Vulnerable children in Michigan face intersecting disparities, with race, class and geographic location often combining to limit access to health, education and economic security. Addressing this reality requires reliable and comprehensive data that can guide thoughtful action within communities and among institutions alike. To this end, the W. K.…

Designed to develop and to share information and resources on child abuse and neglect, child welfare, and youth services in Region VIII (Colorado, Utah, Wyoming, North Dakota, South Dakota, and Montana), the Family Resource Center, a federally funded two year program, has developed a directory containing names, addresses, phone numbers and…

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…

In response to a lack of English-as-a-Second-Language curricular materials integrating language and culture, the authors designed a unit based on the problem-posing philosophy of education. Its application in two college-level ESL classrooms in South Dakota is described in which Lakota Indian culture was incorporated into the curriculum. (Contains…

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)

Maintains that storytelling is an ancient instructional method that can be used effectively by contemporary art educators. Presents a narrative by a six-year-old Navajo girl that describes a typical school day. Includes suggestions for using the story to teach about cultural differences and cultural change. (CFR)

Asserts that teaching about Native Americans is clouded by stereotypes, emphasis on New England tribes, and relegated to a few weeks in November prior to the Thanksgiving holiday. Describes a kindergarten class in which children's literature and student activities were used to teach about three Native American cultures. (CFR)

Describes the attempts of President Franklin Roosevelt's Secretary of the Interior Harold Ickes, to establish a chair for American Indian History at a university. Discusses the responses of universities contacted after World War II. Includes information on the present state of American Indian studies and reasons for the failure of Ickes' efforts.…

Asserts that gaming on Indian reservations is the most important development in Indian affairs during the past two decades. Discusses political and social issues related to reservation gambling. Concludes that it has improved employment opportunities, boosted morale, and upgraded living standards of many Indian communities. (CFR)

Maintains that U.S. history did not begin with the colonization of North America by Europeans but with the Native American tribes that flourished prior to colonization. Discusses economic issues that determined the history and culture of various tribes. Provides a lesson plan based on economic decisions made by the Choctaw tribe. (CFR)

Asserts that, by the time English Pilgrims landed in Massachusetts in 1620, as many as 2,000 American Indians had already made the passage to Western Europe. Maintains that, although most of the Native Americans who traveled to Europe went as slaves, those who went after 1500 traveled for other reasons. (CFR)

Asserts that music teachers increasingly are interested in music that originates outside the Western European tradition. Presents an interview with David P. McAllester on world music, the musical culture of the Navajo people, and how it should be taught in music classrooms. (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)

Maintains that most attempts to depict American Indians contain at least two fatal flaws: (1) they portray the 19th century as the best period for Native American culture; and (2) they show Indians only in conjunction with non-Indian aggressions. Provides an overview of efforts by Indians to develop multitribal cultural activities. (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)