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Students explore how advocacy connects to local proclamation and change, building on Part I. Tribal sovereignty, identity, and links to genocide, federal policy, and laws frame essential understandings. Learners analyze the value of proclamations, complete discussions, and write a proclamation aligned to a checklist, supported by handouts, videos, and a timeline resource.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/indigenous-peoples-day-as-an-act-of-sovereignty-part-ii-overview-learning-outcomes-standards-classroom-logistics/605377/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/indigenous-peoples-day-as-an-act-of-sovereignty-part-ii-overview-learning-outcomes-standards-classroom-logistics/605377.png","ImageObject",300,407,{"name":92,"@type":93},"Miles","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-16",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main focus of Indigenous Peoples’ Day as an Act of Sovereignty Part II for Grade 10?","Question",{"text":112,"@type":113},"Students make meaning of Indigenous Peoples’ Day and explore how advocacy can lead to a local proclamation and change.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What learning outcomes should students achieve by the end of the lesson?",{"text":117,"@type":113},"Students understand tribal sovereignty as an inherent right that cannot be erased, learn the elements of a proclamation, and connect Indigenous advocacy to a civic-engagement topic they care about.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the assessment used to evaluate student understanding?",{"text":121,"@type":113},"Students turn in Handout One: Indigenous Peoples’ Day Notes after discussion, and they complete a proclamation that allows the teacher to assess understanding.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},605377,1792427105,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},13056703019404,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Indigenous Peoples’ Day as an Act of Sovereignty Grade 10  \nENGLISH LANGUAGE ARTS  \nIndigenous Peoples’Day as an Act of Sovereignty Part II  \nOverview  \nThroughout the 20th and early 21st centuries tribal nations and Indigenous communities have continued to assert their right to self-governance and sovereignty despite numerous efforts to force them to assimilate. By extension, the purposeful erasure of Indigenous peoples as a living and thriving presence in the contemporary world also remains a reality.  \nTribal sovereignty predates the existence of the U.S. government and the state of Oregon. Tribal governments are separate and unique sovereign nations with the power to execute their self-governance to protect the health, safety, and welfare of their citizens and to govern their lands, air, and waters. One of the ways Indigenous communities have been embodying their right to sovereignty is through the establishment of an Indigenous Peoples’ Day. Indigenous Peoples’ Day serves as reminder of the contributions, both past and present, of Indigenous communities and tribal nations.  \nThis lesson extends the knowledge gained from Part I by asking students to make meaning of Indigenous Peoples’ Day and to explore how advocacy leads to a local proclamation and change.  \nESSENTIAL UNDERSTANDINGS  \n• Sovereignty  \n• Identity  \n• Genocide, Federal Policy and Laws  \nLEARNING OUTCOMES  \n• Students will be able to understand that tribal sovereignty is an inherent right of tribes in the United States. As such, they cannot be erased. By establishing Indigenous Peoples’ Day, thereis growing validation of the enduring presence and contributions of Native Americans in this country.  \n• Students will learn the elements ofa proclamation in order to write one.  \n• Students will connect the advocacy of Indigenous people to a topic they feel strongly about.  \nESSENTIAL QUESTION  \n• What is the value in a proclamation?  \nLOGISTICS  \n• Where does the activity take place? Classroom  \n• How are the students organized?  \n􀂅 Whole class 􀂅 Teams: 2 – 4  \n􀂅 Pairs 􀂅 Individually  \nTIME REQUIRED  \n60 – 120 minutes  \nIndigenous Peoples’ Day as an Act of Sovereignty Grade 10  \nBackground for teachers  \nTeacher should familiarize themselves with Indigenous Peoples’ Day.  \nThis lesson can stand alone but will be enhanced by using Indigenous Peoples’ Day as an Act of Sovereignty Part I and lessons on tribal sovereignty.  \nConsiderations for teachers  \nAssessment  \n• Students will engage in a substantial amount of discussion with partners and groups. The teacher should actively monitor student discussion for correct understanding and should ask for the pair to turn in Handout One: Indigenous Peoples’ Day Notes  \n• Students will complete a proclamation that will allow the teacher to assess understanding.  \nPractices  \nClass discussion and working in pairs – Teachers will need to have two separate pairings of students for this lesson.  \nLearning targets  \n• I am familiar with Indigenous Peoples’ Day and why people are advocating for it.  \nSTANDARDS  \nOregon social sciences standards  \nHS.5 Evaluate the relationships among governments at the local, state, tribal, national, and global levels.  \nHS.11 Examine the pluralistic realities of society (such as ethnic and social groups, urban/rural, cultural, poverty, religion, and age) recognizing issues of equity, and evaluating the need for change. (Civics)  \nHS.55 Analyze the complexity of the interaction of multiple perspectives to investigate causes and effects of significant events in the development of world, U.S., and Oregon history. (History) HS.60 Analyze the history, culture, tribal sovereignty, and historical and current issues of the Native American/Alaska Native/Native Hawaiian in Oregon and the United States. (History) HS.61 Analyze and explain persistent historical, social and political issues, conflicts and compromises in regard to power, inequality and justice and their connection to currents events and movem","cbCaiaw1bDXBCtX7","https://ap.wps.com/l/cbCaiaw1bDXBCtX7","pdf",243571,"English","# Overview\n## Essential Understandings\n## Learning Outcomes\n## Essential Question\n## Logistics and Time Required\n## Background for Teachers\n## Assessment and Practices\n## Standards\n## Options/Extensions and Reflection\n## Materials\n## Key Vocabulary","[{\"question\":\"What is the main focus of Indigenous Peoples’ Day as an Act of Sovereignty Part II for Grade 10?\",\"answer\":\"Students make meaning of Indigenous Peoples’ Day and explore how advocacy can lead to a local proclamation and change.\"},{\"question\":\"What learning outcomes should students achieve by the end of the lesson?\",\"answer\":\"Students understand tribal sovereignty as an inherent right that cannot be erased, learn the elements of a proclamation, and connect Indigenous advocacy to a civic-engagement topic they care about.\"},{\"question\":\"What is the assessment used to evaluate student understanding?\",\"answer\":\"Students turn in Handout One: Indigenous Peoples’ Day Notes after discussion, and they complete a proclamation that allows the teacher to assess understanding.\"}]","Indigenous Peoples’ Day as an Act of Sovereignty Part II - Overview, Learning Outcomes, Standards & Classroom Logistics | PDF",1792132153,25]