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Learning Standards Crosswalk

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Graduation Cap from 2020 with beaded decoration with the Great Seal of the Shinnecock Indian Nation

Portrait of a Graduate Alignment

Critical Thinker: Analyzing the Address’s structured sequence (Earth up to Creator) and hierarchical value system to understand a non-Western worldview and its philosophical implications.

Innovative Problem Solver: Considering how the philosophy of stewardship and reciprocity could offer solutions to modern environmental and social challenges.

Literate Across the Content Areas: Engaging with the text of the Address (ELA), mapping its geographical relevance (Social Studies), and examining its ecological sequence (Science).

Cultural Competence: Developing deep respect for Haudenosaunee spiritual and civic practice, recognizing the Address as a living tradition, and learning from an authentic Indigenous worldview.

Social-Emotional Competence: Practicing the act of gratitude as a daily exercise in mindfulness and community well-being ("putting our minds together").

Effective Communicator: Analyzing the rhetoric and structure of the Address as an effective, traditional form of public speaking and ceremonial oration.

Global Citizen: Understanding the Address as a core governance principle that connects humans to a universal natural order, fostering a perspective of responsibility toward the planet.

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Graduation Cap from 2020 with beaded decoration with the Great Seal of the Shinnecock Indian Nation

New York State Learning Standards Alignment

Social Studies Framework: 5.5a/7.2a — Students examine how Haudenosaunee governance reflects an understanding of the relationship between people and the natural world, emphasizing the theme of interdependence

ELA Standards (Reading, Writing, Speaking & Listening): SL.4/6/9.1 — Listening/Speaking: Students analyze the Address as a powerful example of oral tradition and ceremonial rhetoric; engaging in respectful classroom discourse before starting tasks (putting our minds together).

Arts Standards: Students analyze the Address as a form of cultural expression (Arts/Performance); illustrating the sequence of thanks in a visual (drawing) or auditory (musical response) format.

Science Standards: 3-LS4-4/MS-LS2-2 — Students analyze the ecological sequencing and deep scientific knowledge embedded in the Address, connecting traditional ecological knowledge (TEK) to modern concepts of ecosystem structure and biodiversity.

PE and Health: Students discuss the social-emotional benefits of regular gratitude practice (SEL), comparing the Address's purpose to other ceremonial or community-building activities that promote wellness.