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The month of November is National Native American Heritage Month. The Oregon Department of Education, Office of Indian Education honors and lifts our ancestors through celebration of traditional Indigenous knowledge, culture, heritage, and language. Without the support of our elders, the Office of Indian Education would continue to be a dream not yet realized. We honor and respect the government-to-government relationships with our federally recognized tribes of Oregon and strive to lift American Indian / Alaskan Native students, youth, and families.
In reflection, of President Biden and Secretary Deb Haaland acknowledgement of the devastating impacts of Indian Boarding Schools last week, I feel the continued urgency of the work our team holds. The American Indian / Alaska Native Student Success Plan, Tribal History / Shared History curriculum, Tribal Languages, Tribal Attendance Promising Practices, and Tribal Early Literacy efforts are integral and intentional efforts aimed to change the education landscape and highlight the fabulous strengths of each American Indian / Alaska Native students.
Districts can lean into this work through continued learning, consider applying for the USDOE Title VI program, ensuring historically accurate and culturally appropriate curriculum is taught in classrooms, supporting Native educators, and building space and relationships with American Indian / Alaska Native students, families, communities, and Tribes.
Please join us in celebrating National Native American Heritage Month, every month, and every day!
April Campbell, Assistant Superintendent, Oregon Department of Education
On October 25, 2024 President Joe Biden delivered his now historic speech at the Gila Crossing Community School in Laveen Village, Arizona, formally apologizing for the role of the federal government in the mandated removal of children from their families and tribes launching one of the most horrific chapter’s in American History, the Federal Indian Boarding school era. Addressing the nation, he said, “After 150 years, the United States government eventually stopped the program, but the federal government has never — never — formally apologized for what happened until today. I formally apologize as president of the United States of America, for what we did. I formally apologize. And it’s long overdue.”
The apology comes just three months after the second and final volume of the investigative report of the federal Indian boarding school system was published by the Department of the Interior and championed by Secretary Deb Haaland, and expands on the first volume. The volume aims to foster a deeper understanding on the atrocities which occurred at boarding schools, the federal funding for these schools, and outlines policy recommendations aimed at healing and redress for Indigenous communities. One of those policy recommendations was a formal acknowledgement and apology from the United States government regarding its role in adopting and implementing national federal Indian boarding school policies.
Governor Tina Kotek released a statement following President Biden’s apology, stating, “I know words alone cannot undo the harm. We must never forget, and we must strive for healing. I am committed to working closely with the nine federally recognized Tribal Nations of Oregon and all Native peoples to ensure their voices guide us in our efforts.” Her statement also named the ten boarding schools throughout Oregon identified in the report - Chemawa Indian Training School. Forest Grove Indian Training School, Grand Ronde Boarding School, Kate Drexel Mission Boarding School, Klamath Agency Boarding School, Siletz Boarding School, Simnasho Boarding and Day School, Umatilla Boarding and Day School, Warm Springs Boarding and Day School, and the Yainax Indian Boarding School.
Did You Know? Boarding School lesson plans from Tribal History Shared HIstory
Below are lesson plans from ODE’s Tribal History, Shared History published curriculum and also from the Tribal Curriculum from the Confederated Tribes of Grand Ronde and the Klamath Tribes, which can be found on ODE’s Tribal Curriculum page.
Klamath Tribes and the Boarding School Experience. Klamath Tribes. Grade 11.
In the October Title VI Indian Education Community of Practice, districts and ESDs shared how they will be celebrating the month in their communities. Check it out!
- In North Clackamas, there will be student-led assemblies at the middle schools supported by the Indigenous Student Association members. During this month, they also host a Family Literacy night.
- Siletz Valley Schools hosts a mini pow wow to honor the Restoration of the Confederated Tribes of Siletz Indians. Youth from all over the Lincoln County School District attend!
- One district brings all Native high school students together in the district to discuss ideas and topics that they see are important in their schools the districts should help them address.
- The school districts who are members of the Southern Oregon ESD Title VI consortium, host a first foods potluck and also participate in “Rock your Mocs” by helping students make moccasins.
- In the Lincoln County School District, they create weekly videos which tie to Tribal History, Shared History lesson plans and to the Confederated Tribes of Siletz Indians tribal curriculum to share out to all elementary schools which are shown each week.
- Schools in Josephine County are promoting the Kerbyville Community Powwow sponsored by the Equity Project of Josephine County. It will be held Sunday, November 3 at 24100 Redwood Hwy in Kerby, OR
- Willamette ESD Title VI Consortium will be providing a learning opportunity for teachers to see Tribal History, Shared History lessons in person from their Teaching and Learning team. Educators will also have the space to practice lessons with support. Teachers will walk away with hands-on practice and continued support on implementation and perspective shifts for delivering the curriculum.
- The Indian Education office for Portland Public Schools purchased sets of the nine federally recognized flags for all schools which are being sent out this month. Mini lessons created by a member of a local tribe are being taught in coordination of the flags being sent out. These flags will also be displayed in the central office.
- In one district, each school has created a display to honor Native students and local tribes. They are also bringing in Native storytellers into classrooms throughout the month, as well as dancers and drummers to celebrate in the vibrancy of Native culture.
Interested in bringing a Title VI Indian Education formula grant to your Community?
There is no better way to center the needs of Native youth in a school district or ESD than bringing a Title VI Indian Education formula grant to your community. In September, over 50 school districts and their respective Education Service Districts were invited to consider applying for an individual or a consortium Title VI Indian Education formula grant. The federal window to register for the program is November 4 - December 6. To review the ODE Information Session on why a district should consider bringing Title VI to their Native students can be reviewed here: ODE Information Session. Please reach out to stacy.parrish@ode.oregon.gov for more support in submitting a new application.
