Think Indian Community Awareness Grants

Think Indian Community Awareness Grants of $2,500 are available to student groups and accredited higher education institutions. These grants encourage institutions who serve Native students to promote the positive message of “Think Indian,” the vibrancy of Native students, and the highlight the support provided by Native scholarship programs to their campus and community.

“Think Indian” was originally created as a public awareness campaign to promote the American Indian College Fund, and the many ways that its scholars contribute to, and change our world. Its message connected so deeply with Native students and institutions that it was revived in 2018, specifically to promote the College Fund’s scholarship, and other student programs.

The American Indian College Fund has created a grant program to highlight its “Think Indian” campaign, and scholarships program for Native students. The grants are intended to encourage institutions who serve Native students to promote the positive message of “Think Indian,” the vibrancy of Native students, and the highlight the support provided by Native scholarship programs to their campus and community. Projects must engage or include Native students.

Student groups and institutions can use grant funds for any activity or project that will promote the “Think Indian” campaign and scholarships in their community. Programs can include, but are not limited to:

  • Informational, social or artistic events
  • Art displays, installations or murals
  • Music performances or video screenings
  • Local awareness, publicity or marketing campaigns
  • Online/social media campaigns
  • Participation in existing campus or community events
  • Themed volunteer or service events (including Native vote or census projects)

CLICK HERE to view summaries of the 2019 awarded projects.

 

Related Pages

Application Tips

Application FAQs

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News & Events

Fake News Awareness 

Misinformation can spread fast, especially online. As Indigenous people we know the power of storytelling, but we also know the damage false narratives can cause. Fake news and inaccurate information can shape public perception in dangerous ways. That’s why it’s important to recognize misleading information before sharing it. Here’s how to spot fake news and protect the truth. 

  1. Check the source 
      • Is this information coming from a reputable, fact-checked, reliable source? Do you immediately recognize the website, author, or outlet? If not, take precaution when reading or listening to the information. 
  2. Verify with multiple sources 
      • If only one site, one person, one organization is reporting something, be skeptical. Because of the liability that come with reporting fake news, it’s not common for the information to be widely reported.  
  3. Watch out for clickbait. 
      • Fake news will often use dramatic and emotional headlines and captions to get reactions, views, and shares. If a headline feels shocking or extreme, be wary of the information.  
  4. Look for manipulated images or videos 
      • In today’s day and age, photos and videos can be edited, taken out of context, and even AI generated. AI images and videos will tend to have a “red herring” a.k.a something that looks out of place, unusual, or unrealistic. Sometimes images, videos and graphics can even be years old and recycled to push a certain narrative.  Use Google Reverse Image Search to see where an image really came from. 
  5. Check the date 
      • Often times old news stories resurface to push false narratives. Make sure the information is recent and relevant before reading and sharing. The date should always be at the top of the article with the author’s name. If an article does not have a date or an author listed, it is likely fake news. 
  6. Look for credible sourced information 
      • Reliable news will include links to it sources. Links will source back to information directly from government entities, official reports or direct statements. If a story makes big claims without evidence or only links back to its own articles, you should question the information. 
  7. Be aware of bias, even your own 
      • We all have biases and it’s easy to believe things that align with our views. Real journalism present multiple perspectives. Be cautious of one-sided reporting or sources that push a single agenda and try to convince you of agreeing with their point of view. 
  8. Use fact checking tools 
      • If something seems off, check fact-checking sites like Snopes, FactCheck.org and PolitiFact. These sites are nonpartisan and dedicated to the unbiased truth. 
  9. Pause before sharing 
      • Misinformation can spread fast because people react quickly and may not know how to fact check. Take a moment to verify the information before sharing it with others. Spreading false information can cause real harm. 

 

Where to find reliable information 

If you want the full picture, go straight to the source. Instead of relying on social media posts or secondhand accounts, check these trusted places for primary source information.

