41. Ronald L. Grimes, Teaching Native American Religions but sort. The former took it as obvious that European americans shouldbe able to teach native American religions. The resulting http://www.hartford-hwp.com/archives/41/015.html

Documents menu File: RELIGION TEACH Last update: 29 January 1995 Author: Ronald L. Grimes (rgrimes@mach1.wlu.ca) Teaching Native American Religions By Ronald L. Grimes, [29 January 1995] I am submitting this query to invite reflection on three questions: Should or should not European Americans be teaching courses on Native American religions? If we should not, why not, and what would be the results of our deferral? If we should, how best can we proceed? I am giving much thought these days to the question of cultural imperialism, especially its religious and academic forms. While on leave, I have been asked by the Department of Religious Studies at the University of Colorado, Boulder, to teach a very large, publicly visible introductory course on Native American religions. Vine Deloria teaches here. So does Sam Gill. So does Ward Churchill. So does Deward Walker. Until recently, so did David Carrasco. This is an sizeable concentration of authorities, of various sorts, on indigenous cultures, politics, law, and religions. Ordinarily, I teach courses on indigenous religions at Wilfrid Laurier, a small Canadian university where I do what I do in relative obscurity, at considerable distance from indigenous populations of the American Southwest, where I do most of my fieldwork, and at a remove from high-profile scholars whose names are regularly associated with Native American studies. Currently, this campus is the locus of a highly charged stand-off that no one talks much Sabout in public. In part, the issue has to do with academic, religious, and cultural turf. Often it does not have to do with who is right or wrong on a given issue, but with who ought to be speaking about such issues. Anyone who has read Churchill's critique (in Fantasies of the Master Race) of Gill's Mother Earth or heard Deloria's public but unpublished reflections on that book knows there are good reasons for Euroamerican scholars not to rush in, fools, where angels fear to tread.

42. The Culture History Of Native North America As A Whole Anguishes over whether European americans teach cources on native Americanreligions? The question of academic cultural imperialism. http://www.hartford-hwp.com/archives/41/index-jf.html

The culture history of Native North America as a whole Hartford Web Publishing is not the author of the documents in World History Archives The history in general of Native Americans in the U.S. as a whole Tradition Rainbow Walker, 6 January 1995. While it is necessary and desirable to retain certain forms intact, in the way they have been passed down to us, but it is neither necessary or desirable to become so obsessed with these forms that they overshadow the substance they are meant to embody. Medicine Wheel By Will Powel, 13 January 1995. The general idea of the medicine wheel is simple, but the variations are kind of endless. With each of the different cultures, you deal with a number of different interpretations. Teaching Native American Religions By Ronald L. Grimes, [29 January 1995]. Anguishes over whether European Americans teach cources on Native American religions? The question of academic cultural imperialism. Some have given up the teaching about Native American, Black or Feminist religion. Rather than intellectual paralysis, what form should such teaching take? We must accept the moral burden of our choices. New Agers and native wisdom A dialog on the NATCHAT list, February 1995. Native beliefs are as opposite from the New age beliefs as any one can get. There is no way that there can be any merging of the two without one group giving up their basic fundamental beliefs and adopting the other's beliefs. What the new agers do to our beliefs is another form of genocide that my people have had to endure.

43. Students On Site: Native Americans: Introduction Indian schools like this one, for example, were intended to teach NativeAmerican children the ways of whites, including speaking only English. http://www.artsofcitizenship.umich.edu/sos/topics/native/