We encourage you to explore this beautiful resource, “Rethinking Thanksgiving Activity Guide: Approaching the Holiday Season with Culturally Responsive, Appropriate, and Accurate Celebrations” published by the Confederated Tribes of Grand Ronde. Here is an excerpt from the introduction -
Looking for a way to celebrate the holiday season this year without continuing stigmas and stereotypes? The "Rethinking Thanksgiving Guide" is full of information about the holiday, new ways of thinking, book suggestions, and activity ideas - this guide is your key to reframing everything we know about Thanksgiving. Instead of placing focus on the popular First Thanksgiving myth, this guide emphasizes the value of harvest, food, family, and thankfulness. Please feel free to explore the guide and additional resources when time allows. If you have any questions or are interested in further learning, please do not hesitate to reach out to our CTGR Curriculum Specialist at Cheyanne.Heidt@grandronde.org.
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Addressing Harmful Stereotypes and Mistruths of “Thanksgiving”
Explore the Padlet below on how to teach about Thanksgiving in a culturally responsive way!
Our Office of Indian Education remains committed to the American Indian and Alaska Native Student Success Plan, as it is a guiding document to raise awareness on the experiences of Native students in their schools which lead to disparities found in the data. This data not only reflects a lack of Native students’ sense of belonging in their schools, but indicates a need for school districts to evaluate their practices related to attendance, discipline response, and to what extent Native American representation and accurate history and contemporary contexts are found in the curriculum. All school districts throughout Oregon are required to read and internalize each student success plan, and are asked to tend to the needs of their students highlighted in the plan. Below, we will uplift key components of the plan, because they can help districts create positive conditions for learning to take place for all students, while also tending to the needs of Native students.
Addressing the Root Causes of Chronic Absenteeism in Native Students
Throughout Oregon, Native American Students have one of the lowest Regular Attender rates out of all student groups. Ten school districts in Oregon - Coos Bay, Harney County School District 3, Jefferson County 509J, Klamath County, Lincoln County, North Bend, Pendleton, Salem-Keizer, South Umpqua, and Willamina School District, all receive Tribal Attendance Promising Practices grants to help them address the root causes of chronic absenteeism in Native students.
Educators look to our TAPP districts to learn just what it takes to increase the attendance of our American Indian/Alaska Native students. While some of the best practices in the comprehensive document below can be readily implemented at any school site, our most “promising practices” are the ones which have required educators and school and district leaders to evaluate systems, structures, policies, and beliefs present in themselves and throughout their complex K-12 ecosystems to determine to what extent they truly serve our AI/AN+ students and center their unique cultural and linguistic needs in their district and school improvement efforts.
Courageously naming, addressing, and working to heal the historical trauma of settler colonialism – the impacts of land theft, reservations, allotment, broken treaties, the attempted genocide of culture and languages with the boarding school era, and the devastating impacts of Indian termination policies on the lineages of entire families still today – is really the work of TAPP. Our deep gratitude and appreciation goes out to each district as they engage in this work with intention at 34 school sites in ten school districts across the state of Oregon.
How to Best Utilize this Resource – TAPP Program Promising and Best Practices Comprehensive Document
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Section One of the linked document above is intended for existing TAPP sites and explores how to best implement the grant.
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Section Two, while written to support a staff member known as the “TAPP Family Advocate” can be code-switched for any attendance liaison empowered to support a student focal group with attendance.
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Section Three is applicable to any district wanting to examine the foundational Supports for AI/AN Students that Lead to Positive Conditions for Learning. It takes the Attendance Works model and indigenizes it. It also includes links to a self-assessment for support staff and school teams.
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Section Four unpacks what TAPP districts define as Culturally Responsive Tiered Attendance Systems. This section also includes a self-assessment for schools.
Implementing Tribal History/Shared History: A Path to Healing and Understanding
Teaching the Tribal History/Shared History (TH/SH) curriculum is more than an educational mandate; it is an act of resistance and healing. Through these lessons, we honor the resilience of Native communities, challenge historical erasure, and ensure that all students, Native and non-Native, gain a more inclusive understanding of American history. THSH Status Assessment Research confirms that teaching this curriculum profoundly impacts not only Native students but also their peers, fostering greater understanding, empathy, and respect in the classroom. By implementing this curriculum, educators are helping Native students feel seen and valued, while non-Native students are introduced to the rich, diverse histories of the tribes around them. This work is crucial for building a future where all students understand and respect the sovereignty and significance of Tribal Nations.
In support of these goals, Oregon requires all school districts to implement the TH/SH lesson plans published by the Oregon Department of Education. Presently, lesson plans are available in the following grade levels and subject areas, with more on the way:
- 4th Grade - ELA, Health, Math, Science, and Social Sciences
- 5th Grade - Science
- 8th Grade - ELA, Health, Math, Science, and Social Sciences
- 10th Grade - ELA, Health, Math, Science, and Social Sciences
All educators are encouraged to complete the five TH/SH Professional Development modules to deepen their understanding of the Essential Understandings of Native Americans in Oregon, which are foundational to these lesson plans.
To further enrich the implementation of Tribal History/Shared History, districts are also encouraged to teach the history of local tribes. The following Tribal Curriculums are available for use in any school district:
- Klamath Tribes: 1st, 2nd, 3rd, 6th, and 11th grades
- Confederated Tribes of Siletz Indians: 1st, 2nd, 4th, 5th, 6th, 8th, 10th, and 11th grades
- Confederated Tribes of Grand Ronde: K-12
- Cow Creek Band of Umpqua Tribe of Indians: 1st-11th
Curriculum Update - We are on the verge of completing new Tribal History/Shared History for grade 9! Please continue to check for updates. In the meantime, we encourage you to participate in our online professional development modules which may be accessed on our TH/SH Webpage.
