21. Surfing The Net With Kids: Native Americans The native americans of the Plains The First americans. The Illustrating Traveler.Pow Wows. teach your students the quick and easy way to create online games. http://www.surfnetkids.com/indians.htm

...Click for Menu... ~~ Home ~~ Light a Fire Quotations How to Add Games Email Book Clubs Book Store Calendar Blog Free Web Content Games Jokes Newsletters Postcards Printables Screensavers Suggest a Site Tell a Friend Top Ten Pages Topic Directory ~~ Search this Site Arts, Crafts, Music Computers, Internet Hobbies, Sports Geography Holidays, History Language Arts Math Parents, Teachers Pre-K and K Science, Animals Link to Us From my Mailbox My Bio Ad Rates Write Me Visit My Office Blog Book Club Calendar Free Content ... Topics Related Games Indian Tribe Word Search Related Sites The Pilgrims of Plymouth Pocahontas American Revolution Read Reader Suggestions ... Suggest a Native Americans Site Related Books (in association with Amazon.com) Related Toys (in association with Amazon.com) Search: Members Login Login Printables Club Printables Club Free Trial Surfing the Calendar January, February, March April, May, June July, August, September October, November, December Directory of Site Reviews Arts, Crafts, Music Computers, Internet Games, Hobbies Geography, Social Studies ... Science Directory of Games Add Games to Your Site American Games Jokes Word Games ... Print-n-Play Games My Other Sites Welcome to My Office "How to Add Games to Your Site" "How to Add Games" Blog Surfnetkids Journal ... Prevent Link Rot Surfnetkids Journal Welcome to My Office Fleischerheim Add Games to Your Site Feedback Send a Joke Suggest a Site Company Info About Surfnetkids Subscribe to Newsletter Visit Me in My Office Ad Rates ... Search this Site Native Americans Email this page to a friend with a personal message

22. Stabilizing Indigenous Languages: Section II Sec. 107. Nothing in this title shall be construed as precluding the use of Federalfunds to teach English to native americans. Approved October 30, 1990. http://www.ncela.gwu.edu/pubs/stabilize/ii-policy/nala1990.htm

G. Cantoni (Ed.) (1996), Stabilizing Indigenous Languages Flagstaff: Center for Excellence in Education, Northern Arizona University Policy Documents Native American Languages Act of 1990 PUBLIC LAW 101-477 - October. 30, 1990 TITLE I NATIVE AMERICAN LANGUAGES ACT SHORT TITLE SEC. 101. This title may be cited as the "Native American Languages Act". FINDINGS SEC. 102. The Congress finds that (1) the status of the cultures and languages of native Americans is unique and the United States has the responsibility to act together with Native Americans to ensure the survival of these unique cultures and languages; (2) special status is accorded Native Americans in the United States, a status that recognizes distinct cultural and political rights, including the right to continue separate identities; (3) the traditional languages of native Americans are an integral part of their cultures and identities and form the basic medium for the transmission, and thus survival, of Native American cultures, literatures, histories, religions, political institutions, and values; (4) there is a widespread practice of treating Native Americans languages as if they were anachronisms;

23. Why Do I Need To Teach About Native Americans? Cultural Understanding and Multicultural Education are Important to Reaching Mynative American Students, But Why Do I Need To teach About native americans? http://www.tnasweb.org/tnasedpage3.htm

Okay, Cultural Understanding and Multicultural Education are Important to Reaching My Native American Students, But Why Do I Need To Teach About Native Americans? First of all, North Carolina has the largest Native American Population east of the Mississippi River, so more than likely there are Native American students in your classroom!   For more facts visit the North Carolina Commission of Indian Affairs North Carolina Indians Facts Sheet Page To Begin to Address the Miseducation of Your Students and as the First Level of Multicultural Education Multicultural Education is a process and the contributions level is one of the lower levels of the process of multicultural education.  At the contributions level there is a focus on teaching about the contributions of all diverse populations of this society so we can listen, appreciate, and analyze the diverse voices that comprise our society.  E Pluribus Unum- “Out of Many, One”, our nation was founded on the interaction of many diverse populations and Native Americans are one of our many diverse populations that our students have been miseducated about. Remember the Contributions Level is JUST ONE step of the Multicultural Education Process IT IS NOT Multicultural Education itself.

