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Resources for Educators & Administrators | Tribal History / Shared History

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Tribal History / Shared History: Exemplary Practices for Teachers SB 13: In 2017, the Oregon Legislature enacted Senate Bill 13, known as Tribal History / Shared History. This bill was the culmination of decades of organizing and curriculum work by the nine federally recognized Tribes within Oregon. The law directs the Oregon Department of Education to develop a K-12 Native American curriculum in partnership with Oregon Tribes. Through listening sessions, interviews, and surveys, we collected examples of successful implementation of Tribal History / Shared History (TH / SH) curriculum. Exemplary TH / SH Implementation: 1.) Aligns significantly with the lesson plan in terms of: 1) essential understandings 2) learning outcomes 3) essential questions 4) standards 5) practices 6) assessment 7) reflection and closure. Example: Teachers participate in professional development learning about TH / SH’s nine essential understandings of Native Americans in Oregon. This learning opportunity focuses on the “why” behind the essential understandings component of the curriculum.
2. Allows students to share and reflect on their own culture(s) and express themselves in their home or traditional language(s). Example: Students design a science lesson on the traditional use of plants, using the nettles found on school grounds. Teachers assist with the editing and presentation of the material, encouraging students to connect with the land and with Indigenous practices. 2. Acknowledges contemporary Indigenous leaders and issues to emphasize that Indigenous people are still here. Example: Because TH / SH was achieved through Tribes’ organizing and curriculum development efforts, teachers amplify Indigenous voices from those Tribes and partner with Native educators to tell important stories. “I feel like the Tribal community has been so generous with their resources, their time, and their teaching, allowing us to learn from them.”
4. Draws from Indigenous analyses and methodologies to emphasize Native perspectives. Example: A school implements an interdisciplinary, multi-year project that maps the native plants on school grounds. Participating students “feel more connected to the land...you see kids taking more care of the natural world...And they’re able to identify [native plants] and know that they’ve been here since time immemorial.” 5. Seeks collaborations and partnerships with local Tribes and Native leaders and organizations. Example: A district partners with local Tribal members and organizations on the creation of a Native American Student Union. This union serves as a hub for families and the various Tribes in the area. Tribal members are also present in classrooms and advise the implementation of the curriculum.
6. Teaches with an open heart, demonstrating kindness, honesty, and enthusiasm. Example: To teach students about Native American identity in the context of Oregon history, a teacher assigns the novel Indian No More by Charlene Willing McManis and Traci Sorell. This book won the 2020 American Indian Youth Literature Award for Best Middle Grade Book and was a 2020 Global Read Aloud Choice. The teacher shares, “It is SO good!” Students loved the book and were engaged in animated discussions about the main character, Regina Petit. These recommended practices draw from: Christian, S., & Larson, R. (2023). Implementation of the Tribal History / Shared History Curriculum. Region 16 Comprehensive Center. Oregon Department of Education (n.d.). Educator Toolkit. About Region 16 Comprehensive Center: Region 16 Comprehensive Center, a network of 29 educational service agencies in Alaska, Oregon, and Washington, is a responsive and innovative partner guided by the needs of educators and communities to improve the quality and equity of education for each student. Region 16’s innovative model creates stronger networks of services and supports for students, staff, families, and educators. Relationships with our communities and equitable access to opportunities for our students are at the center of our mission, vision, and values. Connect with our team: r16cc.org r16cc@serrc.org The contents of this document were developed under a grant from the Department of Education. However, the contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal government. This work has been created in partnership with the Region 16 Comprehensive Center.
Tribal History / Shared History | Recommended Practices for Professional Development SB 13: In 2017, the Oregon Legislature enacted Senate Bill 13, known as Tribal History / Shared History. This bill was the culmination of decades of organizing and curriculum development by the nine federally recognized Tribes in Oregon. The law directs the Oregon Department of Education to develop a K-12 Native American curriculum in partnership with Oregon Tribes. Sustained, supportive professional development for Oregon educators is critical for strong, culturally sustaining Tribal History / Shared History implementation. Sustained, supportive professional development for Oregon educators is critical for strong, culturally sustaining Tribal History / Shared History implementation. Sustained, supportive professional development for Oregon educators is critical for strong, culturally sustaining Tribal History / Shared History implementation. Sustained, supportive professional development for Oregon educators is critical for strong, culturally sustaining Tribal History / Shared History implementation. 1. Center Indigenous stories to make learning relevant and accessible for teachers unfamiliar with Tribal history. 2. Plan for sustained professional development across multiple years, rather than a “one-and-done” approach. 3. Provide options for dates, times, and modalities of delivery (i.e., virtual and in-person offerings). 4. Create opportunities for live sessions where educators can ask questions, access materials, and discuss topics in a supportive, collaborative environment.
5. Support collaborative groups of teachers to learn and integrate the curriculum together as a cohort. 6. Ask trainees to reflect on their own heritage, cultural identities, and experiences with Oregon history. 7. Collaborate with Tribes to provide trainings that are specific to local contexts and communities. 7. Place professional development in the context of equity, social-emotional learning, and a sense of belonging for students. 8. Ground trainings in the essential understandings and the six Ps of Sabzalian’s “Critical Orientations for Indigenous Studies Curriculum.” Region 16 Comprehensive Center, a network of 29 educational service agencies in Alaska, Oregon, and Washington, is a responsive and innovative partner guided by the needs of educators and communities to improve the quality and equity of education for each student. About Region 16: Region 16’s innovative model creates stronger networks of services and supports for students, staff, families, and educators. Relationships with our communities and equitable access to opportunities for our students are at the center of our mission, vision, and values. Connect with our team: Suzanne McFarland Price Oregon State Director s.mcfarlandprice@lblesd.k12.or.us r16cc.org r16cc@serrc.org The contents of this document were developed under a grant from the Department of Education. However, the contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal government. This work has been created in partnership with the Region 16 Comprehensive Center.

In 2017, the Oregon Legislature enacted Senate Bill 13, known as Tribal History / Shared History (TH/SH), directing the Oregon Department of Education (ODE) to develop a K-12 Native American curriculum in partnership with Oregon Tribes. However, ODE discovered that, despite TH/SH being mandated in all Oregon public schools, many schools and educators were not teaching the curriculum or were not implementing it in a culturally sustaining way.

This series of resources for educators and administrators highlights the key points from ODE’s 2023 report on TH/SH implementation in an easily accessible format for teachers and school systems to apply best practices. These resources are in use by both Region 16 Comprehensive Center and ODE’s Office of Indian Education.