Shinnecock curriculum presented to Southampton board as district rolls out pre‑K–12 lessons

Shinnecock curriculum liaison Naitra Rishar told the Southampton Union Free School District board that the Shinnecock Infusion Project — a pre‑K through 12 program launched in 2016 and expanded in a pilot last year — is now being implemented in elementary classrooms with plans to extend through the middle and high schools.

Rishar said the curriculum provides two mini units per grade level (two lessons each) aligned to New York State ELA and Social Studies Next Gen standards, and includes multimodal lessons that use music, visuals and hands‑on activities. “The Shinnecock curriculum infusion project was developed to create a meaningful body of work and curriculum that represents the rich history and culture of the Shinnecock people,” Rishar said.

Teachers received half‑day professional development to prepare for lesson launches in November; a summer pilot involved a two‑day third‑grade drumming lesson used to refine materials and assessments. Rishar said lessons include a reading anchor text for each grade — for third grade the district is using Drum from the Heart — artifact bags for home connection activities and a simple formative assessment that culminates in students writing an “I am from” poem.

Rishar also updated the board on the Shinnecock language and culture course at the high school, now in its second year. “Students can walk away and earn a Regents language credit,” she said, and the course supports opportunities for a biliteracy seal, field trips and community engagement events.

A student land acknowledgement and a short drumming and dance presentation preceded the curriculum update. Annabella Smith led the land acknowledgement: “Today, collectively, as individuals, let us acknowledge the Shinnecock Nation who have lived on, cared for, and been stewards of the land we stand on from time immemorial,” she said. Board members thanked the students for the performance and asked follow‑up questions about regalia and dance types; presenters explained that many regalia items are family‑made and passed down.

Presenters demonstrated the teacher-facing template that contains learning targets, essential questions, aligned vocabulary and links to resources. Rishar said the goal is for teachers to have a ready‑to‑use slideshow and materials so classroom instruction is authentic and accessible. She also noted work with New York State and other tribal partners to develop an indigenous curriculum that could be infused in districts beyond Long Island.

The board did not take any formal action on the curriculum during the meeting; Rishar said work will continue and teachers will extend the curriculum through middle and high school by the end of the year.