OKLAHOMA [PDF]

OKLAHOMA PAST. PRESENT. FUTURE.

How the Native women of one state shaped the history of Indian Country

UNIVERSITY OF NEBRASKA-LINCOLN COLLEGE OF JOURNALISM AND MASS COMMUNICATIONS | NATIVEDAUGHTERS.ORG

Iguide In the winter of 2014, Native Women from diverse areas of Oklahoma came together to create a curriculum NATIVE SPECIAL THANKS with a dualDAUGHTERS purpose: to provide an inspirational| and educational guide written by American Indian educators and to honor the women who came before us. All too often Native American history has been writ-

In the winter of 2014, Native women from diverse areas of Oklahoma came together to create a curriculum guide with a dual ten bytonon-natives and men. The of expressing NativebyWomen’s points and of view was the a sacred purpose: provide an inspirational andtask educational guide written Americandistinctive Indian educators to honor women who responsibility which required great focus history and passionate came before us. All too often, Native American has been dedication. written by non-Natives and men. The task of expressing Native women’s distinctive points of view was a sacred responsibility, which required great focus and passionate dedication.

A special thank you to:

A special thank you to: Oklahoma Humanities Council, for continuing to support and Oklahoma Humanities for continuing to support and preserve authentic OklahomaCouncil, history. The Oklahoma Humanities Council provided the grant funding for the curriculum development preserve authentic Oklahoma History. The Oklahoma Humanities workshop for the Native Daughters Oklahoma magazine, published in Council provided the grant funding for the curriculum develop2014 by the University of Nebraska-Lincoln. ment workshop for the Native Daughters Oklahoma magazine, Choctaw Nation of Oklahoma, for providing grant funding for Native published 2014, byforthe Nebraska – Lincoln. Daughters Oklahoma theUniversity classroomof companion. Choctaw of Oklahoma, providing grant funding University ofNation Nebraska-Lincoln, for for creating and publishing Nativefor Daughters Oklahoma. Oklahoma for the classroom companion. Native Daughters University of of Oklahoma Writing Center, for hostingNative the curriculum University NebraskaLincoln, for publishing Daughters Linda Skinner development workshop on the Norman campus. Oklahoma. Choctaw Educator and NDO Rachel Jackson, curriculum project director, and Shar Carter, University of OklahomaWriting Center, for hosting the Curriculum Developer assistant project director, for their dedication and supporting efforts to development workshop on the Norman, Oklahoma thiscurriculum project. -Linda Skinner, Choctaw Educator and NDO Native Daughters Oklahoma Educators, for their hard work, campus. Curriculum Developer dedication, and creative to this publication. Without these Rachel Jackson andcontributions Shar Carter, Program Coordinators, for their women, this project would not have been possible, as they are all dedication and supporting efforts to this project. Native Daughters, who continue to educate and inspire their students Native Daughters Oklahoma Educators, their hard work, to their highest potentials. Through this work, theyfor have illustrated the dedication and creative contributions to this publication. Without these this project would not have been possible, as they are all Native Daughcollective strength and power of women, our history and the cooperative nature of our ters,people. who continue to educate and inspire their students to their highest potentials. Through this work, they Lauren Media, LLC, for the designing curriculum haveSamone illustrated the collective strength andthe power of our history and the cooperative nature of our people. companion. Lauren Samone Media, LLC for designing the curriculum companion. Ginette Overall, for sponsoring the Native Daughters Oklahoma Ginette Overall, the Muskogee Creek woman who sponsored the Native Daughters Oklahoma Magazine. magazine.

“This work is an expression “This work isofan sovereignty.”of expression sovereignty.”

And, most importantly, we give honor to the courageous Native Women who came before us, and prepared the path.

2 TABLE OF CONTENTS

PART I: HISTORIC SECTION UNIT SUMMARIES PAGE 4

PART II: PROFILE SECTION UNIT SUMMARIES PAGE 75

BREAKING THE MOLD PAGE 7

PLAYING WITH PRIDE PAGE 80

THE KNOWING PAGE 116

HOME INVASION PAGE 17

LADY OF THE LAW PAGE 85

TIME TO REFLECT PAGE 150

KEEPING WITH TRADITION PAGE 30

IN THE SPOTLIGHT PAGE 91

PEACE AT LAST PAGE 167

LAW OF THE LAND PAGE 38

LIFE OF PURPOSE PAGE 100

BREAKING THE SILENCE PAGE 178

ONCE AGAIN DEPRIVED PAGE 47

STILL LEARNING PAGE 102

PATH TO LEADERSHIP PAGE 185

STILL NOT SILENT PAGE 66

WRITERS BIOGRAPHIES PAGE 198

TABLE OF CONTENTS 3

Part I: Historic Section

BREAKING THE MOLD

NATIVE DAUGHTERS | UNIT SUMMARIES

SUMMARY During the 19th century, white women were considered second-class citizens and often ignored by white males, society, and the government. When Harriet Gold decided to marry an Indian man, she committed a societal sin. In addition, information on Seneca Falls is included. Students will learn about the history of various Native American and Caucasian women who suffered to win women’s rights.

CURRICULUM INTEGRATION Language Arts APPROXIMATE LENGTH OF UNIT 13 class periods

LESSON PLANS • Reading for Information • Biography: Research & Presentation • Historical Poetry UNIT TOPICS • Women’s Suffrage LINKS/RESOURCES • https://marcuscrsby.wikispaces.com/Graphic+Organizers • http://www.edhelper.com/teachers/graphic_organizers.htm • Quinn, Kathleen B. “Biography Project: Research and Class Presentation.” n.d.: n. pag. Rpt. in Readwritethink. Newark: IRA/NCTE, 2014. 1-5. Print.

HOME INVASION

EVALUATION/ASSESSMENT Included in lesson plans.

SUMMARY Lesson evaluates how Native Americans were affected by the forced removal from their homelands and how they have continued to prosper in the 21st century.

CURRICULUM INTEGRATION Language Arts APPROXIMATE LENGTH OF UNIT 10-13 class periods

LESSON PLANS • Genocide of the Native American Problem • Creek Indian Removal • Choctaw Indian Treaties UNIT TOPICS • Indian Land Removal • Genocide of the Native American population • Effects on the Five Tribes land removal LINKS/RESOURCES • Hendrix, Levanne R. “Cohort Experiences: American Indian Elders.” Table 2, Heath and Health Care of American Indian and Alaska Native Elders. Web. Stanford edu. Web. 5 December 2014 • “Europeans vs. Native Americans.” StudyMode.com. 12 2003. 2003. 12 2003 . • Land View: Native American versus European EVALUATION/ASSESSMENT Included in lesson plans.

4 UNIT SUMMARIES

LAW OF THE LAND KKEEPING WITH TRADITION

NATIVE DAUGHTERS | UNIT SUMMARIES

SUMMARY This unit focuses on Native American traditions of dancing, singing, and storytelling. The history of these three traditions will be studied and discussed, and students will practice both dancing and storytelling as well. These three traditions will enrich the students’ knowledge of Native American culture and cultural practices. Additionally, students will compare stories from the Cherokee, Creek, and Kiowa oral traditions in order to recognize diversity among Native American cultures.

CURRICULUM INTEGRATION Language Arts APPROXIMATE LENGTH OF UNIT 13 class periods

LESSON PLANS • Native American Dance Traditions • Native American Storytelling Traditions • Native American Singing Traditions UNIT TOPICS • Dancing, music, and traditional instruments • Oral tradition, stories, and storytelling techniques • Comparing stories from distinct Native cultures (Cherokee, Muskogee Creek, and Kiowa) EVALUATION/ASSESSMENT Included in lesson plans.

SUMMARY This unit focuses on the legal and political issues around the Jacksonian Era. Worcester v Georgia is one of the three Marshall cases that set the foundation for Federal Indian Law. Students will learn about the case, and what impacts the ruling has in the past and present. This will give students a working understanding of tribal sovereignty and its importance to Native Americans.

CURRICULUM INTEGRATION Language Arts, Social Studies, Debate, Science, Civics, Government, Student Leadership APPROXIMATE LENGTH OF UNIT 6 class periods

LESSON PLANS • Worcester v. Georgia • Navajo Nation and Coal Water • Restructuring Government UNIT TOPICS • Sovereignty • United States Supreme Court • Marshall Trilogy • Public Speaking • Water Resources and Management • Government • Elections EVALUATION/ASSESSMENT Included in lesson plans.

UNIT SUMMARIES 5

ONCE AGAIN DEPRIVED

NATIVE DAUGHTERS | UNIT SUMMARIES

CURRICULUM INTEGRATION Social Studies, U.S. History APPROXIMATE LENGTH OF UNIT 5 class periods

SUMMARY In recent years, the Cherokee Freedmen lawsuit has divided Indian Country over issues of identity and histories. This case draws upon complex accounts of colonization, but also shared oppressions and idioms of dominance that have been used by both the colonizer and colonized to oppress both Native American and African American populations. Freedman from the “Five Civilized Tribes” (Cherokee, Seminole, Choctaw, Creek and Chickasaw), and other Red/ Black (Native/African) populations and their Native Nations, remind those of us in Indian Country of the contested and related relationships, and histories of African American and Native American peoples. This unit explores the history of slavery within the Five Civilized Tribes, experiences of modern Cherokee Freedmen through Oklahoma Native Daughters Marilyn Vann and Lucy Allen, leading to contemporary ramifications and cultural identity of African-American/ Native American relations in Indian Country. LESSON PLANS • Unfree Men: Slavery among Southeast Indian Nations • Who are the Freedmen?: Identity, Citizenship, and Racism • Red, Black, and White All Over: African/Native Relations in Indian Country: Oklahoma and Beyond UNIT TOPICS • Examining the history and impact of U.S. Slavery on Tribal Nations in the Southeast and Oklahoma. • The role of slavery among Cherokee, Choctaw, Creek, Seminole, and Chickasaw and its repercussions, pre- and post- Indian Removal. • Who are the Freedmen and what disenrollment says about cultural identity, racism and treaty law. • Introduce students to other African/Native American tribal groups outside Oklahoma so they may recognize this is a National conversation growing from repercussions of slavery and segregation law.

STILL NOT SILENT

EVALUATION/ASSESSMENT Included in lesson plans.

SUMMARY Native women have played essential roles for survival for their families, passing on and teaching traditions which are vital to the continued existence of their culture. Facing discrimination from white settlers, Native women were held to unfamiliar societal molds in Indian country. Students will learn the roles of Native women who represented the Chickasaw and Cherokee tribes within their way of life during the pre-removal era. CURRICULUM INTEGRATION Language Arts History Social Studies APPROXIMATE LENGTH OF UNIT 8 class periods

LESSON PLANS • Roles of Native Women • Roles of Native Women compared and contrast with the past/future. UNIT TOPICS • Roles of Native Women during pre-removal era • Art Forms Created By Native Women • Native Women in a Matrilineal Society EVALUATION/ASSESSMENT Included in lesson plans.

6 UNIT SUMMARIES

BREAKING THE MOLD |READING FOR INFORMATION

LESSON OBJECTIVES Students will be able to comprehend, interpret, evaluate, and respond to non-fiction text. Students will be able to be familiar with political pioneers. Students will be able to identify the political struggles of women and minorities. Students will be able to sympathize the challenges of interracial marriage. Students will be able to conduct research on individuals, organize the material, and express their findings in a written and/or oral mode. CURRICULUM INTEGRATION Language Arts DURATION 2 class periods MATERIALS NEEDED Native Daughter’s magazine Computer Lab Graphic Organizer ESSENTIAL QUESTIONS Why is it important to understand the suffrage of women and minorities?

BACKGROUND INFORMATION Interracial marriage laws, also known as anti-miscegenation laws, appeared in the Americas soon after Europeans established colonies there. These laws, partly a product of the practice of slavery, prohibited people of different races from marrying. Most of the laws focused on marriages between whites and African Americans, but many also prohibited marriages between whites and Asians, Native Americans, or other non-whites. Although interracial marriage laws had faced legal challenges as early as the 1870s, they remained widespread until the mid-twentieth century. In fact, they became especially popular in the 1920s. The Declaration of Sentiments was written by Elizabeth Cady Stanton and was presented to the participants at a convention in Seneca Falls, New York on July 19-20, 1848. Modeling her work on the Declaration of Independence, the author sought to address the wrongs perpetrated against womankind and called for redress of those wrongs. The Seneca Falls meeting was the first convention specifically devoted to the issue of women’s rights. Organized by Stanton, Lucretia Coffin Mott, Mary Ann McClintock, Martha Wright, and Jane Hunt, the convention’s goal was to address “the social, civil and religious

rights of women,” according to the Seneca County Courier of July 14, 1848 (“Rights for Women,” URL: www.nwhm. org). The Declaration of Sentiments summed up the current state of women’s rights in the United States and served notice that women would no longer stand for being treated inequitably. While antebellum reformers, many of whom were abolitionists, connected the situation of women with that of slaves, in that neither could vote, hold office, sit on juries, or have property rights, the Seneca Falls Convention marked the first time that men and women publicly discussed the issue of women’s rights. The people who gathered at Seneca Falls realized that they were taking an unprecedented—not to mention controversial—step in calling for full citizenship for American women. The Declaration of Sentiments was considered radical for its time, especially in the clause calling for suffrage of women. In the context of antebellum America, this document is indeed a radical one. While it took 72 years for women to get the vote and even longer to abolish other forms of discrimination, the Declaration of Sentiments marked the first step in the long struggle for women’s rights.

ACTIVITY Reading for Information 1.Read “Breaking the Mold” on page 92-99 in Native Daughters. The teacher may read aloud with students or students may be assigned a partner or be put in a group. Allow students to have their Cluster Graphic Organizer on their desk as they read. 2. The teacher monitors discussion about the important details. Last, through discussion, groups or the class will determine the main idea of the article. 3. Using the vocabulary create a crossword or word search puzzle. Challenge students to include other important words or people in their creation. Free puzzle maker cite follows: http://download.cnet.com/Free-Crossword-PuzzleMaker/3000-2130_4-75953421.html

VOCABULARY Abomination Amiable Assimilation Chattel Effigy Fledgling Inferior Pious Stamina Subservient Creative Non-fiction News Feature UNIT SUMMARIES 7

ACTIVITY DISCUSSION QUESTIONS Level One Questions - On the Line - What? Where? Why? 1. What was Harriet Gold’s “sin”? p. 94 2. What was the purpose of a lady in the 19th century? p. 95 3. In the 2008 presidential election, what percent of women citizens voted? p. 99 Level Two Questions - Between the Line - How? and Why? 1. How did interracial marriage (Indian and white) affect assimilation? 2. Why is the term “squaw” unacceptable? 3. How were women being deprived of their rights as described in the Seneca Falls Declaration? p. 98 Level Three Questions - Beyond the Line - So What? 1. Based on the percentage of women voters on page 97, why do you think more women vote than men? 2. In your opinion, are women equal to men in today? ENRICHMENT IDEAS Read the Nineteenth Amendment. Plan a celebration of its ratification, with each of the three groups contributing. Be creative with your contributions! They might include, for example, decorations, a speech, a song or costumes. - Show the following for an example: SchoolHouse Rock: Women’s Suffrage https://www.youtube.com/watch?v=pFOieRHRzh8 - The Nineteenth Amendment: “The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of sex. Congress shall have power to enforce this article by appropriate legislation.” ASSESSMENT/EVALUATION 1. Teachers can use the discussion questions for a multiple/choice test. 2. After the teacher mentors Levels of Questions, student could create their own Focus Question Graphic Organizer handout. 3. Students could write a persuasive essay answering the following questions: “Are women equal to men today?” Or, “Do children of interracial marriage suffer from identity crisis?” RESOURCES DeBlasio, Donna M. “Seneca Falls Convention Declaration of Sentiments: Document Analysis.” Milestone Documents in American History. Ed. Finkelman Paul. 4 vols. Schlager Group, 2008. Salem History Web. 06 Dec. 2014. Gerstenfeld, Phyllis B. “Interracial Marriage Laws.” The Sixties in America. Ed. Singleton Carl. 3 vols. Salem Press, 1999. Salem History Web. 06 Dec. 2014. You Tube https://www.youtube.com/watch?v=pFOieRHRzh8 For further reading: The Eastmans and the Luhans: Interracial Marriage between White Women and Native American Men, 1875–1935 Margaret D. Jacobs University of Nebraska - Lincoln, [email protected] digitalcommons.unl.edu/cgi/viewcontent.cgi?article...historyfacpub RESOURCE CITATIONS DeBlasio, Donna M. “Seneca Falls Convention Declaration of Sentiments: Document Analysis.” Milestone Documents in American History. Ed. Finkelman Paul. 4 vols. Schlager Group, 2008. Salem History Web. 06 Dec. 2014. Gerstenfeld, Phyllis B. “Interracial Marriage Laws.” The Sixties in America. Ed. Singleton Carl. 3 vols Salem Press, 1999. Salem History Web. 06 Dec. 2014. You Tube https://www.youtube.com/watch?v=pFOieRHRzh8 For further reading: The Eastmans and the Luhans: Interracial Marriage between White Women and Native American Men, 1875–1935 Margaret D. Jacobs University of Nebraska - Lincoln, [email protected] digitalcommons.unl.edu/cgi/viewcontent.cgi?article...historyfacpub OKLAHOMA STATE STANDARDS Comprehension3:1;3:2;3:3;3:4 Literature 4:4;5:1;5:2 GUM 1;2:2; 2:3 Oral Language/Listening and Speaking 1;2

8 BREAKING THE MOLD

BREAKING THE MOLD |BIOGRAPHY

BACKGROUND INFORMATION Teaching Tolerance, http://www.tolerance.org/ https://www.youtube.com/watch?v=bsw39SCzLtE&feature=youtu. be&list=UUhjsO5_4DPm88v4BriGRncA

Steps to giving classroom speeches 1. Practice and be prepared. 2. Look at your audience once in a while, don’t look down at your notes all the time. 3. Stand still. Don’t rock or fidget. 4. Stand straight and speak at the correct volume. ACTIVITY Biography: Research & Presentation Day 1. Review with students the definition of a biography. Be prepared to show an example of a biography of Martin Luther King, Jr. Ask students what kind of information they would expect to find in a person’s biography. Discuss ways to categorize the information (childhood, education, things the person is famous for). Give each student the Web Example Graphic Organizer handout. Discuss how the graphic organizer will help each student effectively complete their biography. Discuss the Web Rubric and go over expectations and criteria with students. Use a fair method of assigning names to students. Day 2. Go to a library or computer lab to begin research. Ask your librarian to give you a pathfinder for appropriate resources. Allow students to follow the sample graphic organizer. Ask students to read their biographies, focusing on the sample web for Martin Luther King, Jr. while applying to their selected person. Then have students work on appropriate categories and start a rough draft of their webs. Day 3. When the webs are complete, have each student use the Web Rubric to evaluate his or her own web. Have each student share his or her web with a partner and give each other feedback and suggestions for improvement. Day 4. Collect the students’ webs, review them, and use the rubric to make suggestions for improvement. Day 5. After reading, return the rubrics to students, giving them time to review the comments from you and/or their partners. Allow them the opportunity to make revisions to their webs. This may take another trip to the computer lab. Day 6. Have students copy their webs neatly onto paper and prepare for the class presentation, writing notes or key words and phrases on index cards to help them remember what they will say. Be sure to discuss tips on presenting to the class. Day 7 to 9. Class Presentations As students give the class presentations, have other students use the Oral Presentation Peer Feedback Form to write their feedback. Collect the feedback forms, review and check them for inappropriate comments, and give each set to the corresponding presenter.

LESSON OBJECTIVES Learn to ask relevant questions before beginning a research project. Learn to take notes and categorize information as they create graphic organizers. Improve comprehension as they read and skim text for main ideas and details. Develop research skills with the purpose of teaching the class what they have learned. Think critically as they use rubrics and written feedback to evaluate their classmates and themselves. CURRICULUM INTEGRATION Language Arts DURATION 9 class periods ESSENTIAL QUESTIONS What people have worked to gain equality for women and minorities? VOCABULARY Biography Civil Rights Minorities MATERIALS NEEDED: List of advocates for civil rights: Dorothea Dix Amelia Stewart Knight Harriet Gold Lucretia Motts Elizabeth Cady Stanton Susan B. Anthony Sarah Northup Susan Folsom Emily Pankhurst Matilda Joslyn Gage Susette (Bright Eyes) LaFlesche Tibbles Francis LaFlesche. Enoch Haney Eloise Cobell Wilma Mankiller Ladonna Harris Daniel Inuiouye Winona Duke Debra White Plume Wes Studi Internet access

BREAKING THE MOLD 9

ACTIVITY DISCUSSION QUESTIONS After all students have presented, list the following questions on the board in column form. Divide the students into groups. Have students discuss the questions and be prepared to put the answers on the board. The allow students to discuss the findings. 1. Do you see any similarities between the advocates? 2. Are the historical issues still prevalent today? 3. Were their obstacles in their lives? 4. What could you speculate was their drive for change? ENRICHMENT IDEAS Have students use their webs and the online Bio-Cube tool to plan and write biographies of the person they have researched. When they are finished, ask students to share the books with a younger class. Here is the link for the Bio Cube: http://www.readwritethink.org/classroom-resources/student-interactives/cube-30057.html Further Reading: Sisters in Spirit: Iroquois Influence on Early Feminists by Sally Roesch Wagner ASSESSMENT/EVALUATION -Use the rubric to grade the students’ webs on a scale of 0-4: 1. Web has categories that fit with the information written about the person and are easily understood by the reader. 2. The writing is clear with no spelling or grammatical errors. 3. Each bubble gives brief, clear information. 4. Web shows the main achievements of the person’s life based on the student’s interpretation. -Use the Oral Presentation Rubric to grade students’ presentations based on the quality and completeness of information given. -Observe and evaluate students’ participation in group work and ability to critique other students’ presentations based on their comments on the Oral Presentation Peer Feedback Form. -Have students reflect in their journals on what they have learned about the value of using webs to help them recall and organize information. RESOURCES DeBlasio, Donna M. “Seneca Falls Convention Declaration of Sentiments: Document Analysis.” Milestone Documents in American History. Ed. Finkelman Paul. 4 vols. Schlager Group, 2008. Salem History Web. 06 Dec. 2014. Gerstenfeld, Phyllis B. “Interracial Marriage Laws.” The Sixties in America. Ed. Singleton Carl. 3 vols. Salem Press, 1999. Salem History Web. 06 Dec. 2014. You Tube https://www.youtube.com/watch?v=pFOieRHRzh8 For further reading: The Eastmans and the Luhans: Interracial Marriage between White Women and Native American Men, 1875–1935 Margaret D. Jacobs University of Nebraska - Lincoln, [email protected] digitalcommons.unl.edu/cgi/viewcontent.cgi?article...historyfacpub RESOURCE CITATIONS Quinn, Kathleen B. “Biography Project: Research and Class Presentation.” n.d.: n. pag. Rpt. in Readwritethink. Newark: IRA/NCTE, 2014. 1-5. Print. OKLAHOMA STATE STANDARDS Research 3:1.b;3:2.a;3:3.a;4:4.a;5:1.a;5:2.c Writing 2:2. Oral Language 1:1; 1:4;2:3

10 BREAKING THE MOLD

BREAKING THE MOLD|HISTORICAL POETRY

BACKGROUND INFORMATION FOREIGN MISSION SCHOOL, 1817-1826 mentioned on page 96 of “Breaking the Mold” The Foreign Mission School was a bold new venture in evangelism: to find in this country, convert, and educate young men, predominantly people of color, from indigenous cultures around the world, and send them home to be Native preachers, translators, teachers, and health workers. It was established by the American Board of Commissioners for Foreign Missions, who held the view that Christianity and civilization were inseparable gifts to be brought to the heathens. Cornwall was chosen for the site because of its pious citizenry, healthy climate, and willingness to donate land, work, and money to a devout cause. This small institution, which during its short lifetime taught about 100 young men, quickly gained a wide celebrity here and abroad as a manifestation of the “Second Great Awakening” of American religious fervor. Its successes linked little Cornwall to great issues of the day - the worldwide missionary efforts, the settlement and conversion of Hawaii, the abolition movement, and the Trail of Tears, which resulted from the forced removal of the Cherokees from Georgia under Andrew Jackson in 1838-9. The founding pupil was Heneri Opukahaia, an unlettered 18-year-old Hawaiian refugee from a blood feud, left by a ship’s captain in wintry New Haven in 1810. His circumstances inspired efforts to shelter and educate him and others, some from American Indian tribes, many displaced

from great distances - Asia, Europe, Polynesia, and Africa - as missionaries. As an exponent of the ABCFM’s vision, he traveled widely to preach its message, but he died in Cornwall at 26 before he could return home as a missionary. The students brought 24 different native languages to Cornwall. While they were objects of curiosity, admiration, and sympathetic interest, they were not coddled. The climate was harsh; strict rules applied for study, labor, and behavior. Not all the boys became converts or success stories. They did field work on the school lands and wood lots. Seven hours were devoted to study daily. Attendance at church and prayers was mandatory. Besides the three R’s, blacksmithing, and coopering, the curriculum included astronomy, calculus, theology, geography, chemistry, navigation and surveying, French, Greek, and Latin. Two students independently calculated the next eclipse. In time, questions were raised about this method of evangelizing heathen lands. The school might have declined slowly, but the marriages of two Cornwall girls with Cherokee cousins - later distinguished in their Nation - caused a local furor and public scandal, and it closed its doors in 1826. A virtual tour is available at http://www. cornwallhistoricalsociety.org/exhibits/ foreign_mission_school.html http://digital.library.okstate.edu/Chronicles/ v007/v007p242.html http://digital.library.okstate.edu/

LESSON OBJECTIVES Students will be able to read and understand informational text Students will be able to record his or her understanding/knowledge by creating a poem Students will be able to re-tell in his/her own words through poetry Students will be able identify unique characteristics of the poetry genre Students will be able practice poetry writing skills such as rhythm, rhyming, and descriptive vocabulary CURRICULUM INTEGRATION Language Arts DURATION 2-3 class periods MATERIALS NEEDED Internet source or copies of the following documents: -Native Daughters magazine -http://digital.library.okstate.edu/ Chronicles/v007/v007p242.html -http://digital.library.okstate.edu/ encyclopedia/entries/A/AM011.html -http://www.cornwallhistoricalsociety. org/exhibits/foreign_mission_school. html ESSENTIAL QUESTIONS How did the missionaries promote assimilation? VOCABULARY assimilation missionary philanthropist

BREAKING THE MOLD 11

ACTIVITY - HISTORICAL POETRY Students will either research or read previously stated documents about the Foreign Mission School. Once the students have a hard copy, they can highlight and make notes in the margin (annotate). After reading the article, the teacher may want to promote a discussion of the purpose of a mission school and define vocabulary words. The teacher reviews the rubric with the students. Students must then take their annotated notes and convert them to a poem. ACTIVITY DISCUSSION QUESTIONS What was the purpose of mission schools? Who was enrolled in mission schools? Who was in charge of mission schools? What kinds of skills were taught in mission schools? How did mission schools promote assimilation?

ENRICHMENT IDEAS Students can draw a map illustrating the mission schools or seminaries in Oklahoma. ASSESSMENT/EVALUATION Use the appropriate rubric below to assess students’ proficiency with the poetry activity. Scoring: 5: proficient; a high degree of competence 4: capable; an above-average degree of competence 3: satisfactory; a satisfactory degree of competence 2: emerging; a limited degree of competence 1: beginning; No key elements are adequately developed. Look for the following characteristics: Uses the historical topic assigned. Uses rhythm structure. Describes something in a new or original way. Appeals to two or more of the five senses: sight, smell, sound, taste, and touch. Employs the use of adjectives and colorful language that make details vivid. Is enjoyable to read. RESOURCE CITATIONS “Foreign Mission School 1817-1826.” Online posting. Foreign Mission School 1817-1826. Cornwall Historical Society, Feb. 1964. Web. 07 Dec. 2014. Oklahoma “Foreign Mission School 1817-1826.” Online posting. Foreign Mission School 1817-1826. Cornwall Historical Society, Feb. 1964. Web. 07 Dec. 2014.Historical Oklahoma Historical Society. American Indian and Christianity. By Clyde Ellis. Oklahoma State University, 2001. Web. 7 Dec. 2014. Additional Reading:Educating the Heathen: the Foreign Mission School Controversy and American Ideals OKLAHOMA STATE STANDARDS Comprehension 3:2; 3:3; 3:4 Writing Process 1:1; 1:2; 1:4;1:6; 1:7; 1:3.a; 1:3.b GUM 3:1; 3:2 12 BREAKING THE MOLD

Sample Web Graduated from Morehouse College in 1948

Was arrested several times in the 1950s and 1960s

Married Coretta Scott and had four children

Organized civil rights activities first in the south and then nationwide

Born in 1929 in Atlanta, Georgia Believed in nonviolent resistance Son of a pastor of the Ebenezer Baptist Church Beginning of his career

Childhood and young adulthood

Besides advocating civil rights, he also began to speak out against the Vietnam war and poverty. Awarded Nobel Peace Prize in 1964

Assassination

Turning point Dr. Martin Luther King, Jr. Minister and civil rights leader

On April 4, 1968, MLK was shot and killed while standing on the balcony of the motel.

A protest he led in Birmingham, Alabama, in 1963 brought him worldwide attention.

MLK went to Memphis, Tennessee, to support striking sanitation workers, where he stayed in a motel.

March on Washington

This motel is now a civil rights museum. What he wrote 200,000 people attended

Stride Toward Freedom (1958) Why We Can’t Wait (1964) Where Do We Go From Here: Chaos or Communities? (1967)

The march was held in August 1963.

MLK was one of the organizers of the march and this is where he gave his famous “I Have A Dream” speech. Copyright 2003 IRA/NCTE. All rights reserved. ReadWriteThink activity sheets may be reproduced for educational purposes.

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BREAKING THE MOLD 13

Oral Presentation Peer Feedback Form

Your Name: ___________________________________Date: _______________ Name of Presenter: _________________________________________________ Name of Famous Person: ___________________________________________

Three facts I learned about the person: 1. ____________________________________________________________ 2. ____________________________________________________________ 3. ____________________________________________________________ The main thing the person is famous for: ___________________________________________________________________ ___________________________________________________________________ Something I liked about the presentation: ____________________________________________________________________ ____________________________________________________________________

Copyright 2003 IRA/NCTE. All rights reserved. ReadWriteThink materials may be reproduced for educational purposes. 14 BREAKING THE MOLD

BREAKING THE MOLD15

16 BREAKING THE MOLD

HOME INVASION| GENOCIDE

BACKGROUND INFORMATION MATERIALS NEEDED LESSON OBJECTIVES Introduction of political cartoon on smart-board 1. Students will be be able to 1. Read Native Daughters Oklahoma of Andrew Jackson and Native Americans. understand the Native American and article “Home Invasion,” pages 46-55. (Andrew Jackson, the Great Father,ca/1830) European concept of land. Breakdown into sections as you use “Indians of the Midwest/indian-imagery.” 2. Students will be evaluate the political visual aids listed below. National Endowment for the Humanities, 2011. and economic events that lead to the 2. Ask students how the political cartoon Web. 15 Dec. 2014. Indian Removal Act of 1830. of Andrew Jackson depicts his attitude 1. Ask students how this political 3. Students will be able to understand towards Native Americans. Discuss cartoon of Andrew Jackson depicts his the significance and impact of the stereotyping/propaganda and how it attitude towards Native Americans. Jacksonian Era on Native Americans affects individuals and groups of people. 2. Does this political cartoon carry lives. Other political cartoons can be found on any type of propaganda towards Native 4. Students will be able to analyze this site. Americans during this time period? primary source documents of political 3. Review Handout 1, Lesson 2 about 3. Compare and contrast this Native cartoons from 1830 to the 21st land ownership values of Native American political cartoon with other Native century and identify, compare, and Americans versus Europeans. American political cartoons in various timecontrast generalizations from these 4. Review Five Federal laws that affected periods of our nation’s history. Other political documents from various time periods Native Americans lives: cartoons can be found on this same web-site. of our nation’s Native American www.usgennet.org/usa/ok/state/timeline. history. htm. N.p., n.d. Web Timeline of Oklahoma History-Events that 1. Louisiana Purchase 1803, 2. Indian directly effected Native Americans:http://www. CURRICULUM INTEGRATION Removal Act 1830, 3. General Allotment usgennet.org/usa/ok/state/timeline.htm (Can Social Studies-8th grade-CS4-1E, Act also called the Dawes Act 1887, be down-loaded and put on Smart-board) 2C, 6C 4. Oklahoma Land Run 1889, and Social Studies Process and Literacy the 5. Curtis Act 1898. Time-line gives Copy of Native Daughters, “Home Invasion” skills-8th grade-Standard 1, A-1-3, information on why these laws impacted article for students to read. Can be scanned/ B-4-6, C-7-9 Native Americans.. downloaded and put on a Smart-board. Language Arts-8th grade5. Read the Declaration of Independence Standard 1, Vocabulary, Standard preamble section and how it applied to Constitution of the United States. Preamble 3, Comprehension, Standard 5, Native Americans. Were their rights as section. http://www.archives.gov/exhibits/ Language Arts Research and individuals violated? (Remember Native charters/declaration_transcript.html (Can be information-8th grade Americans did not have citizenship at down-loaded and put on a Smart-board.) Writing Process-8th grade -Standard this time.) 1, 2, 3, 6. Discuss with students the historical Copy of Handouts 1 and 2, Lesson 1 - Can be Oral language/listening and events that affected Native American downloaded and put on Smart-board speaking:8th grade Standard 1, 2 lives after the removal from their original Visual Arts-8th grade-Standard 2-3, tribal lands from the 1900’s to present. Students: Paper, colored pencils, computer for S3-1 Handout 2 - Lesson 1 - How have these student activity and research. events affected Natives Americans DURATION versus their European counterparts in 4-5 class periods view of American history? ESSENTIAL QUESTIONS 1. How did Native American and European land views impact their views of land ownership? 2. What happens when two different views of land “ownership” are in conflict? 3. How were Native Americans viewed by different groups? How do you think these perceptions/stereotypes developed and what were the consequences? Do you feel these same perceptions/stereotypes are still exhibited towards Native Americans today? 4. How did the newly acquired Louisiana Purchase affect Tribal nations in that region and the Five Tribes? 5. Were Native American rights violated according to the Declaration of Independence preamble section? 6. How does propaganda promote social issues?

VOCABULARY Propaganda Manifest Destiny Stereotype

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ACTIVITY DESIGN A TWENTY-DOLLAR BILL DEPICTING A NATIVE AMERICAN ICON 1. Research a Native American leader representing one of the Five Tribes during Removal (Creek, Cherokee, Chickasaw, Choctaw, Seminole) that you would want to represent on a $20.00 banknote. Write about why you chose this leader. *I prefer a leader from the Five tribes for your design, however another tribal leader may be used.* 2. Design a twenty-dollar bank note using the tribal sovereign nation instead of the United States of America. 3. Incorporate the tribal seal and wording in the Tribal Native language if possible. 4. Include tribal flag or any representation of the Five tribes. 5. The bank note should be 4x8 and in color. Digital formatting can also be used. Evaluation will be done by Rubistar.4teachers.org: Design a twenty-dollar Native American bill, number 2496975. ACTIVITY DISCUSSION QUESTIONS Read Page 54, Mixed Reviews on Andrew Jackson, in “Native Daughters.” Siddiqui, Faiz. “Home Invasion.” Native Daughters Oklahoma. Lincoln: University of Nebraska, 2014 Print. page 54. 1. Andrew Jackson has been seen with mixed-reviews as a iconic figure in American history. He is regarded highly enough to be put on an American banknote. Putting yourself in the place of an Native American resisting the Indian Removal, which Native American leader would you feel deserves to be put on a twenty-dollar banknote and why in three paragraphs? I would prefer that you use the Five Tribes, however all tribes were removed against their will, so you can chose a tribe outside of the Five Tribes. ENRICHMENT IDEAS 1. Have students research one of the Five tribes and do a power-point on that tribal culture and history. 2. Have a Native speaker that went to a boarding school, storyteller, singer come and speak to your class. (They should be from one of the tribes that was involved in the Trail of Tears.) 3. Have a student using one of the tribal language websites to teach the class a category of words in that tribal language. Example: animals, greetings, etc. 4. Have several representatives from Native colleges come and speak to your class about the careers they offer at Native colleges. 5. Play Choctaw Hymn 112 or “Death Meditations” by Nitak Kanima-YouTube and have students imagine they are on the Trail of Tears. Have students do an art interpretation of the Trail of Tears while listening to the music.

(Above) The U.S. government sent this survey crew to Camp No. 7 in Indian territory 1902, for allotment for the Five Civilized tribes. 18 HOME INVASION

ASSESSMENT/EVALUATION Essay questions: 1. Using the Oklahoma timeline, write abut the five federal laws that affected Native Americans and how it historically influenced their lives and experiences as Native Americans. Write at least one paragraph for each. 2. Write about the political and economic events that lead to the Indian Removal Act of 1830 starting with Thomas Jefferson. State if you feel these events were justified according to the Declaration of Independence social contract. Give examples to support your justification of events. 3. How did the Native American and European concept of land lead to conflicts within the growing nation that would become the United States? 4. Draw a political cartoon that depicts propaganda against Native Americans during the Indian Removal of 1830. 5. In the following quote written by Luther Standing Bear, explain in a few sentences what he is saying about the White man’s attitude towards the Native Americans and land. “Treaties that have been made are vain attempts to save a little of the fatherland, treaties holy to us by the smoke of the pipe-but nothing is holy to the White man. Little by little with greed and cruelty unsurpassed by the animal, he has taken all. The loaf is gone and now the White man wants the crumbs.” 6. Compare and contrast multiple points of view to evaluate the impact the Trail of Tears had on Europeans versus Native Americans. You may use a Venn diagram if you like. Evaluation will be done through a teacher-made rubric :Native Daughters -Home Invasion rubistar.4teachers.org-number-2496977 RESOURCE CITATIONS “Declaration of Independence-National Archives and Records.” Declarations of Independence-National Archives and Records. The Charters of Freedom, n.d. Web. 16 Dec. 2014. “Europeans vs. Native Americans.” StudyMode.com. 12 2003. 2003. 12 2003 . Hendrix, Levanne R. “Cohort Experiences: American Indian Elders.” Table 2, Heath and Alaska Native Elders. Web. Stanford edu. Web. 5 December 2014 “Indians of the Midwest/indian-imagery.” National Endowment for the Humanities,

and Health Care of American Indian 2011. Web. 15 Dec. 2014.

Standingbear, Luther. “Native American Quotes About Land Ownership.” Native American Quotes About Land Ownership. Lewis and Clark, 2005. Web. 6 Dec. 2014. Siddiqui,Faiz. “Home Invasion.” Native Daughters Oklahoma. Lincoln: University of Nebraska, 2014 Print. pages 46-55. Www.usgennet.org/usa/ok/state/timeline.htm. N.p., n.d. Web 3Additional Reading:Educating the Heathen: the Foreign Mission School Controversy and American Ideals OKLAHOMA STATE STANDARDS Social Studies- 8th grade-CS4-1E, 2C, 6C Language Arts-8th grade- S1, S2-1a-c,g, 4a,S3-S5 Social Studies Process and Literacy skills-8th grade-Standard 1, A-1-3, B-4-6, C-7-9 Language Arts Research and information-8th grade Writing Process-8th grade -Standard 1, 2, 3, Oral language/listening and speaking:8th grade Standard 1, 2

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HOME INVASION |CREEK INDIAN REMOVAL BACKGROUND INFORMATION The Creek Nation was at one time one of the largest and most powerful Indian Nations in the Southwest. Parts of present-day Georgia, Alabama, and Florida were once controlled by Creeks. Each of the Five tribes’ forced removals was done through treaties that made many false promises. Each tribe has various circumstances that differ in their removal. Most of the Creeks were opposed to the land cession. According to Creek law, the sale of land could not be sold without the approval of the Creek National Council. Selling the land was an act that was punishable by death LESSON OBJECTIVES under Creek law. On February 12, 1825, 1. Students will be able to learn about Coweta headman William McIntosh the forced Creek removal from Georgia signed the Treaty of Indian Springs selling and Alabama. Creek land. In May 1825 McIntosh was 2. Students will be able to learn what executed at one of his plantations on the treaties ceded Creek lands in Alabama. Chattahoochee River. This lesson deals 3. Students will be able to learn why with the forced removal of the Creek the Muscogee Creeks scattered the Tribe from their original homelands. ashes from their homeland in Alabama to under the Council Oak tree in Indian Territory. ESSENTIAL QUESTIONS 4. Students will be able to learn the Why were the Muscogee (Creek) taken as clans of the Muscogee Creek. prisoners of war in the removal? 5. Students will be able learn about What treaties affected the removal of the the Muscogee Creek flag and what it Muscogee (Creek) from their lands? symbolizes. What year did the Muscogee (Creek) reach CURRICULUM INTEGRATION their new home? Language Arts-8th grade-S3 1a,bWhat did the scattering of ashes under S2a,b-S3a,b-S5 Research and the Council Oak tree in Indian Territory or information present day Oklahoma represent? Social Studies-8th grade-CS4-1E, 2C, What does the symbolism on the Muscogee 6C (Creek) Flag mean? Social Studies Process and Literacy skills-8th grade-Standard 1, A-1-3, B-46, C-7-9 Writing Process-8th grade -Standard 1, 2, 3, Oral language/listening and speaking:8th grade Standard 1, 2 Visual Arts-8th grade-Standard 2-3, S3-1,2, S4-3,4,5 DURATION 3-4 class periods VOCABULARY Cede Territory Treaty Symbolism

20 HOME INVASION

Teachers need to read and summarize the following articles pertaining to Muscogee Creek Indian Removal before being presented to students: -Siddiqui,Faiz. “Home Invasion.” Native Daughters Oklahoma. Lincoln: University of Nebraska, 2014 Print pages 52-53 -“Creek Indian Removal.” Encyclopedia of Alabama. 2012. Print -“Muscogee (Creek) Nation.” 2013. Muscogee (Creek) Nation. Web. 6 December 2014 -“Creek Council Tree.” Tulsaokhistory.com. 2014. Web. 8 December 2014 Creek Council Tree Site. Tulsa Preservation Commission, 2014. Web. 17 Dec. 2014 -Tulsa Parks History: The City of Tulsa Online. City of Tulsa, Oklahoma, n.d. Web. 17 Dec. 2014 -Watch video for reinforcement of concepts on Creek History of Removal to allotment. http://www.muscogeenation-nsn. gov/Pages/Videos/2014Oct/ Muscogeehistoryclass.html MATERIALS NEEDED Students: • computer access • 18x24 paper in various backgrounds • colored markers, pencils, crayon • List of Muscogee Creek clans-Skunk, Raccoon, Alligator, Deer, Bird, Bear, Wind, Tiger, Sweet potato, and Beaver. • Picture of the Muscogee Creek flag and its symbolism http://www.muscogeenationnsn.gov/Page 64/JOM/ cbpdf/2015MSCBStudyGuideFinal.pdf (can be shown on a smart-board) • Copies or smart board access of Muscogee Creek history of culture and clans and tribal towns www.muscogeenation-nsn.gov/.../ mvskokecustomsandtraditions.pdf • Copies or smart board access to Creek Council Tree Site-Tulsa, Oklahoma or Tulsa Parks History-The City of Tulsa Online. • Smart-board access to Creek History of Removal to allotment: http://www.muscogeenation-nsn. gov/Pages/Videos/2014Oct/ Muscogeehistoryclass.html

ACTIVITY DESIGN A FLAG USING A MUSCOGEE CREEK CLAN 1. The Muscogee Creek were divided into clans. The clans were matrilineal, meaning each person belongs to the clan of his or her mother, who belongs to the clan of her mother. 2. Clans mostly used today are skunk, bear, deer, raccoon, panther or tiger, alligator, bird, wind, beaver and sweet potato. 3. Pick a clan and design a flag with your chosen clan. 4. Design the flag so it is symbolic of your life after the removal to present day with your clan in the middle. 5. Include what your future plans are for yourself. Most of this should be a visual representation. 6. Your clan name should be in Creek. You can look this up on the Muscogee Creek nation website. www.muscogeenationnsn.gov/Pages/Language/words.html 7. Design the flag on a 18X24 paper that is provided. 8. Free-hand and digital design may be used or a combination of both. 9. Write in detail what your flag represents. Include design, as well as colors. 10. Evaluation will be based on Rubistar.4teachers.org number 2499114: Design a flag using a Muscogee Creek Clan ACTIVITY DISCUSSION QUESTIONS 1. Why does this clan represent my life? 2. What are some of the symbols I could use to represent how the Creek tribe must have been feeling when they were removed? (Put yourself as a member of Creek nation and brainstorm.) 3. What are some of the symbols I could use to represent my present life and my future? (Brainstorm) ENRICHMENT IDEAS 1. Have students play stick ball. YouTube shows game demonstrations. 2. Show YouTube video of stomp dance. Have stomp dance demonstration in classroom. 3. Act out the creation story of the Creeks. Read other Creek myths/legends. 4. Have students from the Muscogee Creek Tribal college come and talk about their experiences at the college. Students should promote Tribal colleges and the benefits of attending Tribal colleges. 5. Have students divide up in groups to study the Creek Challenge Bowl and compete in a class competition or with other classes. The workbook is located on the following website: http://www.muscogeenation-nsn.gov/Pages /JOM/ cbpdf/2015MSCBStudyGuideFinal.pdf ASSESSMENT/EVALUATION Teacher-made Test (See Handouts) RESOURCE CITATIONS Siddiqui,Faiz. “Home Invasion.” Native Daughters Oklahoma. Lincoln: University of Nebraska, 2014. Print. pages 52-53 Haveman, Christopher. “Creek Indian Removal.” N.p.: n.p., n.d. Encyclopedia of Alabama: Creek Indian Removal. Auburn University, 28 Jan. 2009. Web. 16 Dec. 2014. “Muscogee (Creek) Nation History.” Muscogee (Creek) Nation. Muscogee (Creek) Nation, n.d. Web 05 Dec. 2014 “Muscogee History Course.” Muscogee (Creek) Nation. 2013 Muscogee (Creek) Nation, n.d. Web. 07 Dec. 2014 Muscogeenation-nsn.gov/Page64/JOM/cbpdf/2015MSCBStudy GuideFinal. Muscogeenation, n.d. Web. 16 Dec. 2014. Mvskoke Words-Muscogee (Creek) Nation. Muscogeenation, n.d. Web. 16 Dec. 2014. Creek Council Tree Site. Tulsa Preservation Commission, 2014. Web. 17 Dec. 2014 Tulsa Parks History-The City of Tulsa Online. City of Tulsa, Oklahoma, n.d. Web. 17 Dec. 2014 OKLAHOMA STATE STANDARDS Social Studies-8th grade-CS4-1E, 2C, 6C Social Studies Process and Literacy skills-Standard 1, A-1-3, B-4-6, C-7-9 Language Arts Standard 1, Vocabulary, Standard 3, Comprehension, Standard 5, Research and information Writing Process-Standard 1, 2, 3, Oral language/listening and speaking: Standard 1, 2 Visual Arts-Standard 2-3, S3-1,2, S4-3,4,5

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HOME INVASION | CHOCTAW INDIAN TREATIES

BACKGROUND INFORMATION For Europeans coming from Europe, land meant wealth, independence, 2. Write the following words on the and power. Land had a very different board: Reservation, boundary, treaty, meaning, culturally, economically and sovereignty and Homestead Act. Give spiritually for the Native American. For a definition of each one followed by an them, land belonged to everyone and example. could not be owned. Treaties involving Native American lands have been 3. Assign students into nine groups. signed involving land rights, but in Students will read as a group their treaty many of these cases what the United and fill in the information requested, States government promised has been along with the article number where misleading and disregarded at times. that information is found in the treaty. Teachers will need to familiarize themselves Students will give their interpretation of LESSON OBJECTIVES with the Choctaw treaties and Choctaw what that article is asking the tribe to give 1. Students will be able to learn the removal history. Teachers will need to up and what the government will give Native American and European point of know how to help students interpret the them in exchange. Give your groups’ view concerning land. treaties during the lesson if needed. opinion if you feel the exchanges were fair 2. Students will be able to learn by http://ww.choctawnation.com/ and if they were constitutional. At the end reading copies of all the Choctaw history/treaty dates. of each treaty tribal chiefs and members treaties from 1786 to the Treaty with Instructions: signed with an X. In your groups’ the Confederacy 1861 and interpret 1. Hand out the blank chart of European opinion, “Do you feel that the Choctaw what Choctaw Native Americans were and Native American points of view on tribe knew what they were doing and receiving and losing by ceding their land and have the students fill in their signing?” Give evidence to support your land. answers. The purpose of this activity is theory. 3. Students will be able to learn how not for students to know all the correct to write from a Native American answers on the chart, it is just for them to prospective after reading Choctaw begin thinking about the different group’s treaties how it was to give up your land viewpoints on land issues. and then have it given away for free to European settlers. MATERIALS NEEDED ESSENTIAL QUESTIONS 4. Students will be able to determine if 1. Copies of the European and Native 1. Students will give their interpretation the treaties that the government made of what that article is asking the tribe to American point of views on land for each with Native Americans were fair and give up and what the government will give student. (See handouts) just. “Were Native Americans afforded them in exchange. 2. Copies for each group (9 groups) of the the same rights as other European 2. As each group gives their interpretation treaties that were made with the Choctaw citizens?” nation: Treaty of 1786, Treaty of Fort of their treaty in date sequence, “What Adams, 1801, Treaty of Hoe Buckintoopa, is the pattern you see the United States CURRICULUM INTEGRATION 1803, Treaty of Mount Dexter, 1805, government taking? Social Studies Content-CS 4 1-E-G, Treaty of Fort St. Stephens, 1816, Treaty 3. Give your group opinion if you feel 2-A-C, 6-C of Doak’s Stand, 1820, Treaty of 1825, the exchanges were fair and if they were Social Studies Process and Literacy Treaty of Dancing Rabbit Creek, 1830 and constitutional. (Remember that Native skills-Standard 1, A-1-3, B-4-6, C-7-9 Treat with the Confederacy, 1861. These Americans were not considered U.S. Language Arts Standard 1, Vocabulary, citizens yet.) Give evidence to support treaties can be found on http://www. Standard 3, Comprehension, Standard your opinion. choctawnation.com/history/treaty dates. 5, Research and information 3. Copies of Treaty Activity-Blank treaty 1 4. At the end of each treaty, tribal chiefs Writing Process-Standard 1, 2, 3, and 2 (See handouts) and members signed with an X. In your Oral language/listening and speaking: 4. Access to a computer group opinion, “Do you feel that the Standard 1, 2 Choctaw tribe or any other tribe knew what they were signing? Give evidence to DURATION support your theory. 3-4 class periods 5. The Choctaw tribe had been living on this land for hundreds of years which VOCABULARY provided their material, physical and Homestead Act spiritual needs. According to the treaties, reservation “Do you feel the Choctaw thought they boundary were going into the same type of land area treaty and that all their needs would be met?” sovereignty 22 HOME INVASION

ACTIVITY CHOCTAW TREATIES 1. Students will read as a group an assigned treaty and the group will summarize each article and put the information in the blank treaty. Students will give their interpretation of what that article is asking the tribe to give up and what the government will give them in exchange in that article. Students will note what specific articles refer to the boundary lines, monetary payment given to sellers, non-monetary payment given to sellers, the rights reserved by sellers, and the article that made the treaty date become effective for the Choctaw Nation. 2. As each group gives their interpretation of their treaty in date sequence, “What is the pattern you see the United States government taking?” 3. Give your group’s opinion if you feel the exchanges were fair and if they were constitutional. (Remember that Native Americans were not considered U.S. citizens yet.) Give evidence to support your opinion. 4. At the end of each treaty, tribal chiefs and members signed with an X. In your group’s opinion, “Do you feel that the Choctaw tribe or any other tribe knew what they were signing?” Give evidence to support your theory. ACTIVITY DISCUSSION QUESTIONS 1. Were Native Americans treated fairly as individuals and as a Nation? 2. Would you consider the Indian Removal Act a genocide for Native Americans? Give evidence to support your answer. 3. From reading the Choctaw treaties, “Are there any evidence of promises given to the tribe in the treaties that are still in practice today by the Federal government?” ENRICHMENT IDEAS 1. Compare and contrast treaties that the government made with other tribes with the Choctaw treaties. 2. Visit Choctaw Nation to see the progression the Choctaw Nation has made. 3. Have Choctaw Nation speakers, dancers, storytellers, etc. to come and speak to the class about the Choctaw culture. 4. Have a Choctaw representative come and speak with your classes about careers with Choctaw nation. 5. Have students write a speech to Andrew Jackson on why the government should not be allowed to forcibly remove Native Americans from their land based on the constitution. 6. Have students write a short play based on the Choctaw treaties. Each group should argue why they should not be forced to be removed and accept what they are being offered. ASSESSMENT/EVALUATION Students will write a first-person narrative describing their hopes and fears for the future of their tribe as well as their family, their decision of what to do, why they chose this course of action, how they will implement their course of action, and what the results are using the following scenario. Apply to what you know from all of the treaties presented in class in answering this following scenario. Imagine that your are a Choctaw chief who used to lived in Mississippi and fought along Andrew Jackson in the Battle of New Orleans, but was relocated to Indian Territory against your will during the first Choctaw removal in October of 1831. You and several other Choctaw chiefs signed a treaty with the U.S. government to sell your lands, but the idea of land ownership is unknown to you. As a chief, you had no idea how this treaty would affect your tribe and family. Due to poor planning the rations you were to receive while being transported to your new home were very little. The Choctaws were hit by a cholera outbreak in route to their new settlement. Because the land and climate are so different from the area you used to live, the Choctaw people are having a difficult time finding food and many of them have died from illness and starvation and promises that were not kept by the U.S. government. You learn from a fur-trapper in the area that the land the Choctaw people lived on is now being given away “for free” to European Americans due to the Homestead Act. You know that your people will not be able to survive much longer if they stay where they are. What will you do? RESOURCE CITATIONS Nation, Choctaw. “Removal.” Treaty Dates. Choctaw Nation, n.d. Web. 16 Dec. 2014 OKLAHOMA STATE STANDARDS Social Studies Content-CS 4 1-E-G, 2-A-C, 6-C Social Studies CS 6, 2 and 4 Social Studies Process and Literacy skills-Standard 1, A-1-3, B-4-6, C-7-9 Language Arts Standard 1, Vocabulary, Standard 3, Comprehension, Standard 5, Research and information Writing Process-Standard 1, 2, 3, Oral language/listening and speaking: Standard 1, 2

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HOME INVASION 25

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Lesson!3!Handout!1!!

European)Americans)) ) ) Concept)of)Land)(monetary) ) value,)Religious)value)) ) ) ) ) Reasons)for)wanting)land)) ) ) ) ) ) Reasons)for)Territory)Disputes) ) between)European)and)Native) ) Americans)) ) ) ) )

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Lesson)3)Handout)2DTeacher)resource)for)answers)for)student)hand)out)Lesson)3)Handout)1)

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HOME INVASION 29

KEEPING WITH TRADITION |DANCE LESSON OBJECTIVES •Learn what “tradition” means. •Learn to recognize traditions. •Understand “cultural sovereignty.” •Distinguish Cherokee, Muscogee Creek, and Kiowa dance traditions. •Read and research tribal histories. •Create posters to illustrate tradition. •Understand the role of rhythm in Native American dances. •Write about a tradition in their family. CURRICULUM INTEGRATION Music Physical Education Art Langiage Arts History Social Studies DURATION 3 class periods VOCABULARY Tradition Matriarchy Patriarchy Cultural Sovereignty Assimilate ESSENTIAL QUESTIONS What is a tradition? How do you think a tradition is made? How is maintaining tradition related to cultural sovereignty? What is the beat the dancing requires? How do rhythms differ in traditional tribal dances? How difficult is it to maintain traditions? Do you know other Native American traditions?