Uplifting Exemplars Around the State - Each month, we will be highlighting a school district that exemplifies TH/SH lesson plan implementation. For the month of November, we are recognizing the Bethel School District.
Bethel School District in Eugene has a great deal to celebrate. The District has made significant strides in incorporating Tribal History/Shared History into its curriculum. By providing in-district professional development and learning while collaborating with a team of Native educators in the district who are leading the work, Bethel School District has implemented culturally relevant lesson plans that accurately represent the rich history and diverse perspectives of the Indigenous peoples of Oregon.
These initiatives have fostered a deeper understanding and appreciation for Indigenous contributions to society, while also promoting respect and empathy among students. The district's commitment to inclusive education has created a more equitable and empowering learning environment for all students. You can walk through a large majority of classes and see posters that say
Bethel 8th grade teacher Eddie Szamborski says, “I have observed Native and Indigenous students deepening their connection with their own histories and cultures, sharing their connections to tribal nations proudly with their peers, and critically interrogating the relationships between tribal governments and peoples and federal, state, and local governments.”
In his 8th grade History class, Szamborski has seen how the Tribal History/Shared History curriculum has enlightened his whole class. “Other students have developed a deeper understanding of place, of their Indigenous peers and neighboring nations, and of the responsibility of non-Indigenous people to ally in support of projects for Indigenous sovereignty and liberation.”
The District’s team of Indigenous educators has led professional development for all K-12 staff in Bethel. These educators have focused on the 6Ps of Critical Orientations and Essential Understandings, focusing on Place, Presence, Perspectives, Political Nationhood, Power, and Partnerships. The Bethel team has also provided resources and support to help teachers integrate Tribal History/Shared History into their lessons.
Key strategies for Bethel’s successful implementation include:
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Foundational Training: Intensive training for high school and middle school teachers
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Curriculum Alignment: Collaborating with curriculum directors to ensure alignment with ELA standards
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District-Wide Implementation: Incorporating land acknowledgments and TH/SH curriculum into the District’s August Welcome Back events for staff and ongoing professional development
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Resource Sharing: Creating a district website with links to Tribal and state curriculum resources
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Data Collection and Monitoring: Tracking teacher implementation of at least three TH/SH lessons per year
By prioritizing Indigenous perspectives and fostering collaboration, Bethel School District is creating a more equitable and inclusive learning environment for all students.
NEW Community of Practice - We have created a TH/SH Community of Practice. Meetings will be held virtually each month and will provide a platform for educators to share best practices when delivering the TH/SH lesson plans. This will be a great resource for educators to share experiences. The first COP meeting will be held on November 13th at 3:00 PM. The zoom link can be accessed by all educators, curriculum developers, and administrators.
Topic: THSH Community of Practice
Time: Nov 13, 2024 03:00 PM Pacific Time (US and Canada)
Join ZoomGov Meeting
https://www.zoomgov.com/j/1611204599
Meeting ID: 161 120 4599
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New Data Collection Requirements for Districts Began this Year
Because of the manner in which student demographic data is reported federally, multi-racial and/or American Indian and Alaska Native students who also identify as Hispanic, have been hidden in the data causing inaccuracies of the number of AI/AN students identified in our state and across the nation.
To address this, starting this school year, Districts are required to incorporate the collection of Tribal Affiliation into their student registration systems for the 2024-25 school year. This new Tribal Affiliation code is crucial for addressing the underrepresentation of AI/AN students, enhancing the accuracy of our data collections, specifically concerning Tribal Affiliation, and its inclusion within district and state measurements and reports. In her executive memo on this topic, Dr. Williams extended her sincere gratitude to all districts in advance for upholding the unique state and federal Tribal Trust Treaty responsibilities around education. The commitment to these responsibilities is invaluable in fostering an inclusive and respectful educational environment. She went on to say that a district’s cooperation in implementing this change is vital for providing an accurate representation of Oregon's AI/AN population in educational spaces as well as academic outcomes. Districts will have access to planned training and learning opportunities to support the integration of Tribal Affiliation collection into their student registration systems for the 2024-25 school year.
Ensuring our Native students are accurately represented in the data collection systems is an important first step to tending to their needs in the school system.
Since the launch of the updated ODE Tribal Consultation Toolkit 2.0 one year ago, the Oregon Department of Education’s Office of Indian Education has been committed to ensuring consultation efforts between affected school districts and school district consortiums and the nine federally recognized tribes are being re-aligned to the standard set forth in the toolkit. While all districts and Education Service Districts throughout Oregon should have a working understanding of Tribal Consultation requirements, our affected local education agencies (LEAs) and LEA-Consortiums - those receiving $40K or more for their Title VI Indian Education formula grants, including districts who are members of a consortium receiving $40K or more - have a special partnership with local tribes requiring them to engage in authentic, ongoing and meaningful tribal consultation cycles.
Please take a moment to celebrate with us our one year anniversary since the launch of our updated Tribal Consultation Toolkit!
Keepunumuk - Written by Danielle Greendeer (Mashpee Wampanoag), Anthony Perry (Chickasaw), Alexis Bunten (Unangan/Yup’ik) and beautifully illustrated by Garry Meeches Sr. (Anishinaabe)
In this Wampanoag story told in a Native tradition, two kids from the Mashpee Wampanoag tribe learn the story of Weeâchumun (corn) and the first Thanksgiving.
