Post on 05-Jan-2016
Level 1: IEFAPresented by: Eliza Sorte
andWMPER
(Western Montana Partnership for Educational Resources)
“Let us put our minds together and see what life we can make for our children.”
Tatanka Iyotake(Sitting Bull)
Contact Numbers and Websites elizasorte@centurytel.net
www.nwmteducationalcoop.org PASSWORD: GUEST2006
www.cspd.net
www.opi.mt.gov
Introductions Meet your presenter . . . Eliza Sorte Currently the director of the Northwest Montana
Educational Cooperative Grew up on the Fort Peck Reservation Taught Nursery--College Levels Taught in Dhaka, Bangladesh Masters in Multicultural, ESL, and Bilingual
Education On steering committee for WMPER
Who are You? Name Hometown or homestate Subject Area IEFA Knowlededge Level
(0=no knowledge ----- 5=professor level)
Objectives
Know the history of IEFA Know and understand the Essential
Understandings regarding MT IEFA Know how to evaluate and obtain quality
resources to implement IEFA
Agenda
Pre-Test KWL Video Constitutional Connections Essential Understandings Jigsaw Evaluating Materials Materials Museum Teacher Cautions Lesson Planning Evaluation
Pre-Test
Using the MT map, how many reservations and tribes can you locate and name?
Correct Your Work
Little Shell (no reservation)
K-W-L
What do you KNOW already about IEFA?
What do you WANT to know about IEFA?
At the end, we’ll look at what you’ve LEARNED.
Now, let’s look at our W’s to frame our day.
Video from OPI and Mike Jetty
Constitutional Connections 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
All school personnel should have an understanding and awareness of Indian tribes to help them relate effectively with Indian students and parents
Every educational agency and all educational personnel will work cooperatively with Montana tribes when providing instruction and implementing an educational goal
Two Purposes Indian Education for All
Addressing the Achievement Gap for Montana Indian Students
Constitutional Connections
The language added via Montana Constitutional Article X, Section 1(2):
“The state recognizes the distinct and unique cultural heritage of American Indians and is committed in its educational goals to the preservation of their cultural integrity.”
Essential Understandings Jigsaw With your group, summarize your essential
understanding in a sentence.
Write down an “ah-ha” about your essential understanding.
Generate a question that you still have regarding your essential understanding.
Let’s Share!
Essential Understanding 1 There is great
diversity among the 12 tribal Nations and each contributes to modern Montana in a unique way.
Flathead Salish,Kootenai &
Pend d’ Oreille
Blackfeet Blackfeet
Rocky Boy Chippewa-Cree
Fort Belknap Gros Ventre & Assiniboine
Fort Peck Sioux &
Assiniboine
Northern Cheyenne Northern Cheyenne
Crow Crow
No Reservation Little Shell Chippewa
Reservations Tribal Groups
Essential Understanding 2 There is no generic American Indian. There is a continuum of Indian identity
ranging from the assimilated to the traditional.
When talking and teaching, one goal is to be as tribally specific as possible; try to avoid generalizations.
Essential Understanding 3 The ideologies of Native traditional beliefs
and spirituality are alive today as tribal cultures, traditions, and languages are still practiced.
They are incorporated into how tribes govern themselves and their affairs.
There is an oral history present that is as valid as any written history.
Essential Understanding 4 Reservations were not “given” to tribes, but
rather they are land reserved for tribes for their own use.
These lands were reserved through treaties.
Essential Understanding 5 Many federal policies, throughout American
history, impacted Indian people and shape who they are today.
Some major periods were: Colonization Period, Treaty Period, Allotment Period, Boarding School Period, Tribal Reorganization, Termination, and Self-Determination.
Essential Understanding 6 History is a “story” with many narrators. Histories are being discovered and rediscovered. Indian history told from an Indian perspective
conflicts with what mainstream history tells us.
A clear understanding of Indian history needs to be in place when using outdated text books so that history is not just provided from a mainstream perspective.
Essential Understanding 7 Under the American legal system, Indian
tribes have sovereign powers, separate and independent from federal and state governments.
The extent and breadth varies.
To Summarize
Culture Diversity History Sovereignty
Resources Evaluating Content
1) OPI
2) Oyate
3) Cultural Committees
4) American Indian Perspective/Authorship
5) Perpetuation of Stereotypes and Bias
Materials Museum
On display . . .
--Lies My Teacher Told Me
--Full Circle Materials
--OPI DVDs
--OPI Downloadables
--Oyate Catalog
--Various Children’s Books
Teacher Cautions
Never say “never” and never say “always” Beware “Fakelore” Read the book before you read it with
students Everything’s presented with a point of view,
help your students with their critical literacy Pay attention to cultural norms regarding
traditional stories
Lesson Planning
Consider . . .
Content
Best Practices
IEFA Essential Understandings
Presentation
Banks’ Approach
K-W-L Pull back out your K-W-L Chart.
Take a few minutes to complete the L section.
Did you get your W’s addressed?
Questions ? ? ?Comments . . .Concerns ! ! !
Evaluation
Stars (compliments)
Steps (critiques)
Special Thanks!
WMPER Steering Committee (Nancy Marks, Joyce Silverthorne, Chris Kuschel, Eliza Sorte, Kathleen Dent, & Rachel Villeaux)
Mike Jetty and OPI’s IEFA Division Nancy Marks and CSPD Full Circle Materials
(Wendy Warren and Bobby Ann Starnes)
Mission School Julie Cajune Regina Sievert Julie Kulick
(Northwest Montana Educational Cooperative)
Contact Numbers and Websites elizasorte@centurytel.net
www.nwmteducationalcoop.org
LOGIN: GUEST2006 www.cspd.net
www.opi.mt.gov