BACKGROUND INFORMATION Teachers need to prime themselves with knowledge of history of the dancing tradition and the rhythm instruments that accompany dances. Brief background reading on the Kiowa Gourd Dance and the Cherokee and Muscogee Creek Stomp Dances are available online. For this lesson, these instruments include the drum and shell shakers. While teachers can collect images of traditional drums and shell shakers, simple hand drums and hand shakers will be sufficient for student activities. Teachers need to have visual representations of dancers, whether these are posters or internet images, ready to display to students to create interest and motivate dialogue. Websites are important for the search of information. Particularly useful are websites affiliated with and/or sponsored by tribal governments in Oklahoma. When this is not possible, educational websites are the next best choice. Examples include: Chickasaw Nation – https://www.chickasaw.net/Our-Nation/ Culture.aspx Cherokee Nation – http://www.cherokee.org/AboutTheNation/ Culture.aspx Muskogee (Creek) Nation – http://www.muscogeenation-nsn.gov/ Pages/History/history.html Kiowa Tribe of Oklahoma - http:// www.californiaindianeducation.org/ educational_news/roycook/2011/gourd_ dance.html Helpful book resources: Paper, Jordan. Native North American Religious Traditions: Dancing for Life. Westport, CT: Praeger Publishers, 2007. Print. Treuer, Anton. Everything You Wanted to Know about Indians But Were Afraid to Ask. Minnesota Historical Society. St. Paul, MN: Borealis Books, 2012. Print.

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ACTIVITY Traditional Music and Dance Day 1 • Introduce rhythm instruments into the class discussion and cue online dancing videos. Examples from YouTube include: “Kiowa Gourd Dance Procession 4th of July Carnegie Park” https://www.youtube.com/watch?v=7HgrjaZJALs “Stomp Dance” by Hugh Foley https://www.youtube.com/watch?v=rLqdLD1y-aY#t=157 If the Internet is not available, recordings of Kiowa Gourd Dance songs and traditional Stomp Dance songs can be purchased online to play in class. If the Internet is not available, images of Kiowa Gourd Dancers and Stomp Dancers can be passed around or displayed as well. • Clearly identify the tribal nations affiliated with the examples used in class. Locating them on a state map can help to orient students geographically as well as culturally. Historical information about the tribes can be easily referenced in Blue Clark’s book, Indian Tribes of Oklahoma: A Guide (OU Press, 2013). • Ask the students to define “tradition” based on the Native Daughters Oklahoma “Keeping with Tradition” article. Merriam-Webster defines “tradition” as: 1.) A way of thinking, behaving, or doing something that has been used by the people in a particular group, family, society, etc., for a long time. 2.) The stories, beliefs, etc., that have been part of the culture of a group of people for a long time.

other through their fathers. • Explain to the students that while Native cultures that practice stomp are traditionally matriarchal, the Kiowa Tribe of Oklahoma is traditionally patriarchal. Women and men have different roles in tribal dances depending on tribal cultural traditions. • Ask students to discuss the role of women and men in the dances they have observed in the Kiowa Gourd Dance and Cherokee and Creek Stomp Dances. Questions can include: “What do you observe men doing?” and “What do you observe women doing?” It may be helpful to play the videos again and ask students to take notes. • Ask students to identify why matriarchal societies such as the Cherokees and Creeks became more patriarchal over time. They can refer to the “Keeping with Tradition” article in Native Daughters Oklahoma, from the bottom of page 72 – 74.

Children from the Creek Orphan home, north of Okmulgee sit with the matron of the Orphanage, Lena B. tiger, in 1901.

• Ask the students to identify the differences and similarities in the dances played in class. Their ideas can be listed on a chalk or dry erase board. • Ask the students to identify traditions discussed in the Native Daughters Oklahoma “Keeping with Tradition” section. These traditions include: women’s roles such as teaching and housekeeping, shell shaking and dancing, herbal medicine, maintaining dance grounds, and keeping religious ceremonies. Ask students to think of 2 – 3 more possible traditions to add to the list. • Ask the students to define “matriarchy” and “patriarchy,” using the Native Daughters Oklahoma “Keeping with Tradition” section, from the bottom of page 69 to the bottom of page 70. Merriam-Webster defines the terms as follows: Matriarchy: 1.) a family, group, or government controlled by a woman or a group of women. 2.) a social system in which family members are related to each other through their mothers. Patriarchy: 1.) a family, group, or government controlled by a man or a group of men. 2.) a social system in which family members are related to each KEEPING WITH TRADITION 31

• Ask students to define “assimilate.” Merriam-Webster defines assimilate as follows: Assimilate: 1.) to learn something so that it is fully understood and can be used. 2.) to cause a person or group to become part of a different society, country, etc. 3.) to adopt the ways of another culture: to fully become part of a different society, country, etc. • Ask students to list what types of changes occurred in Native cultures as a result of assimilation. These can include changes in tribal government, lifestyles, religious practices, and formal education. • Ask students to define “cultural sovereignty” by introducing the two terms and challenging students to combine them. Merriam Webster’s defines the terms “culture” and “sovereignty” as follows: Culture: A particular society that has its own beliefs, ways of life, art, etc. Sovereignty: Independent authority and the right to self-governance. A possible combination students might invent could be:

Cultural Sovereignty: A culture’s independent authority and right to maintain its own beliefs, ways of life, art, etc.

• Ask students to consider the relationship between assimilation and cultural sovereignty. Is cultural sovereignty more important because of the pressure to assimilate? • Ask students to explain the relationship between cultural sovereignty and practicing traditions such as dancing. Day 2 • Replay the videos used on the previous day. • Pass the hand drums around, and ask the students to identify or replicate the Kiowa Gourd Dance beats in the videos or music. Volunteers can attempt to repeat these beats on the instruments being passed around in class, or the class can work together to repeat the beats. Those who do not have instruments can clap their hands. • Choose drum players for the round dance exercise. Explain that this dance is traditionally a woman’s dance. Be prepared to rotate drummers and dancers so that all can experience each activity. If possible, the first round of drummers should be boys. Explain that in the Kiowa culture, women do not drum, and that many traditional dances are for men or women only. Have drummers replicate a human heart beat with their hand drums. • Ask students to volunteer or select students to be dancers. Have dancers stand in a circle facing the drummers in the middle. Keeping with the rhythm of the drum, dancers should move their right foot about six inches to the right, and then 32 KEEPING WITH TRADITION

move the left foot six inches to the right to meet the right foot. Students can bend softly at the knees in time with the rhythm. They must keep their upper bodies still. The circle should move to the right in unison. These movements are similar to the traditional round dance practiced in some Native cultures. • Next, pass the hand shakers around, and ask the students to identify or replicate the Cherokee and Creek Stomp Dance beats in the videos or music. Volunteers can attempt to repeat these beats on the hand shakers being passed around in class, or the class can work together to repeat the beats. Those who do not have instruments can clap their hands. • Choose hand shakers for the stomp dance exercise. Explain that men and women traditionally participate in the dances together; men traditionally sing while women keep the beat with shell shakers. Students should line up in a spiral turning counter clockwise. A boy should lead the spiral and the line should repeat boy-girl-boy-girl-boy-girl as far as possible. Instead of dancing around a drum, there should be a pretend fire in the middle. If possible, hand shakers should be all girls, and girls with shakers should go ahead of girls without shakers. Explain that in Cherokee and Creek culture, the fire in the middle is sacred, and shell shakers are very respected. Have shakers replicate a human heart beat with their hand shakers. Have the students dance in a counter clockwise circle, spiraling around the leader. They can pick their feet up and bend their knees in rhythm with the shakers. The spiral should move in unison. • After the exercise, ask students to list the differences between the two dance traditions. What are the women’s roles? What are the men’s roles? How do the rhythms differ? • Ask the students to write a paragraph about the differences between the two dance traditions and their own experiences participating in the dances, or describing a cultural tradition in their own family. An optional assignment would be to ask students to make a poster of a traditional dancer from Native culture. Day 3 • Ask students to discuss the importance of tradition using the following questions. o What is tradition? o How does tradition help to maintain Native cultures? o Is it work to maintain cultural traditions? What does that work involve (commitment, time, willingness to learn, educating others, etc.)? o What would happen if no one worked to maintain Native traditions? How would that impact Native cultures? • Ask students to share the paragraph or poster they produced for the previous assignment.

The five Civilized tribes were given their own section in Indian territory, which later became the state of Oklahoma in 1907. The three major Choctaw groups were forced to live together, and the Cherokee tribe claimed what forested land it could. “Those first three months, at least the first year after arrival in Indian territory, were terrible,” said Linda Reese, director of the Oklahoma studies Program.

ENRICHMENT IDEAS •Use a Native American speaker or invite traditional Native dancers to present in class. •Assign students a particular tribal culture and ask them to research traditional tribal regalia and present what they learn in class. •Take a field trip to a nearby tribal museum and ask students to take notes on tribal traditions. ASSESSMENT/EVALUATION Teachers will evaluate individual student learning by the attitude students display toward learning, the knowledge they use, questions they ask and answer, and the writing and visual assignments students produce.

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KEEPING WITH TRADITION |STORYTELLING LESSON OBJECTIVES •Understand storytelling as a Native American tradition. •Practice close listening. •Identify a story’s insight, key scenes, and concrete details. •Articulate the differences between oral and written communication. •Learn the relationship between practice and tradition. •Learn to research Native American stories. •Observe the roles of animals as characters in Native American traditional stories. •Explain the role of traditional stories in Native American cultures. •Work in small groups to create a storyboard based on a traditional Native American story. •Work individually to memorize and perform a traditional Native American story. CURRICULUM INTEGRATION Art Science Language Arts DURATION 8 class periods VOCABULARY Setting Scene Concrete detail Insight Summary Oral vs. Aural Performance Storyboard

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BACKGROUND INFORMATION There are multiple websites teachers can visit to access traditional Cherokee, Muscogee Creek, and Kiowa stories. Teachers should be aware of the sponsors for the websites they utilize, preferring websites with “.org” and “.edu” url suffixes. Local tribal museums generally offer insight into and resources for teaching Native American stories, and may be able to provide names of traditional tribal storytellers available for class visits.

MATERIALS NEEDED Books of Native American traditional stories, paper, poster boards, watercolor paints, markers, pictures of animals for reference and information on where they live, pictures of people in various tribal dress for reference, at least one example of a traditional Native American story that has been storyboarded. Examples of storyboarding can be found online. Recommended books include: • Murv Jacob and Deborah Duvall’s “Grandmother Stories” series, which provide illustrated versions of traditional Cherokee stories and includes the following titles: The Great Ball

Game of the Birds and Animals, How Medicine Came to the People, The Opossum’s Tale, Rabbit and the Bears, How Rabbit Lost Its Tail, Rabbit Goes Duck Hunting, and Rabbit and the Wolves. • James Mooney’s History, Myths, and Sacred Formulas of the Cherokees. • George F. Scheer’s Cherokee Animal Tales. • Alexander Posey’s Chinnubbie and the Owl: Muscogee (Creek) Stories, Orations, and Oral Traditions. • Alice Lee Marriot’s Winter-Telling Stories and Saynday’s People: The Kiowa People and the Stories They Told. Other helpful resources include: Bruchac, Joseph. Our Stories Remember: American Indian History, Culture, and Values Through Storytelling. Golden, CO: Fulcrum Publishing, 2003. Print. Audlin, James David. Circle of Life: Traditional Teachings of Native American Elders. Santa Fe, NM: Clear Light Publishers, 2005. Print.

ESSENTIAL QUESTIONS When, where, and by whom are traditional stories told? How do traditional Native American stories from distinct tribal cultures compare? How are animals used in traditional stories? How are traditional stories passed down and remembered? What role do traditional stories play in tribal cultures? What is the difference between oral and written stories?

ACTIVITY Traditional Stories Day 1 The goal of the Day 1 activity is to model for students the work they will be doing on the individual assignment. The teacher should memorize and be ready to tell at least one story from two different tribal traditions in Oklahoma. The teacher’s storytelling should include gestures, facial expressions, and distinct voices for important characters, in addition to concrete details to bring the stories alive. • Ask students to define “setting,” “scene,” and “concrete detail.” The following definitions from for “setting” and “scene” are borrowed from Merriam-Webster. Setting - the time, place, and conditions in which something happens or exists. Scene – a part of a play, movie, story, etc., in which a particular action or activity occurs. Concrete detail – information that describes a person, place, or thing that appeals to the five bodily senses (sight, sound, smell, touch, taste) to draw audiences into a story.

• Ask the students to help generate one sentence that summarizes the story. The summary can be written on a chalk or dry erase board. • Tell the second story, but this time ask students not to take notes. Instead they should listen closely for the story’s insight, key scenes, scene changes, and concrete details – and remember what they hear. The story should not take longer than 10 – 12 minutes to tell. • After finishing the story, ask the students to immediately write down the following: the insight, key scenes and scene changes, and the concrete details they can remember from the story. Give the students 10 -15 minutes to complete this assignment.

• Ask the students to listen closely and observe as the first story is told. Ask them to listen for key scenes and moments where scenes change, and concrete details that help the story to come alive. • The story should take no more than 10 - 12 minutes to tell. Students should take notes during the first story to help them remember details of the story for discussion after they listen. Teachers should also provide background information on the Native American tribal cultures the stories represent. • After telling the story, ask the students to define “insight.” What is an insight and why are insights important? Do all stories offer insights? • Ask students to identify what they believe to be the story’s insight. What does the story teach? • Ask students to list the key scenes in order. They may use their notes. What happens first? What happens next? Last? • Ask students to list concrete details that stand out to them and helped to bring the story alive. What concrete details appealed to them? What bodily senses do these details engage? • Next, define “summary” for the students. Merriam-Webster defines the word as follows. Summary - using few words to give the most important information about something such as a story or event. Joseph Oklahombi, pictured with his wife Agnes, was a Choctaw World War I vet decorated as Oklahoma’s greatest hero. He was awarded the silver star with the victory ribbon from teh U.S. and the Croix de Guerre from France for his unit’s actions in St. Etienne, France, in 1918. KEEPING WITH TRADITION 35

Day 2 The goal of this day’s lesson is to ask students to identify the characteristics of storytelling performance and Native American stories. The teacher should memorize and be ready to tell at least one story from two different tribal traditions in Oklahoma. The teacher’s storytelling should include gestures, facial expressions, and distinct voices for important characters, in addition to concrete details to bring the stories alive. • Ask students if it was easier for them to listen and takes notes or listen and remember during the previous lesson. • Define “oral” and “aural” for the students. Merriam-Webster defines these terms as follows: Oral – of or relating to the mouth; spoken rather than written. Aural – relating to the ear or the sense of hearing. • Ask students to discuss the differences between cultures that rely on oral/aural communication and cultures that rely on written communication. What skills would people in oral/aural cultures develop that people in writing cultures might not? What are the advantages and disadvantages to both types of cultures? Is memory as important in oral/aural cultures as it is in writing cultures? • Ask students to listen to another story, without taking notes, and this time also pay attention to the teacher’s performance during the story – in addition to identifying the insight, key scenes and scene changes, and concrete details. The story should take no more than 10 – 12 minutes to tell. Teachers should also provide background information on the Native American tribal cultures the stories represent. • After finishing the story, ask the students to identify the story’s insight, key scenes and scene changes, and concrete details. Their answers can be listed on the chalk or dry erase board. • Ask the students to list characteristics of the teacher’s performance. These characteristics should include facial expressions and gestures, use of tone and voice, and body movements. How do these characteristics help audiences to listen and pay attention? How do these characteristics help audiences understand key information, like the actions and feelings of characters? How does the storyteller’s performance help audiences understand which character is speaking and acting? • Now that the students have heard at least three Native stories, what characteristics do these stories share? These characteristics can include the following: o They occur in natural settings. o They include animals and humans as characters. o Animals and humans can communicate with each other and work together. 36 KEEPING WITH TRADITION

o At least one character is usually a “trickster.” o They teach lessons about how to behave properly. o They explain why or how things occur in the world. o They entertain listeners. • Tell students to find a Native American story in the resources available that they would like to memorize and share with the class. Also tell them they will need to report which story they will be performing at the end of tomorrow’s lesson. The students’ stories will be performed on Day 7 and 8. Day 3 The goal of this day’s lessons is to put students in small groups of four to work on creating a storyboard for a Native American story. The teacher should likely select the stories these small groups will work on to save time. These stories should come from several different and distinct tribal cultures in Oklahoma. Every student should be provided with a copy of the story his or her group will be storyboarding. It is best not to use illustrated stories for this assignment so students will be encouraged to create original illustrations. The teacher should also have a completed storyboard of a traditional Native American story completed to show as an example. It makes sense to create a storyboard for a story the teacher has told during the previous two lessons. • Define “storyboard” for students. Merriam-Webster defines the term as follows: Storyboard – a series of drawings or pictures that show the changes of scenes and actions for a story, movie, or television show. • Show the students the example storyboard the teacher has created based on a Native American story. Other examples can be found online, but it may be more difficult to find examples based on Native American stories. Ask the students to discuss how the storyboard works regarding scenes, actions, dialogue, etc. • Explain to the students that they will be put in small groups and assigned a Native American story to storyboard, with no more than 15 scenes. They will also be responsible for providing background information on the Native American cultures their stories represent. • Place the students in their small groups and handout copies to each student of their respective stories. Ask students to read their stories and identify the insight, key scenes and scene changes, and concrete details on their own, recording this information on paper. • Next, ask students to get in small groups and use the rest of the time to decide upon at least 10, but no more than 15 key scenes to include in the storyboards. The storyboard should be completed by the end of Day 6. • Before the end of the lesson, ask students to report which stories they will be performing individually for the class.

Day 4 The goal of this day is to give students time to work on their small group storyboards. Poster board, markers, crayons, and paints should be available. Students should divide up tasks evenly. Students should use drawing paper cut to fit the individual squares in the storyboard grid. This way several students can create illustrations at once and then affix them to the poster board in order. Day 5 The goal of this day is to give students time to work on their small group storyboards. Students may alos use this time to ask questions regarding their individual perfamances on Days 7 and 8.

Day 7 The goal of this day is for students to perform their stories and share information about the Native American cultures they represent. Small group storyboards should be on display in the classroom. Day 8 The goal of this day is for students to perform their stories and share information about their Native American cultures they represent. Small group storyboards should be on display in the classroom.

Day 6 The goal of this day is to give students time to work on their small group storyboards. Students may alos use this time to ask questions regarding their individual perfamances on Days 7 and 8. ENRICHMENT IDEAS •Ask students to create and write their own stories teaching a lesson that is important in their own families and communities. •Invite a Native American storyteller to class at the end of the unit. Tribal museums can be helpful in locating and contacting storytellers. ASSESSMENT/EVALUATION Teachers will evaluate individual student learning by the attitude students display toward learning, the knowledge they use, questions they ask and answer, and the writing and visual assignments students produce.

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LAW OF THE LAND |WORCESTER V GEORGIA BACKGROUND INFORMATION “Law of the Land” by Racheal White Hawk in Native Daughters Oklahoma, University of Nebraska-Lincoln (2014) pg 26-38. Landmark Cases: Cherokee Indian Cases. Supreme Court History series by PBS, http://www.pbs.org/wnet/supremecourt/ antebellum/landmark_cherokee.html

LESSON OBJECTIVES Students will be able to give a description of the ruling of the Worcester v. Georgia case. Students will be able to explain how this case benefits the United States government by defining the Supreme Court and their powers. Students will be able to explain why this case gave the Federal government more power over states. CURRICULUM INTEGRATION Social Studies, Government, and Civics.

“Worcester V. Georgia: A Breakdown in the Separation of Powers.” by Matthew L Sundquist in the American Indian Law Review, Vol. 35 No. 1 (2010-2011), pg 239-255. “From Marshall to Marshall: The Supreme Court’s changing stance on tribal sovereignty” by Philip J. Prygoski in the Compleat Lawyer, Vol. 12, No. 4 (Fall 1995), pg 14-17.

ESSENTIAL QUESTIONS What do you think Judge Marshall wanted the impact of the court case to be? Do you think Judge Marshall wanted to acknowledge Cherokee Nation’s sovereignty, or was there another motive? Explain why.

WORCESTER V GEORGIA GROUP ACTIVITY Before the activity, the class should watch the We Shall Remain, Episode 3 Trail of Tears. This has background on the events that led up to the Indian Removal Act and the Cherokee leaders that were involved. The Law of the Land from the Native Daughters Magizine should also be read with the class.

All articles can be found by searching on Google Scholar. www.scholar.google.com ENRICHMENT IDEAS Talk about Inherent Sovereignty. This is the phrase used to explain how Native American Nations were always sovereign, because they existed before European Colonization.

DURATION 1-2 class periods 4-5 with video

To add to this activity, once the main discussion is over, ask each group if they think Judge Marshall has a right to decide if Cherokee Nation is sovereign. Ask if they think we should decide what England does, or any other country the class has discussed previously. Then ask them to explain why. Then have them apply it to the Cherokee Nation. This could be a paper or a group discussion.

VOCABULARY Sovereignty John Ross Supreme Court Judge

You could restructure the group activity. For example, after understanding what Inherent Sovereignty is, do the group activity. This time, tell them to think about Inherent Sovereignty, and to incorporate it in their argument.

If you choose the enrichment piece: Colonization Inherent Sovereignty MATERIALS NEEDED Paper and pencils for each group. This is so they can write their arguments.

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A light reading for this is provided by a link to the Oneida Nation Website that explains Inherent Sovereignty. This reading would be best done as a class so that questions can be answered. http://www.oneidaindiannation.com/about/sovereignty/26287439.html

WORCESTER V GEORGIA GROUP ACTIVITY CONT’D Split into five groups. Each group is a stake holder in the case. Group one will be farmers or plantation owners. Group two will be Cherokee citizens. Group three will be Congress Group four will be Chief John Ross and his party Group five will be Worcester and other missionaries. Give each group the “Group worksheet” Handout. There is two on one page. You can cut it in the middle to save paper. On this handout, they must write why they want the case to be ruled in the state’s favor or the tribe’s. Allow them at least 15 to 20 minutes to discuss. During this time, walk around the room and help students with conversation if they need it. Ask the groups questions what they think life was like for their group during this time, and ask how the case being ruled will affect them. Once the groups have completed the handout have each group elect a person to read or explain their reasons for choosing the side they did. After each group speaks, open it up for discussion between the groups. You could ask each group if they agree with a different group, and why. For a closing statement, make sure students understand that this case is the foundation for Federal Indian Law. The Marshall Trilogy still affects Native Americans today. While this case is in favor of the Cherokee Nation, Marshall in a later case ruled that Native American Nations were “domestic dependents”, meaning that Federal Government is above them. This causes issues with legal cases even today. ASSESSMENT/EVALUATION ACTIVITY DISCUSSION QUESTIONS Students can be evaluated and assessed in several ways. What was life like for groups during that time? A vocal quiz can be conducted on them after the activity. Ask them what What are the issues they were dealing sovereignty is and see if any or if several students understand the concept. Ask with? How would life improve or become worse who John Ross and Worcester are and their roles in this case. Their answers will give an idea of how much they grasped or if something needs to be covered if the case is ruled in favor of Georgia? more. Cherokee Nation? Their handouts can be examined to see their reasoning and if they are in line with what they have already learned about United States history, and the lesson. If the vocal quiz is not sufficient, or if you want a detailed answer from each student, you can give the same questions as the vocal quiz, but have them write their answers on a piece of paper or a quiz that is typed out for them. RESOURCE CITATIONS Hawk, Racheal White. “The Law of the Land.” Native Daughters Oklahoma. Lincoln: University of Nebraska, 2014. 26-38. Print. Prygoski, Philip J. “From Marshall to Marshall: The Supreme Court’s Changing Stance on Tribal Sovereignty.” Compleat Lawyer 12.4 (1995): 14-17. Web. “Supreme Court History: Landmark Cases: Cherokee Indian Cases.” PBS. PBS, 2007. Web. http://www.pbs.org/wnet/ supremecourt/antebellum/landmark_cherokee.html. Sundquist, Matthew L. “Worcester V. Georgia: A Breakdown in Separation of Powers.” American Indian Law Review 35.1: 239-55. University of Oklahoma. Web. We Shall Remain. “Trail of Tears.” Films Media Group, 2011. Film. https://www.youtube.com/watch?v=X2FeqFbr66s OKLAHOMA STATE STANDARDS Social Studies Process and Literacy Skills 1:A, 1:B, 1:C, 1:D, 2:A:1, 2:B Content Standard 4:6

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LAW OF THE LAND |NAVAJO NATION LESSON OBJECTIVES Student will be able to define coal as a natural water filter when left in nature. Students will be able to explain that mining coal is harmful to the water source for animals and humans.

BACKGROUND INFORMATION Read “The Law of the Land” from the Native Daughters Oklahoma magazine. Pay special attention to the “Legacy of Removal” section in the piece.

There are two videos that will provide more information directly from Navajo people.

Students will be able to describe the issue with mining coal on the Navajo Reservation by Peabody Energy.

Beyond Coal: Four Corners in the Crosshairs https://www.youtube.com/ watch?v=h6opHWXaPgk

CURRICULUM INTEGRATION Science and Social Studies

Dine’ and Hopi to Peabody Coal: Halt Commodification of the Sacred https://www.youtube.com/ watch?v=sDbQE4o3nEs

DURATION 1-2 class periods VOCABULARY Navajo Nation Peabody Energy Filtration Strip mining

ESSENTIAL QUESTIONS How does removing coal from its natural place affect water? How is it beneficial to keep coal in the ground? How do you think Navajo Nation can solve this issue?

Here is reading on strip mining coal and the harmful effects of it: Tiwary, R. K. “Environmental Impact of Coal Mining on Water Regime and Its Management.” Water, Air, and Soil Pollution 132 (2001): 185-99. Kluwer Academic Publishers. Web. All articles can be found by searching on Google Scholar. www.scholar.google. com

MATERIALS NEEDED Two water filters (that you use in the pitchers). You do not need a pitcher, just the filters. You will need water. Two cups or beakers, whichever is at your disposal. If you would like to make it a class project, buy about five. Split students into five groups and give them a filter, cup, and water. Have the filter already opened up waiting in the beaker or cup for the groups, unless your group is old enough to handle sharp equipment. Make sure there is proper clean up and disposal at the end of the activity. OKLAHOMA STATE STANDARDS Oklahoma Academic Standards Science Earth and Human Activity MS-ESS31,MS-ESS3-2, MS-ESS3-4 Social Studies Process and Literacy Skills 1:A, 1:B, 1:C, 1:D, 2:A:1, 2:B Content Standard 4:2, 4:6

40 LAW OF THE LAND

ACTIVITY Coal in the water, poison in the sky • Soak one (or enough for your groups) of the filter’s overnight following pre instructions and make sure it is ready for a demonstration. • If this is a class activity, cut the tops of the filter for each group after the soaking prepration. • Have the students watch the video, Beyond Coal: Four Corners in the Crosshairs: https://www.youtube.com/watch?v=h6opHWXaPgk • After this film, explain how coal is used as a filter for water. This would be appropriate to go with a unit on natural stones and how they filter water. • Take the filter that was prepared. Pour water through it to show how the water is filtered through clear, this is similar to how coal filter’s water. • Then ask the class to take their filters (or take your own) and pour about a quarter of the filling into the cup or beaker. • Then have the students pour water through their filter. • Take this moment to ask the class what they obverse verbally, or have them fill out the worksheet “Coal and Water Filtration Activity.” • Have the students fill the rest of the cup or beaker with water without the filter. • Again ask what they observed verbally or have them fill out the worksheet. • Then ask the class if they would drink the water. If they would give it to their pets, or put it on a plant. Tell them to explain why. • This can be done verbally or on the worksheet. • For a closing, explain that this is what the Navajo Nation is dealing with. Their water supply is being contaminated by coal mining. Water is precious in the Southwest region of the United States because of its environment. This would be a great time to bring up the desert biome, and any material on that. Meaning that the Navajo Nation is losing water to contamination and to use by Peabody Coal, which is a serious problem with a limited water supply in the Southwest. ACTIVITY DISCUSSION QUESTIONS What health issues do you think will come from drinking water with too many coal particles in it? What do you think the Navajo Nation should do to fix the problem? What would you do if this is what your drinking water looked like? ENRICHMENT IDEAS An enrichment piece that could be incorporated is to have the students talk about the similarities between this issue and the Trail of Tears. Have them read the “The Law of the Land” piece of the Native Daughters and have a discussion on if they feel this is a new type of removal. Many scholars believe that environmental damage is the new wave of Indian Removal. Ask your class if they agree or disagree, and to give their reasons for their decision. ASSESSMENT/EVALUATION Evaluation and Assessment can be done by examining their worksheets, or their verbal responses to the questions during the activity. They could do a quiz on a piece of paper of your design, or write questions on the board. They can answer these questions on paper. RESOURCE CITATIONS Beyond Coal: Four Corners in the Crosshairs. Story Group, 2009. Film. https://www.youtube.com/watch?v=h6opHWXaPgk Dine’ and Hopi to Peabody Coal: Halt Commodification of the Sacred. Searching for Occupy, 2013. Hawk, Racheal White. “The Law of the Land.” Native Daughters Oklahoma. Lincoln: University of Nebraska, 2014. 26-38. Print. Tiwary, R. K. “Environmental Impact of Coal Mining on Water Regime and Its Management.” Water, Air, and Soil Pollution 132 (2001): 185-99. Kluwer Academic Publishers. Web.

LAW OF THE LAND 41

LAW OF THE LAND |RESTRUCTURING GOVERNMENT LESSON OBJECTIVES Students will be able to describe basic understanding of representational elections. Students will be able to show an understanding of some aspects of Cherokee government before the Revolutionary War. Students will be able to identify issues of changing an existing government to a new government system. CURRICULUM INTEGRATION Social Studies Civics Debate Student Leadership DURATION 2 class periods

BACKGROUND INFORMATION Perdue, Theda. “Clan and Court: Another Look at the Early Cherokee Republic.” The American Indian Quarterly 24.4 (Fall 2000): 562-69. University of Nebraska Press. Web. http://muse.jhu.edu/ journals/american_indian_quarterly/ v024/24.4perdue.pdf.

This article will give a good back ground to understanding basic government in the Cherokee Nation from the 1700 to the mid-1800’s.

• This website give a basic idea on how Cherokee towns were constructed to help you organize the class for the activity. Lastly, read “The Law of the Land” in the Native Daughter’s Magazine.

MATERIALS NEEDED Pencils and paper for notes, or use the “Rebuild your own Government Worksheet” worksheet. VOCABULARY WORDS Clan Town (Cherokee)

Government Representation

Elected Official Central Government

ESSENTIAL QUESTIONS What is a representational government? What issues do you think are in a representational government? What problems do you think the Cherokee Nation had with this change from town government to a central government? ACTIVITY Rebuild Your Government First, explain/lecture about Cherokee Towns, and how their systems work in regard to government. You can have them read the Eastern Band of Cherokee’s webpage or give it to them. http://nc-cherokee.com/historyculture/ Next split the class into groups of 4 or 5. Once they are settled in their groups, tell them that you want to buy 2 pairs of shoes from two students out of the entire class for 50 cents. Now, instruct them to only decide who’s shoes will be up for sale in their group. The two people they nominate can be anyone in the whole class, but they must decide as a group.

42 LAW OF THE LAND

“History & Culture: History.” Eastern Band of Cherokee. Blank Canvas. Web. http:// nc-cherokee.com/historyculture/

Depending on their solutions they come up with (they may have suggested this already!), ask the class to choose one person in their group to be their leader, to speak for them. Once the leaders have been selected, ask the groups to again chose two students whose shoes will be on sale. The leaders must then come together and state who they chose. Have the leaders talk among each other, and tell them to make a final decision. Once the decision is made, announce it to the class.

Once each group decides, have one of the students from each group tell the class who they want to nominate. If they have no similar names, select whichever students you choose.

Ask what the issues are of selecting a leader. Where they fair? Did they represent the group and who they wanted nominated? Is the group okay with them giving in or winning?

Stop after this and ask the class what issues they have with making a decision for the entire class with only their group. Ask what they think the solution is.

Remind the class about Indian Removal. This was the difficulty with signing treaties. Many tribes had this issue of not having one central government to talk to the United States. This is why many Native American Nations chose to create a central government to sign treaties and make decisions for the tribe as a whole.

Remind them that this is the problem Cherokees faced when dealing with the United States after the Revolutionary War.

RESOURCE CITATIONS Hawk, Racheal White. “The Law of the Land.” Native Daughters Oklahoma. Lincoln: University of Nebraska, 2014. 26-38. Print. “History & Culture: History.” Eastern Band of Cherokee. Blank Canvas. Web. http://nc-cherokee.com/ historyculture/

OKLAHOMA STATE STANDARDS Social Studies Process and Literacy Skills 1:A, 1:B, 1:C, 1:D, 2:A:1, 2:B Content Standard 4:2, 4:6

Perdue, Theda. “Clan and Court: Another Look at the Early Cherokee Republic.” The American Indian Quarterly 24.4 (Fall 2000): 562-69. University of Nebraska Press. Web. http://muse.jhu.edu/journals/ american_indian_quarterly/v024/24.4perdue.pdf.

LAW OF THE LAND 43

Native'Daughters'Law$of$the$Land$Lesson'#1'Activity'#1'

Group _________________________________________________

Should the case favor the State of Georgia or Cherokee Nation: ______________________________________________________________________________

Explain your answer: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

Group _________________________________________________

Should the case favor the State of Georgia or Cherokee Nation: ______________________________________________________________________________

Explain your answer: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ' Native'Daughters'Law$of$the$Land$Lesson'#1'Activity'#1' ' 44 LAW OF THE LAND

“The%Law%of%the%Land”%Native'Daughters'Lesson%#2%Activity%#1%

Coal%Filtration%Activity! %

Group: _________________________________________ What do you think the water will look like going through the filter the first time: ______________________________________________________________________________ ______________________________________________________________________________

After you pour out some of the filter and pour water back through, what do you see and smell: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

Would you drink the water as it is now? _____________________________________________ Would you give it to a pet or a plant? _______________________________________________

Why or why not: ______________________________________________________________________________ ______________________________________________________________________________

LAW OF THE LAND 45

“The%Law%of%the%Land”%Native'Daughters'Lesson%#3%Activity%#1%

Rebuild(your(own(Government(Worksheet! % Group:________________________________________________________% % List%two%students%you%nominate%to%have%their%shoes%sold:%% _____________________________________________________________________________________% Do%you%agree%with%the%decision%of%the%class%or%teacher:%________________________________________% Explain%why%or%why%not:% _____________________________________________________________________________________% _____________________________________________________________________________________% What%is%your%solution%for%this%problem:% _____________________________________________________________________________________% _____________________________________________________________________________________% Select%the%leader%of%the%group:%____________________________________________________________% Did%your%leader%represent%your%group’s%interest:%_____________________________________________% Would%you%elect%them%again,%why%or%why%not:%% _____________________________________________________________________________________% _____________________________________________________________________________________% %

46 LAW OF THE LAND

ONCE AGAIN DEPRIVED|LESSON UNFREE MEN MATERIALS NEEDED OBJECTIVES

BACKGROUND INFORMATION • Teachers should familiarize themselves with the 1866 Treaties of the 5 Civilized Tribes and their Freedmen citizenship rights in the Sturm article listed below. • Teachers should familiarize themselves with practices of slave keeping and results of mixed race bloodlines from intermarriage, rape, and concubinage through the one or more of the readings listed below, and watch the video from the Smithsonian: “IndiVisible: AfricanNative American Lives in the Americas.” • Teachers should locate key dates on the US History and Indian timelines (i.e. Contact, Louisiana Purchase, Indian Removal, Oklahoma Land Run, Beginning and End of Civil War, Emancipation, Treaty of 1866, Indian Citizenship Act of 1924, etc). • Teachers should either prepare a timeline template handout, or prepare the timeline template provided, for students to fill in as a group activity. Recommended Additional Research and Reading for Teachers” • Littlefield, Daniel F. Africans and Creeks: From the Colonial Period to the Civil War. Westport, CT: Greenwood, 1979. Print. • Smithsonian Institute. “IndiVisible: African-Native American Lives in the Americas.” YouTube. Smithsonian, n.d. Web. 07 Dec. 2014. • https ://www .youtube.com/ watch?v=Id_iMjRJUJ0 • Sturm, Circe. “Cultural AnthropologyVolume 29, Issue 3, Article First Published Online: 21 AUG 2014.” RACE, SOVEREIGNTY, AND CIVIL RIGHTS: Understanding the Cherokee Freedmen Controversy. Cultural • Anthropology, 21 Aug. 2014. Web. 07 Dec. 2014. http://online library.wiley.com/ doi/10.14506/ca29.3.07/pdf • Zellar, Gary. African Creeks: Estelvste and the Creek Nation. Norman: U of Oklahoma, 2007. Print.

1. Students will be able to name the Five Civilized Tribes and their geographic locations pre and post Indian removal. “Maps of Indian Territory, the Dawes Act, and 2. Students will be able to define why Will Rogers’ Enrollment Case File. “National Archives and Records Administration. National the Five Civilized Tribes were given their title by settlers and the U.S. Archives and Records Administration, n.d. 3. Students will be able to recognize Web. 04 Dec. 2014. key overlapping dates in both U.S. http://www.archives.gov/educat ion/ lessons/ slave and Native History during the fed-indian-po licy/ 19th century. Oliver, Ruth. “Once Again Deprived.” Native Daughters Ok lahoma. Lincoln: U of Nebraska CURRICULUM INTEGRATION Social Studies: U.S. History P , 2014. 120-26. Print. -Begin Class Session at time 25:12 ( -Teacher DURATION should watch full video-) 2 class periods “Timeline of American Indian Removals.” VOCABULARY Timeline of American Indian Removal. 5 Civilized Tribes Oklahoma Historical Society, n.d. Web. 07 Cherokee Dec. 2014. Chickasaw http://www.okhistory.org/research/airemoval. Choctaw php Colonization Colonizer United States. National Park Service. “Map1Dominance Land Occupied by Southeastern Tribes Freedmen 1820s.” National Parks Service. U.S. Department of the Interior, n.d. Web. 07 Dec. Indian Country Indian Removal 2014. Indian Territory http://www.nps.gov/nr/twhp/wwwlps/ Muscogee lessons/118trail/118locate1.htm Creek  United States. National Park Service. “The Seminole Cherokee Nation in the 1820s --Reading 1.” National Parks Service. U.S. Department of the Interior, n.d. Web. 07 Dec. 2014. http://www.nps.gov/nr/twhp/wwwlps/ lessons/118trail/118facts1.htm Student and Teacher Readings, Videos, and History Timelines:

“U.S. Slavery Time Line.” PBS. PBS, n.d. Web. 05 Dec. 2014. http://www.pbs.org/wnet/ slavery/timeline/

ESSENTIAL QUESTIONS 1. How did/does dominant U.S. practices impact Native political and cultural practices in the 19th century (and possibly beyond)? 2. What are the causal (cause and effect) relationships between U.S. slave holding practices and their impact on Native Nations of the Southeast? 3. How do/did traumas like forced removal from homelands and the loss of losing land again in Indian Territory affect Native American peoples politically, culturally, and interpersonally? 4. What can you learn from shared historical events that impacted both Native Americans and Slaves during the 19th century? 5. Who ultimately had political power over the lands, rights, and bodies of Native, African, and African-Native peoples in the 19th century? What does this say about who actually had dominion, and issues of shared colonization, and histories of oppression for these peoples? ONCE AGAIN DEPRIVED 47

ACTIVITY Mapping Native Lands and Slavery: Space and Time Teachers will begin the lesson with the linked (suggested) National Parks service map of Cherokee, Choctaw, Creek, Seminole, and Chickasaw lands pre-Removal. Teacher should highlight the extent of tribal lands. Teachers should comment on the lands’ intersection with the original colonies and states. •Teachers will pass out copies of the Cherokee Life 1820’s reading (minus the questions). Students will read this in class. Students will then turn to page 125 in the “Once Again Deprived” article in Native Daughters Oklahoma, and refresh themselves of the highlighted section: LIFE AS A NATIVE SLAVE. After the readings, teacher will then pass out the handout writing on Synthesis. Students will then respond to the readings by comparing/contrasting and synthesizing the two readings. • Students will then go over their responses and findings as a class, comparing, contrasting, and dialoguing the readings. A consensus on and understanding of the territories of Indian Land pre-removal, the locations of tribes, and WHY the Cherokee, Creek, Seminole, Choctaw, and Chickasaw were named “Five Civilized” will be clarified. Students and teacher will connect how and why U.S. practices of slavery influenced Natives in the Southeast. • Teachers will start day the day two lesson with a short review on the previous lesson on Indian Removal and slave holding. Next, they will move to showing the second map (Maps of Indian Territory). Teachers should then show the excerpt of Black Lives in America from 25:12 to end. • Templates of the blank Timeline should be passed out along with complementary color marker blue and red, and purple or burgundy markers. On the SmartBoard or LCD, teachers should project the Timelines for U.S. Slavery and Indian Removal. (Teachers are welcome and encouraged to create shortened master Slavery and Native timelines based on these master cites). Teachers should ask students to point out any events they recognize or know. Teachers should highlight key events in both Native and Slave history that students miss. Together, as a class, teachers will lead students in filling in their timeline of major events. Events that intersect and/or impact both Native and African peoples during the 19th century should be written in purple/ burgundy or circled. ACTIVITY DISCUSSION QUESTIONS • In what ways did Cherokees adopt dominant practices? What ways did Cherokees seek to protect cultural practices? • Who are the Five Civilized Tribes? Name some reasons why they were dubbed under this moniker? • Can you identify causes and effects between U.S. slave holding practices and Native Nations? • How did traumas like forced removal from homelands and the loss of losing land again in Indian Territory (IT) affect Native • American peoples politically, culturally, and interpersonally? • What have you learned from historical events, such as the Civil War dividing members of the Five Civilized Tribes, Emancipation, Slavery, Removal, and Land Run, as impacting both Native Americans and Slaves during the 19th century? • Where did the Five Civilized Tribes reside originally? What parts of Oklahoma were they removed to? When and how did their land shrink? • The dominance exerted on African bodies by Native peoples had several factors. What were they? How did Native and African people share in forced bondage, trauma, and exile in the 19th century? v Was there shared resistance and co-operation between African-Native peoples in the 19th century? ENRICHMENT IDEAS Contact Descendants of the Freedmen of the Five Civilized Tribes: http://www.freedmen5tribes.com/ Contact Scholars from he Native American Indian Studies Department at your local University. Contact a local Tribal Nation Representative. ASSESSMENT/EVALUATION Synthesis Writing Reponses Class Discussion Timeline Worksheets

48 ONCE AGAIN DEPRIVED

OKLAHOMA STATE STANDARDS United States History, Grade 8 A.1, A.2, B.4, B.7, B.9, D.10, A.d, B.4,B.6, B.8, 1.c, 1.E, 2.A, 2.C, 4, 6.C, 6.D, 1. 1.A, 1.D, 2.B, 2.C, 4.G, 2 4 Language Arts, Grade 8 Reading Literature 1.1, 2.1, 2.2, 2.3, 2.4, 3.1.a, 3.1.b, 3.2.a, 3.2.b, 3.3.a, 3.3.b, 3.4.d, 3.5.a, 3.5.b, 3.5.c Writing/Grammar/Usage and Mechanics 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.2.a, 2.2.b, 2.2.c, 2.2.3, 2.6, 3.1.a, 3.1.b,3.1.c, 3.1.d, 3.1.e, 3.1.f, 3.1.g, 3.1.h, 3.1.i, 3.1.j, 3.1.k, 3.1.l, 3.1.m, 3.1.n, 3.2.a, 3.2.b.i, 3.2.b.ii, 3.2.b.iii. 3.2.b.iv, 3.2.b.v, 3.2.b.vi, 3.2.c, 3.3.a, 3.3.b, 3.3.c, 3.3.d, 3.3.e Oral Language/Listening and Speaking 1.3, 2.4, 2.5 VisualLiteracy 2.3

ONCE AGAIN DEPRIVED |FREEDMEN

BACKGROUND INFORMATION • Teachers should familiarize themselves beyond the Native Daughters Oklahoma reading with the 1866 Treaties of the Five Civilized Tribes and their Freedmen citizenship rights in the Sturm (linked) and Byrd chapter (from book) listed below. • Teachers should familiarize themselves with practices of slave-keeping and results of mixed race bloodlines from intermarriage, rape, and concubinage through the one or more of the readings listed below, and watch the video from the Smithsonian: • Teachers should watch the Lucy Allen interviews before shown in class. Recommended Additional Research and Reading for Teachers: ”IndiVisible: African-Native American Lives in the Americas,” and Part I and Part II of “Black Slaves Red Masters” before its shown in class. Byrd, Jodi A. “Been to the Nation Lord, But I Couldn’t Stay There.” The Transit of Empire: Indigenous Critiques of Colonialism. Minneapolis, MN: U of Minnesota, 2011. 117-46. Print. Littlefield, Daniel F. Africans and Creeks: From the Colonial Period to the Civil War. Westport, CT: Greenwood, 1979. Print. Smithsonian Institute. “IndiVisible: African-Native American Lives in the Americas.” YouTube. Smithsonian, n.d. Web. 07 Dec. 2014.https ://www.youtube.com/ watch?v=Id_iMjRJUJ0 Sturm, Circe. “Cultural AnthropologyVolume 29, Issue 3, Article First Published Online: 21 AUG 2014.” RACE, SOVEREIGNTY, AND CIVIL RIGHTS: Understanding the Cherokee Freedmen Controversy. Cultural 

MATERIALS NEEDED: Student and Teacher Readings and Videos: “Black Slaves, Red Masters Part 1.” YouTube. YouTube, Feb. 1990. Web. 6 Dec. 2014. https://www.youtube.com/watch?v=-a11blNxkXc “Black Slaves, Red Masters Part 2.” YouTube. YouTube, Feb. 1990. Web. 6 Dec. 2014. https://www.youtube.com/watch?v=ZpiTXxO7j6k “Government Documents Tags: Business, Business Law, Careers, Demographics, Education, Elections, Government, Jobs, Legal Information, Taxes, Veterans .” American Indian Laws & Treaties. Tulsa City Council Library, n.d. Web. 6 Dec. 2014. http://guides.tulsalibrary.org/content.php?pid=209181&sid=2847934 “Lucy Allen : The Bloodroles.” YouTube. YouTube, n.d. Web. 7 Dec. 2014. https:// www.youtube.com/watch?v=MaucvtRTLlw “Lucy Allen : The Term “Freedman”” YouTube. YouTube, n.d. Web. 5 Dec. 2014. https://www.youtube.com/watch?v=eI5K2xsm7YA Oliver, Ruth. “Once Again Deprived.” Native Daughters Oklahoma. Lincoln: U of Nebraska P, 2014. 120-26. Print. “RECONSTRUCTION TREATIES.” RECONSTRUCTION TREATIES. Oklahoma Historical Society, n.d. Web. 6 Dec. 2014. http://digita l.library.okstate.edu/encyclopedia/entr ies/R/RE001.html Materials: SmartBoard or Chalk board Projection/LCD for Handouts LCD for Computer Video Clips Copies of Native Daughters Oklahoma LCD Projection or Handouts of 1866 Treaties Copies of Synthesis Handout

LESSON OBJECTIVES 1. Students will be able to identify what the 1866 Treaties of the Five Civilized Tribes are and how they relate to the Freedmen. 2. Students will be able to define who the Freedmen are historically. 3. Students will be able to define who the Freedmen are contemporarily. 4. Students will be able to discuss the 1866 treaty law and its role or lack thereof in disenrollment of the Freedmen. CURRICULUM INTEGRATION Social Studies: U.S. History DURATION 2 class periods

VOCABULARY Allotment Blood Quantum (BQ) Boomer (As in the Land Run see: http://digital.library.okstate.edu/ encyclopedia/entries/B/BO011. html ) Certified Degree of Indian Blood (CDIB) Enrollment (Tribal Enrollment) Freedmen Indian by Blood Land Run Phenotype (Please see earlier lesson in this text by Dr. Kimberly Wieser) Racism Sooner (As in the Land Run see: http://digital.library.okstate.edu/ encyclopedia/entries/L/LA014. html ) Sovereignty (Native/Indian); (Please see earlier lesson in this text by Dr. Kimberly Wieser on Native Sovereignty). Treaty Treaty of 1866 Tribal Descent/ Indian Descent

ONCE AGAIN DEPRIVED 49

ESSENTIAL QUESTIONS 1. How did/does U.S. Civil War impact Africans and Indians in Indian Territory in the 19th century? 2. How did/does U.S. Civil War impact Freedmen and Indians in Oklahoma and the U.S. beyond the 19th century (20th and 21st centuries)? 3. What are the causal (cause and effect) relationships between Five Civilized Tribes slave holding practices, forced alliances with the Southern Confederacy, and their impact on Native Nations Land holdings in the Oklahoma Indian Territory? 4. How dis/does the loss of land during allotment and the Oklahoma Land run (after the loss of land in 1866) Indian Territory (IT) affect BOTH Native American and Freedmen peoples politically, culturally, and interpersonally? 5. What does disenrollment of Freedmen say about upholding Treaty law, identity, and culture? How does it speak against or for Native sovereignty, in regards to upholding treaty law? 6. Who ultimately had political power over the lands, rights, and bodies of Native, African, and African-Native peoples in the 19th century? What does this say about who actually had dominion, and issues of shared colonization, and histories of oppression for these peoples? ACTIVITY Cause and Effect: treaty Law and Civil War Teachers will begin the lesson with a viewing of Part I and Part II of Black Slaves Red Masters (total running time 18 minutes), to contextualize lesson two. • Teacher will then either put up the examples of the 1866 Treaty articles on the SmartBoard or pass out copies. The teacher will remind students of the previous Timeline lesson on Slavery and Indian history, highlighting the shared Civil War impact and implications. Teacher will give a remind students that the Treaty was an end to the Civil War in Indian Territory (Oklahoma). • Students and teachers will read over the articles of each of the 5 Civilized Tribes aloud as a class. (Handout provided). v The teacher will keep the articles up on the board, or students will keep the articles out as their handouts. The teacher will then put the Causal (Cause and Effect) Fishbone template on the SmartBoard or Overhead. • As a class, the teacher will facilitate a discussion around cause and effect of the Civil War in Indian Territory. • The actions of Five Civilized Tribes pre- Civil war will be contrasted against the repercussions of U.S. “punishment” post-Civil War, and include the opening up of the Oklahoma Land Run. The results or effects shown will include effects for both the Freedmen and the Five Civilized Tribes.

50 ONCE AGAIN DEPRIVED

• Students and teacher will connect how loss of land (Land Run), Dawes Commission, and Allotment impacted both Freedmen and Natives alike. • Teacher will assign “Once Again Deprived” from Native Daughters Oklahoma pages 120-126, as homework. • Teachers will start day two lesson with a short review on the previous lesson on Treaty 1866 and Land Runs. Next, they will move to showing the Lucy Allen Video “The Term Freedmen” and “The Blood Role.” • Students will then turn to page 120 in the “Once Again Deprived” article in Native Daughters Oklahoma, and refresh themselves on the Marilyn Vann section of the reading. • After the readings the teacher will pass out the handout writing (#2) on Synthesis. Students will then respond to the readings by comparing/contrasting, and synthesizing the two readings. • Students will then go over their responses and findings as a class, comparing, contrasting, and dialoguing the readings. A consensus on an understanding of the term Freedmen, Indian by Blood, and the repercussions of honoring or not honoring the 1866 treaty and its effect on Freedmen will be dialogued. • Students and teacher will connect how and why disenrollment against or for Native sovereignty.

ACTIVITY DISCUSSION QUESTIONS • In what ways did the Civil War impact members of the Five Civilized Tribes? • In what ways did the Civil War impact Africans and Freedmen? • Can you identify causes and effects between U.S. slave holding practices and Native Nations? • What have you learned from historical events such as the Civil War dividing members of the Five Civilized Tribes, Emancipation, Slavery, Removal, and Land Run, as impacting both Native Americans and Slaves during the 19th century? • How did Native and African people share in forced bondage, trauma, and exile in the 19th century? • Was there shared resistance and co-operation between African-Native peoples in the 19th century? • How do traumas like forced removal from homelands and the loss of losing land again in Indian Territory (IT) affect BOTH Native American and Freedmen peoples politically, culturally, and interpersonally? • What is certified degree of Indian Blood or Blood Quantum? • What did the Dawes Rolls and Allotment seek to do? • How did the Dawes Rolls and Allotment affect Indians and Freedmen? • How does being a Freedmen affect tribal enrollment? • What do Marilyn Vann and Lucy Allen think is a factor in enrollment? (phenotype? Race/racism? Money?) • Why do modern Freedmen want their enrollment back? Enrichment Ideas Contact Descendants of the Freedmen of the Five Civilized Tribes http://www.freedmen5tribes.com/ Contact a scholar from the Native American Indian Studies Department at your local University Contact a local Tribal Nation Representative

ASSESSMENT/EVALUATION Synthesis Writing Reponses Class Discussion Causal Diagram Class Worksheet

OKLAHOMA STATE STANDARDS United States History, Grade 8 A.1, A.2, B.4, B.7, B.9, D.10, A.d, B.4,B.6, B.8, 1.c, 1.E, 2.A, 2.C, 4, 6.C, 6.D, 1. 1.A, 1.D, 2.B, 2.C, 4.G, 2 4 Language Arts, Grade 8 Reading Literature 1.1, 2.1, 2.2, 2.3, 2.4, 3.1.a, 3.1.b, 3.2.a, 3.2.b, 3.3.a, 3.3.b, 3.4.d, 3.5.a, 3.5.b, 3.5.c Writing/Grammar/Usage and Mechanics 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.2.a, 2.2.b, 2.2.c, 2.2.3, 2.6, 3.1.a, 3.1.b,3.1.c, 3.1.d, 3.1.e, 3.1.f, 3.1.g, 3.1.h, 3.1.i, 3.1.j, 3.1.k, 3.1.l, 3.1.m, 3.1.n, 3.2.a, 3.2.b.i, 3.2.b.ii, 3.2.b.iii. 3.2.b.iv, 3.2.b.v, 3.2.b.vi, 3.2.c, 3.3.a, 3.3.b, 3.3.c, 3.3.d, 3.3.e Oral Language/Listening and Speaking 1.3, 2.4, 2.5 Visual Literacy 2.3

ONCE AGAIN DEPRIVED 51

ONCE AGAIN DEPRIVED |RED, BLACK, AND WHITE LESSON OBJECTIVES Students will be able to connect the history of Freedmen to a larger history of African-Native experience in the U.S. Students will be able to converse on what disenrollment says about cultural identity and modern issues of race/ racism. Students will be able to name at least two other Tribes with African-Native American history, or two other groups of people with African Native American descent. CURRICULUM INTEGRATION Social Studies: U.S. History DURATION 1 class period VOCABULARY Culturally Literate Federal Recognition Indigenous Red/Black Tribal Citizen

BACKGROUND INFORMATION Teachers should do some preliminary research on famous writers, musicians, and artists of American Indian/African American (i.e. Red/Black) heritage (with preference to those accepted in their communities and culturally aware). Such people can include, Radmilla Cody (former Miss Navajo and musician); Aaron Nevil (Grammy award winning musician. Louisiana Creole); Ron Welburn ( Poet and Professor, Assateague/Gingaskin and Cherokee); Dawn Karima Pettigrew

(PhD, Poet, Novelist Musician; Creek/Cherokee); Carolyn Dunn (PhD Professor, Award Winning Poet and Playwright; Creek/Choctaw/TunicaBiloxi/Louisiana Creole/ Seminole Freedmen/ Cherokee); Andrew Jolivétte (PhD Public Speaker, Activist, Professor, Expert on Native-African Studies, Louisiana Creole/Atakapa-Ishak Choctaw/Cherokee); Jimmy Hendrix (Musician; Cherokee)

MATERIALS NEEDED Readings, Videos and Images: “African-Native Americans : We Are Still Here : A Photo Exhibit : Exhibit Page.”AfricanNative Americans : We Are Still Here : A Photo Exhibit : Exhibit Page. Newman Library CUNY, n.d. Web. 12 Dec. 2014. http://www.baruch.cuny.edu/library/alumni/online_exhibits/digita l/native/native_ thumbs.htm “Lucy Allen : Advice to Young Black Cherokees.” YouTube. YouTube, n.d. Web. 5 Dec. 2014. https ://www .youtube.com/watch?v=68rjdyLu56M “Lucy Allen : Time Has Made People More Racist.” YouTube. YouTube, n.d. Web. 7 Dec. 2014. https ://www .youtube.com/ watch?v=AivNcDQp674&list=UU3wBuxNdVXvm9CpvZLBCJ5w&index=344 Oliver, Ruth. “Once Again Deprived.” Native Daughters Oklahoma. Lincoln: U of Nebraska P, 2014. 120-26. Print. “We Still Live Here: Black Indians of Wampanoag and African Heritage.” YouTube. YouTube, n.d. Web. 6 Dec. 2014. https ://www.youtube.com/watch?v=tkJ6p8G0V2Q Materials: SmartBoard or Projection/LCD for Videos and Digital Exhibition. Computer time or iPads to research. Copies of Native Daughters Oklahoma ESSENTIAL QUESTIONS 1. How do/does issues of phenotype impact people’s perceptions of whether or not someone is Native American? 2. Do assumptions of race influence whether or not a person thinks another person is culturally literate in his or her cultural heritage/history/practices? 3. Is racism a factor for Freedmen? 4. Is racism a factor for other Red/Black peoples? 5. Can you always tell an Indian/Native/Indigenous person when you “see” them? 6. Who ultimately has political power over the legal rights, and bodies of those who claim Federal Native American citizenship? What does this say about notions of “sovereignty?”

