- Boozhoo, I'm Rita Karppinen, your host for "Native Report, a series that focuses on the Indigenous experience.

- So what's good for Indigenous students is good for everybody, and we're all learning that, right?

So that safe space, it's continuously working towards that.

Making sure that everybody is welcome here.

- From finding ways to reintroduce cultural teachings into education systems, to nurturing knowledge at a higher level and exercising tribal rights, tonight's episode explores what's being done in Indian country in terms of practicing sovereign rights.

Plus we learn what we can do to lead healthier lives and hear from our Elders.

(gentle traditional music) - [Announcer] Production for "Native Report" is made possible by grants from the Blandin Foundation, the generous support from viewers like Jack and Sharon Kemp, and viewers like you.

(lighthearted traditional music) (lighthearted traditional music) - We now take you to Marquette, Michigan, where Northern Michigan University is promoting Indigenous sovereignty through education in the form of a Center for Native American Studies.

Here, the university has created a program where faculty members provide students with a resource center that fosters higher education that can lead to jobs within tribal government, research and so much more.

Check out what this professor and student have to say about their experience with NMU's Center of Native American Studies.

(gentle music) (upbeat music) - So our Center for Native American Studies here at NMU has been here since 1996, and we really serve what I've in the past called sort of three strands of a connected braid.

So we are obviously interested in academic growth for our students in the community.

We're interested in student success and support as well as community outreach and tribal nation connections.

(April speaking in foreign language) My name is April Lindala.

I'm a professor here at the Northern Michigan University's Center for Native American Studies here in Marquette, Michigan on the south shore of Lake Superior.

And so in 1991, we had the introduction of the Native American Studies minor and then in 1996, the establishment of the center so we could have academic sovereignty and run the program on our own.

It took a little bit, but after significant work, we introduced the Native American baccalaureate degree in 2016, followed by our associate's degree in Native American Community Services and our minor in Native American Community Services, which is really to go hand in hand with those going in the professional services such as social worker psychology.

- Who would've known Northern Michigan University has a Native American studies program?

I'm double majoring in social work and Native American studies, and I'm a student office assistant here at the Center for Native American Studies.

(Shelby speaking in foreign language) Hello, everyone.

My Anishinaabe name is Miskwabineshikwe but my legal name is Shelby Boggs.

I'm from Escanaba, Michigan.

I am of the Eagle Clan, and I'm a tribal citizen of the Sioux Saint Marie Tribe of Chippewa Indians.

Learning like as I reconnect, like one of the first things I learned was like the seven generations idea.

Like the idea that everything we do as Anishinaabe people is to benefit the next seven generations.

And everything we have is in gratitude to the last seven generations.

So I've been taught to look at our lives as relay races, knowing that maybe the work that I'm doing, I don't get to be the one to run across the finish line, but it's still an honor to know that I took that baton from the generations before me and I will hand the baton on to the generations after me.

And to me that's what's so nice is knowing that I didn't let this.

I never forgot who I was and where I came from.

And I think that my ancestors are so proud to see this and how far I've come.

- I think one of the things that NMU has done in recent years is really make an effort for those visual markers and cultural mirrors on campus.

So we have a welcome sign outside of our building, and that welcome sign is visually painted by a student that represents the medicines of this territory as well as includes the language and syllabic symbols of the Anishinaabe language.

And so I think NMU has done a really nice job of wanting to not just have those visual markers near the center, but our land and territory acknowledgement sign is in the heart of campus.

And so by making sure we have a place in the heart of campus shows students from all over, they might never grace and shadow our door here at the center, but our presence is made felt around the campus with those cultural mirrors.

And that, really, I think means a lot for students who, again, they might be in a major completely different and never come to our center, but they know that the evidence of Anishinaabe people are here because of those signs.

In addition to our academic offerings, we have hosted a number of student support and community building activities over the years.

Some of those might be around the Center for Native American Studies fire site, which was introduced in 2003 after some of the celebrations around 9/11.

We found that we didn't have a space on campus to commemorate and have a memorial for those individuals who lost their lives.

So our Center for Native American Studies fire site offers that place and community space off campus for students to gather and have a sense of home, and in the woods area, what it does is it provides a natural circle and it really provides a kind of more space for storytelling and story sharing as well as a place to reflect and respond maybe what students are learning in the classroom as well.

And so one of the things that our center does provide is a safe space and an open space where students can come and if they wish to engage in... Maybe they're having a stressful day because they have a quiz or exam coming up, we have a space for them where they can privately take care of themselves with some smudge if they want on campus.