24. UnderstandingPrejudice.org: Teaching About Native American Issues outdated. This page offers several tips on how to teach more effectivelyabout native americans. A Checklist of Dos and Don ts. The http://www.understandingprejudice.org/teach/native.htm

document.write(''); Teaching About Native American Issues Many U.S. teachers discuss Native American history and culture, especially at Thanksgiving time. Unfortunately, the portrayal of Native Americans is often stereotypical, inaccurate, or outdated. This page offers several tips on how to teach more effectively about Native Americans. A Checklist of Dos and Don'ts The following checklist is based in part on recommendations from the Council on Interracial Books for Children: Do not equate Indians with "things." For example, if alphabet cards say, "A is for apple, B is for ball, .... I is for Indian," pick a different word so that Indian people are not presented as objects. Do not speak of Native Americans exclusively in past tense. There are nearly one million Native people in the U.S. today, yet many books and videos still have titles such as How the Indians Lived Do not perpetuate the myth that a few Europeans defeated thousands of Indians in battle. Historians say the number killed in battle was relatively small; what really defeated Native Americans were European diseases from which they had no immunity. Do not let children to imitate Indians with stereotypes such as one-word sentences ("Ugh," "How"), Hollywood-style grammar ("Me heep big hungry"), or gestures (e.g., war whoops and tomahawk chops).

25. UnderstandingPrejudice.org: A Letter To Parents About Thanksgiving As a consequence, Thanksgiving imagery serves to teach and reinforce children smisinformation and stereotypic thinking about native americans, laying a http://www.understandingprejudice.org/teach/thanksgiv.htm

document.write(''); A Letter to Parents About Thanksgiving Thanksgiving presents a special challenge to school teachers who want to discuss the holiday without resorting to biased information about Native American history and culture. To prepare parents for an anti-bias curricular approach, educators may wish to use or adapt the letter below. For additional teaching tips on Native American topics, see Teaching About Native American Issues Sample Letter to Parents Dear Parents: As a part of our anti-bias curriculum, we are taking a careful look at how we discuss and celebrate Thanksgiving with students. As you may know, many Native American images found on Thanksgiving cards, decorations, and school materials are very stereotypic. They are often based on a "composite" view of Native Americans rather than on accurate and diverse Native American lifestyles and traditions. As a consequence, Thanksgiving imagery serves to teach and reinforce children's misinformation and stereotypic thinking about Native Americans, laying a foundation for later prejudice. Moreover, the story of Thanksgiving is usually told from only one side that of the European pilgrims who came to America. Rarely is it told from the perspective of the people who were already here. As a result, the role played by Native Americans in helping the pilgrims to survive is often downplayed or ignored. To many Native Americans today, Thanksgiving is a day of mourning because it is a reminder that in return for their help, they were repaid with theft of their land and the genocide of their people.

26. Teacher Talk: Appropriate Methods For Teaching About Native American Peoples -- three ; Research the traditions and histories, oral and written,of native americans before attempting to teach these. Avoid http://brownvboard.org/brwnqurt/04-3/04-3e.htm

Book Nook Cherokee Female Seminary Volume 4, No. 3 (Fall 2001) Native American Issue Teacher Talk Appropriate Methods For Teaching About Native American Peoples From the Ableza Institute http://www.ableza.org/ Understand the term "Native American" includes all peoples indigenous to the Western Hemisphere. Present Native American people as appropriate role models to children. Native American students should not be singled out and asked to describe their families’ traditions or their culture. Avoid the assumption there are no Native American students in your class. Use books and materials which are written and illustrated by Native American people: speeches, songs, poems, and writings, which show the linguistic skill of a people who have come from an oral tradition. When teaching ABC’s, avoid "I is for Indian" and "E is for Eskimo." Avoid rhymes or songs that use Native Americans as counting devices, i.e. "One little, two little, three ..." Research the traditions and histories, oral and written, of Native Americans before attempting to teach these. Avoid referring to or using materials which depict Native Americans as savages, primitives, "The Noble Savage," "Red Man," "simple," or "extinct."

