On September 30, the National Museum of the American Indian (NMAI) and Teaching for Change co-hosted the 7th annual Indigenous Peoples’ Day Curriculum Teach-In for 110 educators from the D.C. area for a keynote and workshops on Indigenous peoples’ history and life today.
Held on the National Day of Remembrance for Indian Boarding Schools, this year’s teach-in focused on education sovereignty. As participants learned from the short film below, it is a day to reflect on the historical trauma of Indian boarding schools and how that trauma continues to impact Indigenous communities today. Many teachers wore orange in honor of boarding school survivors.
We share highlights from the day below. The event was featured in an article in The Washington Informer.
Keynote
Bryan Newland. Photo by Matailong Du, NMAI
In his keynote address, Assistant Secretary of Indian Affairs Bryan Newland described education sovereignty, noting the inherent right of Indigenous tribes to define and reach their own educational goals for their students. Newland explained how the forced assimilation of Indigenous American children allowed the U.S. government to steal land from Indigenous people in the mainland, as well as Alaska and Hawaii. He highlighted the connection between boarding school research conducted by the Bureau of Indian Affairs and the efforts to support language and cultural revitalization in Indian Country today.
Attendees noted key takeaways from Newland’s talk:
The keynote was a wonderful mix of history with a look at what our government is doing differently now, all wrapped with wisdom and knowledge about what we all must do to revitalize Native culture and sovereignty.
In my ignorance, I hadn’t realized boarding schools still existed into the 90s. The breadth of this trauma really hit home with facts that were shared. I also appreciated learning what’s next in investigating the gravesites, student names, etc.
Newland is an amazing speaker. I thought it was important how he both provided details of a horrible history and ended on a hopeful note about the work he and others are doing.
The importance of teaching about the long-lasting traumatic consequences of the Indian Boarding Schools. The importance of language revitalization, in order to preserve traditional knowledge about culture and the environment.
Teach history honestly. Lots of online resources through the federal report. Forced assimilation was a tool to take away tribal lands.
Mr. Bryan Newland is an enrolled member of the Bay Mills Indian Community, a federally recognized Ojibwe (Chippewa) tribe in Michigan and the fourteenth assistant secretary for Indian Affairs in the U.S. Department of the Interior. He was confirmed by the United States Senate on August 7, 2021, and a ceremonial swearing in by Interior Secretary Deb Haaland was held on September 8, 2021.
Newland joined the Department of the Interior in February 2021 as senior advisor to the secretary. He then went on to serve as the principal deputy assistant secretary for Indian Affairs. From 2009 to 2012, he served as counselor and senior policy advisor to assistant secretary for Indian Affairs Larry Echo Hawk. He was acknowledged by Echo Hawk as being pivotal in working on the Helping Expedite and Advance Responsible Tribal Homeownership (HEARTH) Act, a major piece of legislation that advances tribal self-determination and sovereignty over tribal lands.
Newland was raised on the Bay Mills Indian Community reservation and graduated from Brimley High School in 1999. He matriculated at Michigan State University, where he went on to become the first graduate of MSU’s College of Law’s Indian Law Program in 2007. After several years working at one of Michigan’s largest law firms, he joined the Obama Administration in 2009. In 2011, he was among that year’s recipients of the National Center for American Indian Enterprise Development’s “Native American 40 Under 40” award. Newland spent four years as chief judge of the Bay Mills Indian Community’s tribal court and also served as president of the Bay Mills Indian Community.
In addition to spending time with his family, he enjoys hiking and kayaking along the shores of Lake Superior and is a nature photography enthusiast.
Workshops
Following the keynote, teachers selected from a range of workshops in the exhibits and classrooms — both indoors and out.
Americans Gallery Tour
Photo by Matailong Du, NMAI
American Indians represent less than one percent of the U.S. population, yet names and images of Indians are everywhere — from state, city, and town names, to advertising campaigns, to the Tomahawk missile. NMAI curator Cecile Ganteaume presented an in-depth study of the Americans exhibition that examines how Americans have always been fascinated, conflicted, and profoundly shaped by their relationship with American Indians. By examining the staying power of three stories — the life of Pocahontas, the Trail of Tears, and the Battle of Little Bighorn — participants left with a framework that centers American Indian perspectives and cultures. Then they spent time exploring one of the museum’s online toolkits and considered how the questions and understandings about American Indians presented in the exhibition can fuel dialogue in the classroom. Participants noted in their evaluation,
I loved understanding how public perceptions of Indian people are skewed and how to reset.
American Indians are 2-3% of the populations but imagery of American Indians permeates American culture.
Anytime spent with a curator is literally invaluable. The level of knowledge and understanding transformed the exhibit.
