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The document presents outcomes for all students, including affirming identity, appreciating cultural diversity, engaging in intergroup dialogue, critical thinking on historical and contemporary issues, and promoting social justice through actionable strategies.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Storytelling  \n3  \nSharing & Generosity  \n7  \nNative Identity  \n4  \nSense of Humor  \n5  \nTribal Policies, Treaties & Sovereignty  \n6  \nNative Contributions  \nFour Sacred Medicines  \nTobacco Cedar Sage Sweetgrass  \nIntroduction to the North Dakota  \nNative American Essential Understandings (NDNAEU)  \nIn the spring of 2015, the North Dakota Department of Public Instruction brought together tribal Elders from across North Dakota to share stories, memories, songs and wisdom in order to develop the North Dakota Native American Essential Understandings to guide the learning of both Native and non-Native students across the state. Similar Essential Understandings have been developed and are being used in several other states already, and more are making plans to begin a similar process. Many tribal Elders have had input into these understandings, and it is hoped that the NDNAEU themselves will open up many more additional opportunities for tribal Elders and Educational Leaders to impact ND classroom practice with important tribal stories, songs and cultural perspectives.  \nThe learning benefits to ND students who have a tribal or native heritage are clear. According to research around Culture Based Education (CBE),“…in culture-rich environments, teachers push beyond conventional best practice to achieve greater relevance, relationships, and rigor using culturally responsive, relevant approaches. Teachers can and must make learning culturally meaningful to their students and families by honoring culture and place in teaching and learning with respect to the heritage language, family and community involvement, instructional content and context, and authentic assessment”  \n(Kana‘iaupuni and Ledward, 2013) .  \nThe benefits to ALL students who learn in educational environments that are culturally responsive and value multiple cultural perspectives are clear. The following is a summary of outcomes connected with multi-cultural education compiled in ASCD Express, Vol. 6, No. 15., 2011 ([http://www.ascd.org/ascd-express/vol6/615-koppelman.aspx](http://www.ascd.org/ascd-express/vol6/615-koppelman.aspx)).  \n1. All students should be encouraged to affirm themselves as unique individuals and they should accept and respect the differences shaping individual identities of other students.  \n2. Students should learn about their group from the school curriculum and about the diverse groups in American society to have a basis of appreciation and respect for cultural diversity.  \n3. Students should engage in intergroup dialogues that promote cross-cultural communication skills and reduce biases and prejudices.  \n4. Students should learn to be critical thinkers able to analyze historical and contemporary issues in order to make intelligent decisions about problems and conflicts.  \n5. Students should engage in activities that address social justice issues and be encouraged to develop and implement strategies to respond to such issues in their school and their community.  \nIt is the hope of both the ND Department of Public Instruction and the tribal Elder team of writers that these seven NDNAEU can create a framework for learning that will foster these outcomes. The NDNAEU are merely a starting point for this work. It is our expectation that the next several years will see the active engagement of many more educators, administrators, tribal Elders and communities in developing additional resources, lesson plans, curricula, video interviews and collaborative projects as guided and informed by the NDNAEU. The ultimate goal of this document is to increase learning, understanding and well-being among all North Dakota students, educators and communities.  \nSources:  \nMultidisciplinary Research on  \nHawaiian Well-Being Vol.9 (2013)  \nCopyright © 2013 by Kamehameha  \nSchools. Accessed 10/11/2015  \n[at www.ksbe.edu/_assets/spi/](at www.ksbe.edu/_assets/spi/)  \n[hulili/hu","cbCaivLz5eOoYAYx","https://ap.wps.com/l/cbCaivLz5eOoYAYx","pdf",12848869,12,"English","# Introduction to the North Dakota Native American Essential Understandings\n## Sacred Relatives\n## Learning & Storytelling\n## Sharing & Generosity\n## Native Identity\n## Sense of Humor\n## Tribal Policies, Treaties & Sovereignty\n## Native Contributions\n## Four Sacred Medicines","[{\"question\":\"NDNAEU是什么，旨在为哪些学生提供学习指导？\",\"answer\":\"NDNAEU为北达科他州的学习提供框架，面向具有原住民/部落背景的学生以及所有学习文化多元视角的学生，用于指导课堂学习与理解。\"},{\"question\":\"该文件如何描述文化融入教育（CBE）带来的学习收益？\",\"answer\":\"文件引用研究指出，在文化资源丰富的环境中，教师通过尊重文化与地方、融入遗产语言、家庭与社区参与、并采用真实评估方式，能实现更高的相关性与严谨性。\"},{\"question\":\"NDNAEU汇总的关键学习成果包含哪些方面？\",\"answer\":\"成果包括鼓励学生肯定自我并尊重他人身份差异；通过课程了解群体与文化多样性；进行促进跨文化沟通的群际对话；培养批判性思维以分析历史与当代议题；并参与应对社会正义议题的活动与策略。\"}]","North Dakota Native American Essential Understandings | PDF",1792054685]