A beautiful new classic perfect for fall. Written and illustrated by four Indigenous creators, this picture book for 3-7-year-olds is about the first Thanksgiving from a Native American perspective—reshaping the story and perhaps questioning how the United States sees itself. For more information please visit: Keepunumuk
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We Are Grateful: Otsaliheliga- By Traci Sorell & Illustrated by Frane Lessac
The Cherokee community is grateful for blessings and challenges that each season brings. This is modern Native American life as told by an enrolled citizen of the Cherokee Nation. Beginning in the fall with the new year and ending in summer, follow a full Cherokee year of celebrations and experiences. For more information please visit: We Are Grateful
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Forest Grove: November 1st - Friday November 29th In honor of Native American Heritage Month, Pacific University will host Oregon Is Indian Country, an Oregon Historical Society exhibit representing the “groundbreaking project that brought together all nine federally recognized Oregon Tribes” to celebrate the vibrant indigenous cultures within our state. On display from November 1-December 1, 2024, this traveling exhibit will end its 15-year journey on the Forest Grove Campus in the Tran Library. Don’t miss this chance to learn about the Oregon Tribes, their land, and their culture. For more information please visit: Oregon Indian Country Exhibit
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Central Oregon: November 15th 6pm Two former U.S. Marines will share their stories in “Native American Veteran Voices” at 6 p.m. on Friday, Nov. 15, in Wille Hall on the Bend campus. Dan Martinez, enrolled in the Confederated Tribes of Warm Springs, and Julie Bettles, an enrolled member of the Umatilla tribe and Wasq'u, Klamath and Cayuse, will discuss their time as Natives serving in the U.S. Armed Forces, and how they encourage Indigenous resilience in their communities. For more information please visit: COCC
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Cannon Beach, OR: November 8th - 10th from 10:30 - 4:30pm. The Gathering, a celebration of Native American Heritage Month, returns to Cannon Beach for a weekend of art, music, poetry, presentations and more, November 8th-10th. Library programs are scheduled for November 9th and will include a NW Authors Series presentation by Cliff Taylor at 2 p.m. and a presentation with Dr. Drew Viles and Rachel Cushman titled, “Natives Work: Cultural Fire and Indigenous Naming on the Pacific Coast,” at 10:30 a.m. Don’t miss these fascinating talks, which will also be livestreamed on the library’s Facebook page. For More information please visit: The Gathering at Cannon Beach
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Portland, OR: November 11th 2024 from 10am - 12:00 pm MLK boulevard will be hosting The Portland Veterans Day Parade which is an inclusive, nonpartisan, family-friendly event honoring all Veterans, past and present, living and deceased. It is officially permitted by the City of Portland and was established in 1974 by Vernon E. Ross, proprietor of Ross Hollywood Funeral Chapel. All community members are welcome to register to be in the parade, volunteer, and sponsor. For more information please visit: Veterans Day Parade PDX
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Portland, OR: November 9th 11am - 5pm Celebrate National Native American Heritage Month. Join a fun-filled day of music, cultural performances, and educational workshops. Listen to the captivating storytelling by Ed Edmo, the powerful live drumming by Turquoise Pride, watch artists make traditional beadwork, and learn about Native American history and culture. In partnership with the Portland Indigenous Marketplace, explore handmade goods from local Native vendors and enjoy complimentary frybread by Javelinas PDX (while supplies last). Bring your friends and family to celebrate and enjoy this special day. For more information please visit :PDX Fry Bread!
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Portland, OR: November 7th 3:00 - 8:30 pm The Portland Art museum will be hosting a Film Release party for "Bring them Home". Celebrate the vibrant Native Community at the Portland Art Museum! Enjoy a traditional feast featuring buffalo stew from 7 Waters Canoe Family and explore local artists at work. Don’t miss the screening of the powerful film Bring Them Home, followed by a thought-provoking panel discussion with acclaimed speaker Theda NewBreast (Montana Blackfeet).This event is free and open to all—come honor the stories and culture that enrich our community! for more information please visit :First FREE Thursday
Join NAYA on November 6th from 6:00 - 7:30 pm for Culture Night! Culture Night is a time where families and community members can come together to participate in any number of activities: beading, singing, crafting, intertribal drumming and dancing. Culture Nights also offer workshops, often hands-on, where you can learn all kinds of Indigenous teachings. Please join NAYA Culture Nights Facebook Group for updated information or contact Cultural Arts Coordinator, Michaila Taylor at Michailat@nayapdx.org
 What is Rock Your Mocs? Established 2011, Rock Your Mocs, is a worldwide Native American & Indigenous Peoples social media unity event held annually and during National Native American Heritage Month in the U.S.A. People wear their moccasins wherever their day takes them and many take a photo, or create a video/story, and upload to social media with the hashtag #rockyourmocs. This creates an online photo album for the world to see and enjoy while simultaneously uniting Native American & Indigenous Peoples through their unique, and collective, tribal culture and heritage. Additionally individuals, organizations, casino’s, schools, museums and tribes are taking the initiative to create their own independent events, both cultural and contemporary, throughout the world.
Frequently Asked Questions:
- Do we have to wear our Mocs the whole week?
- Nope, choose a day, or days, or the whole week – whatever works for you!
- Is there a main day?
- The original day will always be November 15th
- Where is RYM held?
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Wherever you may be – on the rez of off the rez – and wherever your day may take you – school, work, running, playing rez ball or with family and friends!
- Look out for events in, or near, your community
For More information about this event please visit: Rock your Mocs 2024
Join the Confederated Tribes of Siletz Indians in their 47th Annual Restoration Pow-Wow at the Chinook Winds Casino on Saturday November 16th. The Restoration Pow-Wow is a celebration of their past, future, culture, heritage, lands, and presence as the indigenous peoples of this land. For more information about this event please visit: CTSI Restoration Pow-Wow
Is your school district or Education Service District on the Lands of the Confederated Tribes of Siletz Indians?
