Northeastern Region

Alyssa Mosley, 23, Nanticoke Lennie Lenape, New Jersey

School: Bachelor’s Degree in Business Administration (2023), Montclair State University

Platform: The Lenape Cultural Revitalization Project aims to celebrate and preserve Lenape heritage through a series of workshops focused on traditional design and clothing. Over the course of a year, participants will explore the history and significance of Lenape attire, create personal family designs incorporating meaningful symbols and colors, and learn to craft traditional pucker toes and wrap skirts. The project will culminate in a showcase at the annual powwow, with a budget allocated for materials, venue rentals, and community support. This initiative seeks to foster cultural pride and strengthen community bonds through engaging, hands-on activities and events.

Carmella Bear, 17, Penobscot, Maine

School: Senior, John Baptist Memorial High School

Platform: I am part of a cultural workshop focused on teaching Wabanaki tribes in Maine traditional dances and songs. To enhance this initiative, I plan to visit each Wabanaki community monthly and organize an annual intertribal social where communities present their learned dances and songs. The goal is to strengthen cultural ties and engagement with traditional practices. This initiative aims to foster a deeper connection to our heritage and build stronger relationships within our communities over the next 1-3 years.

Dasia Peters, 22, Mashpee Wampanoag, Massachusetts

School: Bachelors of Arts in Communications; Minor in U.S. Indigenous Studies, Bridgewater State University

Platform: The Community River Cleanup Day aims to address the severe pollution in the Mashpee River, a critical issue highlighted by recent reports of toxic algae blooms. This initiative will mobilize tribal and local community members to restore overgrown riverbanks, remove litter, and raise awareness about water quality issues. The event, coordinated by the Mashpee Wampanoag Natural Resources Department, Education Department, and Youth Advisory Committee, will include educational activities led by tribal elders and natural resources experts. Participants will learn about local plants and their cultural significance, and gain insights into environmental challenges and solutions through informational tables from various organizations, including the Mashpee Wampanoag Native Youth Environmental Ambassadors and the Save Mashpee Wakeby Pond Alliance. Scheduled for 10:00 AM – 12:00 PM and 1:00 PM – 4:00 PM, the cleanup will also feature a free lunch for all attendees. This effort seeks to restore the river, honor traditional practices, and foster community engagement in environmental stewardship.

Kiara Tanta-Quidgeon, 23, Mohegan, Connecticut

School: Master’s Degree in Public Health (2024), Columbia University; Bachelor’s Degree in Health Science (2022), Quinnipiac University

Platform: The Mohegan Educational Food Project aims to combat Type II Diabetes within the Mohegan Tribal community by enhancing the use of traditional foods. Building on the existing community garden and Mohegan Foodways program, the project will create educational resources such as toolkits and infographics to teach community members about the nutritional benefits of traditional foods, home cultivation, and diet integration. The project will involve collaboration with local stakeholders, including the garden committee and Health Department, and will begin during the Mohegan Archeological Field School this summer. Key evaluation criteria will include community engagement, quality and effectiveness of educational materials, dissemination reach, and impact on diabetes management and prevention. The project will culminate with the distribution of resources during the Wigwam Festival in late August, aligning with cultural celebrations.

Nizhoni Deschene, 16, Navajo, Maryland

School: Senior, Bethesda Chevy Chase High School

Platform: This project aims to integrate a comprehensive Native American history curriculum into high school history classes to provide a more inclusive and accurate portrayal of Indigenous peoples. The curriculum will address gaps in traditional history education, foster cultural sensitivity, and promote critical thinking. Key components include curriculum development, teacher training, resource acquisition, and community engagement. The initiative will be implemented over a year, with phases for development, training, implementation, evaluation, and refinement. Evaluation will focus on student engagement, teacher preparedness, community feedback, academic achievement, and long-term impact. As a Native high school junior, my role will involve connecting with Indigenous communities and scholars, facilitating outreach, and advocating for curriculum inclusion.