And that's been really important for a number of our students who come from that traditional community, traditional family background.

They come to a predominantly white institution like Northern Michigan University and we provide those necessary cultural mirrors that help students feel empowered and at home away from home.

- I'm a really emotional person, so sometimes like when I just realize like the knowledge that I've gained, especially in regards to Native American studies, it can be so overwhelming for me, like knowing that I know how to be now.

Like I've been traditionally named in ceremony.

I understand my people's history, what they have been through, what they have overcome, who they were as a cultural people, as a spiritual people.

It means so much to me like to reclaim what was taken from us, what was assimilated from us.

I know I keep saying it, but trust in the spirits guiding and protecting you and knowing that like if you're on the right path, you won't have to walk against wind resistance.

You don't have to fight.

Things will just naturally unfold.

- I think one of the things that drives me and motivates me is when students in my classes have that a-ha moment.

And even more so when teachers that I work with have that a-ha moment.

That even though a professor of another discipline might be an expert in their field, the challenge that Native American studies can bring to other fields reminds people of that teaching of humility.

that, oh, wait a minute, maybe I know truce and expertise of this field in one way, but not necessarily in an Indigenous way.

So I think for myself, it's having that opportunity to also learn and engage from Indigenous scholars that are in a myriad of backgrounds.

And so I feel like I have a lot of diversity in my own makeup with what I teach, as do our other faculty.

But so I would say probably seeing students celebrate their victories in learning something new, but also seeing students and teachers feel empowered by gaining knowledge.

- I can speak firsthand on how empowering it is to nourish the growth of knowledge.

Northern Michigan University has served as a model for other schools interested in building out their programs.

If you're interested in learning more about what goes on at the Center for Native American Studies, you can follow them on Instagram, Facebook, or check out their website.

And for those of you interested in higher education, knowledge is power.

(gentle traditional music) - Most adults need seven to eight hours of sleep per night.

Insomnia is a common problem that can make it hard to fall asleep, hard to stay asleep, or cause you to wake up too early and not be able to get back to sleep.

At some point, many of us have had short-term insomnia, which can last for days or weeks.

Some people have insomnia that can last for months or even longer.

Lack of sleep can cause increased errors or accidents.

Chronic insomnia is usually caused by stress.

Treating the underlying cause can help the insomnia, but sometimes it can last for years.

Concerns about work, school, money, or family problems can keep you awake at night.

Stressful life events such as the death or illness of a loved one, relationship problems, or a job loss can also lead to insomnia.

Upsetting your circadian rhythms or internal clock can cause sleep problems.

Traveling across multiple time zones or changing shifts at work can lead to insomnia.

Eating too much late in the evening can make you feel uncomfortable when lying down.

This can cause reflux of acid and food from the stomach into the esophagus, which can make you stay awake.

Other causes of insomnia include mental health disorders such as anxiety or PTSD.

Medications can interfere with sleep, and those include pain medicines, allergy and cold medicines and weight loss products.

These often contain caffeine and other stimulants that can interfere with sleep.

Medical conditions such as cancer, diabetes, heart disease, asthma, gastroesophageal reflux disease, thyroid problems, Parkinson's disease and Alzheimer's can often come with sleep problems.

Caffeine, nicotine and alcohol can all interfere with sleep.

Insomnia becomes more common as people get older.

Sleep often becomes less restful as you age.

The likelihood of being on medications increases as you age and medications or interactions between them can be problematic.

Changes in health that come with age such as arthritis can interfere with sleep.

Getting up to urinate is common, and getting back to sleep afterward can take a long time.

Prevention is all about good sleep habits, consistent bedtimes, regular exercise, avoiding or limiting naps, smaller meals in the evening, avoiding screens and stimulating activities before bedtime are all good habits to get into.

If you can't fall asleep, get out of the bedroom and read or have a soothing cup of a non-caffeinated Indigenous tea.

Review your medications with a pharmacist or your healthcare provider, avoid alcohol and nicotine.

We can help you quit those.

Avoid caffeine after early afternoon.

Your healthcare provider will take a history and do an exam and order labs as needed.

Sometimes a sleep study is necessary to look for sleep apnea.

Cognitive behavioral therapy is first line treatment and is typically more effective than medication.

The behavior part helps you develop good sleep habits and avoid behaviors that can cause sleep problems.

There are medications for sleep and the recommendations are to limit their use to a few weeks.

They can increase the risk of falls, can cause daytime grogginess, and often are habit forming.

