Affirming Indigenous Sovereignty: A Civics Inquiry

Autor/inn/en	Shear, Sarah B.; Sabzalian, Leilani; Buchanan, Lisa Brown
Titel	Affirming Indigenous Sovereignty: A Civics Inquiry
Quelle	In: Social Studies and the Young Learner, 31 (2018) 1, S.12-18 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1056-0300
Schlagwörter	Tribal Sovereignty; Social Studies; Elementary School Students; Guidelines; Educational Planning; Citizenship Education; Units of Study; Academic Language; American Indian Education; Language Arts; Common Core State Standards; Land Settlement; Foreign Policy; Treaties; Federal Indian Relationship; Educational Resources + Suchen Sie Ihr Suchwort? Gemeinschaftskunde; Richtlinien; Bildungsplanung; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Lerneinheit; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Sprachkultur; Common core curriculum; Curriculum; Kerncurriculum; Siedlungsraum; Außenpolitik; Abkommen; Bildungsmittel
Abstract	Indigenous sovereignty is an essential component of civics education. Historical and contemporary examples of infringements on the sovereign rights of Native nations exist, in part, due to the disregard of tribal sovereignty, nationhood, and citizenship. Given the aims of inquiry leading to informed action, we see a strong fit for using the College, Career, and Civic Life (C3) Framework as an entry to instructional planning about Indigenous sovereignty for upper elementary social studies. In this article, the authors outline a four-part unit that incorporates academic keywords, provides a foundation for understanding Indigenous sovereignty, and deliberates current events related to sovereignty. (As Provided).
Anmerkungen	National Council for the Social Studies. 8555 Sixteenth Street #500, Silver Spring, MD 20910. Tel: 800-683-0812; Tel: 301-588-1800; Fax: 301-588-2049; e-mail: membership@ncss.org; Web site: http://www.socialstudies.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01