Level 1: IEFA

1. Level 1: IEFA Presented by: Eliza Sorte and WMPER (Western Montana Partnership for Educational Resources)

2. “Let us put our minds together and see what life we can make for our children.” Tatanka Iyotake (Sitting Bull)

3. Contact Numbers and Websites • elizasorte@centurytel.net • www.nwmteducationalcoop.org PASSWORD: GUEST2006 • www.cspd.net • www.opi.mt.gov

4. Introductions • Meet your presenter . . . • Eliza Sorte • Currently the director of the Northwest Montana Educational Cooperative • Grew up on the Fort Peck Reservation • Taught Nursery--College Levels • Taught in Dhaka, Bangladesh • Masters in Multicultural, ESL, and Bilingual Education • On steering committee for WMPER

5. Who are You? • Name • Hometown or homestate • Subject Area • IEFA Knowlededge Level (0=no knowledge ----- 5=professor level)

6. Objectives • Know the history of IEFA • Know and understand the Essential Understandings regarding MT IEFA • Know how to evaluate and obtain quality resources to implement IEFA

7. Agenda • Pre-Test • KWL • Video • Constitutional Connections • Essential Understandings Jigsaw • Evaluating Materials • Materials Museum • Teacher Cautions • Lesson Planning • Evaluation

8. Pre-Test • Using the MT map, how many reservations and tribes can you locate and name?

9. Correct Your Work Little Shell (no reservation)

10. K-W-L What do you KNOW already about IEFA? What do you WANT to know about IEFA? At the end, we’ll look at what you’ve LEARNED. Now, let’s look at our W’s to frame our day.

11. Video from OPI and Mike Jetty

12. Constitutional Connections • Every Montanan, whether Indian or non-Indian, be encouraged to learn about the distinct and unique heritage of American Indians in a culturally responsive manner • All school personnel should have an understanding and awareness of Indian tribes to help them relate effectively with Indian students and parents • Every educational agency and all educational personnel will work cooperatively with Montana tribes when providing instruction and implementing an educational goal

13. Two Purposes • Indian Education for All • Addressing the Achievement Gap for Montana Indian Students

14. Constitutional Connections The language added via Montana Constitutional Article X, Section 1(2): “The state recognizes the distinct and unique cultural heritage of American Indians and is committed in its educational goals to the preservation of their cultural integrity.”

15. Essential Understandings Jigsaw • With your group, summarize your essential understanding in a sentence. • Write down an “ah-ha” about your essential understanding. • Generate a question that you still have regarding your essential understanding.

16. Let’s Share!

17. Essential Understanding 1 Reservations Tribal Groups • There is great diversity among the 12 tribal Nations and each contributes to modern Montana in a unique way.

18. Essential Understanding 2 • There is no generic American Indian. • There is a continuum of Indian identity ranging from the assimilated to the traditional. • When talking and teaching, one goal is to be as tribally specific as possible; try to avoid generalizations.

19. Essential Understanding 3 • The ideologies of Native traditional beliefs and spirituality are alive today as tribal cultures, traditions, and languages are still practiced. • They are incorporated into how tribes govern themselves and their affairs. • There is an oral history present that is as valid as any written history.

20. Essential Understanding 4 • Reservations were not “given” to tribes, but rather they are land reserved for tribes for their own use. • These lands were reserved through treaties.

21. Essential Understanding 5 • Many federal policies, throughout American history, impacted Indian people and shape who they are today. • Some major periods were: Colonization Period, Treaty Period, Allotment Period, Boarding School Period, Tribal Reorganization, Termination, and Self-Determination.

22. Essential Understanding 6 • History is a “story” with many narrators. • Histories are being discovered and rediscovered. • Indian history told from an Indian perspective conflicts with what mainstream history tells us. A clear understanding of Indian history needs to be in place when using outdated text books so that history is not just provided from a mainstream perspective.

23. Essential Understanding 7 • Under the American legal system, Indian tribes have sovereign powers, separate and independent from federal and state governments. • The extent and breadth varies.

24. To Summarize • Culture • Diversity • History • Sovereignty

26. Resources • Evaluating Content • OPI • Oyate • Cultural Committees • American Indian Perspective/Authorship • Perpetuation of Stereotypes and Bias

27. Materials Museum • On display . . . --Lies My Teacher Told Me --Full Circle Materials --OPI DVDs --OPI Downloadables --Oyate Catalog --Various Children’s Books

29. Teacher Cautions • Never say “never” and never say “always” • Beware “Fakelore” • Read the book before you read it with students • Everything’s presented with a point of view, help your students with their critical literacy • Pay attention to cultural norms regarding traditional stories

30. Lesson Planning Consider . . . Content Best Practices IEFA Essential Understandings Presentation Banks’ Approach

32. K-W-L • Pull back out your K-W-L Chart. • Take a few minutes to complete the L section. • Did you get your W’s addressed?

33. Questions ? ? ? • Comments . . . • Concerns ! ! !

34. Evaluation Stars (compliments) Steps (critiques)

35. Special Thanks! • WMPER Steering Committee (Nancy Marks, Joyce Silverthorne, Chris Kuschel, Eliza Sorte, Kathleen Dent, & Rachel Villeaux) • Mike Jetty and OPI’s IEFA Division • Nancy Marks and CSPD • Full Circle Materials (Wendy Warren and Bobby Ann Starnes) • Mission School • Julie Cajune • Regina Sievert • Julie Kulick (Northwest Montana Educational Cooperative)

36. Contact Numbers and Websites • elizasorte@centurytel.net • www.nwmteducationalcoop.org LOGIN: GUEST2006 • www.cspd.net • www.opi.mt.gov