Students on Site Topics Native Americans > Introduction Native American History in Michigan: Introduction Native Americans lived in what is now called Washtenaw County long before the first white person entered Michigan. In fact, the name Washtenaw comes from the Chippewa words waushte and nong, which together mean "the land beyond." It is impossible to map the locations of Native American tribes because they overlapped each other so much. Several tribes lived in Michigan and surrounding areas: the tribes known as the "three fires," the Pottawatomie, Ottawa, and Chippewa (also known as the Ojibwe); smaller tribes like the Sauk, the Foxes, and the Mascoutens; and the Iroquois nations who had moved west into Michigan when whites occupied New York and Pennsylvania. We can not really know what native life was like before the arrival of Europeans. Native Americans left no written record and few images that told about their lives, and very few whites spoke native languages. But we can know a few things about Native American life before contact with Europeans. For the most part, Native Americans in this area lived by hunting and gathering. They hunted and fished, and ate moose, caribou, dear, bear, and small game like rabbits, squirrels, and fish. Some tribes grew rice, squash, and corn. They wore clothing made from the skins of the animals they ate, and used tools made of bone, sinew, and other animal parts, and their homes were made of mud and bark. With the exception of the Chippewa, Native Americans in this area also farmed corn, squash, and rice.

44. Unbiased Teaching About American Indians And Alaska Natives In Schools Later they can invite local Indian elders to teach of their history. (1978).Guidelines for the development of units on native americans. http://www.kidsource.com/kidsource/content3/unbiased.teaching.k12.2.html

Unbiased Teaching about American Indians and Alaska Natives in Elementary Schools by Floy C. Pepper advertisement Credits Source ERIC Clearinghouse on Rural Education and Small Schools Contents The Role of Accurate Information Teachers' Decisions and Curriculum Myths and Information to Dispel Them What Teachers Can Do ... Annotated Bibliography Forums Education and Kids Related Articles Helping Your Child Learn History Helping Your Child Learn Geography KidSource Store The American Heritage Children's Dictionary Books to Build on: A Grade-By-Grade Resource Guide for Parents and Teachers (Core Knowledge Series) Advertisement The contribution of American Indians and Alaska Natives to American life reflects a long heritage, which includes the wide-spread use of Indian words that name geographic places in this nation. American Indians and Alaska Natives maintain their tribal traditions, religion, and languages. At the same time, they strive to assimilate modern technologies. Nonetheless, many students in American schools know comparatively little about the native populations of their own country. This Digest gives teachers realistic information about this growing population. It identifies some of the common myths about American Indians and Alaska Natives that contribute to curriculum bias. The concluding discussion suggests activities and resources to help elementary studentsand their teachersunderstand the realities of how Indians live today and how they lived in the past.

45. What To Teach Kids And Why students how to do something and then ask those students to teach the rest some backgroundlessons in either the culture of the local native americans or hunter http://www.primitiveways.com/teaching_Baugh.html

What to Teach Kids and Why by Dick Baugh Why It's Important Everyone finds it easy to complain about what is taught in our public schools but how many people take the opportunity to actually do something about it? I am fortunate enough to work for a large company, one of whose corporate objectives is to be a good citizen of the community. This is interpreted fairly broadly. In my case it means I take time off during my regular work hours to go into the local public schools and show students the material culture of everyone's stone age ancestors as well as that of the local Native Americans (Ohlone Tribe) of the San Francisco Bay area in California. I make up the lost work time whenever convenient. This article is not a "how to do it' but instead it is a "what you can do" or "what's possible". It assumes the reader is already skilled in some aspects of primitive living skills and is interested in passing them on to young people. Why do I teach primitive skills? With all the "practical" things that children need to learn to survive in the heart of Silicon Valley why should they learn all this primitive stuff? Lots of reasons: They live in a multi-cultural world.

46. Native Americans native American Wisdom. Earth teach Me to Remember. Earth teach mestillness as the grasses are stilled with light. Earth teach me http://pages.prodigy.net/russhill/native.htm

sound.src=music.src Native American Wisdom Earth Teach Me to Remember Earth teach me stillness as the grasses are stilled with light. Earth teach me suffering as old stones suffer with memory. Earth teach me humility as blossoms are humble with beginning. Earth Teach me caring as the mother who secures her young. Earth teach me courage as the tree which stands alone. Earth teach me limitation as the ant which crawls on the ground. Earth teach me freedom as the eagle which soars in the sky. Earth teach me resignation as the leaves which die in the fall. Earth teach me regeneration as the seed which rises in the spring. Earth teach me to forget myself as melted snow forgets its life. Earth teach me to remember kindness as dry fields weep in the rain. ~Ute, North American

