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IDENTIFIERS

DOCUMENT tiiiiir------

95 BC 010 472

Curriculum Design for Native Americans: A Selected"Topics Bibliography of ERIC DocuMents.New liexico State Univ.,University Park. ERICClearinghodse,on.Rural Education and SmallSchool.siNatioaal Inst. of Education (DREW), Washington,D.C.Apr 77400-78-0023119p.; Smilf type through most of the document

-NF-$0.83 HC-$6.01 Plts Postage.*Adult BasiC Education; *Ameridin_Indiani;Bibliographies; Bilingual Education; 000 CulturalTraiaing; *Curriculum Design; *CurribdlueDevelOilment; Educational ASSessient; ElementaryEducation; *Evaluatien; Federal PrOgrais;: Frogra,DeSpriptions; Reading PrograistS4Condary Educationl*Second Language Learning; Teacher EduCatiOn;*Teaching Methods. -

*Native Americans

'ABSTRACTDrawn from issues of "Resources in-EddcatiOn".(RIE)

i and "Current Index to Journals in EduCation" (CIj1), this:L hibliOgraphy provides a comprehensive guide to resource materials,

research findings, and developments related to curriculum design or1 development for Native Americans. Each citation is:headed,by an -ERIC

accession number. Both RIB and CUB citations, PPear in, ailieriCalorder according to accession number. RIB abstracts,contain-subject,author(s), and institution indexes, along with document resumes which

I include the ERIC accession number, authoi(s), title, source (s).,, dateof publication, ERIC Document Reproduction.ServiCit'OriCes Or, analternate availability.C/JE abstracts have biiernotations ratherthan the lengthier BIB abstracts and are provided when it is thOughtthe article cannot be adequately deicribed by. a; combination of majorand ;miner descriptors, identifiers, and by information in' the title.Each joirnal citation inClUdei the publication date, article title,And information on the volume, number, and pages. Topici coveredincldde teaching methods, second language learning, bibliographies,educational assessment, prograi design and evaluation, and' crossCultural training. A list of the 16 ERIC ClearinghouSes and theirrespective scopos is appended. (NM

1(

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************************************************************************ Reproductions supplied by EDRS are the best that can be made ** from the original document. *************************************#214#2********************A4144314****#

Curriculum Design for Native Americans:,

A Selected Topics Bibliography ofERIC Documents

61);e,S241

U.S. DEPARTMENT OF HEALTH,EDUCATION &WELFARENATIONAL INSTITUTE OF

EDUCATION

THIS DOCUMENT HAS BEEN REPRO.DUCED EXACTLY AS RECEIVED FRC.ATHE PERSON OR ORGANIZATION ORIGIN.ATING IT POINTS OF VIEW OR OPINIONSSTATED DO NOT NECESSARILY REPRE-SENT OFFICIAL NATIONAL INSTITUTE OFEDUCATION POSITION OR POLICY

April 1977

Clearinghouse on Rural, Educationand Small Schools

New Mexico State UniversityBox 3AP

Las Cruces, New Mexico 88009

2

1

EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)

CLEARINGHOUSE ON RURAL EDUCATION AND SMALL SCHOOLS (CRESS)

New Mexico State Uni.versity

Las Cruces, New Mexico 88003

The material in this publication was prepared pursuant to a contractwith the National Institute of Education, U.S. Department of Health,Education, and Welfare. Contractors undertaking such projectsunder government sponsorship are encouraged to .express freely theirjudgment in professipnal and technical matters. Points of viewor opinions, however, do not necessarily ,represent the officialview or opinions of the National ,Institute of Education.

The booklet may be duplicated in whole or in part, whenever,such duplication is in the interest of bettering education.t

April 1977

ii

3

Purpose and Scope of ERIC

The Educational Resources Information Center (ERIC) is a

federally funded national information system dedicate to

the improvement of education through the dissemination ofeducational resources and research related materials. ERIC

aids school administrators, teachers, researchers, info'rmationspecialists, professional organizations, students, and othersin locating and using educational resources.

To achieve this purpose, the ERIC system processes doCuments

quarterlies, annuals, and yearbooks.

for announcement in Resources in Education (RIE), a monthlypublication containing abstracts of research, research-relatedreports, and resource materials in education. . In additiob,ERIC compiles the Current Index to Journals in Education (CIJE),

a monthly index which drawS from aver seven hundred journals,

There are numerous complete microfiche collections of ERIC

.

\.

materials throughout the nation. which ma) be used by thepublfc. A list containing the locations -of these standi,ngorders may be obtained from ERIC Processing and ReferenceFacity, A833 Rugby Avenue, Suite 303, Bethesda, Maryland

20014.

Each of the ERIC network of clearinghouses has -a particular areaor scope of 'education. It is the responsibility of thisClearinghouse, the Clearinghouse on Rural Education and SmallSchools (CRESS), to gather materials related to rural education,

` 11

small schools, the American- Indian, the,Mexican American, the

c migrant and outdoor education and to input ,these materials intothe national ERIC system. For information concerning otherindividual Clearinghouses and their respective scopes, consultthe'list at .the back of this publication.

trill

t.

About the Bibliography

Sources and Scope

CONTENTS

V

ERIC Descriptive TermsA. fy6... VA .

Organization of 'the Biblragraphy \ v, vi

Citation vii

Key and Sample Abstract , viii

4,FOE and CIJE Abstracts 1

I

-7

,

O

About the Bibliography

Scope and Sources

This bibliography provides a comprehensive guide to resource

material, research findings, and developments related to

curriculum design or development for Native Americans. This

is a Selected Topics Bibliography which is issued to cover

a particular Subject; it is not to be confused with the

bibliographies issued annually covering the, six scope areasA

of ERIC/CRESS. The bibliography is drawn from issues Of

Resources in Education and Current Index to Journals in

Education.

Terms

Two types of descriptive terms are used for RIE and CIJE:

descriptors and identifiers. Descriptors are technically

meaningful words or phrases contained in the Thesaurus of

ERIC Descriptors. They are used to characterize, to index,

and to retrieve documents.

Proper names of persons, geographical locations, trade

mes, and so on may also be important in describing a

document. These terms, called identifieri, are included

with the citations for descriptive purposes,bmt they

are not to be found in the Thesaurus.

( i

The terms used to conduct this bibliographical search of

ERIC tapes were American Indians or Eskimos, Curriculum

De/sign or Curriculum Development.

Organization of the Bibliography

Each citation in the bibliography is headed by an ERIC accession

number. Entries from RIE are assigned an ED number; those from

CIJE are assigned an EJ number. Both RIE and CIJE citations

appear in numberical order according to the accession number.

Please note that the citations proceed from the most recent

to the oldest in that order and, conseqently, the citation

numbers go down rather than up.

//

Resources in Education Citations

RIE abstracts contain subject, author, and institution indexes,

along with document resumes which include the ERIC accession

number, author(s), title, source(s), date of publication,

ERIC Document Reproduction Service (EDRS) prices or an alternate

availability and the abstract. If the reader finds a.citationo

of particular interest, he may obtain a microfiche or hard

copy reproduction of the document from ERIC Document_Reproduction

Service.

Current Vndex to Journals in Education Citations

CUE abstracts are prepared differently than RIE abstracts.

They have brief notations rather than the lengthier RIE abstracts

and these notations are only provided when it is thought the

article cannot be adequately described by a combination of major

and Minor descriptors, identifiers, and by information in the

title. Each journal citation includes the publication date,

article title, personal author(s), journal title (sometimes

abbreviated), and information on the volume,, number, and pages,.

C'IJE entriesiare not available from ERIC Document Reproduction

Service7tierefore, the reader is encouraged to take advantage

of his kcal library, in locating the journal he wishes to use.

Document Contributions

Persons desiring to contribute materials such as those cited in this

bibliography may do so by sendilig one copy (two if available) to:

ERIC/CRESS, AcquisitionsNew Mexico State University

Box 3APLas Cruces,' New Mexico 88003

frf

VI

CITATIONS

1.

8,

Key to Citations

AN = Accession number -identification number sequentially assignedto documents and/or journal articles as they are processed

CHAN = Clear'inghouse Accession NumberTI = TitleAU = AuthorsOS = Organizati.onal SourceSO . = Sou,ece (as from a. journal) ,

PD = Publication DateNO = Number of Pages and NotesIS' = Issue of RIE or CIJE in which citation appearsPR = EDRS Price t.7

AV -.= Alternate Availability,

. SPO = Sponsoring Agency 1..

CG = -NIE or USOE Contract/grant number uncle/ whiChreseaxch was doneBN = Bureau Number (report number given by-originaeo4,)DT = Document Type . .

IT = Index Terms - descriptors whi,,characterize contentST = Supplementary Terms - identifiers not found'in theseurus'of

ERIC Descriptors' , /.AB" = Abstract . i

() = Abstractor's initials ,always,,,p.leced atf

end of abstract

SAMPLE, ABSTRACT

AN ED056565CHAN - FL002574TI - A PLAN FOR FLUENCY FIRST.AU MULLE, DANAOS SASKATCHEWAN NEWSTART, PRINCE\AEBERT.PD 71

NO 183P.IS RIE72MARPR - EDRS PRICE MR-$0.65 HC-$6.58SPO - CANADIAN DEPT. OF REGIONAL ECONOMIC XPANSION, OTTAWA (ONTARIO) .IT ADULT EDUCATION; AMERICAN INDIAN CULT RE; *AMERICAN INDIANSIT BIBLIOGRAPHIES; CREE; *CURRICULUM DES GN;'EDUCATIONALLYIT - DISADVANTAGED: *ENGLISH (SECOND LANGUAGE); ILLITERACY;IT INSTRUCTIONAL MATERIALS; *LANGUAGE FLUENCY; *LANGUAGE/ SKILLSIT MATHEMATICS; READING SKILLS; SECOND LANGUAGE LEARNIN3;IT SELF CONCEPT; TEACHING METHODS; TEXTBOOKSST - *CANADAAB - THE PROGRAM DISCUSSED IN THIS REPORT IS DESIGNED FOR TEACHING

_ENGLISH AS A SECOND LANGUAGE TO DISADVANTAGED ADULTS AMONGTHE INDIAN AND METIS POPULATION IN THE NORTHERN PRAIRIELANDS OF CANADA.

9

AN - EQ130059"CHAN- 0E008335

T/ - STATEWYDEIIMPEEMENTATION OF K-14 PROJECT OF CAREER EDUCATION.OCCUPATIONAL COUNSELING, AND BRIDGING THE GAP BETWEEN SCHOOL ANDWORK. FINAL REPORT.

OS - SOUTH DAKOTA STATE DIV. OF VOCATIONAL EDUCATION. PIERRE.PD - SEP 76NO - 75P:; PAGE 20. CONTAINING THREE TABLES. WILL NOT REPRODUCE WELL

DUE Ti) SMALL TYPEIS - RIE77MARPR - EDRS PRICE MF -SO.B3 HC-$3.50 PLUS POSTAGE.$P0 - OFFICE OF EDUCATION (DHEW). WASHINGTON. D.C.CG *- OEG -B-74 -0027BN - 502A850004DT- - R A/T - AMERICAN INDIANS; CAREER AWARENESS: *CAREER EDUCATION; COUNSELORSIT - CURRICULUM DEVELOPMENT; EDUCATIONAL DEVELOPMENTIT - ELEMENTARY SECONDARY EDUCATION; INSERVICE EDUCATIONIT - INSERVICE TEACHER EDUCATION: JOB PLACEMENT; LEARNING ACTIVITIESIT - NEEDS ASSESSMENT; *OCCUPATIONAL GUIDANCEIT - POST SECONDARY EDUCATION; PROGRAM ADMINISTRATIONIT PROGRAM 'DEVELOPMENT: PROGRAM EVALUATION: RELEVANCE (EDUCATION)

.IT - SKILL'DEVELOPMENT: STATE PROGRAMS: STATEWIDE PLANNINGIT - STUDENT ATTITUDES": VOCATIONAL COUNSELINGST - SOUTH DAKOTAAB - MORE THAN 100 SCHOOL DISTRICTS PARTICIPATED IN THIS THREE-YEAR

CAREER EDUCATION PROGRAM. ON A STATEWIDE BASIS, TWO MAJOR08JEbTIVES WERE TO BE ACCOMPLISHED: (1) HELP ALL PUBLIC ANDPRIVATE SCHOOLS IN SOUTH DAKOTA IMPLEMENT CAREER EDUCATIONPROGRAMS. AND (2) PROVIDE EVERY STUDENT AN OPPORTUNITY TO DEVELOPSELF AWARENESS. A FAVORABLE ATTITUDE TOWARD WORK. AND TO DEVELOPAND PRACTICE'DECISION MAKING SKILLS. THE PROJECT WAS DESIGNED TOSERVE THE K14 STUDENT ENROLLMENT; IN ADDITION, THE PROJECTWORKED WITH POST-SECONDARY VOCATIONAL-TECHNICAL SCHOOLS IN THEAREA OF PLACEMENt. THERE WERE FIVE MAJOR COMPONENTS IN THEPROJECT:'GUIDANCE AND COUNSELING. ELEMENTARY CAREER AWARENESS.JUNIOR HIGHMIDDLE SCHOOL. JOB PREPARATION (GRADES 10-14), ANDPLACEMENT ACTIVITIES. IN-SERVICE SEMINARS FOR COUNSELORS WERECONDUCTED AND FOLLOW-UP SESSIONS WERE HELD WITH PARTICIPATINGSCHOOLS AFTER INSERVICE SESSIONS HAD BEEN. COMPLETED 'WITH TIMEALLOWED FOR THE SCHOOLS TO BEGIN IMPLEMENTATION. PROGRAMEVALUATION FOCUSED ONLY ON STUDENT OUTCOMES, WHILE MORE DIRECTFACETS OF THE PROGRAM RECEIVED WIDE SUPPORT THROUGHOUT THE STATi,IT WAS CONCLUDED,THAT THE DIRECTION OF CAREER EDUCATION IN SOUTHDAKOTA HAS BEEN ESTABLISHED AT ALL LEVELS OF EDUCATION AND THATCERTAIN PHASES OF THE,PROJECT HAD AN IDENTIFIABLE STUDENT IMPACT.(TA)

AN - ED129506CHAN- RC009460TI - EVALUATION OF LEADERSHIP CONFERENCE IN ELEMENTARY SCIENCE

EDUCATION. UNIVEASITY OF NEW MEXICO (ALBUQUERQUE. NEW MEXICO,SUMMER 1975). RESEARCH AND EVALUATION REPORT SERIES NO. 44.

AU - LEITKA. EUGENE; SWARD, PAULOS - BUREAU OF INDIAN AFFAIRS (DEPT. OF .INTERIOR). ALBUQUERQUE, N. MEX.PD - MAR /6

_- NO - 21P.; FOR RELATED DOCUMENT. SEE ED 125 B24IS - RIE77FEBPR - EDRS PRICE MF-$0.83 HC-$1.67 PLUS POSTAGE. I 0

CDT R-

IT ADMINISTRATIVE PERSONNEL: *AMERICAN INDIANS: CONSULTANTSIT - CRITERIA: *CURRICULUM DEVELOPMENT: EDUCATIONAL OBJECTIVESIT - *ELEMENTARY EDUCATION: FOLLOWUP STUDIES: FORMATIVE EVALUATIONIT - LEADERSHIP TRAINING: MDDELS: PARTICIPANT SATISFACTIONIT - *PROGRAM EVALUATION: QUESTIONNAIRES: *SCIENCE INSTRUCTIONIT TEACHERS: WORKSHOPSST - BIA: *BUREAU OF INDIAN AFFAIRSAB - EVALUATING A 1975SUMMER SCIENCE WORKSHOP DESIGNED TO HELP

UPGRADE SCIENCE TEACHING SKILLS AMONG BUREAU OF INDIAN AFFAIRSPERSONNEL (ADMINISTRATORS. TEACHERS. AND EDUCATION SPECIALISTS),THIS REPORT FOCUSES UPON PROGRAM EFFECTIVENESS AND PARTICIPANTUTILIZATION OF THE TRAINING. SPECIFICALLY. THIS REPORT PRESENTS:(1) PROJECT OBJECTIVES (TO TRAIN 20 CURRICULUM CONSULTANTS IN THEPHILOsooHY. METHODOLOGY, AND USE OF HEW CURRICULAR MATERIALS ANDPROJECTS AVAILABLE IN ELEMENTARY SCIENCE EDUCATION AND TODEVELOP: AN IN-SERViCEMODEL FOR IMPLEMENTATION: A ROLE MODEL FORTHE SCIENCE CURRICULUM CONSULTANT: A SET OF PROGRAM CRITERIA ANDRECOMMENDATIONS: A CKANGE MODEL: AND AN EVALUATION MODEL): (2)PARTICIPANT OBJECTIVES (COMPARABLE TO PROGRAM OBJECTIVES): (3)PROJECT ACTIVITIES (THREE PROGRAMS PROVIDING INTERACTION BETWEENPARTICIPANT'S AND SPECIALISTS AND FOCUSING UPON COSTS AND/LOGISTICS. LEADERSHIP ROLES, PROFESSIONAL RESPONSE. SUPERVISORY-/TECHNIQUES.INSERVICE EXPERIENCES. AND EVALUATION PROCEQURES):44) A FORMATIVE EVALUATION PLAN USING MODELS: (5) THE FdtIOW-UPASSESSMENT OF THE WORKSHOP.(A PARTICIPANT QUESTIONNAIRE, PERSONALTESTIMONIES. AND GRAPHIC REPRESENTATIONS OF PROGRAMEFFECTIVENESS: WHEREIN', 59% OF THE 17 RESPONDENTS INDICATEDWORKSHOP TRAINING HAD BEEN UTILIZED IN.THE CLASSROOM AND IN ,

ASSISTING OTHER EDUCATORS AND THE PROBLEMS ENCOUNTERED CENTEREDUPON AREA SPECIFIC CONDITIONS. EXISTING SCIENCE PROGRAMS,AVAILABLE MATERIALS. AND ADMINISTRATIVE SUPPORT)e (JC)

AN - ED1.29476CHAN- RC004023TI - REPORT OF THE NATIONAL INDIAN EDUCATION CONFERENCE (1ST,

MINNEAPOLIS. MINNESOTA. NOVEMBER 20-21. 1969).OS UPPER MIDWEST REGIONAL EDUCATIONAL LAB. INC.. MINNEAPOLIS, MINN.PD - 17 DEC 69NO - 57P.IS - RIE77FEBPR - EDRS PRICE MF-S0.83 HC-$3.50 PLUS POSTAGE.DT - SIT AGENCY ROLE; *AMERICAN INDIANS: BOOKS: *COMMITTEESIT - COMMUNITY CONTROL: *CONFERENCE REPORTS: CORRECTIONAL EDUCATIONIT - CULTURAL BACKGROUND:. CURRICULUM,DEVELOPMENT: DROPOUTSIT - *EDUCATIONAL OBJECTIVES; HIGHER EDUCATIONIT - INSTRUCTIO L MATERIALS: LEADERSHIP: PARENT PARTICIPATIONIT - *PROGRAM VAL ATION; TEACHERS; VALUES: VOCATIONAL EDUCATIONIT - *WORKSH SST - BIA: BU /EAU OF INDIAN AFFAIRS: *NATIONAL INDIAN EDUCATION CONFERSOCCAB - INCLUDED IN THIS PACKET SENT TO PARTICIPANTS OF THE FIRST

NATIONAL (AMERICAN) INDIAN EDUCATION CONFERENCE (HELD INMINNEAPOLIS. MINNESOTA, NOVEMBER 20-21. 1969) ARE: SUMMARIES:STATEMENTS: POINTS OF INTEREST: RECOMMENDATIONS OR R5SDLUTIONSGIVEN TO THE PLANNING COMMITTEE BY EACH WORKSHOP CHAIRMAN; AND ANEVALUATION FORM. EACH WORKSHOP. REPORT IS PRESENTED SEPARATELYUNDER THE HEADINGS OF "OBJECTIVES OF THE PARTICIPANTS" AND/OR"RECOMMENDATIONS" REPORTS ARE PRESENTED FOR THE FOLLOWINGWORKSHOPS: (1) COMMUNITY CONTROL/PARENT PARTICIPATION: (2)SPECIAL PROGRAMS: (3) SCHOOL ADMINISTRATION; A LEADERSHIP CALLING

_

1

*q,

FOR INDIAN EDUCATORS; (4) COLLEGE STUDENTS: INDIAN STUDENTSTODAY. INDIAN LEADERS TOMORROW: (5) BOOK EVALUATION: (6) PUBLIC

,SCHOOLS FOR INDIAN YOUTH: PASSPORT TO PROSPERITY OR DESTINY FOR ADROP-OUT; (7) SPEAK-OUT: FORUM FOR EXPRESSION OF IDEAS BY INDIANPEOPLE; (8) BUREAU OF INDIAN AFFAIRS (BIA): BIA SCHOOLS.PROBLEMS. AND SOLUTIONS; (9) VOCATIONAL EDUCATION: THE CHOICE ISTHERE: (10) INDIAN TEACHERS FOR INDIAN CHILDREN: (11) INDIANEDUCATION IN CORRECTIONAL INSTITUTIONS (12) CURRICULUM: DOESAMERICAN'INDIAN HERITAGE HOLD ITS PROPER1PLAOE WITHIN THESCHOOLS?: (13) A NEW APPROACH TO INDIAN EDUCATION: PROJECT REDLAKE SEVEN: (14),UNIVERSITY AND INDIAN EDUCATION: (15) INDIANVALUES: WHERE IN INDIAN EDUCATION. (sIC)

AN - ED128130CHAN- RC009393TI MICCOSUKEE INDIAN SCHOOL EVALUATION REPORT (MICCOSUKEE. FLORIDA)

- JUNE 4..5, 1975'. RESEARCH AND EVACUATION REPORT SERIES NO. 06-B.

. AU - MAUS CY: AND OTHERSOS - BUREAU O INDIAN AFFAIR'S '.(DEPT..OF I4TERIOR). ALBUQUERQUE. N. MEX.

PD - JUN 75NO - 261r.

IS RIE77JANPR EDRS PRICE MF-$0.83 HC$2.06 PLUS:POSTAGE.DT - R

IT 'AMERICAN INDIANS: CURRICULUM DEVELOPMENTIT - ',EDUCATIONAL ASSESSMENT; *ELEMENTARY SCHOOLS; ENRICHMENT PROGRAMSIT - +FORMATIVE EVALUATION: LANGUAGE DEVELOPMENT: OBJECTIVESIT - "PROGRAWEVALUATION: SCHOOL PERSONNELST - FLORIDA (MICCOSUKEE): "MICCOSUKEE INDIAN SCHOOL: 'MICCOSUKEESAB - ARON-SITE EVALUATION OF THE MICCOSUKEE DAY SCHOOL (RENAMED

MICCOSUKEE INDIAN SCHOOL) WAS CONDUCTED ON JUNE 4 AND 5. 1975.FOCUSING ON THE EDUCATION REQUIREMENTS OF THE FISCAL YEAR 1975CONTRACT. l'HIS ON-SiTE EVALUATION DETERMINED IF THE SCHOOL'SEDUCATIONAL PROGRAM WAS MEETING ITS GOALS AND OBJECTIVES. AREASPREVIOUSLY AUDITED WERE DESIGNATED AS "CONSISTENT"; IN SOMECASES. ADDITIONAL INFORMATION WAS PROVIDED. AREAS WHICH DID NOTMEET CONTRACT SPECIFICATIONS WERE DESIGNATED "DISCREPANCY" ANDEXPLAINED. THE EVALUATION FOUND THE SCHOOL'S OPERATION CONSISTENTWITH THE CONTRACTUAL OBLIGATION. THE,, EVALUATORS FOUND ?HATPROGRESS WAS BEING MADE TOWARD A TRANSITIO(l TO JUNIOR HIGHSCHOOL. WITH AN IMPROVED CURRICULUM. IT WAS HOPED THAT THE TOTALSCHOOL DROGRAM WOULD BE READY FOR AN ACCREDITATION CONSIDERATION.THE NATIVE LANGUAGE PROGRAM WAS UNDERGOING EXPERIMENTAL PHASESAND A WELL-SEQUENTIAL LANGUAGE DEVELOPMENT WAS EXPECTED SOON.NATIVE CULTURAL MODELS AND NATIVE TEACHER AIDES WERE BROUGHT INAS A PART OF THE INSTRUCTIONAL PROGRAM AND WERE UTILIZED BOTH BYSTUDENTS AND TEACHERS. ALTHOUGH THE PROGRAMS FOR THE YEAR WERELESS THAN ADEQUATELY COORDINATED. A NEW ATTEMPT AT COORDINATIONWAS .CURRENTLY PROCEEDING AS PART OF A CURRICULUM RE-PLANNINGPROJECT. OVERALL THE PROJECT HAD SUBSTANTIALLY REACHED ITS GOALSFOR THE YEAR. (NO)

L.;

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AN - EDI 7099CHAN- R 09397TI 4- (WING INDIAN'AIGH SCHOOL WINS ETHETE. WYOMING.' EVALUATION

EPORT. MAY 1973. RESEARCH AND EVALUATION REPORT SERIES NO. 04-B.

.0 STREIFF. PAUL: AND OTHERS0 . .OS - BUREAU OF INDIAN LFFAIRS (DEPT. OF INTERIOR). ALBUQUERQUE. N. MEX.

on) MAY 75N - 46P.: FOR RELATED DOCUMENT. SEE RC 008,396S - R1E76DEC

PR - EDRS PRICE MF-$0.83 HC-$2.06 PLUS POSTAGE.CG - 81A-651C14200583DT R

IT j ADMINISTRATIVE ORGANIZATION: *AMERICAN INDIANSIT - ANCILLARY SERVICES: COMMUNITY INVOLVEMENT; CULTURAL

0 IT - CURRICULUM DEVELOPMENT; EDUCATIONAL FACILITIESIT - *EDUCATIONAL OBJECTIVES; GUIDANCE SERVICES: NEEDS ASSESSMENTIT *PROGRAM DEVELOPMENT; PROGRAM EVALUATIONIT - SCHOOL DISTRICT AUTONOMY; SCHOOL PERSONNEL; SECONDARY EDUCATIONIT STUDENTSST - WYOMING (ETHETE): *WYOMING INDIAN HIGH SCHOOLAB - 'THE FIRST FULL YEAR OF THE WYOMING INDIAN HIGH SCHOOL AT ETHETE

IS EVALUATED IN THIS REPORT WHICH PRESENTS AREA RECOMMENDATIONS.CALLING FOR PROGRAMS AND/OR ADJUSTMENTS AS FOLLOWS: (1) GOALS ANDOBJECTIVES (NEEDS ASSESSMENT AND COMMUNITY INVOLVEMENT iN SCHOOLPHILOSODHY); (2) CULTURAL AWARENESS (STUDENT ENROLLMENT: NATIVE

ART AND THE TRADITIONAL CLUB; COMMUNITY RESOURCE PEOPLE:LANGUAGE/CULTURE APPROACH); (3) BOARD OF TRUSTEES (POLICYDEVELOPMENT AND ADOPTION: ADMINISTRATIVE CLARIFICATIONS:OPERATIONS STREAMLINED; IN-SERVICE TRAINING): (4) ADMINISTRATIVETEAM (JOB DESCRIPTIONS .AND PUBLIC RELATIONS PROGRAM);,(5)PROFESSIONAL STAFF (QUALIFICATIONS: ORIENTATION AND CONTINUOUS

IN- SERVICE PROGRAMS: FACULTY-COMMUNITY INVOLVEMENT; TURNOVER;STAFF UTILIZATION): (6) STUDENTS (ATTENDANCE POLICY AND STUDENT

INFORMATION ACCURACY): (7) GUIDANCE SERVICES (INFORMATION NEEDSAND RECORD DESIGN AND MAINTENANCE: TESTING: GROUP COUNSELING;HOME-SCHOOL COORDINATORS): (8) SCHOOL PROGRAM (TRADITIONAL ANDPERFORMANCE BASED DIPLOMAS; PERFORMANCE OBJECTIVES; CRITERIONREFERENCED TESTS; EDUCATIONAL STANDARDS: ON-GOING CURRICULUM

DEVELOPMENT; SPECIAL EDUCATION. REMEDIAL. TESTING. COOPERATIVE,

ADULT EDUCATION PROGRAMS); ('9) FACILITIES (GYM WIRING AND

FURNACE); (10) STUDENT ACTIVITIES; (11) AUXILIARY SERVICES; (12)

GENERAL RECOMMENDATIONS (EQUIPMENT AND SUPPLY INVENTORY;

ACCREDITATION EFFORTS REORGANIZATION). (JC)

AWARENESS

AN - ED127098CHAN- RC009396TI - WYOMING INDIAN HIGH SCHOOL (WINS), ETHETE. WYOMING. EVALUATION

REPORT. CONTRACT NO: K51C14200583. AUGUST 1972. RESEARCH ANDEVALUATION REPORT SERIES NO. 04-A.

AU - SAGE. ALLISONOS - BUREAU OF INDIAN AFFAIRS (DEPT. OF INTERIOR), ALBUQUERQUE, N. MEX.

PO MAY 75

13 -

PAGE

NO 51P.; NOT AVAILABLE IN HARD COPY DUE TO MARGINAL LEGIBILITY OFORIGINAL DOCUMENT. FOR RELATED DOCUMENT, SEE RC 009 397

IS - RIE76DECPR - EDRS PRICE MF-$0.83 PLUS POSTAGE. HC NOT AVAILABLE FROM EDRS,CG BIA-K51C14200583DT R

IT - ADMINISTRATION; AMERICAN INDIANS; AVERAGE DAILY ATTENDANCEIT BOARD OF EDUCATION ROLE;' CURRICULUM DEVELOPMENTIT - EDUCATIONAL OBJECTIVES; FORMATIVE EVALUATIONIT GUIDANCE COUNSELING; PERSONNEL; POLICY FORMATIONIT = *PROGRAM EVALUATION; *SCHOOL DISTRICT AUTONOMYIT SECONDARY EDUCATION; STUDENT CHARACTERISTICS:, STUDENT RECORDSIT : TASK ANALYSIS; TEACHER QUALIFICATIONSST - WYOMING (ETHETE); WYOMING INDIAN HIGH SCHOOLAB - RESULTS OF A FORMATIVE, ON-SITE EVALUATION OF THE WYOMING INDIAN

HIGH SCHOOL (WIHS) AT ETHETE, WYOMING ARE PRESENTED IN THISREPORT. PRESENTING INFORMATION UPON WHICH EFFECTIVE AND EFFICIENTPLANNING MIGHT PROCEED FOR THE 1972-73 SCHOOL YEAR, THIS REPORTDEALS WITH THE FOLLOWING AREAS OF'CONCERN: (1) ESTABLISHMENT OFWIHS GOALS (ESTABLISHMENT OF A HIGH SCHOOL UNDER AMERICAN INDIANCONTROL: PRESERVATION OF THE CULTURE AND DEVELOPMENT OF CULTURALAWARENESS. IDENTITY, AND SKILLS; INCREASED STUDENT PREPARATIONFOR CHOICE OF LIFE STYLES); (2) PROGRAM COMPONENTS (BOARD OFTRUSTEES: SCHOOL ADMINISTRATION; STUDENT ATTENDANCE,CHARACTERISTICS, GUIDANCE/TESTING, AND DATA FILES; STAFF ANDSUPPORT STAFF RESPONSIBILITIES AND QUALIFICATIONS; PROGRAMCURRICULUM. ALLOCATIONS. ORGANIZATION. AND ACTIVITIES): (3) TASKANALYSIS.AND TIME FRAME (OBJECTIVES. STANDARDS, MEASUREMENTS, ANDPROGRAMS). THE EVALUATORS, RECOMMENDATIONS ARE SUMMARIZED AS.FOLLOWS: THE SCHOOL BOARD MUST ASSUME AN ACTIVE ROLE INDEVELOPMENT, POLICY MAKING, AND EDUCATIONAL LEADERSHIP: ANEDUCATIONAL DIRECTOR MUST BE APPOINTED AND HIS RESPONSIBILITIESAND AUTHORITY ESTABLISHED; DATA MUST BE COLLECTED ON STUDENTCHARACTERISTICS AND NEEDS; CURRICULUM PRIORITIES MUST BE SET;CURRICULUM DEVELOPMENT MUST INCLUDE A COURSE LIST. COURSECONTENT. METHODS, AND MATERIALS: POLICY DECISIONS MUST BE MADE ONATTENDANCE, DISCIPLINE, COURSE CREDIT, GRADING, AND PERSONNEL.(JC)

AN - ED127075CHAN- RC009354TI REPORT OF THE INUPIAT CONFERENCE ON BILINGUAL EDUCATION (COLLEGE,

ALASKA, NOVEMBER 19-22. 1972).AU - REEBACK, ROBERT, COMP.OS -.ALASKA STATE-OPERATED SCHOOLS, ANCHORAGE.OS - NORTHWEST REGIONAL EDUCATIONAL LAB.. PORTLAND, OREG. .

PD 5 FEB 73ND - 68P.IS - RIE76DECPR - EDRS PRICE MF-$0.83 HC-$3.50 PLUS POSTAGE,DTIT *ALASKA NATIVES; BICULTURALISM; BILINGUAL EDUCATIONIT COMPOSITION (LITERARY); *CONFERENCE REPORTS

14

PAGE

IT *CURRICULUM DEVELOPMENT; *EDUCATIONAL OBJECTIVES; ESkIMOSIT PROGRAM DESCRIPTIONS; PROGRAM DESIGN: READING; SPEECHESIt SYNTHESIS: TEACHING METHODSST ALASKA (COLLEGE): *CONFERENCE TRANSCRIPTS; *INUPIATAB EDITED TRANSCRIPTS TAKEN FROM PARTICIPANT NOTES. STENOGRAPHIC

MINUTES, TAPE RECORDINGS. AND OTHER SOURCES CONSTITUTE THE MAJOR -

PORTION OF THIS REPORT ON THE 1972 INUPIAT CONFERENCE ONBILINGUAL EDUCATION HELD AT COLLEGE, ALASKA. ALSO INCLUDED INTHIS DOCUMENT ARE: AN ABSTRACT:' A SUMMARY OF THE CONFERENCEPROCEEDINGS; AND THE FOLLOWING APPENDICES: (1) A LIST OFPARTICI,0ANTS FROM 22 INUPIAT ESKIMO VILLAGES; (2) TEXT OF ALASKASENATE BILLS 421.-424: (3) FIVE STAGES OF MODERN INUPIATORTHOGRAPHY; (4) INUPIAT WORDS IN FIVE ALPHABETS; (5) INUPIATCONFERENCE EVALUATION FORMS; (6) HANDOUT ON BILINGUAL-EDUCATION--PURPOSE. PROGRAM, AND EVALUATION; (7) CULTURALAWARENESS OBJECTIVES FROM THE STATE-OPERATED SCHOOLS NORTHEASTAREA TITLE I PROGRAM: (8) EXPLANATIO OF REQUEST FORAPPROPRIATION FOR A BILINGUAL LIBRAR AND MEDIA CENTER. THESUBJECT CONTENT OF THE TRANSCRIPTS INCLUDES: AN OVeRVIEW'OFBILINGUAL EDUCATION PROGRAMS IN ALASKA; AN EXPLANATION OF THEPURPOSES OF THE CONFERENCE (DISCUSSION.OF THE INITIATIOa OFBILINGUAL EDUCATION PROGRAMS IN THE ALASKA STATE-OPERATED SCHOOLS,SySTEM AND IN SOME BUREAU OF INDIAN AFFAIRS SCHOOLS); METHODS

----APPLIED TO TEACHING INUPIAT; EDUCATIONAL OBJECTIVES; ADESCRIPTION OF THE BARROW PROGRAM; TRAINING FOR THE YUPIKPROGRAMS; lo,,pgcisicims FACED IN PLANNING A BILINGUAL/BICULTURALPROGRAM: THE INUPIAT LANGUAGE; TALKING, WRITING. AND READING:MEDIA AND CURRICULUM DESIGN, (JC)

AN - ED127069CHAN- RC009346,TI - DESCRIPTION AND BIBLIOGRAPHY, REVISED 1975. NAVAJO READING STUDY.AU SPOLSKY, BERNARD, COMP.; AND OTHERSOS -= NEW MEXICO UNIV., ALBUQUERQUE, NAVAJO READING STUDY.

- NOV 75NO - 12P.; FOR RELATE() DOCUMENTS, SEE ED 069 461. ED 078 715,. AND RC

' 009'3421346. NOT AVAILABLE IN HARD COPY DUE TO SMALL PRINT SIZE ,

OF?ORIGINAL DOCUMENTIS - RIE76DECPR - EDRS PRICE MF-$0.83 PLUS POSTAGE. HC NOT AVAILABLE FROM EDRS.SPO - BUREAU OF INDIAN AFFAIRS (DEPT. OF INTERIOR). ALBUQUERQUE, N. MEX.SPO - FORD FOUNDATION, NEW YORK, N.Y.DT - KIT -_ADULTS: AMERICAN INDIAN LANGUAGES; AMERICAN INDIANSIT - *BIBLIOGRAPHIES; BILINGUAL EDUCATION: CURRICULUM DEVELOPMENTIT ELEMENTARY SECONDARY. EDUCATION: *LANGUAGE RESEARCH; *NAVAHOIT - *PROGRAM DESCRIPTIONS; *READING MATERIALS; READING RESEARCHIT - SOCIOLINGUISTICS; TEACHER EDWCA,TION; VOCABULARYST - *NAVAJO READING STUDYAB BEGUN IN 1969. THE NAVAJO READING STUDY INVESTIGATED THE

FEASIBILITY AND EFFECT OF TEACHING NAVAJO CHILDREN TO READ THEIROWN LANGUAGE BEFORE THEY START LEARNING TO READ ENGLISH.CONDUCTED AT THE UNIVERSITY OF NEW MEXICO AND SUPPORTED BY GRANTS

J

ry

....-

e ---.

FROM THE FORD.FOUNDATION AND CONTRACTS WITH THE BUREAU OF INDIAN'AFFAIRS AND THE U.S. OFFICE OF EDUCATION. THE STUDY INVOLVED

.'LANGUAGE STUDIES. A DICTIONARY PROJECT. SOCIOLINGUISTIC STUDIES.A SURVEY Of READING MATERIAn, PREPARATION OF NAVAJO READINGMATERIALS. EVALUATION ANyOQRDINATION, TEACHER TRAINING PROJECTS

AT SANOSTEE-TOADLENA AND AMAH, PREPARATION OF A NAVAJO BILINGUALCURRICULUM, DEVELOPMENT OF A MODEL FOR ANALYSIS AND EVALUATION OF

BILINGUAL EDUCATION. ANErA SURVEY. AMERICAN INDIAN BILINGUALEDUCATION. A SERIES OF AOOK WERE RODUCED-BY THE STUDY TO HELP

MEET THE'NEEDS FOR MATER/AV' OR i VAdOS LEARNING TO READ THEIROWN LANGUAGE. THE STUDY ALSO SgA.ISHED SEVERAL BOOKS IN

COOPERATION WITH octi POINT OMMUNITY SCHOOL. ASSISTED THESANOSTEE PROJECT 0 PREPARE ARIOUS BOOKS AND A MONTHLY READER.

1AND PREPARED PROGRESS REPORT . THIS REPORT PRESENTS BR EF,DESCRIPTIONS OF THE STUDY'S COMPONENTS AND A BIBLIOGR HY LISTING

39 BOOKS PRODUCED BY THE STUDY, 26 PUBLICATIONS.OF THE SANOSTEEPROJECT, 13 ROCK POINT PUBLICATIONS, 25 PROGRESS REPORTS, AND 16

PUBLICATIONS PUBLISHED ELSEWHERE. (AUTHOPNO)

AN - ED127060 .

CHAN- AC009333TI - CURRICULUM AND EVALUATION GUIDFOR SAFETY EDUCATION PROGRAMS.

RESEARCH AND EVALUATION REPORT SERIES NO. 40.00.AU "- LOWRY. CARLEE S.OS - BUREALOF INDIAN AFFAIRS:(DEPT. OF INTERIOR), ALBUQUERQUE, N. MEX. ,

:PD - JUN 76NO - 31P. )t

-IS - RIE76DEC ,

PR -'EDRS PRICE MF-$0.83 HC-$2.4P6 PLUS POSTAGE..

DT - G/,

IT - ACTIVITIES;. *AMERICAN INDIANS; CURRICULUM DEVELOPMENT

IT - 'EDUCATIONAL OBJECTIVES; 4ELEMENTARY SECONDARY EDUCATION

IT 4EVALUATION CRITERIA; *GUIDES; QUESTIONNAIRES; *SAFETY EDUCATION

ST - BIA: *BUREAU OF INDIAN AFFAIRSAS - DESIGNED TO ASSIST BUREAU OF INDIAN AFFAIRS SCHOOL OFFICIALS IN

THE IDENTIFICATION OF SAFETY EDUCATION PROGRAM NEEDS. THISEVALUATION GUIDE FOCUSES UPON THE BASIC OPERATIONAL COMPONENTS INA SAFETYEDUCATION-PROGRAM. THE MEANS FOR ESTABLISHING AN'EVALUATION DESIGN FOR SAFETY EDUCATION ARE PRESENTED VIA AFLEXIBLE MODEL APPROPRIATE FOR MOST°TYPICAL, K-12 SCHOOLS.

( SPECIFICALLY. THIS GUIDE INCLUDES:-(1) A GENERAL EVALUATION PLAN

WITH STEP BY STEP OPERATIONAL PROCEDURES; (2) CURRICULUMSUGGESTIONS (TRAVEL SAFETY HOME AND FARM SAFETY; JOB SAFETY;SCHOOL SAFETY; RECREATIONAL SAFETY; FIRE PREVENTION ANDPROTECTION; FIRST AID: ANDDRIVER EDUCATION).; (3) EDUCATIONAL,

OBJECTIVES; (4) THE ROLE OF SAFETY EDUCATION IN AN EDUCATIONALPROGRAM; (5) CRITERIA FOR THE EVALUATION OF SAFETY EDUCATION IN-AMERICAN INDIAN EDUCATION (PROGRAM OBJECTIVES; ADMINISTRATION;CURRICULUM; IN-SERVICE TRAINING; AUDIO-VISUAL AIDS; BUDGET;SAFETY,HANDBOOK; ACCIDENT REPORTING FORMS; SAFETY ORGANIZATIONS;

SAFETY IN SHOPS; INSPECTION FOR FIRE SAFETY; TRAFFIC SAFETY;FIRST AID; FIRST AID SUPPLIES; BICYCLE IN-SERVICE TRAINING) ;, (5),

SAMPLES OF PRE-TESTED QUESTIONNAIRES FOR STUDENTS, TEACHERS,

9,

PAGE -

PARENTS. AND ADMINISTRATORS. (JC)

. AN ED126723CHAN- FL007839TI OVERVIEW OF CURRENT STRATEGIES OF THE MULTICULTURAL/BILINGUAL

DIVISION AT THE NATIONAL INSTITUTE OF EDUCATION.AU - O'MALLEY. J. MICHAEL; CARLOS, MANUELPD - APR 75NO - 15P.: PAPER PRESENTED AT THE ANNUAL MEETING OF THE AMERICAN

EDUCATIONAL RESEARCH ASSOCIATION (SAN FRANCISCO,. CALIFORNIA.' APRIL 21. 1976)

IS' - RIE76DECPR - EDRS PRICE MF-$0.83 HC-$1.67 PLUS POSTAGE.DT - S

IT - AMERICAN INDIANS; BiCULTURALISW: *BILINGUAL EDUCATIONIT - BILINGUALISM: BILINGUAL STUDENTS;.CULTURAL FACTORSIT - CULTURAL'PLURALISM: CURRICULUM DEVELOPMENTIT - EDUCATIONAL PLANNING; *EDUCATIONAL POLICY

'IT - ENGLISH (SECOND LANGUAGE); ETHNIC GROUPS: *FEDERAL PROGRAMSIT - LANGUAGE PLANNING: MINORITY GROUPS: NATIONAL PROGRAMSIT - NON ENGLISH SPEAKING: SOCIOCULTURAL PATTERNS; SPANISH SPEAKINGST - NAT4ONAL INSTITUTE OP EDUCATION: NIE

AB - THE MULTICULTURAL/BILINGUAL DIVISION AT NIE WA'S ESTABLISHED INJANUARY OF-1975 AS A REFLECTION OF THE INCREASED ATTENTION TOCULTURAL AND LINGUISTIC FACTORS IN EDUCATION. THE EMERGENCE OFTHIS INTEREST IN MINORITY EDUCATION PROGRAMS AND RESEARCH CAN BETRACED THROUGH THREE PHASES OF ACTIVITY: (1) ADOPTION ANDMANAGEMENT OF OE-TRANSFERRED PROJECTS, AND PROMOTIONOFFIELD-,INITIATED RESEARCH; (2) COMPLETION OF 10 MULTICULTURALpLANNIAG CONFERENCES AND CONTINUATION OF SUPPORT FOR SELECTEDPROJECTS: AND (3) CREATION OF THE DIVISION. SYNTHESIS OF PLANNINGCONFERENCES. AND COMPLETION OF THE FIRST PROGRAM PLAN BEGINNINGTO SYSTEMATICALLY FOCUS ON NEEDS IN THE FIELD. A NEW CONCEPTUALFRAMEWORK PROPOSES A DEFINITION'OF MULTICULTURAL EDUCATION,IDENTIFIES THE RELATIONSHIP BETWEEN MULTICULTURAL AND BILINGUALEDUCATION, AND DRAWS FROM THE DEFINITION A STATEMENT THATINFORMATION ABOUT CULTURAL AND LINGUISTIC COMMUNITIES SHOULD BEUSED IN THE DEVELOPMENT OF INSTRUCTIONAL PROGRAMS FOR CHILDREN OFETHNIC MINORITY BACKGROUND OF LIMITED ENGLISH-SPEAKING 'ABILITY..

THE NEW FRAMEWORK ALSO PROVIDES A STRUCTURE FOR ORGANIZING ANDASSIGNING PRIORITIES TO CONTINUING AND PROPOSED DIVISIONACTIVITIES. (AUTHOR/AM)

AN - ED125824CHAN- RC009308TI - LEADERSHIP CONFERENCE IN ELEMENTARY SCIENCE EDUCATION (UNIVERSITY

OF NEW MEXICO, SUMMER 1975). CURRICULUM REPORT SERIES NO. 19.00.

OS - BUREAU OF INDIAN AFFAIRS (DEPT. OF INTERIDR). ALBUQUERQUE, N. MEX.PD 75NO - 27P.IS - RIE76NOV 17

..PAGE .

PR - EDRS PRICE MF-$0.83 HC-$2.O6 PLUS POSTAGE.DT S

IT' ACTIVITIES; AMERICAN INDIANS: *COMPARATIVE ANALYSIS; CRITERIAIT - CURRICULUM DEVELOPMENT: EDUCATIONAL OBJECTIVESI - EDUCATIONAL PHILOSOPHY; *ELEMENTARY EDUCATION

. IT *INSTITUTES (TRAINING PROGRAMS): *LEADERSHIP TRAININGIT. - PROGRAM DESCRIPTIONS; *SCIENCE PROGRAMS: TEACHER WORKSHOPS

ST - BIA: *BUREAU OF INDIAN 4FFAIRSAB - PRESENTING A COMPARATIVE ANALYSIS OF SEVEN DIFFERENT SCIENCE

PROGRAMS DESIGNED FOR EDUCATION AT THE ELEMENTARY LEVEL. THESE- PROCEEDINGS FOCUS ON SCIENCE EDUCATION TRAINING AND LEADERSHIPROLES F013. BUREAU OF INDIAN AFFAIRS EDUCATORS. INCLUDED ARE: (1) A

-0DESCRIPTDON OF THE UNIVERSITY OF NEW MEXICO'S SUMMER TRAININGPROGRAM.. DETAILING PROGRAM OBJECTIVES. ACTIVITIES. AND EVALUATION

.i.''PROCEDURES: (2) THE PHILOSOPHY.OF SCIENCE (DISTINCTIONS BETWEEN-PROCESS AND PRODUCTS): (1) THE GOALS OF SCIENCE EDUCATIONS('CRAIG'S "BASIC PURPOSE", NEWPORT'S SIX BASIC GOALS. THE

'SCIENTIFICALLY LITERATE PERSON. BASIC TRAINING ASSUMPTIONS): (4).ANOVERVIEW O THE SEVEN SCIENCE PROGRAMS DETAILING COSTS ANDOBJECTIVES (SCIENCE CURRICULUM IMPROVEMENT STUDY:.. SCIENCE APROCESS APPROACH: INDIVIDUALIZED SCIENCE: CONCEPTUALLY ORIENTEDPROGRAIN ELEMENTARY SCIENCE: OUTDOOR BIOLOGY INSTRUCTIONALSTRATEGIES: SPACE TIME ENERGY AND MATTER:ELEMENTARY SCIENCE

C STUDY,): (5) A COMPARATIVE ANALYSIS OF THE SEVEN PROGRAMSBYPROGRAM PARTICIPANTS IN TERMS OF PROCESS (OBSERVING. MEASURING.RECORDING. INTERPRETING DATA. USING DATA. PREDICTING.CLASSIFYING. ETC.) AND GENERAL CHARACTERISTICS (GRADE LEVEL;ACTIVITY AND/OR PROCESS, ORIENTATION: TEACHER AND-STUDENT

' MATERIALS AVAILABLE: NONREADING: LIFE. PHYSICAL. OR GENERALSCIENCE: COMPLETE OR SUPPLEMENTARY PROGRAM: ETC.). (dC)

AN ED125811CHAN- RC009292TI - VALUE ORIENTATION - A STRATEGY FOR REMOVING BARRIERS.AU - ROSS. ALLEN' CHUCK: BRAVE EAGLE. DOROTHYOS - COALITION OF INDIAN CONTROLLED SCHOOL BOARDS. INC.. DENVER, COLO.PD - MAR 75NO - 15P.IS RIE76NOVPR - EDRS PRICE MF-$0.83 HC-$1.67 PLUS POSTAGE.DT - G

;IT - *AMERICAN INDIANS; COMPARATIVE ANALYSIS0' IT - "CULTURAL DIFFERENCES: CULTURE CONFLICT: CURRICULUM DEVELOPMENT

IT '- FAMILY INVOLVEMENT; GROUP NORMS; *GUIDES; *MIDDLE CLASS NORMIT - RELIGION: RESERVATIONS (INDIAN); SELF ESTEEM; SOCIAL VALUES; TIME

I: *VALUESST - *SIOUX ( LAKOTA): SOUTH DAKOTA (PINE.RIDGE RESERVATION)AB - DESIGNED FOR USE IN CURRICULUM DEVELOPMENT. THIS VALUE

ORIENTATION PACKET ADDRESSES THE CULTURAL VALUE ORIENTATIONS OFAMERICAN INDIANS (SPECIFICALLY. THE LAKOTA ON THE PINE RIDGERESERVATION IN SOUTH DAKOTA) AND THOSE OF MAINSTREAM SOCIETY INAN EFFORT TO HELP INDIVIDUALS UNDERSTAND THAT VALUES DIFFER FROMCULTURE TO CULTURE. SPECIFICALLY. THIS PACKET INCLUDES THE

18

FOLLOWING: (1) A LIST,COMPARING THE VALUE ORIENTATIONS OF THE

LAKOTA WITH THOSE OF MAINSTREAM SOCIETY (BRAVERY; GENEROSITY;

ECONOMICS: FORTITUDE: WISDOM: COMPETITION: MATERIALISM:COMPASSION: WEALTH; TIME: AGE: RELIGION: EDUCATION; MEDICINE:SEXOLOGY: DIET: NATURE: FAMILY: CHILD DISCIPLINE;, TRUST): (2) A

VALUE ORIENTATION DIAGRAM INVOLVING CORRELATIONS BETWEEN VALUE

ORIENTATIONS AND ACTIVITIES WHICH: COST MORE THAN A DOLLAR;

INVOLVE COMPETITION; ARE DONE WITH THE FAMILY: UTILIZE CLASSROOM

KNOWLEDGE; ARE DONE AS A LEADER: INVOLVE NATIVE RELIGION: AREINTELLECTUAL: REQUIRE PRIVATE OWNERSHIP: ARE PHYSICAL:' INVOLVE

GIVING OR SHARING: REFLECT' PARENTAL ORIENTATION: ARE TIME

ORIENTED; INCREASE tELFRESPECT: HELP OTHERS: AND REQUIREINDIVIDUAL COURAGE: (3) DIRECTIONS FOR USING THE VALUEORIENTATION DIAGRAM: (4) DIRECTIONS FOR MAKING GROUP COMPARISONS1.

(OC)

AN - ED123003CHAN- RC009199TI AMERICAN INDIAN TASK FORCE REPORT,

-AU. MACKEY.'JOHN E., ED.OS COUNCIL ON SOCIAL WORK EDUCATION. NEW YORK, N.Y.

PD - 73NO - 10P.IS - RIE76SEOPR 009,UMENT NOT AVAILABLE FROM EDRSAV -- Minn. ON SOCIAL WORK EDUCATION, 345 EAST 46TH ST,, NEW YORK,

NEW YORK 10017 ($1.00)DT R

IT - ACADEMIC ACHIEVEMENT; 'AMERICAN INDIANS: CURRICULUM DEVELOPMENT

IT FACULTY; FIELD EXPERIENCE PROGRAMS;'FINANCIAL SUPPORT .