27. 04/17/01 - Should The Land Of The Free Be The Home Of The Braves? part of a package deal, his wife was supposed to teach the Indian object to the glorificationof the quite literal savagery of native americans, whose modern http://www.vdare.com/fulford/home_of_the_braves.htm

Home Why VDARE? VDARE People Pages VDARE Links ... Printer Friendly Version... Should the Land of the Free be the Home of the Braves? By James Fulford The U.S. Civil Rights C o mmission has decided that professional sports teams should be not calling themselves after the "merciless Indian Savages" mentioned (last “Fact” adduced after Paragraph Two) in the Declaration of Independence Oddly enough, the Civil Rights Commission is worried about the feelings of the Indians. In fact, the Indians say they like having teams called after them, whether the Fighting Sioux, the Seminoles, or whatever. Real Indians are frequently seen wearing Detroit Red Wings or Atlanta Braves gear. At Dartmouth C o l l ... ege , an early victim of this sort of thing, chiefs of the local Indian tribes are fighting to get the symbol back.

28. Native American Educational Outreach in the audience asked, Mr. Rainer, do you have a Ph.D. to teach your information thattruly I have earned a Ph.D. in life like many other native americans. http://ce.byu.edu/cw/cwnative/mister.dhtm

BRIGHAM YOUNG UNIVERSITY SEARCH BYU Continuing Education Conferences and Workshops Native American Educational Outreach Mr. Rainer, Do you have a PH.D? BYU Native American Educational Links About Programs About Administrator Feathers of the Spirit My Dreams, Hopes, and Vision ... Printer Friendly Mr. Rainer, Do you have a PH.D? Some years ago, while conducting a training session for school principals and superintendents in the Midwest, a participant in the audience asked, "Mr. Rainer, do you have a Ph.D. to teach your information?" I responded swiftly with "Yes I do, in life! Any other questions?" I have thought about that response then and have come to the conclusion that truly I have earned a Ph.D. in life like many other Native Americans. I have worked on healing my own inner wounds from the emotional scars of covert and overt racism and prejudice in this country. While scholars and professors were researching, writing papers, and analyzing the impact of this national disgrace, I was experiencing it! In my documented travels, of over a million miles in the air on one airline alone, I have earned a Ph.D. in leaving the comfort zone of Native American reservation life and journeying to foreign countries and diverse places in America learning how to interact, react, and adapt to cultural diversity. I have stood with fear in front of the militant, the angry, the hostile whose goals and intent were to destroy because of their own pain and anger. I have trembled in their presence!

29. Creative Patient Education: How To Teach So That Patients Will Learn Healing the Spirit native American Perspectives of Endof-Life Care. SWRis a program for native americans recovering from substance abuse. http://web.jccc.net/academic/cecatalogs/healthsummer2004/Courses/XNC2705.htm

JCCC home pipeline enroll sitemap ... contact Summer 2004 JCCC Center for Professional Education Health Professionals Continuing Education Catalog Healing the Spirit: Native American Perspectives of End-of-Life Care Health care professionals – nurses, physicians, social workers, pastors and chaplains – are on the front lines of endof-life care. You know that patients and families face challenges and needs that are social, psychological and spiritual, as well as medical. This seminar will include an introduction to native American Spirituality and a cultural orientation in end-of-life care for caregivers working with the sick and dying Native American and his or her family. Here’s what you can learn The religious diversity and cultural differences involved in counseling for and interacting with Native Americans and their families Assessment of spiritual needs and wishes for the care receiver and that of his or her loved ones for end-of-life care How to provide an optimum environment for the expression of these wishes and an introduction to some of the ritual, ceremony and prayers that may be chosen Cultural approaches for addressing stress for the caregiver and care receiver Meet the faculty Rev. Kara Hawkins

30. Native Americans: A Thesis By Kathy Browning by AnokaHennepin School District 11 to teach music at Madison Elementary Schoolin Blaine, where we have approximately 25 native American students enrolled. http://home.earthlink.net/~debrajet/nativeindio.html