What better way to show your respect for CTSI than understanding their history. Please check out their lesson plans published about their Termination and their Restoration on the ODE Tribal Curriculum site. We have highlighted them below -
Social Studies
Lesson: Termination Era
Social Studies
Lesson: Restoration Movement
On November 22, the Confederated Tribes of Grand Ronde will recognize their Restoration holiday. In 1983 Grand Ronde’s federal recognition as a tribal government was restored when the Grand Ronde Restoration Act was signed into law. Every year since then, we have gathered as a Tribe, a community, and a family to celebrate our Restoration. The restoration celebration will start on Friday, November 22nd at the Spirit Mountain Casino from 8:00 am - 6:00 pm. The Restoration Pow-Wow will start on Saturday November 23rd from 8:00 am - 6:00 pm. For more information about this event please visit: Grand Ronde Restoration Celebration 2024
If the CTGR is considered a local tribe for your school district or Education Service District, we have highlighted just a few lessons you can explore to learn more about the history of the tribe which can be found on the ODE Tribal Curriculum site. The samples below are just highlights and should not be taught in isolation from the broader scope of lesson plans.
Grade 4 Social Studies
Lesson 4 - Treaties and Termination
Lesson 5 - Restoration
Grade 5 Social Studies
Lesson 3 - The Confederated Tribes of Grand Ronde Restoration
Grade 8 Social Studies
Lesson 3 - Civil Rights: Kathryn Harrison Aids in the Fight for Restorationation
High School - US History
Journey to Restoration
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 This November, the City of Portland Tribal Relations team has partnered with INDÍGENA an Indigenous storytelling collective in bringing Indigenous portraits to public spaces in Portland. In collaboration with the City Arts Program, Regional Arts and Culture Council, Multnomah County and Metro, the Tribal Relations Program has developed a project that will showcase portraits of local community members in the central city to create visibility for Native American people
Installations are located throughout the City of Portland and will be installed between 11/8 and 11/16.
- RACC (411 NW Park Ave) - TBA
- Northeast Health Center (5329 NE Martin Luther King Jr Blvd) - 11/9
- OMSI (1945 SE Water Ave) - 11/9
- Native Arts and Cultures Foundation (800 SE 10th Ave) - 11/16
- Multnomah County Elections Division (1040 SE Morrison St) - 11/16
- Multnomah County Courthouse (1200 SW 1st Ave) - 11/16
For More information please visit: We Are The Land
In a workroom overlooking the Columbia River on Saturday, a few dozen attendees fill two long tables in the Education Center of the Maryhill Museum of Art in Goldendale, Washington, eager to create intricate weaved baskets, called wa’paas, from crafting cord and yarn using Indigenous techniques. The picturesque view is more than just a backdrop. For workshop instructor Chestina Dominguez, the scenery evokes a deep connection to her ancestors and Indigenous ways of life. Inspired by a photo of the museum’s river view, Dominguez knew she wanted to weave there and immediately reached out, offering free weaving classes to the community. “I just think that my ancestors were somewhere along these banks of the river, weaving at one time, and I think that’s powerful,” said Dominguez, a member of the Warm Springs and Yakama tribes. “Right where I’m standing, somebody else was teaching and weaving and doing it.” As a care navigator with Yakama Nation Behavioral Health, Dominguez infuses her workshops with mindfulness techniques, helping participants find healing through the practice. To read more please visit: Basketweaving at the Columbia Gorge
Chestina Dominguez will lead a free wa’paas basket weaving workshop from 10 a.m. to noon Saturday, Nov. 9, at Maryhill Museum of Art. For more information please visit: Basketweaving with Chestina Dominguez
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During an Indigenous-led Water Ceremony at Cathedral Park on September 8, hundreds gathered on the shores of the Willamette River as Indigenous community members from across Turtle Island and beyond offered song, dance and prayer to help heal the water.
“Water is very important because everything that exists consists of water,” Wilbur Slockish, a traditional river chief of the Klickitat Band of the Yakama Nation, said to hundreds gathered for the annual Water Ceremony. “Our bodies are mostly water and the dirt from this land. That’s why we fight. I fight to protect this land, protect this water, protect the air, because those are my human orders. Creator gave those orders to the peoples. You take care of them, and they will take care of you. You take care of the animals, and they will take care of you. And water is the most important one, because he takes care of everything.”
to read more on this story please visit: Underscore News
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Member Webinar: Native American Heritage Month 2024
November 15th 9:00 am - 10:30 am
Celebrate Native American Heritage Month with us! Join us for a program that will be equal parts inspiration and practical tips and tools to empower individuals, ERGs, and communities to do their best work. This program will feature stories that amplify and uplift the efforts of individuals and employee resource groups working to support Native/Indigenous people both at their organizations and in the communities in which they serve. For more information please visit: NAHM Webinar
Oregon Association of Educational Services Districts
November 6th, 2024
This event will be held at the Portland Marriott Downtown Waterfront. For more information please visit: OAESD
2024 International Conference of Indigenous Archives, Libraries, and Museums
November 12-14, 2024 - Palm Springs California
Sovereign Futures: Weaving Tradition and Innovation. Please visit ATALM for more details!
Native American Heritage Month: OELA Celebrates and Uplifts Innovative Practices
 Join the U.S. Department of Education's Office of English Language Acquisition (OELA) for a webinar to commemorate Native American Heritage Month on November 12th, 2024 | 4:00 pm - 5:00 pm ET. This webinar will be equal parts inspiration and innovative resources for education professionals serving Native American students. Educators from Red Cloud Indian School in South Dakota will be the featured presenters in this information session.