READ ABOUT THE PRESENTER
Cécile R. Ganteaume is a curator at the Smithsonian’s National Museum of the American Indian. She is the curator of the online exhibition Developing Stories: Native Photographers in the Field. She is also the curator of the ongoing exhibition An Infinity of Nations: Art and History in the Collections of the National Museum of the American Indian and the editor of the companion publication to that exhibition. She is the co-curator of the NMAI-DC ongoing exhibition Americans and author of that exhibition’s companion book Officially Indian: Symbols that Define the United States. Ganteaume serves on the curatorial committee of the Smithsonian American Women’s History Initiative and is a recipient of a Secretary of the Smithsonian’s Excellence in Research Award. She received a BA in art history and an MA in anthropology from New York University.
By the Book: Indigenous boarding School Stories in a Public Library’s collection
Photo by Allison Acosta
Alexandra Genia (Little Traverse Bay Band of Odawa Indians), children’s librarian at the Martin Luther King Jr. Memorial Library in Washington, D.C., led a workshop on identifying authentic, respectful depictions of Indigenous history in a public library setting. Early in the session, she asked participants where they often see Native imagery in everyday life (mascots, butter, other logos and ads separate from Native peoples themselves), and what stories are communicated to us through those images. She then gave important context for which stories are told and why, including often neglected Indian boarding school stories, and explained NMAI’s literature rubric. Participants then gathered into small groups to practice evaluating books held in the D.C. Public Library system, using the literature rubric for guidance and reflecting on how the stories in these books and the broader historical context connect with the lived experiences of specific Indigenous communities today. Participants shared their appreciation and learning,
This session opened my eyes to the tribal specificity that I should look for as I select stories.
I appreciate the ability to compare and contrast good/poor examples, with key questions to ask about the books I’m reviewing. Thanks for introducing me to new books!
I so much appreciate the rubric for selecting Native American children’s literature & Ms. Genia’s guidance in using it.
These are useful guidelines for making thoughtful choices about which texts to include in our classrooms.
READ ABOUT THE PRESENTER
Alexandra (Allie) Genia (Little Traverse Bay Band of Odawa Indians) is a children’s librarian at the Martin Luther King Jr. Memorial Library in Washington, D.C. They have spent the past five years with the DC Public Library seeking equitable and fun ways to introduce maker ideologies to children and families. Prior to living in the DC metropolitan area, they grew up in mid-Michigan on the powwow trail as a traditional dancer. When they’re not reading to children or showing patrons how to make things with yarn, they enjoy watching horror movies with their husband and cat.
The Importance of Place in Inspiring Learning
Photo by Matailong Du, NMAI
Presenter Jenni Hoffman took participants outdoors on a tour of NMAI’s landscapes to reflect on the importance of place and community in their lives. With prompts inspired by the landscapes, participants compared and contrasted their connection to place with the role which place plays in the lives of Native people today. Through a slate of hands-on activities, including journaling with accordion books, participants connected how valuable it is to teach and learn outside and make personal connections to places in our lives that are meaningful to us. Teachers gathered in small groups to brainstorm how an outdoor classroom can inspire more active learning and how to celebrate the places students are from. Participants shared their appreciation and learning,
Having time to reflect on one’s own experiences is essential to the ability to connect and collaborate with others.
I’ve learned new ways to value the places students are from and to celebrate them. To use the model that Jenni showed us to encourage discussion in classes.
Different spaces invoke different experiences; reflections help to build connections between cultures.
We were able to make outside, as a place, the backdrop for learning. We also spent time journaling about places that meant the most to us and why. We were able to collaborate with other teachers to learn how they are helping students to learn about place and its impact on their lives, especially as a way to empathize with Indigenous people on a deeper level.
READ ABOUT THE PRESENTER
Jenni Hoffmann is a second grade teacher at the Potomac School in Mclean, Virginia. With a master’s in education and twenty-two years of experience, she has honed her craft to incorporate place-based learning across all disciplines. Her passion since day one has been hands-on experiential learning that responds to the diverse needs of the classroom. She feels that it is critical to teach with cultural competence in mind and multiple perspectives present. Her role as the K–6 social studies department chair at the Potomac School gives her the opportunity to explore multiple frameworks and diverse content at each grade level.
The People vs. Columbus, et al.
Michael Palermo and some of the workshop participants.
High school teacher Michael Palermo engaged teachers in the popular lesson, The People vs. Columbus, et al., by Bill Bigelow of Rethinking Schools. The lesson, in the form of a trial, asks students to determine who is responsible for the death of millions of Taínos on the island of Hispaniola in the late 15th century. Palermo shared insights from his use of the lesson for close to 30 years. Participants said they appreciated,
How this role-play can lead to the examination of “the roots and impact of colonial violence.”
