Social+Studies

Traditional and Contemporary Tribal Culture Resources:
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 * **[|**My Indian Ed for All Bookmarks**] **
 * Indian Education For All Learning Community
 * [|Montana OPI Indian Ed For All]
 * [|OPI: IEFA ~ Essential Understandings Regarding Montana Indians]
 * [|Name Dropping] Interactive geographic activity introducing the reservations in Montana and the tribes having a designated land base on those reservations.
 * [|Who's Who] Have some fun with this "Who's Who" activity where you'll learn the names Montana tribes call themselves in both written and spoken form.
 * [|Trail Tribes] History with a tribal perspective, along trails followed by Lewis & Clark. Traditional and contemporary tribal culture.
 * [|Montana Tribes Digital Archives] This resource has been developed for use in implementing Indian Education for All, through a collaboration between Montana’s Office of Public Instruction and the University of Montana’s Regional Learning Project in the Center for Continuing Education.
 * [|OPI Video Resources]
 * [|Long Ago in Montana: PDF ~6th Grade] Introduces how people lived before modern conveniences. Topics include food and water, shelter, staying warm, transportation, money (currency) and communication – within the context of the “natural community.” The film features interviews with Montana Tribal representatives and shows the ways in which these traditions continue. Includes a Blackfoot story told by Narcisse Blood. Good ‘Then and Now’ resource.
 * [|Video]
 * <span style="font-family: 'Comic Sans MS',cursive;"><span style="font-family: 'Comic Sans MS',cursive;"> [|Talking Without Words: PDF ~6th Grade] Drawing on a wealth of historical resources, students learn about the challenges people face when communicating with people who speak another language. Focus is on ways Native peoples of Montana communicated with each other and with non-Indians.
 * <span style="font-family: 'Comic Sans MS',cursive;">[|Video]
 * <span style="font-family: 'Comic Sans MS',cursive;">[|Tribes of Montana and How they Got Their Names: PDF ~4th Grade] Students learn the tribes of Montana, signs for the tribes, and names they call themselves. Through map reference, students learn where tribes used to live and where they live now. They also recognize communication errors through translation of sign language. Historic film clips from a sign-talker gathering in 1930 and interviews with Montana tribal representatives are featured. (*<span style="font-family: 'Comic Sans MS',cursive;">*See [|correction notice] before showing)
 * <span style="font-family: 'Comic Sans MS',cursive;">[|Video]
 * <span style="font-family: 'Comic Sans MS',cursive;">[|View from the Shore: Native Perspectives on the Lewis and Clark Expedition: Video ~High School]
 * <span style="font-family: 'Comic Sans MS',cursive;">[|Focus on the Power of the Drum ~Video (All Grades)] When accompanied by the human voice, it helps to maintain and revitalize American Indian cultures.
 * <span style="font-family: 'Comic Sans MS',cursive;">[|Video offering background on American Indian Heritage Day and the need to infuse Indian content and perspectives throughout the year. Lists many of the resources at OPI's IEFA website.]

