Native American Studies at Stadium View

Stadium View School provides an integrated approach used during instruction so that Native American literature is used to help teach a social studies concept and is also used to teach reading and other language arts skills and strategies. At Stadium View, teachers collaborate using a novel that helps teach a social studies concept in English class so that it is also used to promote its literary qualities. Effective instructional strategies such as instructional conversations and literature circles are used with the literature wherever it is included.

Native American literature and activities have been included for the following Minnesota State Social Studies Standards for grade levels 9-12:

15. North America was populated by indigenous nations that had developed a wide range of social structures, political systems and economic activities, and whose expansive trade networks extended across the continent. (Before European Contact) Compare and contrast selected examples of diverse societies that existed in North America prior to contact with Europeans; analyze their life ways, social organizations, political institutions, and the effect of their religious beliefs on environmental adaptations. (Before European Contact) Describe change over time in selected indigenous nations, including migration, trade and conflict. (Before European Contact)

16. Rivalries among European nations and their search for new opportunities fueled expanding global trade networks and, in North America, colonization, settlement, and the exploitation of indigenous peoples and lands; colonial development evoked varied responses from indigenous nations, and produced regional societies, and economies that included imported slave labor and distinct forms of local government. (Colonization and Settlement: 1585—1763) Analyze the impact of European colonization within North America on indigenous nations; analyze the impact of indigenous nations on colonization. (Colonization and Settlement: 1585—1763)

The inclusion of a curriculum on tribal governments will aid Indian and non-Indian students to gain an understanding, appreciation and respect for the sovereign tribal governments serving reservations in the United States, in particular, Minnesota. 

Primary text: Indian Country: A History of Native People in America, by Karen Harvey and Lisa Harjo Golden, Co; (Fulcrum. 1998), is a major resource for inclusion of Indian history in the our curriculum. It is especially helpful for helping to understand federal Indian policy that affected and still affects all federally recognized tribes.