Click the the URL below into your browser and press enter to register:
https://ed-gov.zoomgov.com/webinar/register/WN_xd_R8fAWSdipH3AxZbjhBA#/registration
Seeking Future Indigenous Educators! The Sapsik'ʷałá (Teacher) Education Program is currently recruiting applicants for our next cohort, which will begin classes in the summer of 2025 at our beautiful campus at the University of Oregon. The Sapsik'ʷałá Program is a rigorous, 12-month program that prepares future Indigenous educators. Sapsik'ʷałá students earn a Master’s Degree in Curriculum and Teaching in partnership with the UOTeach master’s / licensure program while gaining Indigenous methodologies for teaching. Please see our admissions checklist for details on how to apply. Applications are open and priority is given to applications submitted by January 15th.
See attachments to learn more about program provisions and hear about the student experience from our alumni. Please contact sapsikwala@uoregon.edu or by phone at (541) 346-2454 for program details!
Oregon Department of Education Job Openings
If you're looking for a rewarding career that positively affects the lives of children, you're in the right place! The Oregon Department of Education is the primary agency charged with overseeing K-12 public education in the state of Oregon.
Employment with Oregon state government represents more than just a job. A career in public service is an opportunity to serve fellow citizens across our beautiful state. Professions in state government help to support strong communities, healthy kids, education, economic vitality and a sustainable future.
For More Information about these listings and further Job Openings, Please visit our Career Opportunities webpage.
ODE Career Chats are LIVE! Would you like to learn more about a position or how our application process works? Join our Recruitment Team during our ODE Career Chat Sessions. We can assist you with all your application and agency questions!
Join us on the 1st Thursday of every month from 11:00 am to 11:45 am (PST)
Join ZoomGov Meeting -https://www.zoomgov.com/j/1618573320
NAYA Job Openings
Community Development Support Specialist
Reimagining Justice in Cully – Project Coordinator
Family Services
Early Childhood Family First Advocate
Family Parenting Support Specialist
Foster Care Family First Advocate
Housing and Stabilization Services
Family Housing Advocate (Mobile Housing Team)
MSI Housing Advocate
Many Nations Academy
Many Nations Academy Principal
Office of the Chief Operating Officer
HR Partner and Recruiter
Youth & Education Services
Alcohol & Drug Specialist
Culture, Education and Wellness Manager
GED Success Coach
Health Equity Program Manager
Two Spirit (LGBTQIA+) Program Coordinator
Wapas Nah Nee Shuka Temporary Garden Specialist
**Please follow this link to see more positions available at NAYA.
Billy Frank, Jr.
Citizen of the Nisqually
By Renée Roman Nose, Native American Student Success Coordinator
I first met Billy Frank, Jr. at an event at the Northwest Indian College in Bellingham, Washington. His warm manner, renowned kindness and tireless advocacy, and activism for environmental stewardship has inspired generations of people who hold the health of our planet close to their hearts. Billy, whose activism for treaty rights resulted in multiple arrests, as he shared through the years, “I stopped counting how many times I was arrested when I reached 50.” First arrested in 1945, at the age of 14. Barely a teenager, Billy was inspired to continue in his path by speaking out for the rights that were reserved in the treaties with Pacific Northwest tribes, specifically the 1855 Treaty of Point Elliott which states,
Article 5. The right of taking fish at usual and accustomed grounds and stations is further secured to said Indians in common with all citizens of the Territory, and of erecting temporary houses for the purpose of curing, together with the privilege of hunting and gathering roots and berries on open and unclaimed lands. Provided, however, That they shall not take shell-fish from any beds staked or cultivated by citizens. (https://lib.law.uw.edu/indian-tribal/boldt)
Unfortunately, these rights were not honored in the 50’s and 60’s, when he coordinated protests known as “fish ins” attempting to assert historical treaty rights. His lifelong advocacy led to the Boldt Decision of 1974, which specified, “upholding tribe’s right to 50% of salmon, steelhead and other fish, and establishing them as co-managers of the fisheries,”
The Boldt Decision was a significant moment in the history of the United States, resulting in a recognition of the US Constitution and the importance of treaties established by our country: United States v. Washington, 384 F. Supp. 312 (W.D. Wash. Feb. 12,1974) (Boldt, J.)
Boldt I.
"Because the right of each treaty tribe to take anadromous fish arises from a treaty with the United States, that right is reserved and protected under the supreme law of the land, does not depend on state law, is distinct from rights or privileges held by others, and may not be qualified by any action of the state." (https://lib.law.uw.edu/indian-tribal/boldt)
His heart and courage led to many awards, including, the Martin Luther King, Jr. Distinguished Service Award for Humanitarian Achievement, and was posthumously awarded the Presidential Medal of Freedom bestowed by President Obama in 2015. The Billy Frank, Jr. Nisqually National Wildlife Refuge was renamed in his honor, inspired by his legacy of activism, it was originally established as the Nisqually National Wildlife Refuge in 1974. A lifelong activist, a passionate advocate for the environment and for treaty rights, Billy Frank, Jr. left a legacy of love for the health of our planet and the importance of speaking up for what you believe in, no matter what the consequences.
Photo Courtesy of the Northwest Indian Fisheries Commission
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Lozen
Chihenne Chiricahua Apache Warrior
One of the fiercest leaders of all time, Lozen has been nicknamed the “Apache Joan of Arc.” In reality she is Lozen and will always be known for her own, extensive and extraordinary military prowess. She was raised in a traditional role, as a female she was expected to be in top physical condition as the women of her people were entrusted with escaping with their most important belongings, and to protect their children, in case their community came under attack. This training began as early as eight years of age.
Lozen had already shown great skill at horseback riding at seven and quickly became one of the best riders in her community. Her name means, “Dexterous Horse Thief,” and she was famous for her ability to infiltrate an enemy camp undetected, capture their horses and escape with them. During her childhood she and her brother Victorio, witnessed her people being ambushed, with many children, women, and men lost during this attack. The trauma of that event resonated throughout her life.