IT - GRADUATE STUDY; 'HIGHER EDUCATION; INTERAGENCY COORDINATION

IT "OBJECTIVES: PROGRAM DEVELOPMENT; "RECRUITMENT; "SOCIAL WORK

IT - STUDENT ADJUSTMENT.ST. - 'AMERICAN INDIAN TASK FORCEAB - ASSUMING THAT THE CLIENT IS CENTRAL TO'ANY 'SERVICE PROGRAM, THE

AMERICAN INDIAN TASK FORCE EXAMINED5A NATIONAL SAMPLE OF "GRASS

ROOTS" SOCIAL SERVICE ORGANIZATIONS AND/OR INDIVIDUALS ANDSCHOOLS OF SOCIAL WORK TO DETERMINE THE CAPABILITY OF PROVIDING

RELEVANT SOCIAL WORK EDUCATION TO AMERICAN INDIANS. ACCORDINGLY,

THE HIGHEST PRIORITIES RECOMMENDED FOR THE TASK FORCE'S 1972PROGRAM YEAR WERE: (1) RECRUITMENT OF AMERICAN INDIAN STUDENTS, r

FOR GRADUATE AND UNDERGRADUATE SCHOOLS OF SOCIAL WORK. (2)COORDINATION OF FINhNCIAL ASSISTANCE PROGRAMS FOR THE BENEFIT OF

THE AMERICAN INDIAN. (3) DEVELOPMENT AND RECRUITMENT OF AMERICAN

INDIAN FACULTY. (4) EXPANSION OF THE GRADUATE CURRICULUM TOINCLUDE AMERICAN INDIAN HISTORY; (5) PRE- AND INSERVICE"EDUCATION, (6) FIELD PLACEMENTS. AND (7) CLOSER RELATIONS BETWEEN

SCHOOLS OF SOCIAL. WORK AND INDIAN PEOPLE. RECOMMENDED SECONDARY

PRIORITIES WERE ACADEMIC PREPARATION AT ALL LEVELS (PREPARATORY,

REMEDIAL. AND TUTORIAL) AND FACILITATION OF SOCIAL ADJUSTMENT IN

HIGHER ACADEMIC INSTITUTIONS. TERTIARY PRIORITIES WERE

DEVELOPMENT OF TRAINING PROGRAMS FORAWERICAN INDIANPARAPROFESSIONALS AND ADVOCATION RELATIVE TO THE AMERICAN

19

INDIAN'S POSITION IN COMBATTING CONTEMPORARY SOCIAL PROBLEMS,SPECIAL PRIORITIES RECOMMENDED WERE CONTINUATION AND REFINEMENTOF THE TASK FORCE'S AMERICAN INDIAN INSTITUTE AND PROCUREMENT OFADDITIONAL TRAVEL FUNDS, (JC)

AN EJ134955CHAN ,RC502050TI -'THE RED SCHOOL HOUSE: AN ALTERNATIVE EDUCATION.SO - AMERICAN INDIAN JOURNAL; 2; 2; 10-12PD - FEB 76IS CIJE76IT - AMERICAN INDIANS; *CULTURAL AWARENESS; EDUCATIONAL ALTERNATIVESIT - *PROGRAM DESCRIPTIONS; CURRICULUM DEVELOPMENTIT - COMMUNITY INVOLVEMENT; FUTURES (OF SOCIETY); MODELSST RED SCHOOL HOUSE: OJIBWAYS; MINNESOTA (AT PAUL)AB - FOUNDED IN 1971 IN'ST. PAUL, MINNESOTA. THE RED SCHOOL HOUSE

OFFERS A MODEL CURRICULUM WHICH BLENDS ACADEMICS AND AMERICANINDIAN CULTURE ASSEMBLED.BY THE STUDENTS, STAFF, PARENTS, AND THEDIRECTOR, EDDIE BENTON BANAL (JC)

AN - ED117290CHAN- U9015718 /TI - A SELECTED ANNOTATED BIBLIOGRAPHY OF MATERIAL RELATING TO'RACISM,

BLACKS. CHICANOS, NATIVE AMERICANS-AND MULTIETHNICITY. VOL. 4.. OS - MICHIGAN EDUCATION ASSOCIATION, EAST LANSING. DIV. OF MINORITY

AFFAIR.PO - 75NO - 87P.; FOR VOLUMES 1,2 AND 3, SEE ED 069 445 AND UD 015 623 AND UD

015 624 RESPECTIVELYIS - RIE76MAYP'' - EDRS PRICE MF-$0.76 HC-$4.43 PLUS POSTAGEAV - DIVISION OF MINORITY AFFAIRS, MICHIGAN EDUCATION ASSOCIATION,

P.O. BOX 673. EAST LANSING, MICHIGAN 48823 (PRICE NOT QUOTED)

DT - L

IT- - AMERICAN HISTORY; AMERICAN INDIAN CULTURE; AMERICAN INDIANSIT - ANNOTATED BIBLIOGRAPHIES; CURRICULUM DEVELOPMENT-IT ELEMENTARY EDUCATION: FILMS: INSTRUCTIONAL MATERIALSIT - *LATIN AMERICAN CULTURE: NEGRO CULTURE: NEGRO HISTORY

IT - PHONOGRAPH RECORDS; RACISM; SECONDARY EDUCATIONIT - UNITED STATES HISTORYST - THIRD WORLDAB - VOLUME FOUR OF THIS SELECTED ANNOTATED1BIBLIOGRAPHY IS COMPOSED

'OF THE MOST RECENTLY DISCOVERED MATERIALS, PERTAINING TO BLACKS,LATINOS. NATIVE AMERICANS, MULTI-ETHNICITY AND RACISM. LIKE THETHREE PREVIOUS ANNOTATED BIBLIOGRAPHIES, IT IS CONSIDERED TOREFLECT ONLY THAT MATERIAL WHICH IS HELD TO BE MOSTREPRESENTATIVE AND MOST RELEVANT IN TERMS OF THE INVOLVEMENT ANDCONTRIBUTIONS THAT THIRD WORLD PEOPLE HAVE MADE IN THEDEVELOPMENT OF THE UNITED STATES AND THE CLIMATE OF THE TIMESDURING WHICH SUCH INVOLVEMENT AND CONTRIBUTIONS OCCURRED. THECONTENTS OF THE BIBLIOGRAPHY ARE ORGANIZED INTO NINE SECTIONS,

-2-a ,

PAGE

0 FOCUSING RESPECTIVELY ON THE FOLLOWING TOPICS: RACISM MATERIALS,BLACK PRINTED MATERIAL: BLACK AUDIO-VISUAL MATERIALS: LATINOPRINTED MATEkIAL, LATINO PERIODICALS. LATINO FILMS. NATIVEAMERICAN PRINTED MATERIAL. NATIVE AMERICAN FILMS. AND NATIVEAMERICAN RECORDS. INFORMATION PROVIDED ON EACH ITEM COVERED INTHE FIRST, EIGHT SECTIONS INCLUDES WHERE TO OBTAIN THE ITEM, THESUGGESTED USAGE OF THE ITEM, AND A BRIEF DESCRIPTION OF THE ITEM.THE LAST SECTION LISTS THREE FILMS WHICH ISSUE CATALOGUES OFNATIVE AMERICAN MUSIC: EVEREST RECORDS, INDIAN RECORDS, ANDCANYON RECORDS. (AUTHOR/JM)

AN 1 ED113072CHIN.- RC008777TI .- A NEW CURRICULUM DESIGN FOR NATIVE AMERICAN SCHOOLS.AU - SHARPES. DONOS - AMERICAN INDIAN RESOURCE ASSOCIATES. OGLALA, S. DAK...OS NAVAJO COMMUNITY COLL., TCAILE. ARIZ.PD - 74NO - 36P.: FOR RELATED. DOCUMENTS, SEE RC '008 759-778. 78.803IS - RIE76FEBPR - DOCUMENT NOT AVAILABLE FROM EDRS.AV - NOT AVAILABLE SPAIIATELY. SEE pc 008 772. ERIC/CRESS, BOX 3AP,

LAS CRUCES, NEW MEXICO 88003 (ON LOAN)SPO - OFFICE OF EDUCATION (DHEW).'WASHINGTON."D.C. OFFICE OF INDIAN

'EDUCATION.CG - 0E-0.73-7094DT - R

IT - *AMERICAN INDIANS: CHILD DEVELOPMENT: COMMITTEESIT *COMMUNITY INVOLVEMENT: CULTURAL AWARENESS: 'CULTURAL BACKGROUNDIT - *CURRICULUM DEVELOPMENT:. *ELEMENTARY SECONDARY EDUCATIONIT ENVIRONMENTAL EDUCATION: EVALUATION; INTEGRATED CURRICULUMIT - OBJECTIVES; lAdNNING

_ ST !. *INDIANIZATIAB - THE GOALS OF PLANNING FOR INNOVATION AND REFORM OF AMERICAN

-INDIAN SCHOOLS SHOULD.INCLUDC A CULTURALLY BASED AND CHILDORIENTED CURRICULUM: THE CURRICULUM DESIGN SHOULD BE BASED 'ON THEASSUMPTIONS THAT IT WILL PROVIDE: (1) MOTIVATION AND INTEREST FORTHE YOUTH IT SERVES!.(2) CHILDREN' WITH THE CAPACITY TO LEARN HOWTO LEARN: (3) AN INDIVIDUALLY BASED GRADING AND EVALUATIONSYSTEM: (4) AN ENVIRONMENTAL ORIENTATION; AND (5) TOTALINTEGRATION WHEREIN TEACHERS PARTICIPATE IN THE PLANNINGFUNCTION. UTILIZING INPUT FROM THE TOTAL INDIAN COMMUNITY, AFIRST PRIORITY SHOULD BE DEVELOPMENT OF CULTURALLY. BASEDMATERIALS WHICH EMPHASIZE LEARNING BY DOING. PSYCHOMOTORASSOCIATION, SYMBOLIC ASSOCIATION. 'DRAMATIZATION. TRIALS. AND

, ART. IN KEEPING WITH AN ENVIRONMENTAL ORIENTATION. CURRICULUMDESIGN SHOULD STRESS: (1) THE PROTECTION OF LIFE. HEALTH, ANDLIVING: (2) THE SECURING OF A LJVING: (3) THE EXPRESSION OFEMOTIONS AND BELIEFS: AND (4) THE ABILITY TO WORK IN GROUPS ANDTHE DEVELOPMENT OF SOCIAL RESPONSIBILITY. UTILIZING TEACHERS.PARENTS. YOUTH. TRIBAL AND COMMUNITY OFFICIALS, AND OTHERS ASREPRESENTATIVES, A CURRICULUM COMMITTEE SHOULD BE ESTABLISHED TO:(1) OVERSEE ALL CURRICULUM PROJECTS: (2) SET GOALS AND

21 dr

e

PAGE

PRIORITIES: (3) REVIEW AND APPROVE CURRICULUM PLANS: (4) ADVISETHE SCHOOL BOARD OF COMMUNITY PARTICIPATION: AND (5) EVALUATE THECURRICULUM, (dC)

-AN ED113067CHAN- RCD08972TI - INDIAN EDUCATION CONFRONTS THE SEVENTIES. FIVE VOLUMES: VOLUME

II: THEORETICAL CONSIDERATIONS IN INDIAN EDUCATION.AU - DELORIA, VINE. JR., ED,OS - AMERICAN INDIAN RESOURCE ASSOCIATES, OGLALA, S. DAK.OS - NAVAJO COMMUNITY COLL.. TSAILE. ARIZ.PD - 74 .

NO - 260P.: FOR RELATED.DOCUMENTS, SEE RC 008 769-771. 773.803IS .- RIE76FE8PR - EDRS PRICE MF-$0.76 HC-$13.32 PLUS POSTAGESPO - OFFICE OF EDUCATION (DHEW), WASHINGTON, D.C. OFFICE OF. INDIAN

EDUCATION.CG 0E-0-73-7094DT R

IT - *AMERICAN INDIANS: CAREER EDUCATION; ',CULTURAL AWARENESS

IT - CURRICULUM DEVELOPMENT; EARLY CHILDHOOD EDUCATION; EDUCATIONIT - EVALUATION: MANPOWER DEVELOPMENT; SCHOOL DISTRICT AUTONOMYIT - *SELF ACTUALIZATION; TESTING; *THEORIES

*ST - 'INDIANIZATION -

AB - PRESENTING SIX POSITION PAPERS. THIS PUBLICATION IS THE SECOND IN'A SERIES OF FIVE VOLUMES ON AMERICAN INDIAN-EDUCATION. PAPERS ARETITLED AS FOtLOWS: (1) "THE THEORY OF INDIAN CONTROLLED SCHOOLS"(INDIAN CONTROL OF EDUCATION IS PERCEIVED-AS THE BASIS FOR ACULTURAL RENEWAL PROCESS IN WHICH THE PROBLEMS OF CONTEMPORARYIDENTITY AND PURPOSE ARE RESOLVED); (2)."A THEORY OFVOCATIONAL-TECHNICAL CAREER EDUCATION" (VOCATIONAL TRAININGMODELS ARE CONSIDERED IN TERMS OFTHE ONGOING DEVELOPMENTS INNON - INDIAN AMERICA AND THE PROGRESSIVE DEVELOPMENTS IN INDIANCOMMUNITIES); (3) "TESTING, EVALUATION. AND THE INDIAN .EDUCATION

ACT OF 1972" (TESTING CRITERIA. PARTICULARLY THECRITERION - REFERENCED. TEST. ARE PROPOSED FOR USE IN,INDIANEDUCATION): (4) "EARLY CHILDHOOD EDUCATION PROGRAM MODELS"(DRAWING UPON A LONGITUDINAL STUDY 'OF THE "FOLLOW THROUGH"PROGRAM. NUMEROUS MODELS OF EARLY CHILDHOOD EDUCATION ARECONSIDERED): (5) "A NEW CURRICULUM DESIGN FOR NATIVE AMERICANSCHOOLS" (CONSIDERATION IS GIVEN TO A ,CURRICULUM DESIGNED TOEMPHASIZE TRIBAL HISTORY. CULTURE. TRADITIONS.. AND THE IMMEDIATECOMMUNITY ENVIRONMENT); (6) "PERSPECTIVE ON MANPOWER PLANNING"(CONSIDERATIONIS GIVEN TO A PHILOSOPHY OF EDUCATIONAL MANPOWERPLANNING THAT EMPHASIZES INNOVATIVE PROGRAMS DESIGNED BY INDIAN

COMMUNITIES TO PROMOTE BOTH INTERCUL'TURALISM AND PRIDE IN

HERITAGE). (JC)

22

PAGE

AN ED110263CHAN- RC008712, .

.

,

TI NATIVE AMERICAN EDUCATION. A STATEMENT OF POLICY AND PROPOSEDACTION BY tHE REGENTS'OF THE UNIVERSITY OF THE STATE 'OF NEW YORK.POSITION PAPER NO. 22.

OS NEW YORK STATE EDUCATION DEPT.,, ALBANY.RD ,-*JUL 75 . , .

NO 9P.IS RIE75DECPR EDRS PRICE MF -SQ.76 HC-$1.58 PLUS POSTAGEDT 0IT - ADVISORY COMMITTEES: *AMERICAN INDIANS; BILINGUAL EDUCATIONIT ' COMMUNITY INVOLVEMENT: COUNSELING SERVICES: CULTURAL AWARENESSIT - CURRICULUM DEVELOPMENT *EDUCATIONAL POLICYIT - ELEMENTARY SECONDARY EDUCATION: GRANTS: HIGHER EDUCATIONIT - TEACHER EDUCATION .

ST mw YORKAB IN RECOGNITION OF THE UNIQUEN ESS OF THE NATIVE AMERICAN CULTURES,.

.UNIVERSITY OF THE STATE OF NEW YORK REGENTS HAVE'PREPARED ANEDUCATIONAL POLICY STATEMENT ENCOMPASSING PROPOSED ACTION ANDPROVIDING FOR NATIVE AMERICAN CULTURALTRANSITION AND ADAPTATIONWITHOUT LOSS OF CULTURAL IDENTITY. THE REGENTS RECOMMEND THAT':'(1) A STATEWIDE NATIVE AMERICAN EDUCATION ADVISORY COMMIT EE BEESTABLISHED TO INCLUDE REPRESENTATIVES FROM EACH TRIBE AND E

OFF-RESERVATION URBAN POPULATION: (2) NATIVEAMERICAN ADVI ORYBOARDS BE ESTABLISHED FOR EACH TRIBAL GROUP: (:r) SCHOOL BOARDS BE

*6 URGED TO DEVELOP ,EMPLOYMENT POLICIES ENAPLING MORE NATIVE4 AMERICANS TO BE EMPLOYED AS CERTIFIED INSTRUCTIONAL AND'

NONINSTRUCTLONAL PERSONNEL: (4) TEACHER TRAINING, INSTITUTIONSDEVELOP COURSES RELATIVE TO NATIVE AMERICAN CULTURAL HERITAGE:(5) ELEMENTARY/SECONDARY CURRICULUMS INCORPORATE SPECIALBILINGUAL/BICULTURAL.INSTRUCTIONAL.PROGRAMS AND MATERIALS: (6)THE EDUCATION DEPARTMENT PROMOTE AND ASSIST TRIBAL COMMUNITIES INTHE DEVELOPMENT OF CONTINUING EDUCATION PROGRAMS: (7),POSTSECONDARY GRANT-IN-AID PROGRAMS EXTEND OPPORTUNITIES TONATIVE AMERICANS ON AND OFF RESERVATIONS: (8) POSTSECONDARYGUIDANCE COUNSELING SERVICES BE PROVIDED: (9) THE STATE EDUCATIONDEPARTMENT CONTINUE:USE OF TIE BUREAU OF INDIAN AFFAIRS' AND U.S.OFFICE OF EDUCATION'S SUPPLEMENTARY EDUCATION',FUNDS. (JC)

AN - ED110251CHAN- RC008699TI - GUIDELINES FOR TEACHING CONCEPTS OF FAIRNESS. JUSTICE AND

'DEMOCRACY IN BIA AND TRIBAL-CONTRACT SCHOOLS. A CURRICULUM'BULLETIN.

OS - BUREAU OF INDIAN AFFAIRS (DEPT. OF INTERIOR), ALBUQUERQUE, N. MEX.PD - AUG 75NO - 30P.IS - RIE75DECPR - EDRS PRICE MF-$0.76 HC -$1.95 PLUS POSTAGEDT GYT - *AMERICAN GOVERNMENT (COURSE): *AMERICAN INDIANS: CASE STUDIES

2:1It

. PAGE

Al

IT - CIVICS: .CONCEPT TEACHING;".'OURT LITIGATIONIT - CURRICULUM DEVELOPMENT; DUE PROCESSIT - *ELEMENTARY SECONDARY EDUCATION; *GUIDELINESIT - POST SECONDARY EDUCATION: STUDENT RESPCNSIBILITY; STUDENT RIGHTSST BIA: *BUREAU OF INDTAN AFFAI S

IRAB PURPOSE OF THIS BULLETIN I TO INFORM TEACHERS AND. OTHER SCHOOL

STAFF ABOUT NEW REQUIREME TS, EFFECTIVE IN 1974-75. FOR ALLBUREAU OF INDIAN AFFAIRS (BIA) AND TRIBAL - CONTRACT SCHOOLS TODEVELOP CURRICULUM UNITS RELATING TO CITIZENSHIP TRAINING AND/OR

' STUDENT RIGHTS AND RESPONSIBILITIES IN ALL GRADES X THROUGHPOST-SECONDARY. INTENDED PRIMARILY FOR USE BY. CLASSROOM TEACHERS,THESE CURRICULUM'REQUIREMENTS ARE CLOSELY RELATED TO NEWADMINISTRATIVE POLICIES TO ASSURE: (1) DUE PROCESS FOR ALLSTUDENTS ACCUSED OF SERIOUS INFRACTIONS AND (2) STUDENTPARTICI °ATION IN RULE-MAKING RELATING TO STUDENT RIGHTS ANDRESPONSIBILITIES. TO PROVIDE PERSPECTIVE. THE HISTORICALBACKGROUND OF THE NEW BIA POLICIES IS SUMMARIZED. THIS BACKGROUND ,IS SHOWN TO BE RELATED TO THE CURRENT NATIONWIDE MOVEMENT TO ,

IMPROVE THE TEACHING OF U.S. GOVERNMENT AND THE UNDERLYINGCONCEPTS OF FAIRNESS. JUSTICE. AND DEMOCRACY.. IWO CASE STUDIES ,

ARE GIVEN TO OFFER ADDITIONAL SUGGESTIONS. WORKED. OUT AS SPECIFICEXAMPLES. (AUTHOR/NO)

AN - ED108843CHAN- RC008680TI - NATIVE INDIAN STUDIES AND CURRICULUM DEVELOPMENT PROGRAMMES: A

DESCRIPTIVE MAILING LIST.AU - MITCHELL. MARJORIE. COMP.OS - BRITISH COLUMBIA INTERCULTURAL CURRICULUM-PROJECT. VICTORIA..PD - AUG 74410 - 26P.IS - R1E75NOV

EDRS PRICE MF-$0.76 HC-$1.95 PLUS POSTAGEAV -- INTERCULTURAL CURRICULUM PROJECT-. STUDIES OF INTERCULTURAL

. EDUCATION. UNIVERSITY OF VICTORIA. VICTORIA.' BRITISH COLUMBIA,CANADA V8W 2Y2 ($1.00)

DT - DIT - AMERICAN INDIAN CULTURE: *AMERICAN INDIANS: BOOKLISTSIT - *CULTURAL AWARENESS: *CURRICULUM DEVELOPMENT: *DIRECTORIESIT - ELEMENTARY SECONDARY EDUCATION: HIGHER EDUCATIONIT *INSTRUCTIONAL MATERIALS;' PROJECTS; TRIBESST ALASKA: CANADA; UNITED STATESAB - THE OUTGRDWTH OF CORRESPONDENCE WITH NATIVE INDIAN EDUCATION

PROGRAMS AND CURRICULUM PROJECTS ALL OVER NORTH AMERICA. THISDIRECTORY PRESENTS MAILING ADDRESSES AND

OVER,DESCRIPTIONS OF

MATERIAL NEEDS FOR SOME 96 ENTRIES. ORGANIZED VIA CANADIAN'PROVINCES AND U.S. STATES. ENTRIES ARE DIVIDED INTO 4 CATEGORIESAS FOLLOWS: (1) CANADLAN NATIVE INDIAN STUDIES (FOR ELEMENTARY,

'SECONDARY, AND HIGHER EDUCATION):. (2) CANADIAN CURRICULUMDEVELOPMENT PROJECTS (PRIMARILY ELEMENTARY/SECONDARY MULTI-MEDIA

'MATERIALS): (3) AMERICAN NATIVE INDIAN STUDIES PROGRAMS (HIGHEREDUCATION. INDIAN STUDENT PREPARED MATERIALS AT THE

. ELEMENTARY/SECONDARY LEVELS. AND INDIAN TEACHER EDUCATION); (4)

24..

PAGE

'AMERICAN CURRICULUM DEVELOPMENT PROJECTS (PRINCIPALLYELEMENTARY/SECONDARY LEVELS). ALSO PRESENTED IS A BOOK LISTRELATIVE TO THE AMERICAN INDIAN (6 BOOKS IN THE PROCESS OF BEINGPUBLISHED AND 3 BOOKS ALREADY PUBLISHED). SOME 14 CULTURALPROJECTS ARE ALSO PRESENTED. EACH OF THESE ENTRIES INCLUDESTRIBAL AFFILIATION AND THE NAMES ANO ADDRESSES OF PROJECT' .

DIRECTORS; IiISTORIANS, AND TECHNICAL ASSISTANTS. (JC)

AN - 10108816CHAN- RC008621TI k WASHINGTON STATE INDIAN PROJECT TO DEVELOP A CULTURALLY-BASED

OCCUPATIONAL CAREER AWARENESS CURRICULUM. FINAL REPORT.AU - MURPHY. DONALD J.PD - JAN 74NO - 31P.JS - R1E75NOVPR - EDRS ORICE MF-$0.76 HC-S1.95 PLUS POSTAGESPO - NATIONAL CENTER FOR EDUCATIONAL RESEARCH AND DEVELOPMENT

(DHEW/OE). WASHINGTON. D.C. .

CG - OFG-D-72-1213BN - P-R-2-0104 k,

DT R

IT - *AMERICAN INDIANS; 'CAREER AWARENESS: CULTURAL BACKGROUNDIT - CURRICULUM DEVELOPMENT; EVALUATION; INSTRUCTIONAL MATERIALSIT - LEADERSHIP: MODELS: 'PRIMARY EDUCATION: RESERVATIONS (INDIAN)IT - TRIBESST - WASHINGTON STATEAB - UTILIZING DATA DERIVED FROM THE CLALLAM. LUMMI. YAKIMA. SPOKANE.

AND KALISPEL TRIBES. A ,CURRICULUM MODEL WAS DEVELOPED TO MEET THENEEDS OF AMERICAN INDIAN CHILDREN ENROLLED IN WASHINGTON GTATEPRIMARY SCHOOLS. PROJECT OBJECTIVES WERE TO: (1) 1NCREASg ADULTAND PARENTAL INDIAN INVOLVEMENT IN THE EDUCATIONAL PROCESS: AND(2) MOTIVATE INDIAN PUPILS TOWARD OCCUPATIONAL AWARENESS ANDVOCATIONAL INCENTIVE VIA USE OF CULTURAL MATERIALS EMPHASIZINGNATIVE AMERICAN OCCUPATIONAL HISTORY. PRESENT CAREEROPPORTUNITIES. AND STATE AND FEDERAL INDIAN LEADERSHIP MODELS.DESIGNED TO ENCOMPASS PAST. PRESENT. AND FUTURE INDIANOCCUPATIONAL ORIENTATIONS. THE MODEL INVOLVED THE FOLLOWINGDEVELOPMENT PROCESS: (1) INITIAL CONTACT WITH TRIBE: (2) TRIBALLIAISON GROUPS APPOINTED: (3) TRIBAL GROUP RECOMMENDED PERSCNSFOR EMPLOYMENT AS INTERVIEWERS: (4) TRIBAL INTERVIEWERS TRAINED;(5) DATA COLLECTED AND TRANSCRIBED: (6) STAFF IDENTIFIEDCURRICULUM CONTENT: (7) DATA AND CONTENT REVIEWED BY TRIBALLIAISON /GROUP'; (8) CURRICULUM PRODUCTS SCRIPTED: (9) SCRIPTSREVIEWED BY TRIBALIJAISON/GROUP: (10) SCRIPTS AND STDRIES AND/ORVISUALS REVIEWED BY TRIBAL GROUPS; (11) CURRICULUM PRODUCTSPRODUCED: (12) PRODUCTS PLACED IN SCHOOLS AND TRIBES FOREVALUATION: (13) EVALUATIONS REPOltED: (14) REVISIONS MADE; AND(15) PROJECT DISSEMINATED. TEACHERS WHO USED AND EVALUATED THEMATERIALS FOUND THEM TO BE WELL DEVELOPED. STIMULATING. ANDGENERALLY VALUABLE. (JC)

r"

PAGE

AN EDt09805CHAN - RC008610TI COMPARATIVE -THAPASCAN CULTURE. GRADES 5-12.AU - STRICKS. JIMPD MAY 75NO 8P.; FOR RELATED DOCUMENTS. SEE RC 008 607-612IS - RIE75NOVPR - DOCUMENT NOT AVAILABLE FROM EDRSAV NOT AVAILABLE SEPARATELY. SEE RC 008 607DT - CIT - AMERICAN INDIANS: CLASS ACTIVITIES; 'CROSS CULTURAL STUDIESIT 'CULTURAL EDUCATION; CURRICULUM DEVELOPMENTIT - EDUCATIONAL ALTERNATIVES: *ELEMENTARY SECONDARY EDUCATIONIT - LEARNING ACTIVITIES; RESOURCE MATERIALS; *SOCIAL STUDIES UNITSIT - UNIT PLANST - ALASKA: 'ATHAPASCANSAB - THE SOCIAL STUDIES UNIT PRESENTED IN THIS PAPER IS INTENDED TO

CONTINUE FOR ONE SEMESTER. ITS PURPOSE IS TO DEVELOP A GREATERUNDERSTANDING OE THE STUDENT'S: (1) OWN HISTORY AND CULTURALHERITAGE AND (2) SELF GROWTH. DESIGNED SO. THAT THE STUDENTSTHEMSELVES ARE THE RESEARCHERS AND EXPLICATORS OF THEIR OWNCULTURES. THE UNIT ALLOWS THE STUDENTS TO AMASS INFORMATION WHICHWILL HELP' THEM N EXPLAINING WHO THEY ARE TO OTHERS.'THE MAINSTRATEGY IS TO COMPARE THE STUDENT'S OWN CULTURE WITH THAT OFANOTHER SIMILAR. YET DISTINCTLY DIFFERENT. GROUP OF PEOPLE THENAVAJO OF ARIZONA. WHO ARE ALSO ATHAPASCAN SPEAKERS. ACTIVITIESARE COORDINATED WITH A SIMILAR CLASS IN NAVAJOLAND TO ALLOWUSEFUL COMPARISONS TO BE MADE BETWEEN THE 2'GROUPS. THIS PAPERPRESENTS THE UNIT'S (1) MAIN IDEAS AND RELATED IDEAS; (2)OSJECTIVES; (3) INITIATING AND CULMINATING ACTIVITIES; AND.(4)DEVELOPMENTAL ACTIVITIES. SIXTEEN SOURCES DEALING WITH THEALASKAN ATHAPASCANS ARE CITED. (NO)

AN - ED108804CHAN- RC008609TI - ALASKA NATIVES COURSE OF STUDY.AU - RF.ISLAND. JACKPD - MAY 75'NO - 8P.; RELATED DOCUMENTS, SEE RC 008 607-608-612IS - RIE75NOVPR - DOCUMENT NOT AVAILABLE FROM EDRSAV - NOT AVAILABLE SEPARATELY. SEE RC 008 607 -

DT -`C .

IT -.*AMERICAN INDIANS; COURSE OBJECTIVES: CULTURAL EDUCATIONIT - 'CURRICULUM DEVELOPMENT; RESOURCE MATERIALS; *SECONDARY EDUCATIONIT - SOCIAL STUDIESST - *ALASKAAB - FOR.A LONG TIME IT WAS FELT THAT THE TANANA NATIVE HIGH SCHOOL

STUDENT NEEDED A COURSE OF STUDY IN "CROSS-CULTURAL" EDUCATIONEMPHASIZING THE ATHABASCAN CULTURE. THEREFORE. A COURSE OF STUDY

o WAS DEVELOPED TO AID TEACHERS OF ATHABASCAN HIGH SCHOOL STUDENTS.THE COURSE WAS PRIMARILY TO: (1) DEVELOP AN AWARENESS AND

2G

APPRECIATION OF THE STUDENT'S CULTURAL HERITAGE: (2):DEVgL*AAINHERENT SENSE OF PRIDE IN THE NATIVE PUPIL,: AND (3) STRENGTHEN,THE STUDENT'S IDENTITY WITH THE UNIQUE ASPECTS OF HIS HISTORY ANDTRADITIONS WHICH ARE RAPIDLY DISAPPEARING FROM THE RURAL ALASKASCENE. THIS PAPER PRESENTS THE PROCEDURES USED--WORK STUDYGROUPS. INDEPENDENT STUDY. DISCUSSION GROUPS. TEACHER LECTURE,

AUDIO-VISUAL AIDS. PUPIL VISITATIONS. AND GUEST SPEAKERS: GENERALPURPOSE: DESIRED PUPIL SKILL DEVELOPMENT; COURSE OUTLINE: AND

MINICOURSES ATTACHED TO THE-TORE PROGRAM. A PARTIAL LIST OF'

MATERIALS USED IN ALASKA NATIVES STUDIES IS INCLUDED. (NO)

AN - ED1OBB03. ...-

..

CHAN- RC008608 t

TI WRITING SOCIAL STUDIES CURRICULA ON NATIVE CULTURES.AU = PARTNOW, PATRICIA H.PD - MAY 75 %..

NO - 5P.: FOR RELATED DOCUMENTS, SEE Rc 006 607-612IS - RIE75NOV*PR DOCUMENT $1pla AVAILABLE FROM EDRSAV NOT AVAILABLE SEPARATELY, SEE RC 006 607DT C

IT - 'AMERICAN INDIANS: COMMUNITY INVOLVEMENT: COURSE CONTENT

IT ',CULTURAL EDUCATION: 'CURRICULUM DEVELOPMENTIT ELEMENTARY SCHOOL CURRICULUM: "SOCIAL STUDIES; UNIT'PLANST - 'ALASKA

- THERE ARE VIRTUALLY NO ^CIAL STUDIES MATERIALS ON ALASKA NATIVE .CULTURES -AVAILABLE THRC 1OUT THE STATE WHIWARETREPARED IN .ASUITABLE FORM FOR ELEMENTARY LEVEL STUDENTS. FEDERALLY FUNDEDPROGRAMS EMPHASIZING NATIVE CULTURE FALL INTO 2 GENERALCATEGORIES: (1) ARTS AND CRAFTS.PROGRAMS AND (2) HIGH SCHOOLCULTURE-HISTORY COURSES. HOWEVER. A CRITICAL NEED STILL EXISTS IN3 AREAS: (1) MATERIALS ON CULTURAL CONCEPTS AND HISTORICALMATERIALS WHICH ARE PREPARED SPECIFICALLY FOR ELEMENTARY GRADES;

(2) MATERIALS WHICH CAN BE EASILY DISThIBUTED TO STUDENTS IN ANUMBER OF.SCHOOLS. BOTH URBAN AND RURAL: AND(3),MATERIALS WHICH

DO NOT DEPEND ON THE EXPERTISE OF .ANY PARTICULAR INDIVIDUAL, SUCHAS A TEACHER 4114.44CALOESOURCE PERSON. BUT WHICH CAN BE USEDREGARDLESS OF THE, TEACHER'S EDUCATIONAL BACKGROUND. IN RESPONSETO 'THESE NEEDS, THE ALASKA NATIVE EDUCATION BOARD BEGAN WORK ONELEMENTARY LEVEL SOCIAL STUDIES CURRICULA ON THE NATIVE CULTURESOF ALASKA. THE BOARD FOUND 6 FACTORS TO BE EXTREMELY IMPORTANT INPLANNING THE UNITS: (13 THE STUDENTS: .(2) THCEACHERS: (3) THESUBJECT MATTER; (4) THE TIME FRAME.: (5) THE SCHOOL SETTING: AND

(6) THE COMMUNITY. THIS PAPER BRIEFLY DISCUSSES THESE 6 FACTORS.BASED ON THESE FACTORS. A SAMPLE CURRICULUM MODEL IS GIVEN. (NQ)

-

ti

AN - ED108802CHAN- RC008607TI IT WORKS FOR USI A RESOWCE LIST OF TEACHING IDEAS AND MATERIALS

ON ATHABASCAN CULTURE.AU - HINCKLEY. KAY. COMP.: HOLZMUELLER. DIANA., COMP.OS - .ALASKA UNIV.. FAIRBANKS. CENTER FOR NORTHERN EDUCATIONAL RESEARCH.PD -1MAY 75NO - 62P.: FOR RELATED DOCUMENTS, SEE RC 008 608.612IS - RIE75NOVPR - EDRS PRICE MF-$0.76 HC-$3.32 PLUS POSTAGESPO- OFFICE OF EDUCATION (DHEW). WASHINGTON. D.C.CG - OEC-X74.0048DT C

IT - AMERICAN INDIANS: *CULTURAL EDUCATION; *CURRICULUM DEVELOPMENTIT - *ELEMENTARY SECONDARY EDUCATION: LANGUAGE ARTSIT - RESOURCE MATERIALS: RURAL SCHOOLS; SCIENCE CURRICULUMIT - SOCIAL STUDIES: *TEACHER DEVELOPED MATERIALS; WORKSHOPSST ALASKA: '*ATHABASCANS.AB - THE ALASKA EDUCATIONAL PROGRAM FOR LNTERCULTURAL COMMUNICATION

AEPIC) BROUGHT TOGETHER TEACHERS TO SHARE THEIR PRACTICALMETHODS OF INCORPORATING COMMUNITY - ORIENTED. MULTICULTURALCOMPONENTS INTO THEIR DAILY TEACHING SCHEDULE. DESIGNED ASREGIONAL IN NATURE TO ALLOW FOR A SHARPER FOCUS ON THE AREA'SATHABASCAN CULTURE. THE WORKSHOP WAS ATTENDED BY 15 TEACHERS FROMINDEPENDENT SCHOOL DISTRICTS, BUREAU OF INDIAN AFFAIRS SCHOOLS.AND ALASKA STATE OPERATED SCHOOLS. THESE TEACHERS REPRESENTEDBOTH ELEMENTARY AND SECONDARY LEVELS. VARIOUS DISCIPLINE AREAS(SCIENCE. SOCIAL STUDIES, LANGUAGE ARTS). AND NEW AND SEASONEDTEACHERS WHO WERE ACTUALLY DOING MULTICULTURAL ANDCOMMUNITY-ORIENTED THINGS AS PART OF THEIR REGUL4R, EVERYDAYCURRICULUM. THIS REPORT PRESENTS: (1) 12/RAPERS PRESENTED BY THEPARTICIOANTS; (2) IDEAS AND STRATEGIES/BROUGHT OUT INCONVERSATION AND SUMMARIZED FOR EASIER READING:, AND (3) A LISTINGOF MATERIALS SUCH AS TEACHER AND STUDENT REFERENCES. CANADIANMATERIALS, FILMS, KITS, NEWSPAPERS/ RECORDS. VIDEO TAPES, FUNDINGSOURCES. AND CROSS-CULTURAL EDUCATIONAL DEVELOPMENT PROGRAM(X-CED) MATERIALS. AMONG THE PAPERS ARE: "WRITING SOCIAL STUDIESCURRICULA ON NATIVE CULTURES":,ALASKA NATIVES COURSE OF STUDY";"COMPARATIVE ATHAPASCAN CULTURE"; "SCIENCE IN RURAL SCHOOLS":"SUMMER CAMP"; AND "CULTURALLY RELEVANT LEARNING SITUATIONS FORATHABASCAN CHILDREN". (NQ)/

AN - ED108795CHAN- RC008600TI - THE RETRIEVER. VOLUME 2, NOS. 1 & 2. 1967. ERIC CLEARINGHOUSE ON

RURAL EDUCATION AND SMALL SCHOOLS (CRESS) NEWSLSTTEROS - NEW MEXICO STATE UNIV., UNIVERSITY PARK. ERIC CLEARINGHOUSE ON

RURAL EDUCATION AND SMALL SCHOOLS.PD - 67NO - 10P.IS RIE75NOV

EDRS PRICE MF-S0.76 HC-$1.58 PLUS POSTAGE

28

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SPO NATIONAL CENTER FOR EDUCATIONAL RESEARCH AND DEVELOPMENT(DHEW /OE), WASHINGTON.. D.C.

CG OEC-1-6-062469.1574SN - BR-6-24690T - JIT - AMERICAN INDIANS; BIBLIOGRAPHIES: CURRICULUM DEVELOPMENT,IT *EDUCATiONAL INNOVATION: INFORMATION NETWORKSIT INSTRUCTIONAL INNOVATION: NEWSLETTERS; PROGRAM DESCRIPTIONSIT REFERENCE MATERIALS: RURAL EDUCATION: SMALL SCHOOLSAB - VOLUME 2. NUMBERS 1 AND 2 OF THE ERIC/CRESS (EDUCATIONAL RESEARCH

INFORMATION CENTER/CLEARINGHOUSE ON RURAL EDUCATION AND SMALLSCHOOLS) NEWSLETTER FOCUS QN THE STATUS OF CRESS AND INNOVATIONSIN THE SMALL RURAL SCHOOL. ISSUE NUMBER 1 DISCUSSES THE STATUS'OFTHE CLEARINGHOUSE AT THE END OF 3 MONTHS INTO THE SECOND YEAR OFOPERATION. A 14-ITEM BIBLIOGRAPHY OF DOCUMENTS SUBMITTED INTO THEERIC SYSTEM BY CRESS IS INCLUDED. THESE DOCUMENTS PERTAIN TOAMERICAN INDIAN EDUCATION. BILINGUALISM. CURRICULUM IMPROVEMENTAND INNOVATION. AND TEACHING ENGLISH TO NON-ENGLISH SPEAKERS. THEARTICLE "INNOVATION IN THE SMALL RURAL SCHOOL", IS GIVEN IN .ISSU,NUMBER 2. THIS ARTICLE BRIEFLY IDENTIFIES WHAT SOME SMALL RURALSCHOOLS ARE ATTEMPTING. NINETEEN DOCUMENTS SUBMITTED BY CRESSINTO THE ERIC SYSTEM ARE CITED. THESE DOCUMENTS FOCUS ON SUCHINNOVATIONS IN THE SMALL RURAL SCHOOL AS'SHARED SERVICES,FLEXIBLE SCHEDULING, AND INDIVIDUALIZED INSTRUCTION. (NQ)

AN - ED107439CHAN- RC008568TI - THE INDIAN EDUCATION ACT OF 1972. REPORT OF PROGRESS FOR THE

FIRST YEAR OF THE PROGRAM.OS - NATIONAL ADVISORY COUNCIL ON INDIAN EDUCATION, WASHINGTON, D.C.PD - 31 MAR 74

..NO 49P.: FOR RELATED DOCUMENT. SEE RC 008 567. IS - RIE750CT--. PR - DOCUMENT NOT AVAILABLE FROM EDRS.

AV - NOT AVAILABLE SEPARATELY. SEE RC 008 567SPO - OFFICE OF EDUCATION (DHEW). WASHINGTON. D.C. OFFICE OF INDIAN

EDUCATION.DT - YIT - ACADEMIC ACHIEVEMENT; ADMINISTRATIVE POLICY; ADMISSION CRITERIAIT - AMERICAN INDIANS: *COST EFFECTIVENESS: CURRICULUM DEVELOPMENTIT - EDUCATIONAL METHODS: *EDUCATIONAL NEEDS; EDUCATIONAL OBJECTIVESIT - ELEMENTARY SECONDARY EDUCATION: GRANTS: HEAL1H PROGRAMSIT - PARENT DARTICIPATION; *PROGRAM EVALUATION: SELF CONCEPT'IT - STUDENT DISTRIBUTION; TABLES (DATA)ST -' *INDIAN EDUCATION ACT OF 1972AS - PROGRESS DURING THE FIRST YEAR OF PROGRAM IMPLEMENTATION OF THE

AMERICAN INDIAN EDUCATION ACT OF 1972 (IEA) IS REPORTED ViANARRATIVE AND TABULAR DATA RELATIVE TO THE FOLLOWING: (1)DISTRIBUTION AF INDIAN PUPILS BY STATE: (2) DISTRIBUTION OF IEAFUNDS IN 1973 BY STATE; (3) RELATION BETWEEN SIZE OF GRANT ANDNUMBER OF INDIANS -WITH THE RECIPIENT LOCAL EDUCATION AGENCY; (4)NUMBER OF INDIAN PUPILS SERVED BY 432 FUNDED PROJECTS: (5)FREQUENT REASONS FOR DENIAL OR REDUCTION OF PART A PROPOSALS 1165

29

t.e

r

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CASES): (6) PERSONAL OR SOCIAL NEEDS OF INDIAN PUPILS; (7) NEEDS.FOR ACADEMIC ACHIEVEMENT; (8) PUPIL HEALTH NEEDS; (9) ECONOMICNEEDS OF INDIAN FAMILIES; (10) AREAS OF NEEDED CURRICULUMIMPROVEMENT: (11) AREA OF NEEDED METHODOLOGICAL IMPROVEMENT; (12)AREAS OF NEEDED STAFF IMPROVEMENT; (13) AREAS OF NEEDED`IMPROVEMENT IN SPECIAL SERVICES; (14) MAJOR SCHOOL NEEDS: (15)COUNSELING AND SOCIAL DEVELOPMENT OBJECTIVES; (16) CURRICULUMOBJECTIVES; (17) CURRICULUM DEVELOPMENT OBJECTIVES: (18) PROPOSEDHEALTH aROGRAM OBJECTIVES AND DEVELOPMENT: (19) STAFFINGOBJECTIVES FOR FUNDED IEA PROGRAMS; (20) MODES OF PLANNEDINSTRUCTION; (21) PROGRAM AND BUDGET PRIORITIES FOR PUPIL ANDSCHOOL NEEDS: (22) PROGRAM AND BUDGET PRIORITIES FOR IEA PROJECTOBJECTIVES,: AND (23) EVALUATION CRITERIA. (JC)

AN - ED104628CHAN- RC008478TI BILINGUAL, EDUCATION FOR INDIANS AND INUIT: THE CANADIAN

EXPERIENCE.,AU GOODERHAM, G. KENTPD - 20 NOV 74NO - 14P.: PAPER PRESENTED AT THE ANNUAL MEETING OF THE AMERICAN

ANTHROPOLOGICAL ASSOCIATION (MEXICO CITY, MEXICO, NOVEMBER 1974)IS RIE75AUGPR - EDRS PRICE MF-$0.76 HC-$1.58 PLUS POSTAGEDT - KIT AGENCY ROLE; *AMERICAN INDIANS: *BILINGUAL EDUCATIONIT *CURRICULUM DEVELOPMENT: *EDUCATIONAL PROGRAMSIT ELEMENTARY SECONDARY EDUCATION: GOVERNMENT ROLEIT *INDIVIDUAL POWER; LANGUAGE INSTRUCTION; PARENT PARTICIPATIONIT - TEACHER EDUCATIONST *CANADA: INUITA8 THE 1867 BRITISH NORTH AMERICA ACT CONSIGNED RESPONSIBILITY FOR

THE EDUCATION OF CANADIAN INDIANS AND INUIT TO THE FEDERAL_ __ GOVERNMENT, BUT CHURCHES RAN THE SCHOOLS UNTIL THE POST-WORLD,WAR

II PERIOD. GOVERNMENT POLICY FROM 194B UNTIL 1969 ENCOURAGED THE, INTEGRATION OF NATIVE CHILDREN INTO PROVINCIAL EDUCATIONALSYSTEMS. IN 1969 THE GOVERNMENT PROPOSED THAT ALL SERVICES FORNATIVE °EOPLE BE PROVIDED THROUGH THE SAME AGENCIES SERVINGITHEMAJORITY OF CITIZENS. NATIVE PEOPLE REJECTED THIS PROPOSAL AND IN1972 DEMANDED CONTROL OF THEIR EDUCATIONAL SYSTEM IN ORDER TOPRESERVE THEIR CULTURAL IDENTITY- THE FEDERAL GOVERNMENT ACCEPTEDTHE PRINCIPLE OF INDIAN CONTROL OF INDIAN EDUCATION. CANADIANACCEPTANCE OF CULTURAL PLURALISM IS REFLECTED IN OFFICIAL SUPPORTFOR DEVELOPMENTAL STUDIES OF INDIGENOUS LANGUAGES. LANGUAGEPROGRAMS WERE DEVELOPED TO ENABLE INITIAL LITERACY IN INDIGENOUSLANGUAGES. WITH ENGLISH OR FRENCH BECOMING THE LANGUAGE OFINSTRUCTION BY GRADE 4. WHERE PARENTS REQUEST. THE NATIVELANGUAGE MAY CONTINUE TO BE TAUGHT THEREAFTER. QUALIFIED STAFFSHORTAGES ARE BEING TACKLED THROUGH VARIOUS INNOVATIVE TRAINING

. PROGRAMS FOR NATIVE TEACHERS AND PARAPROFESSIONALS. EFFORTS AREUNDERWAY TO ENCOURAGE THE INCLUSION OF NATIVE LANGUAGES INPROVINCIAL CURRICULA AND TO DEVELOP INSTRUCTIONAL MATERIALS ANDSTRATEGIES BY CONSULTING NATIVE PARENTS AND ORGANIZATIONS.

,z

PAGE,

(AUTHOR /NQ)

C,7

AN ED104626CHAN- RC008474TI - ESKIMO IDENTIFICATION WITH TRADITIONAL ARTS AND IMPLICATIONS FOR

CURRICULUM DEVELOPMENT: INTERVIEWS WITH NUNIVAK ISLANDERS.AU GIBSON. JANPD -,3 APR 75NO - 25P.: PAPER PRESENTED AT THE ANNUAL MEETING OF THE AMERICAN

EDUCATIONAL RESEARCH ASSOCIATION (WASHINGTON. D.C.. MARCH30-APRIL 3, 1975)

IS RIE75AUGPR EDRS PRICE MF$0.76 HC-$1.58 PLUS POSTAGEDT - R

IT AGE: AMERICAN INDIANS: CULTURAL BACKGROUND: CULTURAL ENVIRONMENTIT - CURRICULUM DEVELOPMENT: *ESKIMOS: !HANDICRAFTSIT - *IDENTIFICATION (PSYCHOLOGICAL): LITERATURE REVIEWS : .VALUESST ALASKA: NUNIVAK ISLANDERSAB THE STUDY'S PURPOSE WAS TO: (1) DESCRIBE THE KIND AND-EXTENT OF

IDENTIFICATION WHICH MEMBERS OF ONE GROUP OF ALASKAN ESKIMOS MAOEWITH SELECTED ELEMENTS OF THE GROUP'S ART HERITAGE. (2) RELATETHE FOREGOING TO THE PROBLEM OF IDENTITY. AND (3) STATEIMPLICATIONS FOR CURRICULUM DEVELOPMENT IN SCHOOLS SERVING ESKIMOSTUDENTS. DURING JULY 1972. 62 NUNIVAK ISLAND ESKIMOS OF VARIOUSAGES WERE INTERVIEWED REGARDING THEIR RELATIONSHIPS WITH SELECTEDASPECTS OF TRADITIONAL ARTS. SUBJECTS WERE DIVIDED INTO FOUR'AGEGROUPS: 6-13. 14-25. 26-49. AND 50 AND OVER. INTERVIEWS WERECONDUCTED IN CUX (THE NUNIVAK DIALECT OF YU,PIK ESKIMO) AND INENGLISH. RESPONSES WERE BROKEN DOWN INTO 72 ITEMS FOR ANALYSIS.RELATIONSHIPS BETWEEN AGE GROUPS AND SELECTED RESPONSES WEREEXAMINED. QUESTIONS DEALING WITH COMPARISONS OF DIFFERENT NUNIVAKCRAFTS WERE ANALYZED BY THE RESPONDENT'S SEX SINCE SOME CRAFTITEMS WERE MADE MAINLY BY MEMBERS OF ONE SEX. AND MALE AND FEMALERESPONDENTS' OUTLOOK MIGHT DIFFER 'REGARDING THE CRAFTS. SOMEFINDINGS WERE: (1) THE OLDER THE RESPONDENT THE MORE LIKELY HEWAS TO RECOGNIZE TRADITIONAL ART WORK AND TO HAVE KNOWLEDGE OFITS TRADITIONAL USE: AND (2) MEMBERS OF EACH SEX TENDED TO PLACETHE MOST VALUE ON THE CRAFTS MADE PRIMARILY BY MEMBERS OF THATSEX. (NO)

AN - EJ113377CHAN- 50503636TI - THE INDIAN IN THE MAINSTREAM: INDIAN HISTORIOGRAPHY FOR TEACHERS

OF AMERICAN HISTORY SURVEYSAU - EDMUNDS. R. DAVIDSO - HISTORY' TEACHER: 8: 2: 242-64PD - FEB 75IS - CIJE75IT - *HISTORIOGRAPHY: *UNITED STATES HISTORY: *AMERICAN INDIANSIT - *HISTORY INSTRUCTION; *ANNOTATED BIBLIOGRAPHIESIT - AMERICAN INDIAN CULTURE: ETHNIC STUDIES; CURRICULUM DEVELOPMENT

IN

PAGE

IT - SECONDARY EDUCATION: SOCIAL STUDIESAB THIS SELECTIVE, ANNOTATED BIBLIOGRAPHY OF BOOKS AND ARTICLES

COVERS INDIAN-WHITE RELATIONS THROUGHOUT AMERICAN HISTORY.

AN ED103181CHAN= RC008411TI 4.- DESIGNING A BILINGUAL CURRICULUM.AU !- PFEIFFEP. ANITA BRADLEYPD 21 NOV 74NO 13P.; PAPER PRESENTED AT THE INTERAMERICAN CONFERENCE ON

BILINGUAL EDUCATION, SECTION 11B:. TEACHING IN THE MOTHER TONGUE(MEXICO CITY, NOVEMBER21, 1974)

IS - RIE75JULPR EDRS PRICE MF-$0.76 HC-$1.58 PLUS POSTAGEDT SIT - AMERICAN INDIANS:.'BILINGUAL EDUCATION: CULTURAL FACTORSIT CURRICULUM DESIGN: CURRICULUM DEVELOPMENTIT DEMONSTRATION PROGRAMS: 'PROGRAM DESCRIPTIONS'IT STUDENT CENTERED CURRICULUMST ARIZONA: NAVAJOS: ROUGH ROCK DEMONSTRATI.ON SCHOOLA8 SEVERAL THINGS NEED TO BE CONSIDERED WHEN DESIGNING A BILINGUAL

CURRICULUM FOR AND WITH THE NAVAJO COMMUNITY. THE MAJORCONSIDERATION SHOULD BE THE INVOLVEMENT OF NAVAJO PARENTS AND THELEADERSHIP OF NAVAJO SCHOOL BOARDS. THE CURRICULUM SHOULD BEDEVELOPED FROM THE NAVAJO POINT OF 'VIEW ABOUT THEIR WORLD.DESIGNERS OF A BILINGUAL EDUCATION CURRICULUM ALSO NEED TOCONSIDER THE: (l) COMMUNITY'S MAKEUP. ASPIRATIONS. GOALS, ANDNEEDSt`(2) SKILLS. ATTITUDES. VALUES. AND GOALS WHICH THECOMMUNITY DESIRES FOR ITS STUDENTS: (3) SCHOOL COMMUNITYRELATIONSHIP: (4) SCHOOL'S RELATIONSHIP WITH EXTERNAL AGENCIES(I.E.. THE STATE. TRIBE1, BUREAU OF INDIAN AFFAIRS): AND (5)TRIBE'S ATTITUDE TOWARD BILINGUAL BICULTURAL EDUCATION.CURRICULUM DESIGNERS SHOULD HAVE SOME DATA WHICH REFLECT THEBILINGUAL PROGRAM'S INTENSITY: WHETHER THIS INTENSITY WOULDREQUIRE THEM TO REFLECT A GOAL OF UNILITERATENESS10R PROMOTEBILITERATENESS: AND WHETHER THE PROGRAM AND, THEREFORE. THECURRICULUM WOULD PROMOTE FULL BILINGUALISM. WHEN DESIGNING THECURRICULUM. THE NAVAJO CALENDAR, IMPORTANCE OF THE HOME. CULTURALBEHAVIOR DIFFERENCES, AND TEACHER QUALIFICATIONS MUST BE TAKENINTO ACCOUNT. THIS PAPER FOCUSES ON THE EDUCATIONAL PROCESSDEVELOPED WITHIN THE ROUGH ROCK DEMONSTRATION SCHOOL, A COMMUNITYBASED EDUCATIONAL PROGRAM ON THE NAVAJO RESERVATION INNORTHEASTERN ARIZONA. (NO) 0

32

AN ED.1-03137

CHAN RC008346TI CONTEMPORARY ISSUES OF THE AMERICAN INDIAN.

AU DELORIA, VINE, JR.. COMP.: AND OTHERSOS NATIONAL INDIAN-EDUCATION ASSOCIATION, MINNEAPOLIS. MINN.

PD 74NO 50P.IS RIE75JULPR EDRS PRICE MF-$0.76 HC-$1.95 PLUS POSTAGE

SPO OFFICE OF EDUCATION (DHEW), WASHINGTON, D.C. OFFICE OF-INDIAN

EDUCATION.DT GIT - AMERICAN HISTORY; *AMERICAN INDIANS; BIBLIOGRAPHIES '

IT - COURSE CONTENT: 'CULTURAL EDUCATION; CULTURE CONFLICT

IT - CURRICULUM DEVELOPMENT; CURRICULUM GUIDES: ECONOMIC FACTORS

IT - 'NIGHER EDUCATION; LEGISLATION:. MODELS; RESOURCE GUIDES

IT - *SOCIAL PROBLEMS: TREATIES; VALUES

AB - DESIGNED TO OFFER A DEVELOPING AMERICAN INDIAN STUDIES PROGRAM

BASIC LECTURE TOPICS AND SOURCE MATERIALS. THIS WIPE PRESENTS A.

MODEL FOR BOTH A QUARTER AND YEAR'S COURSE (THREE QUARTERS) INCONTEMPORARY INDIAN ISSUES SUITABLE FOR STUDS' AT THE COLLEGE

LEVEL. MAJOR THEMES FOR THE QUARTER COURSE ARE IDENTIFIED AS: (1)

HOW THE INSTITUTIONAL STRUCTURE OF INDIAN AFFAIRS DEVELOPED; (2)

CURRENT ECONOMIC AND SOCIAL PROBLEMS OF AMERICAN INDIANS; AND (3)CONTEMPORARY MANIFESTATIONS OF THE INDIAN SPIRIT. BEGINNING WITH

THE 1867-68 TREATIES. THERE ARE 17 LECTURES OUTLINED FOR THE

QUARTER COURSE DEALING WITH SUCH TOPIC TITLES. AS "THE INDIAN

CLAIMS COMMISSION". "THE ERA OF SELF-DETERMINATION". AND ',CASE

STUDIES OF CONTEMPORARY PROBLEMS." ORGANIZED ON A WEEKLY BASIS.

THE MODEL FOR THE YEAR'S COURSE PRESENTS 30 LECTURE SUGGESTIONS

(10 PER QUARTER) WITH READING SUGGESTIONS FOR EACH WEEK. THE FALL

QUARTER IS DEVOTED TO STUDY F THE HISTORICAL PERSPECTIVE; THEWINTER QUARTER DEALS WITH ECONOMIC AND HUMAN DEVELOPMENTPROBLEMS; AND THE SPRING QUARTER IS CONCERNED WITH THE CULTURAL

VALUES OF THE AMERICAN INDIAN COMMUNITY. REPRESENTATIVE LECTURE

TITLES INCLUDE THE INDIAN REORGANIZATION ACT AND THE

ESTABLISHMENT OF TRIBAL GOVERNMENTS". "QUESTIONS OF TRIBAL

DEVELOPMENT". AND "FILMS BY AND ABOUT INDIANS." BOTH A FILM AND A

GENERAL BIBLIOGRAPHY ARE INCLUDED. (dC)

AN - ED102795CHAN- EC071559TI - SPECIAL EDUCATION GUIDELINES.

OS - BUREAU OF INDIAN AFFAIRS (DEPT. OF INTERIOR). ALBUQUERQUE. N. MEX.

PD - NOV 74NO - 31P.IS - R1E75dULPR - EDRS PRICE MF-$0.76 HC-$1.95 PLUS POSTAGE

SPO BUREAU OF EDUCATION FOR THE HANDICAPPED (DHEW/OE), WASHINGTON.

