Native American Curriculum Initiative
What You Will Find in Native American Curriculum Initiative
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Amplifying Native Voices
When teachers came to us wondering how to respectfully include indigenous arts in classrooms, we asked our state's sovereign nations, "What would you like the children of Utah to know about your tribe?" The Native American Curriculum Initiative was born. We amplify native voices for individual and collective growth and increased understanding. As the BYU ARTS Partnership continues to put its mission into action for all children to benefit from an "education that provides for academic excellence, social confidence, and personal expression through the experience with the arts," greater support for teachers and children in the learning and teaching of Native American cultural arts is imperative. It's necessary to create and use authentic, accurate, and relevant cultural arts lessons that teachers can use with confidence if we are to move forward in a way that brings about positive educational change.
This collaborative work to amplify Native Voices is guided by these principles, or what we call "The NACI Way":
- Embrace partnership and reciprocity.
- Know your own culture.
- Ask with genuine intent and listen attentively.
- Accept "no" gracefully.
- Use accurate and original sources, in history and the present.
- Allow the time needed for authentic growth.
- Assume goodwill and learn from mistakes.
As Native American materials are incorporated into schools, the goal is that these same principles expand who and what children learn about through the arts. We hope the work of NACI:
- Inspire culturally responsive teaching;
- Increase teachers willingness and confidence to address Native American content in the classroom;
- Provides teachers with accurate, authentic, non-stereotypical, and tribe-approved information about Native American cultures;
- Supports teachers in integrating NA themed materials to teach other subjects throughout the year;
- Brings Indigenous tribes/nations into the present; and
- Honors native artists as teaching artists and presenters in schools.
Partnering with Utah's Tribal Nations
Crucial to this endeavor is establishing a collaborative partnership with tribal nations of Utah in the creation of lessons that align with tribal customs and traditions. The BYU Arts Partnership believes "the greatest impact for change will be accomplished through collaborative efforts involving teachers, schools, districts, departments, and universities," and in this case, tribal nations. Providing arts-integrated lesson plans, an artist roster, and other resources in partnership with and approved by tribes will add validity and another layer of confidence and support for teachers and children.
Native American Lesson Plans
The lesson plans developed as part of the Native American Curriculum Initiative allow teachers to:
- Integrate Native American Perspectives when teaching core subjects
- Feel confident using tribe-approved materials
- Use the arts as a culturally responsive pedagogy.
Using the arts to learn about Native Americans inspires a community-centered classroom. Our arts-integrated lesson plans include opportunities to experience Native cultural arts as well as learning activities where the arts are used as a method of understanding Native culture and history.
Native Teaching Artists in the Classroom
Contemporary Native artists demonstrate the significant contributions of Native peoples' who exist in the past as well as the present through their performances, demonstrations, and lectures. Native American Teaching Artists are one of the best resources for your classroom when seeking to provide accurate and authentic voices in your students' learning experiences. Our initiative can connect you to these individuals through our partnership with the Utah Division of Arts and Museums.
Bring an artist to your classroom!
The Utah Division of Arts and Museums (UDAM) has curated a Native American Teaching Artist Roster that lists Native Artists that you can invite to your classroom. Use the link below to peruse the list of artists. Next, talk with your principal, District Arts Coordinator, or school arts team about funding to appropriately compensate these artists for the time, knowledge, and expertise.
If you need further assistance you can write a grant to UDAM to help you secure funding for the artist. Bringing an artist to the classroom is a great way to amplify the authentic voices of Native Americans in your learning space.
Learn more about the Teaching Artist Roster here.
Published Articles & Blog Posts
Native American Children's Books
One evolving aspect of the BYU ARTS Partnership Native American Curriculum Initiative is the journey of helping classroom teachers choose culturally accurate and authentic literature. As more Native American authors write from an authentic voice and position, the time has come to replace many Native American theme books used in classrooms for more affirming authentic literature.
We have several resources to share to help teachers on their journey selecting books for the classroom:
1) the Native American Indian Literacy Project,
2) a handout on evaluating accurate and authentic resources,
3) a description of the three-part process we have created to help teachers evaluate children's books
4) a list of our favorite books, good books, and books we have set aside.
Native American Indian Literacy Project
The Native American Literacy Project seeks to bring Native stories into the classroom through the creation of print and digital booklets. Six of the eight Tribal Sovereign Nations in Utah are represented in the project: Ute Indian Tribe of the Uintah and Ouray Reservation, Paiute Indian Tribe of Utah, Northwestern Band of the Shoshone Nation, Confederated Tribes of the Goshute Reservation, Navajo Nation, and Ute Mountain Ute Tribe. Each of these tribes contributed five traditional stories that are meant to both entertain and teach readers. This project was generated through funding from a private grant.
The full set of 30 booklets, measuring 5.5" x 8.5" each, were illustrated by tribal members. The booklets were formatted to be printed and assembled. This means that they do not read well when using a projector or smartboard because the pages will appear out of order. If a teacher did want to use the books in an electronic format, they would be best off screenshotting the pages and arranging them in a slide presentation. Many of these stories are Coyote stories that should only be told during the winter months.
Evaluating Accurate and Authentic Resources for the Classroom
This handout can guide educators as they seek to select the most culturally sensitive and culturally appropriate lesson plans, books, videos, and print materials to use in their classroom. The handout includes an overarching strategy for this research process as well as specific suggestions for recognizing authentic and accurate sources including understanding an author/creator's connection to a tribe and the degree of specificity used in the resource.
Click here to access the "Evaluating Culturally Responsive Resources for Native American Curriculum" handout.
Three-Part Process for Evaluating Culturally Responsive Books About Native Americans
Our three-part process for vetting children's books related to Native American culture, history, or people is described below.
- Look at the cover of the book paying attention to the author and illustrator, read the inside flaps of book covers, the foreword and notes.
- Digest the book's words and illustrations.
- Consider how the book will enrich your students' understanding of Native indigenous cultures.
1. Look at the author and illustrator, including the inside flaps of book covers
- Who is the author? Illustrator? What is their background and experience?
- What is their connection to the tribe?
- What position are they speaking from?
- What is the purpose for writing the book?
- Can you recognize the attempt at authenticity and accuracy?
- Is the research explained or stated?
2. Digest the book's words and illustrations looking for tribe specific representation.
- As you are looking and reading, use your personal knowledge to look for accuracy and authenticity.
- Watch for stereotypes and homogenization (clumping tribes into one).
- If you find yourself with questions, do some quality research!
- Consider the setting and watch for oversimplification in describing characters.
- Be cautious of descriptions of ceremonies and the use of deity in the culture in a casual manner. Always do your research!
3. Consider how the book will enrich your students’ understanding of Native indigenous cultures.
- Is the book specific enough to provide understanding? Vague references will only confuse the reader.
- Does it bring Native Americans into the present?
- Joseph Bruchac, Abenaki author cautions against "The Dances with Wolves Syndrome" – books in which all Indians are noble and all white people are bad. Any children's book that builds up one culture at the expense of another ultimately keeps racial tension alive.