52 ONCE AGAIN DEPRIVED

A family of Creek Freedmen was photographed in Creek Nation in 1900. Creek Freedmen, much like Cherokee Freedmen, belonged to Creek Indians before they were freed in 1866.

ACTIVITY Freedmen and Red/Black Natives All Over the U.S. • Teachers will begin by showing the • Students will share their finding in “We Still Live Here: Black Indians” class discussion. video clip. • Next, the teacher will share the • Next teachers show the “Africanvideo clips from Lucy Allen on Native Americans: We Are Still Here: Racism and Advice for Young Black A Photo Exhibit.” Students and Cherokees. Teacher will discuss the peoples • The teacher will then pass out the and Bios on the page. handout # 3 on Synthesis. Students • Teachers will choose one or two will then respond to the Videos of the other Red/Black famous by comparing/contrasting, and modern people they have synthesizing the two videos. researched before class (Jimmy Hendrix, Radmilla Cody, Carolyn Dunn, Ron Welburn etc). • Students will in groups of 3-4 use a digital device to research on their own with teacher guidance, contemporary Red/Black figures who contribute to the Arts or Sciences (Teacher may reference the master list above for help).

ACTIVITY DISCUSSION QUESTIONS • What are challenges that modern Freedmen and Red/Black Indians face? • How does racism play a factor in the modern life of Freedmen and Red/Black Indians? • Are cultural practices/histories/any different for Indians with Black ancestry than those without Black ancestry? • Do people outside Native communities make assumptions about Red/Black and Freedmen people based on things other than their culture? (i.e. appearance?) • Who are some other Freedmen or Red/Black people? Or Tribes with a history of African heritages? Enrichment Ideas Contact Descendants of the Freedmen of the Five Civilized Tribes http://www.freedmen5tribes.com/ Contact scholars from the Native American Indian Studies Department at your local University Contact a local Tribal Nation Representative ASSESSMENT/EVALUATION Synthesis Writing Reponses Class Discussion Group Research

OKLAHOMA STATE STANDARDS United States History, Grade 8 A.1, A.2, B.4, B.7, B.9, D.10, A.d, B.4,B.6, B.8, 1.c, 1.E, 2.A, 2.C, 4, 6.C, 6.D, 1. 1.A, 1.D, 2.B, 2.C, 4.G, 2 4 Language Arts, Grade 8 Reading Literature 1.1, 2.1, 2.2, 2.3, 2.4, 3.1.a, 3.1.b, 3.2.a, 3.2.b, 3.3.a, 3.3.b, 3.4.d, 3.5.a, 3.5.b, 3.5.c Writing/Grammar/Usage and Mechanics 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.2.a, 2.2.b, 2.2.c, 2.2.3, 2.6, 3.1.a, 3.1.b,3.1.c, 3.1.d, 3.1.e, 3.1.f, 3.1.g, 3.1.h, 3.1.i, 3.1.j, 3.1.k, 3.1.l, 3.1.m, 3.1.n, 3.2.a, 3.2.b.i, 3.2.b.ii, 3.2.b.iii. 3.2.b.iv, 3.2.b.v, 3.2.b.vi, 3.2.c, 3.3.a, 3.3.b, 3.3.c, 3.3.d, 3.3.e Oral Language/Listening and Speaking 1.3, 2.4, 2.5 Visual Literacy 2.3

ONCE AGAIN DEPRIVED 53

1866 Treaty Law

Results for Indians and Freedmen

Cause and Effect U.S. Civil War on 5 Civilized Tribes U.S. Reactions to 5 Civilized Tribes

5 Civilized Actions before and after Civil War

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!

Your!Name!

Your!Teacher’s!Name! Your!Class! Date!

Synthesis!Lesson!Handout!

After!reading!the!two!works!in!class,!how!are!the!pieces!in!conversation!with!one!

another?!How!are!they!similar,!different,!and!most!importantly!how!do!they!speak!to!the! same%topic%or%experience?!

Life!as!a!Slave:!Main!Points:!

_________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________! Cherokee!Life!in!1820’s:!Main!Points:!

_________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________! List!2!Differences!Between!the!Cherokee!experienced!that!the!Slaves!did!not:!

_________________________________________________________________________________________________________ _________________________________________________________________________________________________________

ONCE AGAIN DEPRIVED 55

!

Your!Last!Name!2!

_________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________! List!two!similarities!the!Slaves!and!Cherokees!shared:!

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________!

In!what!way!do!you!think!the!articles!on!the!Cherokee!and!Slaves!share!a!common!

idea?!List!those!ideas.!How!do!you!feel!about!these!shared!ideas?!

_________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________!

56 ONCE AGAIN DEPRIVED

!

ONCE AGAIN DEPRIVED 57

!

Your!Name!

Your!Teacher’s!Name! Your!Class! Date!

Synthesis!Lesson!Handout!

After!reading/viewing!!the!two!works!in!class,!how!are!the!pieces!in!conversation!

with!one!another?!How!are!they!similar,!different,!and!most!importantly!how!do!they!speak!

to!the!same%topic%or%experience?!

Marylyn!Vann:!Main!Points:!

_________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________! Lucy!Allen:!Main!Points:!

_________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________! List!2!Differences:!topics!covered!in!the!Vann!article!not!covered!in!the!Allen!

interview:!

_________________________________________________________________________________________________________

58 ONCE AGAIN DEPRIVED

!

Your!Last!Name!2!

_________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________!

List!two!similarities:!topics!covered!in!both!the!Vann!article!and!Allen!interview!

_________________________________________________________________________________________________________ _________________________________________________________________________________________________________

_________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________!

In!what!way!do!you!think!the!Vann!article!and!the!Allen!interview!share!a!common!

idea?!List!those!ideas.!How!do!you!feel!about!these!shared!ideas?!

_________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________

_________________________________________________________________________________________________________ _________________________________________________________________________________________________________

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ONCE AGAIN DEPRIVED 59

!

1866$Cherokee$Treaty$ http://digital.library.okstate.edu/Kappler/Vol2/treaties/che0942.htm#mn16$$

ARTICLE 9. The Cherokee Nation having, voluntarily, in February, eighteen hundred and sixty-three, by an act of the national council, forever abolished slavery, hereby covenant and agree that never hereafter shall either slavery or involuntary servitude exist in their nation otherwise than in the punishment of crime, whereof the party shall have been duly convicted, in accordance with laws applicable to all the members of said tribe alike. They further agree that all freedmen who have been liberated by voluntary act of their former owners or by law, as well as all free colored persons who were in the country at the commencement of the rebellion, and are now residents therein, or who may return within six months, and their descendants, shall have all the rights of native Cherokees:Provided, That owners of slaves so emancipated in the Cherokee Nation shall never receive any compensation or pay for the slaves so emancipated.

1866$Choctaw$Chickasaw$Treaty$ http://digital.library.okstate.edu/KAPPLER/Vol2/treaties/cho0918.htm#mn4$$

ARTICLE 4. The said nations further agree that all negroes, not otherwise disqualified or disabled, shall be competent witnesses in all civil and criminal suits and proceedings in the Choctaw and Chickasaw courts, any law to the contrary notwithstanding; and they fully recognize the right of the freedmen to a fair remuneration on reasonable and equitable contracts for their labor, which the law should aid them to enforce. And they agree, on the part of their respective nations, that all laws shall be equal in their operation upon Choctaws, Chickasaws, and negroes, and that no distinction affecting the latter shall at any time be made, and that they shall be treated with kindness and be protected against injury; and they further agree, that while the said freedmen, now in the Choctaw and Chickasaw Nations, remain in said nations, respectively, they shall be entitled to as much land as they Page 920 may cultivate for the support of themselves and families, in cases where they do not support themselves and families by hiring, not interfering with existing improvements without the consent of the occupant, it being understood that in the event of the making of the laws, rules, and regulations aforesaid, the forty acres aforesaid shall stand in place of the land cultivated as last aforesaid.

60 ONCE AGAIN DEPRIVED

1866$Creek$Treaty$ http://digital.library.okstate.edu/kappler/Vol2/treaties/cre0931.htm#mn2$$

ARTICLE 2. The Creeks hereby covenant and agree that henceforth neither slavery nor involuntary servitude, otherwise than in the punishment of crimes, whereof the parties shall have been duly convicted in accordance with laws applicable to all members of said tribe, shall ever exist in said nation; and inasmuch as there are among the Creeks many persons of African descent, who have no interest in the soil, it is stipulated that hereafter these persons lawfully residing in said Creek country under their laws and usages, or who have been thus residing in said country, and may return within one year from the ratification of this treaty, and their descendants and such others of the same race as may be permitted by the laws of the said nation to settle within the limits of the jurisdiction of the Creek Nation as citizens [thereof,] shall have and enjoy all the rights and privileges of native citizens, including an equal interest in the soil and national funds, and the laws of the said nation shall be equally binding upon and give equal protection to all such persons, and all others, of whatsoever race or color, who may be adopted as citizens or members of said tribe. ARTICLE 3. In compliance with the desire of the United States to locate other Indians and freedmen thereon, the Creeks hereby cede and convey to the United States, to be sold to and used as homes for such other civilized Indians as the United States may choose to settle thereon, the west half of their entire domain, to be divided by a line running north and south; the eastern half of said Creek lands, being retained by them, shall, except as herein otherwise stipulated, be forever set apart as a home for said Creek Nation; and in consideration of said cession of the west half of their lands, estimated to contain three millions two hundred and fifty thousand five hundred and sixty acres, the United States agree to pay the sum of thirty (30) cents per acre, amounting to nine hundred and seventyfive thousand one hundred and sixty-eight dollars, in the manner hereinafter provided, to wit: two hundred thousand dollars shall be paid per capita in money, unless otherwise directed by the President of the United States, upon the ratification of this treaty, to enable the Creeks to occupy, restore, and improve their farms, and to make their nation independent and self-sustaining, and to pay the damages sustained by the mission schools on the North Fork and the Arkansas Rivers, not to exceed two thousand dollars, and to pay the delegates such per diem as the agent and Creek council may agree upon, as a just and fair compensation, all of which shall be distributed for that purpose by the agent, with the advice of the Creek council, under the direction of the Secretary of the Interior. One hundred thousand dollars shall be paid in money and divided to soldiers that enlisted in the Federal Army and the loyal refugee Indians and freedmen who were driven from their homes by the rebel forces, to reimburse them in proportion to their respective losses; four hundred thousand

ONCE AGAIN DEPRIVED 61

dollars be paid in money and divided per capita to said Creek Nation, unless otherwise directed by the President of the United States, under the direction of the Secretary of the Interior, as the same may accrue from the sale of land to other Indians. The United States agree to pay to said Indians, in such manner and for such purposes as the Secretary of the Interior may direct, interest at the rate of five per cent. per annum from the date of the ratification of this treaty, on the amount hereinbefore agreed upon for said ceded lands, after deducting the said two hundred thousand dollars; the residue, two hundred and seventy-five thousand one hundred and sixty-eight dollars, shall remain in the Treasury of the United States, and the interest thereon, at the rate of five per centum per annum, be annually paid to said Creeks as above stipulated.

1866$Seminole$Treaty$ http://digital.library.okstate.edu/kappler/Vol2/treaties/sem0910.htm#mn4$$

ARTICLE 2. The Seminole Nation covenant that henceforth in said nation slavery shall not exist, nor involuntary servitude, except for and in punishment of crime, whereof the offending party shall first have been duly convicted in accordance with law, applicable to all the members of said nation. And inasmuch as there are among the Seminoles many persons of African descent and blood, who have no interest or property in the soil, and no recognized civil rights it is stipulated that hereafter these persons and their descendants, and such other of the same race as shall be permitted by said nation to settle there, shall have and enjoy all the rights of native citizens, and the laws of said nation shall be equally binding upon all persons of whatever race or color, who may be adopted as citizens or members of said tribe. ARTICLE 3. In compliance with the desire of the United States to locate other Indians and freedmen thereon, the Seminoles cede and convey to the United States their entire domain, being the tract of land ceded to the Seminole Indians by the Creek Nation under the provisions of article first, (1st,) treaty of the United States with the Creeks and Seminoles, made and concluded at Washington, D. C., August 7, 1856. In consideration of said grant and cession of their lands, estimated at two million one hundred and sixty-nine thousand and eighty (2,169,080) acres, the United States agree to pay said Seminole Nation the sum of three hundred and twenty-five thousand three hundred and sixty-two ($325,362) dollars, said purchase being at the rate of fifteen cents per acre. The United States having obtained by grant of the Creek Nation the westerly half of their lands, hereby grant to the Seminole Nation the portion thereof hereafter described, which shall constitute the national domain of the Seminole Indians. Said lands so granted by the United States to the Seminole Nation are bounded and described as follows, to wit: Beginning on the Canadian River where the line dividing the Creek lands according to the terms of their sale to

62 ONCE AGAIN DEPRIVED

the United States by their treaty of February 6, 1866,a following said line due north to where said line crosses the north fork of the Canadian River; thence up said north fork of the Canadian River a distance sufficient to make two hundred thousand acres by running due south to the Canadian River; thence down said Canadian River to the place of beginning. In consideration of said cession of two hundred thousand acres of land described above, the Seminole Nation agrees to pay therefor the price of fifty cents per acre, amounting to the sum of one hundred thousand dollars, which amount shall be deducted from the sum paid by the United States for Seminole lands under the stipulations above written. The balance due the Seminole Nation after making said deduction, amounting to one hundred thousand dollars, the United States agree to pay in the following manner, to wit: Thirty thousand dollars shall be paid to enable the Seminoles to occupy, restore, and improve their farms, and to make their nation independent and self-sustaining, and shall be distributed for that purpose under the direction of the Secretary of the Interior; twenty thousand dollars shall be paid in like manner for the purpose of purchasing agricultural implements, seeds, cows, and other stock; fifteen thousand dollars shall be paid for the erection of a mill suitable to accommodate said nation of Indians; seventy thousand dollars to remain in the United States Treasury, upon which the United States shall pay an annual interest of five per cent.; fifty thousand of said sum of seventy thousand dollars shall be a permanent school-fund, the interest of which shall be paid annually and appropriated to the support of schools; the remainder of the seventy thousand dollars, being twenty thousand dollars, shall remain a permanent fund, the interest of which shall be paid annually for the support of the Seminole government; forty thousand three hundred and sixtytwo dollars shall be appropriated and expended for subsisting said Indians, discriminating in favor of the destitute; all of which amounts, excepting the seventy thousand dollars to remain in the Treasury as a permanent fund, shall be paid upon the ratification of said treaty, and disbursed in such manner as the Secretary of the Interior may direct. The balance, fifty thousand dollars, or so much thereof as may be necessary to pay the losses ascertained and awarded as hereinafter provided, shall be paid when said awards shall have been duly made and approved by the Secretary of the Interior. And in case said fifty thousand dollars shall be insufficient to pay all said awards, it shall be distributed pro rata to those whose claims are so allowed; and until said awards shall be thus paid, the United States agree to pay to said Indians, in such manner and for such purposes as the Secretary of the Interior may direct, interest at the rate of five per cent. per annum from the date of the ratification of this treaty. $

$ $

ONCE AGAIN DEPRIVED 63

!

Your!Name!

Your!Teacher’s!Name! Your!Class! Date!

Synthesis!Lesson!Handout!

After!reading/viewing!the!two!works!in!class,!how!are!the!pieces!in!conversation!

with!one!another?!How!are!they!similar,!different,!and!most!importantly!how!do!they!speak!

to!the!same%topic%or%experience?!

We-Still-Live-Here:!Main!Points:!

_________________________________________________________________________________________________________ _________________________________________________________________________________________________________

_________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________! Lucy!Allen:!Main!Points:!

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________!

List!2!Differences:!topics!covered!in!the!We-Still-Live-Here!Video!not!covered!in!the!

Allen!interview:!

_________________________________________________________________________________________________________ 64 ONCE ! AGAIN DEPRIVED

Your!Last!Name!2!

_________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________!

List!two!similarities:!topics!covered!in!both!the!We-Still-Live-Here!video!and!Allen!

interview!

_________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________!

In!what!way!do!you!think!the!We-Still-Live-Here!video!and!the!Allen!interview!share!

a!common!idea?!List!those!ideas.!How!do!you!feel!about!these!shared!ideas?!

_________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________

_________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________

_________________________________________________________________________________________________________ _________________________________________________________________________________________________________

_________________________________________________________________________________________________________!

!

ONCE AGAIN DEPRIVED 65

STILL NOT SILENT |ROLES LESSON OBJECTIVES Students will be able to describe basic understanding of representational elections.

BACKGROUND INFORMATION Teachers need to read the following: The Spirit of Indian Women-By Judith and Michael Fitzgerald

Students will be able to show an understanding of some aspects of Cherokee government before the Revolutionary War.

MATERIALS NEEDED 20x23 Post-It Note chart Internet Availability or copies of the following: Copy of Native Daughters Magazine (pages 100-109) “Meet the Generation of Incredible Native American Women Fighting to Preserve Their Culture” -Marie Claire Magazine

Students will be able to identify issues of changing an existing government to a new government system. CURRICULUM INTEGRATION Social Studies Language Arts DURATION 2 class periods

VOCABULARY WORDS Contemporary Traditional Matrilineal

Legacy Reservation

Cherokee Women- Theda Perdue STILL NOT SILENT- Native Daughters Oklahoma Magazine (pgs. 100-109)

Assimilation Society

ESSENTIAL QUESTIONS How have the roles of Native women changed throughout the years? If the roles of Native women never changed, what would our society look like today? Who is the one woman who has influenced you throughout your life? Explain your answer. ACTIVITY VITAL ROLES OF NATIVE WOMEN 1. Students will read “Still Not Silent” (pgs. 100-109 of Native Daughters). 4. Preview the vocabulary words. Students will use the internet to find 2. Students will create a “Double Bubble the definitions of the vocabulary words. Thinking Map” (see the attached) after Then students will draw a picture of the discussion of what was read from the meaning for each vocabulary word. Allow article, in which they will compare and volunteers to share with the class. contrast the roles of Native Women vs. White Women in the 19th Century. 5. Teacher writes one definition on a 20x23 POST-IT TABLE-TOP EASEL 3. Students will discuss the most PAD SHEET. Students will choose one interesting idea from their point of view. drawing to be placed with a student’s Have students sit with a partner and written definition to create a word wall for discuss what they believe to be the most the classroom. important contribution to the changes of the role of Native women. Teacher will write the top three choices that the students feel are the most pivotal game changers over the years.

66 STILL NOT SILENT

Mary Smokie was a well-known Kiowa dressmaker. This photo was taken at an Oklahoma fair in the early 1920s, where she was showing off her traditional Kiowa dresses and beadwork. ACTIVITY DISCUSSION QUESTIONS 1. Imagine you are a Native woman living in the 1800’s. What would your daily activities look like? 2. Students create three questions to ask a Native woman about her life today in order to learn about her role. 3. How would you rewrite the “Still Not Silent” article from a Native male’s point of view? ENRICHMENT IDEAS Teachers ask students to create a poem or letter addressing Native women leaders journeys. Use the following website:www.marieclaire.co.uk/blogs/547176/meet-the-generation-of-incredible-native -women-fighting-topreserve-their-culture.html Have students debate what characteristics Native women need in order to preserve their cultures. ASSESSMENT/EVALUATION 1. Students will complete a poem, song or write in a journal the most important characteristics native women leaders possess. 2. Teachers create an evaluation tool at http://rubistar.4teachers.org RESOURCE CITATIONS Websites: Seewalker, Danielle. “Meet The Generation Of Incredible Native American Women Fighting To Preserve Their Culture.” Marie Claire. Hearst Corporation, 24 Nov. 2014. Web. 13 Dec. 2014. . “Saturday at the Museum: 3 Generations of Pushing Boundaries.” National Museum of the American Indian. Smithsonian Institute, 08 Mar. 2011. Web. 13 Dec. 2014. . Timperley, Asha. “Still Not Silent.” Native Daughters. University of Nebraska, 16 Dec. 2013. Web. 13 Dec. 2014. http://cojmc.unl. edu/nativedaughters2/?nd_depth=native-women. “Create a Rubric.” RubiSar. ALTEC at University of Kansas, n.d. Web. 13 Dec. 2014. . OKLAHOMA STATE STANDARDS Oklahoma Academic Standards for United States History 1.1, 1.4 Oklahoma Academic Standards for Language Arts 4.1, 5.1, 5.2, 3.1 STILL NOT SILENT 67

STILL NOT SILENT |ART LESSON OBJECTIVES Students will be able to examine various art forms Native women create. Students will be able to research the various careers in art. Students will look at the different roles Native women displayed to maintain culture.

BACKGROUND INFORMATION MATERIALS NEEDED http://blog.nmai.si.edu/main/2011/03/ saturday-at-the-museum-3-generations-of- Internet Availability Drawing paper pushing-boundaries.html Colored pencils Fabric pieces www.youtube.com Margarete Bagshaw

CURRICULUM INTEGRATION Art Language Arts Social Studies

www.collegexpress.com/interests/ performing-and-visual-art-and-designmajors-and-potential-careers

DURATION 2 class periods VOCABULARY Applique Humanism Symbolic Clan Value

Native Daughters Oklahoma (pg. 103-107)

ESSENTIAL QUESTIONS 1. What type of cultural art would you choose as a career? 2. What role did Native Women have in the art world? 3. What Native Women are maintaining their culture through art? 4. What are the names of four influential Native women artists and what did they accomplish? ACTIVITY Art Forms • Discuss the artists in the Native Daughters Oklahoma article. • Research Native women artists. Suggest: Margarete Bagshaw, Mary Smokie, and Mavis Doering. • Students will choose one approved artist. Present the information creating a collage based on one artist. Have students use various mediums: paint, pencil, poetry, and magazine paper. • Students will present their final product to the class. They will explain the information concerning the artist. • Research the art profession and find out what colleges or art schools would be the best to apply to your art form. ACTIVITY DISCUSSION QUESTIONS 1. What is the artist trying to portray in her art? 2. How do the native women continue to keep their culture alive? 3. What tribe is your artist? 4. What do you like best about your artist? 5. What did you find out about becoming an artist as a career choice? Enrichment Ideas Invite a local artist into the classroom and have a Q & A session. Take a field trip to your local art museum that focuses on Native women artists.

68 STILL NOT SILENT

ASSESSMENT/EVALUATION 1. Create a rubric using www.teach-nology.com 2. Students will present their collages and give reasoning for products. 3. Participation grade will be given while teacher talks and meets with each student. 4. A Thinking Map- Tree Map will be placed for public viewing. Students will classify various artists with their specific art form. (See the attached) RECOURCE CITATION Timperley, Asha. “Still Not Silent.” Native Daughters. University of Nebraska, 16 Dec. 2013. Web. 13 Dec. 2014. http://cojmc.unl.edu/nativedaughters2/?nd_depth=nativewomen. “Welcome to TeAch-nology.com.” Worksheets, Lesson Plans, Teacher Resources, and Rubrics from TeAch-nology. com. Teachnology, Inc, n.d. Web. 13 Dec. 2014. . Wikispaces. “Thinking Maps.” HCMS-Resources -Thinking Map. Tangient LLC, n.d. Web. 13 Dec. 2014. .

Ernestine Blueback and Betty Joe Buffalo Head, both 5, at the Ponca powwow in 1947 in White Eagle, Okla., the tribal headquarters.

OKLAHOMA STATE STANDARDS Language Arts 3.2 4.1 5.1 1.1 2.2 Visual Arts 2.1 3.1 3.5 4.1

STILL NOT SILENT 69

STILL NOT SILENT |MATRILINEAL SOCIETY LESSON OBJECTIVES Students will analyze the meaning of matrilineal society.

BACKGROUND INFORMATION Teachers need to read about the Cherokee and Chickasaw tribes’ matrilineal societies.

Students will examine the Cherokee and Chickasaw tribes that have a matrilineal society.

Read www.learnc.org/ip/editions/nchisttwoworlds-lessons/2651 which explains matrilineal society for the Cherokee Tribes.

CURICULUM INTEGRATION Art History Language Arts

Native Daughters Oklahoma (page 104)

DURATION 4 class periods

ESSENTIAL QUESTIONS Define matrilineal. What tribes were matrilineal and are they still today? What is your opinion of matrilineal society?

VOCABULARY Matrilineal Identity Power Sacred Herbalist

MATERIALS NEEDED Writing paper Use of internet

ACTIVITY traditions • Discuss various traditions students have in their homes for certain holidays. • Teacher can discuss with students the tradition of the Chickasaw stomp dance or the Cherokee stick ball game after viewing the following websites: https://www.chickasaw.net/Our-Nation/Culture/Society/Social-Dances.aspx http://sites.sas.upenn.edu/stickball/book/exhibit • Have students break up into five groups and let each group decide on a definition of one of the vocabulary words. Then come together as a group. Have one student present their group definition to the class. • Students complete the word find with the vocabulary words. (See handouts.) • View the video- https://www.chickasaw.tv/language/video/matrilineal-societydivision-of-labor/list/lessons. Teacher can discuss what role women played in their tribes. • Students can choose from one of the activities: a. Design a Prezi presentation on matrilineal societies. b. Create a trifold on traditions in our world. ACTIVITY DISCUSSION QUESTIONS 1. What did you learn about matrilineal societies? 2. What is an herbalist? 3. What are 3 characteristics of matrilineal societies. 4. What are the pros/cons of a matrilineal society? Enrichment Ideas Invite a guest speaker who is from a matrilineal society to come and speak to the class. Invite a speaker who is a nutritionist to come and speak on healthy living.

70 STILL NOT SILENT

Arapaho womencarry water buckets and walk in their permanent reservation in 1885. Nomadic plains tribes followed the buffalo to Indian territory. ASSESSMENT/EVALUATION 1. Teachers can evaluate the input from each student for an oral grade. 2. Teachers can evaluate Prezi presentations for creativity, organization, information and oral presentation. 3. Teachers can evaluate the trifold for accuracy of information, resources used, creativity, and organization. RECOURCE CITATION “Stomp Dance.” The Official Site of the Chickasaw Nation. Chickasaw Nation, n.d. Web. 13 Dec. 2014. . “Cherokee Stickball.” Exhibits. University of Pennsylvania, n.d. Web. 13 Dec. 2014. . Barbour, Jeannie. “Matrilineal Society: Division of Labor.” CHICKASAW.TV. Chickasaw Nation, n.d. Web. 13 Dec. 2014. . OKLAHOMA STATE STANDARDS History 1.2 2.1 Language Arts 3.2 3.4 4.1 5.1

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Part II: Profile Section

THE LADY OF THE LAW

PLAYING WITH PRIDE

NATIVE DAUGHTERS | UNIT SUMMARIES

CURRICULUM INTEGRATION Mathematics (di-se-s-de-u-gv-wali/Cherokee Phonetic) Language Arts (di-ga-wo-ni-his-di-di-ga-se-s-ta-nv/Cherokee Phonetic) APPROXIMATE LENGTH OF UNIT 4-6 class periods

SUMMARY Angel Goodrich, a member of the Cherokee Nation of Oklahoma, just wanted to play basketball. After suffering two ACL injuries in college, she did not give up. With the help of her family and coaches, Angel bounced back to break the Kansas career assists record and became the highest-drafted Native American in professional basketball history. LESSON PLANS • ta-lu-tsa-a-la-s-ga-lo-di (Cherokee Phonetic for basketball) • di-da-ti-ne-hi (Cherokee Phonetic for leader) UNIT TOPICS • Mathematics including statistics, mean, median, mode, and graphing • Language Arts • Cherokee language EVALUATION/ASSESSMENT Included in lesson plans.

SUMMARY Examine the life of a Native American female and her role as Chief Justice of a tribal sovereign nation. Learn of her strength and determination to be a voice for her people, inside and outside the courtroom.

CURRICULUM INTEGRATION Social Studies Geography History Language Arts U.S. History APPROXIMATE LENGTH OF UNIT 6 class periods

LESSON PLANS • Curtis Act • Qualifications of a Tribal Justice • Cultural Peace in the Courtroom UNIT TOPICS • An Act That Changed Indian Territory • Who Qualifies for Tribal Justice? • Courtroom Peace EVALUATION/ASSESSMENT Included in lesson plans.

UNIT SUMMARIES 75

LIFE OF PURPOSE

IN THE SPOTLIGHT

NATIVE DAUGHTERS | UNIT SUMMARIES

SUMMARY By examining the struggles, successes, and cultural grounding of one successful young Native Woman the learner will redefine Native women as ambassadors, understand the evolution of Native education, and learn of the complexities of balancing life in two realms.

CURRICULUM INTEGRATION Language Arts History Social Studies Arts/Art History

APPROXIMATE LENGTH OF UNIT 5 class periods

LESSON PLANS • Native American Pageantry: Distorting Community Liasons into “Popular Princesses” • Historical and Present Implications of Forced Colonial Schooling and the Evolution of Native Education • Straddling Realms: Retaining Cultural Identity, Community, and Navigating Life in Today’s Society (Past and Present) UNIT TOPICS • Native women as Ambassadors • The evoultion of Native Education • Thriving in two worlds, balancing culture, identity, and society EVALUATION/ASSESSMENT Included in lesson plans.

SUMMARY Gena Timberman Vitali always relied on her sense of culture for strength. But when that culture was most vulnerable, she was left to pick up the pieces. In this section, students will learn who Gena Timberman Vitali is, what her contributions are, and the tribal structure of the Choctaw Nation of Oklahoma. LESSON PLANS • Gena Timberman Vitali: Who is She? • The Choctaw Nation of Oklahoma Tribal Structure CURRICULUM INTEGRATION Language Arts Government Social Studies APPROXIMATE LENGTH OF UNIT 6 class periods

76 UNIT SUMMARIES

UNIT TOPICS • Native American Women EVALUATION/ASSESSMENT Included in lesson plans.

STILL LEARNING

NATIVE DAUGHTERS | UNIT SUMMARIES

CURRICULUM INTEGRATION Language Arts Social Studies Career Education Native Studies Math APPROXIMATE LENGTH OF UNIT 9 class periods

SUMMARY Students will read the article, “Still Learning” on pages 80 to 87 of the Native Daughters Oklahoma magazine. This inspiring article showcases one of our past National Indian Education Association (NIEA) president’s journeys. Dr. Heather Shotton, who is a current Assistant Professor at the University of Oklahoma Native American Studies Department, shares her story beginning as an undergraduate student at a large university. Students will learn the background of how a Native Daughter accomplished her goals as a first generation college student. Read her story and follow her journey as she led one of the largest Indian organizations. Learn about her passion to teach and address Native student issues of today. See how her compassion to help others is shared in the article. LESSON PLANS • Native Women Leading • Your Educational Journey • Tribal Identity UNIT TOPICS •Women in education and leadership roles.

THE KNOWING

EVALUATION/ASSESSMENT Included in lesson plans.

CURRICULUM INTEGRATION Native Language, Culture and Identity Language Arts History Leadership Visual Arts Performing Arts APPROXIMATE LENGTH OF UNIT 15-30 class periods

SUMMARY This interdisciplinary unit of study uses Project-Based Learning and Joy Harjo’s imaginative phrases and subject matter as an impetus to inspire the creativity, ingenuity, metaphorical language, and critical thinking of students. A wide variety of ideas and tangible projects will encourage the learners to brainstorm, collaborate and meditate on meaning in their lives. Shared experiences will motivate the students to increase their skills and abilities in academics, while stimulating personal growth and understanding of themselves, and an appreciation of other classmates and cultures. An examination of history through the eyes of Ms. Harjo will spur students to read and analyze their own textbooks to see for themselves what history says about American Indians. Reflective journaling is a process that links all these lessons together, culminating in a keepsake for each student, documenting powerful individual and shared experiences, learning, and reflection. LESSON PLANS • “The Necklace of Days”: Musings, Metaphors & Memories • “The Heart of a Hero”: History, Heritage & Humor • “Singing on Paper”: Stereotypes, Self-Esteem & Synthesis UNIT TOPICS • Examination of Current History Books; Comparison and Contrast Native Perspectives • Stereotyping, Bias, Prejudice, and Racism • Native Identity, Languages, and Culture • Indian Humor • Creative Expression and Philosophy • Reflective Thinking and Multiple Perspectives • Sovereignty and Justice EVALUATION/ASSESSMENT Included in lesson plans.

UNIT SUMMARIES 77

TIME TO REFLECT

NATIVE DAUGHTERS | UNIT SUMMARIES

SUMMARY This unit focuses on Native Americans and leadership. Students will study the life of Comanche activist and non-profit leader LaDonna Harris. Lessons are included on Native American identity and tribal sovereignty, on challenges faced and advantages held by one specific woman as she engaged in the larger American political arena, first as the wife of a US senator, then as a candidate. Students will explore how Harris and her organization, Americans for Indian Opportunity, utilize Native American values and apply them to cross-cultural conflict resolution and problem solving today.

CURRICULUM INTEGRATION Social Studies Language Arts APPROXIMATE LENGTH OF UNIT 14 class periods

LESSON PLANS • Native American, American Indian, What the Heck Am I Supposed to Say? Identity and Tribal Sovereignty • Writing from Sources: LaDonna Harris’ Challenges and Assets in Her Path to Leadership • Native American Values, Leadership, and Restorative Justice--LaDonna Harris: Indian 101 UNIT TOPICS • Native American Identity • Tribal Sovereignty • Tribal Governments • Gender Challenges and Other Discrimination • Leadership • Bullying • Conflict Resolution, Problem Solving, and Restorative Justice

PEACE AT LAST

EVALUATION/ASSESSMENT Included in lesson plans.

SUMMARY In this unit students will read about the life of Moira RedCorn, a psychiatric physician with the Kickapoo Nation. In her story Moira shares the variety of obstacles she overcame and the path she traveled to reach her goals. Through her story students will read about issues that impact many Native Americans. After reading and discussing Moira’s story, students will explore mental health issues among Native Americans, look at ways to build up their own mental health and resilience, and organize a health fair to share what they have learned with their fellow students and their community. CURRICULUM INTEGRATION Language Arts Psychology APPROXIMATE LENGTH OF UNIT 18-22 class periods

LESSON PLANS • Peace at Last for Moira RedCorn • Developing Resilience • Mental Health and Native Americans UNIT TOPICS • Journey of Moira RedCorn to Psychiatric Physician • Reaching out to students through the Circle of Courage philosophy • Suicide and Native American communities: causes, intervention and prevention • Resilience: what is it and how do we develop it? EVALUATION/ASSESSMENT Included in lesson plans.

78 UNIT SUMMARIES

PATH TO LEADERSHIP

BREAKING THE SILENCE

NATIVE DAUGHTERS | UNIT SUMMARIES

SUMMARY Army veteran Tawna Little faces the challenges of overcoming post-traumatic stress disorder as she provides a future for her adopted son and nieces. LESSON PLANS • Warrior in Harm’s Way • Exploring Emotional Stress • Journey to Healing

CURRICULUM INTEGRATION Language Arts Social Studies Visual Art World Languages APPROXIMATE LENGTH OF UNIT 6 class periods

UNIT TOPICS • Native Women in the Military • Recovery from Post Traumatic Stress Disorder EVALUATION/ASSESSMENT Included in lesson plans.

SUMMARY Wilma Mankiller’s service as the first female leader of the Cherokee Nation remains a symbol of women’s progress and success against adversity, even years after her death. In this section students will learn about Native values, selfdetermination, and political, tribal, and community leadership.

CURRICULUM INTEGRATION History Language Arts World Languages APPROXIMATE LENGTH OF UNIT 11 class periods

LESSON PLANS • Leader of a Nation • Self-Determination • Gadugi UNIT TOPICS • Political, Tribal, Community Leadership EVALUATION/ASSESSMENT Included in lesson plans.

UNIT SUMMARIES 79

PLAYING WITH PRIDE |TA-LU-TSA-A-LA-S-GA-LO-DI LESSON OBJECTIVES Students will be able to select, analyze and apply data displays in appropriate formats including various graphs to draw conclusions and solve problems. Students will be able to determine how samples are used to draw and support conclusions about generalizing a sample to a population. Students will be able to find the mean, median, mode, and range of a set of data. Students will be able to construct models, sketch, and classify solid figures such as rectangular solids, prisms, cones, cylinders, pyramids, and combined forms. Students will be able to expand vocabulary through word study and class discussion. Students will be able to name at least two other Tribes with African-Native American history, or two other groups of people with African-Native American descent. CURRICULUM INTEGRATION Mathematics(di-se-s-de-u-gv-wa-li/ Cherokee Phonetic)

BACKGROUND INFORMATION It is recommended that prior to teaching this lesson the teacher be familiar with the Native Daughters Oklahoma Magazine article “Playing with Pride” pages 56-65.

http://cojmc.unl.edu/nativedaughters2/ Familiarize yourself with the following website: http://www.Cherokee.org/ aboutthenation/language

Preview the short video of Angel Goodrich on the Native Daughters website: MATERIALS NEEDED Native Daughters Magazine article “Playing with Pride” pages 56-65. Internet Access Handout from curriculum companion Large Paper/Posterboard Pencil Markers Colored Pencils Calculator ENRICHMENT IDEAS • Compare Angel’s High School and Professional stats to her college stats. • Research other Native Female Athletes and compare/contrast to Angel. • Research females of other ethnic groups who play professional basketball and chart/compare the percentage per ethnic group throughout the organization. • Use various tribal websites and incorporate culture into activities. ESSENTIAL QUESTIONS 1.How can basketball help students master the following Mathematic standards: Geometry, Measurement, and Data Analysis? 2. How can basketball help students master the following Language Arts standard: vocabulary? 3. How can Cherokee Nation Language can be integrated in Mathematics and Language Arts?

Language Arts(di-ga-wo-ni-hi-s-di-diga-se-s-ta-nv/Cherokee Phonetic) DURATION 2-3 class periods VOCABULARY Point (go-s-da-yi/Cherokee Phonetic) Assist (a-s-da-nv-nv/Cherokee Phonetic) Steal (ga-no-s-gi-s-di/Cherokee Phonetic) Average (i-ga-ti-ha-i-gv-ne-lv/ Cherokee Phonetic) Mean (u-ne-gu-tsi-dv/Cherokee Phonetic) Median Mode Rebound

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Angel Goodrich became the highest-drafted Native player in WNBA history when she was the 29th pick overall. Tulsa Shock coach Gary Kloppenburg said he had watched her when KU played against Oklahoma state. “We had an advantage seeing her right here in Indian Country so we knew what she could do and being from down the road, we knew her history and what a good player she was,” Kloppenburg said.

ACTIVITY DI-SE-S-DI-U-GV-WA-LI (CHEROKEE PHONETIC FOR MATHEMATICS) ACTIVITY 1: • Inform students they will be watching a short video of Angel Goodrich. • Give each student the handout labeled: di-se-s-di-da-s-da-nv-nv (Cherokee Phonetic for Geometry) in the back of this curriculum companion. • Let students know they need to make a dot locating each of Angel’s shots. • Watch the video of Angel Goodrich on the Native Daughters Oklahoma website: http://cojmc.unl.edu/ nativedaughter2/ • Instruct students to connect each dot to see how many geometrical shapes and various angles students come up with. • Label each geometrical shape and angle.

ACTIVITY 2: • Divide students into 4 groups.(make sure each group has supplies listed above) • Name Group 1: Freshman Yr, Group 2: Sophmore Yr, Group 3: Junior Yr,

Group 4: Senior Yr. • Each group will need to research how many games Angel played during their assigned year: Freshman 2009-2010, Sophmore 2010-2011, Junior 2011-2012, Senior 2012-2013 • Each group will use the number of games to calculate Angel’s average points, assists, steals, and rebounds per game (refer to Playing With Pride pg 64) • Each group will create a bar graph outlining Angel’s average points, assists, steals, and rebounds for their assigned year. • Once bar graphs are complete display them side by side and have the class compare and contrast the graphs. • Save bar graphs for Activity 3 ACTIVITY 3: • Each group will use data from activity 2 to calculate the following: mean, median, mode, and range. • Have each group share their data with the class.

ACTIVITY DISCUSSION QUESTIONS ACTIVITY 1: Which student has the most geometric figures? Who can name each of their geometric figures? Which student has the most angles and which kind are they? Which side of the court did Angel seem most comfortable shooting from and why? ACTIVITY 2: Who is Angel Goodrich and what college did she attend? How many games did Angel Goodrich play while in college? How did Angel’s points, assists, steals, and rebounds vary throughout her college career? ACTIVITY 3: How did the data change throughout her college career? How did the data from activity 2 differ from activity 3 and why? The Native American Indian Studies Department at your local University Contact a local Tribal Nation Representative ASSESSMENT/EVALUATION Completed assignments Students participation in groupS Teacher observations Discussion questions

OKLAHOMA STATE STANDARDS Oklahoma State Standard Math 3.1, 4.1, 5.1, 5.3 Language Arts 1.1 RESOURCE CITATIONS Cherokee Nation.”Language.” N.p. 2014. Web. 7 Dec. 2014. PLAYING WITH PRIDE 81

PLAYING WITH PRIDE |DI-DA-TI-NE-HI LESSON OBJECTIVES Students will be able to expand vocabulary through word study and class discussion.

BACKGROUND INFORMATION

MATERIALS NEEDED

Native Daughters Oklahoma Magazine article “Playing with Pride,” pages 56-65.

Students will be able make inferences and draw conclusions from text and student experiences.

Familiarize yourself with the following website: http://www.Cherokee.org/ aboutthenation/language

Native Daughters Oklahoma Magazine article “Playing with Pride,” pages 56-65 paper pen/pencil

Students will be able to connect, compare, and contrast ideas, and issues. Students will be able to paraphrase and summarize text to recall, inform, or organize ideas. Students will be able to compare/ contrast to determine similarities and differences in text. Students will be able to analyze character traits, conflicts, motivations, points of view, and changes that occur withing the text. Students will be able to express the individual’s insight into conditions or situations. CURICULUM INTEGRATION Language Arts (di-ga-wo-ni-hi-s-di-diga-se-s-ta-nv/Cherokee Phonetic) DURATION 2-3 class periods VOCABULARY Leader (di-da-ti-ne-hi/Cherokee Phonetic) Compare (u-tlo-yi-i-gv-ne-di/Cherokee Phonetic) Contrast (tsu-da-le-na-i/Cherokee Phonetic) Reflection (nu-s-dv-dv-do-da-ka-ni-sgv/Cherokee Phonetic) Analysis (di-gu-go-do-di-i-gv-ne-di/ Cherokee Phonetic) Evaluate Inference Generalize

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ESSENTIAL QUESTIONS How can students master the following Language Arts standards: vocabulary, inference, generalize, analysis, compare, contrast, and reflection? How can Cherokee Nation Language be integrated in Language Arts? ACTIVITY di-ga-wo-ni-hi-s-di-di-ga-se-s-ta-nv (Cherokee Phonetic for Language Arts) Activity 1: • Hand out the Native Daughters Oklahoma Magazine article “Playing with Pride,” pages 56-65. • Have students get a blank sheet of paper and put a “K” in the lefthand column, a “W” in the middle of the page, and a “L” in the righthand column. • Let students know the “K” stands for “What I know,” the “W” stands for “What I want to know,” and the “L” stands for “What I have learned.” • Have the students complete the “K” and “W” What sections of the chart. • Read the article aloud in class. • Discuss the article and have students complete the “L” section of the chart. Activity 2: • UsE the Native Daughters Oklahoma Magazine article “Playing with Pride,” pages 56-65. • Have students read the article “Playing with Pride.” • Have students write answers to the following questions: 1. What is your idea of a Leader? 2. What physical and mental characteristics do Leaders have? 3. Can both men and women be Leaders? 4. Make a list of people you consider Leaders. • Have students compare and contrast their answers with other students. • Have a class discussion on the class findings. Activity 3: • Have students read the article “Playing with Pride.” • Read the following text to the students: “Angel Goodrich just wanted to play basketball, with the help of her family and coaches, she became the highest drafted Native American in professional basketball history.” • Direct students to write a reflective paper to include a situation/obstacle they have faced and how they overcame it. Also who helped them overcome the situation. • Reflect on obstacles Angel faced and how she was able to overcome them.

ACTIVITY DISCUSSION QUESTIONS Activity 1: 1. Who is Angel Goodrich? 2. What is the name of the WBNA team Angel plays for and where is it located? 3. What tribe is Angel a member of? 4. What else do you know about this tribe? Activity 2: 1. What did you learn from this activity? 2. What leadership qualities do you have? 3. Who is a leader in your class, school, community and why? 4. How can you be a leader in class, school, community? Activity 3: 1. Who is a mentor in your life? 2. Who can relate to Angel’s story and how? ENRICHMENT IDEAS Invite guest speakers. Ask students to interview a female in their lives and ask the following questions: What challenges have you overcome? How were you able to overcome these challenges? What would you do differently, if anything? Any advice? ASSESSMENT/EVALUATION Rubric Classroom participation/discussion Teacher observation Completed assignments

RECOURCE CITATION Cornwell, Paige. “Playing with Pride. ”Native Daughters Oklahoma. Lincoln, U of Nebraska P, 2014. 56-65. Print. Cherokee Nation. “Language.” N.p. 2014. Web 7 Dec. 2014. OKLAHOMA STATE STANDARDS Language Arts Vocabulary:1.1 Comprehension:3.2.a, 3.2.b, 3.3.b, 4.c, 4.e Writing Process:2.4.a, 2.4.b

PLAYING WITH PRIDE 83

!

!

! Playing!with!Pride:!Lesson!1!Handout!

di#se#s#di#da#s#da#nv#nv(Cherokee/Phonetic/for/Geometry)/ Directions:!!While!watching!the!video!of!Angel!Goodrich,!make!a!dot!locating!each! of!Angel’s!shots.!!Next,!connect!each!dot!to!make!geometrical!figures!and!various! angles.!Finally,!label!each!geometrical!figure!and!angle.! ! ! !

! ! ! ! Image!used!from!http://www.coaching7basketball7for7beginners.com! ! 84 PLAYING WITH PRIDE

!

LADY OF THE LAW |CURTIS ACT

BACKGROUND INFORMATION • Read the Curtis Act article from http://nativeheritageproject.com/2013/08/17/thecurtis-act-of-1898/ • Research and be able to point out the general route the Native Americans took from Mississippi to present-day Oklahoma. • Know and be able to locate where each of the five tribal Nations are located on the map of Oklahoma (Choctaw, Chickasaw, Cherokee, Creek and Seminole). • Know the year the Curtis Act was enacted. • Know what the Curtis Act is. • Know what tribes were affected by the Curtis Act. • Know that the Curtis Act enacted Indian Territory to attain statehood. • Define the vocabulary terms: sovereignty, nation, Indian Territory, Chickasaw, and Curtis Act.

MATERIALS NEEDED: Native Daughters Oklahoma article, “The Lady of THE LAW,” pages 76-79 Computer and internet access Printed article about the Curtis Act at http://nativeheritageproject.com/2013/08/17/ the-curtis-act-of-1898/ Map of United States Map of Oklahoma five tribal Nations Map of Oklahoma on an 8 1/2” x 11” sheet of paper Writing instruments (pen, pencil, colored pencils, markers) ACTIVITY Mapping Provide students with a map of Oklahoma in which the five tribal Nations are outlined (Choctaw, Chickasaw, Cherokee, Creek and Seminole). Provide students with a map of Oklahoma counties on an 8 1/2” x 11” sheet of paper (example attached). Instruct the students to outline the areas where the five tribal Nations are located. Instruct the students to label each area of the five tribal Nations. Instruct the students to color code and complete a legend for each tribal Nation. ACTIVITY DISCUSSION QUESTIONS What act directly affected the tribes in Oklahoma? When did Indian Territory become a state? Where are the Choctaw, Chickasaw, Cherokee, Creek and Seminole Nations located? Enrichment Ideas Teachers could easily enrich this lesson by assigning an essay question: In your opinion, was the Curtis Act fair to Native Americans? Why or Why not? (Write at least two paragraphs). RECOURCE CITATION White Hawk, Racheal. “A Lady of THE LAW.” Native Daughters Oklahoma. Lincoln, University of Nebraska P, 2014. Pages 76-79. Print. Native Heritage Project. Jack Goin. August 17, 2013. Web. 07 December 2014. OKLAHOMA STATE STANDARDS OAS: Grade 8. U.S. History. CS4:2C OAS: Grade 8. Language Arts. Standard 1.1, Standard 3.1b, 2.b, 3.b, 4.c

LESSON OBJECTIVES Students will be able to understand the Curtis Act. Students will be able to list the five Nations in Oklahoma (Choctaw, Chickasaw, Cherokee, Creek and Seminole). Students will be able to identify and label where the five tribal Nations are located in Oklahoma (Choctaw, Chickasaw, Cherokee, Creek and Seminole) CURRICULUM INTEGRATION Social Studies Geography History DURATION 2 class periods VOCABULARY sovereignty nation Indian Territory Curtis Act

ESSENTIAL QUESTIONS What is the Curtis Act? Did the Curtis Act allow for Native sovereignty to continue? What tribes were affected by the Curtis Act? Did the Curtis Act allow provisions for Indian Territory to become a state? What name was Indian Territory changed to after statehood? What year did Indian Territory become a state? ASSESSMENT/EVALUATION Students will be evaluated on labeling the five tribal Nations on their map of Oklahoma.

LADY OF THE LAW 85

LADY OF THE LAW | TRIBAL JUSTICE

BACKGROUND INFORMATION • Read the Native Daughters Oklahoma magazine article about Barbara Smith, pages 76-79. • Read pages 3 and 4 to understand the qualifications of a Choctaw justice on the website http://s3.amazonaws.com/choctaw-msldigital/assets/158/constitution_1983_ original.pdf • Read pages C-8 and C-9 to understand the qualifications of a Chickasaw justice on the website https://www.chickasaw.net/Documents/Long-Term/CN_Constitution_ Amended2002.aspx • Complete the Venn diagram lesson in advance.

LESSON OBJECTIVES • Students will be able to define justice. • Students will be able to name a • Native American person who is a justice. • Students will be able to name a chief justice of an American tribe. • Students will be able to understand the qualifications of a tribal justice. • Students will be able to compare and contrast the qualifications of two different tribal justice systems. CURRICULUM INTEGRATION Language Arts U.S. History Geography DURATION 2 class periods MATERIALS NEEDED Native Daughters Oklahoma magazine article, “The Lady of THE LAW,” pages 76-79. Computer and internet access. Printed pages C-8 and C-9 from https://www.chickasaw.net/ Documents/Long-Term/CN_ Constitution_Amended2002.aspx Printed pages 3 and 4 from http://s3.amazonaws.com/ choctaw-msldigital/assets/158/ constitution_1983_original.pdf Writing utensil (pen, pencil) Venn diagram VOCABULARY justice law leader tribal court

86 LADY OF THE LAW

ESSENTIAL QUESTIONS Are you a person who likes to be a leader? Are you a person who prefers to follow other peoples’ ideas? Are you a person who can reason well with others? Are you a person who speaks up for others? What does it take to be a leader? Do you qualify to become a justice? Can you name a tribal justice system in the state of Oklahoma? Can you name an Oklahoma tribal Chief Justice? ACTIVITY Comparing and Contrasting Qualifications • Read the Native Daughters Oklahoma article. • Provide students with a copy of the Venn diagram from Tim’s Printables. • Instruct the students to compare the Chickasaw justice qualifications and the Choctaw justice qualifications. • Instruct the students to list the qualifications of the Chickasaw on the left side of the diagram. • Instruct the students to list the qualifications of the Choctaw on the right side of the diagram. • Instruct the students to list the qualities that are the same in the middle of the diagram. ACTIVITY DISCUSSION QUESTIONS How many years does a justice have to live within a district to qualify for a position of justice? What age must a person be to qualify for a justice position? Must a person be of Native American descent to qualify for a tribal justice position? What are the education qualifications of a tribal justice, if any? Enrichment Ideas Teachers can easily enrich this lesson by assigning a mock election. ASSESSMENT/EVALUATION Teachers will evaluate the students’ knowledge of this lesson by grading the Venn diagram.

OKLAHOMA STATE STANDARDS OAS: Grade 8. U.S. History. Literacy Skills Standard 1:B.4, C.7, C.8 OAS: Grade 8. Language Arts Standard 1.1 OAS: Grade 8. Language Arts Standard 3.2b, 3.4c

RECOURCE CITATION Choctaw Nation of Oklahoma. “Constitution of Choctaw Nation of Oklahoma.” 2010. Web. 07 December 2014. Chickasaw Nation of Oklahoma. “Constitution.” 2014. Web. 07 December 2014. White Hawk, Racheal. “A Lady of THE LAW.” Native Daughters Oklahoma. Lincoln. University of Nebraska P, 2014. Pages 76-79. Print.