The chance to reflect on an uncomfortable topic and see that this issue can be taught in a sensitive manner.
Getting to do a role play for myself instead of just reading it and hoping for the best.
READ ABOUT THE PRESENTER
Michael Palermo is a graduate of American University and is a Social Studies teacher at Wakefield High School in Arlington, Virginia, where he is Department Chair. He is certified in English as a Second Language and currently teaches World History and Government to English Learners, most of whom are recent immigrants. He also teaches an elective course called Leadership Skills and Diversity Training, where students are trained to facilitate interactive workshops for their peers that promote tolerance and mutual respect. This is his 27th year teaching and he says he has been smiling since day one.
Robert Houle: Red is Beautiful Exhibition Tour
Photo by Matailong Du, NMAI
NMAI curator Dr. David Penney led participants on an exploration of the exhibition Robert Houle: Red is Beautiful, which includes large installations, paintings, video, mixed-media sculpture, and drawings created between 1970 and 2021. Throughout his tour, Penney highlighted the power behind telling one’s stories through visual representation. He guided participants through the exhibit, which is divided into themes that infuse Houle’s work at various points in his career. Some of the works reviewed include Beyond History Painting, which sees Houle inserting an Indigenous perspective into historic events, and Sacred Geometry, where the artist’s work fuses modernist painting and ancestral design to create powerful expressions of emotion. In reference to the event’s main theme of education sovereignty, Penney shared how in Residential School Years, Houle explores his childhood memories of the trauma he experienced while at Sandy Bay Residential School. Participants took time to connect with the art and collectively reflected on how they may adapt this into their lessons, with many expressing their amazement at how Houle used color to pour out his emotions. In their evaluations, they said they learned and appreciated,
In-depth knowledge of the life and works of the artist with context behind the subject and time period of his works.
Amazing exhibit on residential schools.
His work and its relationship to Canadian history and Native people. Meaning behind his work and the colors he uses.
READ ABOUT THE PRESENTER
David W. Penney is the associate director for museum scholarship, exhibitions, and public engagement at the National Museum of the American Indian. An internationally recognized scholar, curator, and museum administrator, Penney came to the Smithsonian after a thirty-one-year career at the Detroit Institute of Arts where he last served as vice president of exhibitions and collections strategies. Penney has taught at Wayne State University since 1988 and holds a PhD in art history and archaeology from Columbia University.
Nation to Nation: Teaching Tribal Sovereignty and the History of Treaties in Social Studies Classrooms
Photo by Matailong Du, NMAI
Educator Tiferet Ani introduced a lesson that uses historical and contemporary sources to explore the meaning and legacy of treaties. The session included an analysis of treaty-themed artwork by renowned mixed media artist Shan Goshorn in the Nation to Nation: Treaties Between the United States and American Indian Nations exhibit. Participants studied a treaty from Native history to understand why treaty making occurred, the barriers faced by Native nations, and the ongoing impact of U.S.-Indian treaties today. They were given the opportunity to think about the effects of the federal treaties on Native Nations and walked away with classroom-ready resources for teaching the complexity of treaties. By exploring these sources with students in the classroom, teachers can emphasize the critical importance of treaties in preserving tribal sovereignty and advancing cultural identities. Teachers commented,
This session really solidified my desire to bring my students here!
There are so many excellent take aways for students from the approach Tif presented. I loved the incorporation of the museum exhibit and have new (better) ways to guide my students through the exhibit. I’m really looking forward to incorporating the digital materials.
How deep the myth of American westward expansion has clouded the brutal histories of Native Nations. With so many Nations being distilled into just a few quotes in some history texts. Really appreciate the opportunity to think about the effects of the federal treaties on Native Nations (some positive and many negative).
READ ABOUT THE PRESENTER
Tiferet Ani is a social studies educator who has taught middle and high school students in Montgomery County, Maryland, and worked as a curriculum developer and teacher educator for the district. Tiferet has revised U.S. history curriculum to counter the dominant narrative and elevate Indigenous, Black, Latine, LGBTQ+, and women’s histories throughout. The Southern Poverty Law Center and CBS News have reported on this work. Tiferet has also developed an LGBTQ+ Studies elective with high school students. Read more about the work of her students here. She served as a co-facilitator of the D.C. Area Educators for Social Justice Secondary Curriculum Group for the 2021–22 school year. She is currently residing on unceded Lenni-Lenape land as she pursues a doctoral degree at the University of Pennsylvania’s Graduate School of Education.
