Infusing Dakota Values and Indigenous Pedagogies into Secondary Social Studies Curriculum

Abstract

This project was very meaningful for me both professionally and personally. There was a lot of growth as a researcher, teacher, and person; this growth is reflected in the project as well. I chose Dakota values to be regionally conscious of students that may be in the classroom and their cultures. The project itself shows how Indigenous pedagogies can be applied to content that may not appear to be Indigenous-related. The unit covers the emergence of trade on a global scale (700-1500CE) in a ninth grade world history classroom. Using Understanding by Design’s backward planning model as well as a variety of Indigenous pedagogies described in the Literature Review to create the unit. Chapters 1-4 covers my rationale, reflections, thoughts, theories, and research that led to the project