1. NATIONAL EDUCATION INITIATIVE FOR K–12 CLASSROOMS

2. A NATIONAL EDUCATION INITIATIVE Why? Tribal leaders asked the National Museum of the American Indian (NMAI) to explain accurately and more completely the experiences and cultures of their peoples.

3. Recognition of the detrimental impacts of misinformation Realization of NMAI’s unique position Acknowledgment of the Smithsonian’s brand and reputation for scholarship HOW THE CONCEPT EMERGED

4. VALUE American Indian history is a vital part of the American narrative, and is everyone’s history. The National Education Initiative (NEI) uses the Smithsonian and NMAI brands and resources to correct and expand what is taught about Native peoples in America’s schools and to empower Indian nations and teachers.

5. BUILDING THE FOUNDATION 2004–2013 Engagement with national, state and regional partners and advisors Evaluation of products and programs Research on national trends in education and textbook treatment of American Indian content Content sharing & development

6. THE GOAL To change what students learn and how teachers teach about American Indians

7. NATIONAL EDUCATION INITIATIVE An innovative long-term strategy featuring three objectives CONTENT DEVELOPMENT Create new curriculum resources with Native Nations, teachers, and students PROFESSIONAL DEVELOPMENT Collaborate with teachers at the national, state, local, tribal for training and sharing best practices PARTNERSHIP BUILDING Identify strategic partners with mutual educational goals and philosophies

8. PARTNERSHIPS NMAI will develop teacher and student networks, and identify leaders in the field test, evaluate, and distribute materials and programs create instructional resources and professional development programming advocate for changes in policy, curriculum, and classroom teaching.

9. CONTENT DEVELOPMENT TEN ESSENTIAL UNDERSTANDINGS  Culture  Time, Continuity, and Change  People, Places, and Environments  Individual Development and Identity  Individuals, Groups, and Governance  Power, Authority, and Governance  Production, Distribution, and Consumption  Science, Technology, and Society  Global Connections  Civic Ideals and Practices

10. NMAI ESSENTIAL UNDERSTANDING #6: POWER, AUTHORITY, AND GOVERNANCE The 21 st -century classroom should include experiences that provide for the study of how American Indians create, interact with, and change structures of power, authority, and governance. American Indians devised and have always lived under a variety of complex systems of government. Tribal governments faced rapid and devastating change as a result of European colonization and the development of the United States. Tribes today still govern their own affairs and maintain a government- to-government relationship with the United States and other governments.

11. CONTENT DEVELOPMENT Lessons will have these components: historical and contemporary community stories NMAI and other resources—exhibits, collections, photos, maps, documents and other media online activities assessment tools curriculum connections—NMAI’s ten essential understandings, textbooks, national standards Living Maya Time website

12. Stay Involved E-newsletter for educators Regional workshops and listening sessions NEI Outreach Page: http:neioutreach.wikia.com/wiki/NEIoutreach_Wiki. http:neioutreach.wikia.com/wiki/NEIoutreach_Wiki launch a National Teacher Training Institute in 2015.

13. Contact us Robert Alexander, Partnership Specialist, alexanderrr@si.edu 301-238-1496 alexanderrr@si.edu Megan Byrnes, Teacher Services Coordinator, ByrnesM@si.edu 202-633-6957ByrnesM@si.edu Renée Gokey, Student Services Coordinator, GokeyR@si.edu 202-633-6639 GokeyR@si.edu

14. NMAI ESSENTIAL UNDERSTANDING #1: AMERICAN INDIAN CULTURES The 21 st -century classroom should include experiences that provide for the study of cultures and cultural diversity. Culture is a result of human society. People acquire knowledge and value by interacting with other people through common language, place, and community. In the Americas, there is vast cultural diversity among the more than 2,000 tribal groups. Tribes have unique cultures and ways of life that span history from time immemorial to the present day.

15. Cultural Competency Cultural competency comprises four components: Awareness of one's own cultural worldview Knowledge of different cultural practices and worldviews Understanding one’s own attitude towards cultural differences Cross-cultural skills. Developing cultural competency results in an ability to learn, communicate with, understand, and effectively teach about other cultures. Things to consider when working with Native people: Know when to ask questions for clarification. Nobody is an expert in every cultural community. Not every question may be answered.

16. Break-out session Divide into groups of five. Designate one recorder to write down responses, one person to report out. What are three of the most pressing topics in need of cultural competency training & materials? What are strategies or materials that you have developed or used in the classroom that promote cultural competency? As a team, develop an outline for a classroom lesson that addresses one cultural competency topic and discuss why you think this is a strong cultural competency activity.