The Untold Stories of Native American Military Service
NMAI staff member Alexandra Harris led participants on a tour of the Why We Serve: Native Americans in the United States Armed Forces exhibition on the generations of Native Americans who have served in the military since the American Revolution. Harris then guided participants outside for a reflective writing exercise at the National Native American Veterans Memorial, situated in the museum’s landscape within sight of the U.S. Capitol. Participants were then encouraged to brainstorm as a group how they may adapt this history into lessons. Participants noted that they valued,
The practice of healing for service people to help them heal after being in war.
Really liked the explanation of the vet memorial outside and how collaborative it was! I also appreciated the teacher perspective.
READ ABOUT THE PRESENTER
Alexandra N. Harris is a senior editor and writer at the National Museum of the American Indian, where she has developed and edited scholarly books, exhibitions, strategic plans, and other communications since 2008. Her editorial projects have earned awards for excellence in research from the secretary of the Smithsonian. She is the co-author and editor of Why We Serve: Native Americans in the United States Armed Forces (2020). She is a graduate of the Smithsonian’s Emerging Leaders Development Program. Prior to 2008, she was a curator at the Barona Cultural Center and Museum, tribal museum of the Barona Band of Mission Indians in San Diego. She holds an MA in American Indian Studies from the University of California at Los Angeles (2001).
Using the Arts to explore Contemporary Native culture and environments
Photo by Matailong Du, NMAI
Teaching artist Karen Brown led a hands-on workshop which encouraged everyone to reflect on the importance of place and community in their lives. Through the workshop, participants learned about one of the important Essential Understandings from Native Knowledge 360˚ on People, Places, and Environments: “Long before their contact with Europeans, Indigenous people populated the Americas and were successful stewards and managers of the land.”
Bringing this concept to the local level, Brown presented the Pamunkey people of Virginia: stewards of the land and caretakers of the American Shad fish. Participants were provided with arts and crafts materials to create an expandable accordion book that visually represented the history of the American Shad fish. Through creating the accordion book, participants also learned about the unique characteristics of this amazing animal. Brown motivated everyone to take their perfectionism and throw it into the beautiful garden outside and embrace the irregularities of art. Participants left with artistic strategies to teach and demonstrate content and ways to embrace student creativity.
This has been the best workshop of my life! I learned more about my teaching, book making ideas, and about the Pamonkey. I want to do a lesson about them.
Gave me a great idea for teaching identity and the theme of navigating culture to my ESOL students (Honors English 12).
I learned how to integrate art by way of the accordion book in an interdisciplinary fashion. I learned about the history of the Pamunkey and their deep ties to their land as well as Shad fish. I learned of opportunities to visit the Pamunkey reservation.
I’ve taken many accordion book workshops. This was the best EVER. I learned so many new techniques and have tons of ideas for using them with younger students.
Karen O. Brown is a professional artist with extensive experience as an arts educator. She draws students into learning curriculum as they discover the joys of artistic expression. Karen conducts workshops, residencies, and professional development for teachers and staff and has offered her expertise to the Kennedy Center, Washington Performing Arts, Smithsonian National Museum of the American Indian, Teaching for Change, Arlington Humanities, Howard University’s African Studies Department, DC Public Schools, Children’s Hospital, and numerous libraries. She taught professional development for three summers at United Tribes Technical College in North Dakota to students preparing to teach in Native reservation schools. Karen is passionate about helping students explore and understand world cultures, create stronger communities, and grow a greener world.
More Photos
See more photos from the day in this Flickr album.
Schedule for the Day
9:30 AM: Participant Check-In 10:00 AM: Welcome & Keynote Address by Assistant Secretary for Indian Affairs Bryan Newland 10:40 AM: Workshops Round One
– Americans Gallery Tour
– The Importance of Place in Inspiring Learning – The People vs. Columbus, et al.
– The Untold Stories of Native American Military Service
11:30 AM: Lunch with Optional Interactive Debrief & Brainstorm 12:30 PM: Workshops Round Two
– By the Book: Indigenous Boarding School Stories in a Public Library’s Collection – Robert Houle: Red is Beautiful Exhibition Tour
– Nation to Nation: Teaching Tribal Sovereignty and the History of Treaties in Social Studies Classrooms
– Using the Arts to Explore Contemporary Native Culture and Environments
1:20 PM: Evaluation & Book Distribution
Chicago Connections
There was a simultaneous teach-in at the Field Museum in Chicago. They listened to the same keynote address. Then participants engaged in workshops to explore what education sovereignty for Indigenous peoples looks like in a modern context and best practices in teaching Native past, present, and futures in the classroom.
