Resource Guide for Teaching Culturally Relevant United States History

to American Indian High School Students

Focus: Pre-Colonization to 1800
Constance A. Barnes I constance_barnes@ymail.com
Professional Questions and
Rationale
How can high school social studies teachers make content culturally relevant
to American Indian students?
Historically, schools have approached multicultural curriculum development
without addressing American Indian belief systems, values, and patterns of
interaction (Bowman, 2003; Calsoyas, 2005; & Martell, 2013). Before
educators can improve the educational experiences of American Indian
children, they must understand and respect the belief systems of these
students (Abu-Saad & Champagne, 2006). High school social studies teachers
can make course content culturally relevant to American Indian students by
using:
Culturally responsive teaching, performance styles, and students earlier
experiences
Experiential learning strategies
Differing perspectives of a complex and diverse American Indian
population

How can high school social studies teachers assist American Indian students to
complete high school through the use of relevant course content and
materials?
High school social studies teachers can help American Indian students
graduate from high school:
When educators and educational institutions recognize cultural
differences and implement culturally relevant course content
When the appropriate motivating factors are acknowledged and
practiced
When resources and lesson plans are utilized that specifically address
the history and culture of American Indian students
Project Goals
The primary goal of this project is to create a resource guide for secondary
social studies teachers that includes culturally relevant material for American
Indian students, while meeting Nevada State Standards. The secondary goal is
to increase retention rates for American Indian students by helping them
relate to materials and strengthening their identity within a safe learning
environment.
Abstract
Barnes, C. A. (2013). Resource guide for teaching culturally relevant United States history
to American Indian high school students focus: Pre-colonization to 1800. )Unpublished
masters professional project). Sierra Nevada College, Incline Village, Nevada.

Compared to other ethnic groups, American Indian students have the lowest
rate of high school graduation, as well as college attendance. American
Indian students want to maintain their cultural and tribal identity and
connection while gaining an education. Research shows that the use of
culturally responsive teaching and culturally relevant content are motivating
factors that engage American Indian students in education. The purpose of
this resource guide is to enable secondary social studies teachers to include
culturally relevant content material for American Indian students in United
States history, while meeting Nevada State Standards. A secondary goal is to
increase retention rates for American Indian students by helping them relate
to materials and strengthening their identity within a safe learning
environment. The resource guide includes a history of American Indian
education, sample lesson plans, and supplemental materials.
Professional Standards
The following professional standards from the National Council for the Social
Studies (NCSS) were addressed in this project:
Thematic Standard 1: Culture and Culture Identity
Thematic Standard 4: Individual Development and Identity
Thematic Standard 5: Individuals
Disciplinary Standard 1: History

The following Core Propositions from the National Board for Professional
Teaching Standards are included:
Proposition 1: Teachers are Committed to Students and Their Learning
Proposition 2: Teachers Know the Subjects They Teach and How to Teach
Those Subjects to Students
The following InTASC standards will be addressed in this project:
Standard 2: Learning Differences.
Standard 7: Planning for Instruction
Content Standards
The following Nevada State Social Studies Standards (revised 2008) were
addressed in the current project:
H1.0 People, Cultures, and Civilizations
H2.0 Nation Building and Development
C14.0 The Federal System: U.S., State, and Local Governments
References
Abu-Saad, I., & Champagne, D. (2006). Indigenous education and empowerment (pp.23-148). Lanham, NY:
Altamira Press.
Bowman, N.R. (2003). Cultural differences of teaching and learning. American Indian Quarterly, 27(1), 91-102.
Calosyas, K. (2005). Considerations in the educational process relative to Native Americans. Cambridge Journal
of Education, 35(3), 301-310. .
Martell, C.C. (2013). Race and histories: Examining culturally relevant teaching in the U.S. history classroom.
Theory & Research in Social Education, 41, 65-88. doi: 10.1080/00933104.2013.755745
0%
10%
20%
30%
40%
50%
Caucasians African
Americans
Hispanics American
Indians
High School Dropout Rates for Specific Ethnicities
Note. American Council on Education, 2002