Www.deq.state.or.us/lq/pubs/docs/sw/curriculum/RRPart0204.pdf. Our Tribe. American Indians & Native American Printables, Lessons & Activities (K-12. Creativity Resource for Teachers » Lesson Plans.
ART. Eastern Woodlands indians. SW Indians. Plains Indians. NW Coastal and Plateau Indians. American Passages - Unit 1. Native Voices: Instructor Overview. Unit Overview: Instructor Overview Native American traditions are rich and varied. There are over five hundred Native American languages, each one as different as English is from Arabic and as Arabic is from Swahili. Each Indian nation has its own myths, its own histories, its own personal stories. As Native American author N. Scott Momaday writes, "The voices are all around us, the three voices. The definition of Native American literature is closely tied to what people think constitutes the essence of Native American identity.
Many American Indians define themselves not primarily as "Native Americans" but as members of a specific tribe. Oral traditions vary by region and tribe, and scholars have tended to examine the influence of the American Indian oral tradition upon contemporary American Indian written literature in two ways: (1) the content and (2) the style. Native American Fiction and Nonfiction - Center for Children's Books. Contemporary Native American Indian Children's Books: Picture Books. Contemporary Picture Books traditional stories MUSKRAT WILL BE SWIMMING by Cheryl Savageau (Abenaki-French Canadian), illustrated by Robert Hynes, featuring a Seneca traditional story retold by Joseph Bruchac (Abenaki) (Northland, 1996).
When a young Native girl is called "Lake Rat," she is comforted by Grampa who both reveals how he was once called "Frog" because of his French-Indian heritage and shows how those intended insults are signs that the bullies don't appreciate the joy of the frog and wonder of the lake. Ages 4-up. THE STORY OF THE MILKY WAY, A CHEROKEE TALE by Joseph Bruchac (Abenaki) and Gayle Ross (Cherokee) with paintings by Virginia A.
Stand-alones BUILDING A BRIDGE by Lisa Shook Begaye, illustrated by Libba Tracy (Northland, 1993). CIRCLE OF WONDER: A NATIVE AMERICAN CHRISTMAS STORY by N. FOX SONG by Joseph Bruchac (Abenaki), illustrated by Paul Morin (Philomel, 1993). THE GOOD LUCK CAT by Joy Harjo (Creek), illustrated by Paul Lee (Harcourt, 2000). "I" IS NOT FOR INDIAN: Program of the ALA/OLOS Subcommittee for Library Services to American Indian People American Indian Library Association Atlanta, June 29, 1991 Compiled by Naomi Caldwell-Wood, President, AILA Lisa A. Mitten, Secretary, AILA Over the years, the most frequently asked questions by librarians concerning books on Native Americans have centered around the ideas of "How can I personally tell good books on Indians from bad?
" Perhaps even more difficult is the question of being able to judge as librarians whether a book is harmful or not. Add to this lack of education the very pervasive and subtle dehumanizing stereotypes that are ingrained as part of American popular culture, and you've got a lot to overcome before you can identify these things in children's books. Think of the following images that are prevalent in American culture today, and then transfer the image to any other ethnic group (or your own). 1. American Indian Stories / Herman Viola (general editor). The Shadow Brothers / A.E. 2.
American Indians Today. Today there are more than half a million Indians in the United States and millions more elsewhere in the Americas. Still trying to cope with adjustment to white civilization, they are in all stages of development, from the most primitive to the most sophisticated. In the United States, they still speak more than 100 different languages. Economically they range from pauperism to affluence.
A few have made money from oil and other natural sources found on their lands, but many thousands live at near-starvation levels. Some are educated and completely assimilated in white society; many live in nearly complete isolation from non-Indian Americans. Relocation programs have taken hundreds of Indians to work in cities; thousands of others cling to the security of their reservations, hoping to gain education and assistance necessary to develop the resources of their lands and become self-sustaining. Indians are free to live anywhere.
