 As reported by Pedro (2015), parents of students expressed concern that the high school their children attended neglected their children's voices, knowledge, and perspectives in the school.The school districts diversity specialist sought advice to construct a curriculum that would validate, teach, and support the perspective of Native American peoples of the Southwest United States.This team constructed a curriculum based on three ideas; (1) Native American students are harmed when their curriculum is void of knowledge that reflect their identity, culture, and heritage, (2) students who are not Native American are harmed as they learn about narrowed and historicized depictions of Indigenous peoples of the United States, and (3) teaching knowledge from a variety of perspectives should be fundamental to any learning environment.