Intended as a supplementary reading book for elementary level Navaho children, this book is one of a series being developed by the Navaho Curriculum Center in Rough Rock, Arizona. This volume contains a collection of 14 illustrated coyote stories collected from Navaho storytellers and translated into English. These stories have great significance…

Intended primarily as a supplementary reading book for upper elementary level Navaho children, this book is 1 of a series being developed by the Navaho Curriculum Center in Rough Rock, Arizona. The book contains English translations of 11 narratives dealing with Navaho history and culture. After an initial discussion entitled "A Talk with…

Major objectives of the Cooperative Project in Native American Development during the 1976-77 school year were: development of 8 Michigan Woodland Indian Social Studies-Language Arts curriculum packages relevant to the needs of American Indian students (K-8) in 3 Michigan school districts; and development of a series of monthly cultural enrichment…

Hopi storytellers told, in Hopi, 20 stories for this reading series. Each story was graded (1.1 to 3.8), illustrated, and printed in Hopi. These stories normally serve to entertain as well as to instruct both children and adults during the winter nights. Several of the stories have Coyote as the central character. He typifies the clever,…

The booklet contains a report of a feasibility study for developing the Coqualeetza Indian Hospital at Sardis, British Columbia, into an Indian community center. As explained, before the white man arrived in Fraser Valley, the Indians knew "Coqualeetza" as the "place for cleansing;" Indian women washed their blankets at this…

Intended as a supplementary text or a library book for Navajo children, this book is written both in English and Navajo. Color pictures illustrate each passage in the text. The pictures graphically depict the living conditions of the Navajo people. (TL)

Developed for elementary students, the booklet explains how Winnebago people weave baskets from the bark of the black ash tree. The booklet begins with a poem about Grandma making a basket and a story about how basket-weaving came to the Winnebago people. Both are illustrated with line drawings. The following section uses black and white…

At one time all Navaho stories were handed down from generation to generation by word of mouth. Some stories were recorded and then trnsalated into English. In the process of translation, the stories often times lost their meaning. To avoid this, the second volume of "Grandfather Stories," which were told by elders living in the vicinity…

The 1964 booklet is a report on the Canadian educational system in the Northwest Territories and northern Quebec. Prepared by the Canadian Association of School Superintendents and Inspectors of Northern Affairs and Resources, it is intended as a description rather than an analysis or philosophical treatment of education north of the 60th…

Provides commentary upon three texts used at a National Endowment for the Humanities seminar in 1987. Includes a Turner essay, an essay by Wallace Stegner on use of narratives, and a novel by J. M. Coetzee questioning the nature of civilization. Illustrates methods for using literature in the teaching of U.S. history. (KO)

Presents an interview with Gail Bruce and Anne Ediger, who, in the early 1990s, conceived the idea of building cultural centers on 30 tribal college campuses. States that they imagined the centers would simply serve as repositories for Indian artifacts; however, after years of fund-raising efforts and program obstacles, the buildings transformed…

Discusses ways in which Oglala Lakota College (South Dakota) helps to strengthen the cultural fabric of the Lakota community and how it has partnered with other institutions of higher learning throughout the state. Reports that the college has a number of community-based initiatives that emphasize the relationship between academics and ancestral…

There are many ways in which science can be made culturally relevant: archeoastronomy, mathematics, geology, ethnobotany, chemistry, and art can all be taught from a perspective celebrating the accomplishments of Mexican American and American Indian science and encouraging exploration. A culturally relevant curriculum provides teachers with…

Before the beginning of the summer school, a workshop was held for the teachers and aides to present ways to: (1) make migrant and American Indian children more aware of their heritage and (2) help them become more familiar with career possibilities. Objectives of the summer program were: (1) career exploration; (2) cultural enrichment (i.e., art,…

No attempts at selectivity, critical appraisal or value judgment are made in the revised, partially annotated bibliography, which focuses on materials printed by and about Navajo and Zuni Indian Tribes and is intended to acquaint elementary and secondary educators with the wide variety of materials available for classroom use to enhance the…