Native American/Alaskan Native
OutreachNative American/Alaskan Native ProgramThe Native American/Alaskan Native Program within the Bremerton School District receives funding through a federal grant from the Office of Indian Education in Washington, DC. The focus for our grant is to increase knowledge of cultural identity and awareness by increasing integration of Native American specific content into the curriculum and to provide enriching opportunities to learn of the Native American culture. This school year (2018-19) we have exciting plans to visit local Native Ameircan tribal museums and cultural centers and have a guest speaker speak our schools during November "Native American Month". Our grant funding is based upon the number of Title VII Student Eligibility Certification Form (506 form) received for each active student. All Native American/Alaskan Native students are eligible for the services that are provided in our program.
Native American/Alaskan Native LiaisonsJanetlyn Plain Bull St. Pierre-Kight - Janetlyn is our Native American/Alaskan Native Outreach Liaison working with our students, families, teachers, and school staff to link families and students with community and school resources and to to fullfill our grant goal of increasing knowledge and awareness of the Native American culture through specific Native American content integrated into the current curriculum.Native American Parent Advisory CommitteeThe Parent Advisory Committee provides parents and families with information and opportunities to express their views and concerns for the Native American/Alaskan Native Outreach program in the Bremerton School District. The Parent Advisory Committee meets with parents and community three times a year, our next meeting will be announced soon.On-Line CurriculumOSPI Indian Education Office has a new web-based Tribal sovereignty on-line curriculum. In 2005, the Washington State Legislature passed House Bill 1495, which officially recommended inclusion of tribal history in all common schools.
An inquiry based approach with five essential questions:
- How does physical geography affect the distribution, culture, and economic life of local tribes?
- What is the legal status of tribes who negotiated or who did not negotiate settlement for compensation for the loss of their sovereign homelands?
- What were the political, economic, and cultural forces consequential to the treaties that led to the movement of tribes from long established homelands to reservations?
- What are the ways in which tribes responded to the threats to extinguish their cultures and independence, such as missionaries, boarding schools, assimilation policies, and the reservation system?
- What have tribes done to meet the challenges of reservation life? What have these tribes, as sovereign nations, done to meet the economic and cultural needs of their tribal communities?
A place-based approach. Our approach encourages teachers and students to address the essential questions in the context of tribes in their own communities.
An integrated approach. Teachers choose how much time to spend on tribal sovereignty content to complete their units throughout the year. The integrated approach provides three levels of curriculum for each of the OSPI recommended social studies units, each level building on the last. Where appropriate, units build toward successful completion of Content Based Assessments (CBA).LinksContact Information:Director: Linda Sullivan-DudzicNAAN Elementary Liaison: Janetlyn Plain Bull St. Pierre-KightJanetlyn - 360-271-9124Secretary: Kim MayoPhone: 360-473-1077
Last Modified on November 1, 2018