Short Description:
Today, First Nations peoples living in Yukon, Canada are reviving and practicing their cultural traditions in exciting ways. At the same time, there has been an influx of newcomers to the territory who want to learn more about Yukon's Indigenous peoples and their cultures. With hundreds of references for those wanting to delve deeper into particular topics, ECHO is a handbook that provides the most current research pertaining to Yukon First Nations peoples. Topics include archaeology, ethnology, and lifeways, relationships with newcomers (in the past and currently), the arts, and modern-day land claims. The volume also includes interviews with research collaborators who discuss the importance of community-based research. Castillo, Schreyer, and Southwick's solidly researched handbook serves as an important tool, both for teachers and students, seeking accurate information pertaining to the Indigenous cultures of Yukon.

Long Description:
Recently, Yukon, Canada has experienced huge growth in First Nations cultural revival as well as an influx of newcomers brought on by the growth of the education, industrial and tourism sectors, who are also interested in learning about Yukon First Nations peoples and their cultures. The need for academic teaching materials that can educate adult learners about Indigenous peoples of the Yukon has resulted in the publication of this handbook. ECHO is meant as a teaching tool that provides the most current research pertaining to Yukon First Nations peoples on topics such as archaeology, ethnology and traditional lifeways, and relationships with newcomers (in the past and currently), as well as the arts. With a focus on topics that are relevant to students learning about Yukon Indigenous peoples history and culture, such as collaborative research with anthropologists, the history of the Yukon, and, most importantly, an overview of the modern-day land claims movement. Although generalized material on Yukon First Nations is provided within other publications, these are primarily out-of-date and out-of-print books. Castillo, Schreyer, and Southwick’s solidly researched ECHO: Ethnographic, Cultural, and Historical Overview of Yukon’s First Peoples will serve as an important tool, both for teachers and students, seeking accurate information pertaining to Indigenous cultures of the Yukon.

Word Count: 62227

ISBN: 978-1-988804-32-3

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This collection uses primary sources to explore early Chinese immigration to the United States. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

Word Count: 99249

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Word Count: 20993

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Short Description:
A collection of essays originally published on Mujeres Talk and Latinx Talk that includes essential Latinx ideas, perspectives, and practices to promote environmental sustainability written by a variety of researchers, writers, and poets.

Long Description:
A collection of essays originally published on Mujeres Talk and Latinx Talk that includes essential Latinx ideas, perspectives, and practices to promote environmental sustainability written by a variety of researchers, writers, and poets.

Word Count: 14109

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This video offers a summary and analysis of the main themes in the Epic of Gilgamesh. The world’s first recorded epic poem, from Mesopotamia, explores important questions: can humans defy aging and conquer death?

A Shared Lexicon of Equity Terms, Research, Experiences, and Resources

Word Count: 46414

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My Implementation goals
Provide OER resources for course
Share OER resources for ethical activities, assessments, and outcome attainment
Empower students by implementing both universal design and culturally responsive methods, strategies, and resources to allow students to more fully engage in the topic of ethics in education and their own practice.

The following are the learning outcomes specific to this course:
Recognize, describe, and critique current ethical theories.
Recognize, describe, and apply current ethics practices and issues in education.
Evaluate ethical and professional issues relevant to the practitioner, scholar-practitioner, and scholar.

This outline serves as an Ethnic Studies Community Project assignment and could be implemented throughout the course. As this project will be carried out in the community, addressing a contemporary social problem within the discipline, it could be supplemented with the content of the course. Each section below takes about 1-2 weeks to complete. At the end of the semester, students should be able to present their group project describing their findings, conclusions, and experiences. This could also be used as a written assignment and/or presentation.

Module on Ethnic Studies Key Terms and Origins. Module can be used for introduction level Ethnic Studies course. 

Short Description:
Physical activity and exercise are integral parts of Indigenous identity, woven into cultural tradition throughout history. This resource aims to tell the story of physical activity, exercise, and health in Indigenous communities. Divided into four main sections, learners will begin their journey by uncovering some of the history of physical activity in Indigenous health. The learner will then explore and appreciate physical activity and health in Indigenous communities at the present time. Finally, learners will be guided towards moving forward in physical activity and health together. This resource may be used as a stand-alone online learning experience and/or for an academic course. Features include: wholistic learning objectives, informational text, suggested readings and videos, interactive activities, and opportunities to reflect on learning.

Long Description:
Physical activity and exercise are integral parts of Indigenous identity, woven into cultural tradition throughout history. Traditional games hold not only physical purpose, but also spiritual, cultural, and practical roles. The Wholistic Model (a balance of physical, cultural, intellectual-emotional, and spiritual well-being) is applied via physical activity to help develop the individual. This is important to how physical activity and individual development is approached in Indigenous communities. While there is a long history of Indigenous participation and achievement in physical activity, there is an equally long history of exclusion. Indigenous peoples have different lived experiences of physical activity, including a history of systemic and overt forms of discrimination, as well as resurgence.

This resource aims to tell the story of physical activity, exercise, and health in Indigenous communities, and helps to address the Canadian national call to action for Truth and Reconciliation by providing an open access educational resource that may serve as one step in decolonizing physical activity in the post-secondary student community.

Features of this resource, which may be used as a stand-alone resource and/or for an academic course, include: suggested course framework, wholistic learning objectives, and content that may be used in lectures presented as informational text, suggested readings and videos to augment learning. As well, this resource includes a variety of interactive activities for students such as warm-up and cool-down activities, and opportunities for students to record and reflect on their learning.

Word Count: 24652

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This collection uses primary sources to explore early exploration of the Americas. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

Short Description:
This OER examines food sovereignty and food experiences in Haudenosaunee communities, to explore ways of upholding our Haudenosaunee responsibilities to the land and enhancing the local practice of food sovereignty. Research findings revealed that local education about food sovereignty, Indigenous foods, and practices must be achieved, to promote these concepts in the lives of Six Nations of the Grand River community members.

