Indigitizing Haudenosaunee Curriculum

Indigitizing Haudenosaunee Curriculum is an authentic culturally responsive educational resource dedicated to reclaiming Native American teaching. This online resource will provide authentic Haudenosaunee lesson plans, activities, authentic resources, teaching materials and professional development for educators teaching on traditional Haudenosaunee land. 

Current educational experiences for Indigenous students consist of mostly White teachers sharing misguided/myth-based Indigenous history/culture, primarily in November. This teaching is devoid of authentic/comprehensive/accurate curriculum appropriately reflecting students’ histories/cultures. 

Our online Haudenosaunee curriculum/professional development for educators/students will improve how Indigenous history and culture is taught in schools. Drawing from Haudenosaunee oral traditions/language/material culture/community-based knowledge keepers, Haudenosaunee educators will visit tribal communities to gather/organize/edit/analyze/synthesize teaching materials, develop curriculum and create an online resource.

There is a need both nationally/globally for Indigenous educators to develop authentic teaching materials/curriculum reflective of their own distinct histories/unique cultural traditions.

The framework to developed/teach Haudenosaunee curriculum/online can be adapted by different tribal nations/Indigenous peoples globally. 

There is a long-misinterpreted, largely false, deficit-based narrative about the history of Indigenous peoples. Perpetuated through textbooks and told from the dominant culture perspective, Native American peoples are misrepresented within historical narratives, reinforcing stereotypes, including Indigenous peoples as a monolithic group and people of the past. Native Americans are the original people of the U.S. (574 federally recognized nations), not an “ethnic group” or singular identity.

Current educational experiences for Native students consist of mostly White teachers sharing misguided/myth-based Native American history/culture, primarily in November/Native American History Month. This teaching is devoid of authentic, comprehensive, accurate curriculum appropriately reflecting Native American students’ histories and cultures and is in effect, “anti-Native American” because of its erasure of authentic content and truths.

Nation schools and districts bordering reservations lack authentic, comprehensive educational materials created by Native American educators. There is a vital need to deconstruct how knowledge is embedded within Social Studies (reflecting views/interests/desires of people in power) and ensure culturally responsive teaching.

Native American students have the right to the dignity of their histories and cultures to be appropriately reflected within their education. Honoring students’ humanity starts with authentic teaching, and sharing truth about our nation's history from an authentic perspective.

Native American students have the right to the dignity of their histories/cultures to be appropriately reflected within their education/system. It’s the responsibility of schools/educators to acknowledge/honor students’ humanity including Native American students’ humanity. That starts with authentic teaching/sharing truth about our history as a nation from an authentic/Native American perspective. There's an important need for authentic/inclusive Native American curriculum to be created as a way to positively impact the understanding of Indigenous peoples’ unique/distinct histories/cultures/abundant contributions. 

Indigitizing Haudenosaunee Curriculum is an authentic/culturally responsive educational resource dedicated to reclaiming Native American teaching. Curriculum will be designed by Haudenosaunee educators based on the teachings/living traditions of the Haudenosaunee people. Educational materials/activities/training will be available online. 

·       Support culturally-grounded K-16 education, including language, cultural revitalization, and non-traditional learners 

Native American students (K-12) living on and off-reservation will benefit from authentic historical and cultural teachings, and learn about the true history of the U.S. while gaining critical thinking skills and self-empowerment. 

Indigitizing Haudenosaunee Curriculum aligns and supports culturally-grounded K-16 education because curriculum will be created by Haudenosaunee people working within tribal communities, it focuses on revitalizing Haudenosaunee culture and will include culturally relevant/based teaching and learning initiatives/perspectives/teaching tools geared towards non-traditional (Native American) learners. 

We're working to directly and meaningfully improve the lives of Native American/Haudenosaunee students (K-12) living on and off reservations. 

We're working with Principals/Educators from Nation and surrounding (tribal reservation) school districts to understand student and educator needs. We offer "Haudenosaunee 101" Educators Days and use pre and post surveys to gain an understanding of current knowledge base, biases, and deficits. 

There has been an awakening from educators/administrators recognizing non-Native teachers are ill-equipped to teach authentic Native American cultural and historical teaching. Much of this is born out of a long-misinterpreted, largely false, deficit-based narrative about the history of Indigenous peoples in the U.S.. Educators/Administrators have reached out as they are being introduced to culturally responsive teaching practices with a desire to understand their own personal biases and seek to intentionally bridge educational teaching gaps by working directly with Haudenosaunee educators and being trained on authentic curriculum.

In an effort to change/improve how Native American history/culture is taught in schools, our initiative aims to develop (online), authentic Haudenosaunee curriculum for educators/students (grades K – 12) and professional development to educators at Nation schools/school districts (bordering tribal reservations) with large populations of Haudenosaunee students.