D.C.DT - GIT AGENCY ROLE; *AMERICAN INDIANS: CLASSIFICATION; CURRICdLUM.DESIGN

33

PAGE*IL

,#)

IT EDUCATIONAL ACCOUNTABILITY; EDUCATIONAL DIAGNOSISIT EDUCATIONAL OBJECTIVES: EDUCATIONAL PHILOSOPHYIT - EXCEPTIONAL CHILD EDUCATION: GIFTED; 'GUIDELINESIT *HANDICAPPED CHILDREN: IDENTIFICATION; INSTRUCTIONAL MATERIALSIT PROFESSIONAL PERSONNEL: PUBLIC RELATIONS; *SPECIAL EDUCATIONST - BUREAU'OF INDIAN AFFAIRSAB PROVIDED ARE SPECIAL EDUCATION GUIDELINESI(IEVISED 1974) FOR

EXCEPTIONAL (HANDICAPPED OR GIFTED) AMERICAN INDIAN AND ALASKANNATIVE CHILDREN FROM BIRTH THROUGH AGE 25 YEARS IN SCHOOLSOPERATED BY THE BUREAU OF INDIAN AFFAIRS (BIA). REVIEWED AREBROAD PHILOSOPHICAL GUIDELINES EMPHASIZING INDIVIDUALIZED 2

INSTRUCTION, OBJECTIVES SUCH AS DECREASING SCHOdL DROPOUTS ANDPROVIDING BIENNIAL REEVALUATION. POLICIES FOR SPECIAL EDUCATIONSUPPORT BY LOCAL AGENCIES AND BIA CENTRAL AND AREA OFFICES. ANDSCREENING AND ASSESSMENT PROCEDURES WHICH FOCUS ON SUCH AREAS ASEARLY EDUCATIONAL INTERVENTION AND PARENTAL APPROVAL. Ij ISSTRESSED THAT THE CATEGORICAL DESCRIPTIONS AND PROGRAM PLACEMENTSUGGESTIONS OFFERED ARE FOR ADMINISTRATIVE PLANNING (NOT FOR:.LABELING PURPOSES) iN THE FOLLOWING'AREAS OF. EXCEPTIONALITY:MENTAL RETARDATION. AURAL HANDICAPS, SPEECH-LANGUAGE IMPAIRMENT(INCLUDING STUDENTS WITH LIMITED ENGLISH).. VISUAL HANDICAPS,SOCIAL-EMOTIONAL MALADJUSTMENT. PHYSICAL OR HEALTH IMPAIRMENTS..LEARNING DISABILITIES. MULTIHANDICAPS, THE HOMEBOUND. AND THEGIFTED. LISTED ARE PREPARATION AND DUTIES OF PROFESSIONALPERSONNEL, AND GENERAL SUGGESTIONS ARE OFFERED IN,REGARD TOCURRICULUM AND USE OF MATERIALS AND EQUIPMENT. ACCO4NTABILITY IS

EXPLORED IN TERMS OF PROGRAM STRUCTURE. STUDENT ANALYSIS ANDAPPRAISAL. AND ASSESSMENT OF OBJECTIVES. ALSO MENTIONED IS THENEED FOR PUBLIC .RELATIONS INFORMATION EFFORTS. (LH)

AN - ED101,193CHAN- CE002964TI - NAVAJO ADULT BASIC EDUCATION: FINAL REPORT. 1972-1973.OS -.NAVAHO COMMUNITY COLL., MANY FARMS. ARIZ.PD 73NO - 36P'.; FOR RELATED DOCUMENT, SEE CE 002 963IS - RIE75JUNPR - EDRS PRICE MF-$0.76 HC-$1.95 PLUS POSTAGESPO - OFFICE OF EDUCATION (DHEW). WASHINGTON. D.C.CG - 0EG-0-9-122055-4561(324): OEG-0. 70-5156(324)BN - 9-9-5.0-0055: 122148DT - R

IT - ACADEMIC ACHIEVEMENT:'*ADULT BASIC EDUCATION: AMERICAN INDIANSIT ART; BEHAVIORAL OBJECTIVES: CIVICS: CULTURAL AWARENESSIT CURRICULUM DEVELOPMENT'? DAILY LIVING SKILLS: DISADVANTAGED GROUPS

IT ENGLISH (SECOND LANGUAGE): ENROLLMENT INFLUENCES:,HAWDICRAFTS

IT - INSERVICE TEACHER EDUCATION: *NAVAHO: *PROGRAM DESCRIPTIONSIT *PROGRAM EVALUATION; *RELEVANCE (EDUCATION): SELF ESTEEMIT - VOTER REGISTRATIONAB THE ULTIMATE GOAL OF THE NAVAJO ADULT BASIC EDUCATION (NABE)

PROGRAM IS TO MAKE THE PARTICIPANTS RESPONSIBLE PARENTS SO THEY

MAY PARTAKE IN COMMUNITY AFFAIRS AND RE-EVALUATE THEIR OWN FAMILYAFFAIRS, THE 'FINAL REPORT SURVEYS THE PROGRAM'S SPECIFIC

34

a

%tVEaTIVES AND EVALUATES THE YEAR'S PROGRESS TOWARD ACHIEVINGTHEM. MAJOR ACCOMPLISHMENTS OF THE YEAR, SUCH AS EDUCATIONALFIELD TRIPS, THE DEVELOPMENT OF A CURRICULUM RELEVANT TO THE,

NAVAJO LIFE EXPERIENCE, EMPLOYMENT OF STUDENTS THROUGH ARTS ANDCRAFTS CLASSES, CIVIC EDUCATION AND VOTER REGISTRATION, AND THE

DEVELOPMENT OF A LANGUAGE PROGRAM FORNAVAJOS WHO DO NOT SPEAKENGLISH, ARE CITED. MOST OF THE NABE INSTRUCTORS ARE UNTRAINED.AND UNCERTIFIED; WEEKLY:INSERVICE TRAINING IN METHODOLOGY,TECHNIQUES. AND HUMAN,RELATIONS IS THEREFORE VITAL TO THEPROGRAM, THE EvALiumfbN PORTION OF THE DOCUMENT IS COMPRISED OF A

PROGRESS REPORT OF EIGHT PAGES LISTING SPECIFIC BEHAVIORALOBJECTIVES IN THE CURRICULAR AREAS .42,F READING AND LANGUAGE.MATHEMATICS, SOCIAL CHANGES, AND ATTTUDE, WITH THE TOTAL NUMBER0F. STUDENTS PARTICIPATING, AND THE NUMBER MILE AND THE NUMBER NOTABLE TO DEMONSTRATE THE LEARNING. SEX,. EMPLOYMENT, INCOME. ANDAGE DATA. REPRESENTED GRAPHICALLY, COWLETE THE REPORT. (Ad)

AN - ED101192CHAN- CF.002963 '

1'1 - NAVAJO ADULT BASIC EDUCATION:. FINAL REPORT 1971-1972.

.OS NAVAHO COMMUNITY COLL.. MANY FARMS, ARIZ.PD : 72Nct - 128P.; FOR RELATED DOCUMENT, SEE CE 002 964IS - RIE75JUNPR - EDRS PRICE MF-$0.76 HC-$6.97 PLUS POSTAGESPO - OFFICE OF EDUCATION (DHEW). WASHINGTON, D.C.CG - OEG-0-9-12055-4561(324); °Ea-0-70-5156(324)BN - 9-9-5.0-0055'; 122148DT R

IT - *ADULT BASIC EDUCATION; ADULT EDUCATION PROGRAMSIT - AMERICAN INDIANS; *CULTURAL AWARENESS: CURRENT EVENTSIT - CURRICULUM DEVELOPMENT; DAILY LIVING SKILLSIT - ENGLISH (SECOND LANGUAGE); ENROLLMENT INFLUENCESIT - INSERVICE TEACHER EDUCATION; INSTRUCTION; LEARNING ACTIVITIES

IT - *NAVAHO;t*POLITICAL ATTITUDES; *PROGRAM DESCRIPTIONSIT PROGRAM EVALUATION; RELEVANCE (EDUCATION); SELF ESTEEM,

;1' - TEACHER DEVELOPED MATERIALS; TEACHING METHODSAB THE THRUST OF THE NAVAJO ADULT BASIC EDUCATION (NABE) PROGRAM 1$

AIMED AT THREE MAJOR OBJECTIVES. FIRST, IT SEEKS TO ESTABLISH.THROUGH THE STUDY OF HISTORY AND CURRENT EVENTS, A.FEELING OFPRIDE IN NAVAJO CULTURAL HERITAGE. PROMOTING SELF-ESTEEM ANDBUILDING SELF-CONFIDENCE. NEXT, IT PREPARES THE NAVAJO TOFUNCTION BETTER IN THOSE AREAS OF THE DOMINANT CULTURE THAT MOST

AFFECT HIS, LIFE. AND, FINALLY, IT TEACHES THE TRADITIONAL THREE

R'S AS AN OUTGROWTH OF THE PARTICIPANTS' ENVIRONMENT AND PERSONALEXPERIENCE. THE PROGRAM HAS BEEN REFINED TO THE POINT THAT IT CAN

TEACH AND HELP EVERY ADULT ON THE RESERVATION, OF WHATEVEREDUCATIONAL BACKGROUND. WHO IS NOT A VICTIM OF BRAIN DAMAGE OR OFPERSONALITY DISORGANIZATION. ORGANIZATIONAL, ENROLLMENT. ANDINSERVICE TRAINING INFORMATION IS C'F1AINED IN THE REPORT.INTRODUCED BY A 15-PAGE RECOUNTING OF THE HISTORY OF,HISPANO-ANGLO-NAVAJO RELATIONS. A CURRICULUM OVERVIEW, ANINSTRUCTOR-BY-INSTRUCTOR SUMMARY OF "SPECIAL INTEREST" SUBJECTS

SAPAGE

\COVERED IN EACH CLASSROOM. A PROGRESS REPORT, AND AN ACCOUNT OFACHIEVEMENTS CONSTITUTE THE HEART OF THE DOCUMENT. ASELF-EVALUATION OF THREE BROAD ASPECTS OF NABE OPERATION(IMPLEMENTATION, INSTRUCTIONAL STAFF. AND ADMINISTRATION), ANDROLE DEFINITIONS FOR PERSONNEL CONCLUDE. THE REPORT. APPENDED AREMAPS, CHARTS, AND A BUDGET SUMMARY, (AUTHOR/AJ).

AN - ED101167CHAN- CE002934TI EL CHICANO: A CALL FOR COHESION.PD /1 .*

NO - 144P.; MAY BE MARGINALLY LEGIBLEIS - RIE75JUNPR - EDRS PRICE MF$0.76 HC-36.97 PLUS POSTAGEDT - RIT - *ADULT BASIC EDUCATION; 'ADULT VOCATIONAL EDUCATIONIT AMERICAN INDIANS: BILINGUAL EDUCATION: BILINGUAL TEACHER'AIDESIT - COMMUNICATION SKILLS; COOPERATIVES; CURRICULUM DEVELOPMENTIT -,*EARLY CHILDHOOD EDUCATION: ECONOMIC DEVELOPMENT( -

IT - ECONOMIC EDUCATION; ENGLISH (SECOND LANGUAGE): *MEXICAN AMERICANS.IT - PROGRAM DEVELOPMENT; RESEARCH NEEDSAB - THE PURDOSE OF THE PAPER IS TO OUTLINE SOME OF THE PROBLEMS :ND

CONSTRAINTS WHICH CURRENTLY PREVENT THE USE OF SCARCE RESOUFZESTO PROVIDE EFFECTIVE PROGRAMS FOR MEXICAN-AMERICANS AND INV1ANSIN THE SOUTHWESTERN UNITED STATES. AND TO PROPOSE A PROJECTDESIGNED TO REDUCE BUREAUCRATIC CONSTRAINTS: FOCUS IS PRIMARILYON THE DRSCHOOL AND ELEMENTARY CHILD (ON DEVELOPING PROGRAMSWHICH WILL HELP HIM NEGOTIATE THE SCHOOLS AND ON CHARGING THESCHOOLS TO MEET HIS NEEDS). IN ADDITION, ADULTS ARE INVOLVED IN ATHREE:PHASE PROGRAM WHICH INCLUDES ADULT BASIC EDUCATION,TRAINING ACTIVITIES FOR ADULTS WHO WISH TO WORK AS TEACHER AIDES,AND ALTERNATIVE TRAINING ACTIVITIES :ENABLING ADULTS TO INITIATE"COOPERATIVESt FOR ESTABLISHING SELF-DIRECTED ECONOMICDEVELOPMENT ENTERPRISES OF THEIR OWN. SUPPORT ACTIVITIES INCLUDESPECIFIC TRAINING FOR TEACHERS,AND ADULTS, AS WELL AS CURRICULUM

. DEVELOPMENT EFFORTS WHERE MATERIALS ARE IRRELEVANT ORNON-EXISTANT. AMONG THE APPENDIXES IS A 45PAGE REPORT TITLED"RESEARCH AND DEVELOPMENT NEEDS AND PRIORITIES FOR THE EDUCATIONOF THE SPANISH-SPEAKING PEOPLE."-BY DR. ATILANO A, VALENCIA IN1970, A BUREAU OF RESEARCH PROJECT UNDERTAKEN BY A SELECTEDCOMMITTEE FOR THE SOUTHWESTERN COOPERATIVE EDUCATIONALLABORATORY, INC. (AUTHOR/AJ)

AN ED100564CHAN- RC008254TI - TEACHER EDUCATION FOR A MULTI-CULTURAL SOCIETY: OVERVIEW OF A

PROGRAM.AU - MURPHY, D. M.OS - ALASKA STATE DEPT. OF EDUCATION, JUNEAU.PD - DEC 74NO 23P.

36

IS - RIE75MAY A

PR EDRS PRICE MF-$0.75 HC-$1.50 PLUS POSTAGESPO - OFFICE OF EDUCATION (DHEW). WASHINGTON. D.C. TEACHER CORPS.DT - K ! -

IT - AMERICAN INDIANS: *CROSS CULTURAL TRAININGIT - *CURRICULUM DEVELOPMENT: EDUCATIONAL PROGRAMS; ESKIMOSIT - HIGHER EDUCATION: PERFORMANCE BASED TEACHER EDUCATIONIT *PROGRAM DESCRIPTIONS: *RURAL EDUCATION: TEACHER EDUCATIONST - 'ALASKA RURAL TEACHER TRAINING CO; ARTTCST CROSS CULTURAL EDUCATION DEVELOPMENT. X CED ARTTCAB A JOINT TEACHER CROPS/CAREER OPPORTUNITIES PROGRAM/STATE OF

ALASKA 0ROJECT IN ITS WTH YEAR. CROSS-CULTURAL EDUCATIONDEVELOPMENT /ALASKA RURAL TEACHER TRAINING CORPS (.X-CED/ARTTC)FOCUSES ON EXPLORATION OF THE ENDS DESIRABLE TO MEET THEEDUCATIONAL NEEDS OF THE CULTURALLY DIFFERENT AND DEVELOPMENT OFTHE PROCESSES NECESSARY TO ACHIEVE THEM. A MICROCOSM OF THE

. BROADER SOCIETY,. IT PROVIDES A COHESIVE ENVIRONMENT DEALING NOTONLY WITH fAt DELIVERY, OF INSTRUCTION BUT WITH CROSS-CULTURALDYNAMICS ANDTHE-;POLITICS OF EDUCATIONALCHANGE. X-CED/ARTTCDEPARTS'FROWTHE 'HISTORICAL TEACHER EDUCATION PROGRAM IN THAT:(1) THE STUDENTS ARE FIELD-BASED: (2) "TEAM LEADERS" AREUNIVERSITY INSTRUCTORS WITH FULL FACULTY STATUS. SALARIEDEXCLUSIVELY FROM 'STATE FUNDS AND LOCATED PERMANENTLY IN THEFIELD;,. AND (3) A 'NEW AND ALTERNATIVE CURRICULUM (IN CONTENT.PROCESS. MEANS. AND LOCALE OF DELIVERY) IS BEING CREATED BY THEFACULTY WHO COMBINE THEIR., KNOWLEDGE AND TALENTS WITH THEIREXPERIENCE FROM LIVING AND WORKING IN THE CLIENTELE'S CULTURAL'

1 ENVIRONMENTS. THIS PAPER PRESENTS AN OVERVIEW OF 4HE: (1)PROGRAM'S EFFORTS AND (2) PLAN TO DEVELOP A CURRICULUM WHICHIHAS'UNIQUE FEATURES AND WILL CO-EXIST WITH THE MORE CONVENTIONALUNIVERSITY OFFERING. THE PROPOSED UNDERGRADUATE AND GRADUATEPROGRAMS ARE OUTLINEBY AREAS OF STUDY AND DEGREE. EMPHASIS. (NO)

AN - Ed108179CHAN- S0503409TI - UTILITY OF FICTION ABOUT THE AMERICAN INDIAN IN THE INTERMEDIATE

SOCIAL STUDIES PROGRAMAU - FISHER. LAURASO - SOCIAL STUDIES; 65: 7: 297-299PD - DEC 74 >

IS - C1JE75IT - *AMERICAN INDIANS: *FICTION: *SOCIOLOGICAL NOVELSIT - *SOCIAL STUDIES: 'ETHNIC STUDIES: EVALUATION CRITERIA.IT - CURRICULUM DEVELOPMENT: CROSS CULTURAL TRAININGIT - EDUCATIONAL RESEARCH: INTERMEDIATE ,GRADESAB - THE AUTHOR ADVOCATES THE USE OF AMERICAN INDIAN FICTION TO TEACH

ETHNIC AND SOCIOLOGICAL CONCEPTS: CRITERIA FOR ANALYZING ANDRATING THE CULTURAL AND SOCIOLOGICAL WORTH OF THE NOVELS AREPROVIDED. (DE)

37

4..

j

PAGE

AN. - ED099447CHAN- UD014b70TI PROVIDING K12 MULTI-CULTURAL CURRICULAR EXPERIENCES..REVISED

EDITION.AU - MACK. LOUISE; FLOWERS, HAZELOS - OHIO STATE DEPT. OF EDUCATION, COLUMBUS. OFFICE OF EQUAL

EDUCATIONAL OPPORTUNITY.PD JAN 74NO 75P.IS RIE5APRPR. - EDRS PRICE MF-$0.75 HC NOT AVAILABLE FROM EDRS. PLUS POSTAGEAV . OFFICE OF EQUAL EDUCATIONAL OPPORTUNITY, 65 5.. FROST STREET,

SUITE 1015. tOCUMBUS. OHIO 43215SPO - OFFICE OF EDUCAT/ON,(DHEW), WASHINGTON. D.C.DT - CIT - AFRICAN AMERICAN STUDIES: AMERICAN INDIANS: "BICULTURALISMIT - CULTURAL INTERRELATIONSHIPS: CURRICULUM DEVELOPMENTIT - +CURRICULUM GUIDES: *ELEMENTARY SCHOOL CURRICULUMIT - HIGH SCHOOL CURRICULUM; .*KINDERGARTEN: MEXICAN AMERICANSIT - MULTICULTURAL TEXTBOOKS: NEGRO HISTORY:.. PUERTO RICANSST - OHIOAB - THIS'CURRICULUM GUIDE SEEKS TO PROVIDE TEACHERS WITH A BRIEF

'ACCOUNT OF FOUR MINORITY GROUPS IN THE UNITED STATES:AFRO-AMERICANS. AMERICAN INDIANS. MEXICAN-AMERICANS. AND PUERTORICANS. BECAUSE AFRO-AMERICANS 'CONSITUTE THE LARGEST MINORITYGROUP. THEY ARE DEALT WITH MORE EXTENSIVELY THAN THE OTHER THREEGROUPS. THIS CURRICULUM GUIDE IS DESIGNED TO BE USEDI1BY TEACHERSIN ALL SUBJECT AREAS IN GRADES KINbERGARTEN.THROUGH 12. AS THEYINCORPORATE MINORITY HISTORY AND CULTURE INTO THE TOTALCURRICULUM. TEACHERS SHOULD NOT BE LIMITED BY THE INFORMATION ANDSOURCES IN THIS PUBLICATION: DUE TO SPACE LIMITATIONS. THE GUIDEIS A HIGHLIGHTING OF EVENTS RATHER THAN A COMPREHENSIVE HISTORY.THERE ARE THREE WAYS TO LOCATE INFORMATION: BY SUBJECT MATTER. BYDATE. AND BY MEANS OF THE ALPHABETICAL INDEX. TO SPEED THELOCATION OF MATERIAL PERTAINING TO OHIOANS AND OHIO HISTORY. ACOLOR SCREEN HAS BEEN APPLIED TO THIS MATERIAL. THIS CURRICULUMGUIDE LENDS ITSELF TO A VARIETY OF TEACHING METHODS. TWO OF THESEARE: (1) "PRESENT-TO-PAST." THIS METHOD CAPITALIZES ON STUDENTS'AWARENESS OF CURRENT EVENTS. WHAT IS HAPPENING TODAY IS STUDIEDAND DISCUSSED IN RELATION TO FORMER EVENTS'. (2) RELATED EVENTS.SINCE NO EVENT OCCURS IN A VACUUM. TEACHERS OF VARIOUS SUBJECTSCAN RELATE THEIR DISCUSSION OF INVENTIONS, SCIENTIFICDISCOVERIES. ARTISTIC TRIUMPHS. GREAT NEWSPAPER EDITORS. TO OTHERHAPPENINGS OF THE TIME PERIOD'BEING DISCUSSED. (AUTHOR/4M) .

O 38

AN EJ107819CHAN- RC801850TI AN INDIAN MUSIC CURRICULUM

. AU - JOHNSON. THOMAS F.SO JOURNAL OF AMERICAN INDIAN EDUCATION: 14; 1; 18.25PD OCT 74IS - CIdE75IT *AMERICAN INDIANS; 'AESTHETIC EDUCATION: *CURRICULUM DEVELOPMENTIT *MUSIC EDUCATION: CULTURAL ENRICHMENT; HIGHER EDUCATIONIT INSTRUCTIONAL MATERIALSST *ALASKA

4

AN - ED099151CHAN- RC008215TI EMERGING ROLE OF THE TEACHER AIDE IN NAVAJO EDUCATION. A GUIDE

BOOK.AU - PRATT. WAYNE f. ED.; RAMEY. JOSEPH H.. ED.OS - BUREAU OF INDIAN AFFAIRS (DEPT. OF INTERIOR). WINDOW ROCK, ARIZ.PD - 74NO 179P.IS - RIE75APRPR - EDRS PRICE MF-$0.75 HC-$9.00 PLUS POSTAGEDT C7r - *AMERICAN INDIANS: *BILINGUAL EDUCATION; COUNSELING

- CREATIVE ACTIVITIES: CURRICULUM DEVELOPMENT: LANGUAGE ARTSIT - PARENT TEACHER COOPERATION: *ROLE PERCEPTIONIT - SECOND LANGUAGE LEARNING: STORY TELLING; *TEACHER AIDESIT - *TEACHING GUIDES: TEAM TEACHINGST - *NAVAJOSAB - BASED ON THE EXPERIENCES OF 52 NAVAJO TEACHER AIDES IN A 10 WEEK

TRAINING COURSE (1974). THIS TEACHER AIDE GUIDE BOOK FOR ALLGRADE LEVELS IS PRIMARILY DESCRIPTIVE. THOUGH 'HELPFUL HINTS" AREPROVIDED FOR TEACHER AIDES IN BUREAU OF INDIAN AFFAIRS SCHOOLSFOR NAVAJO CHILDREN. EMPHASIZING THE IMPORTANCE OF THE TEACHERAIDE'S ROLE IN THE "TEAM TEACHING PROCESS ". EACHER AIDES AREENCOURAGED TO ENVISIOa THEIR ROLE AS A 'VITAL LINK IN 7HE TEAMTEACHING PROCESS" AND TO SEEK FURTHER PROFESSIONAL TRAINING SOTHAT THEY ULTIMATELY QUALIFY AS TEACHERS. BRIEF SECTIONS ON THEAMERICAN INDIAN. IN GENERAL.. AND THE HISTORY OF INDIAN EDUCATION,IN PARTICULAR. ARE FOLLOWED BY CHAPTERS DEALING WITH: CURRICULUMDEVELOPMENT (DEFINITIONS. CONTRIBUTIONS4AND SUGGESTIONS):LANGUAGE ARTS (EMPHASIS ON THE IMPORTANCE OF COMMUNICATIONSKILLS); THE ENGLISH PHONETIC SYSTEM (ILLUSTRATIONS. ARRANGED FOREASY RE0RODUCTION, INCLUDE PICTURES WITH WRITTEN AND PRINTEDALPHABETS); STORYTELLING (THE ART OF STIMULATING STORYTELLING ISDESCRIBED WITH EXAMPLES OF STORIES TOLD BY CHILDREN); CREATIVEACTIVITIES (25 SPECIFIC ACTIVITIES); COUNSELING (APPROACHES);PARENT/TEACHER RELATIONSHIPS AND PARENT/TEACHER AIDERELATIONSHIPS (EMPHASIS ON THE IMPORTANCE OF COMMUNICATION); ROLEDIFFERENTIATION (EXAMPLES OF PRACTICES CONSIDERED BOTH HELPFULAND DETRIMENTAL TO THE TEACHING-LEARNING.PROCESS): ANDILLUSTRATED CREATIVE PROJECTS!. (JC)

39

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k

AN - ED098003CHAN- RC008202TI AN INDIAN PHILOSOPHY OF EDUCATION.'AU - BRYDE. JOHN F., ED.OS - SOUTH DAKOTA UNIV., VERMILLION. INST. OF INDIAN STUDIES.PD - 74NO 53P.'IS RIE75MARPR EDRS PRICE MF-50.75 HC-53.15 PLUS POSTAGEDT - 0IT - ADMINISTRATOR EDUCATION; AMERICAN INDIAN CULTUREIT - AMERICAN INDIANS: CHANGE AGENTS; CULTURAL BACKGROUNDIT - CURRICULUM DEVELOPMENT; DOCTORAL PROGRAMSIT - EDUCATIONAL INNOVATION; *EDUCATIONAL PHILOSOPHYIT - LEADERSHIP TRAINING: RELIGIOUS FACTORS; SELF ACTUALIZATIONIT - SELF DIRECTED GROUPS: VALUESAS - THE UNIVERSITY OF SOUTH DAKOTA OFFERED AN UNUSUAL NEW CLASS

ENTITLED "INDIAN PHILOSOPHY OF EDUCATION." DURING THE 1972.73SCHOOL YEAR. THE CLASS' WAS INITIATED IN RESPONSE'TO INDIANLEADERS' REQUESTS TO THE UNIVERSITY FOR EDUCATIONAL LEADERSHIP.TRAINED AT THE HIGHEST LEVEL POSSIBLE (DOCTORAL). IN ORDER TOBRING ABOUT INDIAN SELF-DETERMINATION IN EDUCATION. INDIANDOCTORAL STUDENTS, PARTICIPATING IN THE CLASS DID ALL OF THEIR OWNTEACHING AND FURNISHED ALL INPUT FOR THE CLASS. THE FIRST STEP INTHE CLASS ORGANIZATION WAS, THE DEVELOPMENT OF A SET OF BASICBELIEFS COMMON TO ALL PARTICIPANTS. THESE BASIC BELIEFS AREEXAMINED IN DEPTH IN 10 PERSONAL PHILOSOPHIES WRITTEN BY THEPARTICIPANTS. THE INDIAN PHILOSOPHY OF EOUCATION CLASS EXPRESSEDBASIC BELIEFS IN "THE NEED TO BE'INDIAN...THE NEED TO DEFINEINDIAN-NESS...THAT EDUCATION IS.A MORAL DEVELOPMENT, NOT ONLY ANINTELLECTUAL ONE. .THAT CONTEMPLATION IS THE WAY TO REALITY ANDULTIMATE TRUTH...THAT MAN WITHOUT THE SUPREME BEING IS HELPLESS'AND INSIGNIFICANT...THAT A SUCCESSFUL PERSON IS ONE WHO HASHUMILITY. SELF-DENIAL. AND WISDOM. .THE NEED TO KNOW INDIANANCESTRY...THE RETURN TO INDIAN VALUES." THE 1972-73 CLASS IS THEFIRST FALTERING STEP'TOWAROSA FULL-BLOWN INDIAN EDUCATIONPHILOSOPHY; OTHER INDIAN STUDENTS WILL COME ALONG. BUILD ON,MODIFY OR ADD TO THESE FIRST BUILDING BLOCKS-LANDMARKS IN INDIANEDUCATIONAL LITERATURE. (AH)

AN - ED097171CHAN- RC008179TI - INDIAN EDUCATION: STATE OF IDAHO JOHNSON-O'MALLEY PROGRAM. ANNUAL

REPORT. 1971-1972.AU - SNOW, MAXOS - IDAHO STATE DEPT. OF EDUCATION. BOISE.PD - 72NO - 25P.: FOR RELATED DOCUMENTS. SEE ED 051 929 AND RC 008' 178-181IS - RIE75FEB'PR - EDRS PRICE MF-S0.75 HC-S1.85 PLUS POSTAGESPO - BUREAU OF INDIAN AFFAIRS (DEPT, OF INTERIOR). WASHINGTON. D:C.Dr Y

40

4

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IT r AMERICAN INDIANS: ANNUAL REPORTS; ATTENDANCE: COUNSELING;IT CURRICULUM DEVELOPMENT: EDUCATIONAL ACCOUNTABILITY.LT. 'EDUCATIONAL INNOVATION: ENRICHMENT PROGRAMS: ENROLLMENT

IT .- '' FEDERAL PROGRAMS: 1NSERVICE TEACHER EDUCATION: KINDERGARTEN

IT LuncH PROGRAMS; SCHOOL COMMUNITY RELATIONSHIP; *STATE FEDERAL AID

IT SUMMER PROGRAMS: 'TABLES (DATA)ST r IDAHO: JOHNSON 0 MALLEY ACT; JOM

AB IN COMPLIANCE WITH FEDERAL REGULATIONS. THE STATE OF IDAHOSUBMITTED THIS 1971-72 ANNUAL REPORT TO THE BUREAU OF INDIANAFFAIRS REGARDING THEIR EDUCATIONAL FUNDS UNDER THEJOHNSON-O'MALLEY (JOM) PROGRAM. SUPPORT FOR /HE EDUCATION OF

PUBLIC SCHOOL STUDENTS IS PROVIDED BY THE STATE FOUNDATION

' PROGRAM. JOM FUNDS AND THE INDIAN EDUCATION PROGRAM AFFECT 14'4SCHOOL,DISTRICTS. THE MAJOR OBJECTIVES OF THE IDAHO INDIAN

EDUCATION PROGRAM WERE TO: (1) ASSIST PUBLIC SCHOOLS WITH

CATEGORICAL GRANTS-IN-AID: (2) ENCOURAGE. NEW PROGRAMS ANDAPPROACHES TO LEARNING AND TEACHING: (3) BRING ABOUT BETTERUNDERSTANDING AND COMMUNICATION BETWEEN THE scHopt. AND COMMUNITY;

(4) PROVIDE INSERVICE TRAINING FOR,TEACHERS AND TEACHER AIDES;(5) MAKE POSSIBLE THE PARTICIPATION OF ALL INDIAN STUDENTS INSCHOOL ACTIVITIES AND PROGRAMS BY PROVIDING FUNDS TO SCHOOLS FORCOSTS AND FEES NORMALLY PAID BY PARENTS. JOM FUNDS'HAVE HELPED TO

PROVIDE THE EXPENSES OF KINDERGARTENS. SUMMER PROGRAMS. WORKSHOPS

FOR TEACHERS. AND MANY OTHER SPECIAL PROGRAMS THAT STATE FUNDING

ALONE COULD NOT PROVIDE. NEW LEGISLATION THAT TOOK OVER MOST OFTHE iUNDIJ1G OF THE LUNCH PROGRAM,LEFT THE JOM LUNCH FUNDS TO BE

CHANNELED' INTO OTHER SPECIAL PROGRAMS. STATISTICAL TABLES ANDCHARTS COVERING SUCH ITEMS AS ENROLLMENT ,AND TRANSPORTATION.ATTENDANCE. SCHOOL DISTRICT TAX LEVIES, DROP OUT RATE, AND JOMFINANCIAL REPORTS FOR THE STATE AND THE SCHOOL DISTRICTS CO PRISE

THE MAJORITY OF THE DOCUMENT. (AH)

AN 1 ED097170CHAN- RC008178TI - INDIAN EDUCATION: STATE OF IDAHO JOHNSON-O'MALLEY PROGRAM. ANNUAL

REPORT, 1970-1971.AU - SNOW. MAXOS - IDAHO STATE DEPT. OF EDUCATION. BOISE.PD 71NO - 35P.: FOR RELATED DOCUMENTS. SEE ED 051 929 AHDRC 008 179-181

IS RIE75FEBPR - EDRS PRICE MF-$0.75 HC-$1.85 PLUS POSTAGE

SPO BUREAU OF INDIAN AFFAIRS (DEPT OF INTERIOR). WASHINGTON. D.C.

DT - YIT -"*AMERICAN INDIANS: ANNUAL REPORTS: ATTENDANCEIT - COUNSELING SERVICES; CULTURAL AWARENESS; CURRICULUM DEVELOPMENT

IT - 'EDUCATION; EDUCATIONAL ACCOUNTABILITY; ENROLLMENT: EXPENDITURES

IT 'FEDERAL PROGRAMS; KINDERGARTEN: LUNCH'PROGRAMSIT - STATE DEPARTMENTS OF EDUCATION; 'STATE FEDERAL AID

0 IT 'TABLES (DATA): TEACHERS; TRANSPORTATION: WORKSHOPS

ST - IDAHO: 'JOHNSON 0 MALLEY ACT; JOMAB THE 1970-71 REPORT TO THE BUREAU OF INDIAN AFFAIRS (BIA) CONTAINS

INFORMATION RELATIVE TO THE CONTRACT OF THE STATE OF IDAHO WITH

4.1

//

PAGE

THE UNITED STATES GOVERNMENT FOR JOHNSON-O'MALLEY (JOM) FUNOS TOEDUCATE AMERICAN INDIANS IN IDAHO. THE METHODS OF FINANCING ARE

GIVEN, ANO THE STATE FOUNDATION PROGRAM IS OESCRIBEO. JOM FUNDS

ANO THE INOIAN EDUCATION PROGRAM AFFECT 14 DISTRICTS ANO ARE SET

UP TO: (1) ASSIST PUBLIC SCHOOLS WITH CATEGORICAL GRANTS -IN -AID;

(2) ENCOURAGE NEW PROGRAMS ANO APPROACHES TO LEARNING ANOTEACHING; (3) BRING ABOUT UNOERSTANDING ANO COMMUNICATION BETWEEN

SCHOOL ANO COMMUNITY: (4) PROVIDE INSERVICE TRAINING FOR TEACHERS

ANO TEACHER AIDES: ANO (5) MAKE POSSIBLE PARTICIPATION, OF ALLAMERICAN INOIAN STUDENTS IN SCHOOL ACTIVITIES ANO PROGRAMS BYPROVIDING FUNDS TO SCHOOLS. TAKING CARE OF COSTS ANO FEES

NORMALLY PAID BY PARENTS. THESE JOM EUNOS ARE BRINGING MORE OFTHE AMERICAN INDIAN CULTURE ANO HERITAGE INTO THE SCHOOL

CURRICULUM ANO TEXTS: yPGRAOING LIBRARIES: EMPLOYING COUNSELORS;

PROVIDING KINDERGARTENS: BROADENING EXTRA-CURRICULAR ACTIVITIES(CLUBS. TOURS); ANO PROVIDING OTHER SERVICES FOR THE AMERICANINDIAN STUDENT. THE MAJORITY OF THE DOCUMENT IS COMPRISED OFSTATISTICAL TABLES ANO DATA THAT COVER SUCH AREAS AS STATE ANO

JOM ENROLLMENT. TRANSPORTATION. ATTENDANCE. ,SCHOOL LUNCHES,

PUBLIC LAW 874, ANO JOM FINANCIAL REPORTS FOR THE STATE AND FOR

EACH SCHOOL DISTRICT. (AH)

AN - E0097163CHAN- RC008171TI - AN INTRODUCTION TO THE ALASKA DEPARTMENT OF EOUCATION NO

INFORMATION ON PEOPLE, GOVERNMENT. HISTORY. GEOGRAPHY.

AU - GRIESER. CHRIS. E0.OS - ACASKA_STATE DEPT. OF EDUCATION. JUNEAU. OFFICE OF PUBLIC

INFORMATION ANO PUBLICATIONS.PO MAR. 73NO - 32P.: FOR RELATED DOCUMENT. SEE ED 034 624

IS - RIE75FEBPR -- EORS PRICE MF-$0.75 HC-51.B5 PLUS POSTAGEOT BIT - ADULT EDUCATION; *AMERICAN INDIANS: BILINGUAL EDUCATION

IT BOARDING SCHOOLS: CORRESPONDENCE STUDY: CURRICULUM DEVELOPMENT

IT ECONOMIC FACTORS: *EDUCATIONAL NEEDS: *EDUCATIONAL PROGRAMS

IT ESKIMOS; HIGHER EDUCATION; HISTORYIT PHYSICAL DIVISIONS (GEOGRAPHIC): RURAL SCHOOLS'

IT - SCHOOL DISTRICTS: SMALL SCHOOLS; STATE GOVERNMENT

IT - VOCATIONAL EDUCATIONST - *ALASKA: ALEUTSAB - (HE LARGE NUMBER OF REQUESTS FOR GENERAL INFORMATION ON ALASKA

HAS RESULTED IN THE COMPILATION OF THIS BOOKLET. ALASKA'S SCHOOL -

SYSTEM IS MADE4UP.OF OISTRICT SCHOOLS ANO STATE -OPERATED SCHOOLS.

THE 29 SCHOOL DISTRICTS (CONTROLLED BY THE LOCAL SCHOOL BOARDS)VARY IN SIZE FROM 40 PUPILS WITH 4 TEACHERS TO 34.000 PUPILS WITH1.500 TEACHERS. 20AROING HIGH SCHOOLS. BOARDING HOME PROGRAMS.CORRESPONDENCE STUDY, ADULT EDUCATION. BUREAU OF INDIAN AFFAIRS'

ROLE IN EDUCATION. INSTITUTIONS OF HIGHER,LEARNING. ANO TEACHERSARE DISCUSSED. PROGRAMS TO MEET THE NEEDS OF THE ALASKAN STUOENTHAVE BEEN DEVELOPED BY ALASKAN EDUCATORS THROUGH CURRICULUMMATERIALS BASED ON SETTINGS ANO EVENTS FAMILIAR TO THESE

_TS

PAGE

STUDENTS. A HISTORICAL SKETCH OF ALASKA AND ITS PRESENT ECONOMYAND GOVERNMENT ARE INCLUDED. THE GEOGRAPHIC DIVISION OF ALASKAAND THE DISTRIBUTION OF ESKIMOS. AMERICAN INDIANS. AND ALEUTS AREDESCRIBED. LISTS OF FACTS AND FIGURES. HISTORICAL MILESTONES,INFORMATION SOURCES, AND MISCELLANEOUS INFORMATION CONCLUDE THEBOOKLET, (AH)

AN - ED097145CHAN- RC008148TI - IMPACTE: A DESCRIPTIVE REPORT AND EVALUATION OF THE FIRST 18

MONTRa, INDIAN AND METIS PROJECT FOR CAREERS THROUGH TEACHEREDUCATION .

AU - SIMON, ROGER I.. COMP.; AND OTHERSOS - DEPARTMENT.OF INDIAN AFFAIRS AND NORTHERN DEVELOPMENT, OTTAWA

(ONTARIO).PD - 73NO - 75P.IS - RIE75FEBPR - EDRS PRICE MF-$0.75 HC-$4.20 PLUS POSTAGEDT R

IT - AMERICAN INDIANS; CAREER EDUCATION; CHANGE STRATEGIESIT - CURRICULUM DEVELOPMENT; PROBLEM SOLVING; PROGRAM DESCRIPTIONSIT - *PROGRAM EVALUATION; SELF EVALUATION; TEACHER EDUCATIONAB - THE IMPACTE PROJECT (INDIAN AND METIS PROJECT FOR CAREERS THROUGH

TEACHER EDUCATION). INITIATED IN.AUGUST (971. AIMED TO: (1) TRAINNATIVES TEACHERS WITHIN THE FRAMEWORK OF THE REGULAR CERTIFICATIONPROGRAAT THE FACULTY OF EDUCATION. BRANDON UNIVERSITY(MANITOBA. CANADA) AND (2) PROVIDE A NEW "CAREER LADDER" FORINDIAN AND METIS PEOPLE. OF THE 53 TREATY AND NON- TREATY NATIVESTUDENTS WHO ENTERED THE PROGRAM IN 1971. 32 PERCENT DROPPED OUTTHE FIRST YEAR. OF PRIME IMPORTANCE WAS THE FACT THAT IMPACTE HADSHOWN AN ABILITY TO IDENTIFY AND COPE WITH ITS OWN PROBLEMS;THEREFORE. CONTINUED FUNDING AND SUPPORT FOR IMPACTE WAS WELLJUSTIFIED. THIS FIRST EVALUATIVE REPORT CONCENTRATES ONDESCRIPTIVE DIAGNOSTIC INFORMATION ABOUT INTERNAL. OPERATIONSWHICH PROVIDED THE ADMINISTRATION WITH FEEDBACK ABOUT POSITIVEAND NEGATIVE FEATURES OF THE PROGRAM'S FIRST YEAR. GIVEN IN THEREPORT'S THREE SECTIONS ARE: A DESCRIPTION OF PROGRAM OBJECTIVES,ASSUMPTIONS. AND ORGANIZATIONAL STRUCTURE; A REPORT OF ANINDEPENDENT EVALUATION OF THE FIRST YEAR; AND A DESCRIPTION OFPROGRAM CHANGES IN THE SECOND YEAR WHICH HAVE ATTEMPTED TO .OLVESOME OF THE PROBLEMS RAISED BY THE EVALUATION. THE APPENDIXESCONSIST OF STUDENT PROFILES. BAR GRAPHS TO HIGHLIGHT ORSUPPLEMENT INFORMATION CONTAINED IN THE PROFILES. AND COMMENTSFROM TEACHERS AND PRINCIPALS. (NO)

43

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J

AN - EJ103440CHAN- AA518992TI INDIANS IN CHARGE HEREAU - MOOREFIELD. STORY*"SO - AMERICAN EDUCATION: 10; 8; 6-10PD - OCT 74IT - *AMERICAN INDIANS: 'PROGRAM DESCRIPTIONS; *FEDERAL LEGISLATIONIT - *TRIBES; *EDUCATIONAL EXPERIENCE; CURRICULUM DEVELOPMENTIT - EDUCATIONAL OPPORTUNITIES; INSTRUCTIONAL IMPROVEMENTIT - EDUCATIONAL INNOVATIONST - *INDIAN EDUCATION ACTAB - THREE REPRESENTATIVE PROGRAMS OPERATED BY AND FOR NATIVE

AMERICANS ILLUSTRATE THE PURPOSE AND THE PROMISE OF THE INDIAN'EDUCATION ACT. (EDITOR)

AN - Ed103077CHAN- RC501582TI - ADVISORY COUNCIC ISSUES ANNUAL REPORT TO CONGRESSSO - EDUCATION JOURNAL OF THE INSTITUTE FOR THE DEVELOPMENT OF INDIAN

LAW; 2: 4; 16-23PD NOV' 73IT - 'AMERICAN INDIANS; *ANNUAL REPORTS: *ADVISORY COMMITTEESIT - *FEDERAL PROGRAMS: BILINGUAL EDUCATION; CURRICULUM DEVELOPMENTIT - COMMUNITY CONTROL; EDUCATIONAL FINANCE; GOVERNMENT ROLEST - *NATIONAL ADVISORY COUNCIL ON INDIhNSAB - THE 6 MAIN RECOMMENDATIONS AND THE PROPOSED.BUDGET FOR FY '75

THAT THE NATIONAL ADVISORY COUNCIL ON INDIAN EDUCATION PRESENTEDIN ITS FIRST ANNUAL REPORT TO CONGRESS ARE EXPLAINED. (KM)

AN - EJ103067CHAN- RC501572TI - CAL STUDY ON AMERICAN INDIAN EDUCATIONSO - EDUCATION JOURNAL OF THE INSTITUTE FOR THE DEVELOPMENT OF INDIAN

LAW: 2: 2; 17-19PD - SEP 73IT - *AMERICAN INDIANS; *FEDERAL GOVERNMENT; *LANGUAGE RESEARCHIT - *POLICY FORMATION; CURRICULUM DEVELOPMENT: LANGUAGE PROGRAMSIT LANGUAGE PLANNING: RESOURCE MATERIALS; TEACHER CERTIFICATIONST - *CENTER FOR APPLIED LINGUISTICS: CALAB - (ARTICLE REPRINTED FROM."THE LINGUISTIC REPORTER". VOL. 15. NO.

' 4-5. MAY-JUNE 1973) THE CENTER. FOR APPLIED LINGUISTIC HASRECENTLY COMPLETED A STUDY ON LANGUAGE. POLICY IN AMERICAN INDIAN'EDUCATION. THE STUDY, PREPARED FOR THE BUREAU OF INDIAN AFFAIRS,'WILL BE USED AS AN AID IN DESIGNING NEW CLASSROOM CURRICULA ANDMATERIALS AS WELL AS SETTING REVISED TEACHER CERTIFICATIONSTANDARDS. (KM)

44

AN EJI03049CHAN- RC501554TI FEATURE PROGRAM: PROJECTSO EDUCATION JOURNAL OF THE INSTPUTE FOR THE DEVELOPMENT OF INDIAN

LAW: 1: 7; 22-24PD - MAR 73IT - *AMERICAN INDIANS; *EDUCATIONAL OBJECTIVES; FEDERAL AIDIT *PROGRAM DESCRIPTIONS; CURRICULUM DEVELOPMENTIT - COMMUNITY INVOLVEMENT; DROPOUTS; PROGRAM EFFECTIVENESSIT - SELF DIRECTED GROUPSST - *NORTHERN INDIAN'CAIIFORNIA EDUCA: NICEAB - THE NORTHERN INDIAN CALIFORNIA EDUCATION PROJECT, ESTABLISHED IN

1971, HAS PILOT PROGRAMS IN 6 SCHOOLS WHICH REACH OUT'TO 24ADDITIONAL SCHOOLS, THE ARTICLE LISTS PROJECT GOALS, THEIMPLEMENTATION OF THESE GOALS, ACCOMPLISHMENTS, AND AVAILABLEMATERIALS. (KM)

AN - ED095073CHAN- S0007707TI - A BILINGUAL NAVAJO CURRICULUM PROJECT. PROFILES OF PROMISE 16.AU - MARKOWITZ. ALAN; HALEY, FRANCESOS - ERIC CLEARINGHOUSE FOR SOCIAL STUDIES/SOCIAL SCIENCE EDUCATION,

BOULDER, COLO.OS - SOCIAL SCIENCE EDUCATION CONSORTIUM, INC.. BOULDER. cow.PD - 73NO - 4P.; FOR A. DESCRIPTION OF THE PROFILES OF PROMISE SERIES, SEE ED

065 406IS - RIE74DECPit - EDRS PRICE MF-$0.75 HC -$1.50 PLUS POSTAGEAV - SOCIAL SCIENCE EDUCATION CONSORTIUM, 855 BROADWAY, BOULDER,

COLORADO 8D302 ($9.00 F.OR 30 ISSUES)SPO - NATIONAL INST. OF EDUCATION (DHEW). WASHINGTON. D.C.

--- IT -- AMERICAN INDIAN CULTURE; AMERICAN INDIAN LANGUAGES- *AMERICAN INDIANS; BICULTURALISM; *BILINGUAL EDUCATION

--, IT - BILINGUALISM: BILINGUAL SCHOOLS; CROSS CULTURAL STUDIESIT - CURRICULUM DEVELOPMENT; ELEMENTARY EDUCATIONIT - *ENGLISH (SECOND LANGUAGE); INSTRUCTIONAL MATERIALSIT - LANGUAGE PROGRAMS; *NAVAHO; *READING PROGRAMS: RURAL EDUCATIONST - *PROFILES OF PROMISE; SAN JUAN SCHOOL DISTRICTAB - NINETY-SIX PERCENT OF THE STUDENTS WHO ENTER FIRST GRADE IN THE

SAN JUAN SCHOOL DISTRICT, BLANDING. UTAH, CANNOT SPEAK ORUNDERSTAND ENGLISH. THEY ARE NAVAHO AND ATTEND SCHOOL ON THENAVAHO RESERVATION. A UNIQUE BILINGUAL NAVAHO CURRICULUM PROJECTHAS BEEN DEVELOPED TO PROVIDE LEARNING MATERIALS IN THE NAVAHOLANGUAGE TO ENABLE'THE CHILD TO LEARN WHEN HE FIRST ENTERSSCHOOL, REGARDLESS OF THE LANGUAGE HE SPEAKS. USING FILM-STRIPS,CASSETTE RECORDINGS. SLIDES. 16 MM FILMS, BOOK ILLUSTRATIONS, ANDTHE PRINTED WORD, THE PROJECT TRANSLATES THE LEARNING MATERIALSFOUND IN THE CLASSRCOM INTO THE NAVAHO LANGUAGE. MAJOR OBJECTIVESOF THE SAN JUAN EDUCATIONAL PROGRAM ARE TO PROVIDE INSTRUCTION INTHE LANGUAGE THE CHILD UNDERSTANDS BEST SO THAT HE DOES NOTBECOME RETARDED IN THE ACADEMIC AREAS WHILE LEARNING THE COMMON

r

INSTRUCTIONAL LANGUAGE: BUILD A POSITIVE SELF IMAGE OF ALL

CHILDREN: AND DEVELOP CLOSER COMMUNICATION AND UNDERSTANDINGBETWEEN. PARENTS AND TEACHERS. EVALUATION SHOWS THAT THE NAVAHOCHILDREN IN THE PROGRAM HAVE LMPROVED IN THEIR READING AND INTHEIR ATTITUDES TOWARD SCHOOL. (AUTHOR/DE)

AN -'ED094924CHAN- RC00808271 - A CULTURAL TRANSITION.AU SULLIVAN, TROYPD - MAY 74NO 13P.; FOR RELATED DOCUMENTS. SEE RC008075-081: RC008083-087IS - RIE74DEC,PR - DOCUMENT NOT AVAILABLE FROM EDRS.AV NOT AVAILABLE SEPARATELY. ECE RC008075IT - ADJUSTMENT (TO ENVIRONMENT): 'AMERICAN INDIANS

IT - 'CROSS CULTURAL STUDIES: CROSS CULTURAL TRAININGIT - CURRICULUM DEVELOPMENT; 'ESKIMOS: FEDERAL AID: FEDERAL PROGRAMSIT - PROGRAM DESCRIPTIONS: SPEECHES: STATE PROGRAMS; 'TEACHER AIDES

IT - 'TRAINING OBJECTIVES-ST - 'ALASKA: BIA: BUREAU OF INDIAN AFFAIRS

ST - NORTHERN CROSS CULTURAL EDUCATION SYMPOSIUM

AB THE ORIGINAL IMPETUS FOR ALASKAN INSTRUCTIONAL AIDES WAS DERNEDFROM THE. ALASKAN SECTION OF THE BUREAU OF INDIAN AFFAIRS (BIA)AND WAS JOINTLY FUNDED BY THEM AND THE MANPOWER DEVELOPMENT ANDTRAINING ACT. SINCE THAT INITIAL. PROGRAM IN 1966. THE 8IA HASFUNDED 2 ADDITIONAL PROGRAMS TRAINING INSTRUCTIONAL AIDES FOR BIASCHOOLS IN ALASKA. MORE THAN 80 AIDES. GRADUATES OF 3 TRAININGSESSIONS.CONDUCTED FROM 1966 TO 1968. ARE NOW EMPLOYED IN ALMOSTAS MANY NATIVE VILLAGES AND TOWNS. CULTURAL AND LANGUAGEDIFFERENCES IN ALASKA. TOGETHER WITH SOCIAL AND ECONOMIC PROBLEMSPECULIAR TO A PEOPLE FORCED INTO RAPID ADJUSTMENT TO MODERNLIVING. GIVE A SPECiAL URGENCY TO THESE PROGRAMS. IT IS VITAL ,

THAT THIS TRAINING BE CONTINUED TO PROVIDE AT LEAST ONE AIDE IN

EACH OF THE BIA SCHOOLS NOT YET INCLUDED IN THE PROGRAM. THERE

ARE ALSO MORE THAN ZOO...STATE-OPERATED ELEMENTARY SCHOOLS THATWOULD BENEFIT FROM SUCH A PROGRAM. IMMEDIATE CONSIDERATION SHOULD

BE GIVEN A PLAN TO EXPAND THE PROGRAM BY INCLUDING 2 ADDITIONAL

STEPS FOR TEACHERS' ASSISTANTS AND TEACHERS' ASSOCIATES. A 2 YEAR

COURSE FOR ASSOCIATES WOULD QUALIFY THEM AS GRADUATES WHO COULDOCCUPY PROFESSIONAL AND RESPONSIBLE POSITIONS; ASSISTANTS WOULD

BE ABLE. UNDER SUPERVISION. TO PERFORM MANY SPECIALIZEO TASKS:

AND THE PRESENT TRAINING FOR AIDES WOULD STILL CONTINUE TO SUPPLYTHOSE WHO PERFORM VITAL NON-INSTRUCTIONAL FUNCTIONS. (KM)

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AN - ED094922CHAN- RC008080TI - PROFESSIONAL RESOURCE PERSONS AND THE NEW INTERCULTURALISTS.AU - URION. CARLPD MAY 74NO - 10P.: FOR RELATED DOCUMENTS. SEE RC008075-079: RC008081.087IS RIE74DEC,PR DOCUMENT NOT AVAILABLE FROWEDRS.AV NOT AVAILABLE SEPARATELY, SEE RC008075IT ADMINISTRATOR ROLE; AMERICAN INDIANS: *COMMUNITY CONSULTANTSIT - 'COMMUNITY CONTROL: CROSS CULTURAL STUDIESIT : CURRICULUM DEVELOPMENT; HUMAN RESOURCES: LOCAL ISSUESIT - PROFESSIONAL SERVICES: *PROGRAM DEVELOPMENT: SPEECHESIT TECHNICAL ASSISTANCEST - CANADA; NORTHERN CROSS CULTURAL EDUCATION SYMPOSIUM A

A8 DISCUSSING THE PROFESSIONAL EXPERT INVOLVED IN LOCAL PROJECTS.THE PAPER EXAMINED THE DILEMMA OF TRYING TO FIND THE PROPER PLACEFOR THIS RESOURCE PERSON IN THE MANY COMMUNITY-BASED.ACTION-ORIENTED,CURRICULUM DEVELOPMENT PROJECTS BEING DEVELOPEDFOR NATIVE PEOPLES. THE 3 BROAD CATEGORIES OF INVOLVEMENT ARESOCIAL. ADMINISTRATIVE. AND TECHNICAL. THIS PAPER DISCUSSES THETECHNICAL LEVEL OF INVOLVEMENT AND ITS IMPLICATIONS FORADMINISTRATION OF LOCAL PROJECTS. IN THIS DAY OF LOCAL CONTROLAND RELEVANT CURRICULUM, THE ONLY ROLE OF A PROFESSIONAL RESOURCEPERSON IS THAT OF TECHNICIAN. UNFORTUNATELY. THAT IS NOT THE ROLEHE HAS ASSUMED. IN LOCAL PROJECTS. THE PROFESSIONAL RESOURCEPERSON IS GIVEN THE J08 OF TRANSLATING THE DESIRES OF THELOCALITY. AS EXPRESSED TO HIM. INTO A PROPOSAL FOR FUNDING. EVENTHOUGH THE RESOURCE PERSON MAY NOT NAME HIMSELF A's ANADMINISTRATOR. THE IMPORTANCE ACCORDED THE PROFESSIONAL ISCOMMENSURATE WITH HIS VISION OF HIS OWN CONTRIBUTION. BUT THEROLE OF THE EXPERT AND/OR SPECIALIST IS CHANGING -. THE "NEWINTERCULTURALIST" IS ESSENTIALLY A TRANSLATOR AND FACILITATOR. ANEXPERT WHO BRINGS THE TECHNICAL EXPERTISE TO BEAR ON THE LOCALSITUATION IN JUST THE MEASURE OF ITS APPLICABILITY IS DEFINED BYTHE LOCALITY. THERE IS A BODY OF YOUNG NATIVE PEOPLE .WHO KNOWENOUGH ABOUT THE VARIOUS DISCIPLINES THAT THEY CAN TAKE ON THEJOB OF ADMINISTRATION AND EVALUATION OF THE COMPETENCE OF EXPERTSIN LIGHT OF COMMUNITY GOALS. (KM)

AN - ED094921CHAN- RCOO8D79TI - THE STUDENT IN A BILINGUAL CLASSROOM.AU -.MACDIARMID, JIMPD - MAY 74NO - 8P.; FOR RELATED DOCUMENTS. SEE RC008075-078: RC008080-087IS - RIE74DECPR - DOCUMENT NOT AVAILABLE FROM EDRS.AV - NOT AVAILABLE SEPARATELY, SEE RC008075IT - tAMtRICAN INDIANS; *BILINGUAL EDUCATION; *CROSS CULTURAL STUDIESIT - CURRICULUM DEVELOPMENT; ENGLISH (SECOND LANGUAGE): *ESKIMOSIT - INTERCOMMUNICATION: NATIVE SPEAKERS: NEEDS; PRIMARY GRADES

S.

l'AGE

IT - RELEVANCE (EDUCATION); SPEECHES: TEACHER EDUCATIONIT TEACHER' WORKSHOPSST NORTHERN CROSS CULTURAL EDUCATION SYMPOSIUM: YUPIKAB BOTH-ALASKA AND THE CANADIAN NORTH ARE TAKING A SERIOUS LOOK AT

BILINGUAL EDUCATION. ESPECIALLY IN THE PRIMARY GRADES. IN THEYUPIK BILINGUAL PROGRAM IN PRIMARY GRADES. CHILDREN RECEIVE BASICINSTRUCTION IN YUPIK. .WITH GRADUALLY INCREASING INSTRUCTION INENGLISH AS A SECOND LANGUAGE (ESL). FOR INSTANCE. IN GRADE 1STUDENTS RECEIVE ESL INSTRUCTION FOR A HALF-HOUR TWICE A DAY ANDIN GRADE 2 IT IS INCREASED TO TWO 45 MINUTE PERIODS A DAY. MOSTOF THE YUPIK TEACHERS IN THE PROGRAM HAVE HAD TRAINING IN BASICLITERACY DURING THE SUMMER MONTHS. ADDITIONALLY. TO SUPPORT THESETEACHERS IN THEIRPROGRAMMING. THE ESKIMO LANGUAGE WORKSHOP

.(CENTER TOR NORTHERN EDUCATION. UNIVERSITY OF ALASKA) ISCONTINUOUSLY DEVELOPING MATERIALS RELEVANT TO THE PRIMARYCURRICULUM. THE ONE AREA WHICH MAY REQUIRE SOME WORKIN THE YUPIKBILINGUAL PROGRAM'IS TRAINING IN METHODOLOGY. SINCE ESL TEACHERSHAVE MANY NEEDS THAT ARE SIMILAR To THESE OF THE YUPIK TEACHERS,THEY WERE INCLUDED IN WORKSHOPS HELD FOR YUPIK LANGUAGE TEACHERS.ALSO. IT IS VITAL FOR YUPIK AND ESL TEACHERS .70 WORK AS A TEAM SOTHAT THE ESL SECTION WILL NOT BE.A SEPARATE ENTITY FROM THE RESTOF THE CHILD'S PROGRAMMING. CERTAN FACETS FROM THE YUPIK LANGUAGEPART OF THE DAY CAN AND OFTEN SHOULD DE REFLECTED IN THE ESLPORTION. IT WAS NOTED THAT THE NEEDS OF MANY OF THE TEACHERS.BOTH YUPIK AND ESL. ARE IDENTICAL TO THE NEEDS OF TEACHERS IN THENORTHWEST TERRITORIES (CANADA). THERE IS A GREAT DEAL TO BELEARNED THROUGH COMMUNICATION BETWEEN TEACHERS IN THESE 2 AREAS.(KM)

AN - ED093567CHAN- RC008030TI - PROCEEDINGS OF A CONFERENCE ON EARLY CHILDHOOD EDUCATION FOR

AMERICAN INDIANS (UNIVERSITY OF NEW MEXICO, ALBUQUERQUE. N.MEXICO. MARCH 5 -7. 1968).