LADY OF THE LAW |CULTURAL PEACE

BACKGROUND INFORMATION • Read the Native Daughters Oklahoma magazine article, “The Lady of THE LAW,” pages 76-79. • Become familiar with the website http://www.narf.org/peacemaking/index.html to better understand peacemaking. • Become familiar with the website http://chickasawculturalcenter.com/about-us to see the Chickasaw cultural designs. • Become familiar with the website http://www.choctawnationculture.com/choctawculture/early-choctaw-traditional-arts/choctaw-sashes.aspx to see the Choctaw cultural designs. MATERIALS NEEDED: Native Daughters Oklahoma magazine article, “The Lady of THE LAW,” pages 76-79 Computer and internet access Quiz worksheet Writing utensil (pen, pencil, colored pencils, markers) ACTIVITY Cultural Sash Creation • Read the Native Daughters Oklahoma magazine article, “The Lady of THE LAW,” pages 76-79. • Examine the cultural artwork on pages 77 and 78 of the article. • Instruct the students to access the website http://www.narf.org/peacemaking/index. html for definition of peacemaker and a general idea of a peacemaker. • Instruct the students to access the website http://chickasawculturalcenter.com/about-us for the Chickasaw cultural designs and examine the cultural art design. • Instruct the students to access the website http://www.choctawnationculture.com/ choctaw-culture/early-choctaw-traditional-arts/choctaw-sashes.aspx for the Choctaw cultural designs and examine the cultural art design. • Provide students with an 11” x 13” blank sheet of paper and instruct them to draw and/ or create a cultural sash using either the Chickasaw or Choctaw cultural designs. • Provide students with colored pencils and/or markers for coloring their sash. ACTIVITY DISCUSSION QUESTIONS Has Barbara Smith always been a peacemaker? According to the article, does Justice Barbara Smith exert leadership? Do you think the cultural sash is important to Justice Barbara Smith? Is family important to Justice Barbara Smith? Have you ever had to defend someone because of negative treatment by others? Has anyone ever had to defend you because of negative treatment by others?

LESSON OBJECTIVES Students will be able to define the word peacemaker.

Students will be able to draw and/or create a sash with cultural designs. CURRICULUM INTEGRATION Social Studies Geography History DURATION 2 class periods VOCABULARY peacemaker sash ESSENTIAL QUESTIONS Are peacemakers defined through their actions or by others? Are people born to be peacemakers? Can any person become a peacemaker? Do you think peacemakers make good leaders? Do you know a peacemaker? ASSESSMENT/EVALUATION Students will be evaluated on a short quiz (example attached). Students will be evaluated on their completion of the cultural sash artwork.

RECOURCE CITATION White Hawk, Racheal. “A Lady of THE LAW.” Native Daughters Oklahoma. Lincoln, University of Nebraska P, 2014. Pages 76-79. Print. Choctaw Nation of Oklahoma. “Choctaw Nation of Oklahoma Cultural Services.” 2013. Web. 19 December 2014. Chickasaw Nation of Oklahoma. “The Heartbeat of a Nation.” 2014. Web. 19 December 2014. Native American Rights Fund. “Indigenous Peacemaking Initiative.” 2014. Web. 19 December 2014. OKLAHOMA STATE STANDARDS OAS: Grade 8. U.S. History. Literacy Skills Standard 1:C.7, C.8 OAS: Grade 8. Language Arts. Standard 1.1 OAS: Grade 8. Visual Arts. Standard 3 LADY OF THE LAW 87

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Handout!#1! Barbara!Smith!Lesson!Plans! Native'Daughters'Oklahoma!Curriculum!Companion! Map!taken!from!http://www.!printerprojects.com!

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VENN DIAGRAM

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The Lady of THE LAW Quiz 1. Was Barbara Smith a bully or peacemaker? 2. Who was bullied in the article “A Lady of THE LAW?” 3. How many years has Barbara Smith served her tribe in the judicial system? 4. Does Barbara Smith open her courtroom with a spiritual talk? 5. Who has a beaded gavel? 6. What color sash did the article note that the justice wear? 7. What are the sash made of? 8. Which of Barbara’s parent was of Chickasaw descent? 9. If family important to Barbara Smith? 10. Is Barbara Smith known to sit quietly while an injustice is happening? 11. Does Barbara Smith believe in fighting for the rights of people? 12. What career did Barbara hold before becoming a chief justice? 13. What high school did Barbara attend? 14. Did the trip to Michigan change Barbara’s life? 15. Does Barbara practice law today? 16. What peacemaking project does Barbara serve on? 17. Where is her hometown? 18. Does Barbara have the love and support of her family? 19. Barbara is now serving her ____ elected term as chief justice. 20. What tribal nation justice department does Barbara serve?

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IN THE SPOTLIGHT |NATIVE AMERICAN PAGEANTRY:

BACKGROUND INFORMATION Native Daughters: Oklahoma University of Nebraska-Lincoln College of Journalism and Mass Communications Miss Indian America: Regulatory Gazes and the Politics of Affiliation

Wendy Kozol, Article Stable URL: http://www.jstor.org/stable/20459007 ...Examines the images used in media relations of Native women in the role of princess and the overt (and sometimes subtle) innuendos that projected by the pictures (issues of exocticism, romanticism, ojectification, ect.) Indian Country Today article: “ Meet the New Miss Indian World” http:// indiancountrytodaymedianetwork.com/2013/04/29/meet-new-miss-indian-worldkansas-begaye-dine-149076 ... Provides insight into the expectations and duties of this title. Maria Tallchief article URLs: http://digital.library.okstate.edu/encyclopedia/entries/T/TA006.html Still Water School for Performing Arts: The Maria Project - http://stillwaterschoolofperformingarts.com/MariaProject ...Prima ballerina and Osage nation ambassador (princess) Woman of Two Standards -Calgary Stampede Powwow Princess Interview video https://www.youtube.com/watch?v=W74zGxedH2E ... Contemporary Native youth interview regarding the honor, roles and responsibilty of the Calgary Stampede Princess https://www.youtube.com/watch?v=dmyew4MbKxE (Use this video again during lesson #3) MATERIALS NEEDED: - Native Daughters : Oklahoma magazine - Computer and projection (or smart board) -Indian Country Today article on Miss Indian World - Reference Article on Maria Tallchief - Calgary Stampede Princess Interview URL - paper - dictionary -computer access -computer program of the teachers choice for digital presentations (power point, publisher, free online animation, ect.) ESSENTIAL QUESTIONS How can the role of Tribal Princess or Indian Princess be properly described by the following terms: diplomat, ambassador, and liason? What are some of the distortions of the role of Native Women as elected diplomats (princesses) with the idea of the “popular princess” ? (confront the imagery and ideas that flood mainstream society) Maria Tallchief aquired the title of princess and the name “Woman of Two Standards” from the Osage Nation. How did this acknowledge her accomplishments?(explain) In what ways are young Native women in the role of Princess acting as liasons for their communities? What role (other than Miss Indian Oklahoma) also allowed the opportunity for Devon Frazier to be a community representative, or role model?

LESSON OBJECTIVES 1. Define the following terms: Diplomat, Ambassador, Liason 2. Discuss the role of Native American Tribal princesses as ambassadors 3. Provide examples of distorted popular images and ideas of the “Indian Princess” 4. Compare and contrast the role of Native Women as elected diplomats (princesses) with the “popular princess”, confronting the imagery and ideas that flood mainstream society 5. Provide the tribal affiliation of Maria Tallchief and explain how she aquired the title of the “Woman of Two Standards” 6. Relate the life of Maria TallChief to the role of an ambassador 7. Explain how young native women in the role of Princess act as a liason for their community CURRICULUM INTEGRATION Language Arts History Social Studies Arts/Art History DURATION 2 class periods VOCABULARY diplomat ambassador liason stereotype Maria Tallchief Tribal Princess vs popular princess main stream society (concepts that will facilitate discussion): racism objectification exocticisim

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ACTIVITYDAY 1: Indian Princess Day 2/3: Native Women as Ambassadors (Pre- Reading requirement: Students should have read the article “In the Spotlight” via Native Daughters magazine prior to this lesson, computer access is needed.) Day 1: 1. Have students open their Native Daughters Oklahoma magazine to the article “In the Spotlight” and take a few minutes to skim the the first page as a refresher. Ask: “What special title did Devon hold in 2011?” (found in the first column pg. 114). Allow time for responses. Discuss how this title and many others are refered to as princess titles. Students will need their computers. 2. Have students title their paper “Indian Princess Google Search.” Instruct the students to “google” “Indian Princess” and during this search students should record the following: - Describe the attire worn by the individuals pictured (what are the components of their outfits?). - Describe the approximates ages, and physical descriptions of individuals pictured. - Do these seem to be “real” people, or people posing in a role? - Using these images alone, describe what you think the role of an Indian Princess is, is this role respected or important? Why? 3. Pair/Share: Pair the students to discuss their findings. Be sure discussion is centered on the key questions. 4. Call students attention to the front, and inquire about their findings. 5. Allow the students to pair again with their partners and use their laptops to read Indian Country Today article: “ Meet the new Miss Indian World” http://indiancountrytodaymedianetwork.com/2013/04/29/meet-new-miss-indian-world-kansas-begayedine-149076 6. Upon completion of the reading ask for a group consensus on what the term stereotype means. Record the group facillitated definition on the board and ask the students to do so on their papers. 7. Next direct the students to youtube to watch the interview of the Calgary Stampede Princess: https://www.youtube.com/ watch?v=W74zGxedH2E ...Record this young lady’s description of her duties. 8. Upon completion of the reading/watching, have the pair of students take a sheet of paper and write “Indian Princess Pair/ Share” at the top. Then, fold it down the middle, on the top left have the students label the column: “Stereotype”, on the top right have them label it “Reality.” Ask for a group concensus again on what the term stereotype means. Ask the students to fill in the left side with all of the imagery and characteristics therein the sterotyped idea of an Indian Princess, and on the left to fill in actual roles, duties, responsibilities, personality characteristics and dress of young women detailed in the article and the YouTube clip. 9. Introduce the term “popular princess” as mainstream society’s distortion of the views and concepts of Native women. Ask the class if the google images fit at all with the young tribal women they became aquainted with (at this time they share their split paper activity as a group). Day 2/3: 1. Upon entering the room have students pick up a dictionary and begin on the “picture, my words, their words” definitions. Students should define the following words at the begining of class -Diplomat -Liason -Ambassador -Stereotype -Main stream (mainstream society) 1. Definitions are carried out with 3 phases: Students draw a picture of what the word means to them, then write the definition in their own words, and lastly write the defintion as provided in the dictionary (or online source). 2. Upon completion students should be partnered again to “pair-share” their answers, group discussion and concensus would be had of the terms. 3. Teacher will then reflect on yesterdays activity involving stereotypes and Indian Princesses, this leads into the introduction of principal ballerina and Osage Nation Ambassador: Maria Tallchief. Use this opportunity to show several of the clips of her dancing found on URL page http://stillwaterschoolofperformingarts.com/MariaProject 4. With their partners , students will then read the online library entry: http://digital.library.okstate.edu/encyclopedia/entries/T/ TA006.html and record the following information: - Birth date , place, ethnic background/tribal affiliation - Career path -Career Accomplishments -Awards or Acknowledgements - Name and title given to her by the Osage Nation 5. Together as a class, review the recorded responses. Ask how did Maria’s career as a prima ballerina put her in the spotlight as a Native woman? Ask: What role (other than Miss Indian Oklahoma) also allowed the opportunity for Devon Frazier to be a community representative, or role model?

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6. The paired partners will then be instructed to create their own digital file titled: Indian Princess: Native Women Ambassadors -students may use powerpoint, or free online animation etc. to discredit the popular princess imagery -teachers would create a simple instruction sheet paired with a rubric to complete this activity. The activity goals are based upon answering the essential questions via their use of media (rubric should be created to reflect this). What are some of the distortions of the role of Native Women as elected diplomats (princesses) with the iidea of the “popular princess”? (confront the imagery and ideas that flood mainstream society)...include googled images of “indian princess” searches, and information determined during the “pair-share” stereotype vs. reality assignment. How can the role of Tribal Princess or Indian Princess be properly described by the following terms: diplomat, ambassador, and liason? Students can incorporate their 3 step definitions for those terms. Maria Tallchief aquired the title of princess and the name “Woman of Two Standards” from the Osage Nation. How did this acknowledge her accomplishments? Explain. In what ways are young Native women in the role of Princess acting as liasons for their community? ACTIVITY DISCUSSION QUESTIONS Day 1: 1. What are some of the distortions in the images of Native women in the role of princess? 2. What are the major differences between Native women as elected diplomats (princesses) and the mainstream idea of “popular princess” ? (confront the imagery and ideas that flood mainstream society) Allow for an informal call out of ideas, then silence for 5min as students record their answers to submit as “exit slips” before leaving at the end of class. Day 2/3: Maria Tallchief aquired the title of princess and the name “Woman of Two Standards” from the Osage Nation. How did this acknowledge her accomplishments?(explain) In what ways are young Native women in the role of Princess acting as liasons for their communities? What role (other than Miss Indian Oklahoma) also allowed the opportunity for Devon Frazier to be a community representative, or role model? ENRICHMENT IDEAS Independent research: Modern Tribal Princesses Students may extend this learning opportunity in an independent study reporting on a tribal or powwow princess of their choice. Several well-documented titles (that usually include background information for the title holders) include: Miss Calagary Stampede Miss Indian World Miss Indian Oklahoma Miss Indian USA Miss Manito Ahbee -Report should include the requirements for applicants, the roles, duties, expectations of the title holder, and if there is a platform that the Princesses must advocate for. OKLAHOMA STATE STANDARDS United States History, Grade 8 A.1, A.2, B.4, B.7, B.9, D.10, A.d, B.4,B.6, B.8, 1.c, 1.E, 2.A, 2.C, 4, 6.C, 6.D, 1. 1.A, 1.D, 2.B, 2.C, 4.G, 2 4 Language Arts, Grade 8 Reading Literature 1.1, 2.1, 2.2, 2.3, 2.4, 3.1.a, 3.1.b, 3.2.a, 3.2.b, 3.3.a, 3.3.b, 3.4.d, 3.5.a, 3.5.b, 3.5.c

Writing/Grammar/Usage and Mechanics 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.2.a, 2.2.b, 2.2.c, 2.2.3, 2.6, 3.1.a, 3.1.b,3.1.c, 3.1.d, 3.1.e, 3.1.f, 3.1.g, 3.1.h, 3.1.i, 3.1.j, 3.1.k, 3.1.l, 3.1.m, 3.1.n, 3.2.a, 3.2.b.i, 3.2.b.ii, 3.2.b.iii. 3.2.b.iv, 3.2.b.v, 3.2.b.vi, 3.2.c, 3.3.a, 3.3.b, 3.3.c, 3.3.d, 3.3.e Oral Language/Listening and Speaking 1.3, 2.4, 2.5 Visual Literacy 2.3 Grade 8 History History Literacy skills 1A-D, all subpoints 1-10

ASSESSMENT/EVALUATION Day 1: Successful completion of the “Indian Princess Pair/Share” stereotype activity. Exit slips with student answers to the following questions: 1. What are some of the distortions in the images of Native women in the role of princess? 2. What are the major differences between Native women as elected diplomats (princesses) and the mainstream idea of “popular princess” ? (confront the imagery and ideas that flood mainstream society). IN THE SPOTLIGHT 93

ASSESSMENT/EVALUATION, CONT’D Day 2/3: The rubric created by the teacher to assess the digital media project: Indian Princess:Native Women Ambassadors” should show accurate and well thought out explanations to the following questions/concepts: - define the following terms: Diplomat, Ambassador, Liason - discuss the role of Native American Tribal princesses as ambassadors - provide examples of distorted popular images and ideas of the “Indian Princess” - compare and contrast the role of Native women as elected diplomats (princesses) with the “popular princess”, confronting the imagery and ideas that flood mainstream society - provide the tribal affiliation of Maria Tallchief and explain how she aquired the title of the “Woman of Two Standards” - relate the life of Maria TallChief to the role of an ambassador - explain how young Native women in the role of Princess act as a liason for their communities - explain how Native women in the spot light also act as a communtiy liason or representative

RESOURCE CITATIONS Native Daughters: Oklahoma, University of Nebraska-Lincoln College of Journalism and Mass Communications, Miss Indian America: Regulatory Gazes and the Politics of Affiliation, Wendy Kozol, Feminist Studies, Vol. 31, No. 1 (Spring, 2005), pp. 64-94 Published by: Feminist Studies, Inc., Article DOI: 10.2307/20459007, Article Stable URL: http://www.jstor.org/ stable/20459007 Indian Country Today article: “ Meet the new Miss Indian World” http://indiancountrytodaymedianetwork.com/2013/04/29/meetnew-miss-indian-world-kansas-begaye-dine-149076 Maria Tallchief article URLs: http://digital.library.okstate.edu/encyclopedia/entries/T/TA006.html Still Water School for Performing Arts: The Maria Project - http://stillwaterschoolofperformingarts.com/MariaProject -Calgary Stampede Powwow Princess Interview video https://www.youtube.com/watch?v=W74zGxedH2E https://www.youtube.com/watch?v=dmyew4MbKxE (Use this video again during lesson #3)

Devon reacts to a hit by one of her teammates during St. Gregory’s win over Concordia University in Shawnee March 1, 2013.

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IN THE SPOTLIGHT | NATIVE EDUCATION DISTORTING

BACKGROUND INFORMATION Teachers should familiarize themselves with the evolution of Native education by studying the timeline provided on Education Week’s website url: http://www.edweek. org/ew/projects/2013/native-american-education/history-of-american-indianeducation.html Suggested documentaries and films to watch: - “We Were Children” (a film reflecting on the boarding school experience in Canada ..akin to the USA) - “Our Spirits Don’t Speak English” (reflecting on the boarding school experience/ Native Education experiences in the USA) Read the National Education Association’s Historical Legacy to Cultural Empowerment (regarding American Indian and Alsaka Native Education). Consider the entirety of the historical processes used when regulating Native Education and reflect upon the current statistics, and practices. www.nea.org/assets/.../mf_ aianreport.pdf

MATERIALS NEEDED: Native Daughters : Oklahoma magazine - Computer and projection (or smart board) -Education Week Online Native education timeline url: http://www.edweek.org/ew/projects/2013/native-american-education/history-of-american-indian-education.html - Youtube clip of the movie trailor “We Were Children” url: https://www.youtube.com/watch?v=pLkUppSdG58 -teacher created handout of a generic timeline of education for students to fillout regarding their educational experiences -teacher created timeline of major historical events printed in blue (spaces left for student writing) - paper -teahcer created timelines - dictionay -computer access

LESSON OBJECTIVES 1. Create their own timeline of educational struggles, successes, and outcomes 2. Reflect on the video clip “We Were Children” 3. Discuss how the evolution of Native education fits into the historical time frame that they continue to learn about in history class, and how they are related CURRICULUM INTEGRATION History Language Arts DURATION 1 class period

VOCABULARY Mission school Government Schools (ie: Boarding Schools) Johnson O’Malley Act

ESSENTIAL QUESTIONS What was the rationale that was used to justify the practices of Army Captain Richard Pratt in Native education during the government school era? What historical events had an impact on the beginnings of Progressive Education in 1928, through the signing of the Johnson O’Malley Act in 1934? How could the ongoing Civil Rights Movement (1955-1970) facillitate United Nations advocates to press for Self-Determnation for Native Peoples ? (meaning they would be allowing the colonized peoples of the world to chart their own destinies, which ultimately inspires American Indian communities to advocate for decisions regarding their educations).

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ACTIVITY Evolution of Native Education Teachers should create a generic timeline for students to use in an opening activity. The timeline should span from pre-K through the current grade level in school, showing important markers like breaks. Students should also have preread the article “In the Spotlight” from their Native Daughters Oklahoma Magazine. 1. For the opening activity teachers should have the students fill out their educational timeline with the following information - personal milestones - struggles - any experience that impacted their educations (postive or negative) - at the end of the timeline, a goal they hope to accomplish by the end of the year 2. Allow for group discussion of shared experiences, goals, etc. 3. Have the class recall what Devon Frazier accomplished in her educational career...what were some of her accomplishments? What may have been some struggles or difficult experiences she had to overcome? 4. Ask students if over the course of United States history whether or not everyone was granted an education? - start a brainstorming list on the board about what they know regarding education inequality - investigate what they may know regarding the history of education with Native populations 5. Present the “historical timeline handout “ (created by the teacher) that has at least these major events indicated overtime: -European Contact -Colonization -Louisiana Purchase -Civil War -Emancipation Proclamation -19th Amendment Womens right to vote -World War I -1924 Native Americans Allowed USA citizenship -Great Depression -WW II -Civil Rights Movement -Vietnam War -American Indian Movement ***these historical events should be printed in a distinct color (suggested blue) ..spaces should be allowed for so that students may fill in events in Native education evolution (use the timeline provided on Education Week’s website: http://www.edweek.org/ ew/projects/2013/native-american-education/history-of-american-indian-education.html to determine marks in time for events to be filled in by students later) 6. Point out that this timeline in set up much the same wat as the timeline they created regarding their education. Ask students to consider what might the timeline look like if it considered the government interactions with Native peoples? What about the education of Native peoples what was occuring during these periods in history? 7. Share the movie trailer “We Were Children” https://www.youtube.com/watch?v=pLkUppSdG58 8. Explain this film detailed the occurences in boarding schools in Canada , and this also happended in the USA also. Allow time for reflection. 9. Share the timeline provided on Education Week’s website: http://www.edweek.org/ew/projects/2013/native-americaneducation/history-of-american-indian-education.html. Have students read the events and dates aloud 10. Direct the students back to their historical timelines. Paired with partner, the students will use a red pen or marker to record the events in history regarding Native American education as they occurred on the timeline. 11. Upon completion students will be asked to consider time frames of what was occurring within USA history that would have affected policies of education with Native populations.

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ACTIVITY DISCUSSION QUESTIONS Why is it important to know about the historical and current relationship between the governement and Native peoples, including the educational practices? What can be taken from this to help us continue to bridge gaps in educational inequality? ENRICHMENT IDEAS Students would be asked to create a new personal timeline of education, except their timelines would be occuring from 1880-1887, then a second one through 1924-1934. The educational timeline will still include the same grade equivalent years completed, but through the perspective of a Native student during these time periods. What educational and societal practices were being forced on students, what were schooling environments like, how were the communities with which students identify treated in this point in time? **Teachers may choose to have students create a brief reflection essay further express understanding of the essential questions for this lesson. ASSESSMENT/EVALUATION Students must complete a mini quiz to demonstrate understanding of links between the historical timeline and the evolution of Native education. Questions should be completed as short answer. What was the rationale that was used to justify the practices of Army Captain Richard Pratt in native education during the governent school era? What historical events had an impact on the beginnings of Progressive Education in 1928, through the signing of the of Johnson O’Malley Act in 1934? Bonus question (or alternatively used for enrichment later): How could the ongoing Civil Rights Movement (1955-1970) facillitate United Nations advocates to press for Self-Determnation for Native peoples? (meaning they would be allowing the colonized peoples of the world to chart their own destinies, which ultimately inspires American Indian communities to advocate for decisions regarding their education). OKLAHOMA STATE STANDARDS Language Arts, Grade 8 Reading Literature 1.1, 2.1, 2.2, 2.3, 2.4, 3.1.a, 3.1.b, 3.2.a, 3.2.b, 3.3.a, 3.3.b, 3.4.d, 3.5.a, 3.5.b, 3.5.c Writing/Grammar/Usage and Mechanics 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.2.a, 2.2.b, 2.2.c, 2.2.3, 2.6, 3.1.a, 3.1.b,3.1.c, 3.1.d, 3.1.e, 3.1.f, 3.1.g, 3.1.h, 3.1.i, 3.1.j, 3.1.k, 3.1.l, 3.1.m, 3.1.n, 3.2.a, 3.2.b.i, 3.2.b.ii, 3.2.b.iii. 3.2.b.iv, 3.2.b.v, 3.2.b.vi, 3.2.c, 3.3.a, 3.3.b, 3.3.c, 3.3.d, 3.3.e

Oral Language/Listening and Speaking 1.3, 2.4, 2.5 Visual Literacy 2.3 Grade 8 History History Literacy skills 1A-D, all subpoints 1-10 History Content Standards (in general reference to time periods and histiorical events)

RESOURCE CITATIONS Native Daughters: Oklahoma University of Nebraska-Lincoln College of Journalism and Mass Communication Education Week’s website url: http://www.edweek.org/ew/projects/2013/native-american-education/history-of-american-indianeducation.html Youtube: “We Were Children” film trailer url: https://www.youtube.com/watch?v=pLkUppSdG58

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IN THE SPOTLIGHT | STRADDLING REALMS LESSON OBJECTIVES Students will be able to define justice. Students will be able to name a Native American person who is a justice. Students will be able to name a chief justice of an American tribe. Students will be able to understand the qualifications of a tribal justice. Students will be able to compare and contrast the qualifications of two different tribal justice systems. CURRICULUM INTEGRATION Language Arts Arts History: Generalized references to historical occurences/tone which impacted the lives and ways of navigating society for these Native women DURATION 2 class periods MATERIALS NEEDED - Native Daughters Oklahoma magazine - Computer and projection (or smart board) - teacher created handout mini biography of Gertrude Bonnin and Maria Tallchief - teacher created graphic organizer: suggested 3 topic Venn Diagram - teacher created rubric outlining grading/expectations for the Venn Diagram visual collage **Teachers may choose to have students create a brief reflection essay to further express understanding of the essential questions for this lesson - magazines/newspapers/other small items that may attach to a poster board -poster boards - scissors - glue - paper - dictionary - computer access VOCABULARY Gertrude Bonnin (Zitkala Sa) assimilation (forced assimilation) religious freedom advocate resilient 98 IN THE SPOTLIGHT

BACKGROUND INFORMATION - explain what it means to live in two worlds. - provide background information on the life and accomplishments of Gertrude Bonnin (Zitkala Sa)., Maria Tallchief, and Devon Frazier - explain how these Native women acted as liasons for their communities. - citing examples from the text, students will detail how these women relied upon cultural knowledge and strength to balance living in mainstream society ESSENTIAL QUESTIONS What does it means to live in two worlds for Native peoples? How have the lives and accomplishments of Gertrude Bonnin (Zitkala Sa)., Maria Tallchief, and Devon Frazier provided insight to living in two worlds? How did these Native women act as liasons and advocates for their communities? What examples from the text detail how these women relied upon cultural knowledge and strength to balance living in mainstream society? ACTIVITY Straddling Two Realms; Three Native Women Compared Preread the Native Daughters Oklahoma article “In the Spotlight” 1. Begin the class with the YouTube clip “We Are Still Here.” Ask students to create a “T” on their paper, and across the top of the “T” record the title of the clip. On the left, write obstacles and on the right write triumphs. 2. Upon completion ask the students to write their findings on the smart board. What common struggles are there, common successes or positive outlooks? What has made it possible for Native youth today to continue to hurdle constant obstacles and conflicts? Where does this resilience come from? (discuss the term resilience) Ask students to take a moment to complete a 3 step definition (picture of what it means to them, defined in their words, defined in dictionary terms): - assimilation - resilient - religious freedom Upon completion discuss and share, ask students if they could explain the difference between “assimilation” and “forced assimilation” and ask how this might affect religious freedom? 3. Ask the students to recall the article on Devon Frazier. Ask them if they remember her struggles and triumphs, look for responses and discussion. 4. Partner students for a brief reading on writer and activist Gertrude Simmons Bonnin (Zitkala Sa). During the reading they are to record the following: - Birth date, place, ethnic background/tribal affiliation - Education - Career path - Career Accomplishments - Awards or Acknowledgements 5. As they finish ask each group to announce 2 facts about Gertrude as you circle the room. 6. Ask them: How does her life mirror Maria Tallchief’s, Devon Frazier’s? List the women in order of history, earliest dated first. Do you think Gertrude’s accomplishments impacted Maria’s future life? And Gertrudes’s and Maria’s accomplishments, did they effect Devon’s future life? 7. Paired students will be asked to create a Venn diagram showing the connections shared between these three women. A rough draft will be constructed first, usinf a basic 2 subject Venn Diagram and writing in what is unique to each person, and then the shared information among the three. Remind the students how they should be thinking the entire time about how these women have balanced their tribal indentities with their educations and living in the mainstream society. 8. A teacher created rubric should detail the number of facts and links to display within this project to guide students in the grading process. Once an approved rough draft has been completed, students will create a collage “Three Native Women, a Perfect Circle” , where their verbal ideas written in their Venn Diagram plan will allow them to creatively construct a visual Venn diagram...using magazine and news paper clippings, small ogjects, glue (leaving the door open to items that can be attached to the presentation board).

ACTIVITY DISCUSSION QUESTIONS --Regarding contemporary youth (video clip, Devon Frazier’s interview): What common struggles are present for Native youth today?..., common successes?... positive outlooks? What has made it possible for Native youth today to continue to hurdle constant obstacles and conflicts? Where does this resilience come from? (discuss the term resilience). Ask students if they could explain the difference between “assimilation” and “forced assimilation” and ask how this might affect religious freedom? Questions relating Gertrude Bonnin, Maria Tallchief , and Devon Frazier (group discussion held before graphic organzier activity) How does Maria Tallchief’s and Devon Frazier’s lives mirror Gertrude Bonnin’s? -- List the women in order of history, earliest dated first. -- Do you think Gertrude’s accomplishments impacted Maria’s future life? And Gertrudes’s and Maria’s accomplishments, did they affect Devon’s future life? -- After comparing these 3 women, what further insight or meaning can you ascribe to Maria Tallchief’s Osage name “Woman of Two Standards?” ENRICHMENT IDEAS Students may choose a 4th Native woman from the Native Daughters Oklahoma publication to extend their levels of comparison. They would need to research the woman possibly beyond the magazine article. This information would guide them in creating a 4th level to their diagram, showing comparisons and differences across the four Native women. ASSESSMENT/EVALUATION 1. Spot checking the notes taken during class / definitons/in-class discussion.

RESOURCE CITATION Gertrude Bonnin. http://www.users.miamioh.edu/johnso58/246SNzitkalasa.html

2. Teacher created rubric for the assignment will guide the grading of the Visual Venn Diagram.

Maria Tallchief article URLs: http://digital.library.okstate.edu/encyclopedia/entries/T/TA006.html Still Water School for Performing Arts: The Maria Project - http://stillwaterschoolofperformingarts.com/MariaProject “We Are Still Here” a short documentary on Native youth url: https:// www.youtube.com/watch?v=HnPKzZzS

OKLAHOMA STATE STANDARDS Language Arts, Grade 8 Reading Literature 1.1, 2.1, 2.2, 2.3, 2.4, 3.1.a, 3.1.b, 3.2.a, 3.2.b, 3.3.a, 3.3.b, 3.4.d, 3.5.a, 3.5.b, 3.5.c Writing/Grammar/Usage and Mechanics 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.2.a, 2.2.b, 2.2.c, 2.2.3, 2.6, 3.1.a, 3.1.b,3.1.c, 3.1.d, 3.1.e, 3.1.f, 3.1.g, 3.1.h, 3.1.i, 3.1.j, 3.1.k, 3.1.l, 3.1.m, 3.1.n, 3.2.a, 3.2.b.i, 3.2.b.ii, 3.2.b.iii. 3.2.b.iv, 3.2.b.v, 3.2.b.vi, 3.2.c, 3.3.a, 3.3.b, 3.3.c, 3.3.d, 3.3.e Oral Language/Listening and Speaking 1.3, 2.4, 2.5 Visual Literacy 2.3 Grade 8 History History Literacy skills 1A-D, all subpoints 1-10 History Content Standards (in general reference to time periods and histiorical events) HC.S. 1,2,3,4,5,6

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LIFE OF PURPOSE | GENA TIMBERMAN VITALI LESSON OBJECTIVES • Students will be able to convey ideas in writing. • Students will be able to organize and present the information to serve the purpose, context, and audience. • Students will be able to pay attention to the convention of the English language usage, including grammar, spelling, and sentence structure to minimize barriers to readers’ comprehension. • Students will be able to consider the choices we make and how they affect ourselves and others. • Students will be able to choose writing products that are appropriate for their particular learning level and share what they have learned about • Gena Timberman Vitali and other Native Daughters of Oklahoma with the group. CURRICULUM INTEGRATION Language Arts DURATION 2-3 class periods MATERIALS NEEDED Native Daughters Oklahoma Magazine Munn, Astrid. “Life of Purpose.” Native Daughters Oklahoma. Lincoln, U of Nebraska P, 2014. 129-131. Print. OKLAHOMA STATE STANDARDS Standard 3: Comprehension 1 a,b; 2 a,b; 4 c,d,e Standard 4: Literature 1 a,b Standard 5: Research and Information 1 a,b,c; 2a Standard 1: Writing Process 1,6,7 Standard 2 Modes and Forms of Writing 1g Standard 1: Listening 3 Standard 2: Speaking 1,3 ASSESSMENT/EVALUATION Research information/findings by each student shared on a display.

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BACKGROUND INFORMATION The teacher will need to have read the article in advance to have a better understanding of who Gena Timberman Vitali is. The teacher will need to be familiar with other articles of women highlighted in the Native Daughters Oklahoma magazine. ESSENTIAL QUESTIONS What important choice(s) did each woman make? What responsibilities went with these choices? What consequences were tied to these choices? How did these choices affect important people in their lives? What was happening in the world at the time this woman made this choice? What makes this woman great? What qualities did she exhibit? Compare your life and your choices to the women whose article you read. ACTIVITY 1. Print a copy of the article “Life of Purpose” from the Native Daughters Oklahoma Magazine before class so students can begin their research about Gena Timberman Vitali. Print selected copies of three other articles in the magazine, so students can choose to compare and contrast Gena Timberman Vitali. 2. Read the article with the class. Discuss article: What challenges did Gena face in her career? How did she overcome obstacles? 3. Ask students to work individually or with partners to develop general issues relevant to Gena and their choice of two other Native Daughters in the magazine. They may want to develop their own statement as well. 4. Students can share their findings with a peer or as a group. Develop a chart for the group to see. Complete a large chart of Gena together. Each student can share his or her information on a large wall display so everyone can share information. 5. Journal writing – Consider your own personal decisions about relationships and your family, education, decisions about class attendance and academic goals or vocational decisions regarding a job. What choices can you make to improve any of these in your own life? Another option might be to think of a time when you have had to make an important decision. What decision did you make and why? What responsibilities went along with your decisions? 6. Do you think women have equal opportunities today in terms of occupations, power, and responsibilities? Why/Why not? 7. What personal characteristics stand out to you about Gena that you admire? 8. How would you feel if you had been in her situation? 9. What are qualities of a good leader? 10. Describe the roles of women in the dominant society today. How do they differ from the roles available to women in the past? ENRICHMENT IDEAS Students can choose how they demonstrate the application of their research. Some choices might include: *Make a Top Ten List of the most important ideas learned from this lesson. * Write a Tribute to a person who has done something to help those less fortunate than him or herself. Students can share their writing products with other group members as an activity.

LIFE OF PURPOSE| TRIBAL STRUCTURE

BACKGROUND INFORMATION The service area of the Choctaw Nation of Oklahoma are lands that have been reserved by the tribe for their own use through treaties, statutes and executive orders and were not “given” to them. Under the American legal system, Indian tribes have sovereign powers separate and independent from the federal and state government. The Choctaw Nation of Oklahoma Tribal Government is unique to aspects of our Democracy. MATERIALS NEEDED: http://s3.amazonaws.com/choctaw-msldigital/assets/158/constitution_1983_original.pdf http://www.choctawnation.com/government/executive-branch/ http://www.choctawnation.com/news-room/biskinik-newspaper-archive/ ESSENTIAL QUESTIONS How does the Choctaw Nation Government operate? Explain the term sovereignty. Does this term impact the role of tribal governments? What is the election process of the Choctaw Nation Tribal Government? What are some differences between the State of Oklahoma government and the Choctaw Nation tribal government? ACTIVITY 1.Create a diagram of the Choctaw Nation of Oklahoma Government Structure. 2.Interview the Chief, Assistant Chief or Tribal Council Member. 3.Research historical and contemporary aspects of Choctaw Nation tribal government. 4.Display findings and give a brief overview of their research.

ENRICHMENT IDEAS It is recommended the Instructor read the Choctaw Nation of Oklahoma Constitution for a good overview of tribal sovereignty and the federal/state/tribal relationships. Excerpts can be taken out to share with students to help provide background information. Students will discuss how the Choctaw Nation Legislative and Executive Members are elected and what type of term they serve.

LESSON OBJECTIVES Students will be able to research unique aspects of tribal government. Students will be able to express their findings orally and in writing. Students will be able to know basic functions of tribal governments Students will be able to know different forms of government (State vs Tribal) CURRICULUM INTEGRATION Social Studies Government Language Arts DURATION 5 class periods VOCABULARY Service Area Sovereignty Tribal Government Tribal Elections Tribal Council Tribal Hierarchy Culture Reservation ASSESSMENT/EVALUATION Brief summary Presentation Discussion questions

Students will write a brief 2-3 page summary and give an oral interpretation of their research. Internet research: links to on-line Choctaw Newspaper are included for OKLAHOMA STATE STANDARDS Standard 1: Literacy Skills C7 Standard 2: Literacy Skills A1b Standard 2: Content Standard 1c Standard 3: Content Standard 1E Standard 4: Content Standard 41E, 2 A,C, 6c

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STILL LEARNING |NATIVE WOMEN LEADING LESSON OBJECTIVES Students will be introduced to speeches and primary documents. Students will read primary documents addressing issues facing Native students. Students will respond to documents and create a list of common issues that were identified through reading the documents or viewing speeches. Students will be introduced to Native women making a difference. CURRICULUM INTEGRATION Language Arts Social Studies Career Education Native Studies DURATION 3 class periods VOCABULARY Testify Leadership Opportunity Journey Responsibility Procrastination First generation Respect Challenge Tenacity Impact Sovereign

BACKGROUND INFORMATION To become more familiar with the article and the contents: - Read NIEA’s website which includes their mission statement, goals and activities for Indian Education. - Read and become familiar with related speeches made by Dr. Shotton showing her topics of discussion and her passion toward education. Articles and information may include but not limited to: Dr. Shotton bio:

http://docs.house.gov/meetings/AP/ AP06/20130227/100226/HHRG-113AP06-Bio-ShottonH-20130227.pdf http://cas.ou.edu/nas-faculty-and-staff http://www.niea.org/ http://www.huffingtonpost.com/ heather-shotton/native-indianeducation_b_2288074.html

MATERIALS NEEDED Native Daughters magazine or copies of the article, “Still Learning.” Internet access iPad or learning lab. Smart board to show You Tube clips. NIEA Scenes from 2012 or You Tube NIEA 2012 scenes. https://www.youtube.com/watch?v=ciSyhAhsK68 Banding Together To Build Brighter Futures For Our Native Students. Dr. Heather Shotton, NIEA speech. Legislative Update and interview at Arizona. https://www.youtube.com/watch?v=wob8AzVcV0g Dr. Shotton- NIEA and TEDNA partnership. http://tribaleddepartmentsna.wordpress.com/2014/05/28/dr-heather-shottondiscusses-the-current-and-future-relationship-of-niea-and-teds/ ENRICHMENT IDEAS 1. Have students research other organizations such as National Congress of American Indians (NCAI), National Johnson O’Malley (NJOM) and United National Indian Tribal Youth (UNITY) that will expose and educate them on issues that are impacting tribal communities. 2. Students may also research national and state organizations that are advocating on behalf of Indian communities and youth. Suggested: Running Strong for American Indian Youth and Notah Begay Foundation (NB3) 3. Have students learn about other tribal women in leadership roles. Suggested names include: Dr. Henrietta Mann, Cheyenne, Dr. Star Yellowfish, Cherokee, Dr. Toni Tsatoke Mule, Kiowa and Dr. Robin Minthorn, Kiowa. ESSENTIAL QUESTIONS 1. Why is a Native woman such as Dr. Shotton important to learn about? 2. How has the Native Daughters article provided insight into diverse roles? 3. How does graduation rates impact tribal communities? 4. Describe how roles have changed for Native women.

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ACTIVITY NATIVE WOMEN LEADING 1. Have students read a primary document in class, silently or in paired groups. 2. Divide the documents in sections and have each select one. 3. Preview You Tube videos on Dr. Shotton’s perspectives. 5. Students will be able to share and discuss in class. 6. Have students provide their perspective on what they identified from documents, speeches or You Tube clips. 7. Have students share the importance of the article. with the class. ACTIVITY DISCUSSION QUESTIONS 1. What are some of the obstacles Dr. Shotton encountered? 2. Do you recall obstacles in school that you can relate to? 3. What was her proudest moment? 4. Recall a time that you had a proud moment. 5. What is NIEA and what are some of their goals? 4. How do graduation rates impact communities? (Native and non Native) ASSESSMENT/EVALUATION 1. Notes and handouts on primary documents. 2. Have students identify four things they learned as a result of the lesson plan. 3. You may use a KWL chart. OKLAHOMA STATE STANDARDS Standard 1- Vocabulary 1. Standard 3-Comprehension C- 1.a, 2.b, 3.a.b., 4-e Standard 4- Literature 4-b Standard 5-Research and information 1-a 2-a RESOURCE CITATIONS Shotton, Heather, PHD. “National Indian Education Association.” National Indian Education Association. Dr. Heather Shotton, n.d. Web. 27 Feb. 2013. . Legislative Update and interview at Arizona. https://www.youtube.com/watch?v=wob8AzVcV0g http://docs.house.gov/meetings/AP/AP06/20130227/100226/HHRG-113-AP06-Bio-ShottonH-20130227.pdf Dr. Shotton- NIEA and TEDNA partnership. http://tribaleddepartmentsna.wordpress.com/2014/05/28/dr-heather-shotton-discusses-the-current-and-future-relationship-ofniea-and-teds/

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STILL LEARNING |YOUR EDUCATIONAL JOURNEY BACKGROUND INFORMATION Teachers can read from the following sites to gain more information and a better understanding of the article.

LESSON OBJECTIVES • Students will create their educational journey by a chart or written plan. • Students will be able to research websites that will assist with their journey. • Students will be able to compile a list of activities and accomplishments that will prepare their written plan or resume. • Students will be able to start the process for exploring post high school goals. • Students will be able to learn the value of education and what it takes. • Students will explore educational opportunities that will lead to future endeavors. CURRICULUM INTEGRATION Language Arts Social Studies Career Education Native Studies Math DURATION 3 class periods VOCABULARY appropriations debater accomplishments contribute responsibility first generation recommendation degree doctoral financial aid

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ESSENTIAL QUESTIONS 1. How can mentors help young people reach their goals? 2. What steps can students explore for future plans? http://www.collegefund.org/students_and_ 3. What is the essential information needed toward planning your educational alumni/success_stories/detail/73/40/6 journey? 4. What is needed to become a productive MATERIALS NEEDED citizen in your community? 1. Internet access 5. What does being successful mean to 2. A KWl chart you? 3. Smartboard 4. Creative supplies to create a chart or plan.

ACTIVITY Your Educational Journey 1. Students will read the article in class, silently or in paired groups. 2. Students will provide a brief summary of their ambitions. 3. Students will search careers, educational institutions, training schools and other areas to become productive citizens. 4. Students will chart steps toward achieving their goals. 5. Students will identify schools, careers and resources that will assist them in exploring their future journey. ACTIVITY DISCUSSION QUESTIONS 1. How many students have thought about future plans? 2. Write down three areas that you have an interest in. Discuss the different areas. 3. What one area do you have a high interest in? 4. Check Career Interest Inventory sites if undecided. 5. What areas was Dr. Shotton involved in before achieving her doctoral degree? ENRICHMENT IDEAS 1. Provide speakers about specific areas that have been researched based on student information relevant to the assignment. 2. Provide opportunities that students can have access to (Indian Youth Career Day, Tribal Career Days). 3. Provide presenters and speakers geared toward diverse areas of careers and opportunities. 4. Have students create a list of careers/schools to be invited. 5. Have students share resources they have knowledge on. 6. Have students organize their own Career Day for their school. ASSESSMENT/EVALUATION Students will be assessed by creating their own educational journey chart. Students will be evaluated by identifying four things they learned as a result of the activity. OKLAHOMA STATE STANDARDS Language Arts: Standard 5- Research and Information Standard 5- 1, 1-a, 1-b, 2-a

STILL LEARNING| TRIBAL IDENTITY

BACKGROUND INFORMATION After reading the article, “Still Learning” you will know some of the hardships, obstacles and triumphs of Dr. Shotton. Throughout the article you will see cultural identifiers that provide insight into her cultural identity. Her desire to advocate for Native issues such as cultural insensitivity, educational curriculum that includes Native children, and the impact of graduation rates affecting tribal sovereignty is prevalent. Become familiar with the following sites: 1. http://wichitatribe.com/ 2. http://ok.gov/sde/sites/ok.gov.sde/files/documents/files/Tribes_of_OK_ Education%20Guide_Wichita_and_Affiliated_Tribes.pdf 3.”Welcome.” Cheyenne and Arapaho Tribes. N.p., n.d. Web. 17 Dec. 2014. . 4. Oklahoma State Department Indian Education Tribal Resource http://www.ok.gov/sde/sites/ok.gov.sde/files/documents/files/Tribes_of_OK_ Education%20Guide_Cheyenne_Arapaho.pdf 5. Kiowa Tribe of Oklahoma https://www.kiowatribe.org/ 6. Oklahoma State Department Indian Education Tribal Resources http://www.ok.gov/sde/sites/ok.gov.sde/files/documents/files/Tribes_of_OK_ Education%20Guide_Kiowa_Indian_Tribe.pdf MATERIALS NEEDED: Native Daughters Oklahoma magazine or copies of the handout Internet access Ipad or Mac Lab access Smart board Indian tribes of Oklahoma book or sections of the book for educational purposes Listing of tribal websites ESSENTIAL QUESTIONS 1. How do you see culture playing a role in the life of Dr. Shotton? 2. How do you see graduation rates impacting tribal soverignty? 3. Can a student envision a similiar life choice to Dr. Shotton? 4. Why is learning cultural diversity important? ACTIVITY Complete a tribal characteristic handout 1. Students will research and read Wichita, Kiowa and Cheyenne information. 2. Students will complete a tribal characteristic worksheet. 3. Students will discuss, compare and contrast the diverse tribes. 4. Students will be introduced to supplemental topics such as the Kiowa Five, Kiowa cradleboard makers, Wichita and Cheyenne history. ACTIVITY DISCUSSION QUESTIONS 1. How many diverse nations are there? 2. How does being a sovereign nation impact the state in which you live? 3. Identify names for tribal leaders. (Chairman, Principal Chief, Governor, etc.) 4. Compare and contrast tribal information based on handout. 5. Discuss common stereotypes about tribes. ENRICHMENT IDEAS 1. Kiowa Five- learn who and why the Kiowa Five became famous. 2. Kiowa cradleboard maker- learn about one woman’s traditional art. 3. Cheyenne Arapaho books- learn about the history and culture of the Cheyenne and Arapaho tribe with books created by a Book Project. 4. Jacobson House- learn the role the Jacobson House had with the Kiowa. RESOURCE CITATIONS “Book Project.” Cheyenne and Arapaho Tribes. N.p., n.d. Web. 07 Dec. 2014. Https://jacobsonhouse.org/. N.p., n.d. Web. 7 Dec. 2014. “Links.” Kiowa Tribe of Oklahoma. N.p., n.d. Web. 07 Dec. 2014. State of Oklahoma. Education. N.p., July 2014. Web. 7 Dec. 2014. “Welcome to the Official Site of the Wichita And Affiliated Tribes.” Home. N.p., n.d. Web. 07 Dec. 2014 Https://jacobsonhouse.org/. N.p., n.d. Web. 17 Dec. 2014.

LESSON OBJECTIVES 1.Students will be introduced to the tribal affiliations of the professor. (Wichita, Cheyenne and Kiowa) 2. Students will compare and contrast tribal characteristics of each tribe. 3. Students will be introduced to supplemental educational tools as it relates to the tribes. 4. Students will have a better understanding of tribal diversity and the 566 tribes/nations that exist today. 5. Students will be able to further explore additional tribes. CURRICULUM INTEGRATION Social Studies Language Arts Native Studies DURATION 3 class periods VOCABULARY cultural insensitivity turquoise Native American traditional regalia Lakota Indian respect hymn chairman ASSESSMENT/EVALUATION 1. Tribal characteristics identified by students will be discussed in class. 2. Assess student’s ability to determine specific tribal information related to each tribe. 3. Address the accurate portrayal of the tribes taught. 4. Address misinformation as needed. OKLAHOMA STATE STANDARDS US History Literacy Skills Standard 2: A-1-b, A-2-b,B-7

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BANDING TOGETHER TO BUILD BRIGHTER FUTURES FOR OUR NATIVE STUDENTS Dr. Heather Shotton President, National Indian Education Association October 21, 2012! It!is!an!honor!to!stand!before!you!today!as!your!new!NIEA!president.!Today!I!recognize!that!I! join!an!esteemed!group!of!individuals!who!have!helped!to!shape!and!lead!this!great! organization,!and!I!am!deeply!humbled!by!that.!!!I!am!humbled!to!be!a!part!of!the!legacy! that!has!been!left!by!our!past!NIEA!presidents!and!I!look!to!their!collective!wisdom!to!guide! me.!!!! I!would!like!to!thank!Quinton!Roman!Nose!for!his!service!to!NIEA!as!both!a!board!member! and!president.!His!dedication!to!Native!education!and!our!Native!students!is!to!be! commended.!Let’s!give!him!a!round!of!applause.!! I!am!so!thankful!to!our!current!and!outgoing!board!members!for!their!tireless!advocacy!on! behalf!of!those!who!matter!most:!Our!children.!They!spend!countless!hours!serving!this! great!organization!and!ensuring!that!NIEA’s!efforts!match!our!vision.!We!could!not!do!what! we!do!without!each!of!them.!!!I!am!honored!to!serve!with!each!of!you!and!I!thank!you!for! your!unwavering!support!and!love.!!!Let’s!thank!them!for!their!service.! I!must!also!acknowledge!those!who!have!come!before!me!and!made!a!way!for!me.!!!I!have! been!blessed!throughout!my!life!with!a!number!of!mentors!who!have!helped!to!shape!and! guide!me.!!!They!fought!the!fights!necessary!to!ensure!that!people!like!myself!could!be! afforded!every!educational!opportunity.!!!Thank!you!Dr.!Jerry!Bread!and!Dr.!Barbara!Hobson! for!your!constant!encouragement,!support,!and!for!always!holding!me!accountable;!but! more!importantly!thank!you!for!reaching!back!and!pulling!me!along.!! Thank!you!to!my!students.!!!You!inspire!and!energize!me!everyday,!and!I!am!honored!to! have!the!opportunity!to!share!in!a!small!part!of!your!education.!! Most!importantly,!I!must!thank!my!family.!!!I!wouldn’t!be!able!to!do!this!important!work!if! not!for!the!support!of!my!husband,!John,!my!two!beautiful!daughters,!Sloan!and!Sophie,!my! parents,!my!mother!and!fatherPinPlaw,!and!all!of!our!extended!family.!! Sloan!and!Sophie,!you!are!my!inspiration.!I!hope!that!standing!here!with!me!today!you! realize!that!you!can!do!anything,!so!always!dream!big.!!

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I!have!been!blessed!with!an!amazing!husband.!His!support!allows!me!to!live!out!my!life’s! passion.!!!As!a!tribal!leader!I!often!look!to!him!for!his!wisdom!and!experience.!!!He!embodies! all!of!the!values!of!a!true!leader,!giving!selflessly!to!his!people!everyday,!and!his!example! guides!me!in!all!that!I!do.!!!John,!thank!you!for!your!constant!love!and!support!and!for!being! my!anchor.! This!morning,!I!want!to!talk!briefly!about!what!NIEA!believes!the!future!of!education!for!our! Native!children!should!be!–!and!what!each!of!us!must!do!to!make!it!a!reality.!! This!is!a!bright!future!in!which!all!Native!students!will!get!a!highPquality!teacher!who!is! subjectPmatter!competent,!culturally!responsive,!and!is!compassionate!to!our!children.!! It!is!a!future!in!which!our!children!have!access!to!culturallyPbased!education!and!our!Native! languages,!regardless!of!whether!they!are!in!a!traditional!public!school,!!a!BIE!school,!or!a! charter!school.!! This!future!is!one!in!which!all!Native!students!have!the!option!to!take!Advancement! Placement!courses,!and!graduate!from!high!school!equipped!to!succeed!in!higher! education.!!!! We!envision!a!future!in!which!our!American!Indian,!Alaska!Native,!and!Native!Hawaiian! students!are!able!to!utilize!their!education!to!ensure!that!our!languages!and!cultures!not! only!survive,!but!thrive.!!!That!education!will!afford!them!the!opportunity!to!realize!their! dreams!of!giving!back!to!their!tribal!communities!and!helping!our!tribal!nations!prosper.!!!! It!is!a!future!in!which!every!school!truly!partners!with!our!tribal!communities,!and!all! educators!embrace!the!power!of!culture!in!improving!student!success.!! And!it’s!a!future!in!which!our!tribes!control!the!direction!of!education,!and!choose!what!and! how!our!children!learn.!! This!future!of!education!is!one!befitting!of!our!children!and!our!ancestors.!We!have!a!long! way!to!go!before!this!becomes!a!reality.!But!we!have!no!choice!but!to!make!it!happen.! There!is!too!much!at!stake!for!us!to!fail.!!!!! We!know!all!too!well!the!challenges!facing!our!students.!But,!through!the!collective! knowledge!of!our!membership!we!also!know!the!solutions.! !

NIEA!is!working!to!make!these!solutions!a!reality.!We!must!make!a!high!quality!education! system!for!our!Native!children!–!all!of!our!Native!children!–!an!everyday!reality.!! When!this!happens,!our!youth!will!be!able!to!succeed!in!a!world!in!which!knowledge!is!the! currency!for!economic!survival.!!

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And!when!Native!children!are!taught!by!highly!effective,!culturally!competent!teachers,! especially!Native!teachers,!they!are!morePlikely!to!be!successful!academically,!stay!on!the! path!to!graduating!from!high!school!and!college,!and!are!prepared!to!keep!our!cultures!and! languages!alive!for!generations!to!come.!! Over!the!past!year,!new!opportunities!have!emerged!for!us!to!provide!our!children! education!that!they!and!our!communities!need.!This!year’s!Convention!has!touched!upon! all!of!them,!from!digital!and!blended!learning!tools,!to!new!approaches!to!directing!and! choosing!education,!to!Executive!Order!13592!the!White!House!Initiative!on!American! Indian!and!Alaska!Native!education.! Through!these!new!opportunities!we!must!press!forward!and!remain!ever!vigilant!in!our! efforts!to!secure!a!future!in!which!our!children!have!access!to!quality!education!and!are! able!to!learn!in!environments!that!honor!and!value!our!cultures!and!languages.! We!do!this!through!our!advocacy!on!Capitol!Hill!and!at!the!White!House.!!We!do!this!by! exercising!our!right!to!vote.!We!foster!these!environments!through!research!and!data.!And! we!create!these!environments!by!helping!our!tribal!governments!and!communities!build! capacity!for!providing!our!Native!students!with!the!schools,!teachers,!and!curricula!they! need!and!deserve.!! Let’s!take!the!energy!from!this!year’s!Convention!and!use!it!to!further!our!mission!of! advancing!excellent!education!for!all!Native!students.!Together,!we!can!utilize!what!we! have!learned!this!week!to!build!schools!fit!for!our!children,!their!communities,!and!their! cultures.!!! Thank!you!for!being!members!of!the!leading!association!for!building!brighter!futures!for!our! Native!students.!Thank!you!for!your!dedication!to!our!students,!our!communities,!tribes,!and!to! Native!education.!More!importantly,!thank!you!for!your!advocacy!and!the!spirit!you!bring!to! NIEA.!!!!!

