21. Teach The Children Well-Social Studies Egypt, Europe, Email Me. Flags, Germany, Japan. Massachusetts, Medieval Life,native americans. United States, Washington DC, Ancient Civilizations. native americans. http://www.teachthechildrenwell.com/social.html

To view a category, click on the shell to the left Home The Arts 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 Ancient Civilizations Around the World Cape Cod Egypt Europe E-mail Me Flags Germany Japan Massachusetts Medieval Life Native Americans United States Washington D.C. Ancient Civilizations Ancient Art Ancient China Ancient China Index Ancient Civilizations ... Vikings Around the World Afghanistan Amazon Expedition Around Alone AskAsia ... Xpeditions Cape Cod Cahoon Museum of American Art Cape Cod Baseball League Cape Cod Central Railroad Cape Cod Children's Museum ... Zooquarium Egypt Ancient Egypt Ancient Egyptian Virtual Temple Colours of the Nile Egyptian Math ... The World of Ancient Egypt Europe British Monarchy European Countries European Festivals and Traditions European Photo Album ... This Sceptred Isle Flags Betsy Ross Flag Day Flag Day Foundation Flag Display ... Web Quest Germany Berlin Wall Christkindle Festival Deutsches Museum German Facts ... Photos of Germany Japan Daisetsuzan National Park Edo, Japan

22. OPLIN: OH! Teach / INFOhio > Ohio Resources > Ohio Literature For Young People > OH! teach / INFOhio Ohio Resources Ohio Literature for Young People OhioSpecialty Subject Information native americans (Great Lakes Region) http://www.oplin.lib.oh.us/index.cfm?ID=19-839-861-631-692

23. SAA Bulletin 16(4): Working Together--Native Americans And Archaeology have interacted with native americans; without it, relationships between them maynever have developed. In small departments, archaeologists may teach North http://www.saa.org/publications/saabulletin/16-4/SAA18.html

Working Together Native Americans and Archaeology: A Vital Partnership Robert Kelly Contents Introduction The Material World versus Native American Beliefs New Opportunities for Collaboration A couple of years ago, while speakers at a conference wrestled with defining archaeology's purpose, my mind wandered to that day's Ku Klux Klan rally on the courthouse lawn in my small Kentucky town. That, for me, solved the speakers' conundrum. It seems too simplistic, but archaeology's purpose today is to play a role in ending racism. Everything follows from this fact. In the postmodern world, truth seems to be elusive. As in Akira Kurosawa's film, Rashomon , in which an event is retold through the eyes of four characters, truth arises from multiple perspectives. But it is the audience, not the participants, who are the beneficiaries of any insights. Extending the analogy, it is those who watch archaeologists, our students, and the public, who benefit from multivocality. Archaeology achieves its goal through education. Archaeologists in the academy have changed over the years. I suspect that the first generation of academic archaeologistsNels Nelson, Alfred Kidder, and their contemporariesknew Native Americans as people, not just as objects of study. Reasons for this include a humanistic bent in the field, the presence of Native Americans as laborers on large projects, and the four-fields approach with its emphasis on ethnography and linguistics.

24. 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."

25. Native Americans:Introduction:Paths To The Past But like all peoples of the world at one time, native americans relied on oral traditions stories to communicate their history and to teach their way of life http://www.museum.state.il.us/muslink/nat_amer/intro_paths.html

Negative painted water bottle, Fulton County. There are many paths to the past. One path is history. History is defined as a written narrative of events relating to a particular person, people, country, or period. But what about the time before writing? Most Native American cultures did not use writing to record history until the 19th century. But like all peoples of the world at one time, Native Americans relied on oral traditions "stories" to communicate their history and to teach their way of life. This is also a path to the past. Ancient oral traditions survive today and provide us with valuable information about the past. Only a few oral histories teach us about the day-to-day life of ancient peoples or that provide details about the development of Native American cultures. Another path to the past is the science of archaeology. Archaeology is the systematic study of historic or prehistoric peoples and their cultures by analysis of their artifacts, inscriptions, monuments, and other such remains. Archaeology is the careful, methodical study of human life, through excavation of places where humans once lived and left artifacts which can be found today.

26. 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/miscpubs/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;

27. REC Research PI Survey Answers up my library system relating to native americans and learning searches and set upmy native American math PRESERVICE teachERS learned to teach science, math http://www.ehr.nsf.gov/rec_survey_report/detail.asp?id=0075011

28. 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

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.

