Opportunity Information: Apply for NPS NOIP19AC00096
The National Park Service (Department of the Interior) offered a discretionary cooperative agreement opportunity titled "Story Mapping for Indigenous Places (Mandan, Hidatsa, Sahnish)" (Funding Opportunity Number NPS NOIP19AC00096; CFDA 15.954). Posted May 14, 2019 with an original closing date of May 23, 2019, the opportunity anticipated a single award with a maximum funding level of $40,000. Eligibility was listed broadly as "Others" with additional eligibility details referenced in the full notice.
The project focuses on documenting and teaching Indigenous place-based history along the Missouri River in North Dakota through the perspectives of the Hidatsa, Nueta (Mandan), and Sahnish (Arikara) peoples. The central deliverable is the collection of 10 stories tied to specific site locations that hold cultural, sacred, and historical meaning for these communities. Rather than treating these places as abstract points on a map, the work is designed to connect each site to its Indigenous name in each language, and to the living memory carried by community elders.
A key feature of the approach is that Nueta Hidatsa Sahnish College (NHSC) students lead the story-gathering effort by interviewing 10 elders about these locations. The interviews are intended to capture both the spoken narratives and the proper language names for the places, and to pair those accounts with video documentation of the elders and the associated sites. Those materials are then uploaded into the National Park Service "Story Maps" platform, creating a public-facing, location-based digital resource that can be explored as a map while still centering Indigenous voices.
Alongside the story map content, the project develops curriculum materials that can be used in multiple educational settings, including primary (elementary), middle school, high school, college, and adult learning contexts. The story map website is meant to function as a companion resource for classroom use, helping educators teach American Indian history in North Dakota through tribally grounded narratives rather than relying solely on secondary summaries. The curriculum is intended to be openly available so that others can use it beyond the immediate participating classrooms.
The intended impact is twofold: language revitalization and strengthened historical knowledge tied to place. By recording and sharing traditional place names and the stories connected to them, the project supports ongoing efforts to sustain and revitalize Hidatsa, Nueta, and Sahnish languages, while also preserving place-based cultural knowledge that can be passed to younger generations. A practical goal is to give youth tangible reference points, linking sacred and historical stories to real, identifiable locations, so that learning is anchored in geography and community memory rather than detached from lived landscapes.
While the project is designed to engage a relatively small direct audience through classroom participation, it is also structured to reach a broader public through the NPS Story Maps platform and the shareable curriculum. The notice also emphasizes that the project is meant to serve as a replicable model, suggesting that the methods, structure, and educational materials could be adapted for similar efforts elsewhere. NHSC is positioned as the natural hub for this work because it is the local tribal college for the MHA Nation, teaches all three languages, and maintains close relationships with the MHA Education office and other on-reservation resources that are not available outside the Fort Berthold Indian Reservation and the college community.Apply for NPS NOIP19AC00096
- The Department of the Interior, National Park Service in the other (see text field entitled explanation of other category of funding activity for clarification) sector is offering a public funding opportunity titled "Story Mapping for Indigenous Places (Mandan, Hidatsa, Sahnish)" and is now available to receive applicants.
- Interested and eligible applicants and submit their applications by referencing the CFDA number(s): 15.954.
- This funding opportunity was created on May 14, 2019.
- Applicants must submit their applications by May 23, 2019. (Agency may still review applications by suitable applicants for the remaining/unused allocated funding in 2026.)
- Each selected applicant is eligible to receive up to $40,000.00 in funding.
- The number of recipients for this funding is limited to 1 candidate(s).
- Eligible applicants include: Others (see text field entitled Additional Information on Eligibility for clarification).
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FAQs: Story Mapping for Indigenous Places (Mandan, Hidatsa, Sahnish)
What is the official title of this funding opportunity?
The opportunity is titled "Story Mapping for Indigenous Places (Mandan, Hidatsa, Sahnish)."
Which federal agency offered this opportunity?
The opportunity was offered by the National Park Service (NPS), within the Department of the Interior.
What type of funding is this?
It is a discretionary cooperative agreement opportunity.
What is the Funding Opportunity Number (FON)?
The Funding Opportunity Number is NPS NOIP19AC00096.
What is the CFDA number associated with this opportunity?