47. NCSS DataBank - Resources For Social Studies Educators We are trying to understand whether social studies teachers in grades 812a) teach cultural history of native americans in the classroom? http://databank.ncss.org/article.php?story=20020718153046622

48. Marilee's Native Americans Resource Creation stories teach that native americans have been where theyare since the world was created. It is also thought that First http://marilee.us/nativeamericans.html

Home Word Puzzles Picturebooks KidPix/KidWorks Projects ... Link-Backs Marilee's Native Americans Resource Cherokee Comanche Cree Haida Hopi Inuit Iroquois Navajo Nez Perce Pomo Sioux Ute Wampanoag Misc. Tribes Clothing Craft Projects Famous People Legends Recipes Songs, Dances, Games Creation stories teach that Native Americans have been where they are since the world was created. It is also thought that First Americans migrated from Siberia over the Bering Strait about 14,000 years ago, or perhaps even earlier. The land bridge was dry ground for several thousand years before the sea level rose again and stopped migration. The hunters would have followed the migrating herds of large mammals as they moved south. As the glaciers melted, the First Americans spread to the North American coasts and across the entire continent. Native Americans adapted to the climates and terrains in which they lived and used whatever natural resources were available. The arrival of the Europeans in the 1500's began a change in the lives of the Indian people that continued through the next centuries. Sometimes the changes were good. The horses brought by the Spanish made bison hunting much easier and safer. But Vikings, Spanish, English and French explorers, colonists and missionaries spread diseases, made slaves of the people, forced relocations, claimed ownership of natural resources and land, and tried to stamp out the native cultures. Some of the Indian people survived, but not without making drastic changes in their life styles.

49. Videos @ Buffalo Trails - Native American Videos Our videos will not only entertain you but they will teach you about native Americanhistory, culture and traditions. These videos represent our bestsellers. http://www.native-americans.org/videos/videos-bestsellers.htm

Videos @ Buffalo Trails - Native American Videos These bestseller videos will not only entertain you but they will teach you about Native American history, culture and traditions. The majestic world of Native Americans comes to life in these videos and are portraits of a diverse people whose timeless contributions continue to enrich our lives. Learn how to trace your cultural heritage, how to dance Native American style, watch history unfold or just enjoy watching these popular videos. Visit all of these Buffalo Trails links for the best of Native America. Home Cultures Languages Music ... Link to Us Click on your category of interest to view our Native American video selections. ][ Bestsellers ][ Black Indians ~ Delivering the best of Native America to people around the globe since 1998 ~ ~ Buffalo Trails "Secure Order Form" accepts all major credit cards, and debit cards ~ To learn about CardService International Secured Transactions Click Here Large Image How To Trace Your Native American Heritage - Product# HTTYNAHBT Find your place in the circle of life. Discover your Native American Heritage...for you, for your children, and for their children after them. Use this guide to search out the path of your ancestors and establish your roots within the Circle Of Life. This is an informative new video that will help you discover your Native American Heritage and Ancestry. Use this film as a guide to search out the path of your Native American ancestors and establish your roots within the Circle Of Life. (VHS Video 35 mins)

50. Reach One Teach One - African American Program - American Diabetes Reach One teach One; Outreach Efforts Flier; Celebrity Corner; Community Spotlight;Diabetes Champions; Resources and Associations. For Latinos; For native americans http://www.diabetes.org/communityprograms-and-localevents/africanamericans/reach

51. Travel Nebraska To Teach Science we were encouraged to touch and use the tools as native americans did. Many of usteach transportation when studying Nebraska, and this experience provided us http://www.math.unl.edu/~jump/Center/TravelNE/TravelNE_Day3.html

