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District outlines $750,000 Section 99d grant to expand Indigenous and local histories in curriculum
Summary
Ann Arbor Public Schools officials described a $750,000 state Section 99d grant to support teacher cohorts, curriculum development, library purchases and community events focused on Michigan Indigenous histories and local school histories; $450,000 is earmarked for district‑wide book purchases.
Ann Arbor Public Schools presented a multi‑component project funded by a state Section 99d competitive grant that will support teaching diverse histories, with an emphasis on Michigan Indigenous histories, cultures and governance.
Dr. Jared Aumann and Jocelyn Hunter Young described the project as a district‑led professional development and curriculum initiative awarded from a statewide $6 million competitive pool. The district’s proposal was one of 18 statewide recipients; Ann Arbor’s project received $750,000 in award funds. Presenters said $450,000 of that award is allocated for purchasing native‑authored and native‑focused books and resources for district libraries, middle‑school and high‑school ELA reading groups, and social‑studies teacher reference materials.
The project model includes cohort professional learning for teachers, place‑based trips and partnerships with Indigenous knowledge keepers and cultural organizations, an artist series and community events, and a culminating August 20, 2025, showcase for educators and partners. Presenters described trips, site visits and collaborations with the Michigan Historical Commission, tribal experts and cultural centers; they emphasized centering Indigenous voices in curriculum materials and teacher development.
Trustees praised the work and asked about outreach to alumni and community partners for an upcoming public dedication of a permanent historical marker for Jones School (a community history project referenced during the presentation). Dr. Aumann and Hunter Young said the project launched in June 2024 and must expend funds before the September 2025 deadline tied to the grant year carryover.
Trustees said the project represents a substantial investment in local and Indigenous history education; administration and presenters said they would return with updates on book lists, logistics for the August showcase, and a plan for distributing purchased materials to schools across the district.
The board thanked the presenters and indicated support for continued district‑community partnerships and teacher cohort learning.