During her coming of age ceremony, which marks the time at which a female experiences her first menstrual cycle, Lozen experienced a gift; she gained the power to determine both the location and the distance of their enemies. This gift was understood to mean that she was to become a warrior for her people. As she grew her prowess and renown grew as well, her skills on horseback, combined with her ability to sense where and how far away an enemy was, as well as her hunting abilities, made her a fierce leader for her people.
While the Apache people had clear gender roles, they were not binary, with many Native American tribes recognizing three to five genders, often respecting differences rather than discriminating against them. Lozen’s strength, courage, skill, and gifts served her people very well. Her brother was the famous Apache Chief Victorio, who said of Lozen, “Strong as a man, braver than most and cunning in strategy. She is a shield to her people.” When ambushed without his sister, Victorio was killed. In 1882 Lozen went on to fight alongside Geronimo against American and Mexican forces intent upon taking their lives and their homelands. She supported Geronimo for several years, notably helping to free 600 people from San Carlos, and helping Geronimo and his followers escape from the reservation. Geronimo later surrendered in an effort to protect his people.
Lozen, alongside Geronimo, was among the many Native American warriors and leaders who were incarcerated in Florida prisons for trying to protect their people and their lands. She passed away from tuberculosis at the age of 50, but several of her family members were able to return back to their homelands.
“After the wars, we brought many of the Chiricahuas from Florida,” says Joey Padilla. He says his community at the Mescalero Reservations continues the women’s coming-of-age traditions that Lozen participated in more than 180 years ago. The community also continues to celebrate the legacy of Lozen. “The descendants of Lozen’s family are here with us today in our community,” Padilla says.
Suzan Shown Harjo
A lifelong advocate for Native people, as evidenced by her involvement in the renaming of offensive US landmarks, and her successful lawsuit against the football team formerly owned by Daniel Snyder in Washington, D.C.
Here are some of her accomplishments thus far:
- President of The Morning Star Institute (1984-present)
- Former Executive Director of the National Congress of American Indians (1980s),
- Native American Rights Fund
- Fried, Frank legislative liaison
- Carter Administration political appointee
- She has helped develop critical legislation, including:
- The American Indian Religious Freedom Act of 1978 and
- AIRFA Amendments of 1994
- The National Museum of the American Indian Act of 1989
- The Native American Graves Protection and Repatriation Act of 1990
- The Eastern Land Acts of the Passamaquoddy Tribe, Penobscot Nation and the Mashantucket Pequot Tribal Nation (1980, 1984)
- Founding trustee of the Smithsonian National Museum of the American Indian (NMAI)
- Columnist
- Curator (most recently curator of the current exhibit at the NMAI)
- Poet
Her bio is impressive and inspiring. Ms. Harjo kindly agreed to be interviewed by the Office of Indian Education to support our AI/AN students and youth in honor of Native American Heritage Month.
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If you were having a conversation with our youth, what would you say?
Try to get a good night's sleep and take a nap if you need to. Remember that you’re growing and that takes a lot of energy, sometimes that’s painful as you only heal and develop defenses against disease and injuries when you’re sleeping. I used to take 20 minute naps, and that’s all it took for me to go another 12 hours. If at all possible, don’t drink or smoke, or take drugs, or eat frogs, no just kidding, you can eat frogs. You can be funny and likable and popular and all of these things without being drunk, or stoned, or out of your mind someway, and you don’t feel bad the next day.
If you really want to teach your body to uplift you and keep you happy, exercise! Run, swim, do sports, do anything so that you’re moving, like Tai Chi, anything that will move your body to release endorphins, they will let you coast the rest of the way, whether swimming or whatever. Exercise is a natural way to have a euphoria that people taking drugs or alcohol hope to do, but don’t.
These physical activities focus and liberate your mind, You can let your physicality. I used to be a swimmer and when I’d reach autopilot, I couldn't tell myself from the water, that was a fabulous feeling.
What do you consider to be your greatest accomplishment so far in your life?
My greatest accomplishment thus far? Being the best at jacks, tetherball, hopscotch, trampoline, those were all when I was a little kid, I loved excelling at all those things! Except when I’d say, “Yay! I won!” Then others wouldn't want to play with me so I learned not to say those things. I learned to compete against myself, becoming better at excelling by simply pushing myself in sports and physical activities.
Ms. Harjo was jovial and wanted to elevate the fact that her favorite accomplishment was becoming a mother.
When I became a mother, the fact of childbirth is amazing and changes you in ways that are surprising. I didn’t think I wanted children, I loved all kids, but didn’t see myself as a mother. Then, all of a sudden I had that chance and I said, “Ok.” Just carrying a child to term, delivering and all the things you have to do immediately after to keep them alive is stunning stuff. You can’t really convey how it changes you, but just know it does. You’ll never take as many chances. All of a sudden you realize what you’ll be doing the next twenty years! Along with food on the table and clothes on their backs, it’s good for all the people who do it, and those who support. I had many people help me with my children. If I hadn't had a fabulous husband who was the love of my life and a great partner. I had great friends and people I worked with, my chosen family, they helped raise my kids and I’m forever grateful. Everything takes a village.
Sometimes your kids need a break from you and sometimes you need a break from them. It’s good to know how much you need to do for yourself and other people who are dependent on you without losing yourself. It's losing yourself you have to be on guard against. Then you’re no good for anyone.
When you were awarded the Presidential Medal of Freedom by President Obama, how did that make you feel?
Off and on over the years I’ve been in Washington (D.C.) I’ve been asked who I think should get one, I would say, so and so (and they also give them posthumously), it should have been in their life, but posthumously is still good. I watched the ceremony through the years. I never saw myself in that position. That year in 2014, I was making a pitch for Billy Frank, Hank Adams, and Vine Deloria. Billy died after I made that pitch. I was thinking if they could award two then it’s Vine and Billy. That’s what I thought would happen, around October I got a call from people at the WH who said, “Congratulations you’re going to be a recipient!”