Day 3: Wednesday, June 21 Loess Hills We thought this presentation was nothing more than climbing down a hill. Boy, were we wrong! Most of us trekked back up that hill full of new knowledge in the area of geology. Here we learned about geologic units, contacts and even how to correctly pronounce the word Loess (lus - with a deep German accent). We sure had fun using that word over and over with just the right accent. Discovering what Loess actually is can be fun too. It is a very fine soil, the texture of powder. One toss into the air and you'll know you've found it. We pulled our geologic and vegetation maps back out to study the geologic units found in Nebraska. We also looked at the changes in vegetation and different soil textures in the area to help us determine where contacts (the place where two geologic units meet) are located. Learning this was easy, it was when they made us climb straight up that "hill" searching for the contacts that got tough. But, this is where the real learning took place. This activity lends itself well to middle and high school geology study. However, there are ways to adapt and introduce the concept of layers with younger children.

52. UC Riverside Extension Employment Opportunities has resulted in several openings for new instructors to teach the following applytheir special expertise in providing courses about and for native americans. http://www.unex.ucr.edu/institutional/jobs.html

53. Stereotypes Of Native Americans Cartoons Addressing Issues from the native Perspective Indian Munson Indian Head Nickel American Indian Sports Mascots Indian Head Nickel teach Respect Not http://www.hanksville.org/sand/stereotypes/

Stereotypes of Native Americans W e are all familar with the typical stereotypes of Native Americans. We display those promoted by our government prominantly on these pages. The portrait on the Indian Head nickel was largely responsible for the fact that Indians could not get jobs in Hollywood to play Indian parts. They did not look Indian enough! (See the essay by Joseph Marshall III, in On Behalf of the Wolf and the First Peoples , Two Left Moccasins: I Become a Member of the Cinema Tribe.) We are so used to seeing the Land o'Lakes Indian maiden, the various school mascots, mascots of professional sports teams, etc. that we forget what effect these images have on the ideas we have of the people they represent, or on the personal image of the children of these people as they must learn to live in this society. In this regard, we strongly suggest that you read the commentary on this issue by Paul D. Gonzales of San Ildefonso Pueblo. Here we present a reading list for those who would like to learn about real Native Americans, from Native American writers writing both fiction and non-fiction. We hope you will gain a far better sense of who the people who populated this continent before the invasion that began in 1492 occured. We will also include a page of links to Web sites which continue the long tradition of Native American stereotypes.

54. Teach The Children Well teach the Children Well is a collection of links to sites carefully selected bya teacher for students as well as Mythology, native americans, News, Nutrition. http://www.teachthechildrenwell.com/

Teach the Children Well is a collection of links to sites carefully selected by a teacher for students as well as their parents and teachers. The site was designed for elementary grades but many of the sites will also be of interest to older students. Elaine M. Doolittle, M.Ed. To view a category, click on the shell to the left Home Animals The Arts Early Learning Language Arts Math and Science Social Studies Other Topics Links for Parents and Teachers To locate a particular topic, click on the shell to the left 100th Day of School Africa Ancient Civilizations Animals Antarctica Apples Around the World Art Asia Australia Authors and Illustrators Bats Bears Birds Bubbles Butterflies Canada Cape Cod Career Exploration Circus Clubs and Organizations Dance Day and Night Dinosaurs Early Learning Ecology Egypt Electricity E-mail Me Endangered Species Europe Fables Farms Favorite Characters Fire Safety Flags Flight Germany Gingerbread Grammar Health and Safety Holidays The Human Body Insects Japan Just For Fun Languages Magazines Magnets Mammals Massachusetts Math Medieval Life Mexico and Central America Monsters Music Mythology Native Americans News Nutrition Ocean Online Safety Parent Links People Pets Plants Poetry Publishers Pumpkins Rainforests Reach Out Reading References Reptiles and Amphibians Rocks and Minerals Science Search Engines for Kids Seasons Send Greetings Simple Machines Software Companies South America Space Special Needs Spiders Sports Teacher Resources Technology Theatre Tidepools Trees United States Vehicles and Transportation Volcanoes Washington D.C.

