Teacher Resources
Below is a list of resources for teachers from NYSED and external sources:
Indigenous Culture and Language Instruction
In June 2023, the Board of Regents adopted a regulatory amendment establishing the Indigenous Culture and Language Studies (All Grades) certificate to promote the teaching of Indigenous cultures and languages. Follow the link to access the certificate application in the TEACH system. Requirements for obtaining the certificate can be found under the “Classroom Teacher” area of interest on theSearch Certification Requirements webpage.
The 91ƽ Seal of Biliteracy is awarded to high school graduates who attain a high level of proficiency in English and one or more world languages. High school students who are proficient in an Indigenous language are eligible to work toward this credential. Follow the link to read more about the NYSSB and to see if your school participates.
Salamanca City Central School District Native American Curriculum Team
Background information from the Salamanca City CSD Native American Curriculum Team:
To create the Indigenous Studies Standards, there were several steps in the process (We are on step 9, but do not plan to submit them to NYSED until the process is done): (1) research within the team (2) development of initial standards with Indigenous Studies Committee (3) applying the standards in a wide variety of classrooms to find strengths and weakness (this happens continually) (4) review and revision by local experts and community members (5) final review and approval of contributors (6) post for public comment (7) submission to Seneca Nation Council for comment and approval (8) submission Salamanca City Central School District Board of Education for comment and approval (9) presentation to other school districts serving Onöndowa’ga:’ (Seneca) students (10) presentation to other Hodinöhšö:ni:h nations (11) presentation to Grand Council (12) submission to 91ƽ (NYSED).
The Indigenous Studies Standards are written so that school districts can adapt them as needed in their local area. Each of the proposed 91ƽ standards includes the phrase “local indigenous” specifically for that reason. For the local standard “local indigenous” was simply replaced with “Onöndowa’ga:’(Seneca).” It is expected that a school district in Mohawk territory, as an example, would work with the Mohawk community to create a set of local standards that are appropriate. Salamanca School District is located in Ohi:yo’ territory (Allegany territory of the Seneca people) and the Onöndowa’ga:’(Seneca) community was included to create the local standards and content. This should only be regarded as a model for those outside of Ohi:yo’ territory.
The Indigenous Studies Standards are divided into two broad concepts: culture and history. Culture is further subdivided into (1) Language, (2) Creation, (3) Ceremony, (4) Dance, Music, Song, Sport, Games and Art, (5) Giving Thanks, (6) Food, Agriculture and Sustainability, and (7) Daily Life and Belief Systems. History is subdivided into (8) Government, (9) Contact, Continuity and Change, (10) Treaties and Diplomacy, (11) Reservations, Assimilation and Dispossession, and (12) Revitalization and Activism. Both culture and history should be taught in all grades. However, culture is the primary focus in the younger grades (k-6) while history is the primary focus of the secondary level (9-12). Grades 7 and 8 are the transition toward history.
Please do not hesitate to contact us at nact@salamancany.orgfor any questions. You can also visit our webpage at
Smithsonian Institute
Smithsonian Institute's Native Knowledge 360° provides new perspectives on Indigenous history and cultures through educational materials, virtual student programs, and teacher training. "NK360° challenges common assumptions about Native peoples and offers a view that includes not only the past but also the vibrancy of Native peoples and cultures today."
A component of the Smithsonian Institute, NMAI houses an expansive collection of Native artifacts (objects, photographs, archives, and media) from the entire Western Hemisphere. NMAI has locations in Washington DC and New York City.
This site offers free access to the digital edition of the magazine as well as a digitized archive.
Indigenous Studies - Other Instructional Resources
This site provides links to a number of K-12 multimedia classroom resources about Indigenous culture and history, ranging in focus from 91ƽ to across the United States.
This site introduces educators to 18 resources that can be used to teach Indigenous history and culture at the middle and high school levels.
NILL is a library devoted to federal Indian and tribal law that maintains a collection of Indian law resources.
This resource guide provides educators with information and resources about the eight federally recognized Tribal Nations in 91ƽ. It was developed in 2012 by theNYS Language Regional Bilingual Education Resource Network at New York University.
This list of resources was complied by the National Education Association to help educators teach students"honestly and accurately" about Native American history.
Resources for Educators of Indigenous Students
A 2002 review of research related to different learning styles of Indigenous students.
This article discusses the culture and learning styles of Indigenous students.
Formed in Minneapolis, Minnesota in 1969, the NIEA seeks to improve educational opportunities and outcomes in Indigenous communities, promotes educational sovereignty, and supports the continuing use of traditional knowledge and language. The website contains information on college resources for Indigenous students, professional learning, Indigenous language and culture resources, Indigenous education research, and digital learning resources.
This historical document is a position paper that informed and educated policymakers at the time of publication on how educational opportunities for Indigenous students could be improved.
