Term
Spring 2026
Capstone
Capstone Project
Degree Name
MAT
Facilitator(s)
Jennifer Carlson
Content Expert
Simon Hooper
Abstract
This capstone project explored the question: How can a culturally responsive, land-based field trip that centers on the history and perspectives of the Dakota people deepen middle school students’ historical understanding, identity development, and their personal connection to place? In an effort to move beyond traditional textbook-based teaching, this study analyzed how experiential and place-based strategies can foster more meaningful and inclusive learning opportunities. Key themes from the literature review included culturally sustaining pedagogy, land-based and experiential learning, and the value of centering Indigenous perspectives. Research indicates that immersing students in hands-on experiences, while increasing exposure to primary sources and Indigenous perspectives positively contributes to their engagement, critical thinking skills, and personal reflection. These insights impact my current and future practice by guiding classroom instruction and the development of curriculum that is grounded in place-based experiences and community engagement, especially when teaching Indigenous histories.
Project Type
Curriculum
Keywords
Place-Based Learning, Culturally Responsive Teacing, Culturally Sustaining Pedagogy, Indigenous History and Education, Experiential Learning
Recommended Citation
Hooper, John, "A Place-Based Approach to Teaching Dakota History in Sixth Grade Social Studies" (2026). School of Education and Leadership Student Capstone Projects. 1174.
https://digitalcommons.hamline.edu/hse_cp/1174
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Projects