Native American History in the Washington State Curriculum

If you're in a district that doesn't teach about native American history, culture, and heritage, you're not alone. In Washington State, high school dropout rates among Native Americans are among the highest in the nation, and there are many reasons for this problem. Fortunately, recent legislation has changed that. The state Senate Bill 5433 makes it easier to teach about Native American history. This legislation modifies 2005 legislation and includes Native American history in the Washington State Native American Curriculum.

Native American high school dropouts

One of the most disturbing statistics in the country is that fewer than 50 percent of Native American Indian students graduate high school. This figure is even higher in the Pacific Northwest. According to the Civil Rights Project at UCLA Graduate School of Education and Information Studies, this statistic should not come as a surprise. Native American students are not only underrepresented in high school, but their rates of high school dropout are much higher than for other racial and ethnic groups.

While there is no silver bullet to eliminate the achievement gap, legislators have begun implementing a range of strategies to reduce the number of Native American high school dropouts. The state's legislature approved an additional $19.2 million for a school-replacement project, including funding for tribally-controlled schools. The Obama administration recently announced a $2.5 million grant program for eight tribes to take control of public schools in their communities. This will help Native American students improve their graduation rates.

The Invisible Native American Heritage

The Invisible Indigenous Heritage of the Pacific Northwest is being woven into the Washington State Native-American Curriculum through the efforts of educators, tribal members, and parents. This year, the state will be highlighting its Native American heritage and traditions through new courses in history and social studies. These courses are designed to help students better understand and appreciate Native culture. They can also help teachers make their lessons more meaningful.

While the Washington State Native American curriculum is an excellent resource, educators should look into a more holistic approach to teaching the American Indian and Alaskan cultures. According to the National Congress of American Indians, the history of Native peoples in the United States is rarely taught in schools and is often presented in an historical context. Furthermore, the report found that 87 percent of state Native American curricula do not mention the Native American experience after 1900. This means that most schoolchildren don't know the history of these people.

In addition to the classroom, the curriculum includes online resources and multimedia content to help educators bring their stories to life. One such resource is the Wisdom of the Elders. This multi-year initiative documents the cultural arts, language concepts, and traditional ecological knowledge of 562 federally recognized tribes. The project also offers a wealth of videos that provide students with an inside look into the lives and stories of contemporary Native Americans. One such video is Shadow of the Salmon, which tells the story of a young Lakota visiting his Coastal Salish relatives. Another resource is the Teaching of the Tree People, which presents a collection of Indigenous stories.

Organizing of the tribes

The Organizing of the tribes in Washington's Native American Curriculum was passed into law by the state legislature in 2005. This landmark legislation ensures that students develop a deeper understanding of Pacific Northwest Native American tribes. It also gives the WSSDA a leadership role in government-to-government relations and requires implementation of Since Time Immemorial: Tribal Sovereignty in Washington State.

There are 29 federally recognized tribes in Washington State. Education about their cultures is a central part of the state's history. In fact, the federal government recognizes dozens of tribes across the state, and it is important to teach Native American history and culture. Students learn about the history of the state's first residents and their enduring contributions to American culture. They can also explore their heritage through art and literature.

Education is one of the biggest challenges facing Native Americans in the United States. A recent report by the Washington State Office of Native Education revealed that only 24% of school districts had a Native educator. In addition to the lack of tribal education teachers in schools, participation in training has grown to 65% since 2020. Currently, over 7,000 educators have taken part in virtual Since Time Immemorial training sessions.

Passing legislation

The passage of SB 5433, the Washington State Native American Curriculum, will ensure that native history is taught to school children. The legislation calls for the local tribes to review social studies curricular materials and use the Native American curriculum since Time Immemorial. Other legislation, SB 5028, requires that the state's history and government standards incorporate information about American Indian cultures. The bill also encourages school districts to collaborate with neighboring Indian tribes and develop curricula about Native American cultures.

