Curriculum Expressions |

(These are the curriculum expressions that are the backbone for Shane Doyle (Crow) and Megkian Doyle’s curriculum, “Living within the Four Base Tipi Poles of the Apsáalooke Homeland.”)

Honoring Tribal Legacies along the Lewis and Clark National Historic Trail.

Students will understand that

a diversity of American Indian peoples were the original inhabitants of North America and have made significant contributions to the U.S. over time and continue to do so today.
history can be described and interpreted in various ways and from different perspectives.
knowledge of cultural, environmental, political, social, and economic factors affects how we make sense of a particular place.
specific places are affected by past, present, and future events occurring locally, regionally, nationally, and globally.
decisions that are made about a place at a particular time will affect the status of that place for years to come.

How does the concept of “since time immemorial” relate to the world in the past, present, and future?
What are the creation stories of this place? How are these stories pertinent to understanding the world today?
What are the ancestral sites and scope of territory of American Indian tribes who have inhabited this place?
How have relationships between people and the natural and built environment of this place been viewed?
How have American Indian peoples traditionally:
- named, described and interpreted this place?
- interacted with and contributed to the natural environment of this place?
- built relationships and communicated with each other in this place? o created and organized a built environment in this place?
- transported themselves and goods through this place?
Why did other groups of people come to this place?

What political, economic, social, environmental, and cultural conditions led to Lewis and Clark visiting this place?
How did members of the Lewis and Clark expedition describe and interpret this place?
How have the perspectives of the Lewis and Clark expedition been passed down through time?
How did American Indian peoples describe encounters with members of the Lewis and Clark expedition?
How did tribal peoples contribute to the Lewis and Clark expedition at this place?
How have tribal perspectives of the Lewis and Clark expedition been passed down through time?

Since the time of the Lewis and Clark expedition
- Why did various groups of people come to this place?
- What political changes have occurred in this place?
- What changes in the natural environment have occurred in this place?
- What changes in lifeways, social interaction, and communication among peoples have occurred in this place?
- What changes in the traditional cultures and languages have occurred in this place?
- What economic changes have occurred in this place?
- How has the health and wellbeing of tribal peoples been affected?
Why was the Lewis and Clark National Historic Trail established?
How did the Bicentennial commemoration affect relationships between tribes and other stakeholder groups?
What lessons can be learned from the Bicentennial commemoration?
What purposes are served by the Trail today to honor tribal legacies?
How is understanding of the Trail enhanced through contemporary tribal cultures, languages, cultural landscapes, place names, sacred sites, and communities?
What cultural resources are in danger of being lost?
What conditions and trends pose threats to cultural resources?
What cultural attributes of this place should be protected and restored?

What does the future hold for this place?
How might tribal cultures, languages, cultural landscapes, place names, sacred sites, and communities of this place be preserved and sustained?
How might the natural environment of this place be preserved and sustained?
How can tribal peoples draw upon the perspectives of their ancestors to forge their future?
How can tribal peoples and other stakeholder groups work together to forge their future?

Curriculum Expressions