Dominant discourses in U.S. History are typically engaged through a settler-colonial framework. Informed by the ubiquity of commercial presentations, cultural tropes, and caricatures—movies, consumer products, and names—the “presentation” of Native Americans tend to focus on incomplete representations that are cast in the past. This article conceptualizes how teachers can engage anti-colonial perspectives through the practice of curriculum mining and the use of the Tribal Critical Race Theory (TribalCrit) framework in the teaching of contemporary realities of Native Americans. It also traces the presentation of Native peoples in curriculum and the function of traditional narratives. Included in the article is a sample lesson template on contemporary Indigenous issues that is applicable for middle schoolers. A resource section at the end of the article provides supplemental resources that focus on various Indigenous curricula, and news outlets so educators can more adeptly explore contemporary issues via social, historical, and cultural contexts in their pedagogical practice by utilizing the process of curriculum mining and theoretical framework of TribalCrit when exploring how to more critically engage curriculum standards.

美国历史上的主流话语通常是通过定居者-殖民框架进行的。由于无处不在的商业展示、文化比喻和漫画——电影、消费品和名字——美洲原住民的“展示”往往侧重于过去铸造的不完整表现。本文概念化了教师如何通过课程挖掘实践和部落批判种族理论 (TribalCrit) 框架在美国原住民当代现实的教学中参与反殖民观点。它还追溯了原住民在课程中的表现和传统叙事的功能。文章中包含一个适用于中学生的关于当代土著问题的示例课程模板。