OS - BUREAU OF INDIAN AFFAIRS (DEPT. OF INTERIOR). WASHINGTON. D.C.PD - 22 MAY 68NO - 108P.IS - RIE74NOVPR - EDRS PRICE MF-$0.75 HC-65.40 PLUS POSTAGEIT 'AMERICAN INDIANS: ANTHROPOLOGY: COMMUNITY ROLEIT - *COMPREHENSIVE PROGRAMS: 'CONFERENCE REPORTS .

IT - CURRICULUM DEVELOPMENT: 'EARLY CHILDHOOD EDUCATIONIT - FEDERAL PROGRAMS: FUTURES (OF SOCIETY): HEALTH SERVICESIT. PARENT ROLE; PROGRAM DEVELOPMENT: SOCIAL SERVICES; *SPEECHESST - EARLY CHILDHOOD EDUCATION WEEK: NEW MEXICOAB - THE CONFERENCE ONYEARLY CHILDHOOD EDUCATION WAS HELD DURING EARLY

CHILDHOOD EDUCATION WEEK (MARCH 1968) IN ALBUQUERQUE. NEW MEXICO.CONFERENCE PARTICIPANTS INCLUDED BUREAU OF INDIAN AFFAIRS' (BIA)SCHOOL PERSONNEL RESPONSIBLE FOR THE ESTABLISHMENT ANDCOORDINATION OF PROPOSED BIA KINDERGARTENS. REPRESENTATIVES OFNATIONAL. PUBLIC. AND VOLUNTARY ORGANIZATIONS AND AGENCIES.COLLEGES AND UNIVERSITIES. STATE DEPARTMENTS OF EDUCATION, ANDOTHER SCHOOL AND COMMUNITY REPRESENTATIVES WHO ARE CONCERNED AND

PAGE

INVOLVED IN INDIAN EDUCATION. THE CONFERENCE PROVIDED apOPPORTUNITY FOR PARTICIPANTS TO CONSIDER, EXPLORE. AND EXCHANGEIDEAS ABOUT THE OBJECTIVES AND FACTORS INVOLVED IN PLANNING,ESTABLISHING. AND IMPLEMENTING COMPREHENSIVE EARLY CHILDHOODEDUCATION PROGRAMS AND TO GIVE PARTICIPANTS THE OPPORTUNITY FORCONTINUED DIALOGUES TO HELP ASSURE THE DEVELOPMENT OF THESEPROGRAMS. THE CONFERENCE REPORT PRESENTS SPEECHES. DISCUSSIONS,AND QUESTION AND ANSWER PERIODS'CONSIDERING EARLY CHILDHOODEDUCATION FROM THE PERSPECTIVE OF: THE CONFERENCE OBJECTIVES:,ANTHROPOLOGY: THE STRUCTURE OF THE LEARNING PROCESS: A STAFFDEVELOPMENT PROGRAM USING A COLLEGE. TEACHERS. AIDES,ADMINISTRATORS. AND PROGRAM ASSISTANTS: HEALTH AND NUTRITION;SOCIAL SERVICES: PARENT AND COMMUNITY ROLES: CURRICULUMDEVELOPMENT; AND THE NEXT STEPS FOR BIA IMPLEMENTATION. SYMPOSIUMCHAIRMEN AND DISCUSSION COORDINATORS ARE LISTED IN THE FRONT OFTHE PUBLICATION; SPEAKERS ARE LISTED BY SECTION. (KM)

AN - ED093582CHAN- RC008022TI - LITERATURE THAT TRANSCENDS CULTURAL DIFFERENCES.AU - DUN::LEY. GRACE; AND OTHERSPD - MAY 74NO - 8P.; FOR RELATED DOCUMENTS. SEE RC008019-021IS - RIE74NOVPR , DOCUMENT NOT AVAILABLE FROM EDRS.AV - NOT AVAILABLE SEPARATELY. SEE RCO08019IT *ADOLESCENT LITERATURE; *AMERICAN INDIANS: *CHILDRENS LITERATUREIT *COMMUNITY INVOLVEMENT; CULTURAL EXCHANGE: CURRICULUM DEVELOPMENTIT ETHICAL VALUES; GROUP NORMS: *LITERATURE REVIEWSIT MULTICULTURAL TEXTBOOKS: RESERVATIONS (INDIAN); VALUES: WORKSHOPSST - *NAVAJOSAB THE GOAL OF THE NAVAJO PEOPLE IS TO HAVE MORE VOICE IN THE

CURRICULUM DEVELOPMENT IN THEIR OWN COMMUNITIES. INTEREST IS IN.VALUES BASED ON NATURE AND HUMAN UNDERSTANDING RATHER THANCONTROL. COMPETITION. AND MATERIALISM. TAKEN FROM THE WORKSHOPRECORDINGS OF THE 15TH ANNUAL INDIAN EDUCATION CONFERENCE. THISDISCUSSION CENTERS ON LITERATURE WHICH TRANSCENDS CULTURALDIFFERENCES. THE PARTICIPANTS DISCUSS THE VIEWS OF SCHCOL BOARDMEMBERS ON THE NAVAJO RESERVATION REGARDING THE BOOKS ANDMATERIALS USED WITH INDIAN CHILDREN IN THEIR BOARDING SCHOOLS.SEVERAL EXAMPLES OF CHILDREN'S AND ADOLESCENTS' LITERATURE,SUITABLE FOR ALL NUNG READERS REGARDLESS OF CULTURAL BACKGROUND,ARE REVIEWED. (NQ)

49

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AN ED09350847CHAN- RC007957TI - TO LIVE ON THISEARTH; AMERICAN INDIAN EDUCATION.AU - FUCHS, ESTELLE; HAVIGHURST. ROBERT J.PD - 73NO - 390P.IS RIE74NOV A-

PR - DOCUMENT NOT AVAILABLE FROM EDRS.AV ANCHOR °RESS /DOUBLEDAY, GARDEN CITY. N.Y. 11530 ($3.95)IT z ACADEMIC ACHIEVEMENT; *AMERICAN INDIANS: BOARDING SCHOOLSIT - COMMUNITY LEADERS; CURRICULUM DEVELOPMENT: *EDUCATIONIT - EDUCATIONAL INNOVATION; EDUCATIONAL RESEARCH: MENTAL DEVELOPMENTIT - MENTAL HEALTH:**NONRESERVATrON AMERICAN INDIANS: *OPINIONSIT - RESERVATICX/S (INDIAN) :. RURAL AREASAB -.A MAJOR STUDY OF THE EDUCATION OF THE AMERICAN INDIANS. AN AREA

WHERE VIRTUALLY NO RESEARCH ON A NATIONWIDE BASIS HAS BEEN DONESINCE THE LATE 1920'S, IS PRESENTED IN THIS BOOK. IT DRAWSHEAVILY ON INFORMATION OBTAINED BY THE NATIONAL STUDY OF INDIANEDUCATION.(FUNDED BY THE.US. OFFICE 'OF EDUCATION AND COMPLETEDIN-1971). EVERYFACET OF AMERICAN INDIAN EDUCATION ISEXAMINED-STUDENTS. TEACHERS. PARENTS, COMMUNITY LEADERS, ANDEDUCATORS REVEAL THEIR VIEWS BOTH IN TERMS OF WHAT NOW EXISTS ANDPLANS FOR THE FUTURE. EDUCATION FOR INDIAN YOUTH ACROSS THENATION VARIES STRIKINGLY ACCORDING TO NUMEROUS FACTORS SUCH ASSOURCES OF FUNDING. LOCATION. CURRICULUM, FACULTY. DEGREE OFISOLATION FROM OTHER COMMUNITIES. AND CULTURAL DIFFERENCES.ASPECTS OF THESE ACTORS INDICATE HOW NATIVE AMERICANS LIVE ANDARE EDUCATED. AND WHAT THEY THINK OF THE PROCESS. TOPICS COVEREDARE: A DETAILED STUDY OF 8 INDIAN SCHOOLS RANGING FROM ISOLATEDTO URCAN AREAS: A DESCRIPTION OF WHERE CHILDREN GO TO SCHOOL ANDWHAT TYPES OF SCHOOLS THEY ATTEND; AN EXAMINATION OF STUDENTS.TEACHERS. PARENTS. AND COMMUNITY LEADERS; HOW INDIAN PARENTS, %.

YOUTH. AND COMMUNITY LEADERS VIEW THEIR SCHOOLS: A DESCRIPTION OFSOME OF THE INNOVATIONS IN INDIAN EDUCATION; INDIAN PEOPLE INPRESENT DAY AMERICA; MENTAL HEALTH; MENTAL ABILITY AND MENTALDEVELOPMENT; SCHOOL ACHIEVEMENT: BOARDING SCHOOLS; AND SOMECRITICISMS CF INDIAN EDUCATION RECOMMENDATIONS SUCH AS ANINCREASED INDIAN VOICE IN EDUCATION AND THE ESTABLISHMENT OF ANATIONAL COMMISSION ON INDIAN EDUCATION ARE GIVEN. (NO)

AN - EJ098679CHAN- S0502936TI - BICULTURAL LEGAL EDUCATION FOR. NATIVE AMERICANSAU - CONKI, STEPHENSO - LAW IN AMERICAN SOCIETY; 3: 2; 18-22PD - M,.Y 74IT *LAW INSTRUC%10N; *MINORITY GROUPS ; *CURRICULUM DEVELOPMENTIT - AMER:CAN INDIANS; ESKIMOS; INSTRUCTIONAL MATERIALSIT - AMERICAN CULTURE; BICULTURALISMAB - THE CHALLENGE OF LEGAL EDUCATION FOR MINORITY GROUPS IS RECOUNTED

FROM THE POINT OF VIEW OF THE CURRICULUM DEVELOPER. (KM)

50

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AN - EJ098379CHAN- RC501481TI - THE TEACHING OF INDIAN AND NON-INDIAN COMMUNICATION: A CURRICULAR

INNOVATION .

AU - OSBORN. LYNN R.SO JOURNAL OF AMERICAN INDIAN EDUCATION; 13; 3: 20-6

e PD - MAY 74IT - AMERICAN INDIANS; *COMMUNICATION (THOUGHT TRANSFER)IT - *COURSE DESCRIPTIONS; *INTERCULTURAL PROGRAMSIT - CURRICULUM DEVELOPMENT; CONFLICT; FAMILY STRUCTUREIT INTERCOMMUNICATION; LANGUAGESST ''.. *MAdORITY'CULTUREAB - TAE PLANNING AND DEVELOPMENT OF THE COURSE.. "INTERCULTURAL

COMMUNICATION: THE AMERICAN INDIAN". IS DISCUSSED. 1HE COURSE ISDESIGNED TO-RESOLVE SOME OF THE COMMUNICATION PROBLEMS BETWEENINDIANS AND NON-INDIANS, TAKING INTO ACCOUNT THE WIDEDIVERGENCIES IN SOCIAL ORGANIZATION. RELIGIOUS BELIEFS, LANGUAGE(BOTH THE NATIVE TONGUE SAND ENGLISH), AND FAMIL-Y AND CLANSTRUCTURE. (KM)

.$

AN - ED092299CHAN- RC007949TI - INDIAN.VOICES: THE NATIVE AMERICAN TODAY..OS - AMERICAN INDIAN HISTORICAL SOCIETY, SAN FRANCISCO, CALIF.PD - 74NO - 244P.; REPORT ON THE SECOND CONVOCATION OF INDIAN SCHOLARS (ASPEN

INSTITUTE FOR HUMANISTIC STUDIES. ASPEN, COLORADO, SEPTEMBER 1971)IS - RIE740CTPR - DOCUMENT NOT AVAILABLE FROWEDRS.AV - INDIAN HISTORIAN PRESS, INC., 1451 MASONIC AVENUE. SAN FRANCISCO,

CALIFORNIA 94117 ($6.00)SPO - FORD FOUNDATION, NEW YORK, N.Y.

----'1-IT - -. *AMERICAN INDIANS; CIVIL RIGHTS; COMMUNICATION (THOUGHT TRANSFER)'........ IT - ,CONFERENCE REPORTS: CURRICULUM DEVELOPMENT; HEALTH OCCUPATIONS,

--------_,,,, IT - LAND USE:- LEADERSHIP: -*LEGAL PROBLEMS; MUSEUMS,IT - *NATURAL RESOURCES: *SYMPOSIA; *WATER RESOURCESST - *SECOND CONVOCATION OF AMERICAN IA8 - THE CONVOCATION OF AMERICAN INDIAN SCHOLARS WAS CONCEIVED,

r ORGANIZED.4AND DIRECTED BY THE AMERICAN INDIAN HISTORICALSOCIETY. THE FIRST CONVOCATION WAS HELD AT PRINCETON UNIVERSITYIN 1970.-UNLIKE CONVENTIONS. THE CONVOCATIONS ARE CALLED WHENEMERGENCIES IN INDIAN LIFE EXIST. WHEN CHANGES ARE NEEDED. ANDWHEN NEW DIRECTIONS ARE EMERGING. THIS SECOND CONVOCATIONRESPONDED TO THE DESPERATE STRUGGLE OF THE INDIAN PEOPLE TOPROTECT. THEIR RIGHTS. PARTICULARLY IN THE AREA OF NATURALRESOURCES. WITH THE EXCEPTION OF A SPECIALIST ON WATER RIGHTS.THE MEETING WAS RESTRICTED TO INDIANS. IT WAS ALSO FELT THAT THECONVOCATION SHOULD STIR UP IDEAS AND INDEPENDENT THOUGHT INEDUCATION. CURRICULUM DEVELOPMENT, AND HEALTH PROFESSIONS. THISREPORT IS OFFERED AS A MEANS OF COMMUNICATING WHAT THE INDIANSTHEMSELVES THINK ABOUT THE ISSUES CONFRONTING THEM TODAY. IT ISALSO EM0HASIZED THAT THE PARTICIPANTS WERE INDIVIDUALS INVOLVED

r

.

.,

.1

PAGE

IN INDIAN AFFAIRS WHO DO NOT NECESSARILY SPEAK FOR'THEIR TRIBESOR ORGANIZATIONS. DISCUSSION AREAS ARE: WATER RIGHTS: LIFE ORDEATH FOR THE AMERICAN INDIAN: GOALS AND PERSPECTIVES OF THEAMERICAN INDIAN IN EDUCATION: EDUCATION AND THE AMERICAN INDIAN;CURRICULUM DEVELOPMENT: LAND USE AND ECONOMY ON INDIANRESERVATIONS: HEALTH PROFESSIONS Agb THE AMERICAN INDIAN; MUSEUMSAND THE AMERICAN INDIAN; AND THE INDIAN CLAIMS COMMISSION.ADDITIONALLY. CONFERENCE PARTICIPANTS AND THEIR TRIBAL

, AFFILIATIONS ARE ALSO LISTED: (KM)

AN - ED0422G4CHAN- RC007885Ti - CULT RE, PSYCHOLOGICAL CHARACTERISTICS, AND SOCIOECONOMIC STATUS

IN DUCATIONAL PROGRAM DEVELOPMENT FOR NATIVE AMERICANS.AO - ANT Lk. WILLOS - NE MEXICO STATE UNIV.. UNIVERSITY PARK. ERIC CLEARINGHOUSE ON

RURAL EDUCATION AND SMALLSCHOOLS.PD - JUN 74NO - 68P.IS - RIE740CT,,.PR - EDRS PRICE MF-S0.75 HC-$3.15 PLUS POSTAGEAV - NATIONAL EDUCATIONAL LABORATORY PUBLISHERS. INC.. 813 AIRPORT

BLVD.. AUSTIN. TEX. 78702 (STOCK NO. EC-014. $4,00)SP0- NATIONAL INST. OF EDUCATION (DHEW). WASHINGTON, D.C.CG = OEC-1-6-062469-1574(10)BN - BR-G-2469IT - AMERICAN INDIANS:. BILINGUAL EDUCATION: COMMUNITY CONTROLIT - *CULTURAL BACKGROUND: CURRICULUM DEVELOPMENTIT - EDUCATIONAL ASSESSMENT: EDUCATIONAL NEEDS: FINANCIAL SUPPORT .

IT - INFORMATION NEEDS: PROGRAM DEVELOPMENTIT - PSYCHOLOGICAL CHARACTERISTICS: eESOURCES: SELF DIRECTED GROUPSIT' - !SOCIOECONOMIC STATUS: USE STUDIESAB - ADDRESSED TO EDUCATORS WHO HAVE THE RESPONSIBILITY FOR DEVELOPING

CURRICULUMS OR EDUCATIONAL PROGRAMS THAT WILL SERVE NATIVE'AMERICAN STUDENTS. THE DOCUMENT DOES NOT PRESENT NEW INFORMATIONON THE STATUS'OF EDUCATION IN NATIVE AMERICAN COMMUNITIES.RATHER. IT DISCUSSES WAYS IN WHICH AVAILABLE INFORMATION. SUCH ASTHE 1928 MERIAM REPORT. CAN BE USED TO INITIATE PROGRAMDEVELOPMENT. EMPHASiZING THAT EDUCATIONAL 'OPPORTUNITIES FORNATIVE AMERICAN CHILDREN MUST BE DEVELOPED ON THE MIDDLE GROUNDBETWEEN LIFE IN NATIVE COMMUNITIES AND ESTABLISHED EDUCATIONALINSTITUTIONS. THE PAPER STATES THAT THE CLEAR NEEDIN "INDIANEDUCATION" IS FOR CURRICULUM AND PROGRAM DEVELOPMENT. FUTURERESEARCH EFFORTS SHOULD OBJECTIVELY MONITOR THE EFFECTIVENESS OFCURRICULAR APPROACHES RATHER THAN RFDISCOVER THE SYMPTOMS. LOCALCONTROL OF RESERVATION SCHOOLS AND CONTRACTING JOHNSON-O'MALLEYMONIES DIRECTLY WITH TRIBES ARE DESIRABLE. BUT ARE ONLYINTERMEDIATE GOALS AT BEST., THE PRIMARY QUESTION STILL REMAINSONE OF EDUCATIONAL PROGRAMS. AFTER CONTROL OR INFLUENCE AREATTAINED. ALSO. BECAUSE OF THE DIVERSE CONDITIONS AMONG NATIVEAMERICAN COMMUNITIES. A WIDE VARIETY OF APPROACHES AND MATERIALSARE NEEDED. EVERY SCHOOL WHICH SERVES NATIVE' AMERICAN STUDENTSSHOULD HAVE THE PROGRAMMATIC CAPABILITYOF MAKING THEM FEEL

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COMFORTABLE IN THE LEARNING ENVIRONMENT AND OF ENHANCING THEIRCHANCES FOR A HIGHER QUALITY LIFE. (KM)

AN ED091458CHAN UD014186TI - THE EMERGING MINORITIES IN AMERICA: A RESOURCE GUIDE FOR TEACHERS.AU DAVIS. CHARLOTTE D.. ED.; STICKNEY. EDITH P.. ED.OS SANTA BARBARA COUNTY,SCHOOLS. CALIF.PD SEP 72

, NO 256P.IS RIE74SE0PR DOCUMENT NOT AVAILABLE'FROM EDRS.AV - AMERICAN BIBLIOGRAPHICAL CENTER--CLIO PRESS. RIVIERA CAMPUS, 2040

4 A.P.S.. SANTA BARBARA. CALIFORNIA 93103 ($11.95)IT - AMERICAN INDIANS: BIOGRAPHIES: CHINESE AMERICANSIT - CURRICULUM DEVELOPMENT: CURRICULUM GUIDES: ETHNIC STUDIESIT - INSTRUCTIONAL MATERIALS: 'JAPANESE AMERICANS; *LITERATURE GUIDESIT - MEXICAN AMERICANS; MINOr.ifY GROUPS; NEGROES; *TEACHING GUIDESIT - TEACHING METHODS: UNITED STATES HISTORYAB - THIS BOOK HAS BEEN PREPARED AS A SPECIFIC REFERENCE AND RESOURCE

GUIDE FOR TEACHERS. AND IS DESIGNED TO PROVIDE ASSISTANCE INCURRICULUM DEVELOPMENT THROUGH INCORPORATION INTO THE CURRICULUMOF THE CULTURAL AND HISTORICAL CONTRIBUTIONS OF MINORITYIGROUPS.IN GENERAL. THE CRITERIA USED FOR SELECTION OF ENTRIES FOR THEBOOK REQUIRED THAT: (1) THE. CONTRIBUTION OR ACHIEVEMENT MUST HAVEDIRECTLY AFFECTED THE STATE OR NATIONAL POPULATION IN REGARD TOITS HISTORY OR CULTURE AND (2) THE CONTRIBUTION OR ACHIEVEMENT(A) MUST HAVE BEEN SIGNIFICANT TO A PARTICULAR ETHNIC GROUP. (B)MUST HAVE FURTHERED THE CAUSE OF THE MINORITY GROUP... AND (C) MUSTHAVE BEEN MADE OR GAINED IN SPITE OF VARIOUS OBSTACLES. THETEACHERS' GUIDE IS DIVIDED INTO FIVE PARTS. THE FIRST FOUR PARTSCONTAIN BIOGRAPHICAL DATA FOR SELECTED MEMBERS OF EACH OF THEFOLLOWING MINORITY GROUPS: AFRO-AMERICANS. ASIAN AMERICANS.INDIAN AMERICANS. AND MEXICAN AMERICANS. EACH PART CONSISTS OFFOUR SECTIONS: .(1) HISTORICAL PERSPECTIVE (AN OVERVIEW OF THEMINORITY GROUP IN RELATION TO THE MAJORITY GROUP WITHIN THEAMERICAN CULTURE); (2) BIOGRAPHICAL SUMMARIES (SPECIFICINFORMATION REGARDING NAME. BIRTHDATE. EDUCATION. AND A BRIEFSTATEMENT OF SIGNIFICANCE FOLLOWED BY A BIOGRAPHICAL SKETCH. EACHENTRY IS KEYED IN THE UPPER RIGHT HAND CORNER OF THE NARRATIVE TOPROVIDE THE TEACHER WITH THE SOURCE OF INFORMATION); (3)BIBLIOGRAPHY OF SOURCES USED; AND. (4) OTHER REFERENCES.-(AUTHOR/UM)

53

AN - ED091266CHAN- S0007419TI - HUMAN RELATIONS EDUCATION IN OKLAHOMA SCHOOLS. A CURRICULUM GUIDE,

OS - OKLAHOMI STATE DEPT. OF EDUCATION, OKLAHOMA CITY. CURRICULUM DIV.PD - 71NO - 47P.; DEVELOPED BY THE OKLAHOMA STATE HUMAN RELATIONS COMMITTEE

IS - RIE74SEiPR - EDRS PRICE W-S0.75 HC-$1.65 PLUS POSTAGEIT AMERICAN INDIANS; CHECK LISTS: CULTURAL BACKGROUNDIT - CULTURAL EVENTS: CULTURAL FACTORS;. CURRICULUM DEVELOPMENTIT - *DEMOCRATIC VALUES; *ETHNIC STUDIES; 'HUMAN RELATIONSIT - INSERVICE TEACHER EDUCATION: LEARNING ACTIVITIES: MINORITY GROUPSIT - 'RACE RELATIONS: RESOURCE GUIDES: 'RESOURCE MATERIALSIT - SELF CONCEPT: 'SOCIAL STUDIES: TEACHING GUIDES: VALUESAB - WITH THE HOPE OF PROVIDING MATERIALS FOR USE AND ADAPTATION IN

OKLAHOMA SCHOOLS FOR IMPROVEMENT IN ALL AREAS OF HUMAN RELATIONS,A GUIDE TO THE IMPLEMENTATION OF THE PRINCIPLES OF HUMANRELATIONS IN THE EDUCATIONAL SYSTEM. OF INSERVICE PROGRAMS. OFSELF EVALUATION AND 9F RESOURCE ACTIVITIES IS OFFERED. FOUR SHORTSECTIONS DISCUSS THE AMERICAN DEMOCRATIC SOCIETY MAJOR AREAS OFCONCERN, A DEFINITION OF GOOD HUMAN RELATIONS, AND APPROACHES TOIMPROVING HUMAN RELATIONS UNDERSTANDING IN THE SCHOOLS. TWO MAJORSECTIONS. RESOURCE LEARNING ACTIVITIES AND INSERVICE TRAININGPROGRAMS, FOLLOW. -EACH RESOURCE LEARNING ACTIVITY IS OUTLINED FORCONCEPTS. BEHAVIORAL OBJECTIVES, LEARNING ACTIVITIES. MATERIALS,AND RESOURCES. ACTIVITIES FOR GRADES K-12 INCLUDE A CULTURESHARING DAY AND UNITS ON AMERICAN INDIAN CULTURE, THE LAW, SELFCONCEPT. AND CULTUREL HOLIDAYS. INSERVICE TRAINING PROGRAMS AREALSO STRUCTURED BY LISTS OF CONCEPT'S, BEHAVIORAL OBJECTIVES.LEARNING ACTIVITIES. MATERIALS. AND RESOURCES. TOPICS OFINSERVICE INCLUDE BLACK MUSIC. DESEGREGATION AND INTEGRATION,INDIAN EDUCATION. AND GUIDANCE OF MINORITY GROUP STUDENTS. ASELF-EVALUATION CHECK SHEET CONCLUDES THE GUIDE. (AUTHOR/KSM)

----- AN - E0091109CHAN- RC007870TI NETHNO-PEDAGOGY" A MANUAL IN CULTURAL SENSITIVITY. WITH

TECHNIQUES FOR IMPROVING CROSS-CULTURAL TEACHING BY FITTINGETHNIC PATTERNS. REVISED EDITION. MAY 1971.

AU BURGER. HENRY G.OS - SOUTHWESTERN COOPERATIVE EDUCATIONAL LAB., ALBUQUERQUE. N. MEX.

PD - MAY 71NO 185P.; FOR RELATED DOCUMENT, SEE ED 024 653IS - RIE74SE0PR EDRS PRICE MF-50.75 HC-$9.00 PLUS POSTAGE'SPO - OFFICE OF EDUCATION (DHEW). WASHINGTON. D.C. BUREAU OF RESEARCH.CG - OEC-4-7-062827-3078ZN - BR-6-2B27IT. - AMERICAN INDIANS; ANGLO AMERICANS: *CROSS CULTURAL STUDIESIT - 'CURRICULUM DEVELOPMENT; EDUCATIONAL ANTHROPOLOGYIT - *ETHNIC GROUPS; *MANUALS; MEXICAN AMERICANS: NATIVE SPEAKERSIT -- NEEDS; NEGROES; PROBLEMS; SOCIAL SCIENCES; SOCIOCULTURAL PATTERNS

54

IT - TEACHING GUIDES; VALUESST - *ETHNOPEDAGOGYAB THE DOCUMENT PRESENTS

IGNORANCE OF THE NATUUNITED STATES THROUGTERM "ETHNO- PEDAGOGY,

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TERIAL AND PERSONNEL TO ALLEVIATE THEAND EXTENT OF ETHNIC DIFFERENCES IN THE

APPLIED EDUCATIONAL ANTHROPOLOGY. USING THEFOR THE APPLICATION OF CULTURAL

ANTHROPOLOGY TO EDUCATION, THE CHAPTERS DISCUSS: (1) THE NEED FORAPPLIED EDUCATIONAL ANTHROPOLOGY; (2) THE PLAN OF THE MANUAL; (3)THE INADEQUACY OF/INDIVIDUALISTIC MODELS FOR CROSS-CULTURALEDUCATION; (4) HOW CULTURES MAKE NEIGHBORING SOCIETIES DIFFERENT;(5) HOW CULTURE STRUCTURES EDUCATION: (6) THE UNPREDICTABILITY OFOUTCOME WHEN T/0 CULTURES MEET: (7) SYNCRETISM. THE MUTUALCOMPROMISE OF/CULTURES: (8) HOW INDUSTRIALISM PATTERNED THE U.S.AND SPREAD FROM FACTORY TO SOCIAL LIFE; AND (9) THE U.S. TRENDFROM MELTING POT TO CULTURAL PLURALISM: CHAPTERS 10 - 17 DISCUSSETHNIC VARIABLES FOR: MODIFICATION FOR CROSS-CULTURAL EDUCATION;DOMAINS OF; COGNITION VERSUS AFFECT VERSUS PSYCHOMOTION:COMMUNICATION: TIMING: SPACE; SOCIAL ORGANIZATION;.ETHICS (THEGOODNESS/OF HUMAN NATURE): AND CAUSALTY (THE SENSE OF.ENVIRONMENTAL CONTRO), ADDITIONAL CHAPTERS PRESENT: (18) THEREDIRE ABILITY OF CROSS-CULTUR41 EDUCATION: (19) A ROSTER OFEDUCAT ONAL PROBLEMS CAUSED BY ETHNIC DIFFERENCES; AND (20)ADAPT NG THE ELEMENTS OF EDUCATION CROSSCULTURALLY. CHAPTERS21-2, GIVE EDUCATIONAL VARIABLES FOR TEACHING METHODS, CURRICULARSUB ECTS, AND SUBJECT EXAMPLES. THE REMAINDER OF THE DOCUMENTCOV RCULTURAL PATTERNS OF, AND APPLICATIONS FOR, SPECIFICCU TURES (INCLUDING YANKEES). (KM)

AN - ED091101CHAN- RC007862TI A FILMO RAPHY FOR AMERICAN INDIAN EDUCATION.AU - WILLIAIS. CARROLL WARNER: BIRD. GLORIA

--- OS CI E. INC.. SANTA FE, N. MEX,- 73- 201P

S RIE7 SE0R - EDR PRICE MF-$0.75 HC NOT AVAILABLE FROM EDRS. PLUS POSTAGE

AV - ZI LINE, INC.. P.O. BOX 493. SANTA. FE. NM 87501 ($5.00)-SPO - BU EAU OF INDIAN AFFAIRS (DEPT. OF INTERIOR), SANTA FE, N. MEX.

R SEARCH AND CULTURAL STUDIES,DEVELOPMENT SECTION.IT - AMERICAN INDIANS: AMERICAN STUDIES; AUDIOVISUAL AIDSIT - UDIOVISUAL COMMUNICATION; *CATALOGS: CULTURAL BACKGROUNDIT' - CURRICULUM DEVELOPMENT: 'EDUCATIONAL RESOURCES: ESKIMOSIT - FEDERAL PROGkAMS: FILM LIBRARIES: *FILMS:HISTORYIT INSTRUCTIONAL MATERIALS: MEDIA SELECTION; *RESOURCE GUIDESIT SOUND FILMSAB, - THE FILMOGRAPHY ON AMERICAN INDIAN EDUCATION LISTS EXISTING FILMS

/ IN CURRENT DISTRIBUTION. THE INTRODUCTION EXPLAINS THE PURPOSE OF/ - THE GUIDE, THE PROCEDURE USED TO COMPILE IT, SAMPLES OF

OUESTIONAIRES USED. FILMS AS AUDIOVISUAL CLASSROOM AIDS. THECLASSIFICATION OF FILMS FOR CLASSROOM USE, THE RELATION OF FILMUSE TO INDIVIDUAL CURRICULA. SOME POINTS THAT MIGHT BE USEFUL,THE NECESSITY FOR FEEDBACK ON THE VALUE OF THE FILMS AND

iT

t

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ADDITIONAL MATERIAL THAT MIGHT BE INCLUDED IN THE GUIDE. THEDOCUMENT.GIVES APPROXIMATELY 550 ALPHABETICAL LISTINGS OF FILMSON AMERICAN INDIANS IN THE WESTERN HEMISPHERE. THERE ARE ALSO 24ENTRIES THAT WERE TOO LATE FOR CATALOGING AND 10 BUREAU OF INDIANAFFAIRS FILMS. EACH ENTRY GIVES THE TITLE OF THE FILM. ANABSTRACT. DISTRIBUTOR (BY ACRONYM). COS:, TIME. COLOR OR BLACKAND WHITE. SOUND. AND FILM SIZE. MOST FILMS ARE 16 MM.ADDITIONALLY. DISTRIBUTORS, THEIR ADDRESSES, AND ACRONYMS ARELISTED, ALONG' WITH A TITLE INDEX. (KM)

AN - ED089897CHAN- RC007799TI - SAFETY EDUCATION CURRICULUM.AU - LOWRY, CARLEE S.OS - BUREAU OF INDIAN AFFAIRS (DEPT. OF INTERIOR). ALBUQUERQUE, N. MEX.

. PD - 73NO 7 54P.IS - RIE74AUGPR - EDRS PRICE MF-$0.75 HC-$3.15 PLUS POSTAGEIT - ACCIDENT PREVENTION: *AMERICAN INDIANS; ATTITUDESIT - COMMUNITY INVOLVEMENT; CURRICULUM DEVELOPMENT: *CURRICULUM GUIDESIT - ELEMENTARY GRADES; FIRST AID: HABIT FORMATION; HEALTHIT - *INDIVIOUAL DEVELOPMENT; INTERMEDIATE GRADES; *SAFETY EDUCATIONIT - SCHOOL RESPONSIBILITY; *SCHOOL=SAFETY: SECONDARY GRADESIT - SELF CARE SKILLSA8 - THE SAFETY EDUCATION PROGRAM FOR BUREAU OF INDIAN AFFAIRS (BIA)

SCHOOLS WAS PREPARED AS A SIMPLIFIED GUIDE FOR TEACHERS TO USE INGRADES 1-12. SAFETY PROGRAMS IN SCHOOLS SHOULD DEVELOP KNOWLEOGE,HABITS. AND ATTITUDES IN ORDER TO ELIMINATE. AS FAR AS POSSIBLE.THE DANGERS OF ACCIDENTAL DEATH OR INJURY TO CHILDREN. IT SHOULDINFORM THESE FUTURE ADULTS OF THEIR RESPONSIBILITIES FORPROVIDING SAFE AND EFFICIENT SCHOOL PLANT AND TRANSPORTATIONFACILITIES, INCLUDING ADEQUATE INSTRUCTION AND A MEDICALEXAMINATION FOR SCHOOL BUS DRIVERS. SAFETY IS USUALLY CONSIDEREDAN AREA OF HEALTH INSTRUCTION AND SHOULD RECEIVE EMPHASIS INRELATION TO THE STUDENTS' AND THE COMMUNITY'S NEEDS. IN THISCURRICULUM GUIDE. STUDENTS ARE DIVIDED BY GRADE INTO 5 CATEGORIES(i.g.. GRADES 1 -3; GRADES 4-6). DESIRED OUTCOMES IN TERMS OFKNOWLEOGE, ATTITUDES AND PRACTICES. SUGGESTED EXPERIENCES ANUACTIVITIES. AND EVALUATIONS ARE GIVEN FOR EACH. FOR GRADES 10-12,SUGGESTIONS ARE MADE FOR INCLUDING SAFETY INSTRUCTION IN SUBJECTAREAS SUCH AS HOME ECONOMICS., AGRICULTURE, AND SCIENCE. FIRST AIDPRACTICES THAT EVERY STUDENT SHOULD KNOW ARE EXPLAINED FOR 80THELEMENTARY AND HIGH SCHOOL STUDENT5, THE DOCUMENT ALSO INCLUDESREFERENCES. SOURCES FOR FREE SAFETY MATERIALS, AND A SOURCE ANDAVAILABILITY INDEX FOR FILMSTRIPS, (KM)

-56:

AN - ED088650CHAN- 'RC007785TI EDUCATIONAL PREFERENCES OF ALASKAN NATIVE SCHOOL BOARDS (PROJECT

ANNA).AU DUMONT. KATHERYN R.OS - BUREAU OF INDIAN AFFAIRS (DEPT. OF INTERIOR). ALBUQUERQUE, N. MEX.OS - BUREAU- OF INDIAN AFFAIRS (DEPT. OF INTERIOR). JUNEAU, ALASKA.PD 73NO - 6 ?.: RELATED DOCUMENTS ARE RC007779RC007784, RC007786RC007787IS - RIE74JULPR - DOCUMENT NOT AVAILABLE FROM EDRS.AV - NOT AVAILABLE SEPARATELY: SEE RC007779IT - ADULTS: AMERICAN INDIANS;BOARDING SCHOOLS: *BOARDS OF EDUCATIONIT 1- COMMUNITY CONTROL; CURRICULUM DESIGN: DECISION MAKINGIT - EDUCATIONAL ASSESSMENT: *EDUCATIONAL NEEDS: ESKIMOSIT - *PARENT SCHOOL RELATIONSHIP; PUBLIC RELATIONS: RESEARCH PROJECTSIT - SCHOOL COMMUNITY RELATIONSHIP; SCHOOL SURVEYS; TRANSFER STUDENTSST - *ALASKAN NATIVE NEEDS ASSESSMENT: ALASKAN NATIVES: ANNA: BIAST - BUREAU OF INDIAN AFFAIRSAB - THE REPORT IS BASED ON A QUESTIONNAIRE WHICH WAS PART OF THE

ALASKAN NATIVE NEEDS ASSESSMENT IN EDUCATION (PROJECT ANNA). ITWAS SENT TO MEMBERS OF 44 VILLAGE SCHOOL BOARDS TO DETERMINE THEEDUCATIONAL PREFERENCES OF ALASKAN NATIVE ADULTS. THE METHODASKEO 6 OPEN-ENDED QUESTIONS: (1) WHAT KIND OF HIGH SCHOOL DOESYOUR VILLAGE WANT YOUR STUDENTS TO GO TO? (2) WHAT SHOULD HAPPENTO BUREAU OF INDIAN AFFAIRS BOARDING SCHOOLS SUCH AS MT.EDGECUMBE? (3) WHAT SHOULD BE THE ROLE OF VILLAGE SCHOOL BOARDSIN LOCAL EDUCATION? (4) IS YOUR SCHOOL BOARD READY TO TAKE OVERTHE SCHOOL? (5) WHAT DO YOU WANT THE SCHOOLTO DO FOR YOURCHILDREN? AND (6) HOW WELL DO YOU THINK, THE SCHOOL IS DOING ITSJOB? MOST OF THE SCHOOL BOARDS EXPRESSED A STRONG DESIRE TO HAVETHEIR CHILDREN CLOSER TO HOME. A FEW MEMBERS FELT THAT IF THESTUDENT ATTENDED A LARGER SCHOOL IN A PLACE LIKE FAIRBANKS,ORANCHORAGE. HE COULD GET A BETTER EDUCATION AND A BETTER JOB AFTERGRADUATION. FOR THE MOST PART. VILLAGE BOARDS THOUGHT THEY SHOULDHAVE INCREASED DECISION MAKING POWER. THIRTY-ONE OUT OF 44PARTICI°ATING SCHOOL BOARDS EMPHATICALLY DENIED THAT THEY WEREREADY TO ASSUME CONTROL OF THEIR SCHOOLS. TWENTY-TWO BOARDS FELTTHAT THE SCHOOLS SHOULD PREPARE STUDENTS FOR AN ADULT LIFE: 37FELT THE SCHOOLS WERE DOING AN EXCELLENT J08..(FF)

AN - ED088631CHAN- RC007754TI - BEING A NATIVE AND BECOMING A TEACHER IN THE ALASKA RURAL TEACHER

TRAINING CORPS.AU -'BARNHARDT, RAYPD - 2 DEC 73NO - 19P.; PAPER PRESENTED AT ANNUAL MEETING OF AMERICAN

ANTHROPOLOGICAL ASSOCIATION (NEW ORLEANS, LOUISIANA. DECEMBER 2.1973). NOT AVAILABLE IN HARD COPY DUE TO MARGINAL LEGIBILITY OFORIGINAL DOCUMENT

IS - RIE74JUL

57

.0.

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PR - EDRS PRICE MF-$0.75 HC NOT AVAILABLE FROM EDRS.IT - 'AMERICAN INDIANS; CURRICULUM DESIGN; 'ELEMENTARY SCHOOL TEACHERSIT - EXPERIMENTAL PROGRAMS: LITERATURE: PROGRAM EVALUATIONIT - RELEVANCE EDUCATION); RURAL AREAS; SCHOOL COMMUNITY PROGRAMSIT - TEACHER EDUCATION: TEACHING PROGRAMS: TRAINING TECHNIQUESST .- 'ALASKA RURAL TEACHER TRAINING CO: ARTTCAB THE PROGRAM KNOWN AS THE ALASKA RURAL TEACHER TRAINING CORPS

(ARTTC) WAS, ESTABLISHED IN 1970 AS A 4-YEAR EXPERIMENTAL PROGRAMTO TRAIN NATIVE ELEMENTARY SCHOOL TEACHERS FOR RURAL ALASKANNATIVE COMMUNITIES OR FOR ANY SCHOOL IN THE COUNTRY WHERE ANALASKAN TEACHING CERTIFICATE IS ACCEPTABLE. THE BEGINNING GROUPINCLUDED/AN EVEN DISTRIBUTION OF MALES AND FEMALES RANGING IN AGEFROM 18 TO 48 WHO ARE A MIXTURE OF 4 DISTINCT NATIVE GROUPS. ASTHE PROGRAM PROCEEDED. IT BECAME APPARENT THAT IT WAS NOT GOINGTO BE SIMPLY A MATTER 0; APPLYING THE LATEST TEACHER TRAININGTECHNIQUES. THIS PAPER EXPLAINS THE 3 BASIC QUESTIONS EXPLORED INTHE PROGRAM: (1) WHY TRAIN NATIVES TO BECOME TEACHERS? (2) WHATIS A NATIVE TEACHER? AND J3) HOW DO YOU TRAIN NATIVE TEACHERS?

/ANOTHER AREA THAT WAS INVESTIGATED. IS THE CURRICULUM: WHAT( STUDENTS WERE DOING. AND WHAT THEf WERE SUPPOSED TO LEARN DURING/ THEIR STAY IN THE PROGRAM. FINALLY, THE PAPER DISCUSSES WHAT

PARJICIDANTS IN THIS EXPERIMENTAL PROGRAM LEARNED. THISEVALUATION AND DISCUSSION OF THE ABOVE AREAS CONCLUDES THAT IT ISDIIFFICULT TO BE'A NATIVE AND A TEACHER TOO. THE PROGRAM MAY NOTREALLY BE TRAINING "TEACHERS" SINCE THE FEED:BACK FROM THEpARTICIDANTS WAS THAT THEY FELT MORE LIKE GENERAL PRACTITIONERSTHAN SPECIALISTS. ALSO, LITERATURE IN EDUCATION, AS WELL ASANTHROPOLOGY. IS OFTEN OF LIMITED USE IN THE PROGRAM. IFF)

AN - EJ092085CHAN- UD502800TI - LETTER FROM THE SOUTHWEST: ON BILINGUA4ISMAU - JOHN, VERASO - URBAN REVIEW: 7; 1; 43-45PD - JAN 74IT - BILINGUAL EDUCATION; *PROGRAM EVALUATION: *AMERICAN INDIANSIT - *SPANISH SPEAKING; BILINGUALISM; CURRICULUM OEVELOPMENTIT - MEXICAN AMERICANS; NAVAHOST - *ELEMENTARY SECONDARY EDUCATION A: ESEA TITLE VII PROGRAMSAB - DISILLUSIONMENT WITH THE MANY BILINGUAL PROGRAMS OEVELOPEO UNDER

TITLE VII. 1965 ELEMENTARY SECONDARY EDUCATION ACT. INDICATESONLY A LESSENED COMMITMENT. AND A JUSTIFIABLY MORE CAUTIOUSAPPROACH: THE SEEDS OF DOUBTS. THE PROBLEMS. AND POSSIBLY THELIKELIHOOD OF FAILURE WERE BUILT INTO THE PROGRAM FROM THEBEGINNING. (AUTHOR /JM)

58 .

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AN ED086436CHAN RC007608 /TI RURAL ADULT EDUCATION, APPALACHIAN ADULT EDUCATION CENTER, ISSUE

'7. DECEMBER. 1972.AU - MIER. GEORGE W.OS MOREHEAD STATE UNIV., KY, APPALACHIAN ADULT EDUCATION CENTER.PET DEC 72NO 28P.IS 4. RIE74MAYPR EDRS PRICE MF-$0.65 HC-S3.29,SPO BUREAU OF ADULT, VOCATIONAL, AND TECHNICAL EDUCATION (DHEW/OE).

. WASHINGTON. D.C.CG 0EG-0-71-4410-324' z-IT *ADULT EDUCATION PROGRAMS; AMERICAN INDIANS: *COMMUNITY EDUCATIONIT CURRICULUM DEVELOPMENT; DEMOGRAPHY; ECONOMICALLY DISADVANTAGEDIT EDUCATIONAL PROBLEMS: EMPLOYMENT; HEALTH SERVICESIT HUMAN RESOURCES; INDIGENOUS PERSONNEL; INDUSTRIALIZATIONIT *INVESTIGATIONS: MANPOWER DEVELOPMENT; MIGRANTS; NEEDS.IT PROGRAM EFFECTIVENESS; PROGRAM IMPROVEMENT; RURAL AREASIT - SPANISH SPEAKINGST - APPALACHIAAB THE PURDOSES OF THIS ARTICLE ARE: ('1). TO INVESTIGATE AND DESCRIBE

THE SCOPE OF RURAL ADULT EDUCATION NEEDS IN RELATION TO ANATIONAL POLICY OF RURAL INDUSTRIALIZATON; (2) TO ELABORATE UPONTHE PROBLEMS IN DELIVERING ADULT EDUCATION PROGRAMS; AND (3) TORECOMMEND APPROVED ADULT EDUCATION,PIIACTICES DESIGNED TOSTRENGTHEN HUMAN RESbURCES DEVELOPMENT OF RURAL POPULATIONS WHICHMAY, IN TURN, ACHIEVE NATIONAL GOALS CONCEIVED IN RURAL '

INDUSTRIALIZATION. THE DISCUSSION IS CASED ON THE APPALACHIANADULT EDUCATION CENTER'S 5 YEAR INVOLVEMENT WITH- THEEXPERIMENTATION AND DEMONSTRATION OF IMPROVED PRACTICES IN ADULTBASIC EDUCATION (ABE) WITH SPECIAL EMPHASIS ON THE UNIQUE RURALAPPALACHIAN POPULATIONS OF A 13 STATE REGION. THE DOCUMENTINCLUDES THE 1972 NATIONAL RURAL POLICY; A PLEA FOR A NATIONALRURAL ADULT EDUCATION POLICY; RURAL AMERICA TODAY (POPULATION.POVERTY LEVELS. EDUCATION. HEALTH, AND EMPLOYMENT). THE SECTIONON RURAL POPULATIONS COVERS RURAL APPALACHIA. AMERICAN INDIANS,THE SPANISH SPEAKING, AND MIGRANTS. THE EDUCATION CHAPTERDISCUSSES ABE, ADULT EDUCATION MANPOWER DEVELORMENT, INDIGENOUSPERSONNEL, CURRICULUM. ABE DELIVERY. COMMUNITY EDUCATION. ANDMEDIA. MAJOR RECOMMENDATIONS ARE THAT. TO ALLEVIATE ECONOMIC ANDSOCIAL DISTRESS IN RURAL AREAS. ADULT EDUCATION FOR THESEPOPULATIONS NEEDS TO BE IMPROVED; AND THAT THE BROADER METHOD OFCOMMUNITY EDUCATION. WHICH SUBSUMES ADULT EDUCATION, NEEDS TO BEDEVELOPED. (KM)

59

AN E0086426CHAN- RC007578 .

TI - INDIAN EDUCATION AND TRAINING OPPORTUNITIES AT COLUMBIA JR.COLLEGE. COLUMBIA. CALIFORNIA.

OS - COLUMBIA JUNIOR COLL., CALIF.PD - 73NO - 345P.: °AGES 182 TO 210 WILL TAKE UP 2 MICROFICHE FRAMES EACH,

ACTUAL °AGE COUNT IS 316P.IS, - RIE74MAYPR EDRS PRICE MF$0.65 HC-$13.16SPO - OFFICE OF EDUCATION (DHEW). WASHINGTON. D.C.IT - +AMERICAN INBIANS: BEHAVIORAL OBJECTIVES; BUILDINGSIT - *CURRICULUM DEVELOPMENT: *CURRICULUM EVALUATION; DROPOUTSIT EOUIPMENT MAINTENANCE: FIRE SCIENCE EDUCATIONIT - FORESTRY OCCUPATIONS: HEALTH OCCUPATIONS: *JUNIOR COLLEGESIT - MOTIVATION; PREVOCATIONAL EDUCATION: SKILLED OCCUPATIONSIT - STUDENT CHARACTERISTICS: *VOCATIONAL EDUCATIONAB - THE PURPOSE OF THIS PROJECT WAS TO DEVELOP A TRANSITIONAL

INSTRUCTIONAL PROGRAM TO SERVE OUT-OFSCHOOL AND DROP-OUTAMERICAN INDIAN YOUTH ENTERING VOCATIONAL EDUCATION PRcs:RAMs INFOREST TECHNOLOGY. FIRE SCIENCE. HEAVY EQUIPMENT MAINTENANCE ANDHEALTH OCCUPATIONS. THE PROJECT WAS DESIGNED TO DEVELOP A3QUARTER TRANSITIONAL PROGRAM CONCERNED WITH THE DEVELOPMENT OFBASIC SKILLS, CAREER PLANNING. AN INTRODUCTORY CORE IN 2 CAREERAREA CLUSTERS, WORK EXPERIENCE OF BOTH A GENERAL AND VOCATIONALNATURE. AND WORK HABITS. IT INVOLVED THE RECRUITING OF 20-25INDIAN YOUTH PER QUARTER TO START INTO THE 3-QUARTER SEQUENCE.THIS PROJECT PROVIDED SEED MONEY TO: (1) OPEN ACCESS TO COLLEGEPROGRAMS TO INDIAN STUDENTS: (2) DEVELOP TRANSITIONAL COREPROGRAMS ALLOWING UNDECIDED STUDENTS TO EXPLORE CAREERPOSSIBILITIES IN THE MOUNTAIN ORIENTED OCCUPATIONS AND HEALTHRELATED OCCUPATIONS. THE REPORT ALSO EXPLAINED THE CURRICULUMDEVELOPMENT TECHNIQUES UTILIZED BY THE PROJECT. COVERING FIRESCIENCE. FOREST TECHNOLOGY. AND HEAVY EQUIPMENT MAINTENANCE. 92BEHAVIORAL OBJECTIVES WERE GIVEN. OF THESE. 51 WERE CORE CONTENTFOR ALL 3 AREAS. THESE OBJECTIVES WERE THEN EVALUATED FORSTRENGTHS AND WEAKNESSES. USING REPORTS SUBMITTED BY THEINSTRUCTORS. ADDITIONALLY. SUBJECTS, PURPOSES, AND TEACHINGPATTERNS WERE GIVEN FOR HOSPITAL BUILDING MAINTENANCE AND HEALTHOCCUPATIONS TO BOTH INTEREST AND MOTIVATE STUDENTS. (EE/KM)

AN EDOB6394CHAN- RC007540TI - AN ASSESSMENT OF MOTIVATION AMONG INDIAN STUDENTS IN THE TODD

COUNTY SCHOOL SYSTEM.AU -"FOOTE. HAROLDPO - MAR 70NO,- 51P.; MASTER'S THESIS, NORTHERN STATE COLLEGE. ABERDEEN. SOUTH

DAKOTAIS - RIE74MAYPR - EDRS PRICE MF-$0.65 NC-$3.29AV - INTER-LIBRARY LOAN. NORTHERN STATE COLLEGE, ABERDEEN, SOUTH DAKOTA

6O

PAGE

IT ACADEMIC PIRATION: *AMERICAN INDIANS: BOARDING SCHOOLSIT - COGNITIVE DEVELOPMENT: 'CURRICULUM DESIGN; 'EDUCATIONAL TESTINGIT - ELEMENTARY EDUCATION; **..EARNING MOTIVATION: PUBLIC SCHOOLSIT, RESEARCH PROJECTS: RESERVATIONS (INDIAN): STUDENT MOTIVATIONST - ENGELMANN BECKER CURRICULUM; PROJECT FOLLOW THROUGH: *SIOUXAB - THE PAPER POINTED OUT THE NEED FDR AN UNDERSTANDING OF WHAT

MOTIVATES THE YOUNG AMERICAN INDIAN STUDENT TO ATTEND SCHOOL ANDTO WANT TO ACHIEVE IN A SCHOOL SETTING. THE SLOSSON INTELLIGENCETEST AND THE WIDE RANGE ACHIEVEMENT TEST WERE USED TO EVALUATETHE EFFECTIVENESS OF THE ENGELMANN-BECKER FOLLOW THROUGH PROGRAMIN MOTIVATING STUDENTS. AT THE TIME DF THIS STUDY. THEENGELMANN-BECKER SYSTEM WAS USED IN 5 ELEMENTARY SCHOOLS ON THEROSEBUD SIOUX RESERVATION. SOUTH DAKOTA. SEVENTEEN CLASSROOMS INTHESE SCHOOLS USED THE ENGELMANN-BECKER CURRICULUM. OF THE 421STUDENTS ENROLLED IN THE CLASSROOMS. 390 WERE SIOUX INDIANCHILDREN. IT WAS CDNCLUDED THAT MOTIVATION IS A VERY DIFFICULTTHING TO MEASURE WITH THE EXISTING TESTING DEVICES USED IN THEFOLLOW THROUGH PROGRAM. THE TESTS DID INDICATE THAT THE STUDENTSWERE DOING QUITE WELL IN READING BUT WERE LAGGING IN SPELLING ANDARITHMETIC. WHICH COULD BE ATTRIBUTED TO THE TREMENDOUS READINGPROGRAM OFFERED TO THE FOLLOW THROUGH STUDENTS. SEVERAL PARENTSHAVE QUESTIONED SOME OF THE METHODS OF INSTRUCTION IN THISPROGRAM. THREE RECOMMENDATIONS ARE PRESENTED. E.G.. EXPERIMENTINGWITH NEW METHODS THAT MIGHT FIND BETTER WAYS OF TEACHING SPELLINGAND ARITHMETIC TO THESE STUDENTS. (FF)

AN - EJ089102CHAN- CE500299TI - ALBERTA VOCATIONAL COLLEGESO - CANADIAN VOCATIONAL JOURNAL: 9: 3: 14.47:49PD - F 73IT - *ADULT VOCATIONAL EDUCATION; *MANPOWER DEVELOPMENT

- 'CAREER EDUCATION: *CURRICULUM DEVELOPMENT: *COLLEGE PROGRAMSIT INDUSTRIAL EDUCATION; AMERICAN INDIANSAB - A REPORT ON THE WAYS IN WHICH ALBERTA VOCATIONAL COLLEGE AT FORT

MCMURRAY DELIVERS A VARIETY OF TRAINING THAT HELPS MEN AND WOMENIN NORTHEASTERN ALBERTA BECOME SELF SUPPORTING. (DS)

AN --ED085'147CHAN- RC007492TI - CLASH OF CULTURES: A REPORT OF THE INSTITUTE ON "THE AMERICAN

INDIAN STUDENT IN HIGHER EDUCATION" (SAINT LAWRENCE UNIVERSITY,JULY 10-28. 1972),

AU - SANDSTROM. ROY H.. ED.OS - SAINT LAWRENCE UNIV., CANTON. N. Y.PD 20 JUL 72NO - 132P.: RELATED DOCUMENT IS ED060973IS - RIE74APRPR EDRS PRICE MF-$0.65 HC-$6.58SPO - OFFICE OF EDUCATION (DHEW). WASHINGTON, D.C.SPO XEROX CORP., ROCHESTER, N.Y,

61

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J

IT - ACHIEVEMENT: ADULT EDUCATION; AMERICAN INDIAN CULTUREIT - *AMERICAN INDIANS; *COMMUNITY DEVELOPMENT; CURRICULUM DEVELOPMENTIT EDUCATIONAL INNOVATION; EDUCATIONAL OBJECTIVES; FINANCIAL SUPPORTIT - *HIGHER EDUCATION: HISTORY; INFORMATION SERVICESIT - 'TEACHER EDUCATION: VOCATIONAL EOUCATION: *WORKSHOPSA8 - THE REPORT ON THE AMERICAN INDIAN STUDENT. IN HIGHER EDUCATION

ACTS AS A GUIDE FOR INDIAN STUDENTS AND AS A RESOURCE FOREDUCATORS. THE PRACTICAL OBJECTIVES OF THIS INSTITUTE COULD BEBROADLY DEFINED AS THE TRANSMISSION OF A SENSITIVITY FOR THESPECIAL PROBLEMS OF PROSPECTIVE INDIAN STUDENTS IN GAININGENTRANCE TO ANY ONE OF A VARIETY OF EDUCATIONAL INSTITUTIONS ANDSUCCESSFULLY COMPLETING THE COURSE STUDY. SPECIFIC PROBLEMS WHICHWERE GIVEN ATTENTION INCLUDE ADMISSIONS, FINANCIAL..AID.COUNSELING, DEVELOPMENTAL EDUCATION. CURRICULUM REFORM AND NATIVEAMERICAN STUDIES. CONTINUING AND ADULT EDUCATION. VOCATIONALEDUCATION, AND TEACHER EDUCATION PROGRAMS. THE REPORT EMPHASIZESTHE PREEMINENT NEE' FOR DEVELOPING MULTICULTURAL TEACHEREDUCATION. TEACHER TRAINING WHICH DEVELOPS A SENSITIVITY TONATIVE AMERICAN CONCERNS MIGHT BE.THE KEY TO THE' IMPROVEMENT OFINDIAN EDUCATION. THREE MODEL TEACHER TRAINING PROGRAMSAND THERECOMMENDATIONS OF THE TEACHER EDUCATION WORKSHOP COMMITTEE AREGIVEN AS GUIDES FOR THE DEVELOPMENT OF IMPROVED PROGRAMS ATTEACHER COLLEGES. THE REPORT ALSO CONVEYS AN OVERALL KNOWLEDGEAND UNDERSTANDING OF HISTORICAL AND CONTEMPORARY INDIAN CULTURE,LIFE EX °ERIENCE, AND CONFLICTS WITH THE DOMINANT SOCIETY. (FF)

AN - EJ087273CHAN- AA517096TI - A TALE OF TWO TRIBESAU - KERSEY. HARRY A.. JR.SO - EDUCATIONAL FORUM; 38; 1; 50PD - NOV 73IT - *EDUCATIONAL DEVELOPMENT; *AMERICAN INDIANSIT - ?AMERICAN INDIAN CULTURE; 'FEDERAL GOVERNMENTIT - *CURRICULUM DEVELOPMENT: EDUCATIONAL CHANGE: PROGRAM DEVELOPMENT

AB - ARTICLE EXAMINES THE METHODS TWO AMERICAN INDIAN TRIBES USED INCONFRONTING THEIR EDUCATIONAL PROBLEMS. (RK)

AN - ED0B4044CHAN- RC007415TI - THE UNIVERSITY OF CALGARY INDIAN STUDENTS' UNIVERSITY PROGRAMME

(I.S.U.D.) EVALUATION REPORT, 1972-73.OS -*CALGARY UNIV. (ALBERTA). FACULTY OF EDUCATION.PD - 73NO - 130P.IS - RIE74MARPR EDRS PRICE MF-$0.65 HC-$6.58IT - *AMERICAN INDIANS; *COLLEGE PROGRAMS; CURRICULUM DESIGNIT - FINANCIAL SUPPORT; HIGHER EDUCATION; ?PROGRAM DESIGNIT - *PROGRAM EVALUATION: SPECIAL PROGRAMS; STUDENT PARTICIPATIONIT -.*STUDENT 'SCHOOL RELATIONSHIP; TEACHER EDUCATION

PAGE.