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Testimony of Dr. Heather Shotton, President Oversight Hearing on Indian Education Before the House of Representatives Committee on Appropriations Subcommittee on Interior, Environment, and Related Agencies Wednesday, February 27, 2013 at 10:00 a.m. B-308 Rayburn House Office Building Chairman Simpson, Ranking Member Moran, and members of the Subcommittee, thank you for convening this Oversight Hearing on Indian Education. I am Dr. Heather Shotton, President of the National Indian Education Association (NIEA), and a citizen of the Wichita & Affiliated Tribes. On behalf of NIEA, I am grateful for this opportunity to provide testimony and answer any questions that can provide important insights regarding how the federal government can better uphold its trust responsibility and bring parity to Native education. NIEA has worked for decades to keep Native education moving toward educational equity and excellence. NIEA was founded in 1970 and includes a large collective membership of American Indian, Alaska Native, and Native Hawaiian educators, in addition to tribal leaders, researchers, school administrators, teachers, parents, and students. NIEA’s mission is to advance comprehensive educational opportunities for American Indians, Alaska Natives, and Native Hawaiians throughout the United States. We accomplish this by viewing education as an integrated system consisting of federal, tribal, public, and private partners who coordinate at the federal, state, local, and tribal levels. These education partners must work together to ensure Native students have the same opportunity for safe, secure environments that promote effective learning and success as their non-Native peers. In support of this vision, NIEA also advocates for the inclusions of traditional Native cultures and values that enable Native learners to become contributing members of their communities and strengthen Native participation in education. State of Indian Education: Indian education is in nothing less than an ongoing state of emergency. Native children experience large disparities in academic achievement and educational attainment: reading and math scores are substantially lower than those of other groups; and Native students face some of the lowest high school graduation rates in the country.i Fewer Native students enroll in college, and even fewer graduate. ii The situation is increasingly dire in Bureau of Indian Education (BIE) schools. During the 2010-2011 school year, the graduation rate stood at just 59 percent and barely one-third of students performed at proficient/advanced levels in language arts and mathematics. iii Bureau of Indian Education Schools: There are only two educational systems for which the federal government is directly responsible: Department of Defense (DOD) schools and federallyoperated and federally-funded tribal schools. The DOD FY2013 budget request of $2.7 billion would include an aggressive construction plan to bring all DOD schools up to a good or fair rating by 2018. The Bureau of Indian Affairs (BIA) FY2013 budget request, however, eliminates new school replacement, which ensures students attending schools in the worst condition will continue to learn in unsafe and distracting environments. STILL LEARINING 109

Further, the DOD military construction budget is requested at $9.1 billion, which also includes the modernizing of aging schools with the goal of enhancing education and improving retention. In 2011, DOD even surpassed their goal of modernizing 65 schools.iv The Department of Defense understands children’s need for a safe learning environment and prioritizes funding for needed construction projects. While DOD budgets are often easy to justify for military purposes, it is equally as important that Congress defends spending on Native populations to fulfill the trust responsibility. The historically inadequate BIA budget consistently inhibits the basic function of a school – providing a safe learning environment for students. BIA inspectors recently identified a total of 120 safety deficiencies in four BIE elementary schools alone on the Rosebud Sioux Reservation. These schools are awaiting complete facility replacement, with an estimated cost of $32.5 million.v Native children should not risk their lives on a daily basis to access their fundamental right to an education. Such problems stem from the federal government’s negligence in properly maintaining BIE facilities, which are exceeding their life expectancies by decades. On average, BIE education buildings are 60 years old, while the average age of public schools serving the general population is 40 years old. A recent Department of the Interior (DOI), Office of Inspector General Report found that the dilapidated condition of BIE schools has “the potential to seriously injure or kill students and faculty.”vi The widespread health and safety deficiencies in the 2009 list of 64 BIE schools currently deemed in “poor” condition include: vii       

Classroom walls buckling and separating from their foundation; Water leaks near electrical outlets and light fixtures; Severe cracks in academic buildings; Non-operable fire alarm systems and no protective sprinklers; Improperly maintained furnaces; Exposed asbestos; Lead paint; Mold; and Water damage; Regular academic use of condemned buildings.

NIEA realizes BIA has recently focused on smaller projects, such as maintenance and upkeep, due to funding constraints. At the very least, BIA must receive adequate funding to replace the most deteriorated facilities in order to provide parity to Native students. The BIA budget request completely eliminates new school construction resources, which is unacceptable while so many students attend schools in dangerous and often life-threatening conditions. For example, one BIE facility requiring replacement is the Bug O Nay Ge Shig School in Bena, Minnesota. The high school serves five counties and 14 communities and is in a state of deterioration, which includes structural and mechanical deficiencies, lack of proper insulation, rodent infestation, and sewer problems. Due to mold, fungus, and a faulty HVAC system, the school’s air quality is poor and dangerous to those students and faculty utilizing the facility. Research shows that the physical condition of a school plays an important role in student success, affecting student and teacher attendance, teacher retention and recruitment, child and teacher health, and the quality of curriculum.viii This research supports why those parents who have the resources to do so, now transfer their children from the school in search of a safe learning environment. However, low-income families do not have the same opportunities to 2 110 STILL LEARNING

move to other school districts. Funding construction and providing a safe environment at this facility – and others like it – would allow administrators and faculty to then address other issues, such as providing a strong curriculum to increase student achievement. While BIA’s focus on routine maintenance is helpful, construction projects other than total replacement do not address the overwhelming concerns for student safety. There must be additional resources available to fund total replacement projects for the numerous schools similar to this facility in Minnesota. Furthermore, single maintenance projects for facilities that require replacement are often undesirable to such schools. Native leaders worry that accepting a piecemeal construction project will push their school further down the school replacement priority list. Raising Outcomes for Native Students: 1.) Release Updated BIA Funded Schools in Poor Condition Index and Tribal Priority Construction List(s): The index of BIA schools in poor condition was last released in 2009. With more than 60 schools indicated at that time, that list is sure to have grown. Further, the most recent BIA Education Facilities Replacement Construction Priority List citing schools most in need of repair was last released in 2004. These outdated lists are unacceptable and must be updated. While replacement projects on the 2004 list were expected to be completed in five years, lack of funds extended the construction program beyond that timeframe. The funding shortfall has left three schools from the 2004 list under construction, two in design, and one in the planning phase. In a February 28, 2011 letter to Congress, former Assistant Secretary – Indian Affairs Larry Echo Hawk included the anticipated date for a revised priority list was to be announced in May, 2012. Yet no list has been released. NIEA and Native education stakeholders request that the Subcommittee pressure BIA to release a new Construction Priority List in the coming months to better notify Native stakeholders and appropriators about needed replacement. 2.) Funding: NIEA understands the current fiscal climate. However, full funding is needed for completing the remaining construction projects from the prior construction priority lists. Additionally, BIA must release its updated construction lists, so full funding can address new replacement projects. Increased equity for BIE schools and Native students would be achievable if there was coordinated communication between parties in charge of requesting and appropriating funds for addressing safety and construction needs. The DOD understands the reasons for ensuring safety standards in schools. Otherwise, the Agency would allocate construction funding elsewhere. Without adequate funds to provide safe learning environments, students cannot be expected to excel. In the NIEA FY2014 budget request, our association expressed the need for school construction and repair funding to be set at $263.4 million to ensure enough funds for new school construction, facilities improvement and repair, and replacement school construction. There must also be accountability for funding allocation, so funds have the most effect on providing an equitably safe learning environment. BIA must distribute information to tribes, school administrators, Native community leaders, and appropriators to guarantee correct funding allocation. 3 STILL LEARINING 111

Transparency is the key to highlighting the correlation between funding new schools that decrease distractions and provide environments conducive to learning. Likewise, funding must be directed to its intended purpose. Increasing administrative costs within an agency is unacceptable when it diminishes the facilities serving Native children. Funding the top levels of bureaucracy does not effectively utilize funding intended to make a difference in students’ lives. Additionally, any future streamlining at the Bureau level must include direct, regional consultations and comment periods with tribes and Native partners to ensure all Native concerns are appropriately addressed. 3.) Interagency and Native Cooperation: There must be collaboration at the federal level to ensure existing education programs are effective and funding is used efficiently during these times of constrained budgets. For example, DOI currently oversees the construction of schools managed by the BIA. This can cause cumbersome delays if federal officials do not actively communicate about needed projects, associated costs, and other issues. DOI should establish a tribal advisory committee to advise the Secretary of the Interior on policy issues and budget development for the BIE school system. This should include a formal mechanism for tribally-operated schools to raise issues and provide substantive advice to the Secretary on a continuing basis – especially regarding the development of a budget request that addresses programs serving BIE schools. Since the schools in the BIE system are the sole responsibility of the federal government, the Secretary of the Interior should be consulting closely and regularly with representatives selected by Native partners and the school boards operating those facilities. Further, BIA spends millions of dollars contracting with outside sources to provide professional development for the dedicated professionals who work in BIE schools. A more cost effective and culturally appropriate process would have the BIE contract with Tribal Colleges and Universities, where possible, to provide in-service teacher training and other professional development services for the pre K-12 schools it oversees. Cooperating with and enabling Native partners to work with Native youth can assure better teaching and achievement results than utilizing outside parties who may not understand the issues affecting Native students. Conclusion: Mr. Chairman, Ranking Member Moran, and Subcommittee members, NIEA appreciates the Subcommittee’s past and present dedication to improving Native communities and protecting Native education. With your support and through our continued collaboration, NIEA is hopeful that Congress and our federal partners will protect and strengthen programs and funding that ensures parity and safe learning environments are available to Native students. With an educated citizenry, Native communities will have the opportunity to thrive and succeed in an increasingly competitive global marketplace. i

U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2005, 2007, and 2009 National Indian Education Studies. ii US Census Bureau, American Community Survey 2005-2009 estimates. iii Bureau of Indian Education, "Bureau-Wide Annual Report Card, 2010-2011." Bureau of Indian Education, "Bureau-Wide Annual Report Card, 2010-2011." iv U.S. Department of Defense. “Overview – Fiscal Year 2013 Budget Request. Department of Defense. February 4, 2012. v

Personal Communication from President Rodney Bordeaux, President of the Rosebud Sioux Tribe, and Chad Blotsky, Business Manager for the Todd County School District. April

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10, 2012. vi

US Department of the Interior, Office of Inspector General. “Flash Report: Bureau of Indian Affairs and Bureau of Indian Education: Schools in Need of Immediate Action. May 2007. C-IN-BIA-0008-2007. vii Bureau of Indian Affairs, "Indian Affairs Funded Schools in Poor Condition as Indicated by Facility Condition Index." December 31, 2009. viii Cheng, Gracye and Steve English. "Evidence and Recommendations Concerning the Impact of School Facilities on Civil Rights and Student Achievement." July 27, 2011. Submission to the US Department of Education Excellence and Equity Commission.

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Tribal'Worksheet' ' For'this'activity'you'will'research'and'compare'information'for'the'Wichita,'Kiowa'and'Cheyenne'tribes.' After'completing'the'worksheet'information'will'be'shared'in'class.'' ' 1.'Name'of'the'tribe:' 2.'Name'the'language'family'of'the'tribe:' 3.'Name'the'current'tribal'leader:' 4.'Identify'a'current'issue'the'tribe'may'be'experiencing:'' ' ' Describe'four'characteristics'of'the'tribe:'Write'complete'sentences'for'each'characteristic.'' ' 1.' ' ' 2.' ' ' 3.' ' ' 4.' ' ' '

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1. Dr.%Heather%Shotton%Niea%Speech,%NIEA%2012%% https://www.youtube.com/watch?v=ciSyhAhsK68% % 2. %Dr.%Heather%Shotton%Bio% %http://docs.house.gov/meetings/AP/AP06/20130227/100226/HHRGN113NAP06NBioNShottonHN 20130227.pdf% % 3. Dr.%Heather%Shotton% http://myemail.constantcontact.com/NewNNIEANPresidentNCallsNonNMembersNtoNBuildNBrighterNFuturesN forNNativeNStudentsNNAnnouncingNNIEANAdvocacyNWireNVolumeN1N Number.html?soid=1103596296665&aid=2HCPrEJxG38% % % % %

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THE KNOWING| THE NECKLACE OF DAYS CURRICULUM INTEGRATION LESSON OBJECTIVES Native Languages Poetry Reading Writing History Geography Music Visual Arts Performing Arts

DURATION This interdisciplinary project-based lesson could take as little as one week or as long as three weeks, depending upon class time available. Students may want to take journals and questions/materials home at night. Students will benefit if there is time for gestation of ideas. More time will allow student creativity to flow, develop, be observable, elicit joy, and demonstrate meaningful learning through depth and complexity. It is also possible to choose parts of this extended lesson. There are natural starting and stopping places in this lesson. VOCABULARY Evidence Reflection Histories Universe Indigenous Architecture Salish Muscogee Creek Ceremony “Espoketis Omes Kerreskos”(Es-bohkee-days Oh-mes Gee-thl-thl-ees goes)= “ThisMay Be the Last Time” Mvskoke (Muh-sko-kee)= Muscogee (Creek) Mvto (Muh-doh)=Thank You (in the Mvskoke language) Diaspora From magazine article “The Knowing”: Metaphor Paradox Incongruities Stereotypical Trail of Tears Perception Dimension Stomp Dance Artifact Archive 116 THE KNOWING

Students will be able to: • read the NDO article “The Knowing” and actively participate in class discussion by highlighting important details and formulating questions. • use metaphorical thinking to equate life’s experiences with typical geographic features to write in a reflective journal throughout the lesson and at each juncture. In A Map to the Next World, Joy writes, “You have to make your own map”. (Students will have a handout and discussion questions to help them understand metaphors.) • read Joy’s column (Handout #1 “Coming & Going”) “Coming and Going in Indian Country” (February 2012) from the Muscogee Nation News, and talk about the poetic devices within. Take special note of: “I will always remember this day. It was a special one on the necklace of days.” • make observations and note signs of culture and traditions by watching vivid YouTube videos of Muscogee Creek Stomp Dance and Northwest Coast Cowichan and Squaxin performing canoe protocols with dance and song. • compare and contrast the Northwest Coast environment to Oklahoma’s by explaining and identifying important geographical and cultural sites and differences, noting how environment influences culture. • read “Remember” poem and engage in meaningful discussion of the interactive website, which examines and illuminates the context. • engage in a choral Readers’ Theatre with entire class performing “Remember” using “call & response” while appreciating the connection to the origins of “American music”. (Sterlin Harjo’s new movie, “This May Be the Last Time” is a true family story through which the origins of “American Music” are rooted in Muscogee Creek Hymn Singing, African American Spirituals, and Scottish Congregational Line Singing.) • listen to Joy Harjo’s book, For a Girl Becoming, (2009, University of Arizona Press) read aloud by teacher (or selected student) and reflect on the ceremony of welcoming new life. • create a “mind map” of personal remembrances using the graphic organizer (Handout #2 “Remember the Sky”) inspired by the first lines of Joy’s poem, “Remember”. • analyze and uncover the underlying themes and patterns of one’s own life. • design and create a unique book, a “mapped journey” with landforms, roads, cities, bodies of water . . . representing stages of life and significant moments. • write about life experiences using metaphors to portray them. • plan an orderly presentation of these concepts by developing a “rough draft” book, composed, designed, and arranged in an organized way to tell a story, as a planning tool to create the final project. • design and construct an original accordion book, which speaks to personal remembrance, reflection, and meaning, using metaphors. • complete a written document using metaphorical language to archive this personal journey and complete the storytelling of one’s passages. • engage in a sharing circle of writers for those who wish to share/perform their books. Perhaps invite writers from the community to participate.

BACKGROUND INFORMATION • Read Native Daughters Oklahoma article, “The Knowing”. • Preview the web sites and view all hyperlinks in “Remember”. • View both Muscogee Creek Nation and Cherokee Nation on Oklahoma State Department of Education website: Oklahoma Indian Tribe Education Guide http://www.ok.gov/sde/tribe-educationresources • Understand the concept of “Home” as given by Carolyn Dunn in “Synching to the Rhythm of Stomp”, Homespace, Performativity, and Diaspora (May 31, 2014 at NAISA Annual Meeting 2014, University of Texas, Austin, Texas):

- physical geography - narrative history - social identity • Be ready to lead discussion with students regarding how our land holds memory, i.e. sacred sites (both cultural and personal) which hold the “remembrance” of things past . . . music, poetry, tears, joy, wonder, surprise. . .

BACKGROUND INFORMATION (CONTINUED) • Learn about the protocols related to canoes in the NW Coast. There are ceremonies of entering the canoe, entering the water, moving through the waters together, the return . . . as beautifully detailed in two articles in Northwest Teacher, Winter 2003, Vol.4, No.2, “Ways of Knowing: Nature Knowledge and Western Science” pp. 2-5, and “Journey to Understanding: Lessons from a Canoe Curriculum”, pp. 6-11: - http://juneauindianstudies.org/resources/Native%20 Ways%20of%20Knowing%20Canoe%20Curriculum.pdf • View YouTube videos that give a close-up view of Muscogee Creeks and Northwest Coast Cowichan and Squaxin protocol. These are perfect to show to compare and contrast cultures. If you want more on protocols, an internet search has many documenting the various tribal protocols regarding the canoe journey documented by Squaxin Island Tribe:

- https://www.youtube.com/watch?v=IPQ-HO114tc - https://www.youtube.com/watch?v=tkFGFr4KZCk - https://www.youtube.com/watch?v=kTRItLJyhPc - https://www.youtube.com/watch?v=kTRItLJyhPc *If you want students to understand the ceremony of protocols, the Squaxin Island Tribe of south Puget Sound in Washington has documented many. There are protocols for everything regarding a canoe. These are authentic, beautiful, and reveal many cultural values in remarkable ways. Students will understand why Joy’s visit was so special on her “necklace of days”. This site would make a significant homework assignment: - https://www.youtube.com/channel/UCzTmMf_ gQ4iOQdigd5ZrVXQ/videos

MATERIALS NEEDED 1. Journal for each student (composition notebook or easy to make) 2. Student copy of (free) instruction on teaching metaphors: http://www.superduperinc.com/handouts/pdf/287_Metaphors.pdf 3. Student copy of all Joy Harjo Quotations - Handouts #3 and #4 4. Student copy of Handout #1( “Coming & Going”) from her column, “Coming and Going in Indian Country” by Joy Harjo in the Muscogee Nation News, February 2, 2012. Vol.42, Issue 3, p. 6 (also published in “Joy Harjo’s Poetic Adventures in the Last World Blog”) - one page 5. Topographical maps or a globe showing Northwest Coast and Oklahoma for comparison and contrast of land forms and environment 6. Handout #! (Student copy of the “Remember the Sky” poem) 7. Projection of the websites which include: http://www.vcu.edu/engweb/webtexts/Harjo for class reading and study of Harjo’s poem, “Remember” using hyperlinks to discuss significance of words and phrases (Web text by Kellie Cruz, Virginia Commonwealth University) 8. Check out book by Joy Harjo: For a Girl Becoming, University of Arizona Press, 2009 9. Student copy of graphic organizer (Handout #2 “Remember the Sky”) for brainstorming personal mind map of each one’s life: the musings, moments, and memories 10. Materials and supplies needed for creating accordion book project: • Journal for each student (composition notebook or easy to make) • Large white construction paper cut in half horizontally to create two long strips • Scissors • Pencils and erasers • Black fine point Sharpies (1 per student) • Paper for creating a small draft version to sketch ideas for book (8 ½ x 11) • Other paper in colors, patterns • Colored pencils • Markers/crayons • Clear scotch tape • Glue sticks • Muscogee music to play while students work, including “Espoketis Omes Kerreskos”“This May Be the Last Time” at url: https://myspace.com/mvskokehymns (find at right side of page) Joy Harjo has a number of CDs available. • Student copy of free on-line handout “Understanding Metaphors . . . It’s a Breeze!” by Amber Hodgson, M.A., CCC- SLP, Super Duper Publications, 2010 http://www.superduperinc.com/handouts/pdf/287_Metaphors.pdf • Student copy of Activity Discussion Questions THE KNOWING 117

ESSENTIAL QUESTIONS • How does learning about history through poetry differ from learning through an informational text? • How does the “place” you grow up in affect your life and your character? • How do life experiences affect your existence? How does what you read affect your life? • What art forms (art, music, poetry…) speak to you or affect you as a person? • How is reading a poem, play, or script different from performing it? • Evaluate your journey so far. Where have you been? Where are you now? Where do you want to be? • How is ceremony important to life? How do things become sacred? ACTIVITY “The Necklace of Days”: Musings, Metaphors & Memories 1. Examine and take notes while watching “Reflective (University of Arizona Press, 2009). Reflect on the ceremony Writing: A Very Brief Guide” on You Tube: (less than two of welcoming new life. minutes!) and discuss rubric. https://www.youtube.com/ 11. Create a “mind map” of personal remembrances using the watch?v=X1xkFgHAWD0 graphic organizer (Handout #2 “Remember the Sky”) inspired For more details/discussion, a three-minute animation by the first lines of Joy’s poem, “Remember”. Start in the explaining “Reflective Writing” https://www.youtube.com/ center, at the beginning. Life moves in a circle. watch?v=uhBiwT2Sk9g 12. Analyze and uncover the underlying themes and patterns of 2. Begin recording your thoughts and images in a reflective one’s own life. Can you name them? Do you recognize the journal and continue at each juncture throughout the lesson. “defining moments”? Start a list of metaphors for your life’s What environment helps you to reflect? journey. 3. Use the copy of Joy Harjo’s Quotations in your journaling 13. Design and create your unique “mapped journey” with process. Read and respond to at least one quote for each landforms, roads, cities, bodies of water, detours . . . entry. Keep these handy to use throughout the lesson to representing stages of life or significant moments. connect text to discussions and writing. 14. Write about life experiences using metaphors to portray 4. Read the article “The Knowing” and actively participate them. in class discussion, highlighting important details and 15. Design and plan an orderly presentation of these concepts formulating questions. Have you felt something similar? Do by developing a “rough draft” book, composed, designed, you listen to that voice or feeling? Discuss the metaphors she and arranged in an organized way to tell the story, as a uses. planning tool to create the final project. This is your “Necklace 5. Read Joy’s column (Handout #1”Coming & Going”) “Coming of Days”. Is there a metaphor you would select for your and Going in Indian Country” from the Muscogee Nation special days? News and talk about the poetic devices within. Take special 16. Construct “Moments of Memory” accordion book, which note of: “I will always remember this day. It was a special speaks to personal remembrance, reflection, and meaning: one on the necklace of days.” Use the super duper handout to be clear on metaphors: http://www.superduperinc.com/ handouts/pdf/287_Metaphors.pdf 6. View, observe, and note signs of culture after watching you tube videos of Muscogee Creeks and Northwest Coast Cowichan and Squaxin protocol. • https://www.youtube.com/watch?v=IPQ-HO114tc 1. Cut one large sheet of construction paper in half horizontally. • https://www.youtube.com/watch?v=tkFGFr4KZCk 2. Fold in half and then half again, carefully creating equal • https://www.youtube.com/watch?v=kTRItLJyhPc fourths (both pieces of paper). • https://www.youtube.com/watch?v=kTRItLJyhPc 3. Tape them together neatly so they create one long horizontal 7. Compare and contrast the Northwest Coast environment piece. to Oklahoma’s by explaining and identifying important 4. Now you should have eight separate “pages” on top, and geographical and cultural sites and differences, noting how eight separate “pages” underneath. environment influences culture. Have you ever felt “culture 5. Fold the book so that the first (top) page (Title Page) opens shock”? as a book does, from the right side. 8. Read “Remember” poem and engage in meaningful 6. All the pages should fall in order when you gently crease discussion of the interactive website, which examines and them both ways for ease of movement and straight edges. illuminates the context. Respond to her words. Corners should align. 9. Engage in a choral Readers’ Theatre with entire class 7. Play some Muscogee Creek music (https:myspace.com/ performing “Remember” using “call & response” while mvskokehymns)or a Joy Harjo CD to encourage the creativity appreciating the connection to the origins of “American and flow of this “stream of consciousness”. music”. (Sterlin Harjo’s new movie, “This May Be the 8. Use a pencil to create your title page. Be creative. Think Last Time” is a true family story through which the origins what lettering style will tell your story best. Take a slow, deep of “American Music” are rooted in Muscogee Creek breath, and feel the energy of Joy’s poem and let it assist you Hymn Singing, African American Spirituals, and Scottish in placing your innermost feelings into the work. What feeling Congregational Line Singing.) How did it feel to orchestrate do you want to portray in your book? this union of voices? 10. Have someone with deep melodic voice read aloud while students listen to Joy Harjo’s book, For a Girl Becoming, 118 THE KNOWING

ACTIVITY “The Necklace of Days”: Musings, Metaphors & Memories (Continued) • Then, thoughtfully and cohesively sketch out all sixteen become “Crazy Brave” (title of Joy’s memoir). Create with pages. Be sure to include a page about the author (You), intention and emotion. Make your moments memorable, and perhaps a dedication. You are free to envision this from your give yourself permission to be free, liberated, in this work. mind’s eye. Enjoy it. • (http://www.makingbooks.com/accordion.pdf is a free • It would be wonderful to have a poster in the room or a copy instruction page you could give to students for a more for each student, to recall Williams’ Taxonomy of Creative complex book using recycled cereal boxes as front and back Thinking (as we use a road map). Key words help students cover) remember the concept. Note these and refer often to them in • It is interesting to note that this Mesoamerican “codex” style of your journal and your work. book is ancient, made of bark paper and constructed to open • Fluency - many and close like a folding screen. These books were made for • Flexibility - adaptability instructional purposes, to record history, depict oral traditions, • Originality - uniqueness or to set forth the calendars of traditional ceremonies. • Elaboration – adding on 17. Archive the meaning of your creative journey in words. • Risk Taking - exploration Make your metaphors clear in your story. Write or type your • Curiosity - inquiry “Moments of Memory” artifact that will accompany your book. • Imagination - fantasizing It will serve as a “Legend” to the “Map” of your life. • Complexity – intricacy 18. Engage in a Circle of Writers for those who wish to share • The purpose is to create a piece of visual and written art their books. Perhaps invite writers from the community to join that exudes a feeling, invites discovery, evokes memories... and contribute. something uniquely yours. Reach down deep inside and ACTIVITY DISCUSSION QUESTIONS • Close your eyes. Do you “remember” the sky you were born under? • What did the moon look like on the day that you were born? What other days are meaningful to you? (Look on-line for phase of the moon on any date) • Where does the sun shine brightest for you? What phase of the moon is your favorite? What constellation sings to you? What are the words to the song? • What is your destination? Is the road smooth, bumpy, winding, straight, uphill . . . ? • Have you mapped your journey? Do you just go where the road takes you? • How are you traveling? Planes, trains, automobiles, canoes . . . or are you walking? • Are there “escape routes” for difficult situations? Do you have “rest stops”, or “ditches”? What about the risks of natural disasters like floods, earthquakes, tornadoes . . . ? Do you have an emergency plan or a first-aid kit? • Life is complex. What are your mountains, valleys, oceans, beaches, ditches, traffic signs, country roads, forests, parks . . . ? • Where is home? (“Home is where the Heart is”) Where do you feel at peace? • Do you already have future destinations? Are you an explorer? • What will happen if you get lost? How will you find your way? • Is there a “Trail of Tears” somewhere in your family’s journey? • Celebrate the traits you have inherited by birth, love, friendship, reading . . . • Relate through creative expression the lasting gifts you have inherited by knowing your mother, father, siblings, and grandparents . . . relatives by blood or love. . . • Imagine the song your favorite tree would sing to you. Where is it? Sketch it. • Research in Muscogee Creek or Cherokee (Joy’s tribes) or other Native languages some words or phrases you would like to be able to speak or sing to someone? • How does your favorite meal look when prepared or when being prepared? Are you somewhere in this recipe? When and where does food taste the best to you? Describe the table. (Ms. Harjo wrote a poem about the kitchen table, “Perhaps the World Ends Here” from The Woman Who Fell From the Sky, 1994 by Joy Harjo. W.W. Norton & Company, Inc.)

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ENRICHMENT IDEAS Differentiation can occur easily in this multi-faceted project of book making. There is no limit to a student’s creativity or imagination. Some possible enrichment choices to extend this activity could be: • Create a ceremony around the reading of your book. Include experiences using all five (six) senses. • Produce a short play in honor of someone who has inspired you to make the most of your moments here on Earth. • Joy’s poetry is colored through the lens of American Indian history that includes the Trail of Tears traveled by countless Indigenous Nations. The Mvskoke hymn, “This May Be the Last Time” (“Espoketis Omes Kerreskos”) is one that is said to have been sung by Muscogee Creek families while enduring this traumatic and unthinkable journey of hardship and death. We have all cried tears. Is there a song in you longing to be expressed? • Is anything missing from history? Write an essay using text from history books to cite as evidence. What are the options for rewriting history? • Tribal oral traditions are passed from generation to generation. Make puppets out of “found objects” or scraps. Create a show for your fellow students. Be sure to think inclusively of trees, rocks, rivers, shells, waterfalls, glaciers, or any other natural part of our world. What do their voices communicate? A tree branch has a story . . . • Dance your story . . . any style that fits. Perhaps your style changes as you grow and develop into personhood. How will it feel? How will it look? Simple backdrops could enhance the dramatic quality as you share this with an audience. • Compose a poem, song, or story of any topic you have contemplated during this study. • Write your Memoir. What is the title, the tone? Sketch the cover. • Draw, sculpt, paint, or somehow visually express “Remember”. Sketch it or attach a photo in your journal. • Extend your life story from this point. How can you convey this to us? • Write a column in your newspaper. What will you call it? Maybe you need to publish a class blog or school newspaper and make delivering it a “work of art” too. • Read Joy’s poem, “The Place the Musician Became a Bear”, about Jim Pepper, in The Woman Who Fell From the Sky by Joy Harjo. • What have I left out that you would prefer to do, exhibit, display, create . . .? • Another idea is to have a graphic display of choices to enrich student thinking and learning, much like a tic-tac-toe board or a 9-patch quilt. The nine “menu” choices are intrinsic differentiation strategies from which students may choose:

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ASSESSMENT/EVALUATION • Some teachers and students like creating the rubric together. Students have more clarity about the criteria and feel they have a stake in the process. • It is essential to give students a rubric BEFORE project begins. • Criteria must be clear and concise. . • The Six Traits of Writing are evaluated in a beautiful rubric online:

http://arlingtonrobinson.weebly.com/uploads/3/9/3/2/3932951/1304348.jpg?399 Students and teacher could use the rubric to create their project criteria together. OKLAHOMA STATE STANDARDS Native Languages: Although this lesson does not attempt to teach the Muscogee language, it does intend to meet the following requirement of Oklahoma Standards for World Languages as identified by the State of Oklahoma. The Oklahoma State Board of Education has identified the study of languages (foreign, Native American, American Sign Language) as core curriculum . . . The State School Laws of Oklahoma 2001 state “Students must learn about cultures and environments – their own and those of others with whom they share the earth.” There are five overarching goals in Oklahoma’s curriculum framework: • Communication • Cultures • Connections • Comparisons • Communities “Languages Awareness is to be a required program in Oklahoma schools through which children gain the insight that other languages exist besides their own.” Language Arts: Reading/Literature: Vocabulary: 1.1., 1.2., 1.3.a., 1.3.b, 1.3.c., 1.3.d. Fluency: 2.1., 2.2., 2.4., 2.5. Comprehension: 3.1.a., 3.1.b, 3.2.a., 3.2.b., 3.3.a., 3.3.b., 3.4.a., 3.4.b., 3.4.d., 3.4.e., 3.5.a., Literature: 4.1.a., 4.2.b., 4.3.a., 4.3.b., 4.3.c., 4.4.a. Research & Information: 5.1.a., 5.1.b., 5.2.a., 5.2.c. Writing, Grammar, Usage & Mechanics: Writing Process: 1.1., 1.4., 1.7., 2.1.a., 2.1.b., 2.1.e., 2.1.h., 2.4.a., 2.5.a.,2.5.b., 2.6., 2.8.f., 2.9. Oral Language, Listening, & Speaking: Listening: 1.2.,2.1., 2.2., 2.5. Visual Literacy: Interpret Meaning:1.1., 1.2. Compose Visual Messages: 3.1. United States History: Process & Literacy Skills: 1.A.1., 1.B.4., 1.b.6., 1.C.7. 2.A.b., 2.A.2.a., 2.A.2.c., 2.B.4., 2.B.8., 2.C.10. 3.4., 4.2.C., 4.6.C., Music: 1.1.b., 1.1.d., 1.6., 2.1., 2.2.a., 2.2.c., 3.8., 4.4., 4.5., 4.5., 4.6. Visual Art: 2.1, 3.1., 3.2., 4.2., 4.3., 4.5.

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RESOURCE CITATIONS • “Coming and Going in Indian Country”, by Joy Harjo, Muscogee Nation News, February 2, 2012. Vol.42, Issue 3, p. 6 (Published in “Joy Harjo’s Poetic Adventures in the Last World Blog”) http://www.muscogeenation-nsn.gov/Pages/MNN/ pdf/2012/feb12mnn.pdf • http://www.vcu.edu/engweb/webtexts/Harjo • Carolyn Dunn, “Synching to the Rhythm of Stomp”, Homespace, Performativity, and Diaspora” (May 31, 2014 at NAISA Annual Meeting 2014, University of Texas, Austin, Texas) • https://myspace.com/mvskokehymns (Tvkvpvtce Creek Hymns: Espoketis Omes)) • http://www.ok.gov/sde/tribe-education-resources • http://juneauindianstudies.org/resources/Native%20Ways%20of%20Knowing%20Canoe%20Curriculum.pdf • http://arlingtonrobinson.weebly.com/uploads/3/9/3/2/3932951/1304348.jpg?399 • http://www.makingbooks.com/accordion.pdf • http://www.muscogeenation-nsn.gov/Pages/MNN/pdf/2013/jan152013.pdf (Page 3 shows where to order Mvskoke Bible & Hymn Book)

• THIS MAY BE THE LAST TIME: Stories of America’s First Music, DVD available from: thismaybethelasttime.com (Mvskoke hymn singing is woven throughout this true story of Sterlin Harjo’s family in a heartfelt tale that illuminates the origins of what we know as “American Music” and sheds light on the Mvskoke culture.) https://search.yahoo.com/ search?fr=mcafee&type=B215US679D20140603&p=this+may+be+the+last+time+sterlin+harjo+dvd To hear Sterlin Harjo explain the technicalities of how he produced the film: http://wn.com/sterlin_harjo • http://www.superduperinc.com/handouts/pdf/287_Metaphors.pdf by Amber Hodgson, M.A., CCC-SLP, Super Duper Publications, 2010. (free for classroom use) 122 THE KNOWING

THE KNOWING | THE HEART OF A HERO

LESSON OBJECTIVES Students will be able to: • construct reflective and creative journal entries during and each learning experience. • examine history books used in school, finding and listing the names of the heroes. Look for a pattern in the results. Think about that and express thoughts in journal. • watch video with Bonnie Tyler song, “Holding Out for a Hero” http://www. mythologyteacher.com/HoldingOutForaHero.php and make a list of songs about heroes while brainstorming with class members. • discover hidden historical heroes from viewing Choctaw Code Talkers video from Choctaw Nation: http://www.choctawnation.com/history/people/code-talkers/ (Scroll down to see video) and record all the new information learned in journal. • read and highlight individual student copy of “The Hero’s Journey” outline from http:// www.thewritersjourney.com/hero’s_journey.htm Does Ms. Harjo’s life remind you of these passages? Write down the ways her life story fits the pattern of “The Hero’s Journey”. Recognize, explain, and give examples of the character traits/gender of a hero. Does it change with cultures? Write the names of four people who are heroes to you. • read Joy Harjo’s Quotations (Handout #2 Words) for inspiration and paraphrase, interpret, and apply quotations from any of Ms. Harjo’s writing to your own life in oral or written language. Compose songs and poems, raps. Students may work alone, or in pairs, or a small group to create this project. • study Ms. Harjo’s live performance on You Tube, a poem to get rid of fear, “I Release You”. Write in journal some words that describe strength and courage. Record some personal fears. https://www.youtube.com/watch?v=DAYCf2Gdycc • analyze and identify the passages in “The Hero’s Journey” by selecting events or periods in personal life. Sketch a map of life’s journey so far. This will take some thought . . . and time. • construct individual “Hero’s Journey” using the on-line interactive tool: http://www. readwritethink.org/classroom-resources/student-interactives/hero-journey-30069.html Note: There is no way to save in this application. Student must print each page when completed. (There are additional lesson plans and resources for “The Hero’s Journey” on this site from the International Reading Association and the National Council of Teachers of English.) Print each page as it is completed and attach in journal. • pay attention to a wonderful interview with Kickapoo Comic Book Creator, Arigon Starr: http://blip.tv/conmen/con-men-interviews-arigon-starr-creator-of-super-indian-6635533 Enjoy the BEST live interview with Arigon Starr! She talks about the term “Indian”, stereotypes, Native humor, and her character Super Indian who ate tainted commodity cheese and developed superpowers! (So did his dog!) Kids will glean so much, and be inspired to create! Read more about Arigon Starr who is an enrolled Kickapoo, but also Muscogee Creek, Cherokee and Seneca: http://www.powwows.com/2014/03/05/arigonstarr-talks-about-her-super-universe/ Record new information. • Listen to a sample of her songwriting ability with this short clip of “Junior Frybread”: http://arigonstarr.com/lyrics_all/wind-up/jrfrybread.html Write letter to Arigon Starr in journal, giving her creative ideas for a comic book, song, or play. Write your own funny song. • read article on Comic Book by Arigon Starr, Annumpa Luma: Choctaw Code Talkers about the first Native Code Talkers of WWI, the Choctaw, and reflect on all the new historical learning opportunities this lesson provides: http:// americanindiansinchildrensliterature.blogspot.com/2014/06/arigon-starrs-annumpa-lumacode-talker.html (It is a perfect teachable moment for the meaning of irony.) Native Languages were forbidden at U.S. Government Boarding Schools, and the Choctaws as American Indians were not even considered citizens during WWI, yet they volunteered in great numbers to serve as warriors for their beloved country. Creatively using their native Choctaw language helped win WWI. That’s one for the history books!) • synthesize lessons learned and develop a way to share your own Hero’s Journey so far. Include goals and wishes for your own future. Remember, Joy Harjo said, “You must make your own map.” Enjoy the journey.

CURRICULUM INTEGRATION Native Languages Language Arts History Geography Music Visual Art Performing Arts Philosophy Anthropology

DURATION There are infinite possibilities for this project-based lesson. A brief introduction to the idea of “The Heart of a Hero” could be completed in one week; a longer study, engaging students with more depth and complexity could be an interdisciplinary block for four weeks. Teachers could choose parts of this lesson, according to student interest and curricular needs. VOCABULARY Hero Archetype Character Warrior Native Languages Code Talkers Irony Culture Sovereignty Treaties Injustice Assumptions Prejudice Bias Racism

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VOCAB. (CONTINUED) Stereotyping Code Decipher Honor Humility Valor Diplomacy Gender “Indian Humor” Autonomy Assimilation Ethnocide Removal Servant-Leader Perspective “English-Only” Native American Languages Act Mutual Respect

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BACKGROUND INFORMATION • Sovereignty: Sovereignty is an internationally recognized power of a nation to govern itself. American Indian tribes have a Nation-to-Nation relationship with the United States. When these rights were not respected, there were major implications for North America’s Indigenous People. • Treaties: Treaties were agreements between sovereign nations that granted special peace, alliance, trade, and land rights to the newcomers. Indian governments used treaties to confirm and retain rights such as the sovereign right of self-government, fishing and hunting rights, and jurisdictional rights over their lands. Treaties did not, as commonly assumed, grant rights to Indians from the United States. Tribes ceded certain rights to the U.S. government and reserved the rights they never gave away. By looking at the words of the treaties in succession, a definite pattern is extremely apparent. “Westward Expansion”, “Manifest Destiny” and other “polite” terms were used for taking the land away from American Indians. • Languages: The Native American Languages Act (Public Law 101-477-October 30, 1990 Title I-Native American Languages Act) has three important implications: First, it is a continuation of the policy of Indian Self-Determination that has been in effect since 1975. Second, it is a reversal of the historical policy of the United States government to destroy the languages and cultures of Native Americans through the process of boarding schools. Third, it is a reaction to the attempt to make English the official language of the United States. The Act represents the grass roots support of Indian people for their heritage. Language and Culture are inseparable. There are concepts in Native languages, which cannot be translated into English. The wording of the Native American Languages Act is concise: “DECLARATION OF POLICY: SEC. 104. It is the policy of the United States to – (1) Preserve, Protect, and Promote the rights and freedoms of Native Americans to use, practice, and develop Native American Languages” . . . and it continues very important policy statements which are law. http://www2.nau.edu/jar/SIL/NALAct.pdf • Culture: Many separate and unique cultures exist in this land of diversity, the United States of America. Native cultures were here. Indigenous people have never tried to change any of the “visitor” cultures; however, there has been an unending chain of traumatic, forced, and harrowing experiences for the Native people of this land. American Indians shared resources, knowledge, the land, Mother Earth. Native benevolence and generosity met greed, hostility, and an attitude of superiority, with the willingness to commit ethnic genocide to take the land and resources for themselves. One-sided history written by the dominant culture tells the rest of the ethnocentric story. The State Department of Oklahoma’s Academic Standards in Social Studies/American History are a blatant example, requiring teachers to teach that: Andrew Jackson’s election was a “victory for the common man”. Think about that. There is no mention of multiple perspectives, just a very ethnocentric curriculum. Culture consists of the beliefs, behaviors, objects, and other characteristics common to the members of a particular group or society. Through culture, people define themselves, conform to society’s shared values, and contribute to society. Thus, culture includes many societal aspects: language, customs, values, norms, mores, rules, tools, technologies, products, organizations, and institutions, such as family, education, religion, work, and health care. Native societies had all these, in abundance. Andrew Jackson, called “Indian Killer”, was a champion of “states’ rights” which actually contributed to ethnic cleansing, forcing Native Peoples from their traditional homelands. He and other “Indian Fighters” devised the Indian Removal Act of May 28, 1830, which was the beginning of many Indian Nations’ Trail of Tears. • Government Policies: Assimilation, Ethnocide, Removal (many “Trails of Tears”) and public attitudes all worked together to create a horrific, inhumane situation for the Native People of this country. The struggles for languages, cultures, justice, and a truthful place in history continue through the efforts of many. • International Relations: Other countries, notably France, have always honored and respected Native American tribes as sovereign nations. • Terminology: Many people struggle with the terms to use in referring to the Native people of this land. Of course, many use the term “Indian” as always, and certainly identify with it in a most positive way, often mentioning “the other Indians” –Eh! However, it truly is how many self identify. The very best way to refer to an American Indian person is to be “tribally specific” and know or learn to which distinct tribal nation a person belongs. The term “Native American” is popular with many, but it is important to know that the legal definition of “Native American” has been defined by the United States government as follows, from the Native American Languages Act of 1990: “Definitions: SEC. 103. For purposes of this title – (1) The term “Native American” means an Indian, Native Hawaiian, or Native American Pacific Islander.” Therefore, it is important to say precisely what one intends. Many prefer to use the more distinctive term of “American Indian and Alaska Natives, and Native Hawaiians”. (In the Arigon Starr video interview, she discusses the terms “Indian” and “Native American” with her own outlook.)

BACKGROUND INFORMATION (CONTINUED) • http://www.thewritersjourney.com/hero’s_journey.htm • http://mythologyteacher.com/documents/TheHeroJourney.pdf • http://www.choctawnation.com/history/people/code-talkers/ great video from Choctaw Nation about real-life Native heroes, the Choctaw Code Talkers of WWI • http://www.nativetelecom.org/sites/default/files/resources/edu_eg_ccta.pdf.pdf Free on-line lesson plans for the Choctaw Code Talkers of WWI to accompany the video on DVD by Vision Makers Native American Public Telecommunications: http://www.nativetelecom.org/educators/choctaw-code-talkers Vision Maker Media/Native American Public Telecommunications produces amazing DVDs about Native Americans. Kids should browse through their website for ideas. • http://americanindiansinchildrensliterature.blogspot.com/2014/06/arigon-starrs-annumpa-luma-code-talker.html about comic book of Choctaw Code Talkers • http://americanindiansinchildrensliterature.blogspot.com/2014/05/arigon-starrs-super-indian.html • http://www.firstcomicsnews.com/?p=104584 great article on Arigon Starr • http://superindiancomics.com/ • http://www.arigonstarr.com/wordpress/ • http://blip.tv/conmen/con-men-interviews-arigon-starr-creator-of-super-indian-6635533 This is the BEST live interview with Arigon Starr! She talks about the term “Indian”, stereotypes, Native humor, and her character Super Indian who ate tainted commodity cheese and developed superpowers! Students will learn so much from this, and be inspired to create! • https://www.youtube.com/watch?v=00HGNLhRQ9s Another great interview with Arigon Starr • http://arigonstarr.com/lyrics_all/index.html Arigon Starr’s music listed by CD • http://nni.arizona.edu/pubs/jopna-wp1_cornell&kalt.pdf Indian Self-Determination Act • http://www2.nau.edu/jar/SIL/NALAct.pdf Native American Languages Act of 1990 • http://www2.nau.edu/jar/TIL.html Website “Teaching Indigenous Languages” has very current and archived information.

MATERIALS NEEDED: • Student copies of “The Knowing” article in Native Daughters Oklahoma • Student copies of “The Hero’s Journey” http://www.thewritersjourney.com/hero’s_journey.htm • Student copies of Joy Harjo’s Quotations – Handouts #3 and #4 • Student copies of Handout #5 • Student copies of Handout #6 • Student copies of Handout #7 • Student Journal (Composition notebook or a folder with paper) • 3-ring binder could hold all this together for organization • Colored pencils, markers, pastels . . . • Black fine-point Sharpies (one per student) • Classroom computer to project websites for discussion • For a Girl Becoming, Joy Harjo, University of Arizona Press, 2009 • Construction paper, tape, or poster board for final project • copy of: http://www.storyboardthat.com/articles/education/literature/heroic-journey (heroic journey chart - print from website for free) Website also has lessons and comic strip info on Hero’s Journey

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ESSENTIAL QUESTIONS 1. What is a hero? What makes a hero? 2. Does adversity create heroes? 3. How does a hero connect to a culture, time, or place? 4. How do individuals transition from the ordinary to extraordinary to become a hero? 5. How does society receive every-day-heroes? How do every-day people become heroes? 6. What are the expectations for a hero? What happens if a hero goes against expectations society sets for them? 7. How does the concept of heroes and villains shape our world? 8. How does an individual’s perspective of a hero reflect his or her own personal values? 9. What does it take to be “the hero of your own story”? 10. How can we ensure that our country/world values peace and harmony? 11. How could the Native American view of leadership (“servant-leader”) affect this planet? 12. How does a name define a cultural group? 13. What could be your legacy that is worth remembering? 14. Why is history/her-story important?

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ACTIVITY “The Heart of a Hero:” History, Heritage & Humor • Tell students that they will construct reflective and creative journal entries during /after each learning experience. Students are encouraged to feel free in expression. Decide on a rubric together. • Gather and examine history books used in school, finding and listing the names of heroes. Look for a pattern in the results. Think about that and express thoughts in journal. • Watch video with Bonnie Tyler song, “Holding Out for a Hero”. Do you know other Hero songs? Make a list of songs about heroes while brainstorming with other class members. http:// www.mythologyteacher.com/HoldingOutForaHero.php • Discover hidden historical heroes by viewing Choctaw Code Talkers video from Choctaw Nation: http://www. choctawnation.com/history/people/code-talkers/ (Scroll down to see video clip.) Record all the new information learned in journal. Were you surprised? • Read and highlight individual student copy of “The Hero’s Journey” outline from http://www.thewritersjourney.com/ hero’s_journey.htm. Does Ms. Harjo’s life remind you of these passages? Write down the ways her life story fits the pattern of “The Hero’s Journey”. Recognize, explain, and give examples of the character traits/gender of a hero. Does it change with cultures? Write the names of four people who are heroes to you. Why? • Examine Joy Harjo’s quotations from A Map to the Next World and Crazy Brave for inspiration. Paraphrase, interpret, and apply quotations from any of Ms. Harjo’s writing to your own life in oral or written language. Compose songs, poems, raps . . . Students may work alone or in pairs, or in small groups to create this project. • Study Ms. Harjo’s live performance of a poem to get rid of fear, “I Release You”. https://www.youtube.com/ watch?v=DAYCf2Gdycc Write in journal, words that describe strength and courage. Record some personal fears. • Analyze and identify the passages in “The Hero’s Journey” by selecting events or periods in your own life. Sketch a map of your life’s journey so far. This will take some thought . . . and time. • Construct your own “Hero’s Journey” using the on-line interactive tool: http://www.readwritethink.org/classroomresources/student-interactives/hero-journey-30069.html *Note: There is no way to save in this application. Print each page as completed and attach in journal. (There are additional lesson plans and resources on this site from the International Reading Association and the National Council of Teachers of English.) • Listen in on a wonderful video interview with Kickapoo Comic

Book Creator, Arigon Starr: http://blip.tv/conmen/con-meninterviews-arigon-starr-creator-of-super-indian-6635533 A comic book convention is the setting for the BEST live interview with Arigon Starr! She talks about the term “Indian”, stereotypes, Native humor, and her character “Super Indian” who ate tainted commodity cheese and developed superpowers! (So did his dog!) Students will glean so much from this, and be inspired to create! How did watching the interview make you feel? What ideas do you have? Read more about Arigon Starr who is enrolled Kickapoo, but also Muscogee Creek, Cherokee and Seneca: http://www. powwows.com/2014/03/05/arigon-starr-talks-about-hersuper-universe/ Record new information. • Listen to a sample of her songwriting ability with this short clip of “Junior Frybread”: http://arigonstarr.com/lyrics all/wind-up/ jrfrybread.html and write a letter to Arigon Starr in journal, giving her creative ideas for a comic book, song, or play. Write your own funny song. • Read article on Comic Book by Arigon Starr, Annumpa Luma: Choctaw Code Talkers about the first Native Code Talkers of WWI, the Choctaw, and reflect on all the new historical learning opportunities this lesson provides: http:// americanindiansinchildrensliterature.blogspot.com/2014/06/ arigon-starrs-annumpa-luma-code-talker.html (It is a perfect teachable moment for the meaning of irony.) Indian students were forbidden to speak Native Languages at U.S. Government Boarding Schools, and the Choctaws, as American Indians, were not even considered citizens during WWI, yet they volunteered in great numbers to serve as warriors for their beloved country. Creatively using their native Choctaw language helped win WWI. Respond to your new knowledge. Note terms with which you were not familiar. Is this chapter in your history book? • Synthesize lessons learned and develop a way to share your own Hero’s Journey so far. Include goals and wishes for the future. Remember, Joy Harjo said, “You must make your own map.” Enjoy the journey. It may help to brainstorm random ideas, and then refine them. Are there any Comic Book Creators in the crowd? Collaboration is always good. You can use this free comic book creator on-line: http://www.readwritethink.org/files/ resources/interactives/comic/ (Also, this Pixton website costs $8.99 per month for 30 students, and each additional student is 30 cents: http:// www.pixton.com/schools/overview) • Share your projects in class. Collaboration is a necessary skill for this century . . . Be a collaborator. Dream up a way to show the world what you have been inspired to accomplish!

ACTIVITY DISCUSSION QUESTIONS • What is a hero? What makes a hero? • Does it take adversity to create heroes? • How does a hero connect to a culture, time, or place? • How do individuals transition from the ordinary to extraordinary to become heroes? • How does society receive every-day-heroes? How do every-day people become heroes? • What are the expectations for a hero? What happens if a hero goes against expectations society sets for them? • How does the concept of heroes and villains shape our world? • How does an individual’s perspective of a hero reflect his or her own personal values? • What does it take to be “the hero of your own story”?

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• How can we ensure that our country/world values peace and harmony? • How does the Native American view of leadership (“servant-leader”) compare to other cultures? • How does a name define a cultural group? • What will be your legacy that is worth remembering? • Why is history/her-story important?

Choctaw Code Talkers of WWI

ENRICHMENT IDEAS • Write your personal mission statement. • Create a poster of a person who is a hero to you, detailing the passages from “The Hero’s Journey”. • Compose a haiku for each passage of your life following the pattern of “The Hero’s Journey” • Arrange your own song or rap about heroes or she-roes. • Design a game that helps young children develop the characteristics of a hero. • Build an obstacle course that simulates the “Hero’s Journey” for kids. Find ways to give them hope for the future in the face of adversity. • Paint a mural of the heroes in your community. • Create a comic strip that you update weekly. • Be a cartographer and illustrate your own life’s map showing the passages in the “Hero’s Journey”. Include the “legend” and the “compass rose”. • Construct a simile: How is a hero like a hero sandwich? • Do something that needs to be done.

