The inclusion of Native American perspectives adds an important voice in honoring the multiplicities of histories and cultures inherent in American society. And yet, teachers run the risk of committing unknown offenses if they are not familiar with the potential pitfalls that longstanding asymmetrical power relations between cultures can produce. This paper addresses the question: what are best practices that can help lead unfamiliar instructors in a responsible and beneficial inclusion of Native American dance? This paper offers a framework of four premises to consider when designing curricula in the dance theory classroom. It then offers a sample lesson that compares powwow dancing of Native Americans to the dancing of "Indian" sports mascots. This example applies the four premises in a lesson where students learn about a diverse contemporary American dance practice, execute a dance analysis, and apply these findings to a larger context.