10 Things Teachers Should Never Do When Teaching Native Kids (edu)

Read more at http://indiancountrytodaymedianetwork.com/2014/08/06/10-things-teachers-should-never-do-when-teaching-native-kids-156252


Each year, teachers with no background or understanding of Native history, culture, or current affairs, offer mainstream and Native students damaging, stereotypical curriculum. As summer winds down and kids get ready to go back to school, let's discuss some things teachers shouldn't do and ways parents can help.

Don’t Ask Native Students to Speak for Their Race

Teachers often ask Native students about anything that comes up about Native Americans. Tell your child’s teachers that every tribe is different as are opinions among Indigenous Peoples, and your child cannot speak for everyone. Recommend books like 500 Nations by Alvin M. Josephy.

Don’t Have Students Make Indian Names or Animal Totems

Many teachers try to teach about Native peoples through crafts projects or assignments like letting students choose Indian names for themselves. Consider it a teaching moment and print out this letter from Wisconsin Activist Richie Plass.

Don’t Host Powwows or First Thanksgivings Without Tribal Input

Some teachers think hosting a student powwow without any tribal input is okay, and honors Native people. Approach teachers as soon as school starts, and let them know you would be happy to help plan an appropriate celebration for Native American Heritage Month. If you don’t, imitation powwows with fake animal names, paper bag vests, and fake feather headdresses could happen. Direct teachers to read “The Harm of Native Stereotyping,” and “American Indian Perspectives on Thanksgiving.”

Communicating with teachers about how to teach Native children is a good way to avoid scenes like this. 

RELATED: Video: Florida High School’s Horrific Display of Cultural Stupidity http://indiancountrytodaymedianetwork.com/2013/12/31/video-florida-high-school-puts-horrific-display-culture-sharing-152933

Don’t Ever Tell Native Students They Are Going to Drop Out

There is no excuse for it but there are some non-Native teachers who have been known to say things like this. Many Native students report that teachers told them it didn’t matter if they attended school or got good grades, because they would fail anyway. Native students graduate and attend the best colleges in the country, some in the face of many hardships. Teachers should be supportive of all students 

Don’t Say that Columbus Discovered America

This should be old news by now, but non-Native teachers are uncomfortable with the truth. Tell them to do some research and even read Lies My Teacher Told Me, by James Loewen.

RELATED: American History Myths Debunked: Columbus Discovered America

Don’t Use Words Like Primitive, Savage, Or Uncivilized

Please. Mainstream science is only just beginning to understand astronomy, geology, and other sciences that have been common knowledge to indigenous people for thousands of years. Is your child’s teacher not so sure about that? Show them this link to StarTeach Astronomy and their page on “Ancient Astronomy of the North American Indians.” 

Check Reading Lists: Avoid Racist Commonly Used Books

Books like Little House on the Prairie by Laura Ingalls Wilder and Garth Williams and Sign of the Beaver by Elizabeth George Speare are still commonly used in the classroom and feature hateful and/or stereotypical portrayals of Native people.  Other books may not be overtly offensive to an unsuspecting teacher but are still incorrect or misleading. Read “‘I’ Is Not For Indian: The Portrayal Of Native Americans In Books For Young People” on Native Culture Links before deciding to use a book in your curriculum. Teachers can also check out the American Indians in Children’s Literature blog.

Don’t Speak About Natives Only in the Past

Too many teachers are disconnected from Native peoples and have no sense of Natives in the present. If you suspect this is the case, offer to come into the classroom to do a presentation or even provide the teacher with a link to Oyate.org, purveyors of tribally approved curriculum and information. You can also recommend Native news sources.


Don’t Allow Mainstream Students to Bully Native Kids

If teachers see students doing the woo-woo thing, making fun of long hair, calling Native students by mascot names, etc., do not assume it will “toughen them up.” Bullying can result in suicide, damaged self-esteem, embarrassment and more. Teachers can use this as time to teach about diversity and respect.

Teacher Shouldn’t Assume They Know Anything About Natives

When teachers have no understanding of Native culture, they teach stereotypes. Have them contact their local tribes for speakers and be sure they have appropriate sources to get them on the right path to teaching accurately about Native peoples. Native Web Search has loads of resources.


Read more at http://indiancountrytodaymedianetwork.com/2014/08/06/10-things-teachers-should-never-do-when-teaching-native-kids-156252


Montana To Modify CCSS For Natives (education)

Everyone has seen the Facebook posts with parents frustrated about the complexities of a math problem their child has to solve — and blaming it on Common Core standards, not just in Montana, but nationwide.

Now the Montana legislators are involved. On Monday, the Senate education committee will hear a bill to repeal Common Core standards in Montana, introduced by Rep. Debra Lamm, R-Livingston.