ST - *INDIAN STUDENTS UNIVERSITY PROGR; UNIVERSITY OF CALGARY

AB -THE DOCUMENT EVALUATED THE FIRST YEAR (1972-73) OF OPERATION OF

. \THE INDIAN STUDENTS' UNIVERSITY PROGRAMME (ISUP) AT THE'UNIVERSITY OF CALGARY IN ALBERTA, CANADA. EARLY IN 1972 A PLANWAS DEVELOPED WITH THE DEPARTMENT OF INDIAN AFFAIRS WHEREBY THEUNI VERSITY WAS TO RECEIVE UP TO 50 NON-MATRICULATED AMERICANINDPA4 STUDENTS IN SEPTEMBER 1972. PRELIMINARY MEETINGS WERE HELDW1TH`A REPRESENTATIVE LNDIAN GROUP FROM THE PROVINCE OF ALBERTA,THE S+EERING COMMITTEE, WHICH NOW PLAYS A MAJOR ROLE IN POLICYFORMATI. EVOLVED FROM THIS GROUP. FIVE STUDENTS WERE ELECTEDMEMBERS F,THE COMMiTTEE AND HELPED TO OVERCOME SOME INITIALSUSPICION'OF THE COMMITTEE'S WORK WITH THE STUDENT GROUP. APOLICY DECISION. AT THE INDIAN AFFAIRS' LEVEL DETERMINED THAT ATLEAST THE FIRST PHASES OF THE PROGRAMME WOULD CONCENTRATE ONTEACHER EDUCATION TO MEET THE DEMAND FOR INDIAN TEACHERS. THE,EVALUATION DISCUSSED THE FOLLOWING: (1) INTRODUCTION; (2) AREVIEW OF LITERATURE WHICH HAS RELEVANCE FOR THE 1SUP PRbGRAMME:(3) PROPOSAL FOR FUNDING FIRST PHASE, 1972-73; (',),INTERIMEVALUATION: (5),ANALYSIS OF FINAL EXAMINATION DATA: (6) REPORT OF

PARTICIPANT OBSERVER. 1972-72: (7) CURRICULUM RECOMMENDATIONS: .

AND (B) A REPORT TO MEMBERS OF THE ISUP STEERING COMMITTEE ONSOME IDEAS FROM ABROAD. A MAJOR. OVERALL RECOMMENDATION WAS THATISUP SHOULD CONTINUE IN ESSENTIALLY THE SAME FORM. (FF)

AN - ED083073CHAN- 50006214TI - "TOWARD ACCEPTANCE." A TITLE III PROGRAM, 1969-72.OS - BAINBRIDGE ISLAND SCHOOL DISTRICT 303. WASH.

PD - 72NO - 44P. -IS - RIE74FE8,PR - EDRS PRICE MF-$0.65 HC-$3.29IT - AMERICAN INDIANS; *CULTURAL EDUCATION; CULTURAL ENRICHMENTIT -- CURRICULUM DEVELOPMENT: *CURRICULUM ENRICHMENTIT - *EDUCATIONAL IMPROVEMENT: EDUCATIONAL OBJECTIVES

-- IT - EDUCATIONAL PLANNING: *EDUCATIONAL PROGRAMS; ETHNIC STUDIES

IT - EVALUATION: FILIPINO AMERICANS; INDIVIDUALIZED INSTRUCTIONIT - *MINORITY GROUPS; PROGRAM DESCRIPTIONS; PROJECTSIT - REMEDIAL PROGRAMS: SCHOOL COMMUNITY COOPERATION; SOCIAL STUDIES

IT - SURVEYSAB - THIS PROJECT REPORT DESCRIBES A PROGRAM DESIGNED TO INCREASE THE

EFFECTIVENESS OF THE GENERAL EDUCATIONAL PROGRAM FOR THEFILIPINO-INDIAN COMMUNITY IN THE BAINCRIDGE ISLAND SCHOOL SYSTEMTHE RATIONALE IS BASED ON THE NEED FOR IMPROVED HOME-SCHOOLCONTACT AND COMMUNICATIONS. THE NEED FOR IMPROVED AVERAGE DAILYATTENDANCE, AND THE NEED FOR IMPROVED CULTURAL ENRICHMENT OF THECURRICULUM THROUGH ADDITIONAL ETHNIC STUDIES. THE PROJECT ISDESIGNED TO INCLUDE THREE BASIC COMPONENTS: A) CULTURALENRICHMENT OF SOCIAL STUDIES; B) INDIVIDUALIZED PROGRAMS OFREMEDIAL ACTIVITIES IN THE TOOL SUBJECTS: AND C) USE OFHOME-SCHOOL LIAISON AIDES AND OTHER NON-CERTIFIED STAFF FROM THEFILIPINO-INDIAN COMMUNITY. DESCRIPTION IS GIVEN OF THE SCOPE OFTHE PROGRAM. PARENT-COMMUNITY INVOLVEMENT, AND THE BUDGET FOR THE

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PROGRAM. AN EVALUATION IS MADE AND DATA FROM THE STUDY ISPRESENTED. APPENDICES.INCLUDE THREE SURVEYS USED'IN EVALUATINGTHE PRDGRAM AND AN OUTLINE FOR A COURSE IN THE HISTORY OFFILIPINO-AMERICAN CULTURE. (SHM)

AN - EDOB2B9DCHAN- RC00734DTI - NAVAJO STUDIES AT NAVAJO COMMW4ITY COLLEGE.AU - HATATHLI. NEDPD - JUL 71NO 9P.: PAPER PREPARED FOR THE UNIVERSITY OF CALIFORNIA. LOS ANGELES

AMERICAN INDIAN CULTURE CENTER 1971 EPDA SHORT TERM SUMMERINSTITUTE. MANY FARMS. ARIZONA. DULY 1971

IS RIE74FEBPR - EDRS PRICE MF-$0.65 HC-$3.29IT - *AMERICAN INDIANS: COLLEGE. ROLE: COMMUNITY COLLEGESIT - *CURRICULUM DESIGN: CURRICULUM STUDY CENTERSIT -,*EDUCAT'IONAL OBJECTIVES: EDUCATIONAL PHILOSOPHYIT - ,INSTRUCTIONAL STAFF: *PROGRAM DESCRIPTIONS: RESERVATIONS (INDIAN)ST - *NAVAJO COMMUNITY COLLEGE: NAVAJO STUDIESAB - THE DOCUMENT COVERS THE NAVAJO STUDIES PROGRAM (NSP) AT NAVAJO

COMMUNITY COLLEGE (NCC). THE NAVAJO STUDIES PROGRAM DIFFERS FROMOTHER INDIAN STUDIES PROGRAMS IN 7 WAYS. E.G.: (1) IT IS LOCATEDON THE NAVAJO RESERVATION AND CONTROLLED BY THE TRIBE: (2) NCCINCORPORATES INDIAN STUDIES INTO EVERY INDIVIDUAL PROGRAM ANDAREA OF CONCENTRATION--ENGLISH IS CONCERNED WITH INDIAN'LITERATURE. ECONOMICS WITH INDIAN DEVELOPMENT. AND SCIENCE WITHRESOURCES. THE 14 NSP OBJECTIVES INCLUDE SUCH THINGS AS: (1} TOLEARN AND RESPECT PRIDE IN BEING NAVAJO: AND (2) TO RECOGNIZE THENECESSITY OF INDIAN UNITY #".ND CDRPORATION. NSP'S AIM IS TOINCREASEINDIANS' PRIDE IN AND FAMILIARITY WITH THEIR RICHCULTURE. HISTORY, AND RELIGION. THE NCC PHILOSOPHY AIMS ATESTABLISHING (1) A MEANS FOR SOCIETY TO EDUCATE ITS CITIZENS ANDAN EDUCATIONAL SYSTEM CONTROLLED BY THE SOCIETY WHOM THE COLLEGEWILL SERVE: AND (2) AN*OPPORTUNITY .FOR'THE SOCIETY BEING SERVEDTO ACQUIRE A POSITIVE SELF-IMAGE. TWENTY-EIGHT NSP COURSES ARELISTED. SUCH AS (1) NAVAJO SILVERSMITHING: AND (2) SOUTHWESTERNINDIAN TRIBES. ANOTHER RESPONSIBILITY OF THE NSP AT NCC ISPREPARATION OF WRITTEN MATERIALS PREPARED SY NAVAJOS FOR USE INTHE NSP. (FF)

AN - ED082884CHAN- RC007334TI. - A COMMUNICATION SYSTEM FOR THE AMERICAN INDIAN IN HIGHER

EDUCATION.AU - EDINGTON. EVERETT D.PD - JUL 71NO - BP.: PAPER PRESENTED AT UNIVERSITY OF CALIFORNIA. LOS ANGELES

AMERICAN INDIAN CULTURE CENTER 1971 EPDA SHORT TERM SUMMERINSTITUTE. MANY FARMS. ARIZONA. JULY 197

IS - RIE74FEB

A 2

O

.PAGE

PR EORS PRICE MF$0.A5 HC-$3.29IT - AMERICAN INDIANS; COUNSELING: CURRICULUM DEVELOPMENTIT 4'EDUCATIONAL PROBLEMS: FINANCIAL SUPPORT: GUIDANCEIT - *HIGHER EDUCATION: *RECRUITMENT: *TELECOMMUNICATIONAB THERE ARE FEWER AMERICAN INDIANS IN HIGHER EDUCATION THAN MOST

OTHER MINORITY GROUPS. AMONG THE FEW WHO ARE ENROLLED. THERE IS ALARGE PERCENTAGE OF DROPOUTS. IT HAS BEEN EXTREMELY DIFFICULT TORECRUIT, SELECT, AND KEEP INDIAN STUDENTS, EVEN AT THE GRADUATELEVEL. SEVERAL RECOMMENDATIONS FOR OBTAINING MORE ACTIVE INDIANPARTICIcATION IN HIGHER EDUCATION AND IN SPECIAL PROGRAMS SUCH ASADMINISTRATOR TRAINING FELLOWSHIP PRCGRAMS CAN BE SUGGESTED. ACOORDINATED COMMUNICATION SYSTEM COULD BE ESTABLISHED TO INFORM

. STUDENTS ABOUT AVAILABLE PROGRAMS. IN THIS SYSTEM, A PERSON COULDBE DESIGNATED TO BE RESPONSIBLE FOR SELECTING AND RECRUITINGINDIAN STUDENTS. COLLEGES ENROLLING THESE STUDENTS COULD HAVE ANINDIAN COORDINATOR OR COUNSELOR AWARE OF ALL INDIAN STUDENTS INTHEIR COLLEGE WHO COULD HELP THEM FROM THE VERY' BEGINNING. THESECOUNSELORS COULD COORDINATE THEIR PROGRAMS WITH THOSE OF LOCALHIGH SCHOOLS. ONE OF THE .MAJOR GOALS OF THIS SYSTO COULD BE TOINFORM THESE STUDENTS ABOUT FINANCIAL AIDS AND SPECIAL PROGRAMS.THE CURRICULUM SHOULD ALSO BE DEVELOPED TO HELP THESE STUDENTSADJUST TO COLLEGE LIFE. THUS THIS SYSTEM COULD AID IN GETTINGAMERICAN INDIANS INTO HIGHER EDUCATION. (NQ)

AN - EDOB2547CHAN- FL003823TI - ETHNIC STUDY AND FOREIGN LANGUAGE EDUCATION: CHICANOS AND SPANISH

LANGUAGE.AU - WALSER. F. LEROYPD - 25 NOV 72NO - 10P.: PAPER PRESENTED AT THE ACTFL/SCOLT JOINT ANNUAL MEETING,

ATLANTA, GEORGIA. NOVEMBER 1972. INCLUDED IN THE PROCEEDINGS OFTHE JOINT MEETING

IS - RIE74FEBPR - EDRS PRICE MF-$0.65 HC-$3.29IT - AMERICAN INDIANS: CURRICULUM DEVELOPMENT; *ETHNIC GROUPSIT - *ETHNIC STEREOTYPES: *ETHNOCENTRISM; LANGUAGE. INSTRUCTIONIT - MEXICAN AMERICANS: MEXICANS: MODERN LANGUAGESIT - SECOND LANGUAGE LEARNING: *SOCIAL DISCRIMINATIONIT - SPANISH AMERICANSAB - S'IAEOTYPES OF THE MEXICAN. THE CHICANO. AND THE AMERICAN INDIAN

AkE NOTED TO BE RECURRENT IN MANY EDUCATIONAL PUBLICATIONS ANDCONSIDERED TO BF 4 MAJOR OBSTACLE IN OVERCOMING COMMONLY HELDBIASES AND PREJUDICES WHICH WORK AGAINST THE EDUCATIONAL ANDSOCIAL ADVANCEMENT OF MINORITY GROUPS. THIS PAPER DISCUSSES MEANSTO IMPROVE THE EDUCATIONAL CURRICULUM AND HELP ELIMINATE NEGATIVESTEREOTYPING OF ETHNIC MINORITIES. (RL)

65 .

.IxtrrunsweeponsearlivromommiiiimMINFIM7PIE1

AN - EJ083204CHAN RC501303TI - EDUCATION VIA RADIO AMONG GUATEMALAN HIGHLAND MAYAAU - EARLY. JOHN D.SO HUMAN ORGANIZATION: 32; 3: 221-29PD F 73IT 'AMERICAN INDIANS; 'EDUCATIONAL RADIO: *LITERACYIT - MATHEMATICS INSTRUCTION: CURRICULUM DEVELOPMENTIT EDUCATIONAL PHILOSOPHY; TABLES (DATA)ST - MAYA; GUATEMALA: ATITECOS

AN - ED081551CHAN- RC007260TI - "OUTDOOR EDUCATION 'WITHOUT BOUNDARIES", PROCEEDINGS. AN

INTERNATIONAL CONFERENCE IN '72 (DORSET, ONTARIO, CANADA,SEPTEMBtR 28-OCTOBER 1. 1972).

AU . WIPPER. KIRK: AND OTHERSOS - COUNCIL OF OUTDOOR EDUCATORS OF ONTARIO.PD - 73NO - 224P.IS - R1E74JANPR - EDRS PRICE MF-$0.65 HC-$9.87IT - AMERICAN INDIANS; 'CURRICULUM DEVELOPMENT; DAY CARE SERVICESIT - ENVIRONMENTAL EDUCATION:FIELD TRIPS: *GOVERNMENT ROLEIT - HANDICAPPED CHILDREN; INSERVICE PROGRAMS: NA(U5AL RESOURCESIT 'OUTDOOR EDUCATION: RESIDENT CAMP PROGRAMSST - 'CANADAAB - TA 1ST INTERNATIONAL CONFERENCE ON OUTDOOR EDUCATION. 1972. WAS

PcANNED TO PROVIDE A BROADRANGE OF CONTACTS AND EXPERIENCES FORTHE DELEGATES PAPERS PRESENTED AT THIS CONFERENCE AND REPORTEDIN THE 0ROCEEDINGS COVERED OUTDOOR EDUCATION FOR HANDICAPPEDCHILDREN AND NATIVE CHILDREN. RESIDENTIAL PROGRAMS. GOVERNMENTROLE IN OUTDOOR EDUCATION. 'CURRICULUM DEVELOPMENT. TEACHEREDUCATION, AND ENVIRONMENTAL EDUCATION.- LISTS OF SPEAKERS AND.

- DELEGATES WEilE INCLUDED, WITH A COPY OF THE CONFERENCE PROGRAM.(PS)

AN - ED080255CHAN- RC007178TI SOCIAL WORK EDUCATION FOR ECONOMICALLY DISADVANTAGED GROUPS IN

TEXAS. FINAL REPORT, JULY 1, 1970 - AUGUST 31. 1973.AU - ARMENDARI2, JUANOS - CONSORTIUM OF TEXAS SCHOOLS OF SOCIAL WORK. AUSTIN.OS - TEXAS UNIV., AUSTIN. GRADUATE SCHOOL OF SOCIAL WORK.PD - 31 AUG 73NO - 149P.IS - RIE73DECPR - EDRS PRICE MF-$0.65 HC-$6.58SPO - NATIONAL INST. OF MENTAL HEALTH. ROCKVILLE, MD.IT AMERICAN INDIANS; CURRICULUM DEVELOPMENT

66

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IT - ECONOMICALLY DISADVANTAGED: *GRADUATE STUDY; HIGHER EDUCATION'

IT - LOW INCOME GROUPS; *MEXICAN AMERICANS: NEGRO STUDENTS

IT - &PROGRAM EVALUATION: RECRUITMENT: *SOCIAL WORK: TABLES (DATA)IT - 'TEACHING PROGRAMS: UNIVERSITIESST - '*TEXAS (

AB a THE EVALUATION REPORT OF TEXAS GRADUATE SCHOOLS OF SOCIAL WORKHAS,6 CRITERIA: (1) AN INCREASE IN THE PERCENTAGE OF BLACKS ANDMEXICAN AMERICANS IN SCHOOLS: (2) A FULL UTILIZATION OF THESCHOLARSHIPS UNDER THESE PROGRAMS; (3) DEVELOPMENT OF A STATEWIDERECRUITMENT SYSTEM: 14) RELEVANT CURRICULUM. CHANGES: (5)RETENTION OF GRADUATES FROM THE PROGRAMS. AS SOCIAL WORKERS INTEXAeAND THE SOUTHWEST: AND (6) STUQENT FOLLOW-UP AFTERGRADUATION. MINORITIES IN THE PROGRAM RANGED FROM 55(1968. 59)-110 (1972-73) STUDENTS. EACH. CRITERIA IS EVALUATED AND

SUMMARIZED. FOR THE RECRUITiAENT AND RETENTION OF MINORITYSTUDENTS. CONCLUSIONS INCLUDE THAT: (1) THE ENROLLMENT OFMINORITY GROUP STUDENTS INCREASED AND ALL STIPENDS WERE AWARDED;AND (2) THERE WAS A LOW ATTRITION RATE AMONG STUDENTS RECRUITEDINTO THE PROGRAMS. REPORT CONTENTS ARE: (1) INTRODUCTION: (2)

SUMMARY AND CONCLUSIONS: (3) ANALYSIS AND EVALUATION (4).

EVALUATION COMPONENT; AND (5) FINAL COMMENTS AND RECOMMENDATIONS.THE APPENDIXES. WHICH COMPRISE THE MAJORITY OF THE DOCUMENT, GIVEBACKGROUND INFORMATION FOR REPORT FINDINGS. (FF)

AN ED078984CHAN- RC007091 . .

:

TI - THE EDUCATION OF THE AMERICAN INDIAN PUPILS IN CLASSES FOR THEMENTALLY RETARDED.

AU - MILES. MARILYNOS - NORTHERN INDIAN CALIFORNIA EDUCATION PROJECT. EUREKA.

PD - JUN 73 .

NO - 18P.IS - RIE73NOV ,

PR - EDRS PRICE MF-$0.65 HC-$3.29SP0 - OFFICE OF EDUCATION (DHEW), WASHINGTON. D.C. PROJECTS TO ADVANCE

CREATIVITY IN EDUCATION.IT - AMERICAN INDIANS; *COMMUNITY INVOLVEMENT: CULTURAL FACTORS ,

IT - CULTURAL PLURALISM: CURRICULUM DEVELOPMENTIT - EDUCABLE MENTALLY HANDICAPPED: EDUCATIONAL OPPORTUNITIES

. IT - *MENTAL RETARDATION: SELF CONCEPT: SKILL DEVELOPMENTIT - *SPECIAL EDUCATION: STATE PROGRAMS: TEACHER EDUCATIONST - *CALIFORNIAAB - THE NORTHERN INDIAN CALIFORNIA EDUCATION PROJECT IS DEVOTED TD

INCREASING THE QUANTITY AND QUALITY OF ACCURATE INFORMATIONMfAILABLE ABOUT LOCAL AMERICAN INDIAN LIFE THROUGH CURRICULUMDEVELOPMENT. TO HELPING SCHOOL PERSONNEL'TO BETTER UNDERSTAND ANDMEET THE NEEDS OF INDIAN STUDENTS. AND TO INCREASING THE

PARTICIPATION AND INFLUENCE OF INDIAN PEOPLE IN THEIR LOCAL,EDUCATIONAL PROCESSES. THIS ELEMENTARY AND SECONDARY EDUCATIONACT. TITLE III PROJECT REPORT, A PRODUCT OF THE SPECIAL EDUCATIONCOMPONENT OF THE PROJECT, PROVIDES ADDITIONAL INFORMATION TOTEACHERS. ADMINISTRATORS. AND OTHER EDUCATORS ON THE SPECIALEDUCATIONAL NEEDS OF INDIAN CHILDREN. ITS MAIN FOCUS IS THE

R7 #

( PAGE

INDIAN CHILD IN THE EDUCABLE MENTALLY RETARDED PROGRAM. NONE OFTHE CHILDREN DEPICTED IN THE REPORT ARE ACTUALLY ENROLLED INSPECIAL EDUCATION CLASSES. (FF)

AN - ED078980CHAN= RC007087

6 TI - FORT SILL ORBS SURVEY.AU ROSENBLUTH. HENRY: AND OTHERSOS BUREAU OF INDIAN AFFAIRS (DEPT. OF INTERIOR). ALBUQUERQUE. N. MEX.PD - JUL 73NO e 124P.: oAGES 91-97 OF THE ORIGINAL DOCUMENT ARE COPYRIGHTED AND

THEREFORE NOT AVAILABLEIS - RIE73NOVPR - EDRS PRICE MF-10.65 HC-$6.58

ACADEMIC ACHIEVEMENT: *AMERICAN INDIANS: *BOARDING SCHOOLSIT - COUNSELING SERVICES: CURRICULUM DEVELOPMENT,IT EDUCATIONAL OBJECTIVES: .EVALUATION: FEDERAL PROGRAMSIT - *NONRESERVAT/ON-AMERICAN INDIANS; SCHOOL ADMINISTRATION.ST FORT SILL OFF RESERVATION BOARDI: OKLAHOMAAB - THE PUR°OSE OF THIS EVALUATION IS TO PROVIDE AN UNDERSTANDING OF

THE EDUCATIONAL ENVIRONMENT AT THE FORT SILL INDIAN 'SCHOOL AND TOEXERT POSITIVE INFLUENCE FOR CHANGE. THE BUREAU OF INDIAN .AFFAIRS(DIA) SCHOOL'S PHILOSOPHY. GOALS. ADMINISTRATIVE MANAGEMENT. ANDSTAFFING ARE EXPLAINED. VARIOUS ASPECTS OF THE SCHOOL PROGRAM AREEXAMINED AND RECOMMENDATIONS MADE IN THE FOLLOWING AREAS:CURRICULUM. MATHEMATICS AND SCIENCE. LANGUAGE ARTS. SOCIALSCIENCES. INDUSTRIAL ARTS AND HOME ECONOMICS. DORMITORY LIVING.OUT-OF-CLASS ACTIVITIES. CULTURAL ARTS. ATHLETIC PROGRAM ANDPHYSICAL EDUCATION. FOOD SERVICE. ENROLLMENT ACCOUNTING. ANDFACILITIES. PROGRAM ALTERNATIVES. INCLUDING CONTRACTING. ARE -

DESCRIBED AND RECOMMENDATIONS ARE MADE. QUESTIONNAIRES USED INTHE STUDY ARE APPENDED WITH ADDITICYAL INFORMATION ON THE BIASCHOOL. (PS)

9

AN - ED07B979CHAN- RC007086TI - RESEARCH AND CULTURAL STUDIES DEVELOPMENT SECTION: FUNCTIONAL

STATEMENT.OS - INSTITUTE OF AMERICAN INDIAN ARTS. SANTA FE. N. MEX.PD - SEP-71NO -.16P.IS - RIE73NOViPR -.EDRS PRICE MF-$0.65 HC-$3.29'IT -*AMERICAN INDIANS: CULTURAL CENTERS: CULTURAL EDUCATIONIT - CURRICULUM DEVELOPMENT: EDUCATIONAL NEEDS: FEDERAL PROGRAMS

SIT - INFORMATION DISSEMINATION: PROGRAM DEVELOPMENTIT PROGRAM PROPOSALS: RESEARCH UTILIZATION; RESOURCE MATERIALSIT TRIBESST BIA: BUREAU OF INDIAN AFFAIRSAB - THE BUREAU OF INDIAN IFFAIRS (BIA) CULTURAL STUDIES CENTER

ORGANIZES NATIONAL AN.: INTERNATIONAL RESOURCE MATERIALS; DEVELOPS

R-R

,r

PAGE

UPDATED AND ACCURATE INFORMATION ON AMERICAN INDIAN CULTURE; ANDPROVIDES OTHER COROLLARY ACTIVITIES RELATED TO RESEARCH.CURRICULUM. AND TRAINING SUPPORT. THE 7 OCiECTIVES OF THE BIAFIELD UNIT ARE DESIGNED TO ESTABLISH A SPECIFIC CENTER THATSERVES RESOURCE AND GENERAL EDUCATION NEEDS IN THE STUDY OFAMERICAN INDIANS; PROVIDES SUPPORT FOR CURRICULUM DEVELOPMENT ANDTEACHER TRAINING; AND DEVELOPS NEWER AND MORE ACCURATE,RESOURCEMATERIALS THROUGH THE INSTITUTE OF AMERICAN INDIAN ARTS. THECENTER MAINTAINS CONTACT WITH NATIONAL AND INTERNATIONAL RESOURCEPROGRAMS AND INDIAN INSTITUTIONS. MATERIALS ARE DEVELOPED ON ABASIS OF NEED. THROUGH SOLICITATIONS FROM TRIBAL GROUPS ANDINFORMAL INFORMATION GATHERING. MAJOR DISSEMINATION IS PROVIDEDTHROUGH CONTRACT PROVISIONS MADE WITH TRIBES AND INDIVIDUALS. THEAPPENDIX PRESENTS AN OUTLINE FOR PROPOSALS AND A SCHEMATIC .

DESCRIPTION OF THE CULTURAL STUDIES PROGRAM AND RELATED PROJECTS.(KM)

AN - ED078978CHAN- RC007085TI - CULTURAL STUDIES IN INDIAN EDUCATION. POSITION PAPER.AU WARREN. DAVEOS - INSTITUTE OF AMERICAN INOIAN ARTS. SANTA FE, N. MEX.PD - SEP 72NO - 22P.IS - RIE73NOVPR - EDRS PRICE MF-$0.65 HC-$3.29IT - AMERICAN INDIANS: COMMUNITY *NFLUENCE; *CULTURAL AWARENESSIT - CURRICULUM DEVELOPMENT; FEDERAL PROGRAMS; INSTITUTIONSIT - INSTRUCTIONAL MATERIALS; LITERATURE; *PHILOSOPHYIT - SOCIAL SYSTEMS; VALUESST - BIA; BUREAU OF INDIAN AFFAIRS: INSTITUTE OF AMERICAN INDIAN ARTAB A BROAD,INTERPRETATION OF CULTURAL STUDIES IS USED IN THIS

POSITION PAPER. THE NEED FOR INSIGHT AND APPRECIATION OF CULTURAL-- DIVERSITY BETWEEN AMERICAN INDIANS AND NON-INDIANS IS DESCRIBED

BY CULTURAL PLURALISM AND ITS APPLICATION IN INDIAN EDUCATION.AND RES °ONSE TO CULTURAL PLURALISM -- PROGRAMS ANDACTIVITIES INTHE INDIAN COMMUNITY. THE RESPONSES ARE LOCAL/COMMUNITY PROJECTS.REGIONAL/STATE PROGRAMS. COMMUNITY CENTERS. AND THE DEVELOPMENTOF ORGANIZED CULT"RAL MATERIALS PROGRAMS. SOME OF THE MATERIALSPROGRAMS INCLUDE WRITING ORIGINAL HISTORIES, STUDIES OF INDIANGOVERNMENT AND LEGAL SYSTEMS, LINGUISTIC INFORMATION, INDIANLITERATURE. AND CURRICULUM CHANGE AND DEVELOPMENT. IT IS NOTEDTHAT THE FUTURE OF THE INDIAN PEOPLE WILL LARGELY BE DETERMINEDBY THE ACQUISITION OF SKILLS NECESSARY TO LIVE IN A RAPIDLYCHANGING TECHNOLOGICAL SOCIETY. (PS)

,

69

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AN - ED078081CHAN- TM002900T1 EVALUATION OF NON-TRADITIONAL INSTRUCTION IN SOUTHEASTERN ALASKA

INDIAN SCHOOL.AU - B1PPUS. STANLEY L.: AND OTHERSPD - FEB 73NO - 15P.; PAPER PRESENTED AT THE ANNUAL MEETING OF THE AMERICAN

EDUCATIONAL RESEARCH ASSOCIATION (NEW ORLEANS. LOUISIANA,FEBRUARY 25-MARCH 1, 1973)

IS - RIE73OCTPR - EDRS PRICE MF-$0.65 HC-$3.29IT AMERICAN INDIANS: *CURRICULUM DESIGN: INDEPENDENT STUDYIT - 'INSTRUCTIONAL PROGRAMS; INTERVIEWS: PROGRAM EVALUATIONIT TEACHER QUALIFICATIONS: 'TEACHING TECHNIQUESST - *ALASKAAB - THE INSTRUCTIONAL PROGRAM EVALUATION OF A SCHOOL WHICH SERVES

HAIDA AND TLINGET INDIANS IS REPORTED. THE SCHOOL. LOCATED INSOUTHEASTERN ALASKA. HAS A NONTRADITIONAL PROGRAM OFMINI-COURSES. SUPPLEMENTED BY INDEPENDENT STUDY AND SPECIFIC'EXPERIENCES IN VOCATIONAL AREAS. THE EVALUATION WAS CONDUCTED ATTHE END OF THE PROGRAM'S FIRST YEAR. THE STUDY, IS UNIQUE IN THATMANY OF THE TEACHERS WERE COMMUNITY PEOPLE WITHOUT TRAINING INEDUCATION. THESE PEOPLE WERE ASSISTED BY A PROFESSIONAL STAFF.DATA WERE COLLECTED THROUGH STUDENTS. USING A SOCIAL SCIENCE MODEOF INTERVIEWING. THE RESULTS OF THE EVALUATION WERE USED INPLANNING FUTURE MINi-COURSES. INDEPENDENT STUDY, AND VOCATIONALPROGRAMS FOR THE COMMUNITY. (AUTHOR)

AN - ED077620CHAN- RC007046T1 - MAN IN THE NORTH TECHNICAL PAPER. EDUCATION IN THE CANADIAN

NORTH, REPORT ONE: COMMUNITY- GUIDED EDUCATION.AU - BROWN. DOUG; AND OTHERSOS - ARCTIC INST. OF NORTH AMERICA. MONTREAL (QUEBEC).PD - MAR 73NO - 46P.IS - R1E730CTPR - DOCUMENT NOT AVAILABLE FROM EDRS.AV - NOT AVAILABLE SEPARATELY; SEE RC 007 045FT - ADULTS: AMERICAN INDIANS: 'COMMUNITY EDUCATIONIT - 'COMMUNITY INVOLVEMENT: CULTURAL EDUCATIONIT - CURRICULUM DEVELOPMENT;%*ESKIMOS: EXPERIMENTAL PROGRAMSIT - *MINORITY GROUPS: 'TECHNICAL REPORTSST - CANADA.: INUVIKAB - THE SPECIFIC OBJECTIVE OF THIS,APPLIED RESEARCH PROJECT WAS TO

EVALUATE PRACTICAL FORMULAS FOR COMMUNITY- GUIDED EDUCATION IN 5NATIVE COMMUNITIES IN THE CANADIAN NORTH. THE PROJECTS, LAUNCHEDAT THE MAN IN THE NORTH INUVIK CONFERENCE (1970). INVOLVED THEADULTS OF THESE COMMUNITIES IN THE EDUCATIONAL PROCESS AS SPECIALEDUCATION COMMITTEES AND COMMUNITY TEACHERS. THE EVALUATIONCOVERED PROGRAM PREPARATION AND ORGANIZATION. PLANNING. CONTENT,PAYMENT OF ESKIMO AND INDIAN COMMUNITY TEACHERS. LOCATION. AND

70

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TEACHING METHODS. SUBJECTS TAUGHT BY THE COMMUNITY TEACHERS WEREBASED ON LOCAL NATURAL ENVIRONMENTS. ALTHOUGH THE PROJECT TIMEWAS foo SHORT FOR THOROUGH EVALUATION. THE COMMUNITIES RESPONDEDFAVORABLY. INTERESTED IN HAVING THEIR XHILDREN INITIATED TO THEIROWN CULTURE AND HISTORY THROUGH THE SCHOOL SYSTEM. (KM)

AN - ED077615CHAN- RC007037TI - IN STEP WITH THE STATES. A COMPARISON OF STATE AND INDIAN SERVICE

EDUCATIONAL OBJECTIVES AND METHODS.AU r HOWARD. HOMER H.OS - HASKELL INDIAN JUNIOR COLL., LAWRENCE.,KANS.PD - 49NO - 110P.IS - RIE730CT,

.PR EDRS PRICE MF-$0.65 HC-$6.58SPO - BUREAU OF NDIAN AFFAIRS (DEPT. OF INTERIOR). WASHINGTON. D.C.IT - *AMERICAN INDIANS; gILINGUAL EDUCATION; *COMPARATIVE ANALYSISIT - COURSE OBJECTIVES; 'CURRICULUM DEVELOPMENT: ESKIMOS)IT - *FEDERAL PROGRAMS; FLEXIBLE SCHEDULING; RURAL SCHOOLSIT - STUDENT NEEDS; *TEACHING PROCEDURESST - BlA; *BUREAU OF INDIAN AFFAIRSAB - THE PUR0OSE OF THIS 1949 BOOK IS TO SUMMARIZE THE BELIEFS OF THE

EDUCATION DIVISION OF THE 'UNITED STATES INDIAN SERVICE AND TOPRESENT SUMMARIZED STATEMENTS OF THE EDUCATIONAL OBJECTIVES ANDTEACHING PRACTICES OF ALASKA AND THE STATES WHERE THE INDIANSERVICE OPERATES SCHOOLS. PART I ANSWERS SUCH QUESTIONS AS IOWPUBLIC SCHOOLS ARE CHANGING; ARE ALL PUBLIC SCHOOLS GOOD S HOOLS1AND WHY INDIAN SCHOOLS CHANGE RAPIDLY. THE EDUCATIONAL APPROACH.THE PRIMARY OBJECTIVES OF INDIAN SCHOOLS. THE PROVISIONS FORINDIVIDUAL DIFFERENCES, AND SURVEYS AS FOUNDATIONS FOR CURRICULUMDEVELOPMENT ARE ADDITIONAL TOPICS DISCUSSED IN PART I. PART IIREVIEWS COURSES OF STUDY IN ARIZONA. COLORADO. FLORIDA.MINNESOTA. NEBRASKA. NEVADA. NEW MEXICO. NORTH CAROLINA. NORTHDAKOTA. OKLAHOMA. OREGON. SOUTH DAKOTA, TEXAS. UTAH. ANDWASHINGTON. THE COURSE OF STUDY FOR ALASKA'S ELEMENTARY ANDSECONDARY TERRITORIAL SCHOOLS IS EXAMINED IN PART III. (HBC)

AN - ED077614. CHAN- RC007036

TI - EDUCATION FOR BETTER LIVING. A STUDY OF THE EFFECTIVENESS OF THEPINE RIDGE EDUCATIONAL PROGRAM.

AU -DALE. GEORGE A.OS - BUREAU OF INDIAN AFFAIRS (DEPT. OF INTERIOR). PHOENIX, ARIZ.

PHOENIX INDIAN SCHOOL.PD - 55NO 251P.IS - RIE730CTPR EDRS PRICE MF$0.65 HC-$9.87IT *AMERICAN INDIANS; CAREER EDUCATION; COMMUNITY INVOLVEMENTIT - *CURRICULUM DEVELOPMENT; EDUCATION; *PROGRAM EFFECTIVENESS

.71

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IT - *RELEVANCE (EDUCATION); RESERVATIONS (INDIAN); STUDENT NEEDSIT - TABLES (DATA)ST - BIA; BUREAU OF INDIAN AFFAIRS; OGLALA SIOUXST *PINE' RIDGE, BOARDING SCHOOLAB DURING 1938-39 A STUDY OF STUDENTS AND GRADUATES OF THE PINE

RIDGE FEDERAL SCHOOL REVEALED THAT MOST OF THESE STUDENTS (98%)STAYED ON THE OGLALA SIOUX RESERVATION. THE SCHOOL PROGRAM WASLARGELYikCADEMIC. CONTRIBUTING LITTLE TO THEIR EMPLOYABILITY. ASA RESULT. THE PROGRAMiWAS REMODELED TO MAKE IT RESPONSIVE TO.RESERVATION ECONOMIC AND SOCIAL NEEDS. IN 1950 AN INTENSIVEEVALUATION OF THE SCHOOL CURRICULUM FROM 1936 TO 1950 WAS MADE.STUDENTS WHO WERE EXPOSED TO THE REMODELED CURRICULUM ASKED 2BASIC QUESTIONS:, (1) ARE THE FORMER STUDENTS MAKING A BETTERLIVING THROUGH THE USE OF RESERVATIONS. RESOURCES OR THROUGH WAGEEMPLOYMENT AS A RESULT OF THEIR SCHOOL TRAINING THAN WOULDOTHERWISE HAVE OCCURRED? (2) WHAT DO THESE FORMER STUDENTS THINKABOUT THE EFFECTIVENESS OF THE SCHOOL PROGRAM AND HOW WOULD THEYCHANGE IT? THE SURVEY WAS CONCERNED PRIMARILY WITH THE USEFULNESSOF THOSE PARTS OF THE SCHOOL CURRICULUM WHICH WERE'PLANNEDSPECIFICALLY TO HELP AMERICAN INDIANS MAKE A.BETTER LIVING.RESPONDENTS WERE ALL ADULTS WHO HAD BEEN OUT OF SCHOOL FROM 3-10YEARS. ONE RESPONSE STATED "THIS (STUDY) IS A CHANCE FOR ANINDIAN TO REALLY SPEAK HIS MIND ABOUT THE SCHOOLS." (FF)

AN - ED076269CHAN- RC006950TI POLITICS OF LOCAL CONTROL: RAMAH NAVAJO COMMUNITY FORMS A SCHOOL.Ali - NORRIS. ROBERTPD - 27 MAR 73NO - 17P.; PAPER PRESENTED AT THE ANNUAL MEETING OF THE COMPARATIVE

AND INTERNATIONAL EDUCATION SOCIETY. SAN ANTONIO. TEXAS. 25-27MARCH'1973

IS RIE73SE0PR -- EDRS PRICE MF-S0.65 HC -53.29

- - - IT - *AMERICAN INDIANS: COMMUNITY SCHOOLS: *CURRICULUM DESIGNIT - EDUCATIONAL PROGRAMS; PROGRAM CONTENT

-. IT - *SCHOOL COMMUNITY. RELATIONSHIP: 'SCHOOL DISTRICT AUTONOMYIT *SELF DIRECTED GROUPSST - * RAMAH NAVAJO HIGH SCHOOL

'AB - FOR MORE THAN 100 YEARS THE NATIVE AMERICANS OF THE U.S. HAVEBEEN DOMINATED ECONOMICALLY. SOCIALLY. EDUCATIONALLY. ANDCULTURALLY BY THE LARGER SOCIETY IN WHICH THEY LIVE. THE U.S.GOVERNMENT HAS SET POLICIES. PRIMARILY THROUGH THE BUREAU OFINDIAN AFFAIRS (BIA). WITHOUT CONSULTING NATIVE AMERICANS. THERAMAH NAVAJO COMMUNITY EXPERIENCED RELATIVELY GREATER FEDERAL ANDLOCAL DOMINATION BECAUSE OF THEIR ISOLATION FROM THE LARGERNAVAJO RESERVATION. IN FEBRUARY. 1970. THE RAMAH NAVAJO COMMUNITYVOTED 44-0 TO CREATE A SCHOOL BOARD, THE 44 REPRESENTED THEINTENT OF THE ENTIRE NAVAJO COMMUNITY TO ASSUME RESPONSIBILITYFOR CONTROL OF THE ALREACY EXISTING SCHOOL. ON MARCH 25.27 THESCHOOL BOARD RECEIVED SUPPORT FROM REPRESENTATIVES AND SENATORSAND EVENTUALLY FROM THE BIA. THE CURRICULUM STRESSED THEBICULTURAL SE1TING. MANY OF THE TRADITIONAL SUBJECTS TAUGHT IN

'72

4

PAGE

PUBLIC SCHOOLS WERE INCLUDED WITH ADAPTATIONS, I.E.. ENGLISH WASCLASSIFIED AS A FOREIGN LANGUAGE. PHYSICAL EDUCATION STRESSEDCONTINUING LEISURE ACTIVITIES RATHER THAN PURE CALISTHENICS. THECURRICULUM ATTEMPTED TO COMBINE NAVAJO CULTURE, INTERNATIONALHUMANISTIC VALUES, AND COMPETENCE IN INDIVIDUALLY CHOSEN FIELDS.(FF)

AN - EJ075418CHAN- S0501713TI 'TOWARD INQUIRY IN ARCHAEOLOGYAU STRASSER. BEN 8.SO CALIFORNIA COUNCIL FOR THE SOCIAL STUDIES REVIEW; 12: 3: 43-46PD - 72-73IT - AMERICAN INDIANS: 'ARCHAEOLOGY: CURRICULUM DEVELOPMENTIT 'EDUCATIONAL TELEVLSION; *INQUIRY TRAININGIT - *INSTRUCTIONAL MATERIALS: *SOCIAL STUDIES UNITSIT - TEACHING TECHNIQUESAB THREE TELECASTS WERE DEVELOPED AS PART OF A UNIT OF STUDY ON

ARCHAEOLOGY. FOCUSING ON THE INDIANS OF SOUTHERN CALIFORNIA..(JB).

AN ED075144CHAN- RC006925TI THE NORTHERN ESKIMOS OF ALASKA. A SOURCE BOOK.AU - BLAND. LAUREL L.. COMP.OS - ALASKA STATE DEPT. OF EDUCATION. JUNEAU.PD - JUN 72NO - 86P.IS - RIE73AUGPR. - EDRS PRICE MF-$0.65 HC-$3.29AV - COORDINATOR PUBLIC RELATIONS & PUBLICATIONS. DEPT. OF EDUCATION.

ALASKA CAPITOL BUILDING. POUCH G. JUNEAU. ALASKA 99801 (CURRENTLYAVAILABLE FREE)

IT - ANTHROPOLOGY: 'CULTURAL BACKGROUND: CULTURAL DIFFERENCESIT - !CURRICULUM DEVELOPMENT; ECOLOGY: *ESKIMOS: GROUP MEMBERSHIPIT - HISTORY INSTRUCTION: MANUALS: *PHYSICAL ENVIRONMENTIT - *RESOURCE UNITSST - 'ALASKAAB PREPARED AS A RESOURCE FOR ALASKAN EDUCATORS. THIS BOOK IS

DESIGNED FOR ANY1GRADE LEVEL OR LEARNING SETTING. IT PROVI S THE.BASIS FOR TEACHERS TO DEVELOP THEIR OWN APPROPRIATE UNI .

SECTIONS ENCOMPASS: (1) AN INTRODUCTION TO THE INTERDI CIPLINARYFRAMEWORK OF THIS SOURCE BOOK: (2) A BACKGROUND ABOUT THE ESKIMOSOF THE WORLD. THE CULTURAL DIVISIONS OF ALASKA. AND THEDISTINCTION BETWEEN ESKIMOS AND ALEUTS: (3) A PRESENTATION OF THENATURAL ENVIRONMENT OF THE NORTHERN ESKIMOS OF ALASKA: (4) ADESCRIPTION .OF NORTHERN ESKIMO CULTURE EMPHASIZING THE HISTORY.THE CULTURAL AND SUB-CULTURAL DIVISIONS. AND THE DIVERSITIESWITHIN THE. TOTAL CULTURE: (5) A PRESENTATION OF THE ESKIMO LIFESTYLE IN THE BERING SEA AREA: (6) THE DETAILS'OF THE SHAREDCULTURE OF NORTHERN ALASKAN ESKIMOS EMPHASIZING SUB-CULTURALDIFFERENCES BETWEEN THE PEOPLE OF THE BERING SEA AND ST. LAWRENCE'

PAGE

ISLAND AREAS;' (1) A PRESENTATION OF THE DISTINCT AND UNIQUEQUALITIES OF SUB-CULTURAL ADAPTATIONS MADE BY THE ST. LAWRENCEISLAND ESKIMOS; (8) A PRESENTATION OF THE CONDITIONS AND EVENTSOF NORTHERN ALASKA ESKIMOS FROM 1890 TO THE PRESENT; (9) A

' CONDENSATION OF THE BOOK "PEOPLE OF KAUWERAK"; AND (10) ANANNOTATED TIME LINE REGARDING ALASKAN ESKIMOS. FILMS SUGGESTED

. FOR CLASSROOM USE AND BIBLIOGRAPHIES FOR TEACHER REFERENCE ARELISTED IN THE APPENDIX. (HBC)

AN - ED075133CHAN'. RC006905TI - DEVELOPING A NATIVE AMERICAN STUDIES PROGRAM.AU - WHITEMAN. HENRIETTA V.PD - 1 APR 73NO - 21P.: PAPER PRESENTED AT THE NATIONAL TEACHER CORPS CONFERENCE.

DENVER. COLORADO. APRIL 26-29. 1973IS - RIE73AUGPR EDRS PRICE MF-$6.65 HC-$3.29IT - AMERICAN INDIANS; COLLEGE FACULTY: COMMUNITY INVOLVEMENTIT - CURRICULUM DESIGN; DROPOUT PREVENTION; EONIC STUDIESIT - 'GOAL ORIENTATION; GROUP UNITY; INSTRUCTIONAL STAFFIT - PROGRAM DEVELOPMENT; SELF CONCEPT -

AB - THE DEVELOPMENT OF NATIVE AMERICAN STUDIES (NAS) IS AN ATTEMPT ATSELF-AWARENESS AND AN EXERCISE IN SELF-DETERMINATION. ONE AREA OFCONCERN IN THE DEVELOPMENT OF A PROGRAM FOR NATIVE AMERICANS ISTHEIR HIGH ATTRITION RATE IN COLLEGE. SPECIALLY DESIGNED PROGRAMSFOR THE NATIVE AMERICAN STUDENT COULD OFFER (1) NATIVE AMERICANSTUDENT ORIENTATION PROGRAMS. (2) MINI-WORKSHOPS ON NOTE-TAKING.THE USE OF THE.LIBRARY. AND RESEARCH PAPER WRITING TECHNIQUES.(3) ACADEMIC. FINANCIAL. AND PERSOWAt COUNSELING SERVICES. (4)TUTORIAL PROGRAMS. AND (5) SOCIAL VQT ACQUAINTED" ACTIVITIES.ANOTHER PROBLEM RELATED TO THE DEVELOPMENT OF NAS PROGRAMS IS THENECESSITY OFHAVING A MAJORITY OF FACULTY AND STAFF OF THE SAMEETHNIC ORIGIN AS THE STUDENTS. ONCE THE PROGRAM HAS BEGUN TOSOLVE THESE 2 PROBLEMS. A THIRD PROBLEM RESULTS: TOO FEW NATIVEAMERICAN COLLEGE GRADUATES RETURN TO THEIR HOME ENVIRONMENT ORRESERVATION. OR EVEN FIND THEIR WAY INTO INDIAN-ORIENTEDORGANIZATIONS-WHEREVER THEY MAY BE LOCATED. IT IS FURTHERCONTENDED THAT ALTHOUGH THE INDIAN STUDENT CAN BECOME INVOLVED INSUCH A PROGRAM. THE COURSES INCLUDED IN THE CURRICULUM MUST 3EACADEMICALLY SOUND AND RESPONSIVE TO AND REFLECTIVE OF THE NEEDSOF ITS °ARTICULAR STUDENTS AND COMMUNITY. IT IS CONCLUDED THATTHE FINISHED PRODUCT OF NAS CAN ONLY RESULT THROUGH THE.INITIATIVE TAKEN BY NATIVE AMERICANS AND EDUCATORS TO INCORPORATETIME-TRIED PERSPECTIVES INTO THE NEW ACADEMIC PERSPECTIVE OF NAS.(HBC)

74

AN - ED075116CHAN- RC006882

' TI - INDIVIDUALIZATION OF INSTRUCTION: THE AMERICAN INDIAN STUDENT.EDUCATION, MONOGRAPH NO. 7.

AU HIELMSETH. DON E.; BERG, LYLE L.OS - MONTANA UNIV.. MISSOULA. DIV. QF EDUCATIONAL RESEARCH AND

SERVICES.PD DEC 71NO 25P.IS - RIE73AUGPR - EDRS PRICE MF-50.65 HC-$3.29IT - AMERICAN INDIANS: CULTURAL DIFFERENCES; *CURRICULUM DESIGNIT - EDUCATIONAL NEEDS: EDUCATIONAL RESOURCESIT - 'NDIVIDUALIZED INSTRUCTION; PARENT PARTICIPATIONIT - 0URCE CENTERSAB THE MONOGRAPH PROVIDES A BRIEF FRAMEWORK FOR EXPLORING INDIVIDUAL

DIFFERENCES OF THE AMERICAN INDIAN STUDENT. THE INDIVIDUALIZEDPROGRAM OF TEACHING AND LEARNING IS DESIGNED TO ACCOUNT FORINDIVIDUAL DIFFERENCES IN THE BROADEST TERMS. EMPHASIS IS PLACEDON THE IDEA THAT EDUCATORS MUST ADDRESS THEMSELVES TO THE KNOTTYPROBLEM OF CHANGING THE EDUCATIONAL SEQUENCE FOR CHILDREN INTOONE OF CONSTANT CHALLENGE WITH EACH DAY A SUCCESSFUL DAY ANDWITHOUT A DAILY FRUSTRATION LEVEL WHICH TENDS TO DESTROYINITIATIVE AND THE DESIRE TO ACHIEVE. THE AUTHORS BELIEVE ASUCCESSFUL INDIVIDUALIZED PROGRAM CAN BE DEVELOPED THROUGH THECOOPERATIVE EFFORT OF ALL THOSE WHO DESIRE TO IMPROVE-INDIANEDUCATION. THE INDIVIDUAL CHILD MUST DE GIVEN THE OPPORTUNITY TODEVELOP THE SKILLS AND,CONCEPTS NECESSARY TO LIVE IN A BICULTURALSOCIETY. TEACHERS MUST BE SENSITIVE TO AND COGNIZANT OF WAYS TOPROVIDE OPPORTUNITIES FOR THE INDIAN CHILD TO IDENTIFY WITH ANDFEEL A PRIDE IN HIS HERITAGE. FOUR AREAS OF CONSIDERATION INDESIGNING AN INDIVIDUALIZED INSTRUCTIONAL PROGRAM ARE DISCUSSED:(1) THE SITUATION-EEDUCATION FOR THE INDIAN CHILD HAS FAILEDBECAUSE HIS CULTURAL IDENTITY HAS BEEN IGNORED: (2) THEINDIVIDUAL--THE TEACHER MUST UNDERSTAND THE SETTING OUT'OF WHICHTHE CHILD APPEARS EACH DAY; (3) THE INVOLVEMENT IN CURRICULUMDEVELOPMENT BY PARENTS. TRIBAL LEADERS. EDUCATORS. AND CURRICULUMDESIGNERS; AND' (4) THE PROGRAM-TECHNIQUES FOR TEACHING. (FF)

AN - ED074B56CHAN- FL004037TI : CONTENT ANALYSIS SCHEDULE FOh BILINGUAL EDUCATION PROGRAMS: UKIAH

INDIAN. MEXICAN-AMERICAN BILINGUAL-BICULTURAL PROGRAM.AU - EHRLICH, ALANOS CITY UNIV. OF NEW YORK, N.Y. HUNTER COLL, BILINGUAL EDUCATION

APPLIED RESEARCH UNIT.PD - 14 'JAN 72NO -35P.-IS RIE73AUGPR - EDRS PRICE MF-50.65 HC -$3.29SPO - OFFICE OF EDUCATION (DREW), WASHINGTON. D.C. DIV. OF BILINGUAL

EDUCATION.

