Term
Summer 2025
Capstone
Capstone Project
Degree Name
MAT
Facilitator(s)
Karen Moroz
Content Expert
Iyekiyapiwin Darlene St. Clair and Trish Harvey
Abstract
This project was very meaningful for me both professionally and personally. There was a lot of growth as a researcher, teacher, and person; this growth is reflected in the project as well. I chose Dakota values to be regionally conscious of students that may be in the classroom and their cultures. The project itself shows how Indigenous pedagogies can be applied to content that may not appear to be Indigenous-related. The unit covers the emergence of trade on a global scale (700-1500CE) in a ninth grade world history classroom. Using Understanding by Design’s backward planning model as well as a variety of Indigenous pedagogies described in the Literature Review to create the unit. Chapters 1-4 covers my rationale, reflections, thoughts, theories, and research that led to the project.
Project Type
Curriculum
Keywords
Curriculum, Multicultural Education
Recommended Citation
Fox, Lily, "Infusing Dakota Values and Indigenous Pedagogies into Secondary Social Studies Curriculum" (2025). School of Education and Leadership Student Capstone Projects. 1132.
https://digitalcommons.hamline.edu/hse_cp/1132
Type
text
Publisher
Hamline University
Format
application/pdf
Source
School of Education Student Capstone Theses and Dissertations at Hamline University