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ASSESSMENT/EVALUATION

http://www.readwritethink.org/files/resources/lesson_images/lesson963/Rubric.pdf

http://www.readwritethink.org/files/resources/lesson_images/lesson416/OralRubric.pdf THE KNOWING 129

RESOURCE CITATIONS • http://www.mythologyteacher.com/HoldingOutForaHero.php • http://www.choctawnation.com/history/people/code-talkers/ • http://www.thewritersjourney.com/hero’s_journey.htm • http://www.thewritersjourney.com/hero’s_journey.htm • http://www.readwritethink.org/classroom-resources/student-interactives/hero-journey-30069.html • http://blip.tv/conmen/con-men-interviews-arigon-starr-creator-of-super-indian-6635533 • http://americanindiansinchildrensliterature.blogspot.com/2014/06/arigon-starrs-annumpa-luma-code-talker.html • http://www2.nau.edu/jar/SIL/NALAct.pdf • http://www.thewritersjourney.com/hero’s_journey.htm • http://mythologyteacher.com/documents/TheHeroJourney.pdf • http://www.choctawnation.com/history/people/code-talkers/ • http://www.nativetelecom.org/sites/default/files/resources/edu_eg_ccta.pdf.pdf • http://www.nativetelecom.org/educators/choctaw-code-talkers • http://americanindiansinchildrensliterature.blogspot.com/2014/06/arigon-starrs-annumpa-luma-code-talker.html • http://americanindiansinchildrensliterature.blogspot.com/2014/05/arigon-starrs-super-indian.html • http://www.firstcomicsnews.com/?p=104584 great article on Arigon Starr • http://superindiancomics.com/ • http://www.arigonstarr.com/wordpress/ • http://blip.tv/conmen/con-men-interviews-arigon-starr-creator-of-super-indian-6635533 • https://www.youtube.com/watch?v=00HGNLhRQ9s • http://www.readwritethink.org/files/resources/interactives/comic/ • http://www.readwritethink.org/files/resources/lesson_images/lesson963/Rubric.pdf • http://www.readwritethink.org/files/resources/lesson_images/lesson416/OralRubric.pdf • The Hero With a Thousand Faces, Joseph Campbell, 3rd edition, Joseph Campbell Foundation, New World Library, 2008. • Crazy Brave, Joy Harjo, • A Map to the Next World, Joy Harjo, W.W. Norton & Co., New York/London, 2000 • The Woman Who Fell from the Sky, Joy Harjo, • Redwire, “And the Winner Is . . . “,Vol. 7, Issue 2, p.39 • http://www.storyboardthat.com/articles/education/literature/heroic-journey (also has excellent comic book.storyboard rubric) STATE STANDARDS Native Languages: Native Languages in WWI and government suppression of Native Languages are topics in this lesson. In addition, specifically, these points seem important today:  Communication - in one’s own language is a right (Free Speech)  Cultures - have a right to keep Native languages healthy (P.L.101-477)  Connections - to history in WWI, WWII Code Talkers’ contributions should be taught. Oklahoma State Department of Education Curriculum Standards reflect ethnocentricity. The Standards do not include authentic Native History; our state document trivializes American Indian History with bias and serious omissions of fact. Even mention of the Iroquois Great Law of Peace was purposefully removed In recent years, over scholarly documentation and Native dissent during the Comments period.  Comparisons - to current ethnic situations world-wide (Ethnocide)  Communities – are stronger with Native Languages (Revitalization is taking place to save Native Languages) Language Arts: Reading/Literature: Vocabulary: 1.1., 1.3.a., 1.3.c., 1.3.d. Fluency: 2.1., 2.2., 2.5. Comprehension: 3.1.a., 3.1.b., 2.a., 2.b., 3.a., 3.b., 4.a., 4.b., 4.d., 4.e., 5.a. Literature: 1.a., 2.a., 2.b., 3.a., 3.b., 3.c., 4.a. Research & Information: 5.1.a., 5.1.b., 5.1.c., 5.1.d., 5.2.a., 5.2.c., 5.2.e. Writing/Grammar/Usage and Mechanics: 1.1., 1.4., 1.7., 2.1.a., 2.1.b., 2.1.c., 2.1.e., 2.1.g., 2.1.h., 2.2.b., 2.2.d., 4.a., 5.a., 5.b., 6., 8.a., 8.d., 8.f., 9. Oral Language/Listening and Speaking: 1.1., 1.2., 1.4., 2.1., 2.2., 2.3., 2.4., 2.5. Visual Literacy: 1.1., 1.2., 2.1., 2.3., 3.1., 3.2. United States History: Process and Literacy Skills: 1.A.1., 1.A.2., 1.A.3., 1.B.4., 1.B.5., 1.B.6. 1.C.7., 1.C.8., 1.C.9., 1.D.10., 2.A.1., 2.A.b., 2.A.c., 2.A.d., 2.2.a., 2.2.b., 2.2.c., 2.2.d., 2.2.f., 2.B.4., 2.B.5., 2.B.6., 2.B.7., 2.B.8., 2.B.9., 2.C.10. Content Skills: 3.4., 4.2.c. 4.6.C. Music: 1.1.b., 1.1.d., 1.6., 2.1., 2.2.c., 2.4., 2.5., 3.8., 4.3., 4.4., 4.6., 4.7. Visual Art: 1.5., 2.1., 2.3., 3.1., 3.2., 3.5., 4.2., 4.3., 4.4., 4.5.

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THE KNOWING | SINGING ON PAPER

LESSON OBJECTIVES Students will be able to: • become an articulate reflective writer. • read Native Daughters Oklahoma article, “The Knowing” and begin the journal writing experience. Begin the conversation on “multiple perspectives”. • read and highlight Handout #5 Joy’s Blog that was originally published in her column for the Muscogee Nation News, February 2014. Respond with feeling about her expressed views. What ought to happen in this situation? Why? • witness Joy Harjo’s performance playing sax and reciting poetry and respond to historical and contemporary images. • experience Joy Harjo by viewing Joy Harjo’s “Reality Show” and react with writing in journal. • listen to an NPR interview of Joy Harjo. She reads two of her poems: “Eagle Poem” and “I Release You”. Consider how she views failure and adversity. • brainstorm one-word responses to Ms. Harjo in small groups or as class, and share them through the creation of a “Wordle”, a word cloud. • watch the video “How Hollywood Stereotyped the Native Americans”. Discuss how these images are disparaging and demeaning. • study Handout #6 “To a Future Free of Bias” highlighting experiences you may have experienced personally. Document in an autobiographical account, the “facts” of history you learned in elementary school and beyond. Include Thanksgiving, sitting postures, silly songs, paper bag vests, construction paper headbands, headdresses, and Pilgrim hats to “feast together, the “Land Run”, school mascots . . . Attach Handout #6 in journal with your remembrances personal account. Recall details of experiences. What did you think then? • view stereotyping websites together as a class (or as individual homework) and be ready to discuss specific examples from personal experience, life stories of others, media . . . and consider their effect on children and the general public. • collaborate with a partner to note how stereotyping, prejudice, or bias colored Joy Harjo’s life. Support examples by using her exact words. • make notes in journal about instances in which student has experienced being misunderstood or hurt by a generalization or over-simplification of personal identity. • role-play some common stereotyping attitudes in front of class. Recall events like Columbus Day, Halloween, Native History Month, Indian Mascots, Thanksgiving, and Oklahoma’s Land-Run “Celebration”. Use other current issues such as the Oklahoma Governor’s daughter wearing a headdress and shawl in her punk rock band. • develop realistic solutions and role-play those with class as audience. • compose a song, poem, rap, skit, or other creation to show a set of standards or alternative course of action to combat the thoughtless use of stereotypes. • construct a survey to investigate the social climate in our school. (See lesson from Teaching Tolerance, “How Tolerant Are Kids in Your School?) • create a graph showing the findings. • collaborate in groups or as class to create a show or a newspaper that will tell the story of this powerful learning and distribute the findings of the survey in ways that people will listen. Before beginning, view a TED talk by Julian Treasure, “How to Talk So People Will Listen”. • combine Julian Treasure’s ideas with Joy Harjo’s words of wisdom to synthesize personal and group experiences and ideas in a way that will influence the people in your community and beyond. Adjust tone and style to enhance presentation. Choose precise words and sensory details. Persuade audience to consider your point of view by purposeful positive words and clear visuals. “You must be the change you wish to see in the world.” – Mahatma Gandhi “Words are vehicles for bringing something into being: A vision of peace, a vision of connection, a vision of telling a story of who we are, what we’ve done, where we’ve been, where we’re going.” –Joy Harjo • celebrate the meaningful dialogue, interaction, process and products through a special event in class or in the evening for parents and community, an authentic audience.

CURRICULUM INTEGRATION Language Arts History Music Math Technology Fine Arts Performing Arts Health Philosophy DURATION This is an interdisciplinary lesson, with historical and contemporary issues as the basis for learning, reflection, recognizing societal attitudes, and collaborating to create a better future for all. The time spent will enhance lives by learning to recognize and appreciate multiple perspectives. The lesson has a proposed sequence that is like a map for the process. Time in class is predetermined, so this lesson has clear divisions, and can easily transition to the next class time. A teacher may choose parts of the lesson or several teachers might want to collaborate in teaching this lesson through their respective disciplines. Journaling with Joy Harjo’s words will enable students to experience self-discovery and empowerment. Reflective thinking and writing will propel them on their journey to self-actualization. VOCABULARY Stereotype Prejudice Bias Racism Justice Equity Tolerance Intolerance Multiple Perspectives Primary Source Secondary Source History Voice Curriculum Culture Self-Discovery Empowerment Self-Esteem Self-Actualization Synthesis Reflective Writing

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MATERIALS NEEDED: •Individual student copies of “The Knowing” article in Native Daughters Oklahoma •Individual copies of Joy Harjo’s Quotations •Individual copies of Handout #5: Muscogee Nation News reprinted in Joy Harjo’s Blog (February 2014) •Individual copies of Handout #6: “To a Future Free of Bias” •Individual student Journal (Composition notebook or a folder with paper) •3-ring binder could hold all this together for organization •Colored pencils, markers, pastels . . . •Black fine-point Sharpies (one per student) •Classroom computer to project websites and videos for discussion •May need construction paper, tape, scissors or poster board for final project

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BACKGROUND INFORMATION There are many websites on this topic. I have chosen the best ones I could find to illustrate the lesson. Native authors have created many of the finest in recent years. • http://nmai.si.edu/sites/1/files/pdf/education/NMAI_Harvest_Study_Guide.pdf • http://www.understandingprejudice.org/teach/native.htm • http://aiicl.blogspot.com/2007/11/books-reviewed-in-through-indian-eyes.html • http://www.ahtahthiki.com/Addressing-Stereotypes.html • http://anthropology.si.edu/outreach/Indbibl/sterotyp.html • http://anthropology.si.edu/outreach/Indbibl/ • http://nativeappropriations.com/2011/11/kris-jenner-uses-the-term-indian-giver.html • http://nativeappropriations.com/2011/08/no-khloe-i-do-not-like-your-tribal-look.html • http://nativeappropriations.com/2012/03/thunderbird-energetica-when-good-intentions-go- wrong.html • http://www.understandingprejudice.org/teach/native.htm • http://www.tolerance.org/lesson/what-counts-history • http://school.discoveryeducation.com/lessonplans/pdf/stereotypes/stereotypes.pdf • http://www.tolerance.org/lesson/stereotypes-and-tonto • https://www.youtube.com/watch?v=_hJFi7SRH7Q “How Hollywood Stereotyped the Native Americans” (excellent video to set the stage for understanding) • http://www.tolerance.org/native-american-influences • http://www.tolerance.org/lesson/thanksgiving-mourning • http://www.criticalthink.info/Phil1301/lieshist.htm This is a short synopsis of the book, Lies My Teacher Told Me, by James W. Loewen, Simon & Schuster, 1995. It is important to understand the history of teaching history, and who writes the history. ESSENTIAL QUESTIONS 1. How do prevailing stereotypes affect the self-worth of individuals who are labeled by them? 2. Who writes history? 3. How do dominant groups use stereotypes? 4. What events in history have stereotypes and bias influenced? 5. How do people learn to make stereotypes? 6. Are certain groups more subject to stereotyping than others? If so, why? 7. What can one person do to help reduce stereotyping and bias? ACTIVITY “Singing on Paper”: Stereotypes, Self-Esteem, & Synthesis 1. Introduce Reflective Journal Writing with this Joy Harjo’s “Reality Show” on-line: https:// very brief and concise website: https://www. www.youtube.com/watch?v=xCNFmqwKTN0 youtube.com/watch?v=X1xkFgHAWD0 7. Listen to an NPR interview of Joy Harjo. 2. Read and discuss Native Daughters She reads two of her poems: “Eagle Poem” Oklahoma article, “The Knowing”. Begin a and “I Release You”. Consider how she journal writing experience to continue through views failure and adversity. http://www.npr. this entire lesson. org/2012/07/09/156501436/joy-harjos-crazy3. Sketch a timeline of Joy Harjo’s life brave-path-to-finding-her-voice experiences, noting how she faced adverse 8. Brainstorm one-word responses to Ms. Harjo circumstances. (Make certain that students in small groups or as class, and share them have a copy of the Reflective Writing Journal through the creation of a “Wordle”, a word Rubric to keep with journal.) cloud. Use the free site to create: 4. Read and highlight Handout #6 Joy’s Blog http://www.wordle.net/ that was originally published in her column for 9. Watch the video “How Hollywood the Muscogee Nation News, February 2014. Stereotyped the Native Americans” https:// Respond with feeling about her expressed www.youtube.com/watch?v=_hJFi7SRH7Q views. What ought to happen in this situation? Discuss how these images are disparaging Why? and demeaning. 5. Witness Joy Harjo’s performance playing sax 10. Study and highlight Handout #6: “To a Future and reciting “Eagle Poem” noting historical and Free of Bias”, highlighting experiences you or contemporary vignettes of Muscogee Creek your family may have experienced personally. tribal grounds, Mvskoke Stomp Dance and Document in an autobiographical account, the Joy showing young girls how to “shake shells”. “facts” of history you learned in elementary https://www.youtube.com/ school and beyond. Include Thanksgiving, 6. “Meet” and experience Joy Harjo by viewing sitting postures, silly songs, paper bag vests,

ACTIVITY “Singing on Paper”: Stereotypes, Self-Esteem, & Synthesis (Continued) construction paper headbands, headdresses, and Pilgrim 17. Construct a survey to investigate the social climate in hats to “feast together, The “Land Run”, school mascots, school. See lesson from Teaching Tolerance, “How Tolerant and history lessons . . . Attach Handout #6 in journal with Are Kids in Your School? your personal accounts. Recall details of your emotional •http://www.educationworld.com/a_lesson/03/lp294-02. responses then. What do you think now? shtml 11. View stereotyping websites together as a class (or as Use the “Mix It Up” Questionnaire from Teaching Tolerance: individual homework) and be ready to discuss specific •http://www.tolerance.org/sites/default/files/files/general/ examples from personal experience, life stories of others, School%20Climate%20Questionnaire.pdf media . . . and consider their effect on children and the public. •http://www.tolerance.org/map-it-out gives explicit directions •http://www.koco.com/news/governors-daughter-outragesfor use native-americans-with-performance/25704490 18. Construct a graph to reveal your findings. •“Oklahoma Governor’s Daughter Wears Headdress” •http://www.educationworld.com/a_lesson/03/lp294-02. http://nativeappropriations.com/category/stereotypes shtml Go to this site and select the tool called “Create a •http://nativeappropriations.com/2014/03/dear-christina-fallin. Graph” under Materials. html •http://nativeappropriations.com/2010/04/but-why-cant-iwear-a-hipster-headdress.html •http://nativeappropriations.com/category/kim-kardashian •http://nativeappropriations.com/2014/10/10-days-untilhalloween-step-away-from- the-indian-costume.html •http://nativeappropriations.com/2013/10/so-your-frienddressed-up-as-an-indian-now-what.html

•http://nativeappropriations.com/category/mascots •http://nativeappropriations.com/2012/07/i-eat-stereotypeslike-you-for-breakfast.html •http://newsok.com/oklahoma-city-public-schoolsseeks-respectful-alternative-to-land-run-re-enactments/ article/5378170/?page=2#commentLink •http://www.nativetimes.com/index.php/life/education/10833white-house-listening-session Native Times.com “White House listening session hears out concerns of Native parents” November 26, 2014, Oklahoma City, Oklahoma. 12. Share thoughts with a partner or small group how stereotyping, prejudice, or bias influenced Joy Harjo’s life. Support ideas by using her words from the article or her quotations. 13. Make notes in Journal about instances in which you or omeone you know has been misunderstood or wounded by a generalization or over-simplification of personal identity. 14. Role-play some common stereotyping attitudes in front of class. Recall events like Columbus Day, Halloween, Native History Month, Indian Mascots, Thanksgiving, and Oklahoma’s Land-Run “Celebration”. Use other current issues. 15. Develop realistic solutions and role-play those with class as audience. 16. Compose a song, poem, rap, skit, or other creation to show a set of standards or alternative course of action to combat the thoughtless use of stereotypes. •http://www.educationworld.com/a_lesson/lesson/ lesson294.shtml

19. Collaborate in groups or as class to create a show or a newspaper that will tell the story of this powerful learning and distribute the findings of the survey in ways that people will listen. Before beginning, view this TED talk by Julian Treasure: •http://www.ted.com/talks/julian_treasure_how_to_speak_ so_that_people_want_to_listen?language=en#t-368132 This is a quick lesson that will make a life-long difference. 20. Employ Julian Treasure’s ideas with Joy Harjo’s words of wisdom to synthesize personal and group experiences and ideas to influence the people in your community and beyond. •“You must be the change you wish to see in the world.” – Mahatma Gandhi •“Words are vehicles for bringing something into being: A vision of peace, a vision of connection, a vision of telling a story of who we are, what we’ve done, where we’ve been, where we’re going.” –Joy Harjo 21. Celebrate the meaningful dialogue, interaction, process and products through a special event in class or in the evening for parents and community, an authentic audience.

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ACTIVITY DISCUSSION QUESTIONS 1. How do prevailing stereotypes affect the self-worth of individuals who are labeled by them? 2. Who writes history? 3. How do dominant groups use stereotypes? 4. What events in history have been influenced by stereotypes and biases? 5. How do people learn to make stereotypes? 6. Are certain groups more subject to stereotyping than others? If so, why? 7. What can one person do to help reduce stereotyping and bias? ENRICHMENT IDEAS (ARRANGED USING HOWARD GARDNER’S MULTIPLE INTELLIGENCES): Visual/Spatial • Choose one of Joy Harjo’s poems to illustrate through any form of visual art. • Trace your own hand and design it with meaning. • Research tribal designs and explain their significance. • Investigate Joy’s hand tattoo. http://nyswiblog.blogspot.com/2012/10/poet-joy-harjo-talks-about-her-tattoo.html • Experience the meditative quality of “Zentangles”. • Research and explain with visual and written documentation how images of American Indians are portrayed in our society. (Historical and contemporary) Verbal/Linguistic • Write a play based on Joy Harjo “Singing on Paper”. • Write a story for younger children about a stereotype that concerns you and read it to a class. • Compose haiku inspired by this lesson. • Read Joy’s poem about the kitchen table: “Perhaps the World Ends Here”. http://www.poetryfoundation.org/ poem/179782 • Write free verse about a common object in an uncommon way. Musical/Rhythmic • Play an instrument to interpret Joy Harjo’s words. • Write a song that shares your truth. • Compare & Contrast Mvskoke Hymns, Scottish Congregational Line Singing & African-American Spirituals. • Learn about Jim Pepper: http://jimpepperlives.wordpress.com/ Not much has been written about the Native American musical contribution to the development of early jazz. But it’s there – and you don’t have to dig too deep to find it. Duke Ellington‘s sister, Ruth Ellington, once said that “All the credit’s gone to the African for the wonderful rhythm in jazz, but I think a lot of it should go to the American Indian.” And Joy Harjo, a Muscogee Creek poet and musician, who studied with Pepper, says that “Creeks had something to do with the origins of jazz. After all, when the African peoples were forced here for slavery they were brought to the traditional lands of the Muscogee peoples. Of course there was interaction between Africans and Muscogees!” A modern form of that interaction can be found now in the music of people like Jim Pepper, who based some of his pieces on traditional stomp dances, as well as on Native versions of Baptist hymns, in addition to the ritual chants of his grandfather. • Illustrate the emotional music of Jim Pepper https://www.youtube.com/watch?v=YnBdaYKqMUs • https://www.youtube.com/watch?v=XUMTJoegsGQ Joy with her band, the Arrow Dynamics live at a festival. She plays her saxophone and performs “Equinox” . . . What does this inspire you to do? Reply through music. • Demonstrate to audience the following elements of musical style: Dynamics, Tempo, Meter and Articulation. • Use musical tools and active listening to create an original “call and response” for class to engage in together. Logical/Mathematical • Conduct a survey of student and adult attitudes in your class or school about perceptions of Indian mascots. Show results through technology. • Create unique visuals to display current attitudes. • How is music like math? Demonstrate for classmates. • Construct a diagram of actions that lead to Mutual Respect. • Produce a timeline that shows major events of an underrepresented culture. • Use computer to generate sound/rhythm backgrounds for a presentation. Naturalist • Study healing herbs used by Native people in Oklahoma. Take photos or scan pictures in books to create a PowerPoint teaching medicinal qualities. 134 THE KNOWING

ENRICHMENT IDEAS (CONTINUED): Collect all the local varieties of leaves in your area, and create a poster of research. Use Joy’s quote about what you can learn from a leaf. • Read Joy’s poems and list all the references to Nature. Use these to create word clouds with Wordle.com. • Sit in silence outside. See what images and feelings appear. Transmit those to an audience in a creative way. Bodily/Kinesthetic • Conduct a workout to a favorite piece of Native music. Invite friends. • Research the amount of energy expended in a traditional Mvskoke Stomp Dance. • Learn a tribal dance from a Native friend or elder. • Write a piece of poetry that goes with the rhythm of Stomp or Jazz . . . Interpersonal • Visit a Native American tribal gathering and talk to elders. • Plan and orchestrate a community presentation of “Alternatives to Stereotypes”. • Visit with a lawmaker or tribal councilperson and discuss what actions need to happen to create accurate depictions of Native Americans in the media. • Create a children’s book for Oklahoma kids today that dispels stereotypes and share it at the library and at schools. Intrapersonal • Write your own memoir with your own quotations, songs, stories, and illustrations. • Make a list from A-Z and keep notes of observations and thoughts that fit into that pattern. Then create a book from those images and thoughts. • Journal every night before you go to sleep. • Remember your dreams. Write, draw, and reflect upon them in your journal. ASSESSMENT/EVALUATION This lesson intends to affect thinking and attitudes. A rubric or a portfolio style assessment may serve to show the student’s willingness to participate, cooperation in group projects, empathy toward targets of discrimination, ability to see multiple perspectives, and quality of projects. Journaling throughout the lesson will indicate the level of commitment to the task. This is an excellent Rubric for Reflective Journal Writing. Each student should receive a copy of it at the beginning of the lesson to keep with Journal. Find it at readwritethink.org http://www.readwritethink.org/files/resources/lesson_images/lesson963/Rubric.pdf

A “Gallery Walk” of Projects invites thoughtful comments from students, such as “I wonder… I like . . .” which can be applied next to project with sticky notes. This is particularly applicable to Project-Based Learning.

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EVALUATION AND ASSESSMENT (CONTINUED) http://biepbl.blogspot.com/2013/09/using-gallery-walks-to-give-and-receive.html

http://www.andistix.com/wp-content/uploads/2012/04/Rubrics-2-Poetry1.jpg

http://www.readwritethink.org/files/resources/lesson_images/lesson416/OralRubric.pdf

136 THE KNOWING

RESOURCE CITATIONS • Crazy Brave: a Memoir by Joy Harjo • A Map to the Next World by Joy Harjo • In Mad Love and War by Joy Harjo • Teaching Tolerance (Free and low cost materials for teachers at all levels. This is one of the best magazine/websites of all. Current information is always available here about grants and fellowships for educators interested in teaching tolerance.) • http://www.tolerance.org/search/apachesolr_search/STEREOTYPES • http://www.tolerance.org/search/apachesolr_search/STEREOTYPES%20american%20indians • http://www.readwritethink.org/files/resources/lesson_images/lesson963/Rubric.pdf • http://biepbl.blogspot.com/2013/09/using-gallery-walks-to-give-and-receive.html • http://www.andistix.com/wp-content/uploads/2012/04/Rubrics-2-Poetry1.jpg • http://www.readwritethink.org/files/resources/lesson_images/lesson416/OralRubric.pdf OKLAHOMA STATE STANDARDS Language Arts: Reading/Literature: Vocabulary: 1.1., 1.3.b., 3.1.a., 3.1.b., 3.2.a., 3.2.b. Comprehension: 3.1.a., 3.1.b., 3.2.a., 3.2.b., 3.3.a., 3.3.b., 3.4.a., 3.4.b., 3.4.d., 3.4.e., 3.5.a. Literature: 4.1.a., 4.1.b., 4.2.b., 4.3.a., 4.3.b. 4.3.c., 4.4.a., Research and Information: 5.1.a., 5.1.b., 5.1.c., 5.1.d.,5.2.a., 5.2.e. Writing/Grammar/Usage and Mechanics: 1.1., 1.4., 2.1.c., 2.1.e., 2.1.g., 2.1.h., 2.2.b., 2.2.d., 2.3.b., 2.3.c., 2.4.a., 2.4.b., 2.5.a., 2.5.b., 2.7., 2.8.a., 2.8.c., 2.8.d., 2.8.e., 2.8.f., 2.9. Oral Language/Listening and Speaking: 1.1., 1.2., 1.3., 1.4., 2.1., 2.2., 2.3., 2.4., 2.5. Visual Literacy: Interpret Meaning: 1.1., 1.2. Evaluate Media: 2.1., 2.3. Compose Visual Messages: 3.1., 3.2. United States History: Process & Literacy Skills: 1.A.1., 1.A.2., 1.A.3., 1.B.4., 1.B.5., 1.B.6., 1.C.7., 1.C.8., 1.C.9., 1.D.10., 2.A.1., 2.A.1.b., 2.A.1.c., 2.A.1.d., 2.A.1.e.,2.A.2.a., 2.B.6., 2.B.7., 2.B.8., 2.B.9., 2.B.10 Content Skills: 3.4., 4.2.A., 4.2.C., 4.3., 4.4., 4.5., 4.6.B., 4.6.C., Music: Responding: 1.1.b., 1.1.d., 1.3., 1.4.a., 1.6. Connecting: 2.1., 2.2.a., 2.2.c., 2.3., 2.4., 2.5. Performing: 3.1., 3.3., 3.4., 3.8., 3.9.a., 4.1., 4.3., 4.4., 4.5., 4.6., 4.7. Visual Art: Presenting: 1.1., 1.5. Responding: 2.1., 2.3., 2.5. Creating: 3.1., 3.2., 3.4., 3.5. Connecting: 4.2., 4.3., 4.4., 4.5.

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Joy Harjo's Poetic Adventures in the Last World Blog This is Joy Harjo's ongoing journal of dreams, stories, poems,music, photographs, and assorted reports from her inner and outer travels about Indian country and the rest of the world .

Muscogee Nation News Column, February 2, 2012

“Coming and Going” by Joy Harjo I have been up here in Vancouver, BC hosted by the First Nations House of Learning here at the University of British Columbia. This program of indigenous studies is quite a cultural model for other indigenous studies programs, and could even be a model for a cultural and arts center for our tribe. The longhouse is a traditional gathering place for nations in this area and reflects the architecture of the Northwest Coast. Sty-Wet-Tan Hall is marked by four stunning totem poles, made to provide a foundation of understanding for the students, faculty, staff, community members and all who enter. It is the center. There is a sense of home throughout the center that houses offices, a library and gathering places for students and community. It is quite inspiring. While here I have met with classes at the university, and with community groups. I will be performing my play and music. I visited with women’s groups at the Friendship Centre in East Vancouver. The second group was at a youth center for young women who have dealt with domestic violence and other difficulties. This was a highlight. We met together at their center, and then we took a van to North Vancouver to the Squamish Reserve to meet with the skipper who agreed to take us out on the water together. Wes Baker is his English name. This was not a usual request. The canoes don’t usually go out in winter. We went out in a West Coast traditional Salish canoe out to the water to paddle together. Wes knew the canoe as if it were his own body. He knew the water also in that manner. I appreciated the protocols that made a ceremony of entering the canoe, entering the water and moving through the waters together, and for the return. The canoe culture has revived and grown in the last several years, with many canoes from many of the nations up here journeying miles across water. It takes great strength of working together of mind, body and spirit to paddle a canoe through the waters. And everyone must pull together. As we traveled he told us many stories of the place, of the waters, and one anecdote was of a very generous friend who is always the first one to find the store, or Wal-Mart wherever they go on these paddles. She always brings them something back. They have honored her with the name: “Shopsalot.” He had a great sense of humor. I will always remember this day. It was a special one on the necklace of days. What has threaded through this time here is the song “Espoketis Omes Kerreskos”. I hear it and sing it constantly. I have been studying how our Mvskoke music is a root of jazz, blues and rock. To even state what has become a very obvious truth rocks the foundation of American music. Hugh Foley, one of our Oklahoma musicologists showed me how this song marks the trail of influence. It is a kind of song line that follows the Trail of Tears. Take a listen to the Rolling Stones, “The Last Time” and you’ll here one direction the trail led. We were there at the birth of American music. This morning I head out into the day. This could be the last time, we never know. So let’s act with the kind of awareness and treat everyone with kindness. Mvto.

138 THE KNOWING

Remember the sky that you were born under, know each of the star’s stories.

-Joy Harjo in “Remember” THE KNOWING 139

“Remember” By Joy Harjo

Choctaw Collar Necklace

140 THE KNOWING

Created by June Slape Remember the sky that you were born under, know each of the star’s stories, Remember the moon, know who she is. I met her in a bar once in Iowa City. Remember the sun’s birth at dawn, that is the strongest point of time. Remember sundown and the giving away to night. Remember your birth, how your mother struggled to give you form and breath. You are evidence of her life, and her mother’s, and hers. Remember your father. He is your life also. Remember the earth whose skin you are: red earth, black earth, yellow earth, white earth, brown earth, we are earth. Remember the plants, trees, animal life who all have their tribes, their families, their histories, too. Talk to them, listen to them. They are alive poems. Remember the wind. Remember her voice. She knows the origin of this universe. I heard her singing Kiowa war dance songs at the corner of Fourth and Central once. Remember that you are all people and that all people are you. Remember that you are this universe and that this universe is you. Remember that all is in motion, is growing, is you. Remember that language comes from this. Remember the dance that language is, that life is. Remember.

“Words!are!vehicles!for!bringing!something!into! being:!A!vision!of!peace,!a!vision!of!connection,!a! vision!of!telling!a!story!of!who!we!are,!what!we’ve! done,!where!we’ve!been,!where!we’re!going.”! >Joy!Harjo! http://www.sampsoniaway.org/literary3voices/2013/11/15/having3to3 fight3for3it3an3interview3with3poet3musician3joy3harjo/>

! If!these!words!can!do!anything!!!!!!!!! ! I!say!bless!this!house!!!!!!!!!!!!!!!!!!!!!!!!!!!!! I!think!of!Bell’s!theorem!which!states!that!all!actions!have!a!ripple!effect!in!this! ! with!stars.!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! world.!!We!could!name!this!theorem!for!any!tribe!in!this!country,!as!tribal! Transfix!us!with!love.! !

peoples!knew!this!long!before!we!knew!English!or!the!scientific!method.!

(The!Creation!Story,!The!Woman$Who$Fell$ ! from$the$Sky,!p.3)!

(Insomnia!and!the!Seven!Steps!to!Grace,!The$Woman$Who$Fell$from$the$Sky,!p.34)!

! It’s!possible!to!understand!the! ! world!from!studying!a!leaf.!!You! !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! can!comprehend!the!laws!of! In!the!last!days!of!the!fourth!world!I!wished!to!make!a!map!for!those!who! ! aerodynamics,!mathematics,! would!climb!through!the!hole!in!the!sky.!! poetry!and!biology!through!the! ! My!only!tools!were!the!desires!of!humans!as!they!emerged!from!the!killing! complex!beauty!of!such!a!perfect! fields,!from!the!bedrooms!and!the!kitchens.! ! structure.! (The!Field!of!Miracles,!The$Woman$Who$$$$$$ ! Fell$from$the$Sky,!p.3)!

! !For!the!soul!is!a!wanderer!with!many!hands!and!feet.! The!map!must!be!of!sand!and!can’t!be!read!by!ordinary!light.!!It!must!carry!the! fire!to!the!next!tribal!town,!for!renewal!of!spirit.!!

The!sound!of!a!voice!will!often! reveal!a!map!of!destiny.!!We! read!these!maps!unconsciously! for!intention,!to!answer! unspoken!questions,!or!simply!to! admire!the!quality!of!song!in!the! nuance!of!inflection.!!Our!voices! change!according!to!our! response!to!the!intimate! emotional!landscape,!to!the! shape!of!our!evolving!nations.!!

!In!the!legend!are!instructions!on!the!language!of!the!land,!how!it!was!we! forgot!to!acknowledge!the!gift,!as!if!we!were!not!in!it!or!of!it.!.!.!! .!.!.!We!were!never!perfect.! Yet!the!journey!we!make!together!is!perfect!on!this!earth!who!was!once!a!star! and!made!the!same!mistakes!as!humans.! We!might!make!them!again,!she!said.!!Crucial!to!finding!the!way!is!this:!!there! is!no!beginning!or!end.! You!must!make!your!own!map.!!!

!!(The!Appearance!of!the!Sacred!Was!Not!

(A!Map!to!the!Next!World,!A$Map$to$the$Next$World,!pp.!19Q21)!

Likely,!A$Map$to$the$Next$World,!p.23)!

!

THE KNOWING 141

  The  Heart  is  constructed  of  a   promise  to  love.    As  it   distributes  the  blood  of   memory  and  need  through   the  body  its  song  reminds  us   of  the  promise  –  a  promise   that  is  electrical  in  impulse   and  radiation.              (Promise  of  

Blue  Horses,  The  Woman                                                             Who  Fell  from  the  Sky,  p.23)  

    War  is  a  ritual  struggle  played   out  since  time  immemorial.     For  North  American  tribes   war  wasn’t  a  game  for  the   sport  of  killing,  rather  a  test   of  bravery  and  skill.    To  walk   through  a  fire  of  enemy   arrows  meant  that  you  were   standing  firm  inside  your  own   power  with  help  garnered   from  the  not-­‐so-­‐ordinary   world.    My  name,  Harjo,   which  is  an  Anglicized  version   of  Hadjo,  meaning  “so  brave   you’re  crazy,”  is  a  title  of  war   for  those  who  were  fearless.     It  is  quite  a  name  to  live  up   to,  and  why,  I  say,  there  are   so  many  Harjos  in  our  tribe,   because  we  are  known  for   our  bravery.   (There  are  as  many  ways  to  poetry  as   there  are  to  God,      A  Map  to  the  Next   World,  p.61)  

  When  considering  ceremony  the  act  of  preparation  is  most  crucial.     Each  day  is  a  ceremonial  progression  in  which  every  human  being  takes   part.    We  do  so  either  consciously  or  unconsciously.    You  can  prepare  by   setting  the  alarm  clock,  but  take  time  to  prepare  for  the  day,  by  singing,   by  prayer,  by  a  small  acknowledgement  of  the  day  itself.  .  .     .  .  .  It’s  crucial  we  participate  for  the  sun  needs  our  songs,  prayers,   acknowledgements.    Too  often  the  weight  of  humans  has  been  carried   by  others  who  have  not  lost  their  original  instructions  on  how  to  live   with  integrity  in  this  system.     (Ceremony,  A  Map  to  the  Next  World,  pp.  58,59)  

  Fear  is  the  potent  elixir  that  motivates  enemies.    And  there  can  be  no   enemies  when  there  is  no  fear.    Fear  makes  an  illusion  of  separation.   (All  your  enemies  will  be  vanquished,  A  Map  to  the  Next  World,  p.68)  

                                                                                                                                                                                                                                                                                  Spirits  who  watch  over  us  are  summoned  to  the  point  of  impact,  to  any   major  collision  to  which  they  are  assigned.   Did  they  walk  with  us  through  the  rivers,  the  swamps,  though  we  could   not  see  them  there  at  the  edge  of  our  heartbreak?   (7,  A  Map  to  the  Next  World,  p.81)  

  Prayers  can  be  formed  of  words,  clouds  of  thought  or  rituals  of  action   performed  with  deliberation  in  the  labyrinth.   (A  Map  to  the  Next  World,  p.94)  

  Our  paths  make  luminous  threads  in  the  web  of  gravel  and  water.   (14.,  A  Map  to  the  Next  World,  p.94)  

 

  The  red  dawn  now  is  rearranging  the  earth                                                                                                                                                                                                                                       Thought  by  thought                                                                                   This  is  my  heart.    It  is  a  good  heart  .  .  .     Beauty  by  beauty                                                                                                   My  head,  is  a  good  head,  but  it  is  a  hard  head                                                                               Each  sunrise  a  link  in  the  ladder                                                       and  it  whirrs  inside  with  a  swarm  of  worries  .  .  .     The  ladder  the  backbone                                                                                 This  is  my  soul.    It  is  a  good  soul.                                                                                                                               Of  shimmering  deity                                                                                       It  tells  me,  “come  here  forgetful  one.”.  .  .     Child  stirring  in  the  web  of  your  mother                               This  is  my  song.    It  is  a  good  song.                                                                                                                         Do  not  be  afraid                                                                                                           It  walked  forever  the  border  of  fire  .  .  .       (This  is  My  Heart,  A  Map  to  the  Next  World,  p.113)   Old  man  turning  to  walk  through  the  door                                   Do  not  be  afraid   (Morning  Song,      A  Map  to  the  Next  World,  p.128)  

That!day!your!spirit!came!to!us!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! rains!came!in!from!the!Pacific!to!bless!.!.!.!!

!!!!

!Horses!were!running!the!land,!hundreds!of!them.!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! ! They!accompanied!you!here,!to!bless!.!.!.!! ! We!want!you!to!know!that!we!urgently!gathered!to!welcome!you!here.!!!!!!!!!!!!!! We!came!bearing!gifts!to!celebrate:! ! From!your!mother’s!house!we!brought!poetry,!music,!medicine!!!!!!!!!!!!!!!!!!!!!!!!!!!!! ! makers,!stubbornness,!beauty,!tribal!leaders,!and!a!yard!filled!with! ! junk!cars!and!the!gift!of!knowing!how!to!make!them!run.!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! We!carried!tobacco!and!cedar,!new!clothes!and!joy!for!you.! !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! And!from!your!father’s!house!came!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! ! educators,!thinkers,!dreamers,!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! weavers,!and!mathematical!genius!.!.!.!!! ! !

(Beginning!excerpts!from%For%a%Girl%Becoming,!2009)!

(This!book!must!be!read!in!its!entirety!before!students!create!the! ! ! personal!journey!project.!!It!will!serve!as!the!“jumping!off”!point!for! individual!reflection!and!inspiration!to!write!each!one’s!own!unique! story.!It!spans!transformative!moments!in!the!cycle!of!life,!and!shows! how!Harjo’s!family!acknowledged!and!welcomed!this!child!into!the! arms!of!familial!love.!!Her!poetic!language!tells!of!the!child’s!passages! through!the!varied!ages!and!stages!of!life,!and!most!of!all!how!this! child!is!cherished.!!These!few!quotes!are!to!entice!the!reader!to!not! miss!this!book.)! “Think!for!yourself,!girl.”! “Your!people!didn’t!walk!all!that!way! so!you!could!lay!down!their! dreams.”! (Crazy%Brave:%A%Memoir,!p.!135)!

.!.!.!Though!I!was!blurred!with!fear,!I!could! still!hear!and!feel!the!knowing.!!The! knowing!was!my!rudder,!a!shimmer!of! intelligent!light,!unerring!in!the!midst!of! this!destructive,!terrible,!and!beautiful!life.!! It!is!a!strand!of!the!divine,!a!pathway!for! the!ancestors!and!teachers!who!love!us!.!.!.!! .!.!.!The!knowing!told!me!there!was!another! way.!!The!knowing!always!spoke!softly,! wisely.! (Crazy%Brave:%A%Memoir,!pp!81,!82)!

My!son!called!me!once!at!three!in!the!morning.!!I!could!not!sleep!after!the! call,!worrying!for!him!and!wondered!again!about!the!wisdom!of!bringing! children!into!the!world!who!will!suffer.!!A!child’s!suffering!always!finds!the! most!tender!place!in!the!heart,!and!a!woman’s!children,!though!grown! humans,!will!always!be!children.!! Yet!there’s!revelation!in!suffering,!like!the!history!in!the!song!I!heard!the!day! after!the!call!from!a!Plains!group!who!performed!on!the!lawn!of!the! university.! Within!that!song!was!the!beauty!of!horses.!!My!son’s!name!means!lover!of! horses.!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!(The!Woman!Who!Fell!from!the!Sky,!Sonata!for!the!Invisible,!p.50)!!

Music!is!direct!communication!with!the!sacred.!!It!exists!in!a!virtual!invisible!realm.!! There!is!no!border!of!the!corporeal,!though!words!can!be!carried!and!lifted!by!music.! (Crazy%Brave:%A%Memoir,!p.85)!

  As  a  child  growing  up  in   Oklahoma,  I  liked  to  be  told  the   story  of  my  birth.    I  begged  for  it   while  my  mother  cleaned  and   ironed.  .  .     (Crazy  Brave:  A  Memoir,  pp  81,  82)  

     

NORTH  

  North  is  the  direction   where  the  difficult  teachers   live.    This  is  the  direction  of   cold  winds.    The  color  is   white,  sharp  and  bare.    It  is   the  direction  marked  by  the   full  moon  showing  the  way   through  the  snow.    It  is   prophecy.  

(Crazy  Brave:  A  Memoir,  p.  121)  

 

           

 

 

WEST  

  West  is  the  direction  of   endings.    It  is  the  doorway   to  the  ancestors,  the   direction  of  tests.    It   represents  leaving  and   being  left  and  learning  to   find  the  road  in  the   darkness.  

  .  .  .  “You  almost  killed  me,”  she   would  say.    “We  almost  died.”   I  loved  to  hear  the  story  of  my   warrior  fight  for  my  breath.  .  .  “  

   

  (Crazy  Brave:  A  Memoir,  p.109)  

  “.  .  .  The  way  my  mother  told  the   story,  I  was  given  only  so  much   time  on  the  ventilator  and  I  had   to  decide  to  live.  .  .  “    

(Crazy  Brave:  A  Memoir,  p.  121)  

(Crazy  Brave:  A  Memoir,  pp  81,  82)  

    144 THE KNOWING

 

SOUTH  

  South  is  the  direction  of   release.    Birds  fly  south  for   winter.    It  is  flowers  and   food  growing.  It  is  fire  and   creativity.    It  is  the  tails  of   two  snakes  making  a  spiral,   looping  over  and  over,  an   eternal  transformation.   (Crazy  Brave:  A  Memoir,  p.133)  

(Crazy  Brave:  A  Memoir,  pp  81,  82)  

 

 

EAST  

  East  is  the  direction  of   beginnings.    It  is  sunrise.     When  beloved  sun  rises,  it   is  an  entrance,  a  door  to   fresh  knowledge.    Breathe   the  light  in.  Call  upon  the   assistance  you  need  for  the   day.    Give  thanks.   East  is  how  the  plants,   animals,  and  other  beings   orient  themselves  for   beginnings,  to  open  and   blossom.    The  spirit  of  the   day  emerges  from  the   sunrise  point.    East  is  also   the  direction  of  Oklahoma,   where  I  was  born,  the   direction  of  the  Creek   Nation.  

(Crazy  Brave:  A  Memoir,  p.55)  

 

(Crazy  Brave:  A  Memoir,  p.  121)  

 

(Crazy  Brave:  A  Memoir,  p.85)  

  “.  .  .  I  had  been  strong.    I  had   been  brave.”        

  (Crazy  Brave:  A  Memoir,  p.  121)  

 

 

More%Quotes:%Warriors,%the%Knowing,%and%Advice%

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%%%%%%%%%%%%%%%%%%%%%%%%%Red%Stick%War%1813>1814%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%Monahwee%%%%%%%%%%%%%%%%%%Jackson%&%W.%Weatherford%at%end%of%Red%Stick%War%%

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The%Canadian%magazine%Redwire,%Vol.%7,%Issue%2,%p.%39,%%named%ten%Native%Heroes%in%“And%the% Winner%Is%.%.%.”%by%Peter%Morin,%%and%Joy%Harjo%was%one%of%them:%%“Joy%Harjo%is%a%member%of% the%Muscogee%tribe.%%She%writes%beautiful%poetry%and%is%one%of%the%Native%writers%who%paved% the%way.%%Nothing%short%of%amazing,%I%include%this%quote%from%an%interview%with%Helen% Jaskoski%so%you%can%read%for%yourself%what%strength%is.”%

“I%believe%those%so>called%‘womanly’%traits%are%traits%of%the%warrior.%%Vulnerability%is%one,%you% know.%%The%word,%warrior,%it%applies%to%women%just%as%well.%%I%don’t%see%it%as%exclusive%to%a% male%society.%%Male%and%female%traits%are%within%each%human,%anyway.%%I’ve%known%some%of% the%greatest%warriors%in%my%life.%%They’ve%stood%up%in%the%face%of%danger,%in%the%face%of% hopelessness.%%They’ve%been%brave%–%not%in%the%national%headlines,%but%they’ve%been%true%to% themselves,%and%who%they%are,%and%to%their%families.%%Their%act%of%bravery%could%have%been%to% feed%their%children,%to%more%than%survive.”% %As%I%questioned%the%kind%of%life%I%was%bringing%this%child%into,%I%felt%the%sharp%tug%of%my%own% birth%cord,%still%connected%to%my%mother.%%I%believe%it%never%pulls%away%completely.%%It% symbolizes%the%important%warrior%road.%

(Crazy%Brave,%p.%122)%

(about%her%grandmother,%Naomi%Harjo%Foster)%%She%exists%in%me%now,%just%as%I%will%and% already%do%within%my%own%grandchildren.%%No%one%ever%truly%dies.%%The%desires%of%our%hearts% make%a%path.%%We%create%legacy%with%our%thoughts%and%dreams.%%This%legacy%will%give%those% who%follow%us%joy%on%their%road%or%will%give%them%sorrow.%.%.%% .%.%.%Just%as%I%felt%my%grandmother%living%in%me,%I%feel%the%legacy%and%personhood%of%my% warrior%grandfathers%and%grandmothers%who%refused%to%surrender%to%injustice%against%our% peoples.% (Crazy%Brave,%p.%149)%

THE KNOWING 145

As I sketched [an idea for a series of contemporary warriors], I considered the notion of warrior. In the American mainstream imagination, warriors were always male and military, and when they were Indian warriors they were usually Plains Indian males with headdresses. What of contemporary warriors? And what of the wives, mothers, and daughters whose small daily acts of sacrifice and bravery were usually unrecognized and unrewarded? These acts were just as crucial to the safety and well-being of the people. There were many others who fought alongside Osceola, and as a true warrior he would have been the first to say so. For the true warriors of the world, fighting is the last resort to solving a conflict. Every effort is made to avoid bloodshed. (Crazy Brave. p. 150) It was the spirit of poetry who reached out and found me as I stood there at the doorway between panic and love. There are many such doorways in our lives. Some are small and hidden in the ordinary. Others are gaping and obvious, like the car wreck we walk away from, meeting someone and falling in love, or an earthquake followed by a tsunami. When we walk through them to the other side, everything changes. I had come this far without the elegance of speech. I didn’t have the physical handicap of stuttering, but I could not speak coherently. I stuttered in my mind. I could not express my perception of the sacred. I could speak everyday language: Please pass the salt. I would like . . . When are we going . . . I’ll meet you there. I wanted the intricate and metaphorical language of my ancestors to pass through to my language, my life. Much like the night I witnessed a healer become a poem in a far-away country (though in spirit nothing is ever far away), the spirit of poetry came to me. To imagine the spirit of poetry is much like imagining the shape and size of the knowing. It is a kind of resurrection light; it is the tall ancestor spirit who has been with me since the beginning, or a bear, or a hummingbird. It is a hundred horses running the land in a soft mist . . . . . . it is none of these things. It is more than everything.

146 THE KNOWING

“You’re coming with me, poor thing. You don’t know how to listen. You don’t know how to speak. You don’t know how to sing. I will teach you.” I followed poetry. (Crazy Brave, pp. 163,164.) Artists are important. They carry forth the vision of what it means to be human; what it means to be Mvskoke. (“Citizen Receives Prestigious Fellowship”, Muscogee Nation News, Vol. 44, Issue 10, May 14, 2014, p.4) And remember, each person is a work of art. Every day we refine the shape. Each one of us matters. (“Coming and Going in Indian Country”, Muscogee Nation News, June 1, 2012, Vol. 42, Issue 11, p. 5) Harjo gave a final word of encouragement for young Native writers and composers. “Take time to unhook from all your devices,” Harjo said. “It’s all about listening, and that’s what writing is basically, stopping and listening.” http://www.muscogeenation-nsn.gov/Pages/MNN/pdf/2014/oct012014.pdf (p.5)

THE KNOWING 147

Muscogee(Na+on(News(Column(February(2014( By#JoyHarjo#*#On#February#13,#2014( Today(is(Mar+n(Luther(King(Day.(It’s(a(day(to(celebrate(the(fight(for(jus+ce,(to(acknowledge(Dr.( King’s(legacy(and(the(struggle(for(freedom(and(equality(by(African(Americans(in(this(country.(I( keep(thinking(of(my(cousin(John(Jacobs,(one(of(my(favorite(rela+ves.(He(was(one(of(the(people( who(exemplified(what(it(means(to(be(Mvskoke(to(me.(I(remember(how(he(stopped(the(car(one( day(to(help(a(turtle(across(the(road.(The(turtle’s(mouth(was(red(with(berry(juice.(He(gently(picked( him(up(and(moved(him.( One(aQernoon(while(we(sat(visi+ng(in(his(house(in(Holdenville,(he(ques+oned(why(the(holiday(for( African(Americans(when(Indian(people(have(no(na+onal(holiday.(He(lived(on(lands(given(in( exchange(aQer(removal(from(our(homelands(in(the(southeast,(and(despite(the(United(States( con+nued(efforts(to(disappear(na+ve(peoples,(and(he(served(bravely(in(the(military,(even(figh+ng( in(Italy(in(World(War(II.((Our(lives(as(na+ve(people(are(full(of(complica+ons,(difficult(to(explain.( There(is(a(DNA(to(Indian(Removal(that(is(s+ll(unwinding(in(us.(We(need(to(clean(it(up,(but(it’s( difficult(when(we(cannot(think(clearly.(We(eat(food(that(isn’t(real(food.(We(don’t(get(enough( exercise.(And(our(public(educa+onal(systems(taught(us(and(teach(our(children(how(to(get(along(in( a(colonized(world,(not(in(a(real(world(that(is(peopled(with(animals,(plants,(elements,(and(an( immense(sense(of(connec+on(that(goes(to(the(Sun(and(the(Milky(Way.(That’s(another(discussion,( yet(it(is(uYerly(relevant(here.( His(ques+on(made(sense(to(me(then,(and(it(con+nues(to(make(a(more(painful,(deeper(sense(to( me(now,(thirtyZone(years(aQer(Mar+n(Luther(King(Day(became(a(na+onal(holiday(in(1983(because( nothing(has(changed(much(at(all.((Our(children(do(not(see(themselves(or(hear(themselves(in(the( na+onal(story.(Or,(when(they(do,(we(are(s+ll(running(from(the(Calvary,(or(we’re(forever(dancing( or(playing(na+ve(flute.( There(are(grassroots(efforts(to(turn(Columbus(Day(to(Indigenous(Peoples(Day(but(we(should(not( be(linked(with(Columbus.(We(do(not(need(a(Columbus(Day(at(all.(For(Columbus(Day(children(all( over(America(s+ll(make(construc+on(paper(headdresses(or(explorer(hats(to(celebrate(Columbus,( and(they(repeat(the(same(false(story,(that(Columbus(discovered(America.(Columbus(wasn’t(the( first(European(to(set(foot(on(these(lands,(and(he(wasn’t(a(hero(worthy(of(celebra+on(by(anyone,( even(his(own(people.(When(he(landed(in(the(Bahamas,(he(was(greeted(by(the(Lucayan,(Taíno(and( Arawak(people.(They(had(no(weapons.(Columbus(was(so(impressed(he(immediately(seized(their( lands(for(Spain(and(enslaved(the(people(to(work.(Within(two(years(half(the(popula+on(was(dead.( He(also(sold(na+ve(girls(into(sexual(slavery.( This(story(is(repeated(with(nearly(every(point(of(contact(by(the(European(explorers.( I(am(of(a(genera+on(who(ques+oned(these(false(American(stories.(We(struggled(and(con+nue(to( work(to(shiQ(the(American(imagina+on(to(include(us(as(human(beings.(Would(a(na+onal(holiday( for(Indians(make(a(difference?(It(would(be(a(step.(However,(most(of(the(shiQ(will(have(to(come( from(within(us,(first.((We(need(stop(seeing(ourselves(as(subjects,(and(subjugated(to(and(by(this( American(overZculture.(Who(are(we(as(Mvskoke(people?(What(are(our(own(stories?(And(do(we( know(them?(One(person(can(make(an(immense(difference.(Let’s(start(here,(in(our(community.(

148 THE KNOWING

To a Future Free of Bias Foreword by Linda Skinner, Edmond, Oklahoma September 1996 for the Anthropology Outreach Office Smithsonian Institution A CRITICAL BIBLIOGRAPHY ON NORTH AMERICAN INDIANS, FOR K-12 Do you remember reading or hearing phrases such as: "Sit cross-legged like Indians," "single file, Indian style," "playing cowboys and Indians," "like a bunch of wild Indians," and "don't be an Indian giver" when you were a child? How about learning to count by enumerating "Ten Little Indians" and learning to read by reciting "I is for Indian" or "E is for Eskimo?” These examples, personally observed by this Choctaw mother, teacher, and student, as well as by most of America's schoolchildren, are still used in schools today. They set the stage for a lifetime of misinformation and cultural bias about American Indians, objectifying them in a way that undoubtedly would not be tolerated or accepted by any other ethnic group. Today, over 500 years since the arrival of Columbus to the shores of the Americas, schoolchildren, teachers, and society are continually inculcated with myths and misinformation about American Indians and Alaska Natives. Ethnocentric histories, written and edited by the "discoverers," reflect stereotypes and cultural bias in classrooms, textbooks, media, and curriculum, changing or excluding critical information to justify a nation's stance in history. For example, John Smith and Miles Standish are often portrayed as heroes or role models (as Smith is in Disney's popular movie, Pocahontas). These men were far from heroic. History records they were actually "browbeating native leaders, robbing Indian food caches, and obtaining food for their bickering comrades by trade or extortion."1 Similarly, Christopher Columbus's "discovery" of America is still studied, celebrated, and dramatized in schools. Children do not learn of Columbus's mistreatment, exploitation, and betrayal of the native people he and his men encountered. Children's history books use terms such as "westward expansion" and "Manifest Destiny" to describe what would be more accurately called ethnic genocide. These books alternately portray Indians as "noble savages," "faithful Indian guides," or "sneaky savages" who lead "ambushes" and "massacres," while in contrast, cavalrymen fight "brave battles." These books propagandize the "glory and honor" of taking land and oppressing native people for European purposes that are portrayed as holy and valid. History books are not the only sources of misinformation and stereotypes. Arts and crafts books often include projects such as making Indian masks or headdresses. However, headdresses represent position and valor in many native cultures, and the masks of some cultures are considered sacred. Making construction paper and crayon replicas trivializes the important cultural meanings that these objects hold. More appropriately, teachers can educate students about native cultures by studying cultural artifacts and materials (in an art class, for example), as well as biographies and histories, for a more well rounded study. The history of Thanksgiving, too, is often misrepresented in books for children: The Pilgrims were unhappy, because the English king refused to let people go to the church of their choice. To gain religious freedom, the Pilgrims loaded up all their belongings and sailed for America. They met a friendly Indian named "Squanto" who helped them plant crops. After the first harvest, Governor Bradford invited the Indians to a huge feast. Chief Massasoit and ninety braves came and for three days ate their fill of turkey, sweet potatoes, and pumpkin pie. After the first Thanksgiving, they lived happily ever after. This familiar version of Thanksgiving obviously omits many important facts. Teachers and parents must search carefully for books that relate this event more accurately. As we know, the Western Hemisphere was not a "New World," but rather the homeland of ancient civilizations and many diverse cultures. Regarding the events of the original thanksgiving, the Indians had held ceremonies of thanks for harvest and other gifts of the Creator for thousands of years prior to the arrival of Europeans. At the feast, in fact, the Indians brought most of the food, as they had traditionally done in their own giveaway ceremonies. And far from the idyllic scene of two cultures in harmony with which we are often presented, contact with Europeans and the diseases they introduced decimated entire native populations. A few years ago, I was one of several instructors who taught a Smithsonian Institution workshop for local elementary school teachers on teaching about American Indians. Some questions asked repeatedly were: "What books should I use for teaching children?” "Which books are accurate, which are not, and if not, why not?” These sincere questions and twenty-five years of experience as an educator developing and analyzing curricula support my firm belief that teachers do not deliberately use poor teaching materials. In the area of American Indian studies, however, misinformation is so pervasive that finding appropriate material can be difficult even for the specialized teacher. This bibliography, compiled by the Anthropology Outreach Office of the Smithsonian's National Museum of Natural History, is a response to these and other teachers' concerns about choosing culturally sensitive and historically accurate books for children about American Indians and Alaska Natives. Parents and the general public may also find it to be a valuable resource for making informed choices about books. The antibias guidelines and critiques found here can help readers develop an ability to critically evaluate books and teaching curricula and provide a foundation by which to assess the value of materials about any culture or ethnic group. As teachers and as parents, we are responsible for what and how we teach our students and children. This publication can help guide educators in becoming personally responsible for their own ethics of education. Creating caring classroom communities that nurture the human spirit regardless of ethnicity or other perceived differences is the beginning step in building an educational environment that is culturally sensitive to all students. Embrace our diversity, for it truly is our greatest strength. 1

