Educator Resources
Cultural sensitivity and accuracy are paramount. The following principles are essential for respectfully representing the Ojibwe and other Native Nations.
Center Contemporary & Sovereign Voices: The primary goal of this site is to represent individual Native Nations as modern, successful, contemporary sovereign nations, not as a historical "relics". Use the present tense ("The Fond du Lac Ojibwe manages its resources...") rather than the past tense. Emphasize the Nation's own voice by quoting from official sources or members, annual reports, and press releases, before going to external sources.
Distinguish Appreciation from Appropriation: This is the most critical line for an educator to navigate.
Appreciation (The Goal): A math lesson on the geometry of beadwork, the focus is on mathematical and cultural understanding. Students learn from the intellectual traditions of the Anishinaabe.
Appropriation (The Harm): A lesson that has students "make their own sacred Ojibwe design" or "create a new clan animal." This trivializes and mimics spiritual or cultural practices.
The Key : The curriculum should be inspired by Anishinaabe concepts, rather than copying or replicating specific artworks or practices without context. The goal is not for students to "play" Anishinaabe; the goal is for them to become better mathematicians (or scientists, or writers, or…) and more culturally-aware citizens by understanding Anishinaabe intellectual traditions.
Be Nation-Specific: Avoid "pan-Indian" generalizations. For example, this site is focused on the Fond du Lac Band of Lake Superior Chippewa (Anishinaabe). Their beadwork is floral. Their language is Ojibwemowin. Their key treaty is the 1854 Treaty of La Pointe. This is distinct from their neighbors, the Dakota, who have different cultural practices, language, and treaty histories. This specificity is the key to accuracy and respect when representing Native Nations in lessons and curricula at large.
Consultation, collaboration, and guidance: Specific stories, practices, and depth of Native teachings belong to the Anishinaabe and other Native people. Incorporating them appropriately means working directly with local Indigenous communities, Elders, and knowledge keepers to ensure authenticity and respect for cultural practices. The mandate to incorporate Native perspectives and teachings into our curricula can provide an opportunity for non-Native educators to include the teachings, but this should be done in partnership with the local community to avoid tokenism or misrepresentation.