The CFDA number listed is 15.954.
When was the opportunity posted?
The opportunity was posted on May 14, 2019.
What was the original closing date?
The original closing date was May 23, 2019.
How many awards were anticipated?
The notice anticipated a single award.
What was the maximum funding level?
The maximum funding level anticipated for the single award was $40,000.
Who was eligible to apply?
Eligibility was listed broadly as "Others," with additional eligibility details referenced in the full notice.
What is the project primarily about?
The project focuses on documenting and teaching Indigenous place-based history along the Missouri River in North Dakota through the perspectives of the Hidatsa, Nueta (Mandan), and Sahnish (Arikara) peoples.
Which communities and languages are centered in the project?
The project centers the Hidatsa, Nueta (Mandan), and Sahnish (Arikara) communities and emphasizes recording and sharing Indigenous place names in each language.
What is the central deliverable described in the notice?
The central deliverable is the collection of 10 stories tied to specific site locations that hold cultural, sacred, and historical meaning for these communities.
How are the places treated in the project (map points vs. lived places)?
Rather than treating locations as abstract points on a map, the approach connects each site to its Indigenous name (in each language) and to living memory carried by community elders.
Who leads the story-gathering work?
Nueta Hidatsa Sahnish College (NHSC) students lead the story-gathering effort.
Who is interviewed for the stories?
NHSC students interview 10 elders about the locations and their associated cultural, sacred, and historical meaning.
What information is the project trying to capture through interviews?
The interviews are intended to capture spoken narratives as well as the proper language names for the places.
Is multimedia content part of the deliverables?
Yes. The project pairs interview accounts with video documentation of the elders and the associated sites.
Where will the story and video materials be published or hosted?
The materials are uploaded into the National Park Service "Story Maps" platform to create a public-facing, location-based digital resource.
What is the "Story Maps" output meant to be?
It is intended to be a public-facing, map-based digital resource that can be explored by location while centering Indigenous voices.
Are educational materials part of the project?
Yes. In addition to the story map content, the project develops curriculum materials.
What education levels are the curriculum materials designed for?
The curriculum is intended for use in primary (elementary), middle school, high school, college, and adult learning contexts.
How is the story map website intended to be used in classrooms?
The story map website is meant to function as a companion resource for classroom use, helping educators teach American Indian history in North Dakota through tribally grounded narratives rather than relying only on secondary summaries.
Will the curriculum be openly available?
Yes. The curriculum is intended to be openly available so others can use it beyond the immediate participating classrooms.
What are the main intended impacts of the project?
The intended impact is twofold: (1) language revitalization and (2) strengthened historical knowledge tied to place.
How does the project support language revitalization?
By recording and sharing traditional place names and the stories connected to them, the project supports ongoing efforts to sustain and revitalize Hidatsa, Nueta, and Sahnish languages.
How does the project strengthen place-based historical knowledge?
It preserves place-based cultural knowledge and links sacred and historical stories to real, identifiable locations, anchoring learning in geography and community memory.
Who is the direct audience for the project?
The project is designed to engage a relatively small direct audience through classroom participation.
How does the project reach a broader audience beyond participating classrooms?
It is structured to reach a broader public through the NPS Story Maps platform and through the shareable, openly available curriculum.
Is the project intended to be replicated elsewhere?
Yes. The notice emphasizes that it is meant to serve as a replicable model, suggesting the methods, structure, and educational materials could be adapted for similar efforts elsewhere.
Why is Nueta Hidatsa Sahnish College (NHSC) positioned as the hub for this work?
NHSC is described as the natural hub because it is the local tribal college for the MHA Nation, teaches all three languages, and has close relationships with the MHA Education office and other on-reservation resources not available outside the Fort Berthold Indian Reservation and the college community.
Where is the geographic focus of the project?
The project focuses on Indigenous place-based history along the Missouri River in North Dakota and references resources connected to the Fort Berthold Indian Reservation.
How many elders are involved, based on the described interview plan?
The plan describes interviews with 10 elders, aligned with the collection of 10 location-based stories.
What makes this mapping approach different from a typical map-based history resource?
It is designed to center Indigenous voices and living memory by tying each place to Indigenous names in each language and to narratives shared by elders, rather than presenting locations as detached points with purely external descriptions.
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