29. TEACH: Native Peoples Of The Great Lakes Region Peoples are also referred to as American Indians or native americans. http://www.great-lakes.net/teach/history/native/native_1.html

GO TO.... Building the Mackinac Bridge Native Peoples Great Lakes Law and Policy What's in a name? Great Lakes environmental writers Fountain of the Great Lakes TEACH History and Culture Home Native Peoples of the Great Lakes Region Origins Indians, or Native Peoples, were the original inhabitants of North America and the Great Lakes region. In fact, Native Peoples inhabited the continent tens of thousands of years before the arrival of settlers from Europe and the Far East. By the 16th century, the Native Peoples of North America had evolved into widely different cultures. Notable tribes around the Great Lakes included people we now call the Chippewa, Fox, Huron, Iroquois, Ottawa, Potawatomi and Sioux. Click for larger map! Approximately 120 bands of Native Peoples have occupied the Great Lakes basin over the course of history. In the United States, Native Peoples are also referred to as American Indians or Native Americans. In Canada, tribes are called First Nations. In the Ontario region alone, more than 75 bands of First Nations are reported. A band is based on kinship and family affiliation. A nuclear family is part of a clan (cousins), a clan is part of a band (aunts, uncles, extended cousins), and a collection of bands make up a tribe. Tribes are traditionally highly organized, politically autonomous groups.

30. TALK Activities | Native Americans native americans Students will research native American Tribes as part of a SocialStudies unit. They will research the following topics about their tribe http://teach.fcps.net/talk/lesson_display.asp?lessonID=79

31. Native American Languages Act Of 1990 USE OF ENGLISH. SEC. 107. Nothing in this Act shall be construed as precludingthe use of Federal funds to teach English to native americans. http://ourworld.compuserve.com/homepages/JWCRAWFORD/nala.htm

Native American Languages Act of 1990 P.L. 101-477 (October 30, 1990) This federal policy statement recognizing the language rights of American Indians, Alaska Natives, Native Hawaiians, and Pacific Islanders was quietly enacted in the waning hours of the 101st Congress. Sponsored by Senator Daniel Inouye, Democrat of Hawaii, the bill passed on a voice vote in both House and Senate without hearings or any vocal opposition. It authorizes no new programs for Native Americans, nor additional funding for existing ones, but is expected to facilitate efforts to preserve indigenous languages. 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;

32. Teach Ep studying native Since the children were American legends) studying native americans,2. Introduce This lesson was fun to teach and I will definitely teach it http://www.uvm.edu/~vfisk/portfolio/teachingovertime.html

Native Americans The Legend of the Bluebonnet by Tomie Depaola This piece is an example of student work from a lesson I taught on Native Americans to a third grade class. The students studied Native Americans and were writing legends. We had read The Legend of the Bluebonnet by Tomie DePaola during the Native American unit. This piece shows terrific ownership. The children had to write their own legends and present them to the class. LESSON PLAN Topic: Native Americans Grade: 3 Time: 1 hour+ THE LEGEND OF THE BLUE BONNET By Tomie DePaola Objectives: Content Objectives: Students will be able to demonstrate understanding of the text as they retell the story (as a group) Strategy Objectives: Students will infer overall concept of text Students will be able to make predictions pertinent to the development of the story Students will be able to answer comprehension questions after listening to an oral selection. Related Vermont Standards: 1.3 Reading Comprehension: Students read for meaning, demonstrating both initial understanding and personal response to what is read. This is evident when students

33. Mythology Books And CDs teach Yourself Myths Myths and commentaries on this site are all taken from our teachYourself Myths series Timeless Wisdom of the native americans, Steve Eddy. http://www.livingmyths.com/Booklist.htm

L I V I N G M Y T H S Books and CDs All books by Steve Eddy and Claire Hamilton. are available in bookshops, or online from Amazon or Madaboutbooks Timeless Wisdom of the Celts and Claire's CDs are available directly from us. Teach Yourself Myths Myths and commentaries on this site are all taken from our Teach Yourself Myths Greek Myths Celtic Myths Native American Myths and Chinese Myths . We hope to publish others in future. Books available: TY Myths Greek Celtic Native American Chinese Timeless Wisdom Celts Native Americans Beginner's guides Arthurian Tradition Grail Tradition The Celtic Book of Seasonal Meditations Tales of the Celtic Bards ... Claire's CDs Click for Bloomsbury online: We believe this new series is unique in combining lively retellings of the myths with commentaries which examine their psychological and cultural significance. To do this we draw on the work of Freud, Jung and Joseph Campbell, among others, as well as offering our own insights. New books from Claire Hamilton The Celtic Book of Seasonal Meditations Tales of the Celtic Bards Click for bigger picture ISBN 340 78922 TY Greek Myths , Steve Eddy and Claire Hamilton Greek myths have inspired poets and artists for centuries. Deeply rooted in the Western imagination, they seem to speak directly to our psyche even on a first reading.