Native Americans A Curriculum Study Guide and Lesson Plan Design for Teaching and Presenting Diversities and Similarities of three Native American Indian Tribes: The Hopi, the Tlingit, and the Ojibway with an Emphasis on Music and Dance. This "Pow Wow Thesis" is provided by Kathy Browning. This page contains information on the Pow Wow in Minnesota. Kathy is with the Madison School District in Minnesota. This Summary Thesis was submitted in Partial Fulfillment of the Requirements for the Degree of Master of Arts in Education at Saint Mary's University of Minnesota Table of Contents Introduction: Review of the Literature Part 1: The first Native Americans of North America Part 2: Third grade unit: The Hopi Tribe of the Southwest History, location, and environment Food, clothing, shelter, and travel Music, dance, and cultural values Part 3: Fourth grade unit: The Tlingit Tribe of the Northwest Coast History, location, and environment Food, clothing, shelter, and travel Music, dance and cultural values

31. Teach An Accurate History most teachers, if given the curriculum, are willing to teach about the Mankillermaintained, share the responsibility of including native americans, and all http://www.ascd.org/publications/ed_update/200006/7.html

Overview Current Issue Archived Issues Search Articles ... Contact the Staff June 2000 Teach an Accurate History When Wilma Mankiller was growing up, there was, she said, "a single view, an Ozzie-and-Harriet-Nelson view, of what it meant to be an American." Mankiller, the first woman to be elected Principal Chief of the Cherokee Nation, reminded educators that in the public schools of her generation, the histories of Native Americans, African Americans, and other ethnic people "were simply absent from the curriculum." Photo by Mark Regan "I've heard them all," she stated. She remembered talking with one reporter who asked if she had ridden a horse to work that day. And she was astonished when a psychologist once asked her whether Native American people had mental health problems. "Did he not think we are human?" Mankiller wondered. Such stereotypes exist because "there's such a lack, even today, of accurate information about Native Americans in the public school system or even in the popular culture," Mankiller asserted. She pointed out that she and other tribal people "know an awful lot about Caucasian people. We go to your public school system, we read your literature, we listen to your music." But, she added, "except for things like this particular conference, there is nothing in society that encourages you to learn about us." Still, Mankiller is optimistic. She's found that most teachers, if given the curriculum, are willing to teach about the contributions of all cultures to society. Therefore, "part of the challenge for tribal people is to develop a curriculum for schools to use." She added, however, that this is not the responsibility of tribal people alone. All educators, Mankiller maintained, share the responsibility of including Native Americans, and all people of color, in the curriculum.

32. FY 97 Budget Request For The Administration For Native Americans This program also helps to train native americans to teach, interpret, and translatenative languages, and to compile, transcribe and analyze oral testimony to http://www.hhs.gov/asl/testify/t960419a.html

This is an archive page. The links are no longer being updated. Testimony on the President's FY 97 Budget Request for the Administration for Native Americans by Gary Niles Kimble (ACF) Commissioner, Administration for Native Americans Administration for Children and Families U.S. Department of Health and Human Services Before the Senate Committee on Indian Affairs April 19, 1996 Mr. Chairman and members of the Committee, I am pleased to present the President's budget request of $38,382,000 for Fiscal Year (FY) 1997 for the Administration for Native Americans (ANA). This funding level reflects the Administration's strong commitment to address the crucial issues that confront Indian Tribes and Native American organizations. We are continuing our efforts to strengthen the programs within ANA to support this commitment. ANA programs are the only Federal programs serving all Native Americans regardless of where they live or their tribal or group affiliation. These programs provide financial assistance for social and economic development and governance; training and technical assistance; research and demonstration and evaluation projects. ANA serves over 520 federally-recognized Tribes (including over 200 Alaska village governments), about 60 Tribes that are State-recognized or seeking Federal recognition, Indian and Alaska Native organizations, Native Hawaiian communities, and Native populations throughout the Pacific Basin. ANA's funding policy is to assist Indian tribes and Native American organizations to plan and implement their own long-term strategies for social and economic development. This funding policy is based on the premise that the local Native American community has the primary responsibility for determining its own needs, planning and implementing its own programs, and building an economic base from its own natural, physical and human resources. This approach moves the focus from increasing dependency on Federal social services programs to increasing the productivity and independence of both individuals and local communities.