To get the legislation passed, the governor must consult with the Tulalip Tribes and ensure that Native American culture is taught in public schools. The state will have to consult with the tribes before passing legislation, as they are sovereign nations. In Montana, an effort to develop a Native American curriculum raised $4.4 million, but the state's public school population is less than one-sixth of Washington's.

Inquiry based approach

An Inquiry based approach to Native American curriculum in Washington State focuses on integrating Indigenous knowledge and perspectives in the classroom. This approach involves identifying and fostering students' knowledge and skills to answer questions, while allowing students to be creative. The authors of this paper describe how they use an inquiry-based approach to Native American education. They also explain the benefits of this type of curriculum.

Inquiry-based learning fosters higher-order thinking skills in students. According to Bloom's Taxonomy, higher-level thinking involves the synthesis and analysis of information. Teachers should facilitate divergent thinking by providing students with multiple open-ended questions that encourage students to ask their own questions and discover the answers. Inquiry-based learning fosters higher-order thinking skills that transfer to other areas of study.

An inquiry-based approach to Washington State Native American curriculum also helps teachers to foster critical thinking skills. The lesson plans, written by Schupman, are designed to foster these skills through the use of primary and secondary sources and activities. These lesson plans also include multimedia and interactive elements, such as animated videos and interviews with Native American youth. The lessons are well-received by students. While some teachers are skeptical about the benefits of using an inquiry-based approach in the classroom, most have found that the lessons are helpful and beneficial to their students.

Place-based approach

A Place based approach to Native American education in the Northwest requires teachers to take cultural knowledge, time, and talents into consideration, as well as being responsive to the needs of Native students. As a result, these students learn more effectively through interactive and hands-on activities. This method is especially useful for Native students, as many of them are global or holistic learners who respond better to tactile and visual cues. Traditional curriculum, on the other hand, focuses on specific learning styles and a lack of cultural awareness.

The place-based approach to Native American education in the Washington State requires teachers to consider the context of the tribes in which they live, rather than abstract, generic topics. The integrated approach provides teachers with three levels of curriculum for each OSPI recommended social studies unit, each of which builds on the previous one. The three levels of the curriculum will help teachers build a foundation for successful completion of the Content Based Assessment.

Integrating with existing curriculum

For those working to integrate Indigenous cultures into the public school curriculum, the Office of Native Education has developed a series of full lessons and instructional videos that can be used by schools. The curriculum includes a tribal directory, reservation map, and other materials that can be tailored to the specific needs of districts and regional tribes. To further enhance the curriculum, tribal leaders from the state and surrounding tribes are encouraged to visit schools and provide instructional material.

The study also shows that 87 percent of state history standards do not cover the history of Native Americans after 1900. As a result, students develop an outdated understanding of Native people. The media can also play a large role in shaping a student's view of Native people. Typically, they are portrayed as historical figures, poor, addicted, or uneducated. The problem is that most Americans do not interact with American Indians on a daily basis.

Impact on student retention

The use of a Native American curriculum in schools provides many benefits. Not only will students feel proud of their heritage, but they will also learn about the arts and sciences, which are essential to their future success. In addition, these programs can increase students' motivation, engagement, and graduation rates. Whether it is through an online class or a classroom setting, students will feel good about themselves and their community. And, most importantly, these programs help students gain academic and social skills.

A recent study conducted at the University of Minnesota examined the impact of an AIAN curriculum on student retention. They found that student retention rates were higher for students who took part in the program. Moreover, they found that Native American students were more likely to stay enrolled in the program. Although the findings were mixed, they indicated that the impact of a Native American curriculum on student retention was positive. It is crucial to note, however, that these results are not necessarily applicable to every context.

Local Heroes - Native Americans and the Washington Education System

Exploring the Journey of the Native American Sovereignty Curriculum in Washington State through interviews with Native American leaders and WA State officials, as well as educators, parents, and students.

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