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  1. I love the emphasis on evidence, curiosity, democracy, and diversity.

    From my western perspective, I saw a few gaps. The first is that students should learn about colonization and gain an appreciation and understanding of American Indian history and cultures. This should include understanding that there is no generic American Indian or tribe (each tribe has its own unique culture and history and there is great diversity among individual Indians) and that indigenous people, and tribal nations, are still with us.

    Secondly, I think students need to think about human-environmental interaction: How have we shaped the environment? What sort of choices have we had historically (and do we have today) about the ways we interact with our environment? Who has made/makes those choices and what have been/will be the consequences?

    It’s probably clear that my thinking is shaped by where I live. Montana is home to 11 tribes and seven reservations. It also has a history that resembles, in many respects, places more commonly thought of as resource-extraction colonies. This leads me to the final questions I would like students to consider. How does where we live shape us, our understandings, and our concerns? How does it shape people from other types of communities? What (and how) can we learn from one another?

    December 10, 2018
    • glennw #

      Martha (assuming this is Martha from MHS!),

      The stories we tell and hear are so important and the diverse stories of Indian Nations is when that does get left behind quite a bit. So finding ways to include a complete telling (pre-European contact, US government interactions, and current issues) is definitely something that needs to included in our standards and the stories we share with students. (And people need to be using your site for this: https://mhs.mt.gov/education/Educators )

      I love your comparison of Montana to a resource-extraction colony! One of our standards does ask students to understand the interaction between people, places, and events. But you’re right, geography and our interaction with place is something that often gets pushed aside in our classrooms.

      Great stuff! Thanks for sharing!

      glennw

      December 10, 2018
  2. Hi, Glenn, Yes–It’s Martha. And thanks for the shout out to our site.

    As you consider your standards revision and look to include native history, I encourage you take a look at the Montana Office of Public Instruction’s Essential Understandings regarding Montana Indians. http://montanateach.org/resources/essential-understandings-regarding-montana-indians/. The document has been used as a model by several states and by the National Museum of the American Indian. NMAI created its own, excellent, Essential Understandings that are integrated with C-3 and are also worth looking at. https://americanindian.si.edu/nk360/understandings.cshtml

    We’re going to be revising our social studies standards next year so this discussion is incredibly pertinent to me and we are definitely looking to Kansas. You all are way ahead of us (we haven’t revised since 2000.) I appreciate learning from your process (and outcomes).

    December 10, 2018
    • glennw #

      Always good hearing from you – especially because you always have such great resources! Your links will be very helpful as we try and figure out ways to include everyone’s story in our standards document. Appreciate it!

      glennw

      December 10, 2018

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