75

IT - AMERICAN INDIAN LANGUAGES: *AMERICAN INDIANS: BICULTURALISMIT .. BILINGUAL EDUCATION: COGNITIVE DEVELOPMENT: *CONTENT ANALYSIS

IT - CURRICULUM DESIGN: EDUCATIONAL FINANCE: ELEMENTARY GRADES

. IT - ENGLISH; LEARNING THEORIES: *MEXICAN AMERICANS

IT - PRESCHOOL CHILDREN: PROGRAM COSTS: PROGRAM EVALUATION

IT - SELF ESTEEM: SOCIOLINGUISTICS: 'SPANISH: STUDENT GROUPING

IT TUTORINGST - CALIFORNIA: *PROJECT BEST: UKIAH

AB THIS CONTENT ANALYSIS SCHEDULE FOR THE UKIAH INDIAN.MEXICAN-AMERICAN BILINGUAL-BICULTURAL PROGRAM OF UKIAH.CALIFORNIA, PRESENTS INFORMATION ON THE HISTORY. FUNDING. AND

SCOPE OFTHE PROJECT.-INCLUDED ARE SOCIOLINGUISTIC PROCESSVARIABLES SUCH AS THE NATIVE AND DOMINANT LANGUAGES OF STUDENTS

AND THEIR INTERACTION. INFORMATION IS PROVIDED ON STAFF SELECTION

AND THE LINGUISTIC BACKGROUND OF PROdECT TEACHERS. AN.ASSESSMENTIS MADE OF THE DURATION AND EXTENT OF THE BILINGUAL COMPONENT,

AND THE METHODS OF SECOND LANGUAGE TEACHING IN 0ENERAL. INCLUDED

IS AN ANALYSIS OF MATERIALS. STUDENT'GROUPING, TUTORING.CURRICULUM PATTERNS, AND COGNITIVE DEVELOPMENT. THE REPORT ALSODISCUSSES SELF-ESTEEM, LEARNING STRATEGIES. THE BICULTURAL ANDCOMMUNITY COMPONENTS. AND MEANS OF EVALUATION. ATTACHED ARE A

DESCRIPTION OF THE OBJECTIVES OF THE INSTRUCTIONAL COMPONENT, A

DISCUSSION OF THE METHODS OF SECOND LANGUAGE TEACHING, AND A LIST

OF MATERIALS. (SK)

AN - ED073900CHAN- RC006870TI - THEORETICAL CONSTRUCT OF THE IDEAL SCHOOL SYSTEM FOR AMERICAN

INDIANS... KINDERGARTEN THROUGH LIFE.AU - LOCKE. PATRICIAPD - 29 APR 73NO - 30P.; PAPER PRESENTED AT THE NATIVE AMERICAN TEACHER CORPS

CONFERENCE (DENVER. COLORADO, APRIL 26-29, 1973)IS - RIE73JULPR EDRS PRICE MF-$0.65,t1C-$3.29IT *AMERICAN INDIANS: *CULTURAL FACTORS: CURRICULUM DEVELOPMENT

IT - EDUCATIONAL CHANGE; EDUCATIONAL DEVELOPMENT:1IGHER EDUCATION

IT - *MODELS: PRIMARY EDUCATION: *SCHOOL SYSTEMS: SECONDARY EDUCATION

AB - HYPOTHETICAL EDUCATIONAL MODELS FOR AMERICAN INDIANS THAT WOULDUTILIZE EDUCATION AS A SOCIAL INSTRUMENT TO REINFORCE TRIBAL

VALUE SYSTEMS ARE PROPOSED. MODELS OF PROGRAMS FOR PRESCHOOLTHROUGH HIGHER EDUCATION ARE DISCUSSED IN TERMS OF ADMINISTRATION

AND FACULTY, CURRICULA, AND METHODOLOGY. TRIBAL VALUES AREADVOCATED THROUGHOUT THE PAPER. AND TO CARRY OUT THESE VALUES IT

I5 SUGGESTED THAT SCHOOL ADMINISTRATORS, SUPPORTIVE STAFF,TEACHERS. AND TEACHER AIDES SHOULD BE TRIBAL MEMBERS. COURSE

CONTENT IN THE IDEAL INDIAN PRIMARY AND ELEMENTARY SCHOOL WOULD

COVER TRIBAL HISTORY AND SOCIAL STUDIES AND THE ARTS. PHILOSOPHY,AND RELIGION OF THE TRIBE--AS WELL AS MULTICULTURAL CURRICULAFROM THE 4TH GRADE ON. AT THE SECONDARY LEVEL. CLASSES WOULD BE

OPEN, STUDENTS WOULD PARTICIPATE IN THE TRIBE'S "SCHOOL ONWHEELS." AND THE CURRICULA WOULD OFFER COURSES IN BOTH INDIAN AND

WHITE STUDIES. THE HIGHER EDUCATION SYSTEM FOR INDIANS WOULD

711

INCLUDE AT LEAST ONE NATIONAL INDIAN UNIVERSITY WITH APPROPRIATE

.GRADUATE SCHOOLS. INSTITUTES, ANa CENTERS AND TEACHER TRAININGAND VOCATIONAL PROGRAMS AT 9 NON-INDIAN UNIVERSITIES AND AT,r

INDIAN COMMUNITY 'COLLEGES', A CHART OF SIMPLE CAUSES 'AND kFFeCTS

OF NON-INDIAN EDUCATIONAL AND INSTITUTIONAL SYSTEMS LISTS 8bUICOMES.AT PROGRESSIVE LEVELS'IN THE EDUCATIONAL SYSTEM. (FF)

,41 - Ed071278CHAN- RC501193

'EDUCATION4

/I - PROPOSAL: ON FOR THE CANADIAN fNDIAN

Og- W 72 :- NORTHIAN; 9; 2; 13-.3f11'

it 7 *AMERICAN INDIANS; CULTURAC AWARENESS:**CURRICULUM DEVELOPMENTIt 7 *EDUCATIONAL CHANGE; *NEEDS; PROGRAM DEVELOPMENTYY - SCHOOL IMPROVEMENTST - .*CANADA' . .

AB - 'A NEW SELF-AWAREt.ESS,_FOWTHE'AMER/CAN INDIAN OD:A.NEW APPROACH,

TO THE EDUCATIONAL SYSTEM ARE OUTLINED IN THIS PROPOSAL, ,

ASSOCIAtION OF IROOUOig AND Al.LIED INDIANS

AN - ED0732.00*CHAN- UD010257,TI - ETHNIC AND'MINORITY STUbiEg"REVIEW. VOLUME I. NUMbER:.1:AU - LEDERER, NORMAN, ED.;COPPS, JANE, ED.OS - WISCONSIN ;IV., STEVENS

;

POINT EIHNIC1NO.MINORITY'STUDIEg.. ..

CENTER.SO - ETHNIC AND MINORITY'STUDIES'REVIEW: VI Nr.FALL-WIN 1972'-iO3

PD - 72NO - 8813:

IS - RIE73ZIONPR - EDRS PRICE'MF-$0 .65'HC-$9:29' qIT AMERICAN HISTORY; AMERICAN iNbI ANgCCORiaLU M :5EVELOpMENY

IT - ''ETHNIC STUDIES: IMMIdRANtS; INDUSTRyCflAYERATURE REVIE4t,

...- ---- IT MEXICAN AMERICANg: *MINORITY GROUPS: NEGROIISTORYIT - RACIAL DISCRIMINATION': hACISM: SLAVERYrq0 IAL SCIENCES

(

IT *UNITED STATES HISTORYA8 - THIS DOCUMENT IS THE FIRST ISSUE OF THE UNIVERSITY OF WISCONSIN

SYSTEM "ETHNIC AND MINORITY STUDIES REVIEW." WHICH REPRESENTS ANEFFORT TO BRING TO THE ATTENTION OF THE PEOPLE OF WISCONSIN ANDELSEWHERE AN AWARENESS OF THE WORK THAT IS BEING DONE IN THE,OF ETHNIC AND MINORITY AND WOMEN'S 'STUDIES, ESPECIALLY WITH/N'WISCONSIN, ALONG WITH REVIEWS OF BOOKS DEALING WITH THESE .

SUBJECTS TO AID FACULTY AND LAYPERSONS IN. THEIR EFFORTS TOAEEPABREAST OF THE MULTITUDE OF PUBtICATIONSIN'THESE'STUDIEg:CONTENTS INCLUDE THE'FOLLOWING ARTICLES: "THE ANGRY CHICANO,'A.R. gUNSERI; "IMMIGRANT STUDIES AT OSHKOSH," A.W. ANDERSEN; "AMULTIDISCIPLINARY APPROACH TO ETHNIC AND MIN RITY STUDIES," D.

MARTIN;:"RECENT WORKS IN NATIVE AMERICAN STUD : A REVIEW .

ESgAY,'" G. SIEBER; "RACIAL' POLICIES IN AMERICAN, NDUSTRY:,A.,REVIEW ESSAY,".U.D: NORRIt: AND "EIGHTEENTH C8hTURY SCAVOW/NTHEBAITISH COLONIES: A REVIEW ESSAY," W.M. WIECEK. TWENTY BOOKS

7.-1

O

.-,,,--..........,---

IPAGE

ARE REVIEWED. DEALING WITH SUCH TOPICS AS THE LIFE OF HENRYWILSON. THE ORATORY OF TWENTIETH CENTURY NEGRO LEADERS. THEMARYLAND GERMANS. THE DIARY OF WILLIAM JOHNSON. LETTERS FROMNEGRO SOLDIERS. 1898-1902, SCIENTIFIC ATTITUDES OF RACIALINFERIORITY, 1859-1900, RACISM IN CALIFORNIA. THE ABOLITIONISTTRADITION, THE DEMOGRAPHY OF BOSTON, 1630-1860, THE GERMANS OFNEBRASKA, AND OTHER- TOPICS. (AUTHOR/JM)

AN - ED072704CHAN- FL004038TI - CONTENT ANALYSIS SCHEDULE FOR BILINGUALEDUCATION PROGRAMS:

CHEROKEE BILINGUAL EDUCATION PROGRAM.AU - HESS. RICHARD T.OS - CITY UNIV. OF NEW YORK, N.Y. HUNTER COLL. BILINGUAL EDUCATION

APPLIED RESEARCH UNIT.PD - 72NO - 43P. '

IS - RIE73JUNPR - EDRS PRICE MF-$0.65 HC-$3.29SPO - OFFICE OF EDUCATION (DREW). WASHINGTON. D.C. DIV. OF BILINGUAL

.

EDUCATION.IT - 'AMERICAN INDIAN LANGUAGES; AMERICAN INDIANS; *BICULTURALISMIT - 'BILINGUAL EDUCATION; COGNITIVE DEVELOPMENT; 'CONTENT ANALYSISIT - CURRICULUM DESIGN; EDUCATIONAL FINANCE; ELEMENTARY GRAOESIT - *ENGLISH; INSTRUCTIONAL MATERIALS; LEARNING THEORIESIT - PRESCHOOL CHILDREN; PROGRAM COSTS; PROGRAM EVALUATIONIT - SELF ESTEEM: SOCIOLINGUISTICS; STUDENT GROUPINGIT - TEACHER EDUCATION: TUTORINGST - CHEROKEE BILINGUAL EDUCATION PROGRAM: OKLAHOMA; *PROJECT BESTST - TAHLEQUAHAB - THIS CONTENT ANALYSIS SCHEDULE FOR THE CHEROKEE BILINGUAL

EDUCATION PROGRAM IN TAHLEQUAH. OKLAHOMA, PRESENTS INFORMATION ONTHE HISTORY. FUNDING, AND SCOPE OF THE PROJECT. INCLUDED ARESOCIOLINGUISTIC PROCESS VARIABLES SUCH AS THE NATIVE AND DOMINANTLANGUAGES OF STUDENTS AND THEIR INTERACTION. INFORMATION ISPROVIDED ON STAFF SELECTION,AND THE LINGUISTIC BACKGROUND OFPROJECT TEACHERS: AN ASSESSMENT IS MADE OF THE DURATION ANDEXTENT OF THE BILINGUAL COMPONENT. AND THE METHODS OF SECONDLANGUAGE TEACHING IN GENERAL. INCLUDED IS AN ANALYSIS OFMATERIALS, STUDENT GROUPING, TUTORING. CURRICULUM PATTERNS, ANDCOGNITIVE DEVELOPMENT. THE REPORT ALSO DISCUSSES SELF-ESTEEM,LEARNING STRATEGIES. THE BICI..TURAL AND COMMUNITY COMPONENTS, ANDMEANS OF EVALUATION. ATTACHED ARE THE FOLLOWING ITEMS: ADESCRIPTION OF THE FOUR-YEAR COURSE OF STUDY FOR THE CHEROKEEBILINGUAL TEACHER TRAINING PROGRAM, A"LIST OF MATERIALS' AND ASUMMARY OF THE EVALUATION. (SK)

. .

78

PAGE

AN --.ED071829CHAN- RC006730TI - TOWARDS DEVOLUTION IN THE CONTROL OF EDUCATION ON A NATIVE

RESERVE IN ALBERTA: THE HOBBEMA CURRICULUM STORY.AU - AOKI; TETSUOPD 1 DEC 72NO 17P.; PAPER PRESENTED AT THE ANNUAL CONFERENCE OF THE AMERICAN

ANTHROPOLOGICAL ASSOCIATION. TORONTO. ONTARIO, DECEMBER 1. 1972IS - RIE73MAYPR - EDRS PRICE MF-$0.65 HC-$3.29IT - *AMERICAN INDIANS; *COMMUNITY INVOLVEMENTIT - *CURRICULUM DEVELOPMENT; DECENTRALIZATION; EDUCATIONAL PROGRAMSIT - INSTRUCTIONAL DESIGN: *RESERVATIONS (INDIAN)IT - *SELF DIRECTED GROUPSST - *CANADA; HOBBEMA RESERVESAB THE PAPER DESCRIBES A CURRICULUM DEVELOPMENT PROJECT AT THE

HOBBEMA RESERVES. ALBERTA.. CANADA. WHOSE LOCUS IS CONCEIVED ASSITUATED AT THE INTERFACE OF THE DOMINANT SOCIETY AND THEMINORITY. NATIVE INDIAN SOCIETY. THE PP 'SECT'S 2 OBJECTIVES ARE(1) TO PRODUCE AND DEVELOP INSTRUCTIONAL MATERIALS AND PLANS FORTHE LOCAL RESERVES SCHOOL AND (2) TO ENGAGE THE TOTAL COMMUNITYIN INVOLVED ACTIVITY IN THE PROJECT WORK. THE PROJECT LOOKS TO"DEVOLUTION." DEFINED AS A PROCESS OF POWER REALLOCATION IN SUCHA WAY THAT THE IDENTIFIABLE GROUP SITUATED. OUTSIDE THEHEADQUARTERS FEELS FREE TO ACT WITHOUT THE CONSTRAINTS OF SOMEHIERARCHY. RATHER THAN "DECONCENTRATION." DEFINED AS A PROCESS OFALLOCATING AUTHORITY FOR SPECIFIC FUNCTIONS WITHIN ANHIERARCHICAL STRUCTURE TO AN IDENTIFIABLE GROUP SITUATED OUTSIDE,HEADQUARTERS. AS A VIABLE OPERATIVE VALUE IN BRINGING ABOUT"DECENTRALIZED" CONTROL OVER CURRICULAR CONTENT. AT ISSUE IS THECHARACTER OF THE RELATIONSHIP BETWEEN THE DEPARTMENT OF INDIANAFFAIRS AND NORTHERN DEVELOPMENT (CANADA) AND THE RESERVESPEOPLE. THE PAPER HIGHLIGHTS OPERATIONAL PRINCIPLES ADOPTED. SOMEOF THE CONCRETE ACTIVITIES UNDERTAKEN. AND AMERICAN INDIANPERCEPTIONS OF PROJECT ACTIVITIES AS THEY MOVED THROUGH THESEVERAL PHASES OF DEVELOPMENTAL WORK OVER THE INITIAL 10 MONTHS.IT CONCLUDES WITH THE NOTE THAT THE CURRICULUM DEVELOPMENT WORKIS VIEWED AS A SIGNIFICANT STEP TOWARDS THE LARGER ISSUE OF LOCALAUTONOMY OVER EDUCATIONAL MATTERS. (AUTHOR/FF)

AN - ED071810CHAN- RC006696TI - MAHJETAHWIN ("THE BEGINNING"). A CROSS-CULTURAL PROGRAM.AU -.HALL. D. M.OS - ROSENEATH CENTENNIAL SCHOOL(ONTAR10).PD - 72NO - 19P.IS - RIE73MAYPR - EDRS PRICE MF-$0.65 HC-$3.29IT - *AMERICAN INDIANS: *AREA STUDIES; *BIRACIAL SCHOOLSIT - COMMUNICATION PROBLEMS; COMMUNITY INVOLVEMENTIT - CONFLICT RESOLUTION; *CROSS CULTURAL TRAINING

79

PAGE

fT - CURRICULUM DEVELOPMENT; HISTORY INSTRUCTION: SELF ESTEEMST - CANADA; *ROSENEATHAB - THE PROBLEMS. FRUSTRATIONS. SUCCESSES, AND1FAILURES MET BY THE

'ROSENEATH CENTENNIAL PUBLIC SCHOOL IN ROSENEATH. CANADA. WHILEATTEMPTING TO RESPOND TO THE UNIQUE NEEDS OF THE COMMUNITY ITSERVES)ARE DESCRIBED IN THIS PAPER, THE SCM004 STAFF PLANNED ANDIMPLEMENTED A PROGRAM IN CROSS-CULTURAL STUDIES IN ORDER TOREDUCE THE FRICTION BETWEEN THE MEMBERS OF THE NEARBY INDIANRESERVE AND THE SURROUNDING NON-INDIAN COMMUNITY, THE PROGRAM WASDESIGNED TO EXPOSE CHILDREN AND PARENTSJO THE VARIOUS INDIANCULTURES IN ORDER THAT THE NON-INDIANS WOULD BE MORE -

UNDERSTANDING AND THAT THE INDIANS WOULD BETTER APPRECIATE THEIR,OWN UNIQUE HERITAGE. SOME SPECIFIC OBJECTIVES OF THE PROGRAM WERE(1) TO IMPROVE THE INDIAN CHILD'S SELF-CONCEPT. (2) TO CREATE ANAPPRECIATION OF THE VARIOUS CULTURES INHERENT IN THE SCHOOL .

POPULATION. (3) TO DEVELOP A MORE ACCURATE AND UNBIASED APPROACHTO CANADIAN HISTORY, AND (4) TO CREATE A VEHICLE FOR GREATERINTERACTION'BETWEEN THE SCHOOL AND. THE COMMUNITY. IT WASCONCLUDED THAT BECAUSE OF NE DISTRUST. BETWEEN THE 2 GROUPS ANDOCCASIONAL NEGATIVE INFLUENCES FROM INDIVIDUALS OUTSIDE BOTHCOMMUNITIES, A GREAT DEAL OF WORK STILL NEEDS TO BE DONE THROUGHINNOVATIONS IN THE AREAS OF COMMUNITY INVOLVEMENT. BASICPHILOSOPHY. SCHOOL CULTURE, AND CURRICULUM. (NBC)

AN - EJ063091CHAN- RC500980TI - THE EDUCATION OF YUKON INDIANS: A POSITION PAPERSO NORTHIAN: 8; 4: 6-14PD - MAR 72IT - AMERICAN INDIANS: CULTURAL AWARENESS: *CURRICULUM DEVELOPMENTIT - 'EDUCATIONAL IMPROVEMENT; GOVERNMENT ROLE; *NEEDS 41,IT - VOCATIONAL EDUCATIONST *YUKON INDIANSAB - WRITTEN BY THE YUKON NATIVE BROTHERHOOD. (NQ)

.4

AN - ED069461CHAN- RC006595TI - ADVANCES IN NAVAJO BILINGUAL EDUCATION 1969-72. NAVAJO READING

STUDY PROGRESS REPORT NO. 2D.AU - SPOLSKY. BERNARD. ED.OS - NEW MEXICO UNIV.. ALBUQUERQUE.PD - DEC 72NO - 65P.IS, - RIE73MARPR - EDRS PRICE MF-$0.65 HC-$3.29SPO BUREAU,OF INDIAN AFFAIRS (DEPT..OF INTERIOR). ALBUQUERQUE, N. MEX.IT - *AMERICAN INDIANS: !BICULTURALISM: *BILINGUAL EDUCATIONIT - CULTURAL AWARENESS: CURRICULUM DEVELOPMENTIT INSTRUCTIONAL MATERIALS; *NAVAHO; READING MATERIALSIT - 'TEACHER EDUCATION 4

ST - *NAVAJOS

80

AEI ADVANCES IN NAVAJO BILINGUAL EDUCATION ARE DESCRIBED IN THISPROGRESS REPORT, IN WHICH BILINGUAL EDUCATION IS PRESENTED AS ANELEMENT IN-AIDING THE COMMUNITY TO BE INVOLVED IN AND TO CONTROLTHE NAVAJO EDUCATION SYSTEM. ALSO. THE REPORTS OF 3 MEETINGS

.CONCERNING NAVAJO.EDUCATION ARE INCLUDED. THE REPORT OF A NAVAJOBILINGUALBICULTOAL MATERIALS CONFERENCE CONTAINS CURRICULUMIDEAS FOR PERSONS. INVOLVED WITH NAVAJO LANGUAGE TEACHING. APROPOSAL FOR A NAVAJO BILINGUAL EDUCATION PROGRAM FORMS A MAJORPART OF THE REPORT OF A MEETING OF STUDENTS AND FACULTY HELD ATTHE UNIVERSITY OF NEW MEXICO (UNM) TO DISCUSS NAVAJO BILINGUAL .

TEACHER EDUCATION. THE REPORT OF THE THIRD MEETING, ALSO HELD ATUNM, DISCUSSES THE TRAINING OF NAVAJO BILINGUAL TEACHERS. LISTSOF PARTICIPANTS IN THE MEETINGS AND A "SUPPLEMENT TO THEANALYTICAL BIBLIOGRAPHY OF,,1AVAJO READING MATERIALS" ARE ALSOPRESENTED. (PS)

AN - ED069450CHAN- RC096579TI - CURRENT STATUS OF LABORATORY STUDIES.AU - LIBERTY. PAUL: AND OTHERSOS - SOUTHWESTERN COOPERATIVE EDUCATIONAL LAB., ALBUQUERQUE. N. MEX.'PD - 67NO - 44P.IS - RIE73MARPR - EDRS PRICE MF-S0.65 HC -$3.29SPO - NATIONAL CENTER FOR EDUCATIONAL RESEARCH AND DEVELOPMENT

(DHEW/OE). WASHINGTON, D.C.CG - OEC-4-7-062827-3078BN - BR-6-2856IT - *AMERICAN INDIANS: ANGLO AMERICANS: CLASS MANAGEMENTIT - *CULTURAL DIFFERENCES: CURRICULUM DEVELOPMENT: EVALUATION-IT - GRADE 1: INSTRUCTIONAL MATERIALS: *LANGUAGE DEVELOPMENTIT - 'MEXICAN AMERICANS: REINFORCEMENT: 'SOCIAL PSYCHOLOGY: SPEECH

IT - TESTSAB - GENERAL INFORMATION ON THE STUDIES CURRENTLY UNDERWAY BY THE

SOUTHWESTERN COOPERATIVE EDUCATIONAL LABORATORY (SECEL) IS .

PRESENTED IN THIS REPORT. MODULE A IS CONCERNED WITHINVESTIGATING THE RELATIONSHIPS BETWEEN A VARIETY OF.CULTURAL - PSYCHOLOGICAL FACTORS AND LANGUAGE DEVELOPMENT IN GRADE1. TESTING AND HOME INTERVIEWS PLAY A MAJOR PART IN THISINVESTIGATION. THE PURPOSE OF MODULE B IS TO INVESTIGATE THEEFFECTS OF SYSTEMATIC VARIATION OF SEVERAL PARAMETERS IN THECLASSI100M. MODULE C IS CONCERNED WITH FIELD TRYOUTS OF ORALLANGUAGE MATERIALS FOR CULTURALLY DIVERSE CHILDREN. MODULE D ISCONCERNED WITH ENTRY SKILL DEVELOPMENT le THE AREA OF SPEECHELICITATION PROCEDURES. COPIES OF HEALTH. EDUCATION. AND WELFAREDEPARTMENT FORMS AND THE INSTRUMENTS USED ARE INCLUDED FOR EACHPROJECT IN PRCGRESS. IT IS NOTED THAT SOME REORGANIZATION.SHIFTING. AND REFOCUSING ARE TAKING PLACE WITHIN THE LABORATORY.THE OPERATIONAL STRUCTURE IS MOVING TO A TASK GROUP STRUCTURERATHER THAN A TASK FORCE STRUCTURE. THE NEW EMPHASIS IS ON SMALLTASK GROUPS. A NEWLY-FORMED BODY CALLED THE PLANS, REVIEW, ANDEVALUATION PANEL IS RESPONSIBLE FOR THE REVIEW, EVALUATION, AND

DIRECTIVE FUNCTION. (PS)

AN - ED069446CHAN- RC006561

a

141

TI MICHIGAN EDUCATION ASSOCIATION. DIVISION OF MINORITY AFFAIRS.ANNUAL REPORT, AUGUST 1972.

AU . COLEMAN. HERMAN W.OS - MICHIGAN EDUCATION ASSOCIATION. EAST LANSING.PD - AUG 72NO - 16P.'IS - RIE73MARPR = EDRS PRICE MF-$0,65 HC-S3.29IT - AMERICAN INDIANS: BILINGUAL EDUCATION: CULTURAL AWARENESSIT - *CURRICULUM DEVELOPMENT; ETHNIC STUDIESEVALUATIONIT - *INSTRUCTIONAL MATERIALS: MEXICAN AMERICANS; 'MINORITY GROUPSIT - NEGROESST - 'MICHIGANAB - EVALUATIVE DATA RELATIVE TO THE EFFECTIVENESS or THE DIVISION OF

MINORITY AFFAIRS IN ARRIVING AT DEFINED GOALS AND OBJECTIVES AREPRESENTED IN THIS ANNUAL REPORT. PROGRAM DESCRIPTIONS ANDSPECIFIC OBJECTIVES ARE GIVEN FOR 9 PROJECTS. THE PROJECTSINCLUDE DEVELOPING A CURRICULUM CHANGE MODEL: PLANNING A MINORITYGROUP CONFERENCE; DEVELOPING A READING IN-SERVICE PROGRAM MODEL:ENLISTING THE INFLUENCE OF ACCREDITING AGENCIES IN CHANGING

k CURRICULUM PRACTICES; PROVIDING A CLEARINGHOUSE OF INFORMATIONREGARDING FELLOWSHIPS AND SCHOLARSHIPS: CREATING AND MAINTAININGA CURRICULUM CENTER: SPONSORING A CURRICULUM DEVELOPMENT-CONFERENCE, INCLUDING ETHNIC CURRICULUM DEVELOPMENT. INDIANEDUCATION. AND CHICANO CURRICULUM DEVELOPMENT: PUBLISHING AMANIFESTO TO PROVIDE INFORMATION TO MEMBERS: DEVELOPING A LIAISON ,WITH OTHER AGENCIES AND INSTITUTIONS; AND PROVIDING GENERALSERVICES. (PS)

AN - ED069445CHAN- RC006559TI - A SELECTED ANNOTATED BIBLIOGRAPHY OF MATERIARELATING TO RACISM.

BLACKS. CHICANOS, NATIVE AMERICANS, AND MULTI ETHNICITY. VOLUME I.OS - MICHIGAN EDUCATION ASSOCIATION. EAST LANSING.PD - 71

NO - 75P.IS - R11:73MARPR EDRS PRICE MF-$0.65 HC-$3.29IT - *AMERICA ' INDIANS; *ANNOTATED BIBLIOGRAPHIES: AUDIOVISUAL AIDSIT -. BOOKS: CLJRICULUM DEVELOPMENT; ETHNIC DISTRIBUTIONIT - 'MEXICAN AMERICANS: *NEGROES: *RACISM,AB - THE PRIMARY FOCUS OF THIS ANNOTATED BIBLIOGRAPHY IS ON MATERIAL

WHICH THE MICHIGAN EDUCATION ASSOCIATION BELIEVES TO BE MOSTREPRESENTATIVE OF THE REALITIES THAT RELATE"TO THE INVOLVEMENTAND CONTRIBUTIONS OF BLACKS,tHICANOS, AND NATIVE AMERICANS ANDTHE CLIMATE1DF THE TIMES DURING WHICH SUCH INVOLVEMENT ANDCONTRIBUTIONS OCCURRED. ITS PURPOSE, THEN, IS TO PROVIDE

82

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ob

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'o,. CLASSROOM TEACHERS AND EDUCATORS WITH A PRACTICAL INSTRUMENT fiX

WHICH THEY CAN BECOME AWARE OF MEANINGFUL RESOURCES THAT WILL

HELP FOSTER IN TEACHERS AND STUDENTS AN AWARENESS OF ANDAPPRECIATION FOR THE PLURAL ETHNICITY OF OUR SOCIETY. WHICHHERETOFORE HAS BEEN NONEXISTENT IN MOST SCHOOL ENVIRONMENTS IN

AMERICA. ADDITION Y, THE BIBLIOGRAPHY IS INTENDED TO SERVE ASONE FACTOR IN MOU.V.ATING,AND FACILITATING SCHOOL DISTRICTS TO

MODIFY THEIR PRESENT CURRICULUM 111 ORDER TO INCLUDE ETHNIC AND,

CULTURAL DIVERSITY IN EACH CURRICULUM COMPONENT. DOCUMENTS DATEFROM 1945 TO 1972, BUT THE MAJORITY OF THE PUBLICATIONS DATE FROM

THE MIDDLE AND LATE 60S. NOVELS. BIOGRAPHIES. PERIODICALS.RECORDS. FILMS. AND FILMSTRIPS COMPRISE THE 294 ENTRIES IN THIS

MATERIAL.,(HBC)

AN - ED0613231CHAN- RC00650871 - SUMMARY REPORT OF TRAINING ACTIVITIES. NAVAJO SCHOOL BOARD

TRAINING PROJECT.AU STOUT, IRVING W.; PRATT. WAYNE T.OE BUREAU OF INDIAN AFFAIRS (DEPT. OF INTERIOR). WINDOW ROCK. ARIZ.

PD JUN 72NO 15P.IS RIE73FSBPR - EDRS PRICE MF$0.65 HC-$3.29IT *AMERICAN INDIANS; *BOARDS OF EDUCATION; COMMUNITY ATTITUDES

IT CULTURAL AWARENESS: CURRICULUM DEVELOPMENT; EDUCATIONAL NEEDSIT INSTRUCTIONAL STAFF: *PARENT PARTICIPATIONIT SCHOOL COMMUNITY RELATIONSHIP; *TRAINING; VOCATIONAL EDUCATION

ST - *NAVAJOSAB A BRIEF SUMMARY OF CONCLUSIONS REACHED by CONSULTANTS AND AN

INTERPRETIVE SUMMARY' OF REPORTS MADE DY SMALL DISCUSSION GROUPSDURING. THE NAVAJO COMMUNITY SCHOOL BOARD TRAINING PROJECT AREPRESENTED IN THIS REPORT. MAJOR CONCLUSIONS ARE THAT NAVAJOS TOOKTHE TRAINING SESSIONS SERIOUSLY. THAT THE TRAINEES,COULD NOT BERUSHED. THAT THE TRAINEES RECOGNIZED THE VALUES OF BOTH THCOLDAND THE NEW IN SUCH MATTERS AS CURRICULUM, THAT THE GREATEST AREAOF SENSITIVITY WAS IN THE FIELD OF RELATIONSHIPS. AND THAT THETRAINEES RECOGNIZED THEIR OWN LIMITATIONS AND FREELY EXPRESSED ADESIRE FOR CONTINUED TRAINING. TOPICS DISCUSSED IN THE

INTERPRETIVE SUMMARY OF REPORTS INCLUDE CURRICULUM DEVELOPMENT,PARENT-SCHOOL AND COMMUNITY-SCHOOL RELATIONSHIPS. TRAINING

PROBLEMS. AND STAFF SELECTION. (PS)

AN - ED0613230CHAN- RC006507TI NAVAJO COMMUNITY SCHOOL BOARDS SPEAK OUT: A SUMMARY OF NAVAJO

THOUGHT ABOUT EDUCATION. NAVAJO SCHOOL BOARD TRAINING PROJECT.

AU STOUT, IRVING W.; PRATT. WAYNE T.OS - BUREAU OF INDIAN AFFAIRS (DEPT. OF INTERIOR). WINDOW ROCK, ARIZ.

PD JUN 72NO 75P.

IS RIE73FEBPR 1DRS PRICE MF-$0,65 HC-$3.29IT - *AMERICAN INDIANS; *BOARDS OF EDUCATION; CULTURAL AWARENESSIT. CURRICULUM DEVELOPMENT; *EDUCATIONAL NEEDS; INSTRUCTIONAL STAFFIT - 'PARENT PARTICIPATION: PLANNING MEETINGSIT - SCHOOL COMMUNITY RELATIONSHIP: TEACHER AIDES: *TRAININGST *NAVAJOSAB - SCHOOL BOARD TRAINING IS CONDUCTED 8 TIMES DURING THE SCHOOL YEAR

AT 5 RESERVATION LOCATIONS FOR APPROXIMATELY 300 ADULT NAVAJOS. ALIST OF STATEMENTS MADE DURING SMALL GROUP DISCUSSIONS ON THEMAJOR TOPIC ITEMS COVERED AT THESE MEETINGS IS PRESENTED IN THISREPORT. MAJOR TOPICS INCLUDE CURRICULUM DEVELOPMENT.PARENT-SCHOOL AND COMMUNITY-SCHOOL RELAMNSHIPS, TRAININGPROBLEMS. AND STAFF SELECTION. A SUGGESTED LIST OF TRAININGACTIVITIES FOR 1970-71 IS INCLUDED ALONG WITH COPIES OF SCHOOLBOARD MEETING MINUTES FROM 2 SCHOOL DISTRICTS. (PS)

AN - ED067172CHAN- RC006346TI - THE CHANGE IN SELF-IMAGE OF OGLALA SIOUX NINTH GRADE STUDENTS

THROUGH THE DEVELOPMENT AND TESTING OF AN INDIAN CULTURECURRICULUM. FINAL REPORT.

AU - ONE FEATHER. VIVIANOS - RED CLOUD INDIAN SCHOOL, INC.. PINE RIDGE, S. DAK. OGLALA SIOUX

CULTURE CENTER.PD - JUL 72NO - 75P.IS - RIE73JANPR - EDRS PRICE MF-$0.65 HC-$3.29SPO - NATIONAL CENTER FOR EDUCATIONAL RESEARCH AND DEVELOPMENT

(DHEW/OE). WASHINGTON. D.C.CG - OEG-8-71-0012(509)BN - BR-I-H-004IT - *AMERICAN INDIANS; COMPARATIVE ANALYSIS; *CULTURAL BACKGROUNDIT - *CURRICULUM DEVELOPMENT: ECONOMICS:, EXPERIMENTAL CURRICULUMIT - FAMILY RELATIONSHIP: *GRADE 9: GROUP STRUCTUREIT - INSTRUCTIONAL MATERIALS; LEGENDS: RECREATIONAL ACTIVITIESIT - 'SELF CONCEPT: TESTINGST - *OGLALA SIOUXA'B - TO ENABLE THE STUDENT TO BETTER HIS SELF-IMAGE. THIS PROJECT

ENDEAVORS TO GIVE THE STUDENT OPPORTUNITY TO ACQUIRE FACTUALKNOWLEDGE AS WELL AS NEW EXPERIENCE AND SKILLS. THROUGH ANINTEGRATED PROGRAM OF INSTRUCTIONAL MATERIALS. THE 9TH GRADEOGLALA SIOUX STUDENT STUDIES THE HISTORY AND CULTURE OF THEOGLALA °EOPLE ON THE PINE RIDGE INDIAN RESERVATION. THE BASICMATERIALS WERE COLLECTED THROUGH INTERVIEWS WITH OGLALA SIOUXELDERS AND AVAILABLE READING MATERIALS AND PHOTOGRAPHS. THE 6INSTRUCTIONAL UNITS COVER TOPICS SUCH AS: KINSHIP STRUCTURE.LAND. ECONOMY. GAMES, LEGENDS, AND GOVERNMENT. EVALUATION WASBASED ON PRE-TESTING AND POST-TESTING 9TH GRADERS WITHCOMPARATIVE ANALYSIS WITH 9TH GRADE STUDENTS IN A CONTROL GROUP.THE APPENDED CURRICULA GUIDE LISTS (1) THE GENERAL PRINCIPLES ANDOBJECTIVES OF AN INDIAN STUDIES CURRICULUM FOR PINE RIDGE INDIAN

84

RESERVATION AND (2) THE CONCEPTS. 08dECTIVES, ATTITUDES. ANDRESOURCES FOR EACH UNIT OF THE NINTH GRADE OGLALA SIOUXCURRICULUM. THE TEXTS OF THE 6 UNITS ARE UNDER SEPARATE COVERS INTHIS REPORT. (AUTHOR/FF)

AN - EJ059915CHAN- RC500935TI - A COMMUNICATION SYSTEM FOR THE AMERICAN INDIAN IN HIGHER EDUCATIONAU - EDINGTON. EVERETT D.SO s AMERICAN INDIAN CULTURE CENTER JOURNAL; 3; I; 22-5PD F/W 71.72IS - CIJE72NOVIT - 'AMERICAN INDIANS; *COMMUNICATION PROBLEMS; COUNSELING,SERVICES'IT - CURRICULUM DEVELOPMENT; FINANCIAL SUPPORT; *HIGHER EDUCATIONIT - RECRUITMENT; SPECIAL PROGRAMS

AN - ED066275CHAN- RC006393TI - AN ASSESSMENT OF THE EDUCATIONAL NEEDS OF INDIAN STUDENTS IN THE

STATE OF ARIZONA.OS - CONSULTING SERVICES CORP.. SEATTLE, WASH.PD - DEC 69NO - 83P.IS - RIE72DECPR - EDRS PRICE MF-$0.65 HC-$3.29SPO - ARIZONA STATE DEPT. CF PUBLIC INSTRUCTION, PHOENIX.SPO - OFFICE OF EDUCATION (DHEW), WASHINGTON, Q.C. PROJECTS TO ADVANCE

CREATIVITY IN EDUCATION.IT - ADMINISTRATOR EDUCATION; *AMERICAN INDIANS; COMMUNITY INVOLVEMENTIT - CULTURAL DIFFERENCES; *CURRICULUM DESIGN; *EDUCATIONAL NEEDSIT - FEDERAL PROGRAMS; SELF CONCEPT; *STUDENT PARTICIPATIONIT - *STUDENT TEACHER RELATIONSHIPST - *ARIZONAAB - THE OBJECTIVE OF THE STUDY WAS TO OFFER GENERAL AND COMPREHENSIVE

INFORMATION ON AMERICAN INDIAN EDUt ATION-AS IT PERTAINS TO TITLEIII OF THE ELEMENTARY AND SECONDARY EDUCATION ACT IN ARIZONA. THEPRIMARY VEHICLE USED FOR COLLECTING INFORMATION WAS THE FOCUSINTERVIEW--A TECHNIQUE USEO TO GATHER IN-DEPTH INFORMATION ONOPINIONS AND PREFERENCES. THE INTERVIEW SESSIONS INCLUDED-8 -12PARTICIPANTS WHO WERE ENCOURAGED TO COMMENT ON ALL ASPECTS. OFINDIAN EDUCATIONAL NEEDS. TAPE RECORpINGS OF THE INTERVIEWS WITHPARENTS. STUDENTS. AND TEACHERS WERVMAOE BY 2 INTERVIEWERS, BOTHOF WHOM LATER FILLED OUT AN INTERVWER'S REPORT_FORM. FINDINGSINDIC:47EO THAT THERE ARE CULTURAL DIFFERENCES AMONG INDIANS ANONON-INDIANS; THAT THE STUDENTS SUFFER FROM FEELINGS OFINFERIORITY; THAT BECAUSE SCHOOL PERSONNEL FAIL TO RECOGNIZECULTURAL DIFFERENCES AND ARE UNABLE TO ADAPT TO THE TEACHING OFINDIAN STUDENTS. THE STUOENTS ARE NOT QUALIFIED TO FACE THEOUTSIOE WORLD AND DROP OUT: AND THAT SCHOOL CHANGES TEND TO BESUPERFICIAL. STANOARDIZED SCORES SHOWEO INDIAN STUDENTS TO BEBELOW THE STANDARD NORMS. BASED ON WHAT WAS LEARNED FROM THE

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FOCUS INTERVIEWS. 19RECOMMENDATIONS WERE LISTED FOR THEADMMISTRATION OF TITLE III AT THE STATE LEVEL AND FOR THEEDUCATIONAL NEEDS AND COMMENSURATE PROJECT ALTERNATIVES FROM THEFOCUS INTERVIEWS. SIX UNDERLYING NEEDS DISCOVERED IN THE FOCUSINTERVIEWS WERE IMPROVEMENT OF EDUCATOR-LEARNER RELATIONSHIPS,STUDENT SELF-IMAGE. STUDENT INVOLVEMENT. EDUCATIONAL

.ADMINISTRikTION, CURRICULUM STRUCTURE, AND COMMUNITY INVL.VEMENT,(FF)

AN - ED0662361CHAN- RC006340-TI - TIOSPAYE. CURRICULUM MATERIALS RESOURCE UNIT 2.OS BLACK,HILLS STATE COLL.. SPEARFISH, S. DAK.OS - RED CLOUD INDIAN SCHOOL. INC., PINE RIDGE, S. DAK. OGLALA SIOUX

CULTURE CENTER.PD JUL 72NO - 44P.IS RIE72DECPR EDRS PRICE MF60.65 HC-$3.29SPO - NATIONAL CENTER FOR EDUCATIONAL RESEARCH AND DEVELOPMENT

(DHEW/0E). WASHINGTON. D.C.BN - BR-1.11-004IT - *AMERICAN INDIANS: ANTHROPOLOGY: COMMUNITY. ROLE

IT *CULTURAL BACKGROUND; CURRICULUM DEVELOPMENT; DAY SCHOOLSIT s- ETHNIC GROUPS: *FAMILY,RELATIONSHIP: 'GRADE 9: GROUP LIVINGIT - GROUT ';IFMBERSHIP; HISTORY: *INSTRUCTIONAL MATERIALS: LEGENDSIT - MYTHW,Ci; RESERVATIONS (INDIAN.ST - *OGLALA SIOUXAB THE SECOND OF 6 UNITS. THE INSTRUCTIONAL MATERIAL PRESENTED IN

THIIDOCUMENT WAS PREPARED FOR THE 9TH GRADERS OF THE OGLALASIOU .

THE FUNCTION OF THE TIOSPAYE. THE NAME GIVEN TO INDICATE APERSON'S RELATIVES. IS EXPLAINED. THE STORY OF TUE ORIGIN OF THESEVEN COUNCIL FIRES AND STORIES TELLING OF THE SEPARATION OF THESIOUX PEOPLE INTO THE 7 GROUPS REPRESENTING THE 7 CAMPS ANDDESCRIBING THE ORIGINAL HOMELAND AND THE DISCOVERY OF NEW HUNTINGPLACES ARE INCLUDED. AS ARE ACCOUNTS OF THE FIRST CONTACT BETWEENTHV LAKOTA AND WHITE EXPLORERS. THE GROWTH OF THE OGLALA SIOUXINTO THE MOST POWERFUL OF THE 7 GROUPS AND THEIR CONFLICT WITHOT ER INDIAN TRIBES AND WITH U. S. GOVERNMENT AGENTS ISDI CUSSEO. OTHER SECTIONS DESCRIBE THE EOUCATION OF THETI SPATES. THE DIVISION OF THERESERVATION LAND INTO 7 RATIONDI TRICTS. THE ROLE OF THE HEADMAN AND HEAD CHIEF. THE LAWS ANDCOTOMS OF THE PEOPLE, THE PINE RIDGE INDIAN RESERVATION. AND THEGOVERNMENTAL GOALS OF ACCULTURATING THE SIOUX PEOPLE. MAPS ANDIULUSTRATIONS ARE FOUND THROUGHOUT THIS INSTRUCTIONAL MATERIAL.(fF)

1

5

86.

AN Ed056815CHAN- S0500983TI ISSUES IN TEACHING ABOUT AMERICAN INDIANSAU HERTZBERG, HAZEL W.SO - SOCIAL EDUCATION: 36: 5; 481 -B5PD ., MAY 72IS CIdE72AUGIT *AMERICAN HISTORY; *AMERICAN INDIANS: CROSS CULTURAL STUDIESIT CULTURAL AWARENESS: *CURRICULUM DEVELOPMENT: ETHNIC STUDIESIT *SOCIAL PROBLEMS: SOCIAL STUDIES: STEREOTYPES: *STUDENT ATTITUDES

AN - ED062469CHAN- 00012328TI ETHNIC MODIFICATION OF THE CURRICULUM.AU DUNDEE. MAXINE .

.

OS - ASSOCIATION FOR SUPERVISION AND CURRICULUM DEVELOPMENT.WASHINGTON. D.C.

PD - 70NO 52P.: REPORT OF A CONFERENCE ON ETHNIC MODIFICATION OF THE

CURRICULUM, ST. LOUIS, MO.. NOVEMBER 20-22. 1969IS RIE72AUGPR - EDRS PRICE MF-$0.65 HC NOT AVAILABLE FROM EDRS.AV - ASSOC. FOR SUPERVISION AND CURRICULUM DEVELOPMENT, NEA. 1201

SIXTEENTH STREET, N. W.. WASHINGTON, D. C. 20036 (611-t7632:$1.00)

IT - AFRICAN AMERICAN STUDIES; AMERICAN INDIANS: BILINGUALISMIT - COMPENSATORY EDUCATION; *CONFERENCE REPORTS: CULTURAL EDUCATIONIT - *CURRICULUM DEVELOPMENT: EDUCATIONAL PHILOSOPHY: 'ETHNIC STUDIESIT - LANGUAGE INSTRUCTION; NEGRO EDUCATION: *RELEVANCE (EDUCATION)IT - *TEACHER EDUCATION: URBAN EDUCATION: URBAN STUDIESAB - THIS PUBLICATION REPORTS THE PROCEEDINGS OF THE INVITATIONAL

CONFERENCE ON ETHNIC MODIFICATION OF THE CURRICULUM--LATERREVISED BY THE PARTICIPANTS TO BE KNOWN AS THE INVITATIONALCONVENTION ON CURRICULUM MODIFICATIONS FOR ETHNICEMPHASES--CONVENED IN ST. LOUIS. MISSOURI ON NOVEMBER 20, 1969.THE PURPOSE OF THE INVITATIONAL CONFERENCE WAS TO CALL TOGETHER ASMALL GROUP OF PEOPLE TO EXPLORE THE OUESTION OF WHATMODIFICATIONS OF THE CURRICULUM CAN BE MADE TO BETTER SERVE THEEDUCATIONAL NEEDS OF CHILDREN AND YOUTP FROM VARIOUS ETHNICGROUPS. THOSE INVITED INCLUDED GENERALISTS FROM THE CURRICULUMFIELD AND THOSE WITH EXPERIENCE IN ETHNIC MODIFICATIONS. THECONFERENCE INCLUDED FOUR SESSIONS. THE FIRST SESSION WAS ANORIENTATION TO THE ASSOCIATION FOR SUPERVISION AND CURRICULUMDEVELOPMENT AND ITS RELATION TO THE PURPOSES OF THE CONFERENCE,FOLLOWED BY A GENERAL DISCUSSION TO SHARPEN THE ISSUES ANDPREPARE FOR THE LATER SEMINAR. THE SECOND AND THIRD SESSIONSINCLUDED TALKS GIVEN BY PARTICIPANTS ALREADY ACTIVELY INVOLVED INEFFORTS TO MODIFY THE CURRICULUM TO GET AT DISTINCTIVE NEEDS OFVARIOUS ETHNIC GROUPS. THE FOURTH SESSION BEGAN WITH DISCUSSIONOF THE DIFFERENCES IN RATIONALE IN THE APPROACHES TO CURRICULUMMODIFICATION. PARTICIPANTS WITH CURRICULUM RESPONSIBILITY WERETHEN INVITED TO PRESENT A SHORT ORAL STATEMENT ON THE KIND OF

8"1̀

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QUESTIONS THAT SHOULD BE POSED TO PERSONS CALLED UPON TO EXERTLEADERSHIP IN THIS AREA. (AUTHOR/JM)

AN - ED060993CHAN- RC006034TI AN OVERVIEW 0,2 THE NATIVE AMERICAN CURRICULUM SERIES.AU - HARKIINS. ARTHUR M.: AND OTHERSOS MINNESO1A UNIV.. MINNEAPOLIS. CENTER FOR URBAN AND REGIONAL

AFFAIRS.OS - MINNESOTA UNIV.. MINNEAPOLIS. TRAINING CENTER FOR COMMUNITY

PROGRAMS.PD - 1 JAN 72NO - 47P..

IS - RIE12JULPR - EDRS PRICE MF-S0.65 HC-$3.29IT - ',AMERICAN INDIANS; CHANGING ATTITUDES; CULTURAL AWARENESSIT - *CURRICULUM DEVELOPMENT; "CURRICULUM GUIDESIT 'ELEMENTARY SCHOOL CURRICULUM: ETHNIC STUDIESIT - HIGH SCHOOL CURRICULUM: HISTORY; INSTRUCTIONAL MATERIALSIT - LEARNING ACTIVITIES: TRIBESST - MINNESOTAAB - THE NATIVE AMERICAN (NATAM) CURRICULUM SERIES. DESIGNED TO SERVE

NON-INDIAN TEACHERS CONDUCTING CLASSROOMS WITHOUT AMERICAN INDIANSTUDENTS PR_SENT. IS DESCRIBED IN THIS OVERVIEW. PRESENTED INOUTLINE FORM ARE SAMPLES OF THE UNITS PREPARED 3Y PUBLIC SCHOOLTEACHERS FROM THE COLUMBIA HEIGHTS. MJNNESOTA. SCHOOL SYSTEM WHOWERE ENROLLED IN AN INDIAN EDUCATION COURSE OFFERED BY THEUNIVERSITY OF MINNESOTA. IN ADDITION TO THE BASIC CURRICULUMUNITS ON INDIAN CULTURE FOR ELEMENTARY GRADES. UNITS COVERINGSPECIFIC AREAS (MATH CONTRIBUTIONS OF THE INDIANS. ARCHERY. ETC.)OR SPECIFIC TRIBES ARE OUTLINED FOR USE WITH ELEMENTARY AND HIGHSCHOOL STUDENTS. THE COMPLETE UNITS ARE IN THE ERIC SYSTEM AS ED051 913 THROUGH ED 051 920 AND ED. 057 926 THROUGH ED 057 930. (PS)

AN - EJ052802CHAN- RC500844TI - CURRICULUM: THE CLUTTERED ATTICAU - BUELL. WILLIAM W.SO - NORTHIAN: 8: 3; 20-9 ,

PD - DEC 71 A

IS . CIJE72oUNIT 'CURRICULUM DEVELOPMENT: *EDUCATIONAL OBJECTIVESIT - ELEMENTARY GRATES% *ESKIMOS: *INSTRUCTIONAL DESIGNIT - RELEVANCE (EDCZA4ON)

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AN ED059766CHAN- PS005384TI ASSUMPTIONS FOR BILINGUAL INSTRUCTION IN THE PRIMARY GRADES OF

NAVAJO SCHOOLS.AU - WILSON. ROBFRT D.PD - NOV 71ND 38P,: PAPER PRESENTED AT CONFERENCE ON CHILD LANGUAGE (CHICAGO.

NOVEMBER 22-24. 1971)IS - RIE72dUNPR - EDRS PRICE MF-$0,65 HC-$3.29IT - ABILITY: ACADEMIC ACHIEVEMENT: *AMERICAN INDIANSIT - *BILINGUAL EDUCATION: CULTURAL DIFFERENCES: CULTURAL PLURALISMIT - CURRICULUM DESIGN: +HYPOTHESIS TESTING: LEARNING ACTIVITIESIT - PERSONALITY CHANGE: *PRIMARY GRADES; STUDENT DEVELOPMENTIT - STUDENT PARTICIPATION; STUDENT TEACHER RATIOIT - *TEACHING TECHNIQUESAB - A REVIEW OF SOME ASSUMPTIONS MADE IN THE DEVELOPMENT AND

IMPLEMENTATION OF A BILINGUAL -BICULTURAL- CURRICULUM FOR NAVAJOSTUDENTS IN THE EARLY PRIMARY GRADES IS PRESENTED. THE CURRICULUMSET OUT TO DEVELOP AND EXPAND THE STUDENTS' ABILITIES FORLEARNING. TEACHING THEM HOW TO LEARN. SO THEY COULD COPE WITHCHANGE. IT SET OUT TO SENSITIZE THEM TO THE TWO CULTURES. SO THATTHEY COULD COPE WITH BOTH: IT ALSO SET OUT TO STRUCTURE WHAT THETEACHERS TAUGHT AND TO GENERALIZE HOW-THEY TAUGHT. SO THAT THESTUDENTS COULD COPE WITH THE SCHOOL SITUATION. THE BASICHEURISTIC OF THE CURRICULUM IS TO FIND THE INHERENT AND MAKE THEMPERVASIVE LIKE GROWING VEINS IN THE ORGANISM. IT IS WHAT THECURRICULUM CONSIDERS INHERENT AND WHAT THE CURRICULUM HAS DONEWITH THE INHERENT THAT WILL CHARACTERIZE THE ASSUMPTIONS REVIEWEDIN THIS PAPER. THESE ASSUMPTIONS INCLUDE:(1) RANDOMIZATION OFPUPIL PARTICIPATION ASSURES INDIVIDUAL ATTENTION FOR ALL MEMBERSOF THE CLASS: (2) TEACHING TECHNIQUE AFFECTS LEARNING ABILITY:AND (3) TEACHER-STUDENT RATIO AFFECT LEARNING PROGRESS.(AUTHOR/CK)

AN - Ed052164CHAN- FL502285TI - BILINGUAL EDUCATION - A SECOND LOOKAU - BELL. PAUL W.SO - TESOL NEWSLETTER: 5: 3-4: 7. 29-30PD - SEP-DEC 71IS - CIJE72MAYIT - AMERICAN INDIANS: *BILINGUAL EDUCATION: BILINGUALISMIT - CURRICULUM DESIGN; ENGLISH (SECOND LANGUAGE): *LANGUAGE PROGRAMSIT - SECOND LANGUAGE LEARNING: SPANISH SPEAKING; TEACHER EDUCATIONAB PAPER PRESENTED AT THE TESOL CONVENTION. NEW ORLEANS. LOUISIANA.

MARCH 1971. (VM)

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AN - Ed051693CHAN- S0500755TI - THE STRUGGLE FOR CONTROL OF INDIAN SCHOOLSAU - GAILLARD. FRYESO - RACE RELATIONS REPORTER; 3; 1; 21-27PD - JAN 3 72IS - CIdE72MAYIT - *AMERICAN INDIANS; COMMUNITY SCHOOLS; CULTURAL AWARENESSIT - CURRICULUM DEVELOPMENT; *EDUCATIONAL LEGISLATIONIT - EDUCATIONAL OPPORTUNITIES; EQUAL EDUCATION; *EXPERIMENTAL SCHOOLSIT - *SCHOOL ATTENDANCE LAWSST - *INDIAN EDUCATTONAB - DISSATISFACTION OVER NON-SUCCESSFUL METHODS OF EDUCATING INDIAN

CHILDREN HAS LED TO STRONG ASSERTION OF LEADERSHIP AND CONTROL BYINDI-AFFEDUCATORSTHE---NEED- FOR -LEGISLATION PROTECTING THEAMERICAN INDIANS' RIGHT TO SELF CONTROLLED EDUCATION ISDISCUSSED. (dB)

AN - ED057983CHAN- RG005884TI - PROCEEDINGS: INDIAN EDUCATION TRAINING INSTITUTE. PACIFIC

NORTHWEST INDIAN CENTER/GONZAGA UNIVERSITY (SPOKANE, WASHINGTON,AUGUST 5.6,7,8. 1971).