33. Gathering Of Native Americans II. Miniteach What is native American Wellness? Optional II. Mini-teach/FullGroup What is native American Wellness? (30 minutes). A http://p2001.health.org/CTI05/mod8TR.htm

Module 8 Interdependence: Personal and Community Development Day 3 Overview Time Purpose Learning Objectives ... Trainer Outline Overview This module provides a format of transformation from the personal, family, and community renewal stage to developing a foundation for planning community wellness and prevention of alcohol and drug abuse Time 3 hours and 20 minutes Purpose To examine the need for a systematic approach to a community-wide planning system that fosters interdependence and inclusiveness in addressing the unique diversity of each community. Learning Objectives Participants will be able to: 1. Listen to traditional Indian stories and apply teachings that promote societal and community harmony and spirituality. 3. Identify strengths and challenge as a framework for community organizing. 4. Identify roles for various agencies or groups within a community. 5. Identify processes that a person moves through toward contributing to a well community. Major Sections I. Storytelling Coyote and the Blood Monster (15 minutes) II.

34. Search Directory Page maps of early colonial villages, seaports, European territories of Early Americahttp//geography.about.com 17th Century Colonial New England native americans. http://www.interact-simulations.com/sailamerica.asp

Sponsored Links Midwest Homebrewing Low Price - Home Brewing Supplies Free 95 min Video with any purchase www.midwestsupplies.com Keg and Beer Equipment Huge Selection of Keg Taps and Equipment for Home and Bar www.BeverageFactory.com wrightsbrewworks.com Fine brewing supplies since 1979. Free home brewing catalog. www.williamsbrewing.com Northern Brewer Huge selection of homebrew supplies including starter kits and recipes. www.northernbrewer.com Search These Related Topics Modeling Recreation vehicle Model kit Homebrew ... Collection Other Popular Categories Travel Car Rental Hotels Airline ... Joint Pain Relief Try a Search: Alt Text Trademark Free Zone Service Agreement Legal Notice www. .com .net .org .biz .info .us Alt Text Build Your Business: Get listed in top search engines Special web site hosting offer Forward visitors to your web site Incorporate Your Business

35. Notes From Native America 2000 Ehlers is one of five native americans to receive this year s Community Spirit Award Thlunaut,oneof the last traditional weavers, offered to teach Ehlers the http://www.aipc.osmre.gov/Notes from Native America/2000notes.htm

Notes From Native America Democratic Structure Honoring our Veterans Proclamation by the President the Elders speak ... Return to AIPC Homepage Prelude: American Indian Heritage Month and Notes from Native America Good morning! Welcome to American Indian Heritage Month. As American Indian Special Emphasis Coordinator at WRCC, it is my responsibility and my pleasure to share with you during the month of November informative e-mails I call "Notes from Native America". While we are waiting for the official Presidential Proclamation for this year, here is a little bit of history on the designation of November as American Indian Heritage Month. On August 3, 1990, a Joint Resolution designating the month of November 1990 as "National American Indian Heritage Month" was approved by President Bush, becoming Public Law 101-343 (104 Stat. 391). On March 2, 1992, President Bush issued a proclamation designating 1992 as the "Year of the American Indian" based on legislation by Congress (Public Law 102-188). On November 5, 1994, President Clinton issued a proclamation based on Senate Joint Resolution 271, designating the month of November 1994 as "National American Indian Heritage Month".

36. Tolerance.org Teaching Tolerance National American Indian By investigating the use of Indian mascots, Munson probes the misrepresentationof native americans and brings to light their true character. http://www.tolerance.org/teach/expand/act/activity.jsp?cid=46

37. Tolerance.org Teaching Tolerance Expand Your Resources The Shadow of Hate The film The Shadow of Hate chronicles the haunting legacyof prejudice toward native americans, African americans, religious minorities http://www.tolerance.org/teach/expand/res/index.jsp

38. Keepers Of The Children: Native American Wisdom And Parenting own sound convictions about parenting and child development with ancient wisdom ofNative americans. How to teach your child to act from integrity and strength http://www.parenting-child-development.com/keepers-of-the-children.html