T.$J.$Brasser,$"Early$Indian4European$Contacts,"$in$Handbook(of(North(American(Indians,(Volume(15,(Northeast.$Bruce$G.$Trigger,$ed.$(Washington,$D.C.:$ Smithsonian$Institution):$82,$83,$89,$95.$

THE KNOWING 149 http://anthropology.si.edu/outreach/Indbibl/$

TIME TO REFLECT |NATIVE AMERICAN, AMERICAN INDIAN, WHAT THE HECK AM I SUPPOSED TO SAY: LESSON OBJECTIVES BACKGROUND INFORMATION Though some term must be used in order • Students will be able to identify and to address matters we as Indigenous briefly explain the various terms used to peoples often share in common, in reality, refer to Native Americans as individuals though, each of these terms—Indian, and the connotations of those terms to Native American, American Indian, and the teacher’s satisfaction. Indigenous—means something slightly • Students will be able to briefly explain different. The history of the word “Indian” the concept of tribal sovereignty lies in early colonization by the Spanish, and the unique relationship between who referred to the original inhabitants the United States government and of this hemisphere as “Indios,” so no federally-recognized tribal nations to one who lived in the Americas before the teacher’s satisfaction. Columbus arrived used that word. Native • Students will be able to define new American is the term that Indian and vocabulary through the practice of non-Indian activists coined in the 1960’s active reading with a minimum of 60% and the 1970’s in an attempt to correct accuracy. that and distinguish the descendants of • Students will be able to identify main the original inhabitants of this hemisphere ideas in passages and paragraphs from Americans who immigrated or through the practice of active reading whose families immigrated from India. with a minimum of 60% accuracy. “Indigenous,” when it refers to people, • Students will be able to analyze and means people who are originally from a apply information as they participate in place or who are descended from those a class discussion based on their active people. In my experience, today most reading to the teacher’s satisfaction. indigenous people of what is today the United States prefer “American Indian” or CURRICULUM INTEGRATION “Indian” when a general term is needed Language Arts not only because “Indian” is the general Social Studies term most people grew up with, but also because it is the word used in Article DURATION One Section Eight of the United States 4 days Constitution (in the portion known as “The Commerce Clause” and is the word VOCABULARY connected to all legal rights that apply sovereignty to citizens of federally-recognized tribal terminology nations: “The Congress shall have Power phenotype [...] To regulate Commerce with foreign indigenous Nations, and among the several States, connotation and with the Indian Tribes.” trust relationship enrolled Historically, the US made treaties (legal alloted agreements between nations) with Indian reservation tribes because as people groups, tribes had inherent rights to their traditional From “Law of the Land” lands, even though Native people didn’t have the same kind of ideas about owning land as Americans do today, and because the US recognized tribes as sovereign nations just like the “foreign nations” listed above. A sovereign nation has the right to govern itself and make its own decisions. In the 1830’s, the time in which Southeastern US Indian tribes began to be removed to Oklahoma in what is known as the Trail of Tears, the sovereignty of tribal nations was reduced in what legal experts call “The Marshall 150 TIME TO REFLECT

Trilogy,” a series of Supreme Court cases that redefined tribal nations as “domestic dependent nations,” that is, as smaller nations that had a “trust” relationship with the United States. The United States became like a parent nation to the tribes by law, responsible for providing for citizens of tribal nations the things that tribal people gave up by treaty as the US absorbed more and more tribal land and removed Indian people to reservations. Native people gave up not only land, but the ability to support themselves from that land with the resources on it that provided all of their needs. The US has a responsibility to look out for tribal nations’ citizens treaty rights and the benefits associated with that, along with what land and natural resource rights Indian people and nations still have. Tribal nations have regained some of their rights to self-governance after the Indian Reorganization Act of 1934, also known as the “Indian New Deal,” and The Indian Self-Determination and Education Act of 1975. Today, tribal nations have constitutions and all three branches of government that the US has—executive, legislative, and judicial—along with all departments that look after the various needs of the nations and their citizens, such as Education, Environmental Protection, Elderly Programs, Cultural Preservation, and endless others. Websites teachers can visit for more information: US Department of the Interior Indian Affairs FAQ http://www.bia.gov/FAQs/ The Leadership Conference: Tribal Sovereignty http://www.civilrights.org/indigenous/ tribal-sovereignty/ American Indian vs. Native American: A note on terminology http://www.learnnc.org/lp/editions/ncamerican-indians/5526

MATERIALS NEEDED Handout “Native American, American Indian, What the Heck Am I Supposed to Say? Identity and Tribal Sovereignty” ESSENTIAL QUESTIONS How do the circumstances surrounding terminology for Native American identity differ from terminology used to identify other people of color and of “white” Americans? Why do enrolled citizens of tribal nations have a different legal relationship with the United States than anyone else? Is this fair in a nation where we value equality? ENRICHMENT IDEAS An easy and highly recommended method of enriching this lesson is to include two additional readings from from Native Daughter’s Oklahoma magazine, the article “Law of the Land” (26-36) and the article “Home Invasion” (46-55).* The greatest benefit including these articles provides is greater understanding of the historical context and subequent enrichment of the student responses to the discussion questions listed above. If so, teachers should first look over this enrichment section and the readings thoroughly and identify the Social Studies standards if needed as the lesson covers that subject area as well as Language Arts. If these articles are included, I recommend placing them AFTER the reading of the handout. Have students practice independently taking notes from the readings based on what they learned in doing the active reading activity. Teachers and student should practice the skill of scanning the text ahead of time for unfamiliar vocabulary. There maybe quite a bit. For instance, ‘govern,’ ‘defendant,’ ‘proceedings,’ and ‘plantiff’ all appear between the title and the end of the third sentence. Other suggested terms for the first reading are ‘testimony,’ ‘attorney,’ ‘monumental,’ ‘discrimination,’ ‘injustice,’ ‘coveting,’ ‘intention,’ ‘appease,’ ‘ secede/secession,’ ‘pragmatist,’ ‘horrific,’ ‘undermined,’ ‘purging,’ ‘inauguration,’ ‘dueling,’ ‘emeritus,’ ‘agrarian,’ ‘platform,’ ‘western expansion,’ ‘Manifest Destiny,’ ‘immense,’ ‘lucrative,’ ‘access,’ ‘democratize,’ ‘subjected,’ ‘confiscate, ‘Indian Removal Bill,’ ‘negotiate,’ ‘heinous,’ ‘disdained,’ ‘subjects,’ ‘Doctrine of Discovery,’ ‘preeminence,’ ‘deemed,’ ‘starkly,’ ‘reinforced,’ ‘grievances,’ ‘sympathetic,’ ‘sentence,’ ‘repugnant,’ ‘maturation,’ ‘delegation,’ and ‘impeached.’ Phrases that need discussing in context are “’uncommonly eloquent, forcible, and finished,’” ‘arsenal of legal ammunition,’ ‘prime cotton growing land,’ ‘exhausts soil nutrients,’ ‘squatting, looting, and terrorizing,’ ‘effective instrument of governance,’ and ‘manifest violation of the Constitution.’ Questions for Discussion for “Law of the Land” 1. What is the role of the Supreme Court in the US legal system? 2. What was the decision in Worcester v. Georgia? 3. What happened historically despite that ruling? 4. Why was Andrew Jackson known as an ‘Indian fighter’? 5. What do you think about American Indians having had no voting rights or citizenship until 1924? 6. What do you think about white Georgians “squatting, looting, and terrorizing Cherokee citizens before the bill was passed” (31)? Does this sort of behavior remind you of anything today? 7. What does it say about Americans that John Quincy Adams received a forty-seven yard long petition against Indian Removal in the 1830s? 8. Have Americans changed? When we become aware of an issue that concerns us by seeing it on the news, in newspapers, or in social media, how do we speak out about those things today? As an alternative enrichment activity for after completing the lesson, students can view “Defining Sovereignty” at https:// nnidatabase.org/db/video/rebuilding-native-nations-course-series-defining-sovereignty and engage in class discussion connecting the interviews in the video to the knowledge they gained through their active reading and previous discussion. *Teachers can easily include supplemental articles that are inset into the main text if they choose for further discussion. If so, discussion regarding the sophisticated ways that texts are integrated into print and electronic media and how these “interruptions” affect meaning and comprehension would be useful. These subset articles DO greatly add to the students’ ability to connect oppression and economic disempowerment of the past to similar circumstances in Indian Country today and ongoing resistance that parallells historical Cherokee efforts in the early 1800’s.

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ACTIVITY Active Reading Day one, beginning of day two-Students will read the handout “Native American, American Indian, What the Heck Am I Supposed to Say? Identity and Tribal Sovereignty” and complete the active reading lesson in the right hand margin. Day two--Students participate in a class discussion. ACTIVITY DISCUSSION QUESTIONS What terms does the handout use to refer to people whose ancestors were the original inhabitants of the Americas? What are the differences between those terms? What are two reasons why students and teachers can be confused about what to call Native Americans? How does terminology about identity affect Native Americans in different ways than other groups of color in the United States? How does this compare to the experiences of “white” Americans? How do you identify yourself? What all did American Indian people give up when the US expanded into their territories and they were removed to reservations? Are the different rights of Indian people and the special responsibility the US has for them fair under the circumstances? Is this okay in a nation where one of our values is equality? OKLAHOMA STATE STANDARDS Language Arts, Grade 8 Reading Literature 1.1, 2.1, 2.2, 2.3, 2.4, 3.1.a, 3.1.b, 3.2.a, 3.2.b, 3.3.a, 3.3.b, 3.4.d, 3.5.a, 3.5.b, 3.5.c, Social Studies 4.11 ASSESSMENT/EVALUATION Teachers will evaluate objectives 1, 2, and 5 during class discusion. Objectives 3 and 4 are evaluated on the active reading handout. Alternately, teachers may create a quiz based on the items in the right hand column.

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TIME TO REFLECT| WRITING FROM SOURCES: LADONNA HARRIS’ CHALLENGES AND ASSETS IN HER PATH TO LEADERSHIP

BACKGROUND INFORMATION Teachers should visit http://www.pbs.org/program/ladonna-harris/ and explore the site, making sure to view preview at http://vimeo.com/53762756 and the film at http:// video.pbs.org/video/2365353941/ before watching the lesson. MATERIALS NEEDED: The film preview at http://vimeo.com/53762756 The article “Time to Reflect” from Native Daughter’s Oklahoma magazine Handout “Writing from Sources--Taking Notes on ‘Time to Reflect’” Handout “Template for Writing on ‘Time to Reflect’” “Rubric for Grading Essay on ‘Time to Reflect’” “Peer Feedback Worksheet” ESSENTIAL QUESTIONS How has LaDonna Harris’ life and success been impacted by who she is? How have challenges and assets shaped who she is as a leader? How do the challenges and assets we have in our lives shape who we become in the future? What can we do to most use who we are to succeed to our fullest potential? How can we use who we are to help others succeed in life as well? ACTIVITY Writing from Sources: LaDonna Harris’ Challenges and Assets in Her Path to Leadership Teachers should show students the preview for Comanche filmmaker Juliana Brannum’s LaDonna Harris: Indian 101 at http://vimeo.com/53762756 • Day one--Teachers should have students go over the vocabularly words as a prereading activity. Have students write down the words so that they can look up some and define the others (noted in the vocabularly list) in context. • Day two--Teachers and students should read “Time to Reflect” from Native Daughters Oklahoma. • Day three--Students take notes from “Time to Reflect” using the handout “Writing from Sources--Taking Notes on ‘Time to Reflect.’ • Day four--The teacher should lead students in class discussion using the questions below. • Day five--Students draft their essay using the handout from day three and the handout “Template for Writing on ‘Time to Reflect.’” • Day six--Students should workshop their papers using the “Peer Feedback Worksheet.” • Day seven--Students should revise and edit their drafts into final copies using the feedback from their peer editing workshop.

ACTIVITY DISCUSSION QUESTIONS How do you think growing up surrounded by and interacting with elders affected who LaDonna Harris is as a human being? Do you see this an asset that helped Ms. Harris succeed? What do you think of the two Native American concepts of kinship presented in the article, “blood-kin” and “relationship-kin” (91)? How does this notion of kinship help Ms. Harris succeed? What are some other assets Ms. Harris has or has had that have contributed to her success in your opinion?

LESSON OBJECTIVES • Students will be able to research unique aspects of tribal government. • Students will be able to express their findings orally and in writing. Students will be able to know basic functions of tribal governments • Students will be able to know different forms of government (State vs Tribal) CURRICULUM INTEGRATION Social Studies Language Arts DURATION 7 class periods VOCABULARY In “Time to Reflect” wizened stoic dyslexia socio-economic issues esteemed manifested weld ingrained institutionalized sexism patronizing burgeoning indigenous exercise (as used on page 90) Tea Party sovereignty labyrinth blood-kin (define in context on page 91) relationship-kin (define in context on page 91) ‘the machine’ (define in context on page 91) mechanism (define in context on page 91) reminisces racial integration In Handout “Writing from Sources-Taking Notes on ‘Time to Reflect’” and Handout “Template for Writing on ‘Time to Reflect:’” asset In Handout “Peer Feedback Worksheet:” cohesive

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ACTIVITY DISCUSSION QUESTIONS (CONTINUED) The article says, “Long ago, she learned how to wrap a new concept in the warm blanket of her Comanche values” (88). What do you think the author meant by that? Having read the article, what do you think some of those values might be? What were some of the challenges she faced growing up and as an adult in southwestern Oklahoma and in Washington, D.C.? How do you feel about the ways in which sexism and racism directed against her affected Ms. Harris? Do you see similar things going on around you today? How have things changed (or not) in American society in regard to racism and sexism? How do the challenges and assets we have in our lives shape who we become in the future? What can we do to most use who we are to succeed to our fullest potential? How can we use who we are to help others succeed? ENRICHMENT IDEAS Teachers could add another source to this assignment easily by having students view the full film LaDonna Harris: Indian 101 at http://video.pbs.org/video/2365353941/ Have students take notes while watching the film, using the template and changing the works cited form in the header to LaDonna Harris: Indian 101. Dir. Julianna Brannum. Vision Maker Media, 2014. Film. Teachers could develop this lesson even further if time allowed by having students do library and electronic research to incorporate more sources in the final product. ASSESSMENT/EVALUATION The discussion and peer feedback workshop are to be done to the teacher’s satisfaction. Rubric handout attached for writing assignment.

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OKLAHOMA STATE STANDARDS Language Arts, Grade 8 Reading Literature 1.1, 2.1, 2.2, 2.3, 2.4, 3.1.a, 3.1.b, 3.2.a, 3.2.b, 3.3.a, 3.3.b, 3.4.d, 3.5.a, 3.5.b, 3.5.c Writing/Grammar/Usage and Mechanics 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.2.a, 2.2.b, 2.2.c, 2.2.3, 2.6, 3.1.a, 3.1.b,3.1.c, 3.1.d, 3.1.e, 3.1.f, 3.1.g, 3.1.h, 3.1.i, 3.1.j, 3.1.k, 3.1.l, 3.1.m, 3.1.n, 3.2.a, 3.2.b.i, 3.2.b.ii, 3.2.b.iii. 3.2.b.iv, 3.2.b.v, 3.2.b.vi, 3.2.c, 3.3.a, 3.3.b, 3.3.c, 3.3.d, 3.3.e Oral Language/Listening and Speaking 1.3, 2.4, 2.5 Visual Literacy 2.3

TIME TO REFLECT| NATIVE AMERICAN VALUES, LEADERSHIP, AND PROBLEM--LADONNA HARRIS: INDIAN 101

BACKGROUND INFORMATION Teachers should visit http://www.pbs.org/program/ladonna-harris/ and explore the site, making sure to view preview at http://vimeo.com/53762756 and the film at http:// video.pbs.org/video/2365353941/ before teaching the lesson and reading the article. Teachers should look over http://www.pbs.org/program/ladonna-harris/ and explore relevant links “Learn more about Americans for Indian Opportunity” and the official website for LaDonna Harris: Indian 101 at the bottom of the webpage. Teachers should look over the handout and can look at the following for more information: http://nwindian.evergreen.edu/curriculum/ValuesBehaviors.pdf http://calswec.berkeley.edu/files/uploads/pdf/CalSWEC/All_Supp_Handouts_Other_ ICWA.pdf http://literacynet.org/lp/namericans/values.html

Teachers MUST read a bit of research on Restorative Justice and First Nations (Native Americans in Canada) and on Restorative Justice in Schools. For First Nations, I suggest looking over http://www.sfu.ca/crj.html. For Restorative Justice in Schools, http://www.edutopia.org/blog/restorative-justice-resources-matt-davis is an excellent place to start with ample links. http://www.restorativejustice.org/other/schools/ teachers is also very good, as is http://www.iirp.edu/pdf/Defining-Restorative.pdf. MATERIALS NEEDED: The article “Time to Reflect” from Native Daughter’s Oklahoma magazine The film preview at http://vimeo.com/53762756 The full film at http://video.pbs.org/video/2365353941/ Handout “Native American Values” ESSENTIAL QUESTIONS What are Native American values? How are these values demonstrated in the article “Time to Reflect” and the film LaDonna Harris: Indian 101? How can these values be incorporated in problem solving, leadership, and conflict resolution? ACTIVITY Native American Values, Leadership, and Problem--LaDonna Harris: Indian 101 Day one--Teachers should show students the preview for Comanche filmmaker Juliana Brannum’s LaDonna Harris: Indian 101 at http://vimeo.com/53762756. Teachers should have students go over the vocabularly words as a pre-reading activity. Have students write down the words so that they can look up some and define the others (noted in the vocabulary list) in context. The teacher should also distribute and discuss the handout “Native American Values.” If there is ample time, students should begin day two’s reading. Day two--Teachers and students should read “Time to Reflect” from Native Daughters Oklahoma and discuss. Day three and four--Teachers and students should watch the film and discuss. Day five and six--Students should freewrite for 5-10 minutes a bullying scenario. This scenario can be real or made-up, can be set “IRL” (in real life, a new acronym used by adolescents) or online, in school or outside of school, but should reflect characters from their own age group. No real names should be used. Teachers should take up these documents.

LESSON OBJECTIVES • Students will be introduced to Native American values in a worksheet and class discussion. • Students will apply knowledge by actively reading “Time to Reflect” by discussing some vocabulary ahead of time and defining other terms in context and by taking notes as they read, analyzing the article for the Native values in the handout and any other Native values they discern to the teacher’s satisfaction. • Students will apply knowledge by actively watch a film and analyze it for Native American values in the handout and any other Native values they discern to the teacher’s satisfaction. • Students will participate in class discussion about Native values and how these can be used inproblem solving, leadership, and conflict resolution. • Students will freewrite bullying scenarios to the teacher’s satisfaction. • Students will apply Native values to these bullying scenarios in a classroom Restorative Justice Circle to the teacher’s satisfaction. CURRICULUM INTEGRATION Social Studies Language Arts DURATION 6 class periods VOCABULARY In “Time to Reflect” wizened stoic dyslexia socio-economic issues esteemed manifested weld ingrained institutionalized sexism

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VOCAB. (CONTINUED) patronizing burgeoning indigenous exercise (as used on page 90) Tea Party sovereignty labyrinth blood-kin (define in context on page 91) relationship-kin (define in context on page 91) ‘the machine’ (define in context on page 91) mechanism (define in context on page 91) reminisces racial integration

ACTIVITY (CONTINUED) The teacher should then explain, based on her research (links included above), the concept of Restorative Justice. Students should move chairs into a circle. The teacher will read bullying scenarios, one at a time. Students will take turns “playing” the characters from the scenarios in a mock restorative justice circle. In other words, students will play the bully(ies), the victim(s), teachers, parents, other school or community members, and will enact conflict resolution and come up with some sort of restorative action the bully(ies) take to heal the infraction to the greatest extent possible and mend the community. Some students will naturally emerge as resolution leaders in these scenarios, but teachers can also assign roles, with some of those having leadership built into them. Each student should have a copy of the “Native American Values” handout so that they can refer to them as they conduct themselves, making sure everyone adheres to these “rules” of behavior.

In Handout “Native Values:” reciprocity

How are these values demonstrated in the article “Time to Reflect” and the film LaDonna Harris: Indian 101?

The teacher should conclude with class discussion about the experience. ACTIVITY DISCUSSION QUESTIONS What do each of the Native values listed on the handout mean to you? Explain them in your own words. Teachers can call on individual students for each value listed and ask others to extend answers.

What did you learn from the Restorative Justice circle we held? How can you apply the values, leadership, conflict resolution, and problem solving skills from this lesson IRL (in real life)? ENRICHMENT IDEAS Teachers can assign a reflective essay for students to write at the end of this lesson or can have students build a Restorative Justice plan for their own school (that they can present to student council, PTA, administrators, and/or counselors “IRL” if the teacher and students choose). ASSESSMENT/EVALUATION Teachers can evaluate by giving grades for the vocabularly work, notes, and freewriting if they choose and/or by creating a grading rubric that reflects the objectives of this assignment to utilize during class discussion and the Restorative Justice Circle. For class discussion, I recommend looking at http:// www46.homepage.villanova.edu/john. immerwahr/TP101/EvDay/discussion%20 rubric.pdf and modifying it to suit your students’ needs. Alternately, teachers may also assess by adding the reflective essay at the end of the unit and creating a grading rubric that reflects the objectives of this assignment that matches up with the aims of the essay.

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OKLAHOMA STATE STANDARDS Language Arts, Grade 8 Reading Literature 1.1, 2.1, 2.2, 2.3, 2.4, 3.1.a, 3.1.b, 3.2.a, 3.2.b, 3.3.a, 3.3.b, 3.4.d, 3.5.a, 3.5.b, 3.5.c If enrichment reflective essay is used Writing/Grammar/Usage and Mechanics 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.4.a, 1.4.b, 1.4.c, 1.6, 3.1.a, 3.1.b,3.1.c, 3.1.d, 3.1.e, 3.1.f, 3.1.g, 3.1.h, 3.1.i, 3.1.j, 3.1.k, 3.1.l, 3.1.m, 3.1.n, 3.2.a, 3.2.b.i, 3.2.b.ii, 3.2.b.iii. 3.2.b.iv, 3.2.b.v, 3.2.b.vi, 3.2.c, 3.3.a, 3.3.b, 3.3.c, 3.3.d, 3.3.e Oral Language/Listening and Speaking 1.3, 2.4, 2.5 Social Studies 4.11

“Time to Reflect” Grading Rubric ____

Holistic impact of the essays (50%) 45-50 This essay is fantastic! It is interesting, and the ideas are rich! You had fascinating insights on the source. You have a wonderful attention getting device, a clear and strong thesis, at least two body paragraphs with good topic sentences, at least three pieces of evidence, and relevant, clear ideas of your own that connect and expand on that evidence. You conclude paragraphs by wrapping them up and transitioning us smoothly to the next, and you conclude the essay by letting us know what you (and we) learned or by leaving us something to think about. Bravo! 40-44 Good essay! I’m happy because you paid attention to the elements of good writing mentioned above. I see interesting insight on the source. I am satisfied with your performance. 35-39 You followed directions, but the writing doesn’t have the qualities that makes it fantastic or above average. 30-34 This essay falls short of average. It doesn’t demonstrate many of the skills mentioned above. The essay feels like you only did it because you had to or that you did it very quickly and never revised. You don’t interact with the source information fully or in an interesting way. 29 and lower

I have a hard time telling that you tried on this assignment.

Required elements (50%) ____

Copy Editing (25) 25

Contains almost no errors in grammar, punctuation, spelling, typography

20

Contains a few errors, but meaning not seriously affected

15

Contains many errors to the point of distraction, writer has not proofread, perhaps does not have knowledge of grammar, usage, and spelling.

10

Frequent, repetitive errors

____

A correctly formatted MLA Works Cited (10)

____

Participation in the writing process, including note-taking, drafting, workshopping, editing, and revising (15)

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Native American, American Indian, What the Heck Am I Supposed to Say? Identity and Tribal Sovereignty An Active Reading Lesson What’s in a word? In regard to “Native American” people, terminology means a lot. Most American young people today grow up with the idea that discussing race is impolite. Young people are likely to feel uncomfortable with racial terms to begin with. They are taught that they should not “see race.” This is simply impossible for children (or adults) of color to do as the issue of phenotype, or physical appearance, and the related issue of discrimination come up in our interactions with others on a daily basis. In regard to Native American people, the issue of a word for identity is even more complicated because of the unique relationship that federally-recognized tribal nations have with the US government. Under US law, these tribal nations are considered sovereign. Sovereign nations can write treaties with one another. A sovereign nation has the right to govern itself and make its own decisions. In short, in between trying to be polite and trying to understand a complex legal situation, both teachers and students are likely to be wondering which word to use. !

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Main idea of essay (in your own words): ____________________________ ____________________________ ____________________________ ____________________________ Vocabulary word: terminology__________________ ____________________________ ____________________________ ____________________________ Vocabulary word: phenotype____________________ ____________________________ ____________________________ ____________________________ Vocabulary word: discrimination________________ ____________________________ ____________________________ ____________________________ Vocabulary word: sovereign____________________ ____________________________ ____________________________ ____________________________ Vocabulary word: treaties______________________ ____________________________ ____________________________ ____________________________ What are two reasons why students and teachers can be confused about what to call Native Americans? Write complete sentences in your own words. Reason #1: ____________________________ ____________________________ ____________________________ ____________________________! ____________________________ Reason #2: ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

Marmaduke, Jacy. “Time To Reflect.” Native Daughters Oklahoma. Lincoln: U of Nebraska P, 2014. 88-91. Print. In this column, write down quotes from the article showing instances of both challenges LaDonna Harris faced in becoming a leader and various things about her, her life, and her circumstances that were assets in becoming a leader. You should have at least three or four of each. Make sure that you put quotation marks around quotes and put the page number you got it from in parentheses after the quotation mark and before the period like the example below. Either attribute by naming the author in the sentence or cite by naming author in the parentheses before the page number. If you attribute, mention the author’s first and last name along with something about what makes them an authority on this information. After that, simply refer to authors by last name. Leave space between quotes so that you can paraphrase them if possible. Example Quotation with Attribution: According to Jacy Marmaduke, author of “Time to Reflect,” LaDonna Harris “comes from a long line of storytellers” (88).

1

In this column, write your responses to the notes you’ve taken. First, reread the quote. Can you paraphrase it? If it can be put in your own words and sentence structure, rewrite the quotation as a paraphrase below it. Remember, paraphrases are used for key or exceptionally good ideas from sources and quotes are used for really well-phrased ideas. After creating a paraphrase, you no longer need quotation marks, but you still need your page number in parentheses. Do this with at least three of your quotations. Then, write your own thoughts about each quotation or paraphrase in this column to the right of the source information.

Kimberly Wieser 12/7/2014 10:11 AM Comment [1]: *Hint: If you were going to write a research paper, you could make one document like this for each source as a way of taking notes. You would put the correct MLA citation in the header for that source. If you used a computer and were using electronic sources, you could copy and paste quotes directly into each document. When you drafted the research paper, you would simply have to copy and paste from these documents into a new one, organize your source material and your own ideas into the order it will go in as part of your draft. Having attributed and used quotation marks and page numbers really comes in handy when drafting. I have even gone so far as to have printed out a copy of my notes and literally cut them into chunks and arranged them on the floor (or glued them on separate pieces of paper) in order to outline. If you have followed directions when taking notes, then organizing drafts and fleshing them out becomes one of the easiest parts of the creation process.

Example Quotation with Author in Parentheses: LaDonna Harris “comes from a long line of storytellers” (Marmaduke 88). Example Paraphrase with Attribution: Marmaduke claims that LaDonna Harris is descended from storytellers for many generations (88).

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Marmaduke, Jacy. “Time To Reflect.” Native Daughters Oklahoma. Lincoln: U of Nebraska P, 2014. 88-91. Print.

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Native American Values Relationship—

Traditional Native American people value family, both blood and relationshipkin, but also see ourselves as related to all parts of creation. What happens to one of us affects us all. We also believe in a strong relationship with our Creator, our ancestors, and our future generations. This is the foundation of Native spirituality and lifeways. Respect—

Traditional Native American people demonstrate respect for all with whom we interact, including not just humans, but also plants and animals and the Earth itself. This respect extends to the roles each relative plays in our mutual survival. Each person’s role in life is important, and all parts of creation work together as a whole and are necessary. What affects one part of Creation affects the whole. Reciprocity and Responsibility—

Traditional Native American people believe that all relationships should be reciprocal. They should not be one-sided. We have responsibilities to one another in regard to our work, our gifts and talents, and in how we treat each other. Generosity and Hospitality—

Traditional Native American people show these values through the practices of gift-giving, opening our homes to relatives and visitors, and sharing meals with others. Gifts and food are important ways of showing respect and appreciation in Native cultures.

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PEACE AT LAST | PEACE AT LAST FOR MOIRA REDCORN BACKGROUND INFORMATION Students will read about the life of Moira RedCorn, a psychiatric physician with the Kickapoo Nation. In her story Moira shares the variety of obstacles she overcame and the path she traveled to reach her goals. Through her story students will read about issues that impact many Native Americans. MATERIALS NEEDED: Native Daughters: Oklahoma magazine Internet access Individual copies of the APA Fact Sheet: “Mental Health Disparities: American Indians and Alaska Natives” Highlighters for each student ESSENTIAL QUESTIONS • Moira RedCorn is a Native American psychiatrist. How could more Native American psychiatrists help Native American communities? Or could they? • According to the APA, what are some mental health disparities among American Indians and Alaska Natives? How do these impact school and community? • How can using drugs to treat mental health issues among Native Americans have a negative impact? How can they have a positive impact? Or are there negative and/or positive impacts? ACTIVITY Peace at Last Activity One: • Have students read “Peace at Last” from Native Daughters: Oklahoma either individually or in small or large groups. • Discussion Questions: • What was Moira’s career path to becoming a psychiatric physician? • Explain why Moira hitchhiked. • Moira received the Indian Health Service Scholarship to go to Medical School. How did her attitude differ from the other student who received the same scholarship? • Look at her profile on page 24. Why do you think her proudest moment had to do with helping someone else? *Explain why “it’s all about breathing.” Activity Two: • Review the “Staying Mindful” sidebar on page 23. Reread the section on page 23 about the patient who demanded Valium and Xanax. • Assign students to research the following topics/questions and prepare a report for the class. The report can be delivered as a Prezi or Power Point presentation, a display board or brochure handout to accompany the presentation. • Topics/questions to research: • Who can prescribe Valium and Xanax? What are some reasons for prescribing these drugs? • What are the implications of Valium and Xanax on the mind and body? Are there other drugs, prescription or not, that have these same effects? • How might Valium and Xanax negatively affect an alcoholic or recovering alcoholic? • Why and/or how were Valium and Xanax developed? Is this similar of different from other prescription drugs? • What exactly is “mindfulness” and how can it work instead of drugs? Are there any negative side effects of meditation? • Are there other medication or holistic methods the can be used in place of Valium and Xanax? What affect do they have on a person’s mental health?

LESSON OBJECTIVES Students will be able to articulate their understanding of mental health issues impacting Native Americans. Students will read about Moira RedCorn and discuss what influenced her to become a psychiatric physician and how she is helping her people. Students will research and discuss negative impacts of drug usage for relieving mental health issues. CURRICULUM INTEGRATION Language Arts Psychology DURATION 3 class periods VOCABULARY psychiatric physician psychiatrist mental illness meditation hitchhike prescription drug Valium Xanax historical trauma heterogeneity disparities psychological distress life expectancy anxiety depression

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ACTIVITY Peace at Last (Continued) Activity Three: • Hand out copies of the APA Fact Sheet: “Mental Health Disparities: American Indians and Alaska Natives” • Have students read through this handout individually or in small groups. • While reading students should highlight 3-5 points that are of particular interest to them. • Have each person or small group find out more information related to their topic of interest. Each student should write a paragraph about their area of interest. They should explore such things as: • Why does this happen? • How are these statistics relevant to our community? • What is historical trauma? How does it continue to impact our community? • Are these statistics accurate? How do they relate to actual numbers across Indian Country and/or in our community? • Or other questions related to their areas of interest. • You can choose to have students share their paragraph with the whole class in order to facilitate a whole class discussion. EVALUATION AND ASSESSMENT Teacher developed assessment based on student participation in class discussion and completion of assigned writing tasks. The “Native Daughters reports” rubric in the appendix may be used to score written reports or create your own rubric at http:// rubistar.4teachers.org/.

RESOURCE CITATIONS http://www.psychiatry.org/File%20Library/Practice/Diversity/ Diversity%20Resources/Fact-Sheet---Native-Americans.pdf.

OKLAHOMA STATE STANDARDS Oklahoma Academic Standards for Language Arts: Grade 8, Reading/Literature: Standard 3.1a; 3.1b; 3.2; 3.3; Standard 4.1a

Moira plays with one of her cats. She and her husband, Bill Nunez, have three cats: Snowy, Almond and Hazel.

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PEACE AT LAST | DEVELOPING RESILIENCE BACKGROUND INFORMATION Teachers would also benefit from reading the book Reclaiming Youth at Risk: Our Hope for the Future. If the book is not available an overview of the Circle of Courage can be found on Reclaiming Youth International’s website. In addition the books authors have an article titled “The Circle of Courage and Positive Psychology” in the Fall 2005 Reclaiming Children and Youth Journal that gives additional information. Links to this information can be found in the resources section. The Circle of Courage® is a model of positive youth development based on the universal principle that to be emotionally healthy all youth need a sense of belonging, mastery, independence and generosity. This unique model integrates the cultural wisdom of tribal peoples, the practice wisdom of professional pioneers with troubled youth, and findings of modern youth development research. The Circle of Courage provides the philosophical foundation for the work of Reclaiming Youth International. There are four components to the Circle of Courage. They are Belonging, Mastery, Independence, and Generosity. Source: https://www.reclaiming.com/content/ aboutcircleofcourage NOTE: All Circle of Courage ideas and materials are adapted from Reclaiming Youth International. Teachers using these lessons are highly encouraged to read Reclaiming Youth at Risk: Our Hope for the Future and would benefit from attending a Reclaiming Youth conference or Circle of Courage training. This lesson and these activities are based on the author’s participation in multiple Reclaiming Youth International trainings. MATERIALS NEEDED: Circle of Courage handouts Internet access DVD Voices of Hope or access to youtube video “Voices of Hope by: Howard Rainer Chapter 2: Hope From Our Noble Heritage.” The Seventh Generation (2003, Bergstrom, Miller Cleary, and Peacock) or copies of the article “Nurturing resilience and school success in American Indian and Alaska Native students” http://www.cyc-net.org/cyc-online/cycol-1203-resilience. html

LESSON OBJECTIVES Students will explore the concept of “resilience” and apply it to their own lives. Students will be able to explain the principles of the Circle of Courage. Students will apply theories of the Circle of Courage to their own lives. CURRICULUM INTEGRATION Language Arts Psychology DURATION 5-7 class periods VOCABULARY Circle of Courage Belonging Mastery Independence Generosity Resiliency

ESSENTIAL QUESTIONS What is the Circle of Courage? How can I apply the concepts of the Circle of Courage to my life? The Circle of Courage promotes freedom through responsibility. Explain what that means. Explain how generosity is more than just giving people stuff. Why is belonging important? In what areas do I have mastery? What is resiliency? How would Native American communities improve by developing resilience programs for youth? What are some potential programs? What kinds of programs would you like to see, that you would take part in, implemented for youth in your community?

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ACTIVITY Developing Resilience Activity One: • Provide each student with the Circle of Courage graphic organizer handout. • Review each phrase and its definition and have students fill in their organizer. • After sharing the definitions with the students you will review each concept, what each looks like and what happens or how people feel when each is missing. Then discuss the questions presented for each concept. • Answer these questions about “The Spirit of Belonging:” • How do I make others feel like they belong? • How do I make others feel like they do not belong? • Do I feel like I belong? • Who helps me feel like I belong? • Do I belong in positive or negative ways? • Answer these questions about “The Spirit of Mastery:” • How do I show that I have mastery? • Who helps me feel like I have mastery? How? Give a specific example? • Do I show mastery in positive or negative ways? • How do I feel when I know I have mastered something? • How can I help others feel mastery? • Answer these questions about “The Spirit of Independence:” • How do I show that I have independence? • Who helps me feel like I have independence? How? Give a specific example? • Do I show independence in positive or negative ways? • How can I help others feel independence? Moira and Bill Nunez married June 26, 2006. • Answer these questions about “The Spirit of Generosity:” • How do I show generosity? • Who has been generous with me? • Do I show generosity in positive or negative ways? • How do I feel when someone has been generous to me? • How do I feel when I have been generous with others? • Who is it easiest to be generous with? How can I be generous to difficult people? Activity Two: • Have students view Voices of Hope Chapter Two “Hope from Our Noble Heritage.” • After viewing the video, create a list of names of ancestors in your tribal heritage. Discuss who they were and what they did. Have students consider the challenges they faced in their lives and ways they showed courage. Ask students how that same courage can be found in confronting the modern challenges they face, or their community faces today. Discuss with students how our noble heritage gives us hope and courage to successfully meet the challenges of today. • Read The Seventh Generation, (2003, Bergstrom, Miller Cleary, and Peacock) Chapter 5, pages 64-66; 70-71; 84; and Chapter 9, pages 155-160. (If you do not have access to this book, you can have students read the article “Nurturing resilience and school success in American Indian and Alaska Native students.” The link to this article is in the resource section.) • After reading these pages, have students create a grid that compares Spirituality, Mental Well-being, Emotional Well-being, and Physical Well-being with the Circle of Courage concepts. How is each alike and different? Why are these important for developing resiliency? • Discuss with students factors that have made a need to develop resilience important to Native American people. Who, what or where are resources for students to assist them in overcoming obstacles or developing resiliency? How can they be role models for younger siblings or relatives? • Have each student select someone from their heritage or ancestry who exercised courage, showed resiliency, or faced the world with hope and write a description of what he or she did and how his or her ife encouraged others. Part of their description should include how or why this person inspired them personally.

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ACTIVITY Developing Resilience (Continued Activity Three: • Review Ralph Waldo Emerson’s poem “Success” Success To laugh often and much. To win the respect of intelligent people and the affection of children. To earn the appreciation of honest critics and endure the betrayal of false friends. To appreciate beauty. To find the best in others To leave the world a little better, whether by a healthy child, a garden patch, or a redeemed social condition. To know even one life has breathed easier because you have lived. This is the meaning of success. Ralph Waldo Emerson • How does the Circle of Courage concept align with this definition of success? Have a class discussion about what students can do to show success in their own lives by creating a sense of belonging, mastery, independence, and generosity. • Brainstorm with students, ways that they can be leaders in their school and community by helping others to develop and creating a sense of belonging, mastery, independence, and generosity. Take viable ideas and create a plan for implementation. For example, develop learn and serve opportunities; mentoring programs; community service projects that the students could organize and take part in to develop these principles within their class, school or clubs. ENRICHMENT IDEAS 1. View all of Howard Rainer’s DVDs. Go through the Lesson Plan guides included in the DVDs. 2. Have students develop a mentoring/tutoring program for younger students. Older students will work with teachers, community center or before/after school programs to mentor/tutor students to help them be successful in school. 3. Have students organize an “adopt an elder” program where they visit elders at nursing homes or invite elders into the school for special events. 4. Have students take part in the Veterans’ History Project through the Library of Congress. Additional information is available at: http://www.loc.gov/vets/ EVALUATION AND ASSESSMENT Teacher developed assessment based on student participation in class discussion and completion of assigned writing tasks. The “Native Daughters reports” rubric in the appendix may be used to score written reports or create your own rubric at http:// rubistar.4teachers.org/. RESOURCE CITATIONS *https://www.reclaiming.com/content/aboutcircleofcourage *https://reclaimingjournal.com/sites/default/files/journal-article-pdfs/14_3_Brendtro_Brokenleg_Van_Bockern.pdf *http://www.behavioradvisor.com/CircleOfCourage.html *http://www.edu.gov.mb.ca/k12/cur/cardev/gr9_found/courage_poster.pdf *http://dlb.sa.edu.au/mentmoodle/file.php/20/Understanding_the_Circle_of_Courage.pdf *http://centerstonefcs.org/wp-content/uploads/2011/02/implementing_the_circle_of_courage_in_a_classr.pdf *https://www.azpm.org/p/top-news/2013/9/17/26841-researchers-explore-roots-of-american-indian-resilience/ *http://www.aecf.org/m/resourcedoc/aecf-howfamiliessurviveindianandalaskan-2009.pdf * http://www.cyc-net.org/cyc-online/cycol-1203-resilience. html .

OKLAHOMA STATE STANDARDS Oklahoma Academic Standards for Language Arts: Grade 8, Reading/Literature, Standard 3.1a; 3.1b; 3.2; 3.3; Standard 4.1a Oklahoma Academic Standards for Language Arts: Grade 8, Writing/Grammar/Usage and Mechanics, Standard 2.1; 2.4; 2.5 Oklahoma Academic Standards for Language Arts: Grade 8, Oral Language/Listening and Speaking, Standard 1.1; Standard 2.1; 2.2 Oklahoma Academic Standards for Language Arts: Grade 8, Visual Literacy, Standard 2

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PEACE AT LAST | MENTAL HEALTH AND NATIVE AMERICANS LESSON OBJECTIVES • Students will research a variety of mental health issues impacting Native Americans and present them to a designated group. • Students will organize a health fair for other students, teachers and the community to share educational displays and presentations. CURRICULUM INTEGRATION Language Arts (Speech, Writing) DURATION 10 class periods MATERIALS NEEDED Individual copies of (links are listed in the resources section): • APA Fact Sheet: “Mental Health Disparities: American Indians and Alaska Natives” • Suicide Prevention Resource Center’s “Suicide Among Racial/ Ethnic Populations in the United States: American Indians/Alaska Natives” Internet access Access to copy machine or printer Materials for display boards Tri-fold display boards Markers Computer/color printer Other materials as determined by students and/or teacher VOCABULARY suicide anxiety depression historical trauma psychiatrist mental illness

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BACKGROUND INFORMATION It would be helpful to read the American Psychiatric Association’s Fact Sheet “Mental Health Disparities: American Indians and Alaska Natives” in order better understand the variety of issues impacting and influencing mental health among Native Americans. (The link to the pdf is in the resources section.) You may also want to order SAMHSA’s 172 page publication To Live To See the Great Day That Dawns: Preventing Suicide by American Indian and Alaska Native Youth and Young Adults. (The link is in the resources section) To order a free copy, call 1-877-SAMHSA-7 (1877-726-4727). Ask for publication number SMA10-4480. ESSENTIAL QUESTIONS Native Americans suffer from various mental health issues. What can be done to help Native Americans overcome mental illness? ACTIVITY Mental Health and Native Americans Activity One: • Review the APA Fact Sheet: “Mental Health Disparities: American Indians and Alaska Natives” with students. Discuss the variety of issues presented in this document that are impacting your community. • Assign students research projects related to a variety of mental health topics. Each student will create a display board that provides background information about their topic, the statistics related to their topic as they impact Native American communities, prevention or intervention strategies, and other relevant information. • Students will create a flyer or brochure to handout that summarizes information about their topic and includes resources within the community where people can go for assistance. Activity Two: Students will organize a school and/or community health fair. They will brainstorm all of the details associated with organizing this event and create a schedule that indicates each person’s duties before, during and after the health fair. Some things to be included are: • They will work with school administration to gather all permissions needed for the project and select a date, location, and time for the event. • Students will brainstorm local resources and decide who they want to invite. ASSESSMENT/EVALUATION OKLAHOMA STATE STANDARDS Teacher developed assessment Oklahoma Academic Standards for Language based on student participation in Arts: Grade 8, Writing/Grammar/Usage and class discussion and completion Mechanics, Standard 1.5; 1.6; 1.8; Standard 2.2a, of assigned writing tasks. The 2.2b2.2c, 2.2d; 2.3a; 2.7; Standard 3.1; 3.2;3.3; “Health Fair Display board” rubric Oklahoma Academic Standards for Language and the “Health Fair organization” Arts: Grade 8, Oral Language/Listening and rubric in the appendix may be Speaking, Standard 1.1; Standard 2.1; 2.2; 2.3; 2.5 used to score display boards and Oklahoma Academic Standards for Language student work in planning and Arts: Grade 8, Visual Literacy, Standard 2.1; 2.2; implementing the health fair or 2.3; Standard 3.1 create your own rubric at http:// rubistar.4teachers.org/ RESOURCE CITATION http://www.psychiatry.org/File%20Library/Practice/Diversity/Diversity%20Resources/ Fact-Sheet---Native-Americans.pdf. http://www.sprc.org/sites/sprc.org/files/library/AI_AN%20Sheet%20Aug%2028%20 2013%20Final.pdf http://www.ihs.gov/behavioral/index.cfm?module=BH&option=Suicide http://media.samhsa.gov/samhsaNewsletter/Volume_18_Number_3/ SuicidePreventionNativePopulations.aspx

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Understanding the concepts of the Circle of Courage

Directions: Color the top left quadrant black and label it “Generosity.” On the inside record the definition of “Generosity.” Color the top right quadrant red and label it “Belonging.” On the inside record the definition of “Belonging.” Color the bottom right quadrant yellow and label it “Mastery.” On the inside record the definition of “Mastery.” Leave the bottom left quadrant white and label it “Independence.” On the inside record the definition of “Independence.” 174 PEACE AT LAST

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Mental Well-Being and Belonging Similarities

Mental Well-Being and Belonging Differences

Physical Well-Being and Mastery Similarities

Physical Well-Being and Mastery Differences

Spirituality and Generosity Similarities

Spirituality and Generosity Differences

Emotional Well-Being and Independence Similarities

Emotional Well-Being and Independence Differences

Comparing and Contrasting Resiliency Concepts

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BREAKING THE SILENCE| WARRIOR IN HARM’S WAY BACKGROUND INFORMATION LESSON OBJECTIVES • Students will be able to Use of Warrior Crossword Puzzle for terms and definitions with pictures of Native American Women Veterans. • Students will be able to see some disadvantages to being in harm’s way, even with the danger one will experience appreciation from the public when one returns. CURRICULUM INTEGRATION Language Arts Social Studies DURATION 2 class periods MATERIALS NEEDED Native Daughters magazine, “Breaking the Silence”, pages 12-17 Warrior in Harm’s Way Crossword Puzzle handout created by Puzzlemaker at DiscoveryEducation.com Colored pencils website - where pictures of Native American Women Veterans http://www.defense.gov/specials/ americanindian/women.html VOCABULARY Students will be given handout of a crossword puzzle with terms and definitions to be matched. Warrior Respect Heritage Courage Strength Survivor Veteran Matrilineal

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Women in the armed service: when women started being used as combat troops. History of the “Native American Women Veterans” http://www.defense.gov/specials/americanindian/women.html www.theguardian.com/world/2013/jan/24/us-military-lifts-ban-women-combat http://msmagazine.com/blog/2012/02/05/10-things-you-need-to-know-about-nativeamerican-women/ http://www.army.mil/article/138313/Native_Americans_place_special_honor_in_ military_service/ ESSENTIAL QUESTIONS 1. What was the traditional role of women in Native culture? 2. Why do some women choose to act outside the traditional gender role? 3. How do Warriors of the present and the past compare?

ACTIVITY Warrior in Harm’s Way Distribute “Activity Discussion Questions” to answer pertaining to Tawna Little. Read article “Breaking The Silence”, pages 12-17. Work “Warrior in Harm’s Way Crossword”. Discuss questions. ACTIVITY DISCUSSION QUESTIONS 1. What financial advantages are there to military service? 2. What branch of the armed service did she serve? 3. What type of job in the service did she have? 4. What nation or tribe was she a member? 5. What other perks might one experience when returning from deployment? 6. What negative things might one experience as a result of serving? ENRICHMENT IDEAS 1. How many women serve in actual war situations? http://indiancountrytodaymedianetwork.com/2014/01/09/natives-military-10-facts-youmight-not-know-153032 2. How many Native American women are soldiers? http://cojmc.unl.edu/nativedaughters/warriors/native-american-women-find-culturalgrounding-in-u-s-military 3. What are the demographics of personnel in the military? www.heritage.org/.../who-serves-in-the-us-military-the-demographics-of- enlistedtroops-and-officers http://indiancountrytodaymedianetwork.com/2014/01/09/natives-military-10-facts-youmight-not-know-153032 OKLAHOMA STATE STANDARDS ASSESSMENT/EVALUATION Language Arts Assessment will be based on pretest and Standard 1: Vocabulary, Standard 2: posttest. Student participation in the activity discussion questions will determine a portion Fluency, Standard 3: Comprehension, Standard 5: Research & Information of their assessment. Also included could Social Studies be the successful completion of “Warrior in Literacy Skills Standard 1: A. Key Harm’s Way Crossword.” Ideas and Details, RESOURCE CITATION “American Indian Heritage Month.” Native American Women Veterans. N.p., 16 Nov. 2003. Web. 14 Dec. 2014. “Women in Combat: US Military Officially Lifts Ban on Female Soldiers.” N.p., n.d. Web. “10 Things You Need to Know About Native American Women.” Ms Magazine Blog. N.p., n.d. Web. 14 Dec. 2014. “ARMY.MIL, The Official Homepage of the United States Army.” Native Americans Place Special Honor in Military Service. N.p., n.d. Web. 14 Dec. 2014. “Natives & the Military: 10 Facts You Might Not Know.” N.p., n.d. Web. “Native American Women Find Cultural Grounding in U.S. Military.” Native Daughters Native American Women Find Cultural Grounding in US Military Comments. N.p., n.d. Web. 14 Dec. 2014. “Who Serves in the U.S. Military? The Demographics of Enlisted Troops and Officers.” The Heritage Foundation. N.p., n.d. Web. 14 Dec. 2014.

BREAKING THE SILENCE | EXPLORING EMOTIONAL STRESS MATERIALS NEEDED: LESSON OBJECTIVES Native Daughters Oklahoma magazine, “Breaking The Silence,” pages 12-17 Muscogee Language Word Search Handout Muscogee Word Search Translation Handout

ESSENTIAL QUESTIONS • What facts about Post Traumatic Stress Disorder can be found in the story text? • Are men or women most likely to suffer from Post Traumatic Stress Disorder? http://cojmc.unl.edu/nativedaughters/warriors/native-american-women-find-cultural-grounding-in-u-s-military • What about exploring facets of this lesson through a Tribal language? ACTIVITY Exploring Emotional Stress Review the article “Breaking the Silence”. Research information about PTSD in the article. Assign one discussion question to be presented by small groups. Distribute Muscogee Language Word Search handout. After viewing handout, distribute Muscogee Word Search Translation handout. ACTIVITY DISCUSSION QUESTIONS • How did Tawna’s experience during deployment affect her when she returned? • Was Tawna aware that she had been traumatized? • Do you know of an experience that seemed traumatic to you that you would like to share? ENRICHMENT IDEAS Research the Muscogee Nation website to hear the language spoken. http://www.muscogeenation-nsn.gov/Pages/Language/language.html OKLAHOMA STATE STANDARDS Language Arts Standard 1: Vocabulary, Standard 2: Fluency, Standard 3: Comprehension, Standard 5: Research & Information World Languages Standard 4.1;Language Comparisons

ASSESSMENT/EVALUATION Evaluation will be based on a written essay about how mistreatment can have lasting and unfair effects.

Students will be able to identify what experiences Tawna had that would have been tramatic to her. Use of word search for related words in the Muscogee Language. Become aware of a tribal language. CURRICULUM INTEGRATION Language Arts World Languages DURATION 2 class periods VOCABULARY Post Traumatic Stress Disorder Muscogee Words for: Warrior Aunt Love Strong Language Supporter Veteran Indian “Red Person” Survive Silent also Quiet

RESOURCE CITATION “Mayo Clinic: Diseases and Conditions Post-traumatic Stress Disorder (PTSD).” Definition. N.p., n.d. Web. 14 Dec. 2014. “Native American Women Find Cultural Grounding in U.S. Military.” Native Daughters Native American Women Find Cultural Grounding in US Military Comments. N.p., n.d. Web. 14 Dec. 2014. “Free Map Tools Maps You Can Make Use Of...” How Far Is It Between. N.p., n.d. Web. 13 Dec. 2014. “Muscogee (Creek) Nation: Pumpunvkv Vcayecvkes “Let’s Preserve Our Language”.” Muscogee (Creek) Nation. N.p., n.d. Web. 14 Dec. 2014.

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BREAKING THE SILENCE| JOURNEY TO HEALING BACKGROUND INFORMATION LESSON OBJECTIVES Students will be able to: • Compare their distance, based on the location of the landmarks on a world map. • Explore the advantages of journaling to help with healing. • Show the Native American designs for healing drawn on an outline of their own hands. • Share their research with the class. CURRICULUM INTEGRATION Language Arts Social Studies Visual Art DURATION 2 class periods MATERIALS NEEDED Native Daughters Oklahoma magazine, “Breaking The Silence”, pages 12-17 Drawing paper Colored pencils Venn Diagram Handout for comparison of similarities and differences of the United States and Kuwait. VOCABULARY Hodgie (American troops term) Harassment Minority Kickboxing Anxiety Symptom Cultural

Research Kuwait people. http://www.ok.gov/sde/sites/ok.gov.sde/files/documents/files/Tribes_of_OK_ Education%20Guide_Muscogee_Nation.pdf Website for Tribal Designs: http://horsehints.org/IndianSymbols.htm http://www.okhistory.org/research/dawes ESSENTIAL QUESTIONS • How far was Tawna’s home in Wilson, Oklahoma from Kuwait? http://www.freemaptools.com/how-far-is-it-between.htm • What are the comparisons (similarities and differences) between the two countries, Wilson, OKlahoma, USA, and Kuwait? ACTIVITY Journey to Healing Compare and contrast experiences across the world using the Venn Diagram handout. Have paper for drawing and/or journaling. Have each student draw an outline of their hand. Use healing symbols as designs on the drawing of their hands. http://horsehints.org/IndianSymbols.htm

ACTIVITY DISCUSSION QUESTIONS 1. Do you think the people from Kuwait and the soldiers got along? 2. What do you think would cause tension between them? 3. Do you think learning your tribal language would benefit you in anyway? 4. Do you think changes should be made to make women in armed service safer? ENRICHMENT IDEAS How would healing occur through cultural activities? Other physical activities? Would healing be through your own cultural activities or other physical activities? ASSESSMENT/EVALUATION Assess creativity of student’s “Healing Hand” drawings and/or journaling. Also student participation and involvement will determine assessment.