House Bill 377 passed through the House already. If it became law, it would not only repeal the standards in this state, but also eliminate the Smarter Balanced Assessment testing and establish an accreditation standards review council outside of the Montana Board of Public Education.

"HB 377 is basically about local control," Lamm told the Tribune.

Lamm said she's introducing the bill for a variety of reasons: She said experts have shown that the standards aren't as rigorous as they said they would be, it's a one-size-fits-all approach to education and it takes away teacher freedom and creativity when it comes to curriculum and more.

"They were already teaching it and doing a good job, in my opinion," Lamm said. "The curriculum has to stay at the local level."

Full story & video at:http://www.greatfallstribune.com/story/news/local/2015/03/14/myths-truths-montanas-common-core-standards/24768409/

Support for American Indian education


American Indian leaders on Wednesday called on state lawmakers to increase support for American Indian education

The plea comes after a Minnesota Department of Education working group recommended increasing state funding for mentoring efforts and early childhood programs in districts that serve the state's 20,000 American Indian students.

The report recommended boosting funding to supplement federal funds that go to Minnesota's four tribally operated schools: Circle of Life School in White Earth, Bug-O-Nay-Ge-Shig School in Bena, Fond du Lac Ojibwe School in Cloquet and Nay-Ah-Shing School in Onamia.

Per pupil funding from the federal government for the schools amounts to $5,000 a year, half what other Minnesota districts receive from the state.

Rocky Papasodora, the chairperson for the Bug-O-Nay-Ge-Shig school on the Leech Lake Reservation, said funding equalization would be a first step in improving American Indian student achievement.

"If these dollars are secured through legislation it will lead the way for a just and equitable education for all Minnesota school students," Papsadora said.

The graduation rate for Minnesota's American Indian students is 51 percent, according to new data from state education officials released on Tuesday.

Minnesota's on-time graduation rate for Native American students is one of the lowest in the nation.

"This is not acceptable," Joan LaVoy, director of education for the White Earth reservation. "The state of Minnesota must support our schools, teachers, students and families to increase the achievement rate and outcomes of our Indian students."

She urged lawmakers to find more money to fund early childhood programs for the state's 11 tribes.

The state Department of Education estimates that would cost $1.6 million a year.

LaVoy said that would provide much needed support on the White Earth Reservation.

"Schools, programs and agencies on the White Earth Reservation provide services to approximately 500 children ages 0 to 5," she said. "We have at least another 250, I'm thinking it's closer to 300, not receiving any type of early childhood programming."

California Conference on American Indian Education (event, education)

The 38th California Conference on American Indian Education is coming up March 14-17, 2015 in Palm Springs.  The theme this year is Indian Education: Meeting The Challenge.  This is an opportunity to share traditional and academic teaching and learning. The conference honors the commitment of families and those who contribute to the advancement of Indian Education in California.

For information, Call To Conference, registration materials and schedule please go to the California Conference on American Indian Education www.ccaie.org 

If you have any questions please contact Irma Amaro at 530-895-4212  or by e-mail at mailto:irma.4winds@att.net or Rachel McBride at 530-895-4212 ext. 110 or by e-mail at mailto:rachel.4winds@sbcglobal.net

Chief Earl Old Person Scholarship (education/opportunities)

 National Johnson-O'Malley Association 

Chief Earl Old Person Scholarship 

The application is for 2015 eligible Native American senior high

school students and this year's applicants are registering

for the Chief Earl Old Person scholarship only.

Applications are due Friday, March 6, 2015

For Application and instructions visit: www.njoma.com

Send Application to:

Elsie Dee or Clayton Long at

200 N. Main, Blanding Utah 84511

For Questions:

Elsie: edee@sjsd.org or cell # 435-210-8223

Clayton: clong@sjsd.org or cell # 801-232-5624


NJOMA Contact Information

PO Box 126, Okmulgee, OK 74447 | 918-304-0200 | www.njoma.com

Dartmouth Fall Fly-In (opportunity/education)

Dartmouth Bound: Native American Community Program


We welcome students with an interest in our Native community or in Native American Studies to apply to this program for high school seniors.

OCTOBER 12 – 15, 2014


Native American Community Program (formerly Native Fly-In) participants visit classes, interact with faculty, connect with the Native community at Dartmouth, and attend workshops on the admissions and financial aid process. Dartmouth's commitment to the Native community dates back to the very beginning of the College. In 1769, at Dartmouth’s founding, the charter directed that Dartmouth College exist "for the education and instruction of youth of the Indian tribes in this land... English Youth, and any others."