55. UW-RF Workshop Addresses Native American Images The institute featured four speakers over a threeday period who addressed the issueof representations of native americans in film, and To teach students to http://www.uwrf.edu/news_bureau/0830012.html

Last updated: Friday, 21-Feb-2003 08:32:03 CST August 30, 2001 UW-RF Workshop Addresses Native American Images By Molly Montag UW-RF News Bureau They came from across the country, New York to New Mexico, ambitious educators committed to bringing their students into today¹s world of ethnic awareness. The University of Wisconsin-River Falls hosted teachers from 14 states for a summer film institute sponsored by the National Endowment for the Humanities titled, "Picturing America: Cinematic Representations of America¹s Ethnic Diversity." This is the second year UW-RF has hosted the five-week seminar. The institute featured four speakers over a three-day period who addressed the issue of representations of Native Americans in film, and the use of film as a classroom teaching tool on issues of racial diversity. UW-River Falls English Professor Laura Zlogar said the institute is designed to facilitate the use of ethnic films in the classroom. "It¹s about giving our teachers exposure to scholars interested in ethnic film," Zlogar said. "To teach students to be creative viewers of their films; to be more critical viewers of the images we have on our screens." "The idea is how they can use film, such as documentary types, as educational tools in the classroom," Zlogar said.

56. A Lesson Plans Page Social Studies Lesson Plan, Thematic Unit, Activity, Workshe family. 3. teach children a native American game called Rain. . 4.Each student must construct a small model of an Indian shelter. http://www.lessonplanspage.com/ssNativeAmericanActivities.htm

Features: Special Features: Improve Reading Efficient Reading Teaching Jobs Teacher Magazines Site Information: EdScope Sites: Join Newsletter: Search This Site: Vote For Us: @ SitesForTeachers @ Teach-nology A Lesson Plans Page Social Studies Lesson Plan, Thematic Unit, Activity, Worksheet, or Teaching Idea in Civics, American History, Geography, or Government Visit Other About Search Forums Newsletter ... Tell-A-Friend Printable Version for your convenience! Hey Teachers! Native Americans I. Geography 1. Make a map showing the migration routes of various Indian tribes in North and Central America 2. Children identify the different regions where the Indians lived in North and Central America. Each child identifies a tribe on the map and places a push pin in the appropriate region. Each child researches the tribe and writes 5 interesting facts about it. 3. Locate on a map of Mesoamerica: Yucatan Peninsula, Maya Lowlands? Maya Highlands, Copan, Palenque, and Tikal. II. History 1. As a class, discuss important events, places and people in Native American history and have the children draw a picture of a certain event. 2. Construct a timeline of Mayan dominance and note some of their accomplishments.

57. Native American Contributions - Social Studies Lesson Plan, Thematic Unit, Activ The next time I teach this lesson, I would like to include some native Americanart and pottery pictures around my classroom. EMail Barbara Moseley! http://www.lessonplanspage.com/SSThanksgivingNativeAmericanContributions3.htm

Features: Special Features: Improve Reading Efficient Reading Teaching Jobs Teacher Magazines Site Information: EdScope Sites: Join Newsletter: Search This Site: Vote For Us: @ SitesForTeachers @ Teach-nology Social Studies Visit Other About Search Forums Newsletter ... Tell-A-Friend Printable Version for your convenience! Title - Be Thankful for Native American culture, lifestyles, and contributions By - Barbara Moseley Primary Subject - Social Studies Grade Level - 3 Concepts to be taught: Native American people culture, lifestyle, and contributions ALCOS: Compare cultural aspects of selected Native American groups. Behavioral Objectives: At the conclusion of this lesson, the students will be able to: locate Native American books in the library, share Native American culture with others, and discuss contributions made by Native American people. Materials: index cards, library card, library book (1 per group) Motivation: In a large group setting, the teacher will read to the class the book, Giving Thanks: A Native American Good Morning Message by Chief Jake Swamp. After the reading, the teacher will discuss the illustration and the details of each page with the students.

