Indigenous peoples were able to gather their most basic needs for shelter using the items around them. Before lumber became the go to, adobe was a staple building material for the southwest and other Indigenous communities. But what makes this humble brick so simple yet sturdy and sustainable?

Open Textbooks for Rural Arizona participants are invited to remix this template to share their courses, textbooks, and other OER material on our Hub.

Indigenous people have developed sophisticated methods to communicate. Given the number of nations and tribes with language differences and vast distances across the world, it's important for people to be able to understand each other. But how does that act of communication actually work?

Indigenous People have been creating cosmetics and natural body remedies for thousands of years. Through trial and error, they have blended science and a deep understanding of human biology to connect with the world around them in very personal ways.

In collaboration with two multi-ethnic Filipino families and the Smithsonian Institute Asian Pacific American Center (APAC), resource creators have developed zines that present a personal history of how these families lived in Washington State through oral histories, family trees, interviews, family photographs, and a celebrated family recipe. The zines begin a conversation of how these families' histories connect with larger conversations of identity and belonging — a groundbreaking K-12 curriculum resource on Filipino American history.

In this two-part lesson, students will learn about Agnes Baker Pilgrim, who, before her death at the age of 95, was the oldest living member of the Takelma Tribe in Oregon. Through her story as an Indigenous woman, students will learn about stigma and discrimination in Oregon history as well as the current day. They will also identify things that they can do to help fight against discrimination when they see it or experience it.This is designed as a two-part lesson with content in Lesson 1 offering a foundation for Lesson 2.  The lessons are designed to be taught together while although each could be standalone if preferred.

In this two-part lesson, students will learn about Agnes Baker Pilgrim, who, before her death at the age of 95, was the oldest living member of the Takelma Tribe in Oregon. Through her story as an Indigenous woman, students will learn about stigma and discrimination in Oregon history as well as the current day. They will also identify things that they can do to help fight against discrimination when they see it or experience it.This is designed as a two-part lesson with content in Lesson 1 offering a foundation for Lesson 2.  The lessons are designed to be taught together while although each could be standalone if preferred.

This course invites students to consider the following three big questions: How can we learn more about Indigenous peoples and issues, even after this class is over? How can we think about the place that is now called the United States from a different perspective that removes colonizers from the central narrative? How can the study of history make the world a safer, more just, and kinder place to live for everyone?

This resource contains directions for a project about Indigenous mapmaking. Informed by readings on Indigenous mapmaking, students are asked to re-create a map incorporating Indigenous map-making practices and methods and to write a reflection essay. 

This course is about the history of Indigenous people in Northern Virginia. The resource contains a list of suggested readings, classroom activities, and group and individual assignments about the topic. The resource also offers a list of historical and cultural resources available throughout Northern Virginia that showcase the history of Indigenous people in the region.

This resource contains five excerpts from documents about indigenous women in Latin America and critical questions about these excerpts.

Over the course of the three week block, students will research and create a replica of an ancient building using three bibliographic citations for sources on appearance, daily use and cultural significance of their chosen structure. Students will present their model to the class as a capstone project. 

This lesson uses the question should indigenous names be mascots? to encourage students to consider both sides of a debate. Students are asked to share their opinions after engaging and exploring the topic and reflect on what their classmates have said.