Teacher Resources
Below is a list of resources for teachers from 群交Porn and external sources:
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Indigenous Culture and Language Instruction
In June 2023, the Board of Regents adopted a regulatory amendment establishing the Indigenous Culture and Language Studies (All Grades) certificate to promote the teaching of Indigenous cultures and languages. Follow the link to access the certificate application in the TEACH system. Requirements for obtaining the certificate can be found under the 鈥淐lassroom Teacher鈥 area of interest on the听Search Certification Requirements webpage.
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New York State Seal of Biliteracy
The New York State Seal of Biliteracy is awarded to high school graduates who attain a high level of proficiency in English and one or more world languages. High school students who are proficient in an Indigenous language are eligible to work toward this credential. Follow the link to read more about the NYSSB and to see if your school participates.
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Salamanca City Central School District Native American Curriculum Team
Background information from the Salamanca City CSD Native American Curriculum Team:
To create the Indigenous Studies Standards, there were several steps in the process (We are on step 9, but do not plan to submit them to 群交Porn until the process is done): (1) research within the team (2) development of initial standards with Indigenous Studies Committee (3) applying the standards in a wide variety of classrooms to find strengths and weakness (this happens continually) (4) review and revision by local experts and community members (5) final review and approval of contributors (6) post for public comment (7) submission to Seneca Nation Council for comment and approval (8) submission Salamanca City Central School District Board of Education for comment and approval (9) presentation to other school districts serving On枚ndowa鈥檊a:鈥 (Seneca) students (10) presentation to other Hodin枚h拧枚:ni:h nations (11) presentation to Grand Council (12) submission to 群交Porn (群交Porn).
The Indigenous Studies Standards are written so that school districts can adapt them as needed in their local area.听 Each of the proposed New York State standards includes the phrase 鈥渓ocal indigenous鈥 specifically for that reason. For the local standard 鈥渓ocal indigenous鈥 was simply replaced with 鈥淥n枚ndowa鈥檊a:鈥(Seneca).鈥澨 It is expected that a school district in Mohawk territory, as an example, would work with the Mohawk community to create a set of local standards that are appropriate.听 Salamanca School District is located in Ohi:yo鈥 territory (Allegany territory of the Seneca people) and the On枚ndowa鈥檊a:鈥(Seneca) community was included to create the local standards and content.听 This should only be regarded as a model for those outside of Ohi:yo鈥 territory.
The Indigenous Studies Standards are divided into two broad concepts: culture and history.听 Culture is further subdivided into (1) Language, (2) Creation, (3) Ceremony, (4) Dance, Music, Song, Sport, Games and Art, (5) Giving Thanks, (6) Food, Agriculture and Sustainability, and (7) Daily Life and Belief Systems. History is subdivided into (8) Government, (9) Contact, Continuity and Change, (10) Treaties and Diplomacy, (11) Reservations, Assimilation and Dispossession, and (12) Revitalization and Activism. 听Both culture and history should be taught in all grades. However, culture is the primary focus in the younger grades (k-6) while history is the primary focus of the secondary level (9-12). Grades 7 and 8 are the transition toward history.
Please do not hesitate to contact us at nact@salamancany.org听for any questions.听 You can also visit our webpage at
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Smithsonian Institute
Smithsonian Institute's Native Knowledge 360掳 provides new perspectives on Indigenous history and cultures through educational materials, virtual student programs, and teacher training. "NK360掳 challenges common assumptions about Native peoples and offers a view that includes not only the past but also the vibrancy of Native peoples and cultures today."
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A component of the Smithsonian Institute, NMAI houses an expansive collection of Native artifacts (objects, photographs, archives, and media) from the entire Western Hemisphere. NMAI has locations in Washington DC and New York City.
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This site offers free access to the digital edition of the magazine as well as a digitized archive.
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Indigenous Studies - Other Instructional Resources
This site provides links to a number of K-12 multimedia classroom resources about Indigenous culture and history, ranging in focus from New York State to across the United States.
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This site introduces educators to 18 resources that can be used to teach Indigenous history and culture at the middle and high school levels.
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NILL is a library devoted to federal Indian and tribal law that maintains a collection of Indian law resources.
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This resource guide provides educators with information and resources about the eight federally recognized Tribal Nations in New York State. It was developed in 2012 by the听NYS Language Regional Bilingual Education Resource Network at New York University.
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This list of resources was complied by the National Education Association to help educators teach students听"honestly and accurately" about Native American history.
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Resources for Educators of Indigenous Students
A 2002 review of research related to different learning styles of Indigenous students.
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This article discusses the culture and learning styles of Indigenous students.
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Formed in Minneapolis, Minnesota in 1969, the NIEA seeks to improve educational opportunities and outcomes in Indigenous communities, promotes educational sovereignty, and supports the continuing use of traditional knowledge and language. The website contains information on college resources for Indigenous students, professional learning, Indigenous language and culture resources, Indigenous education research, and digital learning resources.
This historical document is a position paper that informed and educated policymakers at the time of publication on how educational opportunities for Indigenous students could be improved.听