Sleep is a third of your life, and this is more important than we give it credit for.

Your healthcare provider can help you get back in balance.

And remember to call an Elder.

They've been waiting for your call.

I'm Dr. Arne Vainio and this is "Health Matters."

(lighthearted traditional music) - Indigenous people have been fighting to regain what was lost with systematic erasure history, culture, and Indigenous values since the start of colonialism.

On tonight's episode, we take you over to Watersmeet Michigan, where one school is going the extra mile to ensure their students have an interactive experience with their heritage from the moment they walk into the door to the moment they head home.

(gentle music) (upbeat music) - Our Native population here at Watersmeet School is 75% Native.

That's why it's so important for us to have the collaboration.

Hi, my name is Roxanne Williams.

I'm the Administrative Assistant here at Watersmeet Township School District.

- [Ricky] Hey, hey, hey, Watersmeet!

Ricky White here.

- Yeah!

- [Ricky] You know it's been an amazing year.

2023 at Watersmeet.

(speaking in foreign language) That means we'll see you again soon.

(speaking in foreign language) Thank you.

- For example, we hired Ricky White, a First Nations consultant, come in and help us.

One thing the little kids like is that he does do prerecorded voiceovers and sends them to our secretary and she plays them in the morning, and the students just love that.

They can't wait to hear Ricky.

- On a weekly, almost daily basis, I'm in contact with Ricky White.

And I think that's important for communication, right?

So he does all the professional development.

The school board actually agreed to have Ricky White provide the professional development for the staff here at the school.

I think that's huge.

And he's got this personality where the kids are like, "Ricky's here!"

Right?

So it's good.

It's overall, it's good.

You know, what's good for Native kids is good for everybody.

My name is Lisa McGeshick, and I am the Deputy Tribal Historic Preservation Officer for Lac Vieux Desert.

I'm also the vice president of the Watersmeet Township School Board.

Also the president of the Lac Vieux Desert Education Committee.

When I first came back here, because I was in grad school and lived in Detroit, and I came back here and they said, "You wanna do a little tour?"

I said, "Sure."

So walking around, I said, "Oh my gosh, there's nothing on the walls.

There's no art.

There's nothing that represents the Indigenous community here.

And we have such a huge population here, that doesn't make sense to me.

So let's make it happen."

Right?

So then that's when we started having like art contests.

We had art contests between like, for the whole school with Tribal Historic Preservation Office.

We helped with the prizes for that.

And you start seeing some of the posters on the walls, like in the entrance.

You know, boozhoo, hello.

Biindigen, welcome, right?

So welcome to the school, right?

So then you see the wigwam in the front lobby.

- [Roxanne] This is the wigwam that the students built with one of the Elders, LVD Tribal Member Roger LaBine.

The kids were involved in a lot, especially a lot of the art classes.

'cause there was, you know, the painting and whatnot involved.

But there was kids, it was really neat to see the boys come right at the base, you know, they were drilling and sawing.

And so it was really done like right in here.

And so that was really nice to see.

- And we also started using what's called the Maawndoonganan which is a resource manual which is approved by the Michigan Department of Education.

So it's a social studies resource manual for the state of Michigan.

So inclusive within that is so many resources, like podcasts and websites, videos, books, curriculum.

So the further you dig into it, you'll see that it's more than just a social studies curriculum.

It's so inclusive.

And so having said that, Wigwametry, that was a curriculum identified within the Maawndoonganan Resource Guide.

In education, that's what we're looking for is any teachers that use best research practices.

- [Roxanne] Well, like I said, the classrooms that the teachers, a lot of them do smudge in their classrooms.

And now, like with the last professional development that went on, it was a big part of the Talking Circle.

So I know that the classes are doing that, you know, where they all sit in a circle with the teacher and they have an item.

It could be like something special to them, something special to the class.

A lot of times it's could be a rock, you know?

And just for that strength.

And they can speak if they choose to or if they don't want to, they can just pass it on to the next person.

And so that was a big thing that, you know, Ricky created for, you know, the teachers, and explaining to them how to go about doing it.

And you might not get a lot of participation at first, but gradually, the students, they do open up.

- You know, we're not a big school.

A lot of schools are taking and combining classrooms.

So I mean, it's a doable thing, right?

But when I can just have my grade here and spend time and really get to know seven kids really, really good, there's not many teachers that get a treat like that, or students who get a nice treat like that, like you guys do.

I mean, we really get to know each other.

