James D. Fox, “Archiving Tribal Legacies,” OLA Quaterly 18:3 (Fall 2012), 7–9.
Doug Erickson, “The Persistence of the Lewis and Clark Story in American Literature,” Discovering Lewis and Clark (website), published July 2008.
- Introduction
- Contacts
- Stephanie Wood
- Tom W. Smith
- Alisha Deegan
- Loren Yellow Bird
- Richard Basch
- Shana Brown
- Carol Buswell
- Julie Cajune
- Shane Doyle
- Megkian Doyle
- Anne Gregory
- Sage Hatch
- Rose Honey
- Ella Inglebret
- Carmelita Lamb
- Aisling Roche
- Miriam Rock
- Joseph C. Scott
- Crystal Boulton-Scott
- Norrine Smokey Smith
- Michael W. Taylor
- Casie Wise
- Handbook Volumes
- Jobs
- Curriculum
- Early Childhood
- Elementary
- Honoring Tribal Legacies in Telling the Lewis and Clark Story
- Tribal First Foods: American Indian first foods, legends, and traditional ecological knowledge along the route of the Lewis and Clark Corps of Discovery
- “Good Fire”
- Intermediate
- A Thousand Celilos
- Dear Teachers
- Abstract
- My Story: The Creating of A Curriculum or the Little Rabbit Who Became An Otter
- Introduction
- Curriculum Design Approach
- Selected Common Core State Standards
- Curriculum Expressions
- Lesson Plans
- 1. Refining Reading Skills and Understanding the Value of Place Names
- 2. Comparing Past and Present: Comparing Cultural Practices and Beliefs
- 3. Gathering Data and Determining Author Purpose and Structure: How Cultural Values Impact Places
- 4. Using a Critical Eye to Analyze Source, Draw Conclusions, Make Inferences, and Theorize about Events, People, and/or Ideas
- 5. Synthesizing Information for Presentation
- References
- Exploring Your Community
- Dear Teachers and Students
- Abstract
- My Story
- Introduction
- Curriculum Design Approach
- Selected Common Core State Standards
- Curriculum Expressions
- Lesson Plans
- 1. Starting with YOU
- 2. Recording Your Own Community Experience
- 3. Creating a Classroom Library and Archives
- 4. Understanding and Preserving Oral Histories
- 5. Dealing with Conflicting Ideas
- 6. Examining Primary Sources
- 7. Comparing Existing Secondary Sources
- 8. Looking at Artifacts and Related Materials
- 9. Is My Research Balanced?
- 10. Creating a Secondary Source of Your Own
- Glossary
- Summative Assessment of Learning Outcomes
- Appendices
- Indian Boarding Schools Along the Trail
- Tribal Tongues along the Trail: American Indian Languages, Histories, Values, and Cultures Encountered by the Lewis and Clark Corps of Discovery
- A Thousand Celilos
- Secondary
- Sxwiwis – The Journey
- Living within the Four Base Tipi Poles of the Apsáalooke Homeland
- Abstract
- Our Story
- Introduction
- Curriculum Design Approach
- Selected Common Core State Standards
- Curriculum Expressions
- Classroom Discussion Guidance
- Lesson Plans
- 1. Medicine Wheel
- 2. The Mountain of the Future
- 3. Appsáalooke Life 1805-2014
- 4. What Does My Name Mean?
- 5. Famous Apsáalooke People of 2014: Mardell Plainfeather
- 6. Famous Apsáalooke People of 2014: Christian Takes Gun
- 7. Famous Apsáalooke People of 2014: Kevin Red Star
- 8. Famous Apsáalooke People of 2014: Dr. Joseph Medicine Crow
- Tribal Oral Traditions and Languages in the Plains Region of the Lewis and Clark Trail
- Traditional Native Games Along the Lewis and Clark Trail
- Traditional Economies along the Lewis and Clark Trail: The Missouri Headwaters Before and After the Expedition
- Critical Thinking about Maps and Mapmaking
- There There by Tommy Orange, the Importance of Place, and Contemporary Native American Communities
- The Enduring Legacy of Colonialism: Indian Mascots
- “Survivance” and the Native American Civil Rights Movement, Late 1960s–Present
- Honoring the Warrior Spirit
- Sovereignty and the Muscogee (Creek) Nation, Today and in History
- Sacred Spaces and National Parks
- Post-Secondary
- Videos
- Primary Sources
- Other Resources
- New Units