  • C-SPAN
    • Live feed footage and coverage of government proceedings, hearings, and speeches
  • Government websites
    • Government websites are reliable sources for laws, policies and official statements.
    • Disclosure: Some government websites have been instructed to remove or alter information on their sites, so we encourage readers to verify information they find on any government websites with other trusted primary sources.
  • Congress.gov for legislation and voting records.
    • Data.gov for government datasets and reports
    • Verified tribal government websites are also trusted sources
  • Library of Congress
    • Loc.gov has historical documents, treaties, and primary source records
  • Academic and research institutions
  • News sources
    • Associated Press
      • Straight facts and minimal bias
    • Reuters
      • Global news outlet with a focus on accuracy
    • BBC news
      • International perspective, less influenced by US political divides
    • AFP
      • Agence France-Presse is a French international news agency that provides verified information on global news
    • Indian Country Today
      • One of the leading Indigenous-run news organization
    • Native News Online
      • Covers Indigenous policy culture and community stories
  • Fact checking organizations

Misinformation is everywhere, but having the right tools helps us protect our narratives and ensure our communities get the truth. Always question, always verify, and always seek sources that respect our voices. 

Revitalizing Aaniiih and Nakoda Languages/Culture at Aaniiih Nakoda College

By Dr. Arlene Bigby, Early Childhood Education and Education Instructor, ANC
2024-2027 Ihduwiyayapi: Advancing Indigenous Early Childhood Education Grant Program

Native language integration and revitalization has always been an integral part of Aaniiih Nakoda College’s (ANC) focus. Faculty continue to find ways to improve their efforts in how to do so and provide support for all students, including those in the Early Childhood Education program.

Braydon Fitzpatrick is the American Indian Studies Instructor/Advisor at ANC.

Braydon Fitzpatrick is the American Indian Studies Instructor/Advisor at ANC.

Braydon Fitzpatrick, an enrolled member of the Aaniiih tribe and affiliated with the Nakoda and Blackfeet tribes, is the American Indian Studies Instructor/Advisor at ANC Braydon teaches American Indian Studies (AIS) courses, supports the work of the White Clay Immersion School at ANC by providing language and culture information, and helps administer the American Indian College Fund’s Native Arts Grant on campus. The Native Arts grant supports Native artists while educating the community about artists and their work. Since Braydon became the AIS Instructor, three students graduated from his program and four students are on track to graduate with the Aaniiih/Nakoda Language (ANL) associate’s degree. This is a new degree program that was implemented within the last two years at ANC. The Early Childhood Curriculum and Environment EDEC 230 class is a required course for this degree. The class has sparked students interest in teaching young children.

Kristie Runs Above is the Traditional Ecological Knowledge Education and Youth Development Coordinator at ANC. She is an enrolled Aaniiih and affiliated with the Nakoda, Northern Cheyenne, and Lakota tribes. Kristie gathers her resources by visiting elders and immerses herself in the cultural aspects of ‘traditional ways of knowing’ and shares with local classrooms about the medicinal plants used traditionally. She supports ANC staff and presents to classes on campus. Kristi was by the local Early Head Start/Head Start to support them in integrating Aaniih and Nakoda into their classrooms. She recently provided a presentation on language integration to the EDEC 230 class.

Kristie Runs Above is the Traditional Ecological Knowledge Education and Youth Development Coordinator at ANC.

Kristie Runs Above is the Traditional Ecological Knowledge Education and Youth Development Coordinator at ANC.

Belinda Horn, one of the early childhood students in this class shared, “I liked learning the Nakoda phrases for good morning, aba waste, and good night, hahebi waste.” Belinda also learned how to translate Traveling Woman into Nakoda, “Omani Wiya.” Belinda’s grandfather gave her her name. Kristi gave students access to the online lessons she developed on integrating Aaniiih and Nakoda into early childhood classrooms.

Dr. Amber Harris is the Director of Library Services at ANC. Her library and its services are available to students, staff, and community members. She has worked to build a collection of books related to the language, history, and culture of Nakoda and Aaniiih people, as well as expanding their database access. Dr. Harris owns books written and translated by local people, including the late Minerva Allen. Minerva was a poet, educator, elder, and member of the Assiniboine tribe who advocated for Native American education.

The Early Childhood Education program donated materials purchased through the Ihduwiyayapi: Advancing Indigenous Early Childhood Education program to ANC’s library to add to this collection. Included are alphabet posters, pre-kindergarten and kindergarten language curriculum and children’s storybooks in both Aaniiih and Nakoda, and many other items.

