The problem was a lack of consultation from American Indian Studies scholars, tribal leaders, and from specific data sources when courses in the Virginia Community College System (VCCS) were created. The purpose of the basic qualitative research design was to provide a voice from experts in American Indian Studies and addresses the problem when…

This paper explores the impacts of using Indigenous Young Adult Literature with teacher candidates at a liberal arts university to develop their competence in Indigenous topics and issues. Research on the use of young adult literature for examining race, culture, and equity has shown the efficacy of the genre in supporting student learning in…

In this conceptual piece, we situate settler colonial theory and qualitative inquiry in a discussion about the research(ing) of social studies education. The context for this article includes our visit and conversations with 9th grade Oklahoma history teachers and their teaching and curriculum within Indigneous contexts. Although not focused as an…

Recently, the question has arisen as to whether or not federal Indian law should be taught at tribal colleges and universities (TCUs). To answer this three questions must be asked: (1) Why should such a subject be taught and who would teach it; (2) Which department should be responsible for Indian law courses; and (3) Should they be offered…

As part of its multicultural approach, the United Nations International School includes Native American literature and social studies materials in many areas of the K-12 curriculum, as well as encouraging awareness of Native American concerns outside the classroom. Class activities and schoolwide events are described. (SV)

Describes the culturally diverse rural LaConner School and the development of a curriculum for junior high students. The curriculum increases awareness of the ways aboriginal people used the cedar tree. Involves school staff, students, and elders of the Swinomish tribe. (SKW)

Briefly describes a Nebraska program in which materials were developed through the cooperation of university professors, teachers, state department of education participants, Native Americans, and others. (JM)

Describes the findings of a study of Native American Studies in the State University of New York Community College System. Details information on specific courses offered and their enrollments; coverage of Native American topics in broader courses; and reasons for lack of courses. Includes the questionnaire. (WL)

This document consists of a paper and related booklet describing the development of a multicultural studies program in Omaha (Nebraska) high schools. A high school teacher describes how he came to develop Omaha's multicultural education program. In the early 1960s, the realization that history textbooks contained little of the Black experience,…

This guide contains information and suggestions intended for the teacher planning an Indian unit or American Indian Heritage Day activities. The first five chapters describe American Indian contributions and influences in foods, design, language, government, pharmaceuticals, art, and sports. The sixth chapter contains 24 sources for these…

Suggestions for teaching Native American studies in the outdoors or the classroom include using accurate instructional materials, integrating Native American studies across the curriculum, connecting traditional values and beliefs to contemporary life, respecting Native culture, challenging stereotypes, being aware of students' cultural…

A review of the history of American Indian studies in the college curriculum traces the political, demographic, academic, and social changes affecting American Indian roles. The recent revival of native American studies and the emergence of graduation requirements in ethnic studies are seen as both beneficial and risky. (MSE)

Teacher and songwriter Buffy Sainte-Marie founded the Cradleboard Teaching Project in 1996. The project provides core curriculum through Native American eyes to all learners and promotes cross-cultural partnerships in which widely distant classrooms study Native American culture together. Interactive, multimedia CD-ROMS were designed for grade 6…

The report describes, in the form of transcribed interviews, cross-cultural programs in Saskatchewan, Manitoba, Montana, New Mexico and Arizona identified in a May, 1973, study-tour of cross-cultural education focusing upon people of Indian ancestry. The primary goal of these visits was to identify promising procedures and accomplishments in…

Judy Bluehorse Skelton is an herbalist of Native American descent who conducts field trips to identify plants and classroom activities to demonstrate their uses. She also works with Portland (Oregon) schools developing culturally appropriate strategies for presenting Native American content. She encourages students to look at events such as the…