Indigenous Nations of OUR State - Two Specific Nations in Depth (Part 1)

Land acknowledgment naming TODAY'S specific land we are on. Sovereignty Promise recite with emphasis on present-tense.

• Read land acknowledgment naming the specific Indigenous nation whose homelands the school sits on
• Pause for silent recognition
• Affirm 'these are present-day sovereign nations'

Introduce the FIRST studied Indigenous nation of the state by its own-language name AND English name. Show MG-10 tribal-events photos. Play cultural-office audio recording (with permission). Cover present-tense profile: (1) name in own-language and English; (2) homelands historical and contemporary; (3) language status; (4) creation/origin narrative from own-voice source; (5) contemporary tribal government name and location; (6) one contemporary cultural-life example. Apply NMAI six essential understandings.

• Present-tense protocol is the historian's discipline.

  model Because they are alive today - they govern, speak their language, hold ceremonies, and continue their culture. Past-tense erases their continuity.

  prompt Why do we say 'the [Nation Name] ARE' (present-tense) instead of 'the [Nation Name] WERE'?

• What is the own-language name of the nation we studied today?
• Name two things the nation does TODAY.

Children listen to a cultural-office audio recording (with permission) as a primary source. The cultural-office voice itself is the source - we listen as historians.

M-4-F-CUL-03-A Photograph

MG-10 photo subset: 3 high-resolution photos of contemporary tribal council meetings, language-revitalization classes, contemporary ceremonial events of the FIRST studied nation. Each photo includes cutline with photographer, date, community-organization credit. Style: documentary photography, present-day, full color. LOCALIZE: substitute photos provided by the specific tribal cultural office of the studied nation with explicit permission and credit per cultural-office protocols.

MG-10 Photograph

Living-State Photo Set - 24 high-resolution photos of the state's communities AS THEY ARE TODAY. 6 photos of contemporary tribal-government events (with cultural-office permission and credit) - tribal council meetings, language-revitalization classes, contemporary ceremonial events; 6 photos of contemporary state-civic life - state legislative session, state-capitol public hearing, citizens testifying at a public comment session; 6 photos of contemporary state economy - farmers, fishers, port workers, tech workers, manufacturing workers, agricultural workers across multiple communities; 6 photos of contemporary state cultural life - multi-community festivals, libraries, schools. All photos include cutline with photographer, date, community-organization credit. Style: documentary photography, present-day, full color. PURPOSE: enforce the present-tense protocol - the state's many communities are not historical artifacts.

• In pairs, draft a 2-sentence present-tense profile starting 'The [Nation Name] ARE...'

  scaffold Sentence frames: 'The [Nation Name] ARE ___. Today they ___'
• Locate the contemporary tribal-lands overlay region on MG-2

  scaffold Teacher points to the overlay region first; pairs verify

• Write one sentence in present-tense about today's studied nation.
• Name the tribal-government's location.

• Restate the present-tense rule
• Preview lesson 4 - the SECOND studied Indigenous nation

• Ask a caregiver: 'Do you know the Indigenous nations whose homelands our city/town/region sits on?' Record what they know in 2 sentences. CRITICAL: if family is Indigenous-heritage, child is NEVER asked to perform as cultural expert.