I thought they were going to say who it was for but it was for me! I just cried, I couldn’t believe I was getting that, not something I ever aspired to. I was just always recommending other people.
Billy (Frank, Jr.) did get it the Presidential Medal of Freedom) the next year, posthumously. That was it, they tell you how many people you can have in your entourage, some people have less, maybe only one or two people, and Ethel Kennedy’s family knows how to work the White House, so they would call and say, “Do you know anyone who has only 4 people?” (Awardees are allowed 8 or 10). The Kennedy family were always trying to get tickets, she raised a diplomatic corps, she came in with adult children, they were like the assistant hosts for the day, all the people who gave them the extra tickets, I was always impressed by that, I loved seeing that. It makes me sad that she’s no longer here. I miss her in the world. I loved seeing and knowing her.
David Goodman was there accepting for his brother Andrew Goodman, one of the three working on civil rights, who was murdered by vigilantes and buried at a dam. I got to NY when I was 18 in 1964, I had the good fortune to meet Carolyn Goodman, she had set up, she was sort of the leader of the three mothers, no one knew where they were. They were someplace. They held Press Conferences, they went to Mississippi, kept their sons in the public eye and what they had done and encouraged other people.
After WBAI radio, where I went to work, she was chairman of the board. It was the NY flagship alternative radio station, had one in LA, NY, she chaired that. They started the Andrew Goodman Foundation to encourage civil rights workers to do good things like her son did. People weren’t allowed to vote, he went and advocated for that, and was killed for that. His brother, David Goodman, was there to accept the award on behalf of his brother, Andrew. It felt fabulous to be in the same facility.
I met Stevie Wonder and that was wonderful. He did an impromptu concert, standing around and taking pictures with every person. He was there with Barry Gordie! It was so nice to look at people and their entourages, the arc of their career and how lucky everyone was to be in the same world. There were lots of people I knew or just met and was just very nicely surprised. The press was fabulous, the first lady was fabulous. We had a rehearsal. They were feeding us every time you’d turn around! There would be fruits, vegetables, the next one chocolates. Lots and lots of food and we already resisted putting things in our bags. My son, Duke, used to say, “Let the hoarding begin!”
Who inspired you, who mentored you in your life?
Teachers! Senoria Marjorie Giovanni, she was the music teacher and musical theater, choral and orchestra teacher, not the conductor. I played the cornet and I sang. Importantly when I was in the seventh grade, there was a school wide contest to write the lyrics to music she had composed, which would be the new school song. Dear Sherman High, it had many verses and a good chorus, and went on and on, I won the contest, my lowly seventh grade self won the contest, I found out later that everyone had turned in lyrics because they were sure it would be one of them who would win.
When I won, they had chattered it up so high that they lifted me up! Even though I was the lowly seventh grader I had to be someone special because I had won! She loved that we were a pair that had co-written the school song, she treated me like a peer which was astounding to me. Acted as my vocal and speaking coach, teaching me about harmony, I was destined never to be a good cornet player!
I had a wonderful swimming and fencing coach, Mr. Rogers, (taught both) he was a very courtly and correct person. Fencing was very much like that-there's only one way that is correct. Swimming was similar, just keep doing the best way and you’ll succeed. That took me into distance swims, ocean swims and I had some success in competitions. It taught me that even if you think you’re going to die with the next step, even if you die, just keep trying, you will succeed, if you’re disciplined you’re going to succeed. So, I liked that. I hear their voices in my head a lot.
One Phrase that has brought you strength through the years:
One of our earliest instructions, that the nation shall be strong so long as the hearts of the women are not on the ground.
All photos provided by Suzan Shown Harjo
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Indigenous Events of Portland, OR give updated events and activities that are happening in Portland through December 2024!
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Native American Travel lets you explore and learn about Tribes across America. Plan your next trip with suggested destination sites, planned itineraries, travel tips, and experiences.
- Visit the Native American Connections website to stay updated with the North Bend Community resources, available scholarships, community craft culture activities, TAPP, Tribal history/ Shared history and a variety of local services.
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Native American Culture: Celebrate Indigenous Oregon by visiting their website that was created to explore Native American culture around the state of Oregon. This site has trip ideas, historical content for all nine federally recognized Oregon Tribes, cultural activities, and updated Oregon Tribal news. To check out more about this site please visit, Travel Oregon Native American Culture.
Burns Paiute Tribe
Cow Creek Band of Umpqua Tribe of Indians
Confederated Tribes of Siletz Indians
Confederated Tribes of Coos, Lower Umpqua and Siuslaw Indians
Confederated Tribes of Grand Ronde
Confederated Tribes of the Umatilla Indian Reservation
Coquille Indian Tribe
Klamath Tribes
Confederated Tribes of Warm Springs
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Please feel free to e-mail our staff members with any questions or comments you may have
April Campbell, Assistant Superintendent
April.Campbell@ode.oregon.gov
Renee Roman Nose, Native American Student Success Coordinator: Renee.RomanNose@ode.oregon.gov
Brent Spencer, Indian Education Coordinator
Brent.Spencer@ode.oregon.gov
Brandon Culbertson, Early Literacy Senior Tribal Policy and Education Advisor Brandon.Culbertson@ode.oregon.gov
Stacy Parrish, Indian Education Specialist
Stacy.Parrish@ode.oregon.gov
Nicole Barney, Early Literacy Grant Specialist
Nicole.Barney@ode.oregon.gov
Raina Reece, Executive Support Specialist
Raina.Reece@ode.oregon.gov
Stephanie Gluck, Research & Data Analyst
Stephanie.Gluck@ode.oregon.gov
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