Our program supports culturally-grounded K-16 education, including language, cultural revitalization, and non-traditional learners. It is an authentic, culturally responsive resource providing Native American students with Haudenosaunee history/culture/living traditions/contributions reflecting their identities/experiences. Curriculum will incorporating traditional language and use traditional teaching and learning modalities, while countering discrimination/dominant historical narrative and promoting greater cultural respect/inclusion/equity.

Indigitizing Haudenosaunee Curriculum is an authentic culturally responsive educational resource dedicated to reclaiming Native American teaching 

The Concept Stage of Development was selected for the following reasons -We have established a team of educators
We have been in discussion/worked with Nation Schools/Educators
We have provided professional development and miscellaneous lesson plans exist but the work has not been approached from an holistic perspective engaging with the Haudenosaunee communities/Knowledge Keepers/educators
We have identified and confirmed the need and there is an eagerness and willingness from all constituents Haudenosaunee Nations/Nation Schools/Schools near reservations/Administrators/Educators
We have worked with technical people regarding the feasibility of offering Haudenosaunee curriculum online

Currently, authentic Haudenosaunee curriculum does not exist in a comprehensive format in print or digital version. Non-Native educators are teaching Native American history/culture from a misguided, largely false, deficit based narrative. Native American history is part of the NYS Curriculum, educators continue to use inaccurate textbooks written from the dominant culture perspective and teach about Native American peoples as a monolithic culture and people of the past. 

There is a vital need to deconstruct how knowledge is embedded within Social Studies (currently reflecting the views, interests, and desires of people in power). Online authentic Haudenosaunee educational materials/professional development acts as a catalyst to reclaim the narrative providing Native American students with the dignity of their histories and cultures appropriately reflected within their education system.

Technology will include - 

Website with downloadable (pdf) educational materials including pdfs, jpeg images, primary source documents 
Scanner to scan documents, images, other
GoogleDocs - document sharing
Demonstration videos on YouTube/Vimeo
Videos of traditional arts, traditional dance, storytelling, agricultural/food systems, traditional gardens, material culture, Full size-Seneca Bark Longhouse, political structure, historical events, contemporary Haudenosaunee life

Technology will include - 

Website hosted by Jigsy
Internet access provided by Nations/Schools
Platforms - YouTube, Vimeo
Mevo - All in one, online streaming camera
Adobe Suite to create materials
Fujitsu Scan Snap Scanner

Our team will work closely with Haudenosaunee communities/knowledge keepers to ensure sensitive/ceremonial cultural teachings/material culture/language/dance/stories/song are not included in any of the curriculum. We will work with educators to identify current curriculum to remove sensitive language, imagery and artifacts that are being used by non-Native educators without consent of communities.

Native American history and culture is part of the NYS Curriculum. What is currently being taught is misguided, myth-based, "in the past", and taught as if Native Americans are a monolithic culture. What's more, Indigenous peoples are thought of as people in the past, without culture and traditions. This systematic erasure of culture is still being perpetuated by our current education system. Native students are not being taught accurate and authentic history and culture in school further contribution to historical trauma and erasure. 

Many school leaders and educators are looking to go beyond uprooting the white supremacist viewpoints which have a long history as part of their curriculums. 

In an effort to dismantle these teaching methods, educators who are many times unaware of the harm they're doing, need to examine their biases and shift to providing authentic curriculum. 

This myth-based, misguided, inaccurate teaching negatively effects Non-Native educators and non-native students, as the position of supremacy is inherently dehumanizing to individuals in the dominant group. 

Solution will serve - 

1 year - 4,000
5 years - 25,000

Impact - Authentic, non-biased Native American curriculum, easily accessed by educators, used throughout classrooms in NYS and looked to as a model for other states/nations. 

Achieve impact goals
- Website with lesson plans, videos, professional development, easily accessible and user friendly

- Authentic culture teaching, engaging, accurate, broaden students knowledge, working to eliminate racism, teach about the true history of the U.S. 

Measure goals - 

Pre and post teacher and student surveys, on-going teacher and student feedback, professional development 

Barriers  - Next year/five years

Financial - Funding to support Haudenosaunee educators/knowledge keepers/technical specialists

Technical - Determining the best way to interface with educators across NYS

Legal - None foreseen

Cultural - Ensuring sensitive cultural information is removed from current teachings. Educating non-Native people about cultural appropriation and cultural respect

Market - Getting the word out and buying from School Districts. Communicating the importance of authentic, true-based teaching

Overcome barriers - 

Financial - Creating informational materials/Powerpoint/Prezi to educate funders, school districts on the project. Working with Superintendents directly and local foundations. 