58. Shamanism need to be corrected both for the preservation of traditional native American cultures,and domain of the Shaman to give advise, help, heal and teach as needed http://www.angelfire.com/journal/cathbodua/Shamanism.html

var cm_role = "live" var cm_host = "angelfire.lycos.com" var cm_taxid = "/memberembedded" Shamanism When you hear the word "shamanism," what images jiffy-pop into your mind's eye? Most folks picture feather headdresses, buffalo hides, medicine wheels and dream-catchers—all images associated with Native American cultures. But contrary to popular opinion, a "shaman" is not an Indian medicine man, and "shamanism" is not a Native American religion. In fact, many Native Americans find the terms "shaman" and "shamanism" offensive. The word "shaman" actually originates among the natives of Siberia, where it describes a specialized type of holy person. The shamans of Siberia interact with deities and spirits not only with prayer, ritual and offerings, but also through direct contact with the spirits themselves. With the aid of rhythmic drumming and chanting, the shaman enters a very deep or "ecstatic" trance. (In discussions of shamanism, the word "ecstasy" is used in its original sense, from the Greek roots ex and histanai meaning "out of place" or "out of the physical” —in other words an out-of-body mystical state) This trance frees the shaman's consciousness from the body, allowing it to

59. The Spiritual Sanctuary Celebrates The Native American Faith as melted snow forgets its life. Earth teach me to remember. kindness as dry fieldsweep. with rain. Ute Indians of North America. native by Karl Bang. http://www.thespiritualsanctuary.org/Native/Native.html

FIRST PEOPLES AND NATIVE TRADITIONS The First Peoples in the Fourth World NOTE: Texts and quotations by Julian Burger and the indigenous peoples are used with permission of *The Gaia Atlas of First Peoples: A Future for the Indigenous World,* by Julian Burger with campaigning groups and native peoples worldwide. (London: Gaia Books Ltd, 1990. Some of what follows was written by representatives of indigenous peoples; some was provided by non-indigenous people. Julian Burger explains that there is no universally agreed name for the peoples he describes as first peoples: "... because their ancestors were the original inhabitants of the lands, since colonized by foreigners. Many territories continue to be so invaded. The book also calls them indigenous, a term widely accepted by the peoples themselves, and now adopted by the United Nations." (BURGER, p.16) `Fourth World' is a term used by the World Council of Indigenous Peoples to distinguish the way of life of indigenous peoples from those of the First (highly industrialized), Second (Socialist bloc) and Third (developing) worlds. The First, Second and Third Worlds believe that `the land belongs to the people'; the Fourth World believes that `the people belong to the land. (BURGER, p.18) A PORTRAIT OF THE FIRST PEOPLES First peoples see existence as a living blend of spirits, nature and people. All are one, inseparable and interdependent a holistic vision

60. Native American Lesson Plans understand that what they see in movies and television is make believe and Hollywoodscenarios and not the real life of the native American, I teach this unit http://www.teach-nology.com/teachers/lesson_plans/history/native/

Best Sites Curriculum Daily History Downloads ... Professional Development Enter your email address for FREE weekly teaching tips! Home Teacher Resources Lesson Plans Social Studies ... Native American Culture Continues to Change - As students prepare to learn about the monumental events of the late eighteenth century that created the cultural framework for our country as we know it today, it seems appropriate to reflect on what has happened to Indians in North America up to this point. Native Americans in a Box - This lesson will help students recognize and critically analyze the influence nature/environment had on how Native Americans lived and survived. Native American Interdisciplinary Unit - "The Native American has for hundreds of years been stereotyped. To help children understand that what they see in movies and television is make believe and Hollywood scenarios and not the real life of the Native American, I teach this unit.." Native Americans - Students select a native american nation and research its culture. Students then complete a variety of on-line and off-line activities using the results of their research.

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