OS - GONZAGA UNIV., SPOKANE, WASH.PD - 71

NO - 436P.IS - RIE72APRPR - EDRS PRICE MF-S0.65 HC-$16.45SPO - OFFICE OF EDUCATION (DHEW). WASHINGTON. D.C.IT - 'AMERICAN INDIANS: *CONFERENCE REPORTS; *CULTURE CONTACTIT - CURRICULUM DEVELOPMENT; EDUCATIONAL PROBLEMS; HIGHER EDUCATIONIT - INDIGENOUS PERSONNEL; *INSTITUTES (TRAINING PROGRAMS)IT - *PROGRAM EVALUATION TEACHER EDUCATION; TRIBESAB - THE 1971 INDIAN EDUCATION TRAINING INSTITUTE CULMINATED IN A

4-DAY CONFERENCE ATTENDED BY AMERICAN INDIAN SCHOLARS, TRIBALADMINTSTRATORS, AND STUDENTS CONCERNED WITH EDUCATION OF INDIANSIN THE NORTHWEST. THIS DOCUMENT CONTAINS A VERBATIM RECORD OF THEPROCEEDINGS IN ADDITION TO AN EVALUATION OF THE PROGRAM.RECOMMENDATIONS ARE MADE (1) TO IMPROVE INDIAN EDUCATION INRESERVATION AND NEARRESERVATION ELEMENTARY AND SECONDARYSCHOOLS; (2) TO MEET THE NEEDS OF INDIAN STUDENTS IN HIGHEREDUCATION: AND (Pi TG PLAN FOR THE USE OF PACIFIC NORTHWESTINDIAN CENTER (PNIC) MATERIALS. IT IS NOTED THAT 3 FOLLOW-UPACTIVITIES ARE IN PRO.SRESS TO IMPLEMENT THESE RECOMMENDATIONS: ACOMMITTEE IS INV,I.STiGITING POSSIBILITIES FOR INDIAN EDUCATIONALPROGRAMS IN AREA INSTITUTIONS OF HIGHER EDUCATION TO MOVE FORWARDON THE BASIS OF CO"CCPTS DEVELOPED DURING THE INSTITUTE: ACOMMITTEE IS STUDYING INDIAN INVOLVEMENT IN PNIC, AND FACULTY ANDADMINISTRATIVE PERSONNEL IN AREA INSTITUTIONS OF HIGHER EDUCATIONARE REVIEWING THEIR OWN PROGRAMS. THE MAJOR PART OF THIS REPORT,THE RECORD OF THE PROCEEDINGS. DEALS WITH SUCH TOPICS ASTEXTBOOKS. THE ROLE OF PNIC, FEDERAL PROJECTS FOR INDIANS (E.G.,

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JOHNSON-O'MALLEY), EDUCATIONAL NEEDS. CURRICULUM. TEACHERTRAINING, GUIDANCE AND COUNSELING. AND MEANS BY WHICH INDIANS CANFORCE NEEDED CHANGES IN VARIOUS INSTITUTIONS. A RELATED DOCUMENTIS RC Q05 883. (PS)

AN - ED057982CHAN- RC005883TI INDIAN EDUCATION TRAINING INSTITUTE (GONZAGA UNIVERSITY, SPOKANE,

WASHINGTON, FEBRUARY 1971 TO NOVEMBER 1971).OS e GONZAGA UNIV., SPOKANE. WASH.PO - 71

NO - 127P.IS - RIE72APRPR - EDRS PRICE MF-S0.65 HC-$6.58SPO - OFFICE OF EDUCATION (DHEW). WASHINGTON, D.C.IT - AMERICANINDIARS; *CONFERENCES: CULTURE CONTACTIT - CURRICULUM DEVELOPMENT; EDUCATIONAL PROBLEMS: EVALUATIONIT - HIGHER EDUCATION; *INSTITUTES (TRAINING PROGRAMS)IT, - PERSONNEL SELECTION: PROGRAM PLANNING; TEACHER EDUCATION; TRIBESAB - THE 1971 INDIAN EDUCATION TRAINING INSTITUTE OUTLINED IN THIS

DOCUMENT FOCUSED ON DEVELOPMENT OF KNOWLEDGES AND,ATTITUDESNECESSARY FOR THOSE INVOLVED IN EDUCATING AMERICAN INDIANS. ASNOTED, FULL PARTICIPATION BY INDIAN PEOPLE WAS SOUGHT IN ALL-PHASES OF THE INSTITUTE, AND INDIAN VIEWS WERE PRIMARY THROUGHOUTTHE ADVISORY COMMITTEE MEETINGS AND THE PRECONFERENCE PLANNING.SESSION. OF THE 50 CONFERENCE PARTICIPANTS. 76% WERE INDIANSREPRESENTING COLLEGES, TRIBES. AND URBAN INDIAN GROUPS INTHENORTHWEST; CHOSEN TO OBTAIN VIEWS FROM THE WIDEST POSSIBLECROSS-SECTION OF INDIAN PEOPCt, THE PARTICIPANTS RANGED.FROMCOLLEGE STUDENTS TO THOSE HOLDING DOCTORAL DEGREES. IN THISREPORT ON THE INSTITUTE, BASIC INFORMATION ON THE PROGRAM(INCLUDING GUIDELINES. EVALUATION. AND THE ROLE OF THE PACIFICNORTHWEST INDIAN CENTER) IS GIVEN. THE 18 APPENDICES INCLUDELISTS OF PROGRAM PARTICIPANTS. COMMITTEE MEMBERS. TRUSTEES. ANDFINANCIAL DIRECTORS. AND 'EXAMPLES OF CORRESPONDENCE WITH VARIOUSINDIVIDUALS AND INSTITUTIONS. A RELATED DOCUMENT, RC 005 884,CONTAINS A VERBATIM RECORD OF PROCEEDINGS. (PS)

AN - E0057959CHAN- RC005830TI - THE PROS AND CONS OF INDIVIDUALIZED PROGRAMMED INSTRUCTION FOR

INDIAN STUDENTS. A POSITION PAPER....AU - CORCORAN. BERT W.PO - APR 70NO - 11P.IS - RIE72APRPR - EDRS PRICE MF-$0.65 HC-53.29SPO - SOUTHWESTERN COOPERATIVE EDUCATIONAL LAB., ALBUQUERQUE, N. MEX.IT - *AMERICAN INDIANS; BASIC SKILLS; BILItGUAL EDUCATIONIT - CLASSROOM ENVIRONMENT: CULTURAL FACTORS; CURRICULUM DEVELOPMENTIT - ELEMENTARY SCHOOL STUDENTS; GROUP RELATIONS

91

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IMPROMPPIPrinift-,

PAGE

IT - *INRODUALIZED INSTRUCTION; PROGRAM DEVELOPMENTIT *PROGRAMED ,INSTRUCTION; SEX DIFFERENCESIT STUDENT TEACHER RELATIONSHIP; *UNGRADED SCHOOLSAB BASED ON OBSERVATIONS AND EXPERIENCES IN A TITLE III (ELEMENTARY

AND SECONDARY EDUCATION ACT) PROJECT TO INDIVIDUALIZE INSTRUCTIONIN THE UNGRADED ROCKY BOY ELEMENTARY SCHOOL (GRADES 1-6. ROCKYBOY INDIAN RESERVATION, BOX ELDER. MONTANA), THIS POSITION PAPERCONSIDERS THE PROBLEM OF FINDING.A SUITABLE OR WORKABLECURRICULUM AND CLASSROOM CLIMATE FOR TEACHING READING, WRITING,AND ARITHMETIC IN A TRADITIONALLY DESIGNED SCHOOL. IN THE PAPER,THE PROS OF INDIVIDUALIZED PROGRAMMED INSTRUCTION ARE DISCUSSED -CONSIDERING BOY VS. GIRL, DEVELOPMENT CF THE SELF-LEARNER INRELATION TO HIS CULTURE, PEER-TUTOR RELATIONSHIPS. ACHIEVEMENT.CHARACTERISTICS OF THE SELF-LEARNER IN RELATION TO PROGRAMMEDINSTRUCTION. AND CONTINGENCY MANAGEMENT. CONS OF INDIVIDUALIZEDPROGRAMMED INSTRUCTION ARE DISCUSSED IN TERMS OF THENON-ENGLISH-SPEAKING CHILD. THE POOR TEACHER. AND BEHAVIORALOBJECTIVITY VS. GROUP INTERACTION. IT IS SUGGESTED THATINDIVIDUALIZED PROGRAMMED INSTRUCTION FOR INDIAN CHILDREWHASMERIT AND NEEDS FURTHER STUDY IN VIEW OF ITS.PRESENT SHORT PERIODOF UTILIZATION. (MJB)

AN - ED057953CHAN- RC005824TI - EVALUATION OF RESEARCH ON BILINGUAL EDUCATION FOR AMERICAN

INDIANS. A POSITION PAPER.AU - SPOLSKY, BERNARDPD - APR 70NO - 13P.IS - RIE72APRPR - EDRS PRICE MF-$0.65 HC-$3.29SPO - SOUTHWESTERN COOPERATIVE EDUCATIONAL LAB,, ALBUQUERQUE. N. MEX.IT - AMERICAN INDIANS; *BILINGUAL EDUCATION; COMMUNITY INVOLVEMENTIT -- CURRICULUM DEVELOPMENT: *LANGUAGE ROLE: *PROGRAM DEVELOPMENTIT - PROGRAM EVALUATION; *RESEARCH NEEDS; TEACHER QUALIFICATIONSAB SUCCESSFUL BILINGUAL PROGRAMS DEPEND ON SOME UNDERSTANDING OF THE

LANGUAGE SITUATION INVOLVED. THE POSSIBLE STRATEGIES OF BILINGUALEDUCATION. THE EFFECTS OF THESE STRATEGIES. THE ASSESSMENT OFCOMMUNITY DESIRES, THE BEST WAYS TO FIND AND TRAIN TEACHERS. THEMETHOD OF EVALUATING CURRICULUM, THE EFFECT OF LEARNING STYLES,AND THE POSSIBILITIES OF BILINGUAL CURRICULUM DEVELOPMENT. THEEVIDENCE ON EACH OF THESE ISSUES IS LIMITED FOR BILINGUALEDUCATION IN GENERAL BUT IS EVEN MORE LIMITED IN THE CASE OFAMERICAN INDIAN EDUCATION. THE DEVELOPMENT OF VIABLE BILINGUALEDUCATION PROGRAMS FOR INDIANS REQUIRES A.NUMBER OF STUDIES: (1)A LANGUAGE CENSUS': (2) A MAJOR STUDY OR SERIES OF STUDIES OF THEEFFECT OF VARIOUS PATTERNS OF BILINGUAL EDUCATION: (3) A STUDY OFTHE EFFECT OF COMMUNITY INVOLVEMENT IN BILINGUAL EDUCATIONPROGRAMS; (4) A STUDY OF THE EFFECTIVENESS OF VARIOUS PATTERNS OFTEACHER AND ASSISTANT PREPARATION AND COOPERATION; (5) RESEARCHPROJECTS CONCERNED WITH BELIEF SYSTEMS, LANGUAGE USE ANDFUNCTION, AND LANGUAGE ACQUISITION AND DIRECT STUDIES OF LEARNINGSTYLES; AND (6) STUDIES OF THE PROBLEMS OF DEVELOPING CURRICULUM

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IN INDIAN LANGUAGES. (JH)

1

AN ED0579304 CHAN- RC004831

TI - MATHEMATICAL CONTRIBUTIONS OF THE MAYAS. AZTECS & INCAS; A NATIVEAMERICAN CURRICULUM UNIT FOR MIDDLE AND HIGH SCHOOL. NATAM XIX.

AU STODOLA:JANETOS MINNESOTA UNIV.. MINNEAPOLIS. TRAINING CENTER FOR COMMUNITY

PROGRAMS. ...

PD - MAY 71NO - 19P.IS - RIE72APRPR - EDRS PRICE MF-$0.65 HC-$3.29IT - AMERICAN INDIAN LANGUAGES: *AMERICAN INDIANSIT - CURRICULUM DEVELOPMENT; MATHEMATICS: MAYAN LANGUAGESIT - NUMBER SYSTEMS: *RESOURCE UNITS: *SECONDARY GRADESIT - UTO AZTECAN LANGUAGESST - AZTECS: INCAS: MAYASAB - WRITTEN TO FULFILL THE REQUIREMENTS FOR A UNIVERSITY OF MINNESOTA

COLLEGE OF EDUCATION OFFCAMPUS INDIAN EDUCATION COURSE FORPUBLIC SCHOOL TEACHERS, THIS NATIVE AMERICAN CURRICULUM UNIT FORMIDDLE AND HIGH SCHOOL REFLECTS THE MATHEMATICAL ACHIEVEMENTS OFTHE MAYA. AZTEC. AND INCA INDIANS. THE NUMBER SYSTEMS. NOTATION,AND CALENDAR TECHNIQUES OF THE 3 GROUPS ARE DISCUSSED. INCLUDEDIS AN 8-ITEM BIBLIOGRAPHY. (MJB).

AN - ED057929CHAN- RC004820TI - THE MAYA CALENDAR: A NATIVE AMERICAN CURRICULUM UNIT FOR MIDDLE

AND HIGH SCHOOL. NATAM VIII.AU TORGUSON. EDGAR A.OS MINNESOTA UNIV.. MINNEAPOLIS. TRAINING CENTER FOR COMMUNITY

PROGRAMS.PD - MAY 71NO - 20P.IS - RIE72APR

tPR - EDRS PRICE MF-$0.65 HC-$3.29IT - AMERICAN INDIAN LANGUAGES; *AMERICAN INDIANSIT - CURRICULUM DEVELOPMENT; MATHEMATICS; MAYAN LANGUAGESIT - NUMBER SYSTEMS; 'RESOURCE UNITS: SECONDARY GRADESST - MAYASAB - WRITTEN TO FULFILL THE REQUIREMENTS FOR A UNIVERSITY OF MINNESOTA

COLLEGE OF EDUCATION OFF-CAMPUS INDIAN EDUCATION COURSE FORPUBLIC SCHOOL TEACHERS.THIS NATIVE AMERICAN CURRICULUM UNIT FORMIDDLE AND HIGH SCHOOL REFLECTS THE CALENDAR ACHIEVEMENTS OF THEMAYA INDIANS. THE CALENDAR IS DISCUSSED IN TERMS OF ITS BASENUMBER 20 (VIGESIMAL, SYSTEM), NOTATION. AND HISTORICALCONNOTATIONS. A MAYA CALENDAR AND JULIAN-CALENDAR ARE ILLUSTRATEDWITH LONG COUNT DATE, JULIAN DATE. AND YEAR-BEARER. A 13-ITEMBIBLIOGRAPHY IS INCLUDED. (MJB)

93

AN ED056964CHAN- S0002222TI ETHNIC STUDIES.AU LAUBENFELS, JEAN, COMP.OS OHIO EDUCATION ASSOCIATION. CdLUMBUS. ASSOCIATION REFERRAL

INFORMATION SERVICE.PD 71

NO 30P.: ANNOTATED BIBLIOGRAPHY SERIESIS RIE72MARPR EDRS PRICE MF-$0.65 HC-$3.29AV ASSOCIATION REFERRAL INFORMATION SERVICE, OHIO EDUCATION

ASSOCIATION, COLUMBUS, OHIO (SINGCE COPY. FREE)IT e *AMERICAN CULTURE: AMERICAN INDIANS: ANNOTATED BIBLIOGRAPHIES

IT -.CHINESE AMERICANS; *CULTURAL pLURALISM: *CURRICULUM DEVELOPMENT

IT ELEMENTARY GRADES: *EriNIC GROUPS: *ETHNIC STUDIESIT FILIPINO AMERICANS: GROUP RELATIONS: HIGHER EDUCATIONIT - JAPANESE AMERICANS: JEWS: MEXICAN AMERICANS: NEGROESIT - PUERTO RICANS; RESOURCE GUIDES: SECONDARY GRADES: SOCIAL STUDIESAO SEVENTY-TWO PUBLICATIONS,. RANGING FROM ERIC DOCUMENTS TO JOURNAL

ARTICLES ARE ANNOTATED IN THIS SELECTIVE BIBLIOGRAPHY. ONE DF 10IN A SERIES. IT IS DESIGNED FOR,EDUCATORS WHO ARE DEVELOPING ANDTEACHING CURRICULUM MATERIALS THAT DEAL WITH AMERICAN SUBCULTURESAND THEIR RELATIONSHIPS. INCLUDED IN THE SELECTICNS ARE PROGRAMDESCRIPTIONS AND RESOURCE MATERIALS. OTHERS IN THE SERIES ARE: SO002 223 AND SO 002 224. (DJB)

AN - ED056565CHAN- FL002574TI - A PLAN FOR FLUENCY FIRST.AU - MULLEN. DANAOS - SASKATCHEWAN NEWSTART, INC.. PRINCE ALBERT.

PD - 71NO - 183P.IS RIE72MARPR - EDRS PRICE MF-$0.65 HC-$6.58SPO CANADIAN DEPT. OF REGIONAL ECONOMIC EXPANSION. OTTAWA (ONTARIO).

IT - ADULT EDUCATION; AMERICAN INDIAN CULTURE: *AMERICAN INDIANSIT - BIBLIOGRAPHIES: CREE: *CURRICULUM DESIGNIT EDUCATIONALLY DISADVANTAGED: 'ENGLISH (SECOND LANGUAGE)IT - ILLITERACY; INSTRUCTIONAL MATERIALS; *LANGUAGE FLUENCYIT *LANGUAGE SKILLS; MATHEMATICS; READING SKILLSIT SECOND LANGUAGE LEARNING: SELF CONCEPT; TEACHING METHODSIT TEXTBOOKSST *CANADAAB -.THE PROGRAM DISCUSSED IN THIS REPORT IS DESIGNED FOR TEACHING

ENGLISH AS A SECOND LANGUAGE TO DISADVANTAGED ADULTS AMONG THE

INDIAN AND METIS POPULATION IN THE NORTHERN PRAIRIE LANDS OFCANADA. IT IS ESPECIALLY INTENDED FOR ADULTS WHO ARE NOT LITERATEIN THEIR OWN LANGUAGE AND REALIZE,. THAT THE STUDENTS MUST SPEAKENGLISH BEFORE THEY CAN LEARN TO READ IT. THEIEACHING APPROACH

IS DIRECTLY RELATED TO THE INTERESTS OF THE TRAINEES, ANDCONTENT, METHODS, AND VISUAL AIDS ARE CONSTRUCTED ACCORDING To'

94

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THEIR,EXPERIENCE. A SITUATIONAL APPROACH IS USED. OTHER SPECIALFEATURES OF THE COURSE INCLUDE DETAILED USE OF INSTRUCTIONALOBJECTIVES AND A PLANNED DAILY "TALKING HOUR" IN THE STUDENTS'OWN LANGUAGE. THE COURSE IS PLANNED AS AN INTEGRATED WHOLE. SO,THAT THE LANGUAGE LESSONS PREPARE THE TRAINEES FOR READING ANDMATHEMATICS. THE REPORT PROVIDES DETAILS ON PROGRAM ORGANIZATIONAND ANNOTATED LISTS OF MATERIALS CONCERNING LANGUAGE AND LANGUAGETEACHING AND INDIAN CULTURE AND HISTORY. A PROPOSED COURSECONTENT IS PROVIDED ALONG WITH A DISCUSSION OF INSTRUCTIONALARRANGEMENTS AND OBJECTIVES, (VM)

AN - EJ047660CHAN- UD500999TI TEACHING ENGLISH TO AMERICAN INDIANSAU - HOPKINS. THOMAS R.SO - ENGLISH RECORD: 21: 4: 24.31PD APR 71IS - CIJE72IT -"*AMERICAN INDIANS: 'BILINGUAL EDUCATION: BILINGUAL STUDENTSIT - CURRICULUM DEVELOPMENT: 'EDUCATIONAL HISTORY: EDUCATIONAL POLICYIT - 'ENGLISH (SECOND LANGUAGE): 'FEDERAL GOVERNMENTIT LANGUAGE INSTRUCTION: ,SCHOOL COMMUNITY RELATIONSHIP -

AB - REVIEWS BRIEFLY THE HISTORY.'OF FEDERALLY ADMINISTERED INDIANEDUCATION AND ADVOCATES THAT BILINGUAL EDUCATION RECAME A BASICASSUMPTION IN THE PROCESS OF TEACHING ENGLISH TO AMERICANINDIANS. (OM)

AN - ED054665CHAN= FLU02502TI - WORKPAPERS IN ENGLISH AS A SECOND LANGUAGE. VOLUME II .

AU - RAND. EARL. EDOS - CALIFORNIA UNIV.. LOS ANGELES.PD - APR 68NO - 92P.IS - RIE72JANPR - Et)RS PRICE MF$0.65 HC-$3.29SPO - FORD FOUNDATION. NEW YORK. N.Y.IT - AMERICAN INDIANS; *APPLIED LINGUISTICS: *BILINGUAL EDUCATIONIT - CURRICULUM DEVELOPMENT: ENGLISH (SECOND LANGUAGE): GRAMMAR

IT - LANGUAGE'TESTS: LANGUAGE USAGE: MORPHOLOGY (LANGUAGES)IT - MULTILINGUALISM: PATTERN DRILLS (LANGUAGE)

IT - PRONUNCIATION INSTRUCTION: *SECOND LANGUAGE LEARNING: SENTENCESIT - SHORT STORIES: STRUCTURAL ANALYSIS: STRUCTURAL LINGUISTICSIT - 'TEACHING METHODS: TEXTBOOK SELECTIONAB - THIS VOLUME PRESENTS THE 1968 COLLECTION OF WORKING PAPERS IN THE

FIELD OF TEACHING ENGLISH AS A SECOND LANGUAGE (TESL). ITINCLUDES DISCUSSIONS OF SEVERAL PRACTICALITIES IN THE FIELD OFENGLISH LANGUAGE TEACHING SUCH AS CHOOSING LITERATURE AND SHORTSTORIES FOR NON-NATIVE SPEAKERS. CRITERIA FOR SELECTINGTEXTBOOKS. EDUCATIONAL PROBLEMS INVOLVED IN TESL. LANGUAGE

95LEARNING AMONG THE NAVAHO. ENGLISH LANGUAGE TEACHING'AT HOME AND

c

ABROAD. TESL IN A PLANNED MULTILINGUAL SITUATION. AND FREE RECALLOF ORALLY PRESENTED SENTENCES AS A TEST OF ENGLISH COMPETENCE.SEVERAL ARTICLES DISCUSS APPLIED LINGUISTIC THEORY ON SUCHDIVERSE TOPICS AS THE ROLE OF RULES IN SECOND LANGUAGE LEARNING.TEACHING PRONUNCIATION. AND A RATIONALE FOR TEACHING A SECONDLANGUAGE. (VM)

AN - ED052614'CHAN- PL0024B1TI - BIBLIOGRAPHY OF INDIAN EDUCATION AND CURRICULUM-INNOVATION.AU SCOON. ANNABELLE R.'OS - ALBUQUERQUE INDIAN SCHOOL, N. MEX.PD - JUN 71NO - 62P.IS - RIE71DECP(1 - EDRS PRICE MFSO.65 HC-$3.29SPO -.OFFICE OF EDUCATION (DHEW). WASHINGTON. D.C. '

IT - ABSTRACTS; ACADEMIC ACHIEVEMENT: AMERICAN INDIAN CULTUREIT -'*AMERICAN INDIANS; 'ANNOTATED BIBLIOGRAPHIES; BIBLIOGRAPHIESIT - BILINGUAL EDUCATION; 'CURRICULUM DEVELOPMENTIT - EDUCATIONAL INNOVATION; INSTRUCTIONAL MATERIALSIT - *REFERENCE MATERIALS: STUDENT INTERESTS; STUDENT NEEDSAB - THIS BIBLIOGRAPHY OF ERIC DOCUMENTS (BOTH JOURNAL AND NON-JOURNAL

MATERIALS) CONTAINS MORE THAN 200 ENTRIES WITH ABSTRACTS. THEWORK ISINTENDED FOR THOSE SEEKING TO GAIN INSIGHT IMTO THECULTURAL AND SOCIOLOGICAL BACKGROUND OF THE AMERICANSWDENT. HIS ACADEMIC STRENGTHS AND WEAKNESSES. AND CURRENTINNOVATIONS, IN THE DEVELOPMENT OF CURRICULUM FOR THESE STUDENTS.THE REPORT IS DIVIDED INTO THREE AREAS: (1) INDIAN EDUCATION ANDBILINGUALISM. (2) GENERAL ASPECTS OF-AMERICAN INDIAN EDUCATION,AND (3) INNOVATIVE CURRICULUM CONCEPTS AND MATERIALS. ORDERNUMBERS FOR THE DOCUMENTS WHICH ARE AVAILABLE FROM THE ERICDOCUMENT REPRODUCTION SERVICE 'ARE INCLUDED. (RL)

AN - ED053603CHAN- FL002456TI - TEACHING ENGLISH TO AMERICAN INDIANS.AU - HOPKINS, THOMAS R.OS - NEW YORK STATE ENGLISH COUNCIL.SO - ENGLISH RECORD; V21 N4 P24-31 APR 1971PD - APR 71NO - BP.: SPECIAL ANTHOLOGY ISSUE AND MONOGRAPH 14IS - RIE7IDECPR - EDRS PRICE MF-$0.65 HC-$3.29IT - AMERICAN INDIANS; BILINGUAL EDUCATION; CROSS CULTURAL TRAININGIT - *CURRICULUM DEVELOPMENT: EDUCATIONAL POLICYIT - ENGLISH (SECOND LANGUAGE): ESKIMOS; FRENCH; LANGUAGE INSTRUCTIONIT MINORITY GROUPS: NAVAHO:SECOND LANGUAGE LEARNINGIT - TEST CONSTRUCTIONST - BUREAU OF INDIAN AFFAIRSAB - ENGLISH LANGUAGE INSTRUCTION IN SCHOOLS FOR AMERICAN INDIANS HAS

96

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PROGRESSED FROM THE ERA WHEN THERE WAS AN EFFORT TO ELIMINATETRIBAL LANGUAGES AND REPLACE THEM WITH ENGLISH. FROM 1932 UNTILRECENTLY TRIBAL LANGUAGES WERE ENCOURAGED. BUT THE EMPHASIS WASON ENGLISH. DURING THE PAST FOUR YEARS. BILINGUAL EDUCATION HASEMERGED. THERE HAS BEEN SIGNIFICANT ACTIVITY IN CURRICULUMDEVELOPMENT. IN TESTING ENGLISH AS A SECOND LANGUAGE. AND INRESEARCH. IN THE UNITED STATES AND CANADA. THE TREND SEEMS TO BETOWARD USE OF THE NATIVE LANGUAGE AS WELL AS LEARNING A SECONDLANGUAGE. IT IS UNFORTUNATE THAT BILINGUAL EDUCATION HAS NOT BEENA BASIC ELEMENT IN LANGUAGE LEARNING: IN ADDITION TO PROVIDINGINSTRUCTION IN THE NATIVE LANGUAGE. IT DEVELOPS DIGNITY IN THECHILD. THE ELIMINATION OF THE AMERICAN INDIAN LANGUAGES WOULD BEA GREAT LOSS. (VM)

AN° - ED051327CHAN- UD011556Tr - TRI-CULTURAL SENSITIVITY *IN-SERVICE TRAINING PROGRAM. SAMPLE

TEACHING UNITS THROUGH CULTURAL AWARENESS.OS BERNALILLO PUBLIC SCHOOLS, N. MEX.PD - APR 70NO - 81P.IS - RIE71SE0PR - EDRS PaICE MF-$0.65 HC-$3.29IT - AMERICAN INDIANS: CLASS ACTIVITIES: CULTURAL AWARENESSIT - *CULTURAL EDUCATION; CURRICULUM DEVELOPMENT: *CURRICULUM GUIDESIT --EDUCATIONAL OBJECTIVES; *ELEMENTARY EDUCATIONIT INSTRUCTIONAL MATERIALS: *INTERCULTURAL PROGRAMSIT - MEXICAN AMERICANS: SOCIAL STUDIES UNITS; UNIT PLANST - BEPNALILLO PUBLIC SCHOOLS; NEW MEXICOAB - CONTENTS OF THIS BOOK. DESIGNED TO GIVE THE CERTIFIED PERSONNEL

OF THE BERNALILLO PUBLIC SCHOOLS (DADE COUNTY. N.M.) AN IDEA OFWHAT CAN BE DONE IN THEIR TEACHING AREAS TO MEET WITH THEPHILOSOOHY OF THAT SCHOOL SYSTEM. INCLUDE UNITS ON: SOCIALSTUDIES. GRADES ONE TO SIX: "WE THREE AND OUR HOME": "ABOUT ME";."MY FAMILY": "MY FATHER": "MY MOTHER"; °THINGS I CAN DO BYMYSELF"; "MY HOUSE AND THINGS WE HAVE AT HOME. AND ACTIVITIES":"FOOD": "INDIAN LEADERS": "MY PLAYMATES°: "PEOPLE I SEE. KNOW.AND LIKE"; -"MUSIC": "ART"; "INTRODUCTION TO POETRY"; "BIOLOGY";"USE OF FLOWERING PLANTS"; "MATHEMATICS": "MEASUREMENT"; "COST OFOPERATING AN:AUTOMOBILE": "COST OF OPERATING A CAR. WOROPROBLEMS"; "WORD PROBLEMS IN MATHEMATICS--TAKING THE THREECULTURES INTO CONSIDERATION°: 'LITERATURE"; "EARLY AMERICANLITERATURE"; AND. "AMERICAN FOLKLORE." EACH UNIT INCLUDESINFORMATION ON OBJECTIVES. ACTIVITIES. MATERIALS. RESOURCEPERSONS. AND EVALUATION. (JM)

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AN ED050875CHAN- RC005308TI - REPORT OF SURVEY FINDINGS: ASSESSMENT OF NEEDS OF BILINGUAL

EDUCATION PROGRAMS,OS NATIONAL CONSORTIA FOR BILINGUAL EDUCATION, FORT WORTH, TEX.

PD. JUN 71,NO 86P.IS - RIE715E0PR - EDRS PRICE MF$0.65 HC-$3J29IT - AMERICAN INDIANS: *BILING AL EDUCJION: CHINESE

IT COMMUNITY INVOLVEMENT: CURRICULUM 4EVELOPMENT, EDUCATIONAL NEEDS

IT *INSTRUCTIONAL MATERIALS; * INSTRUCTIONAL PROGRAMS

IT MEXICAN AMERICANS: *NATIONAL SURVEYS: PORTUGUESEIT - *SPANISH SPEAKING; STAFF IMPROVEMENT; TEACHER CHARACTERISTICS

ST - *ELEMENTARY SECONDARY EDUCATION ACTAB - INFORMATION FROM ALL TITLE VII BILINGUAL EDUCATION PROJECTS IN

EXISTENCE COMPRISES THIS REPORT BY THE NATIONAL CONSORTI/F0ORBILINGUAL EDUCATION, WHICH WAS SET, UP (1) TO ASSESS MAJOR NEEDS ,

OF BILINGUAL EDUCATION PROGRAMS ACROSS THE NATION N TERMS OFCURRICULUM-RELATED MATERIALS AND (2) TO IDENMIFY, TEST. AND/OR -

DESIGN MATERIALS FOR BROAD DISSEMINATION. IN KEEPING WITH THEFIRST OBJECTIVE, THIS DOCUMENT PRESENTS A DESCRIPTION OF THEASSESSMENT-OF-NEEDS PROCESS, A DESCRIPTION OF THE LEARNERS ANDTHEIR ENVIRONMENTS. A DISCUSSION OF PRELIMINARY MATCHING OFMATERIALS NEEDS AND PRODUCTS, EXPLORATION OF THE UNMET MATERIALSNEEDS, AND AN ENVIRONMENTAL MODEL FOR MATERIALS PACKAGING. THEFOREGOING INFORMATION WAS OBTAINED MAINLY BY MAIL -OUT, TELEPHONE,AND ON-SITE VISITATION SURVEYS. NINE TABLES AND 6 FIGURES AREINCLUDED. A RELATED DOCUMENT IS RC 005 322. (Mai

/ I

f

AN - ED050345CHAN- AC010337TI - CURRICULUM PROPOSAL FOR AN ADULT BASIC LITERACY PROGRAM FOR

IMPLEMENTATION IN REMOTE COMMUNITIES IN NORTHERN SASKATCHEWAN.AU - WAITE, NAIDAOS - SASKATCHEWAN NEWSTART, INC.. PRINCE ALBERT.

PD - JAN 71NO - 20P.IS - RIE71sEoPR - EDRS PRICE MF-$0.65 HC-$3.29IT - *ADULT BASIC EDUCATION; *AMERICAN INDIANSIT *CURRICULUM DEVELOPMENT; *EDUCATIONAL OBJECTIVESIT *LITERACY EDUCATION; RURAL POPULATIONST - CANADA; SASKATCHEWAN NEWSTARTAB - WITH THE DIMINISHING OF THE SUPPLY OF GAMk, IT SEEMS LIKELY THAT

THE REMOTE SETTLEMENTS AND REMOTER CABIN DWELLERS IN NORTHERN

SASKATCHEWAN WILL HALE TO ACCEPT AN INCREASING DEGREE OF COMMERCE

WITH OUTSIDERS, IT IS DESIRABLE THAT THE NORTHERNER BE LITERATE

IN ORDER TO MEET THE REOUIREMENtS OF EMPLOYMENT AND TO CONDUCT

HIS OWN AFFAIRS, THI5 REPOT DISCUSSES RELEVANT AREAS OF

KNOWLEDGE AND SKILL, RESOD PHILOSOPHY, PSYCHOLOGICAL. BASES,LESSON PLANS AND MATERIALS, RATIONALE FOR THE SYMBOL-LEARNING

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MATERIALS. THE PACE OF LEARNING.. TRAINING OF COACHES, TWO TYPESOF TRAINING IN COMMUNICATIONS AND ARITHMETIC. TRAINING OFCOACHES. DEVELOPING THE CURRICULUM: SEQUENCING THE CURRICULUM,EVALUATION, AND MAINTAINING THE GAINS. (DB)

AN -. ED049856-CHAN- RC005170TI PROJECT NECESSITIES, PHASE III. VOLUME VI: SECONDARY PROGRAM FOR

HIGH POTENTIAL INDIAN STUDENTS.OS AST ASSOCIATES, 'INC. CAMBRIDGE. MASS.

PD - JUL 70NO 456P.IS R1E71AUGPR EDRS PRICE MF-$0.65 HC-$ 6.45

1

SPO BUREAU OF INDIAN AFFAIRS (DEPT. OF INTERIOR). WASHINGTON. D.C.

IT - *AMERICAN INDIANS; COMMU ICATION SKILLS: CULTURAL BACKGROUND

IT - CURRICULUM DESIGN; ECCN MICS: EVALUATION: *GIFTED

IT - INDEPENDENT STUDY: NATIONAL PROGRAMS: OBJECTIVESIT - PROGRAM ATTITUDES; *SECONDARY SCHOOL STUDENTS: SELF CONCEPT

IT *SOCIAL STUDIESAB IT IS RECOMMENDED THAT THIS PROJECT NECESSITIES MATERIAL BE USED

WITH HIGH-POTENTIAL INDIAN 10TH. 11TH. AND 12TH GRADERS: HOWEVER,

THE JUNIOR YEAR MAY BE BEST. IT IS ALSO SUGGESTED THAT THE SOCIAL.STUDIES DEPARTMENT OF A HIGH SCHOOL PLAN TO TEACH THE MATERIAL ONA ROTATING-TEAM BASIS, IF NO MORE THAN 1 PERIOD A DAY CAN BEUTILIZED. THEN THE CLASS SHOULD MEET DURING THE LAST PERIOD. WHENACTIVITIES CAN,EXTEND BEYOND A SET SEGMENT OF TIME; ALSO. IF

POSSIBLE. THE CLASS SHOULD 3E HELD IN A ROOM THAT IS NOT

PERCEIVED AS REGULAR CLASSROOM. THE FOLLOWING UNITS ARE PRESENTEDIN THIS TEACHER'S GUIDE: UNIT I. FACT AND OPINION. WHICH DEVELOPSCOMMUNICATION SKILLS BY ASSISTING STUDENTS IN ANALYZING LANGUAGE;

UNIT II. CONCEPT FORMATION. WHEREIN STUDENTS ARE INTRODUCED TO

CRITICAL CONCEPTS IN SOCIAL SCIENCE: INTERACTION. CHANGE.CONFLICT. POWER. AND VALUING: UNIT III. NOBODY LOVES A DRUNKENINDIAN. WHICH ENGAGES STUDENTS AND EACHERS IN A NUMBER OFACTIVITIES DESIGNED TO ILLUMINATE THE CONCEPTS WHICH THE BOOKIMPLICITLY CONTAINS AND WHICH THE STUDENTS HAVE LEARNED TO

. RECOGNIZE FROM PREVIOUS UNITS: UNIT IV. DRINK. ORM. 'DRUNK,WHICH USES A BOARD GAME DEVELOPED BY THE PROJECT TO OALVITH THEEFFECTS OF' DRINKING IN TERMS OF JOB. LIFE-STYLE. AND SELF-IMAGE;

UNIT V. THE ALLOCATION OF 'RESOURCES. WHICH LOOKS AT' THERELATIONSHIP BETWEEN UNLIMITED WANT AND LIMITED RESOURCES; UNIT

Vt. INDEPENDENT PROJECTS. WHICH DESCRIBES WAYS OF INVOLVINGSTUDENTS IN DEVELOPING INDEPENDENT PROJECTS FOR CLASSPRESENTATION: AND UNIT VII, MAKING A SCHOOL, WHEREIN THE STUDENTS

MAKE A UTOPIAN EDUCATIONAL SYSTEM. (LS)4

99

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AN - ED049855CHAN- RC005169TI -"PROJECT NECESSITIES. PHASE III. VOLUME V: TEACHING MATERIALS FOR

SECOND AND THIRD GRADES. ' A 'e

OS - ABT ASSOCIATES. INC. CAMBRIDGE, MASS,PD JUL 69NO 1 194P:IS RIE71AUGPR EDRS PRICE MF-$0.65 HC-$6.5BSPO BUREAU OF INDIAN AFFAIRS (DEPT. OF INTERIOR), WASHINGTON. D.C.IT - *AMERICAN INDIANS; CULTURAL BACKGROUND; CURRICULUM DESIGN fIT ,- *CURRICULUM GUIDES; EDUCATIONAL RESOURCES; *GRADE 2; *GRADE 2IT - NATIONAL PROGRAMS: RELEVANCE (EDUCATION)IT SUPPLEMENTARY' READING MATERIALSAB - PART III. VOLUME V. PART A OF PROJECT NECESSITIES CONSISTS OF 6

UNITS INTENDED FOR 2ND-GRADE AMERICAN INDIAN (INCLUDING ESKIMO)CHILDREN. ACTIVITIES INCLUDE MUSIC, PANTOMIME. AND DRAMA TO ALLOWTHE STUDENT AND TEACHER TO DEVELOP THeIR'OWN CLASSROOM VERSION OF

;THE STORY _OF CREATION SO. THAT THE STUDENT LEARNS THE DIFFERENCEBETWEEN FACT AND TRUTH. SUPPLEMENTARY MATERIALS ("LONG AGO WHENTHERE WAS DARKNESS AND ALL THINGS VERE YET TO BE MADE" AND"ANIMALS. CLIMATE AND TERRAIN") NEEDED TO TEACH THESE SOCIALSTUDIES UNITS ARE APPE"DED, PART B. USING THE LAND. IS INTENDEDFOR 3RD-GRADE CHILDREN AND CONSISTS OF 3 UNITS. THE UNITS AREDESIGNED TO PROVIDE THE INDIAN CHILD WITH A KNOWLEDGE OFELEMENTARY ECONOMIC CONCEPTS WHICH ARE -TIED DIRECTLY TO THE LANDAS THE °RIMARY ECONOMIC RESOURCE FOR MEETING MAN'S NEEDS.SUPPLEMENTARY MATERIAL NEEDED TO TEACH PART 8 IS "EGEGIX ANDSHAGELOK" WHICH IS APPENDED. IN PARTS A AND B. EACH SET OFCLASSROOM ACTIVITIES WHICH PRECEDES THE INSTRUCTIONAL NARRATIVESIS MEANT TO PROVIDE A REFERENCE FOR SEVERAL DAYS OF TEACHING.EACH INCLUDES A SHORT OVERVIEW OF THE ACTIVITY ITSELF ANDINDICATES THE MATERIALS AND EQUIPMENT NEEDED TO CARRY OUT THEACTIVITY. (LS)

AN ED049853CHAN- RC005167TI - PROJECT NECESSITIES. PHASE III. VOLUME III: CASE STUDIES IN

iTEACHER TRAINING.OS - ABT ASSOCIATES. INC. CAMBRIDGE. MASS.

J.

NO - 341P.IS - RIE71AUG

SPO - BUREAU OF INDIAN AFFAIRS (DEPT INTERIOR), WASHINGTON. D.C.

.

PR -.EDRS PRICE MF-$0.65 HC-$13.16

PD - JUL 70:..

iir

IT - *AMERICAN INDIANS: CULTURAL BACKGROUNII ,CULTURAL FACTORS

AB - THE STAFF OF PROJECT NECEATIES DUM.16.2"WORKSHOPS FOR

IT - CURRICULUM DESIGN: *CURRICULUM IlEtgLOplulm71, EDUCATIONAL RESOURCES

IT - *SYSTEMS APPROACH; *TEACHER WORKSHVIIT - RELEVANCE (EDUCATION): *SIMULV,ION;;GotIFIL 4TUDIES .

EDUCATORS CONCERNED WITH, ANA m.p* AMERICAN INDIAN(INCLUDING ESKIMO) STUDENTals:THE PDAPCIE OF THESE SESSIONS WAS TO

4-1-11-1-

g

FAMILIARIZE PARTICIPANTS WITH TECHNIQUES PERTINENT TO DEVELOPMENTOF CURRICULUM FOR INDIAN STUDENTS AT BOTH THE ELEMENTARY ANDSECONDARY SCHOOL LEVELS. THg PRACTICA WERE ORGANIZED AROUND 2CENTRAL ACTIVITIES: TASK SESSIONS I AND II. TASK SESSION I WAS ASIMULATED EXERCISE IN WHICH ALL PARTICIPANTS. DIVIDED INTO 2 .

GROUPS ACCORDING TO THEIR INTEREST IN EITHER ELEMENTARY ORSECONDARY STUDENTS. WERE GIVEN SCENARIOS BASED ON REAL CLASSROOM

DATA DESCRIBING STUDENT DIFFICULTIES IN DEALING WITH CONFLICT

SITUATIONS. PARTICIPANTS' WERE ASKED TO PREPARE A LESSON PLANINTRODUCING A UNIT EXPLORING THESE CONCEPTS'. SKILL AREAS.CONTENT. METHODS. MEDIA. AND MATERIALS WERE SUGGESTED. ANDOPTIONAL LESSON PLAN FORMS WERE PROVIDED TO HELP PARTICIPANTSPERFORM THE EXERCISE. THEY WERE ENCOURAGED TO CALL ON PROJECTSTAFF MEMBERS PRESENT AS RESOURCES DURING THE EXERCISE. PROCESSGUIDELINES SUGGESTED IN THE DIRECTIONS GIVEN TO THE PARTICIPANTSPARALLELED THE MAJOR STEPS IN THE 'CURRICULUM DEVELOPMENT PROCESS

MODEL. THE TASK SESSION WAS FOLIOSE° BY A CRITIQUE SESS1bN.DURING TASK SESSION II. PARTICIPANTS WERE ASKED TO DEVELOP APIECE OF CURRICULUM THAT THEY INTENDED TO USE IN THEIR OWN

CLASSROOMS. (LS)

IhN ED049852CHAN RC005166

a TI - PROJECT NECESSITIES, PHASE III. VOLUME II: CURRICULUM DEVELOPMENTPROCESS MANUAL.

OS - AST ASSOCIATES. INC. CAMBRIDGE. MASSPD - JUL-70NO -,4-2-1P.

RiE71AUGPR EDRS PRICE MF-$0.65 HC--56.58SPO - BUREAU OF INDIAN AFFAIRS (DEPT. OF INTERIOR). WASHINGTON. D.C.

IT - *AMERICAN INDIANS: CULTURAL BACKGROUND; CULTURAL FACTORS

IT *CURRICULUM DEVELOPMENT: EDUCATIONAL RESOURCESIT *NATIONAL PROGRAMS: OBJECTIVES; RELEVANCE (EDUCATION)

IT - *SYSTEMS APPROACH: *TEACHING Gl!TOESAB - PHASE III. VOLUME Ii OF PROJECT 'NECESSITIES IS A

CURRICULUM-DEVELOPMENT MANUAL DESIGNED TO INCREASE TEACHER SKILL

IN DEVELOPING CURRICULUM BY USING A SYSTEMS APPROACH. THE 4RESEARCH STEPS PRESENTED ARE ASSESSING STUDENT RESOURCES,CHOOSING A CONCEPT FOCUS, CHOOSING A SKILL MIX. AND SELECTINGCONTENT, INSTRUMENTS ARE PROVIDED FOR GATHERING AND CHARTING THEINFORMATION NEEDED BY THE .TEACHER. THE 3CURRICULUM-IMPLEMENTATION STEPS ARE DEVELOPING INSTRUCTIONALOBJECTIVES, AN INSTRUCTIONAL PLAN, AND AN EVALUATION PROCEDURE. AMODEL NARRATIVE SCOPE AND SEQUENCE K-12 IS PROVIDED, AS ARE FLOW

CHARTS AND UNIT-DEVELOPMENT WORKSHEETS. (LS)

101.

/AN ED049851CHAN- RC005165 ,

TI PROJECT NECESSITIES. PHASE III REPORT. VOLUME I.OS AST ASSOCIATES. INC. CAMBRIDGE. MASS.PD.. JUL 70NO 117P.

mwrwmerwmaweripmaieFIRIMM111.11.1111.11C,I,

PAGE

IS - RIE7IAUGPR - EDRS PRICE MF-$0.65 ?.C-56.58SPO - BUREAU OF INDIAN AFFAIRS (DEPT. OF INTERIOR). WASHINGTON. D.C.IT - AMERICAN INDIANS; CULTURAL BACKGROUND: CULTURAL FACTORS

IT - CURRICULUM DESIGN: EDUCATIONAL RESOURCES; *FEDERAL PROGRAMSIT - *NATIONAL PROGRAMS: PARENT ROLE: PARENT SCHOOL RELATIONSHIPIT *PERSONNEL NEEDS: RELEVANCE (EDUCATION)AS PHASE III. VOLUME I IS A PROGRESS REPORT OF PROJECT NECESSITIES

TO THE BUREAU OF INDIAN AFFAIRS. THE REPORT LISTS CURRICULUMMATERIALS PREPARED AS OF JUNE 1970. NO PROVISIONS WERE MADE FORDISTRIBUTION OF MATERIALS AT THE END OF PHASE III. PHASE IV.WHICH WAS ORIGINALLY ENVISIONED AS HAVING MATERIALS DISTRIBUTIONAND COROLLARY TRAINING PROGRAMS IN THE FALL OF 1970. WAS NOTFUNDED. THE DOCUMENT ALSO CONTAINS SEVERAL MODELS TO BE USED TOSTIMULATE PARENTAL INVOLVEMENT IN DEFINING LOCAL EDUCATIONALOBJECTIVES, ESTABLISHING RECOMMENDATIONS FOR SCHOOL PERSONNEL.DEFINING SCHOOL PERSONNEL ROLES IN THE EDUCATIONAL PROCESS.DEFINING CURRICULUM DEVELOPMENT LIMITATIONS. AND DESCRIBING ANDPROPOSING IDEAL SCHOOL SYSTEMS FOR AMERICAN INDIAN CHILDREN. ANAPPENDIX CONTAINS INFORMATION ON THE PRIVATE NON-PROFITCORPORATION FORMED TO COMPLETE PROJECT NEC-SSITIES: HOWEVER, THECORPORATION WAS UNSUCCESSFUL IN OBTAINING FUNDS. (LS)

AN - ED049849CHAN- RC005162TI - PROJECT NECESSITIES. PHASE II. VOLUME III: COMMUNICATION

SKILLS--FACT AND OPINION.OS - AST ASSOCIATES. INC. CAMBRIDGE. MASS.PD - DEC 69NO - 200P.IS - RIE71AUGPR EDRS PRICE MF-$0.65 HC-$6.58SPO - BUREAU OF INDIAN AFFAIRS (DEPT. OF INTERIOR). WASHINGTON. D.C.IT - *AMERICAN INDIANS: *COMMUNICATION SKILLS; CULTURAL FACTORS

IT - *CURRICULUM DESIGN: EDUCATIONAL RESOURCES: EVALUATIONIT - JUNIOR HIGH SCHOOL STUDENTS: NATIONAL PROGRAMS; OBJECTIVES

IT - RELEVANCE (EDUCATION): ISECONDARY SCHOOL STUDENTSIT - *SOCIAL STUDIES: STUDENT OPINIONAB - UNDERLYING THE CREATION OF THIS PROJECT NECESSITIES UNIT ENTITLED

"COMMUNICATION SKILLS: FACT AND OPINION" (FOR SECONDARY STUDENTS)ARE THE FOLLOWING ASSUMPTIONS: (1) THAT THE WAY A PERSON PRESENTSAN ARGUMENT IS AS INSTRUCTIVE AND SOMETIMES AS PERSUASIVE AS THECONTENT OF THE ARGUMENT. (2) THAT UNDERSTANDING THE PROCESS OFPERSUASION AND THE USE OF FACT AND OPINION ARE IMPORTANT INUNDERSTANDING HUMAN.BEHAVIOR. (3) THAT CONCEPTS ANDGENERALIZATIONS ARE USEFUL IN THE CLASSROOM TO THE DEGREE THAT

102

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THEY GENERATE OPEN QUESTIONS FROM STUDENTS. (4) THAT THE MEANS OF. CONVEYING SOCIAL STUDIES CONTENT AND PRINCIPLES IS THROUGH FACT

AND OPINION. (5) THAT CLASSROOM QUESTIONS SHOULO BECOME MORE OF ATOOL FOR THE STUDENT THAN FOR THE TEACHER, (6) THAT A CONCEPT ISNO.MORE USEFUL THAN A FACT UNLESS THE POSSESSOR CAN MAKE USE OFTHE CONCEPT AS A MEANS OF SOLVING REAL PROBLEMS OR FURTHERUNDERSTANDING A REAL SITUATION. AND (7) THAT WHAT WE COME TO KNOWAND TO BELIEVE SHOULD MAKEUS BETTER ABLE TO FULFILL OUR LIFE'SOBJECTIVES AND TO MANIPULATE OUR ENVIRONMENT SUCCESSFULLY. IN THEDOCUMENT, THE NARRATIVES OF THE 14 CLASSROOM ACTIVITIES FOR THISUNIT FOCUS ON TEACHING WHAT FACT AND OPIN/ONARE, HOW STUDENTS.CAN BEGIN TO USE THE ANALYTIC SKILLS THEY LEARN IN PRACTICALWAYS, AND HOW TO DISTINGUISH FACT FROM OPINION. ALONG WITH THE.NARRATIVES, EVALUATIONS AND RECOMMENDATIONS MADE BY THE 5 SCHOOLSWHICH FIELD-TESTED THIS UNIT ARE INCLUDED, (LS)

AN - ED049848 .

CHAN- RC005161TI - PROJECT NECESSITIES, PHASE II. VOLUME II, PEOPLE, PLACES AND

THINGS.OS - ADT ASSOCIATES, INC. CAMBRIDGE, MASS.PD DEC 69NO 302P.IS - RIE71AUGPR - EDRS PRICE MF-50.65 HC-513.16SPO - BUREAU OF INDIAN AFFAIRS (DEPT. OF INTERIOR), WASHINGTON, D.C.IT *AMERICAN INDIANS; CULTURAL BACKGROUND; CULTURAL FACTORSIT - *CURRICULUM DESIGN: *DISCOVERY LEARNING: ESKIMOS: EVALUATIONIT - INDUCTIVE METHODS; LESSON PLANS: NATIONAL PROGRAMSIT 'PRIMARY GRADES; RELEVANCE (EDUCATION); *SOCIAL STUDIESIT - STUOENT NEEDSAB - THE ACTIVITIES AND MATERIALS IN THIS PROJECT NECESSITIES SOCIAL

STUDIES UNIT (PEOPLE. PLACES AND THINGS) ARE MEANT TO ACT AS AFRAMEWORK BY WHICH THE TEACHER MAY DEVISE ADDITIONAL CONTENT '

MATERIAL APPROPRIATE TOHER OWN STUDENTS' UNIQUE BACKGROUND. THEUNIT. DEVISED FOR USE WITH PRIMARY SCHOOL STUDENTS, HAS AS ONE OFITS PRIMARY EMPHASES THE USE OF THE STUDENT AS AN IMMEDIATELYAVAILABLE SOURCE OF INFORMATION ABOUT THE PEOPLE. PLACES, ANDTHINGS IN HIS ENVIRONMENT. ARRANGEMENT OF MATERIALS IS.THEREFORE. DESIGNED TO MOVE FROM THE KNOWN TO THE UNKNOWN. FROMTHE SIMOLE TO THE COMPLEX. AND FROM THE CONCRETE TO THE ABSTRACT,THE SUB-UNITS PRESENTED IN THE DOCUMENT ARE (1) HOMES; (2) HOMESAND SCHOOLS: (3) GEOGRAPHIC RELATIONSHIPS; (4) ANIMALS ON THELAND: AND (5) ECONOMICS. TECHNOLOGY, AND THE LAND. A SUMMARY-OFREVISIONS RESULTING FROM FIELD-TESTING THE UNIT IN 5 SCHOOLS ISALSO INCLUDED. (LS)

103

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AN ED049847CHAN- RC005160TI PROJECT NECESSITIES, PHASE II. VOLUME I: SUMMARY AND

RECOMMENDATIONS, LIAISON NETWORK. APPENDICES.OS ACT ASSOCIATES, INC. CAMBRIDGE, MASS.PD - DEC 69NO 283P,IS - RIE7IAUGPR EDRS PRICE MF-$0.65 HC-$9.87SPO o BUREAU OF INDIAN AFFAIRS (DEPT. OF INTERIOR), WASHINGTON, D.C.IT - AMERICAN INDIANS; COMMUNITY SUPPORT; CULTURAL BACKGROUNDIT CURRICULUM DESIGN; EVALUATION: *FIELD STUDIES; NATIONAL PROGRAMSIT OBJECTIVES; PARENTS: *PILOT PROJECTS; PROGRAM ATTITUDESIT *RELEVANCE (EDUCATION)AB - THE 5 VOLUMES IN PHASE II COMPRISE THE RESULTS OF THE INITIAL

EFFORT TO CREATE AN EFFECTIVE SOCIAL SCIENCE CURRICULUM FORINDIAN AND ESKIMO STUDENTS. GRADES K-12. VOLUME I OF PHASE IIDISCUSSES THE LIAISON NETWORK. THE'PRIMARY PURPOSE .OF WHICH WASTO CREATE INTEREST, UNDERSTANDING. AND ACCEPTANCE OF THE PROJECTNECESSITIES CURRICULUM AMONG INDIAN AND NON-INDIAN PEOPLE SO THATFIELD-TESTING.COULD TAKE PLACE AT EXISTING EDUCATIONALINSTITUTIONS SERVING INDIAN AND ESKIMO PEOPLE. THE LIAISONNETWORK PLAN PROVIDED 7OR CONTACTING TRIBAL PEOPLE FIRST ANDOBTAINING THEIR APPROVAL OF THE PLAN BEFORE ANY MAJOR ACTION WASTAKEN. ONCE TRIBAL APPROVAL WAS GAINED, VISITS,WERE MADE BY THELIAISON STAFF TO VARIOUS SCHOOLS AND INDIAN NATIONS IN EFFORTS TO'GAIN ACCEPTANCE OF PROJECT NECESSITIES MATERIALS FORFIELDTESTING. ALSO. IN ORDER TO UND,4STAND BETTER THE CURRICULUMNEEDS OF INDIAN PEOPLE, LIAISON NETWORK PERSONNEL ATTENDEDVARIOUS INDIAN EDUCATION CONFERENCES. IN THE DOCUMENT AREPROGRESS REPORTS ON FIELDTESTING, RECOMMENDATIONS ANDRESOLUTIONS FROM INDIAN EDUCATION CONFERENCES. AND THE CURRENTSTATUS AND PROJECTIONS FOR THE PROJECT NECESSITIES .LIAISONNETWORK. APPENDIX 1 CONTAINS MATERIALS WHICH MAY BE INCORPORATED

-- INTO THE PROJECT NECESSITIES CURRICULUM AT SOME LATER TIME;APPENDIX 2 CONTAINS QUESTIONNAIRES DEVELOPED TO ELICIT RESPONSETO PILOT UNITS BEING FIELD-TESTED; AND APPENDIX 3 CONTAINS WEEKLYPROGRESS REPORTS BY PROJECT STAFF. (LS)

AN - ED049846CHAN- RC005159TI - PROJECT NECESSITIES: PHASE I REPORT.OS - ABT ASSOCIATES, INC. CAMBRIDGE, MASS.OS - UTAH UNIV., SALT LAKE CITY.PD - DEC 69NO - 295P.IS - RIE7IAUGPR - EDRS PRICE MF-$0.65 HC-$9.87SPO - BUREAU OF INDIAN AFFAIRS (DEPT. OF INTERIOR). WASHINGTON. D.C.IT - *AMERICAN INDIANS; *CULTURAL BACKGROUND;:cULTURAL FACTORSIT - *CURRICULUM DESIGN; EDUCATIONAL RESOURCES; ESKIMOSIT - INSERVICE TEACHER EDUCATION; NATIONAL PROGRAMS; *OBJECTIVES

104

IT - PROGRAM ATTITUDES; *RELEVANCE (EDUCATION): STUDENT NEEDS. IT STUDENT OPINIONAB THE PROJECT NECESSITIES DRAFT DEVELOPMENT PLAN. IN THE FORM OF A

CURRICULUM DEVELOPMENT BANK,SET UP TO REFORM SOCIAL STUDIESEDUCATION AND COMMUNICATION IN BUREAU OF INDIAN AFFAIRS SCHOOLS.ATTEMPTS TO ESTABLISH MEANINGFUL GUIDELINES IN ORDER TO GAIN ',HEBENEFItS OF CENTRALISM AND REGIONALISM IN THE CREATION OFMULTIPLE SCOPE AND SEQUENCE PLANS AT THE LOCAL LE,V4 BY TRIBALEDUCATION COMMITTEES. INDIAN PARENTS. SCHOOL ADVNISTRATORS ANDTEACHERS. AND. TO SOME MEASURE. EVEN STUDENTS. THIS PLAN CENTERSAROUND 5 MASTER CONCEPTS: INTERACTION (ISOLATION). CHANGE(STABILITY). CONFLICT (COOPERATION). POWER (WEAKNESS)t. ANDVALUING (IGNORING). THE PLAN BROADLY SKETCHES THE PROCESS FORDEVELOPING UNITS OF THE PROJECT NECESSITIES CURRICULUM.DIMENSIONS FOR EACH UNIT ARE THE MASTER CONCEPT: ENVIRONMENTALCONCEPTS WHICH "SET THE STAGE": KEY CONCEPTS: APPROPRIATESUBCONCEPTS SUGGESTED BY. OR CRITICAL TO THE USE OF. THE MASTERAND KEY CONCEPTS: CATALYTIC QUESTIONS WHICH FRAME THE CONCEPTSUSED IN ANY PARTICULAR ACTIVITY OR UNIT: CONTENT AND COMPARATIVECONTENT: METHODS: MEDIA AND MATERIALS; AND SKILLS RELATED TO THECHILD'S DEVELOPMENTAL STAGE. A TEACHER TRAINING PROGRAM HAS BEENUSED TO ACQUAINT TEACHERS WITH THE OBJECTIVES OF PROJECT.NECESSITIES AND HAS.PROVIDED A PERIOD DURING WHICH TEACHERS COULDCRITICIZE. QUESTION. AND DISCUSS THE OBJECTIVES. THE DOCUMENTCONTAINS THE DRAFT DEVELOPMENT PLAN AND RELATED WORKING PAPERS.ALONG WITH k SECTION ON TEACHER TRAINING. INCLUDED IN THEAPPENDIX ARE A LIST OF STEERING COMMITTEE PERSONNEL. THE STEERINGCOMMITTEE MINUTES. AND COMMITTEE. POSITION PAPERS. (LS)

.AN - ED04B413CHAN- UD011362

WASHINGTON EDUCATION ASSOCIATION'S POLICY ON DE FACTO SEGREGATIONIN WASHINGTON STATE.

