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This report assesses what pedagogical resources are in actual use by educators in Minnesota’s elementary and secondary schools to teach Native American subject matter. It is the first resource scan of its kind ever attempted in the state and is humbly presented as a reference point for future discussions about how Indigenous content can be accurately and appropriately taught to its approximately900,000 students.This scan’s principal goals were to (1) learn what kinds of Native-related teaching resources are being relied upon—the good, the bad, and the merely adequate—in the reality of Minnesota classroom settings and (2) recommend someideas on how to improve the quantity, quality, availability, and deployment of resources in the near future.The State of Minnesota has established statewide academic standards on a wide variety of subjects, including those which relate to Native Americans. However, Minnesota’s K-12 educational system is administered on the principal of local control.As a result, there is enormous variety across the hundreds of public school districts, charter schools, and private schools in what is really taught; what curricula, lesson plans, books, and online and other resources are employed byteachers; and how teachers are trained to use these materials. To get a true picture of what Native-related resources are in use in classrooms across the state, it was necessary to make a broad-based inquiry. In our research for this report, we asked a wide spectrum of educators about their experiences, opinions, and hopes. We conducted an anonymous and voluntary survey, asking about the type, availability, and quality of resources utilized in each setting; local school leaders’ support; professional self-confidence in using those resources; and more. We invited participation from every school district and autonomous public charter and private school in the state.

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