Keepers of the Children: Native American Wisdom and Parenting by Laura M. Ramirez The Parenting Book that Will Deepen and Sweeten Your Relationship with Your Child. As a parent, what is your greatest hope? Think about it for a moment ... If you imagined the best possible outcome for you and your child, what would you foresee? If you could raise your child to lead a life of joy and meaning and cherish you for this gift, would you feel fulfilled? In Keepers of the Children , Laura Ramirez uses little known Native American wisdom and teaching stories to show parents how to raise children to know their nature, develop their strengths and create lives of meaning and contribution. By giving your child the tools to create genuine happiness, you give the greatest gift of all. Keepers of the Children is unlike any parenting book you have ever read before. Here's what early readers of the book have to say: "Laura Ramirez has written a unique and unconventional guide to raising our children. She is a natural teacher who proclaims that being a parent is a sacred gift and the noblest of enterprises. Contrary to conventional wisdom, she demonstrates that parenting is the decisive influence on children-–not genetics or peers or media. As a psychologist who treats people with personality disorders I know the effect that a traumatic, invalidating upbringing has on a person. "Keepers of the Children" is destined to contribute to our national dialogue on what it really takes to raise integrated, self-efficacious and joyful children."

39. Native American Studies Her research involves educational influences on identity development of native americans.In addition to her research program, she will teach classes for NAS. http://www.unm.edu/~nasinfo/NAS Faculty.htm

Native American Studies (click on name for full biography) Home Page Faculty D irector, Dr. Gregory Cajete Santa Clara Pueblo) Dr. Cajete is the current Director of Native American Studies and an Associate Professor in the College of Education. He earned his Ph.D. from International College – Los Angeles New Philosophy Program (Social Science Education with an emphasis in Native American Studies). Specialization: Publications Look to the Mountain: An Ecology of Indigenous Education (Kivaki Press, 1994); Ignite the Sparkle: An Indigenous Science Education Curriculum Model (Kivaki Press, 1999); A People’s Ecology: Explorations in Sustainable Living , and Native Science: Natural Laws of Interdependence (Clearlight Publishers, 1999 and 2000). Courses: Dr. Beverly R. Singer Santa Clara Pueblo Dr. Singer is an Associate Professor of Anthropology and Native American Studies. She received her Ph.D. from the University of New Mexico (American Studies); and she also received film training from the Anthropology Film Center in Santa Fe. Specialization: Publications: Wiping the War Paint Off the Lens: Native American Film and Video (University of Minnesota Press, 2001).

40. Speech: Steven Williams Remarks For Native American Fish & Wildlife Society Conf the land and wildlife of North America, you have much to teach the rest wildlife,and how that mission squares with the values that native americans hold dear. http://news.fws.gov/speeches/director2003may1923.htm

Speech: Steven Williams Remarks for Traverse City, Michigan May 19-23, 2003 Thank you, Pat. And thanks to everyone who could join us. With your unique ties to the land and wildlife of North America, you have much to teach the rest of us about treating these natural resources with the respect they deserve. Your insights should be heard, and I can tell you this now with conviction: The U.S. Fish and Wildlife Service is listening. Some of you may not know that the U.S. Fish and Wildlife Service first began working with Native Americans more than 100 years ago. In fact, in 1872, the McCloud Wintu Over the years, members of the McCloud Wintu tribe became critical hatchery employees. By 1879, several dozen were working at the hatchery, handling the fish, drawing the seine, picking over the eggs and working in the cold, swift waters of the McCloud River. I am very proud to announce that the Service will soon request proposals for its new Tribal Landowner Incentive Program and Tribal Wildlife Grants. These new grant programs are critical, because they significantly increase the funding for federal wildlife grants in Indian Country. The final guidelines emphasize sustainability of fish and wildlife populations; habitat conservation; partnerships; and enhancing capacity.

A  B  C  D  E  F  G  H  I  J  K  L  M  N  O  P  Q  R  S  T  U  V  W  X  Y  Z

Page 2     21-40 of 98    Back | 1  | 2  | 3  | 4  | 5  | Next 20