Technical - Developing and strengthening relationships with Haudenosaunee website designers

Legal - None foreseen

Cultural - Working with educators and providing professional development teaching about cultural appropriation and cultural respect

Market - Creating press releases, meeting with Superintendents, educators, sharing Powerpoint/Prezi, going into schools to share/present/discuss the importance of authentic, true-based teaching, conducting focus groups with educators

Team - 

Full time - 1

Part time - 1

Contract - 3

Jeanette Miller Jemison (Mohawk/Snipe Clan). Friends of Ganondagan’s first Executive Director for 25 years. In July 2013, she stepped aside to a new Executive Director so she could focus primarily on programming and events for Ganondagan. For more than two decades, Jeanette has been instrumental in the development of many unique and educational Indigenous programs for Ganondagan. Her leadership encompasses collaborating with Indigenous artists/performers/knowledge keepers and building numerous community partnerships. 

Marissa Manitowabi (Seneca) has trained/worked in the design and museum fields. She earned a B.F.A in Product Design/M.S.Ed. in Museum Education. Raised/trained in progressive education, with life-long involvement in hands-on activities, Marissa creates engaging experiences for children that foster learning informed by Indigenous knowledge. She is currently a consultant at the American Museum of Natural History and two New York City-based schools. She has also developed projects and content for the National Museum of the American Indian/The Seneca-Iroquois National Museum/ Kenjgewin Teg Educational Institute/the 400-year commemoration of the Two Row Wampum Treaty. 

G. Peter Jemison is a Heron Clan member of the Seneca Nation of Indians. He is the Historic Site Manager of Ganondagan State Historic Site, the site of a 17th century Seneca Indian town located in Victor, New York. Peter is a professional artist, curator of Native American Art and author. 

Gabriele Papa (Seneca), Haudenosaunee Interpreter, Educational Consultant Salamanca School District/Seneca Nation, Working on her Masters of Education/Native American Teaching

The Friends of Ganondagan, is a not for profit, 501c. (3) Corporation created in 1989 as a private educational partner to Ganondagan State Historic Site.

Located in Victor, New York, Ganondagan is the only New York State Historic Site dedicated to Native Americans/Seneca and Haudenosaunee (Iroquois) people, and the only Seneca town developed and interpreted in the U.S. Ganondagan is the internationally recognized resource for Haudenosaunee history/culture/living traditions that express universal ideals of peace, cooperation, and respect for each other, and the natural world.

Friends of Ganondagan provides cultural programming to enrich the understanding of Seneca/Haudenosaunee values/culture/contemporary life. 

Mission Statement

To honor and promote Haudenosaunee history and culture and to strengthen traditions through inspirational and transformational programming and other activities at Ganondagan with special emphasis on:

• Encouraging respect and understanding between Native Americans and non-native Americans.
• Collaborating with NYS, Haudenosaunee (Iroquois) and the local community to support and develop Ganondagan State Historic Site.
• Extending values to the public that are alternatives to the popular culture.
• Developing Native American youth and educating them in the wisdom of their elders.
• Collaborating with other indigenous people of the world as well as with diverse religious and ethnic communities to promote the common values of peace, cooperation and respect for each other and the natural world.

Current educational experiences for Indigenous students consist of mostly White teachers sharing misguided/myth-based Indigenous history/culture, primarily in November. This teaching is devoid of authentic/comprehensive/accurate curriculum appropriately reflecting students’ histories/cultures. 

Our online Haudenosaunee curriculum/professional development for educators/students will improve how Indigenous history and culture is taught in schools. Drawing from Haudenosaunee oral traditions/language/material culture/community-based knowledge keepers, Haudenosaunee educators will visit tribal communities to gather/organize/edit/analyze/synthesize teaching materials, develop curriculum and create an online resource.

There is a need both nationally/globally for Indigenous educators to develop authentic teaching materials/curriculum reflective of their own distinct histories/unique cultural traditions.

The framework to developed/teach Haudenosaunee curriculum/online can be adapted by different tribal nations/Indigenous peoples globally. 

Monitoring & Evaluation (e.g. collecting/using data, measuring impact)

Technology (e.g. software or hardware, web development/design, data analysis, etc.)

MIT faculty or initiatives, or Solve Members.

Authentic education, cultural teachings, and representation of Indigenous peoples through programming directly benefits the health and well-being of Indigenous peoples in the US. 

Our project, Indigitizing Haudenosaunee Curriculum will provide students and educators with teachings that are embedded in the core curriculum to accurately educate about U.S. history from an authentic Haudenosaunee perspective. Professional development is a large part of what we provide to ensure educators have an understanding/respect of Haudenosaunee culture.