Long Description:
Our research, based in Six Nations of the Grand River, examines food sovereignty and food experiences in Haudenosaunee communities, to explore ways of upholding our Haudenosaunee responsibilities to the land and enhancing the local practice of food sovereignty. The goal is to increase the access to and transmission of knowledge, so that more people to engage in food sovereignty. Haudenosaunee peoples with traditional knowledge, extensive community experience, and interests in food and culture were interviewed. Additionally, community members were surveyed to further understand what the needs of community are and what the community wishes to know about traditional foods and food sovereignty, in order to achieve a wholesome understanding and application of our ancestral knowledge. Interviews were audio recorded, transcribed, and analyzed. Analysis characterized knowledge and knowledge transmission, community, sharing, self-determination, access to traditional foods, co-existence with the natural world, connection to culture and identity, health, and food systems. These are all interwoven pieces that make up food sovereignty. Our findings produced the overall recommendation that local education about food sovereignty, Indigenous foods, and practices must be achieved, to promote these concepts in the lives of Six Nations members.

Keywords: Indigenous foods, food sovereignty, traditional knowledge, traditional foods, sustainable self-determination, food systems.

Word Count: 6223

ISBN: 978-0-9939046-0-8

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Embedding Indigenous pedagogy into the online space

Long Description:
This project is a collection of resources for educators and instructors within the K-12 and post-secondary systems to support the adoption of Indigenous pedagogies in online learning environments. The 5R’s of Indigenous pedagogy are relationship, respect, relevance, responsibility, and reciprocity. These 5R’s serve as important reminders for course designers in K-12 and post-secondary educators and benefit all learners. Our resources and reflections address how the 5R’s of Indigenous education and research can be used as best practice to enrich online teaching platforms and remote learning. The positive effect of reciprocal communication, relationship building, and embracing Indigenous knowledge pedagogies in online learning environments extends out into the community and beyond.

Word Count: 13002

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Short Description:
Continued outcome disparities for historically underserved student populations point to the urgent need for educators to critically examine structural inequities in higher education and shift current practices for greater equity in learning environments. This resource provides a structure for faculty to self-evaluate their teaching, identify evidence-based practices that can bring greater equity to their classrooms, and develop an Action Plan for implementing and evaluating those practices. By focusing on "just one thing," educators can develop a personalized, discipline-specific approach to continual improvement in enhancing equity for students.

Long Description:
The need for greater equity in higher education learning environments is abundantly clear, both nationally and in the state of Minnesota.[1] Yet many educators find themselves daunted by the enormity of the challenge. How exactly do we “do equity” in our classrooms, whether in person or online? While Diversity, Equity, and Inclusion (DEI) trainings abound, it can be difficult to translate broad concepts into concrete applications and practices within our respective disciplines.

In this Faculty Learning Community, we bring together a community of peers within your discipline to help you develop “just one thing” you can bring into your teaching practices to enhance equity for your students. Research around culturally responsive teaching—one of many terms used to indicate equitable teaching practices—boils down to three key areas. There are many different frameworks that have been used to describe those areas (see Transactional Distance Theory,[2] Community of Inquiry,[3] and the Rigor/Relevance Framework,[4] among others), but for our community, we will use these terms: Relationships: creating trust and community, in a manner that ensures all students know they and their cultures are valued assets to a collaborative and safe learning environment Relevance: establishing the connection between the learning content and students’ daily lives, cultural practices, and aspirations Rigor: well-designed, disciplinarily-current, and learning-science-informed courses, instruction, and assessment

Starting from this framework, you will develop an Action Plan. Progressing alongside your colleagues and benefitting from their insights, you will move from identifying a goal, to choosing “just one thing” that you can do toward achieving that goal, to planning incremental and time-bound steps for implementation, to determining how you’ll evaluate the plan’s effectiveness. While achieving “just one thing” can make a significant difference for students, our hope is that this initial practice will also offer you insights into what works best—not just for your students, but also for you as you continue to bring future equitable teaching practices into your learning environments.

Word Count: 10750

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This collection uses primary sources to explore The Fire Next Time by James Baldwin. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

This collection uses primary sources to compare and explore the relationships between Frederick Douglass and Abraham Lincoln. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

This collection uses primary sources to explore the history, successes, and failures of the Freedmen's Bureau during Reconstruction. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

For years I’ve wanted to write a book about racism. But after visiting Barnes and Nobles, both online and our actual bookstore here in Boise, Idaho; I realized there were already volumes of books and articles written on the subject of racism. I asked myself, could I write a book on racism that would be different than the books already available? So, I started to think about my twenty years of personal experiences, conducting courses, giving seminars, lectures, and writing articles about racism. In those seminars, lectures and articles, I always wanted to make sure my students, the attendees , and readers learned something specific; something they could take home and use immediately. After realizing what I’d been doing for all those years, I decided that teaching something very specific about racism would make my book different. In all my lectures, seminars, courses and articles, I always had a primary goal; teach people how to move from being a non-racist, to becoming an antiracist. Everything I spoke, taught and wrote was about helping people to see where they really stood regarding racism and how to take the necessary action to becoming a positive change agent.

Short Description:
The Future of the American Negro (1899) is a novel by American educator Booker T. Washington. The novel presented his opinions on the history of enslaved and freed African-American people, as well as his ideas regarding using education as a means to advance themselves.

Long Description:
The Future of the American Negro (1899) is a novel by American educator Booker T. Washington. The novel presented his opinions on the history of enslaved and freed African-American people, as well as his ideas regarding using education as a means to advance themselves.

Word Count: 38640

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