Upcoming Event
Native Knowledge 360֯ & Teaching for Change Teach-In
Saturday, November 4, 2023
11:00 am – 2:30 pm (ET) / 8:00 am – 11:30 Am (PT) Online via Zoom
The Smithsonian’s National Museum of the American Indian (NMAI) and Teaching for Change delivers a day of online conversation, curriculum highlights, workshops, and idea exchange — preceded by a short keynote presentation. Participants will have the chance to attend two rounds of workshop and engage with each other virtually via Zoom. See highlights from the online 2022 Indigenous Peoples’ Day Curriculum Teach-In.
2023 Indigenous Peoples’ Day Curriculum Teach-In
On September 30, the National Museum of the American Indian (NMAI) and Teaching for Change co-hosted the 7th annual Indigenous Peoples’ Day Curriculum Teach-In for 110 educators from the D.C. area for a keynote and workshops on Indigenous peoples’ history and life today.
Held on the National Day of Remembrance for Indian Boarding Schools, this year’s teach-in focused on education sovereignty. As participants learned from the short film below, it is a day to reflect on the historical trauma of Indian boarding schools and how that trauma continues to impact Indigenous communities today. Many teachers wore orange in honor of boarding school survivors.
We share highlights from the day below. The event was featured in an article in The Washington Informer.
Keynote
In his keynote address, Assistant Secretary of Indian Affairs Bryan Newland described education sovereignty, noting the inherent right of Indigenous tribes to define and reach their own educational goals for their students. Newland explained how the forced assimilation of Indigenous American children allowed the U.S. government to steal land from Indigenous people in the mainland, as well as Alaska and Hawaii. He highlighted the connection between boarding school research conducted by the Bureau of Indian Affairs and the efforts to support language and cultural revitalization in Indian Country today.
Attendees noted key takeaways from Newland’s talk:
The keynote was a wonderful mix of history with a look at what our government is doing differently now, all wrapped with wisdom and knowledge about what we all must do to revitalize Native culture and sovereignty.
In my ignorance, I hadn’t realized boarding schools still existed into the 90s. The breadth of this trauma really hit home with facts that were shared. I also appreciated learning what’s next in investigating the gravesites, student names, etc.
Newland is an amazing speaker. I thought it was important how he both provided details of a horrible history and ended on a hopeful note about the work he and others are doing.
The importance of teaching about the long-lasting traumatic consequences of the Indian Boarding Schools. The importance of language revitalization, in order to preserve traditional knowledge about culture and the environment.
Teach history honestly. Lots of online resources through the federal report. Forced assimilation was a tool to take away tribal lands.
Watch full speech online.
READ ABOUT THE KEYNOTE SPEAKER
Mr. Bryan Newland is an enrolled member of the Bay Mills Indian Community, a federally recognized Ojibwe (Chippewa) tribe in Michigan and the fourteenth assistant secretary for Indian Affairs in the U.S. Department of the Interior. He was confirmed by the United States Senate on August 7, 2021, and a ceremonial swearing in by Interior Secretary Deb Haaland was held on September 8, 2021.
Newland joined the Department of the Interior in February 2021 as senior advisor to the secretary. He then went on to serve as the principal deputy assistant secretary for Indian Affairs. From 2009 to 2012, he served as counselor and senior policy advisor to assistant secretary for Indian Affairs Larry Echo Hawk. He was acknowledged by Echo Hawk as being pivotal in working on the Helping Expedite and Advance Responsible Tribal Homeownership (HEARTH) Act, a major piece of legislation that advances tribal self-determination and sovereignty over tribal lands.
Newland was raised on the Bay Mills Indian Community reservation and graduated from Brimley High School in 1999. He matriculated at Michigan State University, where he went on to become the first graduate of MSU’s College of Law’s Indian Law Program in 2007. After several years working at one of Michigan’s largest law firms, he joined the Obama Administration in 2009. In 2011, he was among that year’s recipients of the National Center for American Indian Enterprise Development’s “Native American 40 Under 40” award. Newland spent four years as chief judge of the Bay Mills Indian Community’s tribal court and also served as president of the Bay Mills Indian Community.
In addition to spending time with his family, he enjoys hiking and kayaking along the shores of Lake Superior and is a nature photography enthusiast.
Workshops
Following the keynote, teachers selected from a range of workshops in the exhibits and classrooms — both indoors and out.
Americans Gallery Tour
American Indians represent less than one percent of the U.S. population, yet names and images of Indians are everywhere — from state, city, and town names, to advertising campaigns, to the Tomahawk missile. NMAI curator Cecile Ganteaume presented an in-depth study of the Americans exhibition that examines how Americans have always been fascinated, conflicted, and profoundly shaped by their relationship with American Indians. By examining the staying power of three stories — the life of Pocahontas, the Trail of Tears, and the Battle of Little Bighorn — participants left with a framework that centers American Indian perspectives and cultures. Then they spent time exploring one of the museum’s online toolkits and considered how the questions and understandings about American Indians presented in the exhibition can fuel dialogue in the classroom. Participants noted in their evaluation,
I loved understanding how public perceptions of Indian people are skewed and how to reset.
