The Effect Of Decolonization Of The North Carolina American History I Curriculum From The Indigenous Perspective

This dissertation set out to determine the impact of infusing Cherokee history, cultural topics and themes within the North Carolina American History I curriculum in an effort to investigate the decolonization of the teaching of American history to Eastern Band of Cherokee Indian students. The methodology adhered to the theories of Indigenous and Decolonizing inquiry to address and discover the answers to the following questions: 1. What is the impact of studying American History through the specific cultural lens of the Eastern Band of Cherokee Indians on student perception of their own culture? 2. How does this approach impact student perceptions of American history, education, history as a whole and their own way of thinking? 3. What is the impact of decolonization of the North Carolina American History I curriculum through the specific cultural lens of the Eastern Band of Cherokee Indians on student world view? 4. How will this impact student achievement? This study sought to provide cultural and historical relevance, cultural knowledge, and voice to the Eastern Cherokee Community through their youth’s education. This approach to teaching American History provides several discoveries that lead to interesting answers and intriguing, yet vital, areas for future research.