cheyenne
people, a number ofpractical ideas emerged to enhance and complement
what will be taught in individual classrooms. These ideas were formulated
into the following list ofrecommendations for school-wide activities and
implementation:
Incorporate Cheyenne language and songs into daily school activities to enhance the
school climate for students and their families. Specific suggestions include:
• Incorporate the Cheyenne language and important tribal dates into
the annual school calendar
Name buildings, hallways, and classrooms with significant
Cheyenne names
Utilize the Cheyenne flag song with the school intercom system
• Utilize other Cheyenne songs and phrases with the school intercom
system
• Display tribal flags throughout the school and outside ofthe school
along with the U.S. and Montana State flag
Provide an orientation to Cheyenne history and culture at the beginning ofeach school
year during the PIR days.
Provide staffdevelopment for implementation and further lesson design ofthe
Northern Cheyenne Social Studies Curriculum.
Increase the length ofinstructional time ofthe Native American Studies classes taught
by the Culture and Language teachers.
Develop an advisory committee ofcultural consultants from the community.
Commit to hiring gender-balanced staff in recognition and honor ofthe traditional
Cheyeime practice ofgender specific instruction.
LAME DEER SCHOOLS
NORTHERN CHEYENNE SOCIAL STUDIES CURRICULUM
Core Understandings, Learning Objectives, and Benchmarks of
Northern Cheyenne History, Government,
Culture, and Contemporary Issues
Core Understanding 1 - The Cheyenne are made up oftwo distinct groups ofpeople, the
Tsetsehestesahase and the So'taae'o.
Core Understanding 2 - Cheyenne geography spans territories ranging from the
Great Lakes area to Texas and Montana.
Core Understanding 3 - The Cheyenne people, through their language and culture,
have been a sovereign nation from time immemorial.
Core Understanding 4 - The United States treaty period and federal policy periods
adversely impacted every aspect ofCheyenne existence.
Core Understanding 5 - Cheyenne history, during the 1700 - 1800's, was characterized by intense
change, including the westward movement, acquisition ofthe horse, disease, invasion, massacres
and battles. Living during this time was heroic.
Core Understanding 6 - Traditional governance continues today within the
community and within contemporary tribal government, as organized under the
Indian ReorganizationAct. Additionally, Federal law recognizes traditional Cheyenne
customs and governance.
Core Understanding 7 - Contemporary Cheyenne society reflects traditional
knowledge, culture, values, roles and relationships between men and women, within families, and
among the community.
Core Understanding 8 - Contemporary issues affecting the Cheyenne today have
historic contexts.