- So I'm thinking of how we came to be, and that was a lot of networking and collaborating within the community to see what existed here already and then working together.

Like what did we wanna see here, right?

So we have American Indian Parent Education Committee, and like I said, we have our Black (indistinct) Education Committee, but there's a Mental Wellness Committee that meets, we have the Michigan Department of Education.

So it became this people coming together to visualize what we wanted here and a commitment for everybody to meet and begin discussions and how to take action and see who is invested in the community, who takes value in education, because that's how it's gonna work.

You have to have that value in education to make it work based on what goals have been set early in the year and if they've obtained each goal, right?

So that's how we measure this.

And then seeing how the teachers identified how the goals were met.

So the school board looks at all that, and so far we're on point.

I am aware of nationally that we're looking good.

I do know that and I do tell people that, and that's all I have to say because they're like, "How?"

But it's like, it's hard.

It's hard for people to see it when you're in it.

- [Roxanne] What we're trying to achieve is so all students, Native and non-Native, I mean, everybody feels accepted and respected in the school that they really belong.

And that's what we're striving for.

And the tribe and the school all have a good collaboration going.

Everyone gets along well, and we all are working for the same goal, to make sure what's best for our kids.

- [Lisa] What we're always looking for is that letting people know about the spirit of imitation, and Roxy was talking about that is that everybody, we want everybody to be welcome here, right?

And so what's good for Indigenous students is good for everybody, and we're all learning that, right?

So that safe space, it's continuously working towards that.

Making sure that everybody is welcome here and safe, and we're learning and we're cooperative.

Everybody's kind, right?

So these things, you know, the Seven Grandfather Teachings, we're going, you know, making sure that everybody understands what those are, right?

And then that's how we conduct ourselves.

- I, myself, I mean, it's been a long time coming and I'm just happy because it seems now the Native students, they just have more self-esteem and more pride.

And like I said, they're coming now and they're more open to talk.

I mean, I've seen a big change.

And that's what we're striving for is the unity.

You know what I mean?

And making Native Americans feel welcome just as well as any other nationality, you know?

And like Ricky White, he has a good saying.

He says, "What's good for the Native students is good for all."

- Our team is blown away by the implementation of cultural teachings during their visit with the faculty and students.

This is but one example of how one small school can make a big impact on a child's life.

If you would like to learn more about the best practices being used by the Watersmeet Township School District, or are interested in using this model in one of your classrooms, please reach out to the Watersmeet Township School.

(gentle traditional music) - When I went back to school, what a woman friend of mine said is, "Make us proud."

And I was very touched because I got to go back to school and she was sending me all her good wishes and reminding me that there are a whole bunch of people who we can serve in some way.

Do it for the ancestors, do it for the generations to come.

And I'm, you know, I'm aware of that all the time, and I'm aware that, you know, with my good luck is only, it isn't just something that you put in your pocket and hold on for yourself.

And I'm, you know, I'm always aware, I think of how difficult it was for the people before me.

The boarding schools are... That's a big trauma there, but that was only one of a very large event that was happening in this country.

And so, I mean, everything just kind of connects together.

I mean, there's the treaty period, there's land loss, there's removals, there's moving onto reservation lands, there's the loss of the ability to get food.

Tremendous changes in health and diet.

There's people dying.

And then finally, the problem is so bad that children must be removed from their homes, and people assimilated into larger America.

I mean, all the things that we see in social problems for a very long time can be, I believe, absolutely linked to those things.

And so the boarding schools are big, but it is part of something larger than the boarding schools even.

And knowing that there is something so much more beautiful and strong than the trauma that was happening.

Can we overcome this?

I think we just have to come to terms with things and make good lives for our kids.

There's a saying about all the many ancestors who are behind you now, and to remember that there is some real difficult stuff, but the tremendous gift of, you know, as my dad would say to...

He told us kids, you know, one of the things he used to say is, "When you get up in the morning, the first thing you should do is thank God for making you an Indian."

And I thought, "Oh, that's everything," you know?

(gentle traditional music) - If you missed a show or wanna catch up online, find us at nativereport.org, and don't forget to follow us on Facebook, YouTube, and Instagram for behind the scene updates.

Drop a comment on social media if you enjoyed the show.

Thanks for spending time with your friends and family from across Indian Country.

I'm Rita Karppinen.

We'll see you next time on "Native Report."

(lighthearted traditional music) (lighthearted traditional music) (lighthearted traditional music) (lighthearted traditional music) (lighthearted traditional music) (gentle music) (air whooshing)