<span style="font-family: 'Comic Sans MS',cursive;"> <span style="font-family: 'Comic Sans MS',cursive;"> <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%; color: rgb(21, 21, 86);">Resources to deepen 5th grade specific curricular materials: <span style="font-family: 'Comic Sans MS',cursive;"> <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">**<span style="font-family: 'Comic Sans MS',cursive; color: rgb(108, 35, 35); font-size: 140%;">Primary Sources: <span style="font-size: 130%; color: rgb(108, 35, 35); font-family: 'Comic Sans MS',cursive;"> ** <span style="font-family: 'Comic Sans MS',cursive; font-size: 156%; color: rgb(108, 35, 35);"> <span style="font-family: 'Comic Sans MS',cursive; font-size: 16px; font-weight: normal; line-height: 23px; color: rgb(108, 35, 35);"> <span style="font-family: 'Comic Sans MS',cursive; color: rgb(85, 26, 139);">
 * <span style="font-family: 'Comic Sans MS',cursive;">[|Wisdom of the Elders: The Confederated Salish and Kootenai Tribes of the Flathead Reservation] Working in collaboration with diverse cultural organizations and educational institutions, we record and preserve oral tradition and cultural arts of exemplary indigenous elders, historians, storytellers and song carriers in order to regenerate the greatness of culture among native peoples today and future generations. We share these teachings with all generations of Native Americans and public audiences of all cultures via **Wisdom of the Elders Radio Program** and educational curriculum materials, the Northwest Indian Storytellers Association and its annual storytelling festivals, Turtle Island Storytellers Network, cultural celebrations, and other educational venues.
 * <span style="font-family: 'Comic Sans MS',cursive;">[|PBS: Circle of Stories] Circle of Stories uses documentary film, photography, artwork and music to honor and explore Native American storytelling.
 * <span style="font-family: 'Comic Sans MS',cursive;">[|National Museum of the American Indian] The National Museum of the American Indian is the sixteenth museum of the Smithsonian Institution. It is the first national museum dedicated to the preservation, study, and exhibition of the life, languages, literature, history, and arts of Native Americans. Established by an act of Congress in 1989, the museum works in collaboration with the Native peoples of the Western Hemisphere to protect and foster their cultures by reaffirming traditions and beliefs, encouraging contemporary artistic expression, and empowering the Indian voice.
 * <span style="font-family: 'Comic Sans MS',cursive;">[|Oyate: Living Stories] "<span style="font-family: 'Comic Sans MS',cursive;">Many non-Indian people—including authors and publishers—seem to have the notion that Indians are “history,” cut off somewhere in the early 1900s, or at best marginally existing on a few reservations. To hear these living voices is to recognize that Native people are still connected to history, to family, to land, culture and community. We are still alive. We are still here.Most of these “living stories” appeared in [|A BROKEN FLUTE: THE NATIVE EXPERIENCE IN BOOKS FOR CHILDREN], and many are new. We invite and encourage Indian parents and grandparents, children and teachers to contribute to this living, growing section."
 * <span style="font-family: 'Comic Sans MS',cursive;">[|The Digital Char-Koosta News Project] Published by the Confederated Salish and Kootenai Tribes of the Flathead Indian Reservation, started in November 1956 and continued through five decades. With the exception of a ten-year hiatus from December 1961 through May 1971, the paper continues to publish a weekly issue.
 * <span style="font-family: 'Comic Sans MS',cursive;">[|Char-Koosta News: The Official News Publication of the Flathead Indian Reservation~Online!]
 * <span style="font-family: 'Comic Sans MS',cursive;">[|CSKT: Introduction to The Salish Language (Print&Audio)]
 * <span style="font-family: 'Comic Sans MS',cursive;">[|Interactive Map Showing Regional Native Dwellings]
 * <span style="font-family: 'Comic Sans MS',cursive;">[|Plimouth: You Are the Historian] A comprehensive online site that builds students’ understanding about the harvest celebration of 1621, which is often erroneously referred to as “The First Thanksgiving.” The learning on the site is supported and enhanced by an online teacher’s guide, “Becoming a Historian,” with lessons that correspond to each activity on the site, graphic organizers, and additional resources and information. Site focuses on providing students with a balanced view on history from both the Wampanoag people and the Plimouth settlers. The site and the guide have been designed to meet Massachusetts 3rd and 5th grade learning standards. However, the activities on the site, and particularly in the guide, can be easily modified for use in classrooms in other states and at other grade levels. Site is a good reminder of the need to evaluate any activities you may develop (such as crafts, recreated feasts, or role-playing) to make sure they do not perpetuate myths and/or cultural stereotypes.
 * <span style="font-family: 'Comic Sans MS',cursive;">[|Explore Jamestown Interactive Site] Interactive map narrated from journals. Must learn all components of the site to better show information in a culturally responsive way as the journal descriptions alone show a stereotypical view of tribal society. However, the journal excerpts could be used to shown the ignorance of the settlers in regards to the original inhabitants of the land. Be sure to watch the "Today, Life of a Virginia Indian" video.
 * <span style="font-family: 'Comic Sans MS',cursive;">[|National Geographic: Jamestown Interactive Site] Jamestown and the Powhatan Indians
 * <span style="font-family: 'Comic Sans MS',cursive;">[|Virtual Jamestown]
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">**<span style="font-family: 'Comic Sans MS',cursive; font-size: 16px; font-weight: normal; line-height: 23px; color: rgb(108, 35, 35);">[|**My Primary Source Document Bookmarks**] ** [[image:charters_main_page_charters_box_header.gif width="338" height="61" align="right" caption="The Charters of Freedom: The Declaration of Independence, The Constitution, and the Bill of Rights" link="http://www.archives.gov/exhibits/charters/"]]
 * <span style="font-family: 'Comic Sans MS',cursive; color: rgb(85, 26, 139);">[|The Digital Char-Koosta News Project]

**<span style="font-size: 150%; font-family: 'Comic Sans MS',cursive; color: rgb(108, 35, 35);">Colonies: **
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 * <span style="font-family: 'Comic Sans MS',cursive;">Roanoke Videos **

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