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

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Additional Scholarships

College Success

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News & Events

TCU Set Stage for Student’s Success at University of Michigan

By Jasmine Neosh, American Indian College Fund student ambassador

On the first day of law school orientation, my classmates and I stood in a circle and identified ourselves by, among other things, where we had gone to school for undergrad. I attend what’s called a “top 14” law school– one of the most prestigious and competitive in the country and the world. One by one, my classmates listed other elite universities, ones that everyone would know. Harvard. Princeton. Columbia. Stanford. Brown. And then it came to me.

I felt nervous for the millionth time that day but rather than shrinking, I stood up tall, offered a gentle friendly wave, and offered up my credentials: Jasmine Neosh. College of Menominee Nation, class of 2022.

In some places, this announcement would have generated a lot of enthusiasm. I have been to conferences in very elite places where the presence of a Tribal college graduate is enough to generate a palpable giddiness. In law spaces, however, I tend to get curiosity. This is natural– many people have never heard of Tribal Colleges and Universities (TCUs), much less known someone who has attended one. When I first started talking about the TCU movement to my peers, I mostly found comfort in talking about a community that I missed dearly. As time went on, I found myself talking about it more and more not just for comfort but because I came to realize just how much the College of Menominee Nation had done to prepare me for the wonderful life that I am now building.

I am a dual-degree student, working on an MS at the University of Michigan’s School for the Environment and Sustainability as well as my law degree. During the first semester of graduate school, I found myself revisiting familiar but advanced concepts that I had studied extensively in undergrad– things like systems thinking, place-based learning, geographic information systems, and ecosystem management.

In my law classes, I found myself able to answer questions from even the toughest professors calmly and thoroughly– my confidence the product of my undergraduate professors who gave me the skills I needed to communicate complex or even uncomfortable thoughts with confidence and poise.

In my extracurricular activities, I was able to plan out and track the progress of huge events, organize support and ensure the efficient use of limited resources– skills I learned through my CMN public administration degree. I approached new and challenging things with enthusiasm because the growth mindset I had developed in undergrad had shown me that the knowledge for which I had fought the hardest is the knowledge that I would most cherish.

Of all of these gifts, however, the one I am perhaps most grateful for is the strong cultural context in which my education was rooted. While many non-Native academics still situate Indigenous Peoples solely within history, my experience as a Tribal college student gave me the space I needed to interact with cutting edge technology, evolving legal issues and a rapidly changing world in the context of my own culture. I left College of Menominee Nation able to articulate the complex values and issues of my own community in a way that would be coherent to outsiders (and potential allies). I found that I was able to critically evaluate ideas that even my most brilliant classmates took for granted–not with malice or condescension but the open-heartedness of one who knows first-hand how big the world of ideas can be. Beyond even the technical skills that I acquired or the lines on my CV, it was this recontextualization that gave me the confidence I needed to thrive in my new world as an outlier without ever losing myself inside it. I am able to show up in the toughest times knowing exactly who I am and what I am doing, whether it’s my community that needs me or I just need myself.

Three years after leaving the College of Menominee Nation, I am a successful dual-degree student with a career that I love and that can make my family proud. I have secured the job of my dreams for after graduation, well before I cross the stage. I am part of a flourishing community that shows its love for the Indian Country of tomorrow by putting in the work today. I have won awards and certificates, served in countless leadership positions both locally and nationally, and built relationships with heroes that show me the kind of professional I want to be. And as fulfilling as all of this is, it’s still just the beginning. The road ahead is long and I don’t know everywhere it’s going to go; but wherever it takes me, when it’s time to introduce myself and talk about where I have come from, I will stand up straight and say it proudly: Jasmine Neosh, College of Menominee Nation, class of 2022.

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
    • Lakota Times
      • Covers local and national stories affecting Indian Country
  • 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.