Mimik/mimik_uploads/lesson_plans/426/Native Americans across the Curriculum.pdf. Native American Legends, Folk Stories and Tales (Middle, Reading/Writing) Posted Wed Jul 14 16:51:55 PDT 1999 by Doris A. Hill (). E.M. Daggett Middle School, Fort Worth, USA Activity Time: Five 45 minute class periods. Concepts Taught: Creative writing and reading for a purpose. Ms Hill's 7th Grade Reading Class ProjectsNative American Legends, Folk Stories and TalesTraditional Indian Tribal Tales TLW write an Indian tale explaining a natural event, an animal characteristic, a belief, a theme or a message. Native American Legends, Folk Tales, and Stories. Native American mythology has a very rich cultural history of its own. In the telling of tales, many things can be taught or learned. This is one of the ways that many tribes kept their cultures alive; it was not just a collection of stories, but of their beliefs, their ways, and their lives.
Many legends are still told; some old, some new, but all are part of the beautiful culture that the indigenous peoples of North America have had and still have. In the telling of some of these stories, I will be handing along things that were told from grandmother to granddaughter; grandfather to grandson, for many generations. These stories, in and of themselves, are near to sacred for many groups of people. I honor each of you who read these stories with them; I wish you well, and hope that you all learn some of the history and understanding of these Native peoples. There are many different kinds of stories.
I will, eventually, get back to you. Legends of the Blackfeet Legends of the Kiowa. Native American Legend (A) Native Americans Theme Unit - Printables and Worksheets. Indian Education - Curriculum. Curriculum Since Time Immemorial: Tribal Sovereignty in Washington State This curriculum is a result of House Bill 1495, which officially recommended inclusion of tribal history in all common schools. Governors Office of Indian Affairs: From Where the Sun Rises Addressing the Educational Achievement of Native Americans in Washington State The National Museum of the American Indian This site features curriculum, online teacher trainings, and free teaching posters. Unwritten Chapters (PDF) An American Indian Comments on American History One With the Watershed (PDF) A Salmon Homecoming Story-based Curriculum for Primary Environmental Education Breaking the Sacred Circle (PDF) An exploration of the mental, spiritual, cultural and physical aspects of the Sacred Circle.
From Boarding Schools to Self Determination (PDF) The American Indian and Alaskan Native educational systems during the intrusion process. Thanksgiving. . . Four Seasons of Corn: A Winnebago Tradition, by Sally M. Standards.ospi.k12.wa.us/EalrsPubDocs/ClassRoomBasedAssessment/Social Studies/ElemGeo-HumansandTheEnvironment-CBA.pdf. TribalSov: Elementary Units. The Supreme Court's changing stance on tribal sovereignty. General Practice, Solo & Small Firm Division Philip J. Prygoski is a professor of law at the Thomas M. Cooley Law School in Lansing, Michigan, where he teaches constitutional law and federal Indian law. From the era of Chief Justice John Marshall through the time of Justice Thurgood Marshall, the Supreme Court has struggled to define the doctrine of American Indian tribal sovereignty.
The role of the Supreme Court in affecting Indian sovereignty is best understood in relation to the powers of Congress and the President. Presidential power over the Indian tribes is centered on the ability to enter into treaties, a power that was used in the early years of federal Indian law to secure tribal acquiescence to the demands of the encroaching waves of European settlers. It has been the Supreme Court's role to interpret the actions of the President and Congress, and to strike a balance between the rights of the Indian nations and the interests of the European conquerors. In Cherokee Nation v. Indian-Ed.Org. Tribalsov.ospi.k12.wa.us/file.php/8/Level_1_Teaching_Time_55_minutes/5th_US_Level_1_On_Sovereignty_Independence_Intro_w_space_for_Notes.pdf. Tribalsov.ospi.k12.wa.us/file.php/4/Level_2_Teaching_Time_4_55_minute_classes/IndianLandTenureSt1.pdf.
Exploring Native Americans Across the Curriculum. Blast stereotypes with across-the-curriculum activities for students of all ages. Stereotypes of Native Americans abound -- in movies and on TV, in literature and in history books. "Teachers must provide accurate instruction not only about history but also about the contemporary lives of Native Americans," writes Debbie Reese in Teaching Young Children About Native Americans, a 1996 ERIC Digest. Reese is a Pueblo Indian who studies and works in the field of early childhood education. Stereotype is a difficult issue to define in any culture, especially in the Native American culture. As noted in A Line in the Sand, a Web site dedicated to the debate surrounding Native American stereotypes and other issues: "We want to be careful to note that this 'line in the sand' will not lie at the same place for everyone. ...We must recognize that not all Native American communities have had the same historical experience, either before or after 1492.
Geography/Map skills. Reading a table. Math. Art.