In 1970, John Kemeny, Dartmouth's 13th president, pledged to redress the historical lack of opportunities for Native Americans in higher education. This recommitment not only held Dartmouth to a higher standard than its peers, but also established the Native American Program, laid the groundwork for the Native American Studies department, and directed the Admissions Office to actively recruit Native students.

Over 1000 Native Americans and Alaskan Natives representing over 200 different tribes have attended Dartmouth. Native American Studies, an academic program open to all Dartmouth students, provides opportunities to explore historical experiences, cultural traditions and innovations, and political status of Native peoples in the United States and Canada through interdisciplinary teaching and research.

Since its conception over 30 years ago, the Native American Community Program has brought hundreds of prospective students from all corners of the country to visit Hanover and see Dartmouth College first-hand.  We welcome students of all backgrounds with a demonstrated interest in Native community and/or Native American Studies to apply to the program.


You must be a high school senior to be considered for the program.

•       2014 Application



•       Arrival & registration

•       Dinner with Dartmouth hosts and mentors


•       Welcome breakfast

•       Campus tours

•       Class visits

•       Dartmouth Plan showcase

•       Native Students' Experience Forum

•       Native Americans at Dartmouth (NAD) Community Dinner


•       Breakfast and admissions case studies workshop

•       Thayer School of Engineering information session

•       The First-Year Experience

•       Financial aid workshop

•       Honoring dinner


•       Departures


Admissions staff and current Dartmouth students, many whom are past Dartmouth Bound participants, will offer their perspectives on Dartmouth and advice about navigating the college search and admissions process.

Tours include an orientation of the Dartmouth campus and facilities, as well as specific areas of interest, and tours of the athletic facilities, the Hopkins Center for the Arts, and the Thayer School of Engineering.

Native Students' Experience Forum is an opportunity for program participants to get an unedited view of life at the College from the perspective of Native students. A cross-section of students and leaders from the Native community will be available to answer questions and relate their own experiences at Dartmouth and beyond. Program participants should come ready to ask about everything from academics to social life to extracurricular and cultural involvement.

Native Americans at Dartmouth (NAD) community dinner, held at the Native American House, is an opportunity for the entire Native community (students, faculty, and staff) to come together over a meal, introduce themselves, welcome prospective students, and informally share their experiences.

Admissions workshops and case studies are a hallmark of our program. Admissions officers will walk you through our individualized review process and provide tips for completing college applications. You will have the chance to review real applications to the College as part of a mock admissions committee exercise. You will also have the opportunity to meet in small groups with a member of our admissions staff to ask questions about the college application process.

First-Year Experience provides insight into the transition to College and an overview of some of the programs and resources available to our students.

Financial aid makes the Dartmouth experience possible for all students, regardless of their family finances. Our financial aid officers will provide an overview of how financial aid works at Dartmouth and answer questions.

Closing dinner is a chance for participants, mentors, admissions staff, and faculty to gather and reflect on the program's events and discussions. There will also be a guest speaker who will offer some final words of encouragement.


•       Native American Program at Dartmouth

Native American Studies Department

Title VII Program Devastated (education)

FYI... The following email originated from Michael Folsom, Indian Education/Ocean View School District (Huntington Beach Unified School District).  Please review forwarded message, and direct all inquiries regarding this email to Mr. Folsom, (714) 848-0656 ext. 4955, mfolsom@hbuhsd.edu

If you want to participate then, send letters of support to letter to HBUHSD administration about the importance of meeting the cultural needs of Indian children, cogata@hbuhsd.edu,  jhoy@hbuhsd.edu, and dsiembieda@hbuhsd.edu.

---------- Forwarded message ---------- 
From: Michael Folsom
Sent: Thursday, August 28, 2014 2:05 PM
Date: Thursday, August 28, 2014, 2:05 PM
Subject: Indian Education Devastated

My school district followed suit with Ocean View School District and eliminated all students in Indian Education who are not tribally enrolled.  This devastated my program and I was reassigned to other programs.  I promised students last  year that I would make every effort to take them to cultural activities like the UCI Summer Residential program,  UCR and UCLA programs and AILOTT but now will not be able too.  Would you mind sending a letter to HBUHSD administration about the importance  of meeting the cultural needs of Indian children (cogata@hbuhsd.edujhoy@hbuhsd.edu and dsiembieda@hbuhsd.edu.

I am working with William Mendoza, Executive Director of the White House Initiative on Indian/Alaskan Native Education.  He was shocked that two good programs have been taken down.  I am asking  the community to let the board hear know that they do not agree with stopping services. Their address are on the hbuhsd.org website under the board tab. My program went from the high 900’s to 35 under the new criteria.  Please pass on the information to anyone who you would think might speak up against the second coming of the same old  calvary.  

Michael Folsom M.S.

School Psychologist

Indian Education
 OVHS Rm 909