American Indians are 2-3% of the populations but imagery of American Indians permeates American culture.
Anytime spent with a curator is literally invaluable. The level of knowledge and understanding transformed the exhibit.
READ ABOUT THE PRESENTER
Cécile R. Ganteaume is a curator at the Smithsonian’s National Museum of the American Indian. She is the curator of the online exhibition Developing Stories: Native Photographers in the Field. She is also the curator of the ongoing exhibition An Infinity of Nations: Art and History in the Collections of the National Museum of the American Indian and the editor of the companion publication to that exhibition. She is the co-curator of the NMAI-DC ongoing exhibition Americans and author of that exhibition’s companion book Officially Indian: Symbols that Define the United States. Ganteaume serves on the curatorial committee of the Smithsonian American Women’s History Initiative and is a recipient of a Secretary of the Smithsonian’s Excellence in Research Award. She received a BA in art history and an MA in anthropology from New York University.
By the Book: Indigenous boarding School Stories in a Public Library’s collection
Alexandra Genia (Little Traverse Bay Band of Odawa Indians), children’s librarian at the Martin Luther King Jr. Memorial Library in Washington, D.C., led a workshop on identifying authentic, respectful depictions of Indigenous history in a public library setting. Early in the session, she asked participants where they often see Native imagery in everyday life (mascots, butter, other logos and ads separate from Native peoples themselves), and what stories are communicated to us through those images. She then gave important context for which stories are told and why, including often neglected Indian boarding school stories, and explained NMAI’s literature rubric. Participants then gathered into small groups to practice evaluating books held in the D.C. Public Library system, using the literature rubric for guidance and reflecting on how the stories in these books and the broader historical context connect with the lived experiences of specific Indigenous communities today. Participants shared their appreciation and learning,
This session opened my eyes to the tribal specificity that I should look for as I select stories.
I appreciate the ability to compare and contrast good/poor examples, with key questions to ask about the books I’m reviewing. Thanks for introducing me to new books!
I so much appreciate the rubric for selecting Native American children’s literature & Ms. Genia’s guidance in using it.
These are useful guidelines for making thoughtful choices about which texts to include in our classrooms.
READ ABOUT THE PRESENTER
Alexandra (Allie) Genia (Little Traverse Bay Band of Odawa Indians) is a children’s librarian at the Martin Luther King Jr. Memorial Library in Washington, D.C. They have spent the past five years with the DC Public Library seeking equitable and fun ways to introduce maker ideologies to children and families. Prior to living in the DC metropolitan area, they grew up in mid-Michigan on the powwow trail as a traditional dancer. When they’re not reading to children or showing patrons how to make things with yarn, they enjoy watching horror movies with their husband and cat.
The Importance of Place in Inspiring Learning
Presenter Jenni Hoffman took participants outdoors on a tour of NMAI’s landscapes to reflect on the importance of place and community in their lives. With prompts inspired by the landscapes, participants compared and contrasted their connection to place with the role which place plays in the lives of Native people today. Through a slate of hands-on activities, including journaling with accordion books, participants connected how valuable it is to teach and learn outside and make personal connections to places in our lives that are meaningful to us. Teachers gathered in small groups to brainstorm how an outdoor classroom can inspire more active learning and how to celebrate the places students are from. Participants shared their appreciation and learning,
Having time to reflect on one’s own experiences is essential to the ability to connect and collaborate with others.
I’ve learned new ways to value the places students are from and to celebrate them. To use the model that Jenni showed us to encourage discussion in classes.
Different spaces invoke different experiences; reflections help to build connections between cultures.
We were able to make outside, as a place, the backdrop for learning. We also spent time journaling about places that meant the most to us and why. We were able to collaborate with other teachers to learn how they are helping students to learn about place and its impact on their lives, especially as a way to empathize with Indigenous people on a deeper level.
READ ABOUT THE PRESENTER
Jenni Hoffmann is a second grade teacher at the Potomac School in Mclean, Virginia. With a master’s in education and twenty-two years of experience, she has honed her craft to incorporate place-based learning across all disciplines. Her passion since day one has been hands-on experiential learning that responds to the diverse needs of the classroom. She feels that it is critical to teach with cultural competence in mind and multiple perspectives present. Her role as the K–6 social studies department chair at the Potomac School gives her the opportunity to explore multiple frameworks and diverse content at each grade level.