34. Native Americans: Southwest sad or lonesome. They would also bring presents and teach the NativeAmericans special skills. They are very interesting spirits. http://www.esd.k12.ca.us/Matsumoto/TM30/history/na/sw/sw.html

Native Americans: The Southwest Social Structure The Hopi were very peaceful people. Hopi Native Americans had a very close family relationship with each other. They lived in the Southwest where it is usually hot and dry. They also lived in pueblos on mesas. The Hopi people have lived in the Southwest for a very long time and have adapted to their surroundings. Once, there was the Anasazi group who lived in cliffs and built their homes in the large shady cracks. Before, they were called the Basket Makers. The Hopi almost always helped each other and shared houses. They were peaceful yet always prepared for war if other tribes attacked. The peaceful Hopi people farmed and did many things to welcome water. Everyone helped with anything that had to be done. Some other Southwest tribes are the Apache, Navajo,Papago, and Pima Indian groups. The Acoma, Yaqui, and the Yuma groups were the Pueblo Native Americans. Way of Life The Native Americans of the Southwest lived in houses called pueblos. Early pueblos were often built on flat topped hills, called mesas. The Pueblo Native Americans could easily keep their enemies away from their home. A pueblo was made of stone or adobe. They were two to seven stories high. Each room was piled on top of the other. The roof was flat and was strong, because it was the floor for the people above. There were no windows or doors in the lower story. They could only get in the lower story room through a hole in the roof with a ladder.

35. Native Americans native americans along the way helped Lewis and Clark gather scientific and Clarkexpedition and their interaction with native cultures has much to teach us http://www.usgs.gov/features/lewisandclark/NativeAmerican.html

For more information contact: U.S. Geological Survey Water Resources Division 401 NW Capital Drive Lee's Summit, MO 64086 Telephone: (816) 525-8348 Fax: (816) 554-9273 Lewis and Clark, Native Americans, and the USGS Reconstructed Mandan Indian Village on the Missouri River Native Americans were influential in identifying various species of fish, reptiles, amphibians, mammals, plants, trees, and shrubs. They also helped Lewis and Clark in determining river routes and basic survival. In fact, the book Lewis and Clark by Robert Ferris and the National Park Service recognizes the scientific contributions of Native Americans to the expedition. President Thomas Jefferson's instructions to Lewis emphasized the fact that the expedition had a scientific mission. Native Americans along the way helped Lewis and Clark gather scientific data, such as the migration habits of plains animals. The Lewis and Clark expedition and their interaction with Native cultures has much to teach us. In fact, President Bush pointed this out in a July 3, 2002 address to the Voyage of Discovery Summit . . . I urge all Americans to learn more about Lewis and Clark and how the expedition changed our nation, and at the same time, to learn more about our native culture. . .

36. 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).

37. ProTeacher! Native Americans Lesson Plans For Elementary School Teachers In Grad that teach students about the diversity of the First americans source. Painting Faces A printable article, directions, and pictures for teaching about native http://www.proteacher.com/090018.shtml

[Click Here] to search tens of thousands of ideas on ProTeacher's new Teaching Ideas Archive Social Studies History Native Americans Northwest Region Plains Region Southwest Region Woodlands Region ... 4Directions Educational Resource Library - Curriculum materials contributed by educators of Native Americans. Search lesson plans by subjcet, grade, or tribe source Hides that Reveal - Students decorate simulated animal hides to demonstrate understanding of Native American symbols source Native American Math Lessons - Lesson plans integrating the theme of Native Americans with math and science. This site provides dozens of lessons on a variety of topics source Native American Tribes - A printable crossword puzzle about the names of Native American groups. Includes answer key source 1492: An Ongoing Voyage - Surveys the many varied societies in North and South America prior to and through first European contact source A Recipe for Sautauthig - A recipe, letter to parents, and intercurricular teaching ideas about sautauthig, a Native American pudding made of blueberries source About the Tipi - Using a printable activity sheet as a guide, students construct a tipi. Registration required

38. EDC&I 464: EDUCATING NATIVE AMERICANS Some of the teachers just teach the story from as told in the textbooks year ’shistory of White man in America United States , native americans have been http://depts.washington.edu/stepcofs/Curriculum/MidLithanksgiving.htm

Professor Kathryn W. Little Mid-Term: An Introduction for Thanksgiving and Teaching Strategy Submitted by Zhen Li Professor Kathryn W. Little Mid-Term: An Introduction for Thanksgiving Submitted by Zhen Li AN INTRODUCTION FOR THANKSGIVING TEACHING STRATEGY By Zhen Li Stereotypes of Native Americans It is almost Thanksgiving time this year a time to celebrate the bountiful harvest with family and friend s. Nine out of ten textbooks used in educational institutions in the United States nowadays describ e ing Thanksgiving as a “White men or Pilgrims and good Indians” holiday. This is a typical part ial narrative from The American Tradition by John Donald Hicks, 1955 After some exploring, the Pilgrims chose the land around Plymouth Harbor for their settlement. Unfortunately, they had arrived in December and were not prepared for the New England winter. However, they were aided by friendly Indians, who gave them food and showed them how to grow corn. When warm weather came, the colonists planted, fished, hunted, and prepared themselves for the next winter. After harvesting their first crop, they and their Indian friends celebrated the first Thanksgiving.

39. 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.

40. Students On Site: Native Americans: Introduction for example, were intended to teach native American children the ways of whites,including speaking only English. Thousands of native americans converted to 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.

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