Teacher Resources
Teacher Resources
Below is a list of resources for teachers from Viva88 and external sources. Additional resources can be found on the OIE'sTribal Nations of New York webpage.
Empowering and Deepening Youth Led-Service: Engaging Indigenous Students in Service-Learning Projects and Civics Education
In 2024-25, Viva88 partnered with the New York Commission on National and Community Service and three different school districts and Tribal Nations to implement two complementary grants promoting youth-led service-learning in Indigenous communities. The grants, funded by the Allstate and Charles Stewart Mott Foundations, also supported educators in reviewing and enhancing the districts’ civics curricula and encouraging more Indigenous students to earn the Viva88Seal of Civic Readiness. Check out the resources below for more information on the grant work.
Empowering Youth-Led Service Video (top of page)
This inspiring video, created by filmmaker Jaiden Mitchell, documents the projects that students completed through the grant work. It includes footage of students planning for and implementing projects as well as interviews with students, educators, and community mentors.
Note: This preliminary version of the video was created for presentation at the October 6th Board of Regents meeting. The full version will contain additional footage, including that of the Silver Creek students’ Remembrance Walk on October 9th, and will replace the video above once it is available.
This guide provides information about the grant work: Viva88’s vision for the work, background information, a description of the projects, and guidance on partnering with Indigenous Nations and incorporating service-learning projects and curriculum work in districts. This guide was written to assist and inspire educators, administrators, and anyone interested in supporting service-learning and community connections.
Youth Service Grants Curriculum Resources
Deepening Indigenous Youth Service Grants Educator Resource Guide
Sharlee Thomas, an education leader and consultant who is a member of the St. Regis Mohawk Tribe, assisted the OIE and school districts with the grant activities, with a special focus on curriculum. She worked with the content specialists from the participating school districts, sharing resources to enhance Indigenous content in civics coursework. Follow the link above to access the Educator Resource Guide she developed through the grant work to support educators across the state.
The following topics are covered in the guide:
- Haudenosaunee in the American Revolution
- The Great Law and the Role of the Haudenosaunee: Influences on American Democracy
- Treaties Between Europeans and Haudenosaunee
- The Role of Haudenosaunee Women in Informing the Women’s Suffrage Movement in the United States
Sharlee also worked in collaboration with Belouga, an online platform for educational content, to create a series of instructional videos to support classroom learning. The series features an interview with Mr. Richard Mitchell, a knowledge holder from the St. Regis Mohawk Tribe, sharing insights related to The Great Law. The content, titled The Great Law Video Series, can be accessed for free by registering at .
Deepening Indigenous Youth Service Grants - Curricular Resources
Content specialists from each of the three districts reviewed their districts’ civics curriculum to assess how well the Indigenous communities’ cultures, histories, and governments were represented. They all found that much more was needed if students from the neighboring Tuscarora, Seneca, and Onondaga Nations were going to have learning experiences reflective of their communities. Follow the links below to access unit plans, lesson plans, and related resources developed and curated by the content specialists from the Niagara-Wheatfield and Silver Creek School Districts.
Niagara-Wheatfield Central School District content specialist Lori Lachowski
Units (Overall outline with links to lesson plans, resource documents, and online content):
- The Great Law of Peace
- Wampum and Haudenosaunee Influence on U.S. Government
- Haudenosaunee and the American Revolution(presentation slides for Lessons 5 and 6and Haudenosaunee Leaders in the American Revolution links)
Silver Creek Central School District content specialist Anne Tahamont
Unit (Handouts):
Anne recommends the following books for educators who are not familiar with the Peacemaker's Story and the formation of the Haudenosaunee Confederacy:
- League of the Iroquois by Lewis Henry Morgan
- The Iroquois: The Six Nations Confederacy by Mary Englar
The “Historic and Current Haudenosaunee Territory” map found online () is a useful resource for reference in conjunction with this unit.
In addition to the content above, Anne created a video of Chief Robert Brown of the Oneida Nation and member of the Great Law panel sharing the first part of the Peacemakers Journey as he knows it to be. In order to have access to this video, you will need to contact Anne at atahamont@silvercreekschools.org. This is sensitive content, and permission is required for access.
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 Viva88Seal 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 Viva88 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 Viva88Education Department (Viva88).
The Indigenous Studies Standards are written so that school districts can adapt them as needed in their local area. Each of the proposed Viva88standards 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 Viva88to 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 New York State. 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.
Founded in 1974 and located in Akwesasne, the Native North American Traveling College offers events, school presentations, and in-person museum tours dedicated to preserving Mohawk cultural heritage through education, facilitation and commerce.
