“Let us respect childhood; let us honor the soul of that small creature of God who can already make choices of the best if we take the time to awaken her reason and make her use her judgment.”

—Saint Madeleine Sophie Barat

Last September, students in Lower School Grade Four Teachers Abigail Winek’s and Lindsey Holton’s classes embarked on an in-depth exploration of the Indigenous peoples of North America as part of the Project Approach curriculum. Through their work, students were offered an extraordinary opportunity to grapple with challenging historical and contemporary issues while honoring the rich history and vibrant cultural traditions among Indigenous communities. This year’s project stood out for its depth, emphasis on justice, respect, and honoring identity.

Building Awareness Through Exploration

Students began their exploration with essential questions to frame their studies considering the expression of identity and culture among Indigenous peoples, the nature of the relationship between Indigenous people and the U.S. government, and lastly, their role as children of the Sacred Heart in upholding the dignity of Indigenous peoples. These queries set the stage for thoughtful inquiry and reflection, which were shared at the project’s culmination last November. 

Grade 4 students’ investigations commenced with a visit to the National Museum of the American Indian in Washington, DC. They were immersed in exhibitions like “Nation to Nation,” which examined treaties between Indigenous nations and the U.S. government. The visit sparked deep questions about the concept of tribal sovereignty, the history of treaty violations, and the devastating legacies of colonization, forced relocations, and residential schools.

The classes engaged with guest experts to further enrich their understanding, each offering unique insights into Indigenous culture, history, and resilience. Among them was Sheila Smith, RSCJ, who shared her experiences working alongside Indigenous communities in Canada. Sister Smith’s discussion of residential schools—where children were forcibly removed from their families to assimilate into dominant cultures—was a pivotal moment for the students. Stories like Canada’s Orange Shirt Day—a national day of truth and reconciliation honoring survivors of these schools—left a lasting impression.

Through these conversations, students began to form what Ms. Winek describes as a “righteous upset”—a blend of indignation and compassion that underscores their growing social conscience. Teachers noted how the students’ questions and reflections deepened as they connected historical injustices to present-day issues, understanding that Indigenous peoples are not confined to the past but are vibrant, thriving communities today.

Honoring Identity Through Language & Connection

A significant aspect of this year’s project and a testament to the students’ growing social consciousness is the emphasis on respectful and accurate language. Ms. Winek and Ms.  Holton introduced nuanced discussions around terms such as “enslaved people” instead of “slaves,” helping students recognize the humanity and agency of individuals in oppressive systems. Similarly, students learned to use terms like “Native American” or “Indigenous peoples” unless a specific group, such as the Mohawk Nation, preferred otherwise. 

These thoughtful shifts in language reflect a broader commitment to fostering respect and honoring the dignity of all people. “There’s a lot of conversations about respect and honoring all things,” Ms. Holton notes. These discussions resonated deeply with students, who demonstrated greater awareness and care in their language choice. This real-time shift in understanding develops throughout the project as students gain greater knowledge about Indigenous people and their cultures. 

The intentionality around language is just one of the ways students are living and breathing Goal III, a social awareness which impels to action, and Goal II, a deep respect for intellectual values. Students learn that the words they choose matter, shaping how they think about others and demonstrating respect for people of diverse identities and histories.

Grade 4 students’ burgeoning social awareness also enriched their interactions with guest experts. When the Crespin sisters, Abby Arquero and Joann Crespin—two Indigenous women from Pueblos in New Mexico—spoke about their identity, cultural traditions, and jewelry-making as a form of storytelling, students engaged with respect and curiosity. The sisters began their session with a prayer in their native language, which the students embraced with thoughtful questions and reflections—finding common ground with moments of espacio practiced at Stone Ridge daily.

Connecting History to Present-Day Justice

Students recognized and examined systemic injustices and the ongoing repercussions throughout the project. They learned about the Navajo Code Talkers, whose languages—often suppressed in residential schools—were crucial to U.S. efforts in World War II. This paradoxical narrative highlighted resilience in the face of systemic efforts to erase Indigenous identity.

The project's relevance became even more profound when, just days after a class discussion on residential schools, President Joe Biden issued a formal apology for the U.S. government’s role in these institutions. The teachers shared the news with the students, drawing parallels to Canada’s earlier acknowledgment of its actions. 

“That was a cool and timely connection for them to hear that was happening in real-time,” shares Ms. Winek, “A big piece of our project has been making sure that they’re walking away with the understanding that Indigenous peoples are not a past people, that they’re very much still a present-day people.”

Guest experts who engaged with the class also expressed gratitude for the students’ dedication to learning about Indigenous cultures. Through these encounters, students came to understand that their work is more than simply appreciating the rich diversity of Indigenous histories and traditions; it also includes acknowledging historical injustices and the ongoing challenges many Indigenous communities still face today. 

Class discussions further examined contemporary systemic issues, such as food insecurity and healthcare access. Inspired by a classmate’s story about her parent’s work in public health on a reservation, students began brainstorming ways to address systemic inequities, demonstrating their ability to connect past injustices to present-day challenges.

Students presented their findings at the Grade 4 Project Culmination, sharing stories of resilience, loss, and cultural preservation. As their teachers observed, the students’ unfiltered honesty and curiosity often resonated differently with adults, sparking meaningful dialogue and reflection. The students’ work embodies the project’s ethos and the Sacred Heart values of recognizing the dignity of every person, past and present, and understanding that justice begins with education and respect.

A Foundation for Lifelong Learning

Grade 4’s exploration of Indigenous peoples has laid a strong foundation for empathetic and informed leadership. By connecting with real stories, engaging in respectful dialogue, and critically examining systems of power, students are living Goal III of the Sacred Heart education—a social awareness which impels to action.

As Ms. Holton aptly concludes, “The project is about recognizing the dignity in every person [...] They start to see how choices are made, regardless of where those choices are happening—whether it’s a choice at home or the choice of the government—how those choices ripple out and affect everyone, and how they can help where they can to make good choices.” 

Projects like the Grade 4 study of Indigenous peoples help students learn to recognize and confront injustice. They begin to understand that justice isn’t just a concept, and they must actively work toward it.

In a world where empathy and understanding are more important than ever, projects like this are a testament to the power of Sacred Heart education to shape a more just and compassionate future.