The National Comprehensive Center's (NCC's) Native Education Collaborative developed resources to build the capacity of state education agencies (SEAs) in collaboration with tribes and local education agencies (LEAs) to enhance the learning lives of Native children and youth. The Native Education Collaborative developed the Circles of Reflection…

Presents a lesson on American Indian tribal sovereignty. Discusses the concept of sovereignty as it developed in the United States. Describes three Supreme Court decisions that established (1) Indian tribes were sovereign before European contact and (2) some sovereign powers were restricted after the United States was established. Includes a chart…

Describes life on a Canadian Indian reserve and discusses the role of the community in individuals' lives. Examines reasons why Canadian Indian teachers want to teach on the reserves. Concludes that the opportunity to serve as role models and a commitment to the community are the major reasons for teaching in these schools. (CFR)

A 2- or 3-day activity for middle and high school students, this unit is designed to familiarize students with the concept and reality of tribal governments as they exist today in American Indian tribes. Objectives are to enable students to: (1) become aware that American Indian tribal governments, people, and reservations exist in the United…

This curriculum unit introduces students to the relationship between the federal government and American Indians through five narrative descriptions of the related legislation, laws, and court interpretations. The narratives cover: (1) the historical basis of federal Indian law and the government-to-government relationship; (2) legal definitions…

This document is intended to give students an overview of laws in Wyoming. Subjects covered include civil and criminal law; courts in Wyoming; juvenile law, juvenile court procedure; rights of children; family law; employment law; automobile-related law; laws affecting the schools; and citizenship rights and responsibilities. The laws and courts…

Discusses the expulsion of the Choctaw Indians from their lands in the U.S. southeast as a result of the Indian Removal Act of 1830. Provides a lesson plan using a primary source document along with accompanying discussion questions. Includes a three-page letter that is the deposition of a Choctaw Indian protesting removal. (CFR)

Asserts that historians should not think of American Indians and white colonists as having two distinct historical experiences but "mutual history of continuous interaction and influence." Contends that European and American colonials recognized the power and subtlety of the American Indian confederacies. (CFR)

Describes a wedding ceremony combining Canadian Native and Roman Catholic traditions that could be a model for Indian education. Asserts that Canadian natives must continue to gain control and autonomy over their own schools. Discusses responsibilities and interrelationships between the school and parents, students, and teachers. (CFR)

Contends that, in several important ways, 20th-century American Indian history anticipated the new western history. Discusses academic trends after World War II that stimulated new interest in American Indian history and culture. Includes 15 endnotes and a 44-item bibliography. (CFR)

Presents a narrative case study based on the use of cooperative learning in a 10th-grade global studies class. Focuses on ethnic groups and emerging issues related to national sovereignty. Describes student participation in group discussions about these topics. (CFR)

Presents a fictitious dialogue between a student teaching supervisor and a student teacher about cooperative learning in the classroom. Reviews and evaluates the classroom procedures used by the student teacher. Concludes that cooperative groups improve student interaction and discussion skills. (CFR)

Presents a high school lesson plan about U.S. government policy regarding Native Americans that is based on the National Standards for United States History. Includes a map, a reprint of a painting, and five primary source documents. Provides student objectives and step-by-step instructional procedures. (CFR)

Presents an analysis and evaluation of a fictitious case study of a student teacher using cooperative learning in a global studies class. Includes comments and suggestions made by 10 teachers who also reviewed the case study. Discusses eight "probe questions" that focus on content decisions, teacher control, and equity. (CFR)