The People vs. Columbus, et al.
High school teacher Michael Palermo engaged teachers in the popular lesson, The People vs. Columbus, et al., by Bill Bigelow of Rethinking Schools. The lesson, in the form of a trial, asks students to determine who is responsible for the death of millions of Taínos on the island of Hispaniola in the late 15th century. Palermo shared insights from his use of the lesson for close to 30 years. Participants said they appreciated,
How this role-play can lead to the examination of “the roots and impact of colonial violence.”
The chance to reflect on an uncomfortable topic and see that this issue can be taught in a sensitive manner.
Getting to do a role play for myself instead of just reading it and hoping for the best.
READ ABOUT THE PRESENTER
Michael Palermo is a graduate of American University and is a Social Studies teacher at Wakefield High School in Arlington, Virginia, where he is Department Chair. He is certified in English as a Second Language and currently teaches World History and Government to English Learners, most of whom are recent immigrants. He also teaches an elective course called Leadership Skills and Diversity Training, where students are trained to facilitate interactive workshops for their peers that promote tolerance and mutual respect. This is his 27th year teaching and he says he has been smiling since day one.
Robert Houle: Red is Beautiful Exhibition Tour
NMAI curator Dr. David Penney led participants on an exploration of the exhibition Robert Houle: Red is Beautiful, which includes large installations, paintings, video, mixed-media sculpture, and drawings created between 1970 and 2021. Throughout his tour, Penney highlighted the power behind telling one’s stories through visual representation. He guided participants through the exhibit, which is divided into themes that infuse Houle’s work at various points in his career. Some of the works reviewed include Beyond History Painting, which sees Houle inserting an Indigenous perspective into historic events, and Sacred Geometry, where the artist’s work fuses modernist painting and ancestral design to create powerful expressions of emotion. In reference to the event’s main theme of education sovereignty, Penney shared how in Residential School Years, Houle explores his childhood memories of the trauma he experienced while at Sandy Bay Residential School. Participants took time to connect with the art and collectively reflected on how they may adapt this into their lessons, with many expressing their amazement at how Houle used color to pour out his emotions. In their evaluations, they said they learned and appreciated,
In-depth knowledge of the life and works of the artist with context behind the subject and time period of his works.
Amazing exhibit on residential schools.
His work and its relationship to Canadian history and Native people. Meaning behind his work and the colors he uses.
READ ABOUT THE PRESENTER
David W. Penney is the associate director for museum scholarship, exhibitions, and public engagement at the National Museum of the American Indian. An internationally recognized scholar, curator, and museum administrator, Penney came to the Smithsonian after a thirty-one-year career at the Detroit Institute of Arts where he last served as vice president of exhibitions and collections strategies. Penney has taught at Wayne State University since 1988 and holds a PhD in art history and archaeology from Columbia University.
Nation to Nation: Teaching Tribal Sovereignty and the History of Treaties in Social Studies Classrooms
Educator Tiferet Ani introduced a lesson that uses historical and contemporary sources to explore the meaning and legacy of treaties. The session included an analysis of treaty-themed artwork by renowned mixed media artist Shan Goshorn in the Nation to Nation: Treaties Between the United States and American Indian Nations exhibit. Participants studied a treaty from Native history to understand why treaty making occurred, the barriers faced by Native nations, and the ongoing impact of U.S.-Indian treaties today. They were given the opportunity to think about the effects of the federal treaties on Native Nations and walked away with classroom-ready resources for teaching the complexity of treaties. By exploring these sources with students in the classroom, teachers can emphasize the critical importance of treaties in preserving tribal sovereignty and advancing cultural identities. Teachers commented,
This session really solidified my desire to bring my students here!
There are so many excellent take aways for students from the approach Tif presented. I loved the incorporation of the museum exhibit and have new (better) ways to guide my students through the exhibit. I’m really looking forward to incorporating the digital materials.
How deep the myth of American westward expansion has clouded the brutal histories of Native Nations. With so many Nations being distilled into just a few quotes in some history texts. Really appreciate the opportunity to think about the effects of the federal treaties on Native Nations (some positive and many negative).
READ ABOUT THE PRESENTER
Tiferet Ani is a social studies educator who has taught middle and high school students in Montgomery County, Maryland, and worked as a curriculum developer and teacher educator for the district. Tiferet has revised U.S. history curriculum to counter the dominant narrative and elevate Indigenous, Black, Latine, LGBTQ+, and women’s histories throughout. The Southern Poverty Law Center and CBS News have reported on this work. Tiferet has also developed an LGBTQ+ Studies elective with high school students. Read more about the work of her students here. She served as a co-facilitator of the D.C. Area Educators for Social Justice Secondary Curriculum Group for the 2021–22 school year. She is currently residing on unceded Lenni-Lenape land as she pursues a doctoral degree at the University of Pennsylvania’s Graduate School of Education.