OS - WASHINGTON EDUCATION ASSOCIATION. SEATTLE.PD - 70NO - 42P.IS - RIE71JUNPI/ - EDRS PRICE MF-$0.65 HC-$3.29IT - AMERICAN INDIANS: *CURRICULUM DEVELOPMENT: *DE FACTO SEGREGATIONFT - *HOUSING P)TTERNS: MEXICAN AMERICANS: *MINORITY GROUPSIT - NEGRO STUDENTSST - *WASHINGTON EDUCATION ASSOCIATIONAB - THIS .IS THE 1970 STATEMENT OF THE WASHINGTON EDUCATION

ASSOCIATION'S POLICY ON DE FACTO SEGREGATION IN WASHINGTON STATE.THE EXTENT OF DE FACTO SEGREGATION IS REVIEWED STATISTICALLY: THEMAJOR ETHNIC GROUPS IN THE STATE BEING NEGRO. ORIENTAL. MEXICAN.AND AMERICAN INDIAN. THESE DATA ARE ANALYZED AND DISCUSSED INTERMS OF THE CAUSES AND EFFECTS OF SEGREGATION. THE MAIN BODY OFTHE REPORT IS DEVOTED TO THE ASSOCIATION'S RECOMMENDATIONS TO THEREPRESENTATIVE ASSEMBLY. THE ASSOCIATION.RECOMMENDS BREAKING DOWNDE FACTO SEGREGATION IN EDUCATION. REVISING CURRICULA. EDUCATINGSCHOOL PERSONNEL. ENFORCING FAIR HOUSING PRACTICES. AND REFORMINGTHE PRESENT WELFARE SYSTEM. IN ADDITION. THE DISTRIBUTION OF

PAGE

RACIAL AND ETHNIC GROUPS IS GIVEN IN TERMS OF PERSONNEL.TEACHERS. AND SCHOOLS. BECAUSE OF THE CONTRAST OF THE PRINT OFTHE ORIGINAL DOCUMENT. SEVERAL PAGES MAY NOT ILIPRODUCE CLEARLY.(AUTHOR/dW)

AN = ED0471355CHAN- RC00507BTI BILINGUAL EDUCATION IN SAN JUAN COUNTY. UTAH: A CROSS CULTURAL

EMPHASIS.AU - COTTRELL. MILFORD C.PD e 7 FEB. 71NO 25P.,: PAPER PRESENTED AT THE AMERICAN EDUCATIONAL RESEARCH

ASSOCIATION ANNUAL CONVENTION. 4-7 FEBRUARY 1971. NEW YORK. NEWYORK

IS - RIE71JUNPR - EDRS PRICE MF-$0.65 HC-$3.29IT *ACAOEMIC ACHIEVEMENT: AMERICAN INDIAN CULTURE: *AMERICAN INDIANSIT - BICULTURALISM: ;BILINGUAL EDUCATION: CURRICULUM DEVELOPMENTIT ENGLISH SECOND LANGUAGE): PARENT TEACHER COOPERATIONIT *PROGRAM EVALUATION; SELF CONCEPTAB AN EXPERIMENTAL BILINGUAL PROGRAM WITH A BICULTURAL EMPHASIS WAS

INITIATED IN 3 UTAH SCHOOLS: (1) TO PREVENT RETARDATION INACADEMIC AREAS BY PROVIDING INSTRUCTION IN ALL SUBJECT MATTERAREAS IN THE NATIVE LANGUAGE OFTHE CHILD. (2) TO BUILD APOSITIVE SELF-IMAGE BY PROVIDING LESSONS ON THE HERITAGE OF THENAVAJO OEOPLE AND BY DEVELOPING A BICULTURAL APPROACH IN WHICHTEACHERS FURNISH MODELS OF SUCCESSFUL CULTURAL SYNTHESIS. (3) TODEVELOP CLOSER COMMUNICATION AND MUTUAL UNDERSTANDING BETWEENPARENTS AND TEACHERS. AND (4) TO DEVELOP A CURRICULUM REFLECTINGTHE NEEDS OF A PEOPLE WITH A RICH CULTURAL HERITAGE WHO AREFORCED TO MAKE ACCOMMODATIONS TOTHE ECONOMICS OF ANOTHERCULTURE, STAFF TRAINING WAS CONDUCTED UNDER CONTRACT WITH stetcHAmYOUNG UNIVERSITY USING PRE-SCHOOL AND BI-MONTHLY WORKSHOPS.STUDENTS PARTICIPATING IN THE PROGRAM RANGED IN'AGE FROM 5 TO 7YEARS AND WERE IN KINDERGARTEN OR FIRST GRADE. CURRICULUM CONTENTWAS THAT REQUIRED BY THE DISTRICT AND STATE. WITH THE EXCEPTIONSOF INSTRUCTION IN HISTORY AND CULTURE OF INDIANS (WITH ANEMPHASIS ON THE NAVAJO) AND THE INSTRUCTION OF ENGLISH AS ASECOND LANGUAGE. PROGRAM EVALUATION YIELDED THE CONCLUSIONS THAT:(1) THE BILINGUAL PROGRAM WAS ACCEPTED WITH ENTHUSIASM BYPARENTS. (2) CHILDREN IN BILINGUAL CLASSROOMS WERE MAINTAININGSELF-IMAGES AS POSITIVE AS NAVAJO CHILDREN WHO HAD BEEN MOREHIGHLY INTEGRATED INTO THE ANGLO CULTURE. AND (3) ACADEMICACHIEVEMENT OF NAVAJO CHILDREN IN BILINGUAL CLASSROOMS WAS EQUALTO OR GREATER THAN THAT OF NAVAJO CHILDREN LIVING IN OR NEARANGLO COMMUNITIES. (JH;

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AN E0047e41CHAN- RC005055

,TI - NAVAJO AREA EDUCATION. PROGRESS REPORT 1969-70 SCHOOL YEAR.OS - BUREAU OF INDIAN AFFAIRS (DEPT. OF INTERIOR$. WINDOW ROCK, ARIZ.PO - 70NO - 13P.IS - RIE7IJUNPR EDRS PRICE MF$0.65 HC-$3.29IT - *AMERICAN INDIANS: ANNUAL REPORTS; BOARDS OF EDUCATIONIT - COMMUNITY INVOLVEMENT; CURRICULUM DEVELOPMENTIT 4EDUCATIONAL RESOURCES; ENGLISH (SECOND LANGUAGE)IT FINANCIAL SUPPORT: INSERVICE-PROGRAMS: KINDERGARTENIT *PROGRAM DESCRIPTIONS; SOCIAL STUDIESST *NAVAJOSAB - THE HIGHLIGHTS OF THE NAVAJO AREA EDUCATION PROGRAM AND

ACTIVITIES ARE DESCRIBEDIN THIS PROGRESS REPORT FOR THE 1969-70SCHOOL YEAR. BRIEF DESCRIPTIONS OF PROGRAMS. ACTIVITIES. ANDEVENTS ARE CLASSIFIED BY 4 GOALS sgr BY THE TRIBAL EDUCATION:

.

COMMITTEE IN 1966: (1) TO ATTACK THE UNIQUE PROBLEMS OF INDIANSTUDENTS BY THE PROVISION OF UNIQUE PROGRAMS-SUITED TO THE NEEDSOF THESE STUDENTS. SUCH AS THE ENGLISH-AS-A-SECOND-LANGUAGEPROGRAM: (2) TO SEEK MAXIMUM FEASIBLE INVOLVEMENT OF PARENTS ANDTRIBAL LEADERS IN THE EDUCATION PROGRAM: (3) TO DEVELOP A PUBLICINFORMATION PROGRAM WHICH REFLECTS PROGRESS MADE ON A CONTINUINGBASIS: AND (4) TO ENDEAVOR TO ASSIST IN ANY WAY POSSIBLE SO THATFULL UTILIZATION CAN BE MADE OF RESOURCES, INCLUDING THE ECONOMICOPPORTUNITY ACT. PUBLIC LAW 89-10. AND OTHER PROGRAMS WHICH CANBENEFIT THE INDIAN PEOPLE. SIGNIFICANT ACCOMPLISHMENTS DISCUSSEDIN THE REPORT INCLUDE COMPLETION OF SOCIAL STUDIES AND LANGUAGEARTS GUIDELINES FOR NAVAJO STUDENTS. ESTABLISHMENT OFBILINGUAL-BICULTURAL KINDERGARTENS. INITIATION OF A MODELDORMITORY PROGRAM EMPHASIZING GUIDANCE SERVICES. AND INSERVICETRAINING WORKSHOPS HELD DURING THE YEAR. PROGRAMS LISTED ASSUPPORTED BY GOVERNMENT AND PRIVATE FUNDS INCLUDE TEACHER CORPS.STUDENT TEACHERS. COMMUNITY SCHOOL DEVELOPMENT. AND WORK-STUDY.INCREASED INVOLVEMEMr OF THE NAVAJO PEOPLE IN THE EDUCATION OFTHEIR CHILDREN IS CITED AS THE 'MAJOR FACTOR IN THE CONTINUINGSUCCESS OF THE NAVAJO AREA EDUCATION PROGRAM. (JH)

AN - EJ039811CHAN- SP500979 -

TI - THE CHILDREN OF THE FORGOTTEN: THE INDIANS OF MAINEAU SKINNER. NINCENT P.

-SO4 - CONTEMPORARY EDUCATION: 43: 6; 284-B9PO - MAY 71IS OIJE71IT, - AMERICAN INDIAN CULTURE: *AMERICAN INDIANS: CULTURE FREE TESTSIT - *CURRICULUM DEVELOPMENT; *DISADVANTAGED YOUTH: INTELLIGENCE TESTSIT - *TEACHING METHODS

0

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AN - ED046591.CHAN- RC005002--TI - IN-SERVICE EDUCATION SERIES AND CONSULTANT SERVICES. FINAL REPORT.AU DEMEKE. HOWARD J..' COMP.

,OS - ARIZONA STATE UNIV., TEMPE. BUREAU OF EDUCATIONAL RESEARCH ANDSERVICES. .

PD 67NO 47P.IS - RIE71MAIPR EDRS PRICE MF-$0.65 HC-$3.29AV - BUREAU OF EDUCATIONAL RESEARCH ANDSERVICES. COLLEGE. OF

EDUCATION, ARIZONA STATE UNIVERSITY. TEMPE. ARIZONA (NO CHARGE)SPO - BUREAU OF INDIAN AFFAIRS (DEPT. OF INTERIOR). SACATON. ARIZ. PIMA

INDIAN-AGENCY.IT - 'AMERICAN INDIANS: ART: AUDIOVISUAL INSTRUCTION: BILINGUALISMIT ; CURRICULUM DEVELOPMENT: ELEMENTARY SCHOOL SCIENCE; *EVALUATIONIT - *FEDERAL PROGRAMS: *INSERVICE TEACHER EDUCATION: LANGUAGE ARTS

. IT - MODERN MATHEMATICS; OBJECTIVES: SECONDARY EDUCATIONIT - SOCIAL STUDIESST - *PIMA MARICOPA RESERVATIONAB - UTILIZING FUNDS FROM THE ELEMENTARY AND SECONDARY EDUCATION ACT.

TITLE I. REPRESENTATIVES OF THE PIMA AGENCY. EDUCATION BRANCH.REQUESTED THE ASSISTANCE OF THE BUREAU OF EDUCATIONAL RESEARCHAND SERVICES. COLLEGE OF EDUCATION, ARIZONA STATE UNIVERSITY'. INTHE DEVELOPMENT AND PRESENTATION OF A PROGRAM OF PROFESSIONAL .

IN-SERVICE EDUCATION TO ENRICH AND SUPPLEMENT THE EDUCATIONALPROGRAM BEING PROVIDED TO ELEMENTARY AND SECONDARY` SCHOOLCHILDREN ON THE GIA RIVER PIMAMARICOPA RESERVATION. THE PROGRAMCONSISTED PRIMARILY OF A SERIES OF TEACHER WORKSHOPS. SPECIALCONSULTANTS' ASSISTANCE TO THE INDIAN COMMUNITY, AND ESCORTED

4 TEACHER' VISITATIONS TO EXEMPLARY SCHOOLS. FOR EACH OF THE 9IN-SERVICE PROGRAM EVENTS WHICH TOOK PLACE FROM MARCH THROUGH MAYOF 1967. THE FOLLOWING INFORMATION IS INCLUDED: A STATEMENT OFGOALS. OUTCOMES DESIgED, A BRIEF DESCRIPTION,OF THE PROGRAM. AtA BRIEF STATEMENT OF THE DEGREE OF SUCCESS ATTAINED. (LS)

.- AN - ED044727CHAN- CG005973TI - PROBLEMS OF INDIAN CHILDREN.AU - LINTON. MARIGOLDOS - SAN DIEGO, STATE COLL.. CALIF.PD - SEP 70 "NO - 7P,.; PA°ER PRESENTED AT THE AMERICAN PSYCHOLOGICAL ASSOCIATION

CONVENTION IN MIAMI BEACH. FLORIDA. SEPTEMBER 3-8. 1970IS - RIE7IAPRPR - EDRS PRICE MF-$0.65 HC-$3.29IT - ACADEMIC ACHIEVEMENT; AMERICAN INDIAN CULTURE: 'AMERICAN INDIANS.IT - *CHILDREN; CURRICULUM: CURRICULUM DEVELOPMENT; LEARNINGIT - *LEARNING DISABILITIES; SCHOOL ROLE; SCHOOLS': 'TEACHER EDUCATIONIT - *TEACHER RESPONSIBILITY: TEACHER ROLE: TEACHING SKILLSA6 - PREVIOUS APPROACHES TO THE LEARNING PROBLEMS OF AMERICAN INDIAN

CHILDREN ARE VIEWED AS INADEQUATE. AN ALTERNATIVE IS SUGGESTED

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WHICH EMPHASIZES THE PROBLEM SOLUTION STRATEGIES WHICH THESECHILDREN BRING TO THE SCHOOL SITUATION. SOLUTIONS WERE ANALYZEDIN TERMS OF: (1) THEIR PROSABICITY; (2) THEIR EFFICIENCY AT.PERMITTING A PRESENT PROBLEM TO BE SOLVED; AND (3) THEIRUSEFULNESS AS BUILDING BLOCKS4FOR FUTURE SOLUTIONS. IT IS ,SUGGESTED THAT INDIAN CHILDREN, LIKE ALL CHILDREN. HAVE A RANGEOF PROBLEM SOLVING SKILLS, BUT THAT THEY DO NO1 MEET THESE THREE

'CRITERIA FOR THE LEARNING WHICH IS EXPECTED,OF THEM WHEN THEY ,

ENTER SCHOOL`. WHAT HAPPENS TO THESE CHILDREN, CONFRONTED WITH ,

SUCH A SITUATION, IS DESCRIBED. THE PAPER CONCLUDES THAT TEACHERSOF CHILOREN WHOSE SOLUTION STRATEGIES ARE INADEQUATE FOR LEARNING,AS IT IS CURRENTLY STRUCTURED MUST FOCUS MORE OK "HOW" THEY LEARN

tAND ,LESS ON "WHAT" THEY-LEARN. A BALANCE MUST BE' ESTABLISHED '

BETWEEN CHANGING THEIR SOLUTON-STRAZEGIES AND CHANGING THESCHOOLS TO PERMIT SUCCESS FOR CHILDREN WITH CURRENTLY DIVERGENTSTRATEGIES. (TL)

AN - ED043416CHAN- RC004682TI THE INDIAN STUDENT, PARENT AND FAMILY A SUMMARY OF MONTANA

EDUCATIONAL PROGRAMS.AU - FITZPATRICK, JAMES W.PD - 69NO - 8P.; PACER PREPARED FOR AMERICAN PERSONNEL AND GUIDANCE

ASSOCIATION CONVENTION (RENO, NEVADA, 1969)IS - RIE7IFEBPR - EDRS PRICE MF-$0.65 HC-$3.29IT - ADULT EDUCATION; *AMERICAN INDIANS; 'CAREER PLANNING.; COUNSELINGIT - CURRICULUM DEVELOPMENT: ,*EDUCATION: 'FEDERAL STATE RELATIONSHIP.IT GUIDANCE SERVICES; HIGHER 'EDUCATION: MOBILE EDUCATIONAL,SERVICESIT -RECREATION: REMEDIAL INSTRUCTION:. SCHOOL COMMUNITY PROGRAMSIT , SCHOOL HOLDING POWER: VOCATIONAL EDUCATIONST - 'MONTANAAB THE REPORT CONCERNS PROGRAMS CONDUCTED BY MONTANA COUNSELORS AND

EDUCATORS IN THEIR EFFORTS TO BETTER MEET THE NEEDS OF THE INDIANSTUDENT. PARENT. AND THEIR FAMILIES. THE PROGRAMS WERE SPONSOREDBY THE LOCAL SCHOOL DISTRICTS, MONTANA, DEPARTMENT OF PUBLICINSTRUCTION. BUREAU OF INDIAN AFFAIRS. TRIBAL AGENCIES-, AND THEMONTANA UNIVERSITY SYSTEM. THE FOLLOWING WERE SOME OF THE 'OBJECTIVES OF THE PROGRAMS: IMPROVING THE SCHOOL'S- HOLDING POWER;DEVELOPING BETTER HOME-SCHOOL.RELATIONSHIPS; IDENTIFYING THOSESTUDENTS WITH SPECIAL APTITUDES, INTERESTS-. °AND NEEDS;ESTABLISHING AN EFFIICTIVE COUNSELING PROGRAM WHICH WOULD PROM:TE,GREATER SELF- UNDERSTANDING AND MORE REALISTIC EDUCATIONAL ANO'CAREER PLANNING OF INDIAN STUDENTS: AND PROVIDING INDIAN FAMILIESWITH GENERAL EDUCATION IN THE BASIC SKILL AREAS. INCLUDED IN THEDOCUMENT ARE OPINIONS AND IDEAS OF PARTICIPANTS OF AN INDIANEDUCATION CONFERENCE CONDUCTED BY THE DEPARTMENT OF INSTRUCTIONOF MONTANA. (EL) ,

109

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AN Ed035505CHAN AA509013

%.TI SMOOTH PATH AT ROUGH ROCKAU i TUNLEY, ROULSO AMERICAN EDUCATION: 7; 2: 15-8PD MAR 71IS CIdE71IT *AMERICAN INDIANS; *CURRICULUM DESIGN; *DEMONSTRATION PROGRAMSIT 'FEDERAL AID: 'SCHOOL COMMUNITY RELATIONSHIPST ARIZONA; NAVAJO; ROUGH ROCKAs THE PROGRESS MADE BY THE ROU H ROCK DEMONSTRATION SCHOOL FOR

NAVAJO INDIANS AND THE EST LISHMENT OF A COMMUNITY COLLEGE ARE- DISCUSSED. (DB)

AN ED037494CHAN- UD009628Ti DIVISION OF FEDERAL ASSISTANCE CONFERENCE, TITLE ESEA.'TITLE II

ESEA.DS - OHIO STATE DEPT, OF EDUCATION. COLUMBUS,

69NO - 35P.'IS - RIE7OdULPR - EDRS PRICE MF-50.65 Hc-$3.29

-AMERICAN INDIANS; *AUDIOVISUAL'INSTRUCTIONIT *COMPENSATORY EDUCATION; COUNSELING; CURRICULUM DEVELOPMENTIT 'DISADVANTAGED GROUPS: *FAMILY (SOCIOLOGICAL UNIT)IT - FEDERAL PROGRAMS; MEXICAN AMERICANS: MIGRANTS; NEGRO CULTUREIT RECRUITMENT; *RURAL POPULATION; SPANISH CULTURE; *URBAN SCHOOLSST APPALACHIA; ELEMENTARY SECONDARY EDUCATION ACT TITLE I PROGRAMST - ESEA TITLE IIAB SPEECHES GIVEN AT THU' CONFERENCE COVER THe FOLLOWING;AREAS:

TRENDS IN IMPLEMENTATION AND FUNDING STATUS OF TITLE I AND TITLEII PROGRAMS OF THL ELEMENTARY AND SECONDARY EDUCATION ACT:PROBLEMS OF DESIGNING PROGkAMS FOR THE URBAN DISADVANTAGED(RECRUITMENT. CURRICULUM DEVELOPMENT. STAFF SELECTION, ANDSUPPORTIVE COUNSELING): THE CULTURES OF RURAL DISADVANTAGEDAMERICAN INDIANS, NEGROES, SPANISH AMERICANS, APPALACHIANS, ANDTHE AMISH: AND. MANPOWER AND FINANCIAL NEEDS OF MEDIA PROGRAMS.(KG)

AN ED035709t CHAN UD009642TI THE RELATIONSHIP OF TEACHERS' ASSIGNED MARKS TO TESTED

ACHIEVEMENT AMONG EDUCATIONALLY AND CULTURALLY DISADVANTAGEDCHILDREN IN THE ELEMENTARY GRADES. FINAL REPORT.

AU FISH. ENRICA4

DS HAMLINE UNIV., ST. PAUL, MINN.PD 5 SEP 69NO 108P.IS - RIE70MAY

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PR - EDRS PRICE MF-$0.65 HC-$6.58SPO - OFFICE OF EDUCATION (DHEW). WASHINGTON. D.C. BUREAU OF RESEARCH.CG - 0EG-6-9-008113.0060 (010)BN - 8R-8-F-113IT - ACADEMIC ACHIEVEMENT: ACHIEVEMENT TESTS: AMERICAN INDIANSIT - CAUCASIAN STUDENTS: *CULTURALLY DISADVANTAGED: CURRICULUM DESIGNIT *EDUCATIONALLY DISADVANTAGED: 'ELEMENTARY SCHOOL STUDENTS.-IT INTELLIGENCE DIFFERENCES: NEGRO STUDENTS; SEX DIFFERENCESIT - *STUDENT EVALUATION. -

ST - MINNEAPOLISAB THIS STUDY INVESTIGATED THE RELATIONSHIP BETWEEN (1) ACHIEVEMENT

MARKS ASSIGNED BY TEACHERS TO ELEMENTARY GRADE. LOWERSOCIO-ECONOMIC STATUS BOYS AND GIRLS. AND (2) PUPILS' RACIALBACKGROUND. SEX. INTELLIGENCE QUOTIENT. AND TESTED ACHIEVEMENT. APUPIL AND A TEACHER SAMPLE WERE CHOSEN FROM FIVE MINNEAPOLISINNER-CITY SCHOOLS. THE PUPIL SAMPLE CONTAINED 62 AMERICANINDIAN. 46 NEGRO. AND 143 WHITE CHILDREN. THE TEACHER SAMPLECONTAINED NINE MALE AND NINE FEMALE WHITE TEACHERS. THE CHILDRENWERE CLASSIFIED BY SEX, RACE. GRADE'IO. TESTED ACHIEVEMENT. ANDJEACHER ASSESSMENT OF ACHIEVEMENT. A COMPREHENSIVE. STATISTICALANALYSIS WAS PERFORMEO. INCLUDING A THREE-WAY ANALYSIS OFVARIANCE. AND AN ANALYSIS OF COVARIANCE. FINOINGS INCLUDE THE'FOLLOWING. GIRLS OBTAIN HIGHER ACHIEVEMENT SCORES THAN BOYS. WHENACHIEVEMENT SCORES ARE ADJUSTED FOR IQ. THE SAME SEX DIFFERENCESOCCUR. DIFFERENCES IQ SCORES DO NOT EXIST'BETWEEN SEXES.OIFFERENCES IN IQ SCORES EXIST BETWEEN INDIAN, NEGRO. AND WAITECHILDREN. WITH THE LATTER OBTAINING HIGHER SCORES. DIFFERENCES DONOT EXIST BETWEEN BOYS AND GIRLS IN ACHIEVEMENT-GROUP SCORES.THESE FINDINGS HAVE IMPORTANT IMPLICATIONS FOR CURRICULUM DESIGNAND THE DEFICIT THEORY. (a)

AN E0035690CHAN- UD009395TI - ANNUAL REPORT OF ROUGH ROCK DEMONSTRATION SCHOOL FOR_1968-69:,.

JULY 1. 1968 THROUGH JUNE 30. 1969..AU' PLATERO. OILLON05 ROUGH ROCK OEMONSTRATION SCHOOL. CHINLE, ARIZ.PD - 31 OCT 69NO - 43P.IS - RIE7OMAYPR - EDRS PRICE MF-$0.65 HC-$3.29 1

IT - AMERICAN INDIANS; 'BILINGUAL EDUCATION: *COMMUNITY DEVELOPMENTIT CURRICULUM DEVELOPMENT; CURRICULUM STUDY CENTERSIT - DEMONSTRATION CENTERS: DEMONSTRATION PROGRAMSIT ,- INSTRUCTIONAL MATERIALS; *NAVAHO; PRIMARY GRADESIT SECONDARY GRADESST - ELEMENTARY SECONDARY EDUCATION ACT TITLE IST - NAVAHO CURRICULUM CENTER: PROJECT ROUGH ROCK DEVELOPMENTST - *ROUEN ROCK DEMONSTRATION SCHOOLAB - THIS NARRATIVE REPORT INTRODUCES THE ROUGH ROCK DEMONSTRATION

SCHOOL'S BACKGROUND. ORGANIZATION. AND SETTING. WHICH ISCHARACTERIZED AS A SCENE FOR DOING WHAT IS NEEDED IN INDIAN -EDUCATION. EDUCATIONAL SERVICES DISCUSSED ARE PRESCHOOL SERVICES

9 11

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,

(WHICH INCLUDE A HEAD START CLASS AND A KINDERGARTEN CLASS).PHASE ONE SERVICES (FOR THE PRIMARY GRADES). AND PHASE TWOSERVICES" (Fop OLDER STUDENTS). DORMITORY SERVICES ARE DISCUSSEDIN TERMS OF STAFF, STUDENTS, ACTIVftIES, AND PROBLEMS OF BEHAVIORAND HEALTH. THE NAVAHO CURRICULUM CUTTER'S ACTIVITIES, FINANCEDPRIMARILY BY E.S.E.A. TITLE I FUNDS, ARE DISCUSSED IN TERMS OF ATRA

eBITION PERIOD AT THE BEGINNING OF THE 1968-69 FISCAL YEAR,

AN OF ITSCONTINUING WORK, WHICH EMPHASIZED THE WRITING OFN A AHO LANGUAGE BOOKS AND THE USE OF CLASSROOM AIDES. THE ROUGHRoCit DEVELOPMENT PROJECT IS DISCUSSED IN TERMS OF ITS DEVELOPMENT-UT OF THE COMMUNITY SERVICES DIVISION OF THE DEMONSTRATIONSCHOOL. SCHOOL BOARD DECISIONS FROM JULY, 1968 TO JUNE. 1969 ARELISTED AND BRIEFLY DISCUSSED.' PHOTOGRAPHIC ILLUSTRATIONS HAVE.BEEN DELETED DUE TO THEIR MARGINAL REPRODUCIBILITY. (JM)

N - t0025479CHAN- AA507198TI - SCHOOL FOR COMMUNITY PRIDE -.SO - LNSTRUCTOR: 80; 2; 40-2PD - OCT '70IS - CIJE70IT *AMERICAN INDIANS; *CURRICULUM DESIGN; *ELEMENTARY EDUCATION

AN - ED032173CHAN.RC003626TI TEACHING ESKIMO CULTURE TO ESKIMO STUDENTS; A SPECIAL PROGRAM FOR

SECONDARY SCHOOLS IN BRISTOL BAY.AU - HOLTHAUS, GARY H.PD - MAY 68NO - 215P.IS RIE7DJANL-:PR - EDRS PRICE MF-$0.65 HC NOT AVAILABLE FROM EDRS.IT - *BICULTURALISM: CULTURE CONFLICT; *CURRICULUM DEVELOPMENTIT *ESKIMOS; HISTORY INSTRUCTION; INSTRUCTIONAL MATERIALSIT - LANGUAGE INSTRUCTION; *RESOURCE MATERIALS;d1URAL AREASIT - SECONDARY EDUCATION: *SOCIAL STUDIESST ALASKA; ALEUTS; BRISTOL iYAYAB --ESKIMO YOUTH IN BRISTOL BAY, ALASKA. CAUGHT'BETWEEN THE CLASH OF

NATIVE AND WHITE CULTURES, HAVE DIFFICULTY IDENTIFYING WITHEITHER CULTURE. THE CURRICULUM IN INDIAN SCHOOLS IN THE AREA.GEARED PRIMARILY TO WHITE MIDDLE-CIOSS STANDARDS, IS NOT RELEVANTTO THE STUDENTS, TEXTBOOKS AND STANDARDIZED TESTS, BASED ON.EXPERIENCES COMMON TO A WHITE CULTURE. HOLD LITTLE MEANING FORESKIMO STUDENTS. TEACHERS UNFAMILIAR WITH ESKIMO TRADITIONS ANDCULTURE ARE UNABLE TO UNDERSTAND OR COMMUNICATE WITH THE NATIVEPEOPLE. SINCE THE EXISTING CURRICULUM IN BRISTOL BAY SCHOOLSIGNORES THE STUDENTS' CULTURAL BACKGROUND, THE AUTHOR CONSIDERSTHE CREATION OF A UNIFIED MULTI - SEMESTER. SOCIAL STUDIESCURRICULUM ABOUT THE NATIVE HERITAGE AS A METHOD OF DEALING WITHSTUDENTS' PROBLEMS. THIS PAPER. AS A FIRST STEP' IN CREATING SUCHA CURRICULUM, CAN SERVE AS A SOURCE MATERIAL FOR INFORMATION

_ 112

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//

ABOUT THE BRISTOL BAY AREA. AND IS DIRECTED TOWARb THEDEVELOPMENT OF A ONE SEMESTER SECONDARY LEVEL COURSE IN NATIVEHISTORY AND CULTUAE..A MAJOR PORTION OF THE PAPER CONSISTS OFMATERIAL,ABOUT TAE HISTORY. GEOGRAPHY, ANTHROPOLOGY. ARCHAEOLOGY,LANGUAGE (ESKIfp AND ALEUT). AND FOLKLORE OF THE AREA. THE .

CONCLUDING CHAPTERS CONTAIN A SUGGESTED COURSE OUTLINE. SAMPLELESSON 0LANS,/AND A LIST OF NATIVE RESOURCE PERSONS. NOTAVAILABLE IN HARD COPY DUE TO MARGINAL LEGIBILITY OF ORIGINALDOCUMENT. //(TL)

AN - EJ024802CHAN- AA506992TI - TO KEEP THE THINGS WE LOVE-AU - MOOREFIELD. STORYSO - AMER EDUC V 6: 7;.6 -8PD - AUG-SEP '70IS - 'CIJE70 '

IT - *AMERICAN INDIANS: *BILINGUAL EDUCATION: *CURRICULUM DEVELOPMENT.IT - *DISADVANTAGED YOUTH: *EQUCAT/ONAL PROGRAMSST - FOLLOW THROUGH PROGRAMAB - FOLLOW THROUGH PROGRAM PROJECTS FOR AMERICAN INDIAN CHILDREN ARE

DISCUSSED. (DB)

. AN - ED029739CHAN- RC003448TI - SATURDAY SCHOOL. PRELIMINARY PROGRESS REPORT.AU - MCCORMICK. FLORENCE: PARRISH. VALINDAOS - SOUTH CENTRAL REGIONAL EDUCATION LAB. CORP., LITTLE ROCK. ARK.PD - JAN 69NO - 43P.

' IS - R1E690CT'PR EDRS PRICE MF-$0.65 HC-$3.2SIT - AMERICAN INDIANS: BEHAVIORAL OBJECTIVES: CAUCASIAN STUDENTSIT - COMPENSATORY EDUCATION PROGRAMS: *CURRICULUM DEVELOPMENTIT *DISADVANTAGED YOUTH: EVALUATION TECHNIQUESIT - FAMILY SCHOOL RELATIONSHIP: LOW INCOME GROUPS: NEGRO STUDENTSIT '-.. *PARENT EDUCATION: *PRESCHOOL CHILDREN: *RURAL AREASST - *SATURDAY SCHOOLAB - THE SATURDAY SCHOOL MODEL FOR HOME SCHOOL COORDINATION WASBASED-

ON A 5-YEAR DEVELOPMENT PROGRAM-FOR RURAL DISADVANTAGED D LTANEGROES. OZARKAN CAUCASIANS. AND NON-RESERVATION INDIANS. BROADOBJECTIVES OF THE PROGRAM WERE: (1) TO DEVELOP PARENT ED CATIONCURRICULUM TO SUPPLEMENT THE LEARNING EXPERIENCES OF THCHILDREN: AND (2)'TO DEVELOP A PRESCHOOL CURRICULUM OFSCHOOL - INITIATED ACTIVITIES WHICH COULD BE COMPLETED Q REPEATEDAT HOME. THE BEHAVIORAL OBJECTIVES FOR CHILDREN WERE/FORMULATEDDESCRIPTIVELY IN TERMS OF EXPECTED OUTCOMES IN THE AREAS OFLANGUAGE. LITERATURE. NUMBERS; SELF-CONCEPT, PERCEPTION. ANDSOCIAL SKILLS. THIRTY-SIX EDUCATIONALLYbISADVANTAGED, CAUCASIAN

.

PRESCHOOL CHILDREN. 35 MOTHERS, ONE FATHER. AND 0 E PARENTSUBSTITUTE ENROLLED IN THE PRAIRE GROVE, ARKANS'A . PROGRAM, WHICH

113

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se

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CONSISTED OF ATTENDING SCHOOL 2 HOURS ON SATURDAY MORNINGS.PRELIMINARY TEST DATA INDICATED THE PROGRAM MAY HAVE PRODUCEDFAVORABLE CHANGES IN THE PARTICIPATING CHILDREN. MEAN IQ SCORES.WERE SIGNIFICANTLY IN FAVOR OF THE EXPERIMENTAL GROUP AS COMPARED

. TO THE CONTROL GROUP. THE SATURDAY SCHOOL MODEL APPEARED TO BEACCEPTABLE TO LOW-INCOME FAMILIES AS EVIDENCED BY THEIRPARTICI °ATION AND ADAPTABLE TO OTHER GROUPS AS EVIDENCED BY THESUBSEQUENT'USE OF THE MODEL FOR 3- AND 4-YEAROLD NEGRO CHILDRENAND THEIR PARENTS: (CM)

AN' - EDO27246CHAN- SP002187Tt NEW-CURRICULAR MATERIALS AND THE TEACHING OF THE DISADVANTAGED.

. PROJECCI REPO T ONE, NDEA NATIONAL INSTITUTE CONFERENCE (JUNE19-21. 1967 .

. AU - FRANK. VIRG NIA-, .0S -AMERICAN ASSOCIATION OF COLLEGES FOR TEACHER EDUCATION.-

WASHINGTON. D.C.; ALL STATE UNIV., MUNCIE. IND.PD - JUL 6BNO - 61P.IS RIE69JULPR - EDRS PRICE MF-$0.85 HC-$3.29AV - NDEA, C/O AACTE, ;loom B04. 1201 SIXTEENTH ST.. N.W., WASHINGTON,

DEC. 20036 (S2.00).SPO - OFFICE OF EDUCATION (DHEW). WASHINGTON. O.C.IT AMERICAN INDIANS: .*CONFERENCE REPORTS: CURRICULUM DEVELOPMENTIT CURRICULUM- PROBLEMS; *DISADVANTAGED YOUTH: EFFECTIVE TEACHINGIT - EXPERIMENTAL CURRICULUM: INSTRUCTIONAL INNOVATIONIT - INSTRUCTIONAL MATERIALS: INTERDISCIPLINARY APPROACHIT - MEXICAN AMERICANS: MIGRANT. CHILDREN; *MINORITY GROUP CHILDRENIT - NEGRO YOUTH; RURAL YOUTHAB - THIS PUBLICATION REPORTS THE CONTENT AND PROCEEDINGS OF A

CONFERENCE AT WHICH CURRICULUM PLANNERS AND DESIGNERS ANDACADEMIC SPECIALISTS AND GENERALISTS MET WITH REPRESENTATIVES OFEIGHT DISADVANTAGED AMERICAN' MINORITY GRQUPS TO EXAMINE THERELATIONSHIPS BETWEEN CURRICULUM CHANGE AND BETTER EDUCATION FORDISADVANTAGED CgILDREN. THE BODY OF THE REPORT CONTAINS (1)STATEMENTS OF T E PURPOSE AND QUESTIONS Of THE CONFERENCE, (2)SUMMARY OF IDEAS FROM ALL THE GROUP DISCUSSIONS PINPOINTING AREASOF CONSENSUS AND OF,CONTROVERSY. (3) SUGGESTIONS FOR THE FUTURE'INCLUDING RECOMMENDATIONS AND LISTS OF KEY PROBLEMS ANDPRIORITIES: AND (4) ADDRESSES BY A. HARRY PASSOW. KEITH R.KELSON. SAND R. LOUIS BRIGHT. APPENDIX 1 CONSISTS OF EIGHTBACKGROUND PAPERS PREPARED BY POPULATION REPRESENTATIVES.REGARDING SOME CONSIDERATIONS IN DEALING WITH THE SOUTHERN URBANNEGRO CHILD. THE AMERICAN INDIAN CHILD. THE SOUTHERN RURAL NEGROCHILD. THE MEXICAN-AMERICAN CHILD. THE CENTRAL URBAN NEGRO'CHILD.THE MIGRANT CHILD, THE NORTHERN URBAN NEGRO CHILD. AND THE

,APPALACHIAN CHILD. APPENDIX 2 CONTAINS SHORT DESCRIPTIONS OFNINETEEN CURRICULUM PROJECTS WHICH WERE REPRESENTED AT THECONFERENCE. APPENDIX 3 LISTS THE NAMES. AND POSITIONS OF THE 76CONFERENCE PARTICIPANTS. (JS)

4

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AN - ED026180CHAN 11C003056II - BIBLIOGRAPHY ON MATERIALS IN THE FIELD OF INDIAN EDUCATION.AU SELBY, SUZANNE R., COMP.OS SASKATCHEWAN UNIV., SASKATOON. INST. FOR NORTHERN STUDIES.PD - 68NO - 110P.IS - RIE69JUNPR - EDRS PRICE MF$0.65 HC$6.58IT AMERICAN INDIANS; ANNOTATED BIBLIOGRAPHIES; ANTHROPOLOGYIT - COMMUNITY DEVELOPMENT; *CULTURAL DIFFERENCESIT CURRICULUM DEVELOPMENT; EDUCATIONAL BACKGROUND

- EDUCATIONAL CHANGE: EDUCATIONAL METHODS; *EDUCATIONAL PROBLEMSIT - EN6LISH (SECOND LANGUAGE): 'ESKIMOSIT RESEARCH AND DEVELOPMENT CENTERS; SOCIAL CHANGEST - 'CANADAAB - ONE HUNDRED AND FIVE BOOKS. ARTICLES AND PAMPHLETS PUBLISHED

BETWEEN 1956 AND 1968 COMPRISE THIS COMPREHENSIVELY ANNOTATEDBIBLIOGRAPHY PREPARED FOR TEACHERS AND'STUDENTS INTERESTED IN THEEDUCATION OF CHILDREN OF INDIAN AND ESKIMO ANCESTRY. THE MAJORPORTION OF_THE-BIBLIOGRAPHY DEALS WITH INDIAN EDUCATION. TOFURTHER At UNDERSTANDING OF CULTURAL DIFFERENCES. MATERIALS-CONCERNING ANTHROPOLOGY, ECONOMIC AND COMMUNITY DEVELOPMENT,TEACHING 'ENGLISH AS A SECOND LANGUAGE, AND CULTURE CHANGE HAVEALSO BEEN INCLUDED. THE APPENDIX. CONTAINS A LISTING OF OTHERBIBLIOGRAPHIES. JOURNALS, AND RESEARCH CENTERS DEALING WITH

^71. INDIAN AND ESKIMO EDUCATION, (DK)

AN - E0026179CHAN- RC003095TI - EDUCATION FROM WITHIN. AN EXPERIMENT IN CURRICULUM DEVELOPMENT

WITH CHILDREN OF INDIAN BACKGROUND IN SASKATCHEWAN:AU - RENAUD. ANDO,PD NOV 64NO - 14P.. PAPER PRESENTED AT THE ONTARIO CONFERENCE ON INDIAN

AFFAIRS. NOV. 1,964, LONDON, ONTARIO, CANADA. .

IS - RIE69JUN ,PR - EDRS PRICE MF-$0.65 HC -S3.29'IT - ACCULTURATION; *AMERICAN INDIANS: ANTHROPOLOGYIT - COMMUNITY DEVELOPMENT: CULTURAL AWARENESS; CULTURAL DIFFERENCESIT - *CULTURAL TRAITS; *CURRICULUM DEVELOPMENT; EDUCATIONAL EXPERIENCEIT - !EDUCATIONAL OBJECTIVES; ESKIMOS; *RURAL AREAS; TEACHER GUIDANCEST *CANADA; SASKATCHEWANAB -.A CURRENT EXPERIMENT IN CURRICULUM DEVELOPMENT FOR INDIAN

CHILDREN IN THE CANADIAN PROVINCE OF SASKATCHEWAN EXAMINESEDUCATIONAL OBJECTIVES IN TERMS OF'THE CHARACTERISTICS OF20TH.-CENTURY SOCIETY. DISSIMILARITIES OF INDIAN COMMUNITIES ANDTHE CULTURAL BACKGROUNO OF INDIAN CHILDREN fN RELATION TO THETRAITS OF NONINDIAN SOCIETY POINT OUT THE PROBLEM OF BRIDGINGTHE GAP BETWEEN THEM. THE MAIN UNDERSTANDINGS AND WORKINGPRINCIPLES OF THE EXPERIMENT ARE: (1) ANTHROPOLOGICAL DESCRIPTION'OF'THE TOTAL EDUCATIONAL PROCESS AND DEFINITION OF THE

11 rLt.)

OBJECTIVES; (2) INSERTION OF INDIAN CULTURAL TRAITS INTO EV RYDAYCURRICULUM AND SPECIAL ATTENTION TO SPECIFIC GAPS IN THEJJ91EBACKGROUND; (3) REINTERPRETATION. EXTENSION, AND EXPANSION OF THEINDIAN CHiLD'S EXPERIENCE; (4) FUNCTIONAL LEARNING OF SKILLS,SUCH As THE ENGLISH LANGUAGE: AND (5) SELECTION OF CONTENT TOFOSTER COMMUNITY EDUCATIONAL GROWTH. (SW)

AN ED025364CHAN RC003111 -

TI CLASSROOM STRATEGIES: CULTURE AND LEARNING STYLES. VOLUME 1,AU GARBER. MALCOLMOS SOUTHWESTERN COOPERATIVE EDUCATIONAL LAB., ALBUQUERQUE, N. MEX.PD - JUN 68NO - 34P,IS - RIE69MAYPR - EDRS PRICE MF-$0.65 HC-$3.29SPO - OFFICE OF EDUCATION (DREW), WASHINGTON, D.C. BUREAU OF RESEARCH.'CG OEC-4=7-06287-3078BN - BR-6-2827IT - AMERICAN INDIANS: COMPARATIVE ANALYSIS: COMPARATIVE TESTINGIT - *CULTURAL BACKGROUND: *CULTURAL DIFFERENCESIT - CULTURAL DISADVANTAGEMENT: CULTURAL ENVIRONMENT; CULTURAL FACTORSIT - CURRICULUM DEVELOPMENT; CURRICULWORESEARCH: *LEARNING PROCESSESIT RURAL YOUTH; *SPANISH AMERICANS; TEACHING STYLES .

ST - NAVAJOSCPUEBLOS ,

AB - A RESEARCH PROJECT CARRIED OUT BY THE SOUTHWESTERN COOPERATIVE% EDUCATIONAL LABORATORY ATTEMPTED TO DEFINE AND DESCRIBE

CHARACTERISTIC LEARNING STYLES AN RELATED ENVIRONMENTAL FACTORSOF CHILDREN OF 2 MINORITY GROUPS N THE SOUTHWEST, STUDENTS OFSPANISH AMERICAN AND INDIAN DESCE T WERE SUBJECTED TO SPECIFICTESTS, AND COMPARATIVE ANALYSES WEI1E,PERFORMED ON THE RESULTS.GENERAL TRENDS,WERE DISCOVERED FAVORING THE PERFORMANCE OF ONEGROUP OVER OTHER GROUPS ON A VARIETY OF PSYCHOMETRIC INSTRUMENTS.

-- -- WHILE RURAL SPANISH AMERICAN CHILDREN WERE MORE ADEPT AT USING_ AUDITORY CHANNELS OF COMMUNICATION, AMERICAN INDIAN GROUPS SHOWED

UNEXPECTED STRENGTH IN HANDLING INFORMATION THROUGH VISUAL* CHANNELS. A HIGH DEGREE OF PREDICTIVE ABILITY WAS ASSOCIATED WITH

THE RESULTS ON THE PSYCHOMETRIC INSTRUMENTS AND THE SPECIFICMINORITY GROUPS. THE IMPLICATIONS FOR CURRICULUM DEVELOPMENT ANDTEACHING STYLES FOR THESE GROUPS WERE MANIFOLD AND IT WAS FELTTHAT GREAT NEED EXISTED FOR FURTHER DEVELOPMENTS AND °

INVESTIGATIONS IN THIS AREA, RELATED DOCUMENTS ARE RC 003 109 ANDRC 003 110. (DK)

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AN - EJ909543CHAN-'7E900039TI -,BICINGUAI EDUCATION FOR NAVAJO STUDENTS

. AU WILSON, ROBERT D.SO NAT ASS STUD PERSONNEL ADMIN; 6; 4: 65-69PD 69 APRIS CIJE69IT *AMERICAN INDIANS; *BILINGUAL EDUCATION; CULTURAL BACKGROUNDIT *CURRICULUM DEVELOPMENT; *ENGLISH (SECONd LANGUAGE)IT SPIRAL CURRICULUMST - COORDINATE BILINGUALISMAB - PAPER PRESENTED AT 3RD ANNUAL TESOL CONVENTION, CHICAGO,

ILLINOIS, MARCH 5.8, 1969.

AN - EJOO692341CHAN- RC500027

TI - THE INDIAN AND THE PH.D., A RUN-DOWN ON A KIND OF EDUCATIONAU - ZEEH. THECLASO "- NORTHIAN: 6; 2; 18-21PD - 69 SPRIS - CIJE69IT - ADULT EDUCATION PROGRAMS; *AMERICAN INDIANS; CHILDRENIT - CURRICULUM DEVELOPMENT; *EDUCATIONAL CHANGE; *ESKIMOSIT - *PROGRAM DEVELOPMENTST - *CANADA

AN, - ED013123CHAN- RC000151TI - EDUCATION OF THE AMERICAN INDIAN IN TODAY'S WORLD, AN

INTERDISCIPLINARY APPROACH FOR TEACHERS AND ADMINISTRATORS.AU - GREENBERG, GILDA M.: GREENBERG. NORMAN C. ,

PD - 84IS - CUMREPTPR - DOCUMENT NOT AVAILABLE FROM EDRS.IT - ACCULTURATION; *AMERICAN INDIANS; *BIBLIOGRAPHIESIT - BILINGUAL STUDENTS; COMMUNICATION (THOUGHT TRANSFER)IT - *CULTURAL DIFFERENCES: CULTURAL ENRICHMENT: CURRICULUMIT - CURRICULUM DEVELOPMENT: *EDUCATION; *EDUCATIONAL DISADVANTAGEMENTIT - EDUCATIONAL EQUALITY; ENGLISH (SECOND LANGUAGE); ETHNIC GROUPSIT - FIELD TRIPS: LINGUISTICS; MINORITY GROUPSIT - PARENT SCHOOL RELATIONSHIP: RACIAL CHARACTERISTICSIT - RACIAL D1FFEFENCES: 5EMANTICS;.SOCIAL VALUES; SPEECH SKILLSST -aFIVE CIVILIZED TRIBESAB - A CONCISE. INTERDISCIPLINARY OVERVIEW OF AMERICAN INDIAN

EDUCATION IS PRESENTED. INCLUDING AN HISTORICAL BACKGROUND, APRESENTATION.OF THEIR CULTURAL PRACTICES AND VALUE SYSTEMS, ABRIEF EXPLANATION OF SOUTHWESTERN INDIAN SPEECH SOUNDS. ADESCRIPTION OF THE EDUCATION OF INDIANS, AN EXAMPLE OF INDIANEDUCATION AMONG THE NAVAJOS. AND A SELECTEDLIST OF RESOURCEMATERIALS ON INDIANS AND INDIAN EDUCATION. THE AUTHORS STATE THAT

1

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A KNOWLEDGE OF INDIAN ENVIRONMENT. VALUES.e-ANO CUSTOMS IS NEEDEDTO PROVIDE EFFECTIVE INDIAN EDUCATION AND THAT AN EDUCATIONPROGRAM FOR INDIAN ADULTS IS AN ABSOLUTE NECESSITY. THIS DOCUMENTIS AVAILABLE FROM WILLIAM C. BROWN BOOK COMPANY. 135 SOUTH LOCUSTSTREET. DUBUQUE. IOWA. 52003. (R8)

AN ED01218BCHAN- RC000150TI DEVELOPING CURRICULUM FOR INDIAN CHILDREN.AU POTTS. ALFRED M.. 2D; SIZEMORE. MAMIEOS ADAMS STATE COLL.. ALAMOSA, COLO.PD - 64,NO 141P,IS - DH6667PR - EDRS PRICE MF-$0.65 HC-$6.58IT - ACHIEVEMENT: AMERICAN INDIANS: ARITHMETIC: BEHAVIOR PATTERNSIT - BILINGUALISM: BIRACIAL SCHOOLS: CULTURAL BACKGROUNDIT - CULTURAL DIFFERENCES; CULTURE: *CURRICULUM DEVELOPMENT.IT - EDUCATION; ELEMENTARY EDUCATION; ELEMENTARY SCHOOLS.IT - ENGLISH (SECOND 1ANGUAGE): EVALUATION METHODS: HANDWRITINGIT - HISTORY; INSTRUCTION; INTELLIGENCE TESTS; LANGUAGEIT MEXICAN AMERICANS: READING; SCIENCES: SOCIAL STUDIES: SPEECHIT - TEACHING GUIDESST - ALAMOSA; ARIZONA: COLORADO; NEW MEXICO: UTAHA8 - THIS WORKSHOP REPORT WAS PREPARED AS A,GUIDE FOR TEACHERS OF

INDIAN CHILDREN IN THE FOUR CORNERS AREA OF ARIZONA. COLORADO,NEW MEXICO. AND UTAH. A BRIEF DESCRIPTION IS GIVEN OF THE HISTORYAND DEVELOPMENT. UP TO THEIR PRESENT STATUS. OF UTE MOUNTAINUTES. 'SOUTHERN UTES. OICARILLA APACHES. PUEBLO INDIANS OF NEWMEXICO. AND NAVAJOS. THE STATED PURPOSES ARE TO PROVIDE TEACHERSWITH 'INSIGHTS INTO PROBLEMS OF EDUCATING THESE CHILDREN AND TOPROVIDCKNOWLEDGE OF THEIR DIFFERENT CULTURAL BACKGROUNDS,

-- LEARNING AND BEHAVIOR PROBLEMS. AND VALUES. PROBLEMS INHERENT INTHEIR CULTURAL TRANSLATION ARE DISCUSSED TO INDICATE AREAS OFNEEDED UNDERSTANDING, FOREMOST AMONG WHICH IS DEVELOPING THEABILITY TO COMMUNICATE EFFECTIVELY IN ENGLISH. SEVERAL METHODSFOR TEACHING ENGLISH ARE DESCRIBED. BOTH FOR BEGINNERS AND FORUPPER-GRADE STUDENTS, SHORT SECTIONS DISCUSS METHODS or TEACHINGSOCIAL STUDIES. ARITHMETIC, AND SCIENCE, PROBLEMS OF INTELLIGENCEAND ACHIEVEMENT TESTING ARE DISCUSSED. THE PUBLICATION EMPHASIZESTHAT THESE CHILDREN SHOULD BE TESTED ONLY WHEN A DEFINITE PURPOSEIS TO BE SERVED AND THEN WITH GREAT CARE. SINCE MOST STANDARDIZEDTESTS DO NOT INDICATE ACCURATELY THE CAPABILITIESOF INDIANCHILDREN. MANY BIBLIOGRAPHIES. REFERENCES', AND TEACHING AIDS AREGIVEN. THIS DOCUMENT IS ALSO AVAILABLE FROM THE CENTER FORCULTURAL STUDIES, ADAMS STATE COLLEGE. ALAMOSA. COLORADO 81101.(DD)

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