Early childhood students met Dr. Harris as part of their classes to share the resources that are available in the library. The Children’s Literature (LIT 282) course students are currently hosting monthly Head Start story time sessions in ANC’s library. Kassi Buckles, an early childhood student in this course read the story “Fifteen Animals” in English and Nakoda to 4-5-year-olds and began teaching the children to pronounce numbers wazi (one) and nuba (two). Kassi expressed that it is even more important to embrace her language and culture so her people can be strong and face challenges ahead.

Dr. Amber Harris is the Director of Library Services at ANC.

Dr. Amber Harris is the Director of Library Services at ANC.

ANC faculty is committed to integrating language into daily life on campus. Students in all programs are encouraged to use both Nakoda and Aaniiih language in lessons. Faculty are expected to take classes in AIS/ANL as well. They have asked that information and lessons be developed so new staff will understand the importance of embracing the language and culture of the communities ANC serves. New displays around campus features Aaniiih and Nakoda words and phrases is evidence of this commitment and the revitalization of Native languages at ANC.

Early childhood students know that every faculty member at ANC supports their efforts in integrating Aaniiih and Nakoda into early childhood curriculum and are available as resources to support with their process.

From Enduring to Flourishing: Culture and Education for Healing

By Trinity Moran, Bay Mills Community College, Information Technology Systems Coordinator
2024-2025 Indigenous Visionaries Fellow

Trinity and her son at his first powwow in Marquette, Michigan.

My name is Trinity Moran, and my Ojibwe name is “Waabishka Waagosh Ikwe,” White Fox Woman. My family is Wolf Clan from Bay Mills, Michigan. My Anishinaabe homelands are on the shores of Lake Superior, next to Canada. As a young girl, I remember going to work with my father for the cultural department of Bay Mills Indian Community, my tribal nation. At that time, the cultural department was home to our Anishinaabe Language Program at Bay Mills Community College (BMCC). I remember attending the language classes along with my father. The elder teachers would call me “kwesehns”, or little girl in Ojibwe. This is when my tribal college, BMCC, became a part of my life.

During my childhood, I experienced traumatic events that had a lasting impact on me. I have become very passionate about Missing and Murdered Indigenous People (MMIP). Intergenerational trauma has made life difficult in my tribal nation. Despite these hurdles, I pursued my education and graduated high school in 2019 as a salutatorian.

After high school, I left foster care. At that time I was uncertain of what career choice I would persue. At first, I wanted to study social work to help others like me. I decided to stay in Bay Mills and attended BMCC for my Associate of Applied Science in computer information systems (CIS). The staff and faculty at BMCC have been wonderful and encouraged me to apply for scholarships with the American Indian College Fund (College Fund). The financial support from the College Fund enabled me to survive on my own; I really do not know where I would be without it. The College Fund has supported me as a student to stay in school.

In 2021, my advisor encouraged me to apply for an administrative assistant position at BMCC. Amazingly, I was hired. I knew the skills I learned from the CIS program would benefit me immensely, and this position showed me how I could support my tribal college.

After obtaining my degree in CIS, I was able to apply for an Information Technology (IT) Systems Coordinator position at BMCC. This position has been a dream come true because it is a perfect career match for me.

In 2023, BMCC created a Bachelor of Science in computer information systems program. I immediately began taking courses for this degree. I also had my son in October of 2023, and continued to apply for College Fund scholarships. I was awarded the Computer Science Scholarship at BMCC. Being a new mother, I am grateful to receive continued support for my education. It made me feel valued to know that the College Fund recognizes the hard work of BMCC students. The College Fund has provided me with so much support via networking events and caring for BMCC staff.

In August of 2024, BMCC President Bedell shared the Indigenous Visionaries: Women’s Leadership Program application with the staff. The program appealed to me because of the support it provided. As an Indigenous woman, I felt that the networking skills and professional tools would help grow my career. I applied and was granted the opportunity to join. The Indigenous Visionaries program has been nothing short of incredible. The College Fund has shown me a network of Indigenous women who are succeeding wonderfully, and I am proud to be a fellow under the program. We are taught new leadership skills during every monthly virtual connection. The self-care teachings and guidance have helped me to carry myself as a strong, Indigenous woman.

Trinity has participated in the College Fund’s Computer Science Program and Indigenous Visionaries: Women’s Leadership Program.