The Untold Stories of Native American Military Service
The practice of healing for service people to help them heal after being in war.
Really liked the explanation of the vet memorial outside and how collaborative it was! I also appreciated the teacher perspective.
READ ABOUT THE PRESENTER
Alexandra N. Harris is a senior editor and writer at the National Museum of the American Indian, where she has developed and edited scholarly books, exhibitions, strategic plans, and other communications since 2008. Her editorial projects have earned awards for excellence in research from the secretary of the Smithsonian. She is the co-author and editor of Why We Serve: Native Americans in the United States Armed Forces (2020). She is a graduate of the Smithsonian’s Emerging Leaders Development Program. Prior to 2008, she was a curator at the Barona Cultural Center and Museum, tribal museum of the Barona Band of Mission Indians in San Diego. She holds an MA in American Indian Studies from the University of California at Los Angeles (2001).
Using the Arts to explore Contemporary Native culture and environments
Teaching artist Karen Brown led a hands-on workshop which encouraged everyone to reflect on the importance of place and community in their lives. Through the workshop, participants learned about one of the important Essential Understandings from Native Knowledge 360˚ on People, Places, and Environments: “Long before their contact with Europeans, Indigenous people populated the Americas and were successful stewards and managers of the land.”
Bringing this concept to the local level, Brown presented the Pamunkey people of Virginia: stewards of the land and caretakers of the American Shad fish. Participants were provided with arts and crafts materials to create an expandable accordion book that visually represented the history of the American Shad fish. Through creating the accordion book, participants also learned about the unique characteristics of this amazing animal. Brown motivated everyone to take their perfectionism and throw it into the beautiful garden outside and embrace the irregularities of art. Participants left with artistic strategies to teach and demonstrate content and ways to embrace student creativity.
This has been the best workshop of my life! I learned more about my teaching, book making ideas, and about the Pamonkey. I want to do a lesson about them.
Gave me a great idea for teaching identity and the theme of navigating culture to my ESOL students (Honors English 12).
I learned how to integrate art by way of the accordion book in an interdisciplinary fashion. I learned about the history of the Pamunkey and their deep ties to their land as well as Shad fish. I learned of opportunities to visit the Pamunkey reservation.
I’ve taken many accordion book workshops. This was the best EVER. I learned so many new techniques and have tons of ideas for using them with younger students.
READ ABOUT THE PRESENTER
Karen O. Brown is a professional artist with extensive experience as an arts educator. She draws students into learning curriculum as they discover the joys of artistic expression. Karen conducts workshops, residencies, and professional development for teachers and staff and has offered her expertise to the Kennedy Center, Washington Performing Arts, Smithsonian National Museum of the American Indian, Teaching for Change, Arlington Humanities, Howard University’s African Studies Department, DC Public Schools, Children’s Hospital, and numerous libraries. She taught professional development for three summers at United Tribes Technical College in North Dakota to students preparing to teach in Native reservation schools. Karen is passionate about helping students explore and understand world cultures, create stronger communities, and grow a greener world.
More Photos
See more photos from the day in this Flickr album.
Schedule for the Day
9:30 AM: Participant Check-In
10:00 AM: Welcome & Keynote Address by Assistant Secretary for Indian Affairs Bryan Newland
10:40 AM: Workshops Round One
– Americans Gallery Tour
– The Importance of Place in Inspiring Learning
– The People vs. Columbus, et al.
– The Untold Stories of Native American Military Service
11:30 AM: Lunch with Optional Interactive Debrief & Brainstorm
12:30 PM: Workshops Round Two
– By the Book: Indigenous Boarding School Stories in a Public Library’s Collection
– Robert Houle: Red is Beautiful Exhibition Tour
– Nation to Nation: Teaching Tribal Sovereignty and the History of Treaties in Social Studies Classrooms
– Using the Arts to Explore Contemporary Native Culture and Environments
1:20 PM: Evaluation & Book Distribution
Chicago Connections
There was a simultaneous teach-in at the Field Museum in Chicago. They listened to the same keynote address. Then participants engaged in workshops to explore what education sovereignty for Indigenous peoples looks like in a modern context and best practices in teaching Native past, present, and futures in the classroom.
Upcoming Event
Native Knowledge 360֯ & Teaching for Change Teach-In
Saturday, November 4, 2023
11:00 am – 2:30 pm (ET) / 8:00 am – 11:30 Am (PT)
Online via Zoom
Learn More & Register
Posted: October 1, 2023