OKLAHOMA STATE STANDARDS Language Arts Standard 1: Vocabulary, Standard 2: Fluency, Standard 3: Comprehension Social Studies Literacy Skills Standard 1: C. Integration of Knowledge and Ideas Visual Art Standard 3: Visual Art Expression: “Creating”

RESOURCE CITATION Guide, Oklahoma Indian Tribe Education. “OKLAHOMA INDIAN TRIBE EDUCATION GUIDE: The Muscogee (Creek) Nation, Oklahoma.” The Muscogee (Creek) Nation, Oklahoma (n.d.): n. pag. Web. “Native American (Indian) Symbols.” Native American (Indian) Symbols. N.p., n.d. Web. 14 Dec. 2014. “Oklahoma Historical Society: Collect, Preserve, Share.” Dawes Final Rolls. N.p., n.d. Web. 14 Dec. 2014.

Dawes Final Rolls

180 BREAKING THE SILENCE

BREAKING THE SILENCE 181

182 BREAKING THE SILENCE

MUSCOGEE WORDS TRANSLATED FOR WORD SEARCH Warrior

TVSTVNVKE

Mother

ECKE

Love

VNOKECKV

Aunt “Little Mother” Strong

Language

ECKUCE YEKCE

OPUNVKV

Supporter “Helper”

VNICV

Indian “Red Person”

ESTE-CATE

Veteran

Survive “to live”

Silent also Quiet

SULETAWV HESAKETV CVYAYVKE

BREAKING THE SILENCE 183

Venn Diagram Graphic Organizer

184 BREAKING THE SILENCE

PATH TO LEADERSHIP | LEADER OF A NATION

BACKGROUND INFORMATION: Instructor should familiarize her/himself with three governmental policies: • Indian Reorganization Act of 1934, http://www.law.cornell.edu/category/keywords/indian_reorganization_act • Termination Act 1953, Terminating the Indian Termination Policy - JSTOR www.jstor.org/stable/1228583 • Self Determination Act 1975, INDIAN SELF­DETERMINATION - Indian Affairs Home www.bia.gov/cs/groups/public/documents/text/idc002715.pdf Instructor should have read: • Wilma Mankiller: Chief of the Cherokee Nation, by Pamela Dell; Compass Point Books, 2006 • Everyday is a Good Day: Reflections By Contemporary Women, Fulcrum Publishing, 2011: Golden, CO • Read Every Day is A Good Day, by Wilma Mankiller, Pg. 46 http://www.wilmamankiller.com/everyday.html MATERIALS NEEDED: Native Daughters Oklahoma Magazine, Path to Leadership pgs. 42-45 Internet Access Indigenous Nations Database: http://nnidatabase.org/db/video/wilma Handout: What is a Leader Handout: Vocabulary Worksheet A Mapping Method that is familiar to your students.(I selected a cluster map) ESSENTIAL QUESTIONS What is a leader? What are the characteristics of a good leader? Was Wilma Mankiller a good leader? Why or why not? ACTIVITY Defining Leadership Day 1 – Introduction Path to Leadership – Wilma Mankiller

a) Instructor will direct a read aloud with the class from the Native Daughter’s Magazine, “Path to Leadership: Wilma Mankiller” (pgs. 42-45) b) Instructor will guide the class in vocabulary search and defining words unfamiliar to the class. c) Pass out the Handout, “What is a leader?” In groups of 3 have students work together to answer the questions on the Lesson 1 worksheet handout. One student will keep track of time, one will record the group’s findings, and the third will present those findings to the class. When each group has shared their findings, pass out the Handout, “Wilma Mankiller: Leader of a Nation.” Have the students read the article on their own and have them underline the vocabulary that is new to them. When they have completed the task, pass out the handout with the vocabulary words and have them compare their list to the handout and define the words. They can take what they do not complete for homework.

LESSON OBJECTIVES Students will be able to identify specific vocabulary and their meanings.

Students will be able to recognize the virtues of leadership Students will be able to develop and demonstrate reading and writing literacy skills. Students will be able to evaluate the significance of events in Wilma Mankiller’s life after reading about her own experience. CURRICULUM INTEGRATION Language Arts World Languages History DURATION 5 class periods VOCABULARY Trail of Tears Reservation Re-Location Activist Indian Territory Self-Determination Philosophy Diminished Acculturation Domination

Day 2 – Freewrite/Drafting – Path to Leadership, Wilma Mankiller Review with students what they have learned from the Native Daughters Oklahoma article and from the Leader of a Nation handout. Take this time to answer any questions the students may have. From the list of essential questions: What is a leader? What are the characteristics of a good leader? Was Wilma Mankiller a good leader? Have the students select one of the questions to answer. To help them generate and connect ideas visually, try using a cluster map. Write the question they have selected in the middle of a sheet of paper and circle it. Write the ideas relating to that topic around it, circle them, and connect them to the central circle. PATH TO LEADERSHIP 185

ACTIVITY Defining Leadership (Continued) Students will begin to freewrite for 5-10 minutes. Once time is up, have the students read over what they have written. Ask the students to focus on: Thesis statement (one sentence) How does the beginning paragraph focus attention on your main point? Do you provide evidence to support your main points? Does the ending leave your readers thinking about your main point? When the students have organized their paper, have them write a rough draft from their freewrite from one to three pages. If they do not complete the assignment in class have them take it home for homework. Day 3 – Peer Review – Path to Leadership, Wilma Mankiller Each student will use a different colored inked pen to read and peer review another student’s draft. Ask the students to focus on: Thesis statement (one sentence) and underline. How does the beginning paragraph focus attention on your main point? Underline the main point. Did the author provide evidence to support his or her main points? Underline the three main points. Does the ending leave the reader thinking about the main point? Return the completed peer reviewed papers back to the original authors. Answer any questions the students might have about their papers. Students will take papers home for revision. Day 4 – Teacher/Student workshop – Path to Leadership, Wilma Mankiller This day is to assist the students in their writing where they feel they may need help. You can do this one on one or as a group discussion. Remind the students that their papers will be due the next class meeting, at which time they will present their papers to the class. ACTIVITY DISCUSSION QUESTIONS 1. What is the most important quality of good leadership? 2. What was the most important quality of good leadership that Wilma Mankiller displayed? 3. Do you think a woman could be President of the United States? ENRICHMENT IDEAS Teachers may enrich this lesson by asking the students to do a research paper on another female leader in history or in contemporary times that they believe has the characteristics of a a good leader. OKLAHOMA STATE STANDARDS US History Literacy Skills Standard 1: The student will develop and demonstrate Common Core Social Studies reading literacy skills. 1.A:2, B:4 Writing Literacy Skills Standard 2.A:1, B:1 Language Arts Standard 2.1, 2.3, 3.1a, 3.1b, 3.3a, 3.3b, 3.4a, 3.4e, 4.4a, 4.4b, 5.1a, 5.1c, 5.2a, World Language Standard 1.1:4, 1.3.3, 2.1:2, 2.1:3, 2.2:2, 2.2:3, 2.2:4, 3.1:1, 2.1:2, 3.2:1, 3.2:2, 4.1:2, 4.1:4, 4.2:2, 4.2:3

ASSESSMENT/EVALUATION Teachers will evaluate and assess student performance regarding the lesson objectives by reading and grading the latest draft, and by the students’ oral presentations and how well they respond to questions.

RESOURCE CITATION Indian Reorganization Act of 1934, http://www.law.cornell.edu/category/keywords/indian_reorganization_act Termination Act 1953, Terminating the Indian Termination Policy - JSTOR www.jstor.org/stable/1228583 Self Determination Act 1975, INDIAN SELF­DETERMINATION - Indian Affairs Home www.bia.gov/cs/groups/public/documents/text/idc002715.pdf Wilma Mankiller: Chief of the Cherokee Nation, by Pamela Dell; Compass Point Books, 2006 Everyday is a Good Day: Relections By Contemporary Women, Fulcrum Publishing, 2011: Golden, CO Read Every Day is A Good Day, by Wilma Mankiller, Pg. 46 http://www.wilmamankiller.com/everyday.html 186 PATH TO THE LEADERSHIP

PATH TO LEADERSHIP | SELF DETERMINATION/ COMMUNITY

BACKGROUND INFORMATION • Teachers will need to be familiar with the community work of Wilma Mankiller that is documented in telling Wilma Mankiller’s story in “The Cherokee Word for Water” http://indiancountrytodaymedianetwork.com • Read Every Day is A Good Day, by Wilma Mankiller, Pg. 46 http://www.wilmamankiller.com/everyday.html • Cherokee Word for Water (Trailer) www.youtube.com/watch • DVD The Cherokee Word for Water MATERIALS NEEDED: Native Daughters Oklahoma Magazine – Path to Leadership – Wilma Mankiller Internet Access Handout 1 – Leader of a Nation Hand out 2 – Leader of a Nation Vocabulary A proofreading pen of another color Cherokee Word for Water (Trailer) www.youtube.com/watch DVD The Cherokee Word for Water ESSENTIAL QUESTIONS 1. Why was water so important to the town of Bell Oklahoma? 2. How did Wilma Mankiller encourage unity and community in laying the water pipeline? 3. Do you think Wilma Mankiller was a good leader? Why or Why not?

ACTIVITY Self-Determination and Community Day 1 – Introduction Self Determination and Community – Wilma Mankiller a) Instructor will direct a read aloud with the class from the Native Daughter’s Magazine, Path to Leadership: Wilma Mankiller (pgs. 42-45) b) Instructor will guide the class in vocabulary search and defining words unfamiliar to the class. c) Pass out the Handout, “Self-Determination and Community .” In groups of 3 have students work together to answer the questions on the Lesson 2 worksheet handout. One student will keep track of time, one will record the group’s findings, and the third will present those findings to the class. When each group has shared their findings pass out the Handout, “Self-Determination and Community.” Have the students read the article on their own and have them underline the vocabulary that is new to them. When they have completed the task, pass out the handout with the vocabulary words and have them compare their list to the handout and define the words. They can take what they do not complete for homework.

LESSON OBJECTIVES Students will be able to identify and define specific vocabulary, their meanings, and expand vocabulary through word study Students will be able to interact with the words and concepts to construct appropriate meaning in developing a well-structured essay

Students will be able to demonstrate thinking skills in listening and speaking CURRICULUM INTEGRATION Language Arts History Language DURATION 5 class periods VOCABULARY Gadugi Family Community Reciprocity Empowered Principal Activism Criticized Traditional Self-Esteem

Day 2 – Free write/Drafting – Self-Determination and Community, Wilma Mankiller Review with students what they have learned from the Native Daughters article and from the Self-Determination and Community handout. Take this time to answer any questions the students may have. From the list of essential questions: 1. Why was water so important to the town of Bell Oklahoma? 2. How did Wilma Mankiller encourage unity and community in laying the water? pipeline? 3. Do you think Wilma Mankiller was a good leader? Why or Why not? Have the students select one of the questions to answer. To help them generate and connect ideas visually try using a cluster map. Student will write the question they have selected in the middle of a sheet of paper and circle it. Student will write the ideas relating to that topic around it, circle them, and connect them to the central circle. Students will begin to free write for 5-10 minutes. Once time is up, have the students read over what they have written.

PATH TO LEADERSHIP 187

ACTIVITY Self-Determination and Community (Continued) Ask the students to focus on: Thesis statement (one sentence) How does the beginning paragraph focus attention on your main point? Do you provide evidence to support your main points? Does the ending leave your readers thinking about your main point? When the students have organized their papers have them write a rough draft from their free write from one to three pages. If they do not complete the assignment in class students can take their work home for homework. Day 3 – Peer Review – Self Determination and Community, Wilma Mankiller Each student will use a different colored inked pen to read and peer review another student’s draft. Ask the students to focus on: Thesis statement (one sentence) and underline. How does the beginning paragraph focus attention on your main point? Underline the main point. Did the author provide evidence to support your main points? Underline the three main points. Does the ending leave the reader thinking about the main point? Return the completed peer reviewed papers back to the original authors. Answer any questions the students might have about their papers. Students will take papers home for revision. Day 4 – Teacher/Student workshop – Self Determination and Community, Wilma Mankiller This day is to assist the students in their writing where they feel they may need help. You can do this one on one, as a small group discussion or whole class discussion. Remind the students that their papers will be due the next class meeting, at which time they will present their papers to the class. Day 5 – Students will give an oral presentation on the paper they have written. ACTIVITY DISCUSSION QUESTIONS 1. Principal Chief Wilma Mankiller was passionate about helping her people. Has there been a time in your life where you encouraged self determination? 2. What do you think about the people who did not want Wilma to be Principal Chief of the Cherokee Nation because she was a woman? 3. The United States will elect a new President in 2016. Would you vote for a woman if she had good leadership qualities? ENRICHMENT IDEAS Teachers may enrich this lesson by having the class research their local government body for women in leadership roles and compare the statistics to world leadership of a certain area in the world. We know that traditionally women held important roles in tribal government. Are their any countries that promote leadership roles for women or any countries that do not allow women to hold leadership roles? OKLAHOMA STATE STANDARDS Language Arts Standard 2.1, 2.3, 3.1a, 3.1b, 3.3a, 3.3b, 3.4a, 3.4e, 4.4a, 4.4b, 5.1a, 5.1c, 5.2a, US History Literacy Skills Standard 1: The student will develop and demonstrate Common Core Social Studies reading literacy skills. 1.A:2, B:4 Writing Literacy Skills Standard 2.A:1, B:1 Language Standard 1.1:4, 1.3.3, 2.1:2, 2.1:3, 2.2:2, 2.2:3, 2.2:4, 3.1:1, 2.1:2, 3.2:1, 3.2:2, 4.1:2, 4.1:4, 4.2:2, 4.2:3 RESOURCE CITATION http://indiancountrytodaymedianetwork.com Read Every Day is A Good Day, by Wilma Mankiller, Pg. 46 http://www.wilmamankiller.com/everyday.html Cherokee Word for Water (Trailer) www.youtube.com/watch DVD The Cherokee Word for Water 188 PATH TO THE LEADERSHIP

ASSESSMENT/EVALUATION Teachers will evaluate and assess student performance regarding the lesson objectives by reading and grading the latest draft, by the students’ oral presentations, and how well they responds to questions.

PATH TO LEADERSHIP| GADUGI LESSON OBJECTIVES

BACKGROUND INFORMATION DVD The Cherokee Word for Water Indigenous Governance Database -- Native Nations Institute -- for leadership, management and policy. http://nnidatabase.org/db/video/wilma Mankiller-Governance-Leadership and the Cherokee Nation www.nni.arizona.edu

MATERIALS NEEDED: Native Daughters Oklahoma Magazine, Path to Leadership pgs. 42-45 Internet Access Cherokee Syllabary, http://www.learn.org/lb/pdf/the cherokee-language-p4530.pdf Gadugi Handout 1 Gadugi Handout 2 ESSENTIAL QUESTIONS 1. Principal Chief Wilma Mankiller created controversy because she was a woman. What are thequalities for a good leader? 2. Explain how Principal Chief Mankiller was able to demonstrate her leadership qualities. 3. Why would Principal Chief Mankiller’s activism promote self-determination? 4. What did Wilma Mankiller teach the people of Bell Community? ACTIVITY Working Together Day 1 – Introduction -- Gadugi – Wilma Mankiller a) Instructor will introduce the class to Wilma Mankiller by leading a read aloud with the class from the Native Daughters Oklahoma magazine, Path to Leadership: Wilma Mankiller (pgs. 42-45) b) Teacher will pass out the Gadugi handout to each student. c) Students will read the short article and answer the questions in Cherokee on the bottom half of the page. d) When the class has completed the exercise have a class discussion and have the students share their answers orally with the class. All questions and answers must be asked or answered in the Cherokee language. ACTIVITY DISCUSSION QUESTIONS 1. Why do you think that the Cherokee people did not want Wilma to be Principal Chief? 2. What are you passionate about? Do you think you could persuade a community of people to join you in your efforts to make a change for the good of the people? 3.Why was important to Wilma to build the water pipeline for the Community in Bell, Oklahoma?

Students will be able to understand and interpret written and spoken language on a variety of topics. Students will be able to engage in conversation and/or written correspondence in which they exchange opinions. Students will be able to present information, concepts, and ideas to an audience of listeners or readers on a specific topic.

Students will be able to reinforce and further their knoweldge of other content areas through a Native language. CURRICULUM INTEGRATION Social Studies Language Arts DURATION 1 class period VOCABULARY Gadugi Family Community Reciprocity Empowered Principle Activism Criticized Traditional Self-Esteem

ENRICHMENT IDEAS Have an elder speaker come in and speak to the class so they can begin to develop the natural flow of the Cherokee Language. You could also invite a Cherokee National Treasure into the class to share their art and introduce the students to their traditional stories and how they both go hand in hand.

PATH TO LEADERSHIP 189

ASSESSMENT/EVALUATION 1. Teachers will evaluate and assess the students’ performance regarding this lessons objectives by how the student comprehends the main idea of selected, short, authentic written materials as they work together in groups to answer the questions on the Gadugi Handout. 2. Student will write a short essay addressing one of the questions on the Gadugi worksheet. 3. Students will prepare and present a short persuasive oral presentation to demonstrate their understanding of the language and the materials. OKLAHOMA STATE STANDARDS By the end of the Grade 8 program sequence, students should demonstrate proficiency as described by the novice level progress indicators listed in the Oklahoma Standards for World Languages. In Oklahoma’s 4th through 8th grade sequential language program requirement, students should reach the Novice Level benchmark by the end of their language experience. Language Standard 1.1:4, 1.3.3, 2.1:2, 2.1:3, 2.2:2, 2.2:3, 2.2:4, 3.1:1, 2.1:2, 3.2:1, 3.2:2, 4.1:2, 4.1:4, 4.2:2, 4.2:3 US History Literacy Skills Standard 1: The student will develop and demonstrate Common Core Social Studies reading literacy skills. 1.A:2, B:4 Writing Literacy Skills Standard 2.A:1, B:1 Language Arts Standard 2.1, 2.3, 3.1a, 3.1b, 3.3a, 3.3b, 3.4a, 3.4e, 4.4a, 4.4b, 5.1a, 5.1c, 5.2a,

190 PATH TO THE LEADERSHIP

RESOURCE CITATION Cherokee Language Translation Department, Cherokee Nation. Native Daughters Magazine, Path to Leadership pgs. 42-45 http://www.womensmediacenter.com/feature/entry/ leaders-as-guides-of-return-wilma-mankiller

Lesson 1 -- Path to Leadership – Leader of a Nation Wilma Mankiller Leader of a Nation Wilma Mankiller was the first female chief of the Cherokee Nation of Oklahoma and the first female chief of a major Native American tribe. Many people may remember Cherokee History in connection with Trail of Tears, when in 1838 approximately 7, 000 Cherokee were forcibly removed from their homelands in the southeast portion of the United States, that included nine modern day states to Indian Territory, west of the Mississippi in what is now the state Oklahoma. In the fall the first group of men, women, children and elders were forced to walk 1,000 miles. They were not allowed to take anything with them, except what they wore or could carry on the long journey by foot. It is estimated that 2,000 to 6,000 Cherokees died during the journey that lasted into a harsh winter. It is estimated that some 300 people stayed behind and hid in the Great Smoky Mountains of their homeland and now live on the Cherokee Reservation in Cherokee, North Carolina. Wilma Pearl Mankiller was born in the Northeastern hills of Oklahoma in 1945. Her family name "Mankiller", according to Wilma is an old military title that was given to the person in charge of protecting the village. In 1956 when Wilma was 11 years old her family moved to San Francisco, California as a result of the Relocation program, which was designed to break up families and reservations. After graduating from high school in 1963 Wilma married and had two daughters. While attending college in California, she was introduced to a group of Native American Activists; it was during this time that Wilma realized that her mission was to serve her people. In 1976, she returned to Oklahoma, with a vision of self-determination, which was a policy to end Federal Government domination of Indian Nations, and affairs whereby Indian tribes may assume control of their own affairs. For the Cherokee people, Wilma saw it as an inherent right to solve their own problems. She began developing community-based programs that reflected that philosophy. At that time, there were no female executives with the Cherokee Nation and there had never been a female deputy chief or principal chief. In historic times, women played an important role in Cherokee government and in tribal life, but that role had diminished over time due to the forced acculturation by missionaries and the federal government. As a result Cherokee women gradual assumed a secondary role. That would all change in 1985, when she became the first woman to serve as the Principal Chief of the Cherokee Nation. Her activism brought the Cherokee Nation to the forefront of the United States political arena and a greater political body than ever before. Principal Chief Mankiller worked diligently to preserve the history, traditions, and customs of the Cherokee Nation, as well as to restore the people to a strong and important position in the United States. In a way, her election to Principal Chief was a step forward for women and a step into the Cherokee tradition of balance between men and women. Wilma Mankiller—1945 to 2010 The White House released a statement in which President Barack Obama commended her, saying she “transformed the Nation-to-Nation relationship between the Cherokee Nation and the Federal Government, and served as an inspiration to women in Indian Country and across America.”

PATH TO LEADERSHIP 191

Path to Leadership – Leader of a Nation Lesson I: WHAT IS A LEADER? Describe your idea of a leader.

Describe the characteristics that make a good leader.

What is the purpose and responsibilities of a leader?

Name five leaders you respect.

Can a leader be a male or female?

192 PATH TO THE LEADERSHIP

PATH TO LEADERSHIP – WILMA MANKILLER LEADER OF A NATION VOCABULARY Define the following terms or words: 1. Trail of Tears

2. Relocation Program

3. Reservation

4. Activist

5. Indian Territory

6. Self determination

7. Philosophy

8. Diminished

9. Acculturation

10. Domination

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Self Determination and Community

Excerpt from the book, Revolution From Within (1992), Gloria Steinem describes how Principal Chief Mankiller, “even before she became the first woman chief of the Cherokee Nation, led by empowering her people.”

In 1992, Bell, was a town in a rough and rural part of Eastern Oklahoma with about 300 mostly Cherokee families, had no school that went above the eighth grade, little indoor plumbing, a lot of conflict, and widespread hopelessness. As a result, residents were dependent on government handouts and treated as visible to the outside world, they had come to feel powerless over their fates; adults with all the vulnerabilities of childhood and none of the rewards. The few who managed to escape were often ashamed to admit that they had ever lived in Bell. When Wilma Mankiller said, she wanted to start a project there, she received two warnings from people who knew Bell: first, “these people” would never work, such less volunteer, to help themselves; and second, she shouldn’t stay in town after nightfall. Nonetheless, she posted notices in Cherokee and English asking people to come to a town meeting to discuss, “what you would like Bell to look like in ten years.” No one came. She called another meeting. A handful of residents came, but only to complain. She called a third meeting, and convinced now that she really wanted to listen, about a dozen people showed up. She just asked a question: “What single thing would change this community the most? To her surprise, the answer was not a project for school dropouts or any other program to help young people who still had a hope of escaping Bell, which was what Wilma had expected. Instead, they chose something that was more democratic and crucial to everyone, regardless of age or intention to leave: a water supply that was connected to every house, plus indoor plumbing. This would cut school dropout rates, too, as they explained to Wilma. Their kids had to bathe in polluted streams or in water carried from a single spigot outside the schoolhouse, and when they failed to bathe as other as there less poor classmates in Stillwell, a neighboring town with the nearest high school, they were ridiculed. Just as Wilma had started this process with a question that gave residents the power of choice, she continued it with a bargain that gave them an equal role in what they had chosen. She would get the supplies, federal support, engineers, and other experts—but only if the residents built the water system themselves and also helped with the fund-raising. The named themselves the Bell Water and housing Project, and began. Each family was assigned a mile of pipe to lay. Though the women had been “just part of the wood work,” as Wilma put it—and were also convinced they were too weak to carry pipe or do construction tasks—they soon discovered it wasn’t any harder than water carrying and their usual household chores. Wilma knew the group’s spirits had begun to rise when families started a relay race to see who cold lay pipe the fastest. “Even if families didn’t like each other,” as Wilma explained, “they were learning to work together. They were beginning to bond as a community.” Federal funds for housing had been earmarked for Indians only the five or six non-Indian families in Bell weren’t eligible for housing funds. After careful discussion, the Cherokee community decided to hold fund-raisers so those families could benefit, too. It began to restore the Indian principle of reciprocity, which was really a balance of giving and receiving. At that first meeting in 1979, the people could look at the outside world with pride and say “Look what we’ve done; since Wilma’s arrival a speakers’ bureau was started that carries Bell’s Cherokee lessons to other rural communities, and a bilingual education program to help preserve the Cherokee language and culture. The school dropout rate has fallen, and those who were once ashamed of living in Bell had become proud. Wilma was a political activist as well as a gifted organizer, mother, administrator, and creative leader. She was criticized by some in her nation who said, “a woman shouldn’t be chief, but most Cherokee people knew she was giving them back the most precious possession: their self-esteem. The projects she has helped to start during her term as chief range from adult literacy programs to a communally owned manufacturing plant. 194 PATH TO THE LEADERSHIP

Lesson 2 – Path of Leadership – Self Determination and Community Handout 2 Vocabulary Words: Define 1. Gadugi --

2. Family --

3. Community --

4. Reciprocity --

! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! !

5. Empowered --!

6.!!Principal!,, 7. Activism!,,! 8.!!!Criticized!,,! 9.!!Traditional!!,,! 10.!!Self,Esteem!,,

PATH TO LEADERSHIP 195

Lesson 3 - Working Together – Gadugi In 1992, Wilma Mankiller went to a Cherokee community in a rural part of eastern Oklahoma. She invited the people of the community to come to a town meeting to discuss what they would like Bell to look like in ten years. No one showed up to the first meeting. She called another meeting and only a handful of people came. Determined, and not easily discouraged she called a third meeting, and about a dozen people showed up. She asked them just one question. What single thing would change this community the most? She was taken by surprise, when they told her about something that impacted every family, regardless of their age. The community wanted a water supply that was connected to every house, and indoor plumbing. They told her how their children had to bathe in water carried from a single faucet outside the schoolhouse. Wilma had begun the process with a simple question that empowered the people to choose. She told them that she would get the supplies, federal support, engineers, and other experts—but only if the residents built the water system themselves, and the Bell Water and Housing Project was born. Each family was assigned a mile of pipe to lay. Wilma watched as the group’s spirits began to rise as families started a relay race to see who could lay pipe the fastest. The people were learning to work together and they were beginning to bond as a community. There were five or six non-Indian families who lived Bell who were not eligible for federal housing funds. The people of Bell came together and discussed the situation, and the Cherokee community decided to hold fund-raisers to raise funds so that those families could have clean water, too. It began to restore the Cherokee principle of reciprocity, which was really a traditional balance of giving and receiving. When the project was completed in 1979, the people stood together with pride, to see what they had accomplished. Wilma was a leader, political activist, and went on to create other projects like the Job Corps. Although she was criticized by some in her nation who said a woman should not be Principal Chief, most of people knew she was giving them back the most the most important gift: their self-esteem. Wilma was elected to Principal Chief of the Cherokee Nation on December 14, I. Vocabulary Words: Define 1. Gadugi 2. Family 3. Community 4. Reciprocity ! ! 6.!!Principal 7. Activism! 8.!!!Criticized! ! 9.!!Traditional!! ! II. On a separate piece of paper write a short essay one of the following topics:

5. Empowered! 10.!!Self,Esteem

1. Do you think Wilma Mankiller was a good leader? Explain. Why or Why not? 2. Do you think that the United States will ever have a female President? Why or Why not? 3. How do you show your Activism in your Community? What are you passionate about?

III. When you have completed your essay you will present it to the class.

196 PATH TO THE LEADERSHIP

ᎦᏚᎩ ᎾᎯᏳᎢ ᏥᎨᏒᎢ,1992 Wilma Mankiller ᎠᏂᏍᎦᏯᏗᎯ ᎧᎸᎬᎢ ᎤᏴᏢᎢ ᏗᏜ ᎣᎦᎳᎰᎹ ᏣᎳᎩ ᏍᎦᏚᎩ ᏧᏙᏢᏒᎢ ᎤᏪᏙᎸᎢ. ᏚᏃᎯᏎᎸᎢ ᏴᏫ ᎤᏂᎷᎯᏍᏗᎢ ᎥᎿ ᎦᏚᎩ ᏓᎾᏠᏍᎬᎢ ᎾᏍᎩ ᎤᏂᏃᎮᏗᎢ ᎢᏳᏍᏗ ᏱᎬᏩᎵᏍᏙᏗ ᎨᏒᎢ ᎬᏩᏓᏁᏟᏴᏍᏗᎢ ᎥᎿ ᎤᎭᎸᏂᎢ ᎠᎴ ᏭᏟᎠᎶᎯᏍᏗᎢ ᏍᎪᎯ ᏫᎾᏕᏘᏴᎲᎢ. ᎢᎬᏱᎢ ᏧᎾᏠᎯᏍᏗᎢ ᎤᏟᎠᎶᏝ ᎥᏝ ᎩᎶᎢ ᏳᎷᏤᎢ. ᏏᏊᏃ ᏚᏒᏍᏔᏁᎢ ᎢᏴᎢ ᏧᎾᏠᎯᏍᏗᎢ ᎾᎯᏳᏃ ᎠᏂᎦᏲᏟ ᎤᏂᎷᏨᎢ. ᏂᏓᏓᏲᏍᎬᎾ, ᎠᎴ ᎥᏝ ᎠᎯᏓ ᏱᎨᏎᎢ ᏧᏓᏲᎯᏍᏗᎢ ᏦᎢᏁ ᏏᏊ ᏚᏒᏍᏔᏁᎢ ᏧᎾᏠᎯᏍᏗᎢ, ᎠᎴᏃ ᏯᏛᎾ ᏔᎵᏚ Ꮲ ᏄᏂᏤᎢ. ᏑᏓᎴᎩᏊ ᎪᎱᏍᏗ ᏚᏛᏛᏁᎢ. ᎢᏳᏍᏗ ᎬᏛᏁᏗ ᏭᎪᏛ ᎬᏩᏓᏁᏟᏴᏍᏗ ᎠᎭᏂ ᏍᎦᏚᎩ ᎤᏙᏢᏒᎢ? ᎢᎦᏃ ᎤᏍᏆᏂᎪᏒᎢ, ᎾᏊ ᎤᏂᏃᎯᏎᎳ ᎢᏳᏍᏗ ᎨᎲ ᎬᏩᎾᎵᏍᏕᎸᏙᏗ ᎾᏂᎥᎢ ᎠᏂᏏᏓᏁᎸᎢ, ᎯᎳᏍᏊ ᎢᏴᎢ ᎢᏧᎾᏕᏘᏴᏓ ᏱᎩ. ᎾᏍᎩᏃ ᎥᎿ ᏍᎦᏚᎩ ᎤᎾᏙᏢᏒᎢ ᎤᎾᏚᎵᎮᎢ ᎠᎹ ᏗᎦᎷᎩ ᎢᏳᎵᏍᏙᏗᎢ ᏂᎦᏓ ᎠᏂᏏᏓᏁᎸᎢ ᏚᏁᎾᏒᎢ ᎠᎴ ᎦᎵᏦᏕᎢ ᏗᎦᎷᎩ ᎠᎹ. ᎤᏂᏃᎯᏎᎴᎢ ᏗᏂᏲᏟ ᏚᎾᏓᏘᎿᎥᎢ ᎠᎹ ᏫᏚᏂᎫᎩᏍᏗ ᎨᎲᎢ ᏧᎾᏕᎶᏆᏍᏗᎢ ᎤᎾᏓᏬᏍᏙᏗ ᎠᎹᏃ ᎤᏤᏬᏍᏗᎢ ᎪᏢᏒᎢ ᎥᎿ. ᎾᏍᎩᏃ Wilma ᎤᎴᏅᎮᎢ ᎠᎯᎸᏍᏗᎢ ᎾᏍᎩ ᏑᏓᎴᎩᏊ ᎪᎱᏍᏗ ᎤᏛᏛᎾᎢ ᎾᏍᎩᏃ ᏰᎵᎢ ᎤᏅᏌᏊ ᎬᏩᎾᏑᎨᏍᏗ ᎨᎲᎢ. ᏚᏃᎯᏎᎴᏃ ᎪᎱᏍᏗ ᎦᎬᏔᏂᏓᏍᏗ ᏰᎵᎢ ᎬᏩᎩᏒᎲᏍᏗ ᎨᎲᎢ, ᏩᏥᏂ ᎬᏩᎫᏍᏓᎡᎢ, ᏗᎾᏟᎶᏍᏔᏅᎲᏍᎩ, ᎠᎴ ᎠᏂᏐᎢ ᎠᏂᎬᏙᏌᏂ---ᎢᏳᏃ ᎾᏍᎩ ᎾᎥᎢ ᎢᏧᎾᏓᎵ ᎤᏅᏌ ᏱᎬᏩᎾᏛᏁᏗ ᏱᎩ ᎠᎹ ᏧᎶᎯᏍᏗ ᏱᏚᏂᏓ, ᎠᎴ ᎾᎯᏳᎢ ᎤᎭᎸᏂ ᎠᎹ ᎠᎴ ᎦᎵᏦᏕᎢ ᏓᎾᏁᏍᎨᎲᎢ ᎤᏙᎷᏩᏛᎮᎢ. ᏌᏊᎭᏃ ᏏᏓᏁᎸᎢ ᎤᎾᏙᏢᏒᎢ ᎠᏎ ᏌᏊ ᎢᏳᏟᎶᏓ ᎢᏳᏓᏅᎯᏓ ᏧᏂᏗᏍᏗ ᎨᎲᎢ ᏧᏒᏙᏂ ᎠᎹ ᏧᎶᎯᏍᏗᎢ. WilmaᏃ ᎤᎪᎮᎢ ᎾᏍᎩ ᎤᎾᏓᏡᎬᎢ ᎣᏍᏓ ᎤᏂᏰᎸᏒᎢ ᎤᎾᎴᏅᎯ ᎤᏟᏍᏗᏴ ᏓᏂᏗᎲᎢ ᏧᏒᏙᏂ. ᏏᏴᏫᎭᏃ ᎠᎾᏕᎶᏆᏍᎬᎢ ᏌᏊᎢ ᏧᏂᎸᏫᏍᏓᏁᏗᎢ ᎠᎴ ᎠᏂᏌᏊᎢ ᎾᎾᎵᏍᏗᎲᎢ ᎥᎿ ᏍᎦᏚᎩ. ᎾᏍᎩᏃ ᎯᏍᎩ ᎠᎴ ᏑᏓᎵ ᎾᏂᎡᎢ ᎠᏂᏏᏓᏁᎸᎢ ᎠᏁᎮᎢ ᎥᎿᎾᏂ ᎤᎭᎸᏂᎢ ᎥᏝ ᎠᏂᏴᏫᏯᎢ ᏱᎨᎮᎢ ᎾᏍᎩᏃ ᎥᏝ ᏩᏥᏂ ᎤᎵᏍᎪᏟᏔᏅᎢ ᎬᏩᏅᏙᏗ ᏱᎨᎮᎢ. ᎾᏍᎩᏃ ᏴᏫ ᏓᏁᎲᎢ ᎥᎿ ᎤᎭᎸᏂᎢ ᏚᎾᏠᏎᎢ ᎠᎴ ᎤᏂᏃᎮᏞᎢ ᎾᏍᎩ ᏄᏍᏗᏓᏅᎢ, ᎠᎴ ᎠᏂᏣᎳᎩ ᏍᎦᏚᎩ ᏄᎾᏛᏅᎢ ᏚᏄᎪᏔᏁᎢ ᎠᏕᎳ ᎤᏂᏟᏐᏗᎢ ᎾᏍᎩ ᏰᎵᎢ ᎠᎹ ᎤᏓᏅᎦᎸᏗ ᏗᎦᎷᎩ ᎢᏳᎵᏍᏙᏗᎢ ᏧᏁᏒᎢ, ᎾᏍᎩᏊᏍᎩᏂ. ᎾᏍᎩᏃ ᎾᎯᏳ ᎤᏓᎴᏅᎮᎢ ᎠᏃᏢᎯᏏᏍᎬᎢ ᎠᏣᎳᎩ ᏩᏍᎪᎵᏴᎢ ᏕᎤᎲᎢ ᎦᎫᏍᏛᏗ, ᎾᏍᎩᏃ ᏂᏧᎾᏛᏁᎸᏍᏔᏅᎢ ᎢᎦᏘᎲᎢ ᎨᏒᎢ ᎠᎾᏓᏁᎲᎢ ᎠᎴ ᎦᎷᎬᎢ ᎪᎱᏍᏗ. ᎾᎲᏳᏃ ᎢᏯᏛᏁᎵᏓᏍᏗᎢ ᎤᎵᏍᏆᏓ ᎾᎯᏳᎢ ᏥᎨᏒᎢ 1979, ᎣᏏᏃ ᎤᏂᏰᎸᏅᎢ ᎨᏒᎩ, ᎬᏩᏂᎪᏩᏛᏗ ᎨᏒᎩ ᏄᏍᏛᎢ ᏚᏂᎸᏫᏍᏓᏁᎸᎢ. WilmaᏃ ᏗᏓᏘᏂᏙᎯ ᎨᏒᎩ, ᎬᏂᎨᏒᎢ ᏱᎬᏁᎯ ᎢᏳᏍᏗ ᏁᎵᏍᎬᎢ ᎨᏒᎩ. ᎥᎿᏃ ᎠᏰᎵ ᎨᎳ ᎨᏒᎩ ᏄᏂᏪᏌ ᎥᏝ ᎠᎨᏯ ᏄᎬᏫᏳᏒᎢ ᎤᎬᏫᏳᎯ ᎢᏳᎵᏍᏙᏗ ᏱᎩ, ᏭᏂᎪᏛᏃ ᏴᏫ ᎤᎾᏂᏖᎢ ᏓᏁᎲᎢ ᏭᎵᏍᎨᏗᏴᎢ ᎬᏩᏓᏁᏗ ᎨᏒᎩ: ᎤᏓᏕᎳᎰᎯᏍᏗᎢ ᎤᏅᏌ ᏱᎬᏩᎾᏛᏁᏗ. WilmaᏃ ᏄᎬᏫᏳᏒᎢ ᎤᎬᏫᏳᎯ ᏄᎵᏍᏔᏁᎢ ᏣᎳᎩᎯ ᎠᏰᎵ ᎾᎯᏳᎢ ᎥᏍᎩᏱ 14 ᎧᎸᎢ. I.

ᏗᎧᏁᎢᏍᏗ: ᏗᎧᏃᎮᏗ

a. ᎦᏚᎩ

b. ᏏᏓᏁᎸᎩ

g. ᎬᏂᎨᏒ ᏱᎬᏁᏗ ᏃᎵᏍᎬᎢ

c. ᏍᎦᏚᎩ h. ᎤᏂᏃᎮᏞᎢ

d. ᎦᎫᏍᏛᏗ e. ᏚᏟᏂᎪᎯᏍᏔᏁ f. ᏄᎬᏫᏳᏒᎢ i. ᏂᏧᎾᏛᏁᎸᏍᏔᏅᎢ

k. ᎣᏍᏓ ᎬᏩᎾᏓᏰᏓᏗ

II. ᏌᏊ ᎢᏣᏑᏰᎩ ᎦᎸᎳᏗᏢ ᏥᏕᎪᏪᎳ, ᎤᏤᏟᏓ ᎪᏪᎵ ᎯᎸᏍᎩ ᏱᎧᏁᏨᎢ ᎢᏦᏪᎸᎥᎦ: A. ᏂᎯ ᏂᏤᎵᏍᎬᎢ Wilma Mankiller ᎣᏍᏓᏧ ᏗᏓᏘᏂᏙᎯ ᎨᏎᎢ ? ᏄᏰᏟᏛᏃ ᎠᎴ ᏱᎦ ᏄᏰᏟᏛᏃ Ꮭ ? B.

ᏂᎯ ᏂᏤᎵᏍᎬᎢ ᎠᎭᏂ ᎠᎹᏰᎵ ᎢᎸᎯᏳᏧ ᎠᎨᏯ ᎤᎬᏫᏳᎯ ᎨᏎᏍᏗ ?

C. ᏂᎯ ᎨᏒ ᎦᏙᎲᏛᏁᎰᎢ ᎬᏂᎨᏒ ᏅᏁᎲᎢ ᎢᏳᏍᏗ ᏁᎵᏍᎬᎢ ᎥᎿ ᏍᎦᏚᎩ ᎢᏣᏙᏢᏒᎢ ? ᎦᏙᎲ ᎤᏍᏗ ᏭᎵᏍᎨᏗᏴᎢ ᎢᎬᏱᎢ ᏂᏨᎿᏕᎪᎢ ? III. ᎯᏍᏆᏛᏃ ᎰᏪᎵᏍᎬᎢ ᎬᏂᎨᏒᎢ ᏱᎦᎯᏴᏁᏗ ᏭᏅᎬᏛᎢ ᏗᎾᏕᎶᏆᏍᎩ. (Cherokee Nation Translation Department)

PATH TO LEADERSHIP 197

YVONNE HENSLEY

NATIVE DAUGHTERS | WRITER’S BIOGRAPHIES SECTION: BREAKING THE MOLD

POSITION: Teacher TRIBAL AFFILIATION: Cherokee EDUCATION: BA English Education; Masters in Secondary School Administration SCHOOL/INSTITUTION AFFILIATION: Edmond Memorial High School TEACHING EXPERIENCE: Hilldale High School, Muskogee, Ok. English I, II, III Edmond Memorial High School, Edmond, Ok. English III, IV, AP Psychology, Native American Literature, Native American Expressions HONORS & AWARDS: OCI Native American Teacher of the Year COMMUNITY SERVICE: Teach at church

HELEN BRUMLEY

WHAT DOES PARTICIPATING IN THE NATIVE DAUGHTERS OKLAHOMA PROJECT MEAN TO YOU? Participating in the Native Daughters Oklahoma project is an honor. The most rewarding experiences in my teaching career have been dispelling myths of the American Indian. My passion is creating lesson plans that engage students in learning the facts of our tribes. I am in awe to be surrounded by so many knowledgeable women. SECTION: HOME INVASION POSITION: Tutorial Supervisor/Resource Advisor TRIBAL AFFILIATION: Creek/Osage EDUCATION: BS-Education-Learning Disabilities M.Ed-Early Childhood Endorsements : Elementary Principal, Elementary Education, ED, MH, MD, and OHI SCHOOL/INSTITUTION AFFILIATION: Tulsa Public Schools TEACHING EXPERIENCE: Twenty-Five years in the Public School system, elementary through high school. Twenty years in Tulsa Public Schools and five years in rural public school systems. The last three years I have been in Indian Education in Tulsa Public Schools. I have taught Special education, reading, geography, history, and fourth -6th grades at the elementary level. HONORS & AWARDS: Freeman Award -Teaching methods and strategies in Beijing, China. Governors’ Board for Special Needs Children Teach for America Facilitator COMMUNITY SERVICE: Volunteer where needed: Church, Elderly nutrition, Meals on Wheels, Making Ceramic buttons for Abused women. WHAT DOES PARTICIPATING IN THE NATIVE DAUGHTERS OKLAHOMA PROJECT MEAN TO YOU? I am over-whelmed to be part of a group of Native Daughters that is writing curriculum that is long over-due. As a Native American educator, it is so gratifying to know that our students and educators are going to finally be able to have access to material that exposes our great Native woman of the past, present and future and the history of our great tribal nations. Curriculum that is going to be seen from the Native American perspective. Participating in this project validates how strong and resilient our ancestors were. We as Native Daughters are here today to tell their story. The work has just begun here in Oklahoma. But for our children the journey will be marked. Thank you! 198 WRITER’S BIOGRAPHIES

CONNIE VANN JACKSON SUSAN SHELDON

SECTION: KEEPING WITH TRADITION POSITION: Elementary teacher TRIBAL AFFILIATION: Cherokee Nation of Oklahoma EDUCATION: Bachelor of Arts in Education, Oklahoma College for Women SCHOOL/INSTITUTION AFFILIATION: Retired, Oklahoma City Public Schools TEACHING EXPERIENCE: Over 40 years of teaching, I taught in a variety of settings – both public and private. I’ve taught almost every grade between kindergarten and 4th grade. For many years, I was the only teacher in the schools where I taught that covered Native American history and culture. This included Native American oral tradition, dancing and music, and food ways. COMMUNITY SERVICE: I have volunteered for over ten years as a tutor at Ridgeview Elementary School in Oklahoma City WHAT DOES PARTICIPATING IN THE NATIVE DAUGHTERS OKLAHOMA PROJECT MEAN TO YOU? It is an honor to be involved in the Native Daughters Oklahoma project in our state’s schools. While all students need to understand Native history and culture, in particular Native girls need positive women role models who incorporate their Native identity into their daily lives and careers. I hope this curriculum inspires young Native women to the greatest heights, and to the service of Native communities and cultures. We need their vision and talents. SECTION: LAW OF THE LAND POSITION: Susan Sheldon Secretary/Teaching Assistant TRIBAL AFFILIATION: Cherokee EDUCATION: Bachelor of Arts Indigenous and American Indian Studies from Haskell Indian Nations University, Graduating with a Masters in Native American Studies in Spring 2015 from the University of Oklahoma SCHOOL/INSTITUTION AFFILIATION: Edmond Public Schools Indian Education/University of Oklahoma TEACHING EXPERIENCE: Haskell Indian Nations University Upward Bound Tutor for three years. University of Oklahoma Teaching Assistant for 2 years. WHAT DOES PARTICIPATING IN THE NATIVE DAUGHTERS OKLAHOMA PROJECT MEAN TO YOU? It means that young Native women will have great role models to look up to. This guide will give teachers a chance to learn and teach about Native people and women in an appropriate way.

WRITER’S BIOGRAPHIES 199

DR. RAIN PRUD’HOMME C GOMEZ GEORGINA GOODEN

SECTION: ONCE AGAIN DEPRIVED POSITION: Assistant Professor, Humanities/Englis St. Gregory’s University Assistant National Director, Native Writers Circle of the Americans (NWCA) TRIBAL AFFILIATION: Choctaw Louisiana Creole-Tunica-Biloxi/Mvskogean (Creek,Chickasaw), Metis/Celtic Descent EDUCATION: PH.D. University of Oklahoma, English M.A. Michigan State University, B.A. Seton Hill University, English SCHOOL/INSTITUTION AFFILIATION: St. Gregory’s University, Shawnee OK TEACHING EXPERIENCE: St. Gregory University; University of Oklahoma; Cornelia Connelly HS; HeadStart Jeanette; Oklahoma State Department of Education Learn and Serve; Michigan State University; Community Workshops Wordcraft Circle of Native Writers and Storytellers, Michigan Indian Day, Tribal Alliance; Native Writers Circle, and Louisiana Creole Heritage Center HONORS & AWARDS: Selected Honors and Awards: Sutton PhD Four-Year Fellowship: University of Oklahoma, Dept of English; First Book Award Poetry: Native Writers Circle of the Americas for Smoked Mullet Cornbread Crawdad Memory ; SW/TX PCA Area Chair Award: Native Indigenous Studies Area Chair; ALANA Fellowship (African, Latino, Asian and Native American): Michigan State University; Intern of the Year: Wordcraft Circle of Native Writers and Storytellers COMMUNITY SERVICE: Assistant Director of Native Writers’ Circle of the Americas (NWCA, appointed June 2011), National Secretary for Wordcraft Circle of Native Writers and Storytellers (WC), Regional Outreach Coordinator, Creole Heritage Center (CHC); AmeriCorps *Vista Leader; planning committee for Michigan Indian Day; Association for Retarded Citizens (ARC) WHAT DOES PARTICIPATING IN THE NATIVE DAUGHTERS OKLAHOMA PROJECT MEAN TO YOU? Participating in Native Daughters Oklahoma is community building. It means being part of a spider-web of narrative that reaches backwards to our ancestors and forwards to the generations to come. It is about adding our voices to a chorus of voices of women before and after us, growing in urgency, and volume, telling stories that have too often been silenced, but will not grow silent. It means sisterhood and family. It means roots into yakni humma, red earth---okla humma, the red nation--Oklahoma. This is our land, our people, and we will not nor have we ever been vanished! We are the Daughters of this land and we carry her stories. Yakoke, mési, mvto. Thank-you~

SECTION: STILL NOT SILENT POSITION: Advanced Learning Teacher TRIBAL AFFILIATION: Seminole Nation of Oklahoma

EDUCATION: BS Early Childhood Education MED Gifted Education

SCHOOL/INSTITUTION AFFILIATION: Mid-Del Schools, Midwest City, Oklahoma TEACHING EXPERIENCE: 15 years teaching for Jones Public Schools- Jones, Oklahoma 3 years teaching for Elko Public Schools- Elko, Nevada 5 years teaching for Mid-Del Schools- Midwest City, Oklahoma HONORS & AWARDS: Indian Student of the Year 1991- Central State University District Classroom Teacher of the Year 2006-Jones Public Schools Oklahoma Indian Classroom Teacher of the Year 2011- Oklahoma Council Indian Education National Indian Teacher of the Year 2012- National Indian Education Association COMMUNITY SERVICE: Oklahoma Indian Education Resource Committee Member WHAT DOES PARTICIPATING IN THE NATIVE DAUGHTERS OKLAHOMA PROJECT MEAN TO YOU? I am honored to participate in a project that recognizes the importance of Native women’s roles in our society. There is tremendous respect that Native women take on for their families. It includes carrying on traditions for our youth and for our family members as we were taught. I believe everyone has a story that should be told. By sharing this information with our society this could lead everyone to understand our culture for all others to learn from.

200 WRITER’S BIOGRAPHIES

LINDA HULBUTTA ANJANETTE WILLISTON

SECTION: PLAYING WITH PRIDE POSITION: Indian Education Advocate TRIBAL AFFILIATION: Cheyenne-Arapaho EDUCATION: B.S. Family Relations and Child Development SCHOOL/INSTITUTION AFFILIATION: El Reno Public School TEACHING EXPERIENCE: Childcare (birth-12yrs) = 5yrs Basketball (3rd-6th grade) = 5yrs Family Relations (parenting & life skills) = 4yrs COMMUNITY SERVICE: Darlington JOM Chairperson 2000-present Darlington Boys and Girls Club Board Member 2007-present Student Mentor 2000-present ERPS Student Striving for Success Board Member 2014 WHAT DOES PARTICIPATING IN THE NATIVE DAUGHTERS OKLAHOMA PROJECT MEAN TO YOU? Participating in the Native Daughters Oklahoma project holds such a special place in my heart. Growing up in a community where Native Americans weren’t expected to succeed, I take great joy in this endeavor. My hope is this magazine will inspire all Native Daughters to be proud of their heritage and know you can and will make a difference!!! SECTION: LADY OF THE LAW POSITION: Educator TRIBAL AFFILIATION: Choctaw Nation of Oklahoma EDUCATION: B.S. in Elementary Education SCHOOL/INSTITUTION AFFILIATION: Choctaw Nation of Oklahoma School of Langauge TEACHING EXPERIENCE: 6th year of teaching the Choctaw language to public high school students via interactive learning. WHAT DOES PARTICIPATING IN THE NATIVE DAUGHTERS OKLAHOMA PROJECT MEAN TO YOU? As a Native female, I am humbly honored to be a participant in the Native Daughters Oklahoma project. This historical event allows Oklahoma Native female voices to be heard and shared with our youth. Highlighting Native females and providing lesson plans in the classrooms will bring inspiration to our youth. Thank you for allowing me to be a part of this project. I thoroughly enjoyed working with all of the Native female educators and project management.

WRITER’S BIOGRAPHIES 201

TEE SHAWNEE REBECCA HAWKINS

SECTION: IN THE SPOTLIGHT POSITION: Secondary Edu/Coach/Artist TRIBAL AFFILIATION: Choctaw Louisiana Creole-Tunica-Biloxi/ Mvskogean (Creek, Chickasaw)/ Metis/ Celtic descent EDUCATION: University Of Pittsburgh: BS (Biology Major/Chemistry Minor) University Of Seton Hill: Secondary Science Teaching Certification Westminster College: Biology Program SCHOOL/INSTITUTION AFFILIATION: OKCPS TEACHING EXPERIENCE: US Grant High School, Oklahoma, September 2011 - July 2013 Physics Instructor: Heritage Hall, Oklahoma , August 2008-June 2009 Science Teacher: Dr. Robert Ketterer Charter School, Pennsylvania, February 2007-May 2008 Therapeutic TSS: Community Psychiatric, Pennsylvania, December 2006-February 2007 Center Director Irwin Children’s Center: Seton Hill Child Services, PA, May2006-December 2006 HONORS & AWARDS: TBeadwork and textile courses taught via the Oklahoma Choctaw Tribal Alliance Native American Club sponsor through OKCPS Oklahoma City Public Schools Teacher Representative for the Title VII/JOM Parent Committee Native American cultural preservation and demonstrations in both a community and educational institution environment. Member of Wordcraft Circle of Native Writers and Storytellers Summer League girl’s basketball coach and Westminster College basketball camp coach/counselor. SECTION: LIFE OF PURPOSE POSITION: Sr. Director of Early Childhood Programs TRIBAL AFFILIATION: Choctaw Nation of Oklahoma

EDUCATION: 1981 High School Diploma McAlester high School, McAlester, OK 1985 Bachelor of Science in Education Southeastern Oklahoma State University, Durant, OK 2008 Master of Arts in Educational Leadership Southern Nazarene University, Bethany, OK

SCHOOL/INSTITUTION AFFILIATION: Choctaw Nation Education Department TEACHING EXPERIENCE: 2014 - Present Choctaw Nation of Oklahoma, Child Care Assistance Director, Senior Director 1992 - 2014 Choctaw Nation of Oklahoma Headstart Director, Johnson O’Malley Director 1992 - 1992 Child Care Assistance Program Director Day Care Director (Mar/92 - Sept/92) 1990 - 1992 Nutrition Coordinator 1990-1992 Safety Educator 1989 - 1990 Head Start Teacher Aide 1987 - 1989 Teacher/Coach, Lane Public School HONORS & AWARDS: Twenty-five years experience in the administration of Head Start and Johnson O’Malley Recipient of 1999 OKIHSDA Hero Award and the 2006 John Massey Champion for Children Award Board Member for the National Johnson O’Malley Association WHAT DOES PARTICIPATING IN THE NATIVE DAUGHTERS OKLAHOMA PROJECT MEAN TO YOU? I am extremely excited and feel privileged for being a part of this great adventure with Native Daughters. I consider this opportunity a gateway to move forward in the development of additional Native resources for Indian Education. To help fill in the gaps of Oklahoma History in our Public Schools with a curriculum-linked tool used to promote learning and highlight the progression of Native female leaders of our past, present and future. It is essential for our students to understand history from an Indian’s perception. To understand the progression of our culture of different periods and how it affected, and still affects, our Tribes today. It is important for them to always remember the “price of silence” and what sacrifices our ancestors made to get us where we are today. It is our responsibility to help change the future because the future will not change itself.

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SYDNA YELLOWFISH

SECTION: STILL LEARNING POSITION: Indian Education Coordinator TRIBAL AFFILIATION: Otoe Missouria

EDUCATION: Masters Degree in School Counseling SCHOOL/INSTITUTION AFFILIATION: University of Oklahoma

TEACHING EXPERIENCE: 30 years experience with Edmond Public Schools. - 15 years of implementing and teaching a Native Expressions class. This class is a humanities or elective credit for high school students. - 30 years as a program administrator and coordinator for Title VII and Johnson O’Malley programs of the Edmond Public Schools. HONORS & AWARDS: 2013-2014 Resonative Youth Teacher recognition by the Oklahoma City Public Schools, 2013 Honored Educator by Western Heights Schools, 2010 Oklahoma Native American Woman of the Year by the Changing Winds Cultural Society, 2 010 Mary Townsend Crow Service award by the Oklahoma Federation of Indian Woman, 2010 Recognition by State Schools Superintendent, Sandy Garrett at the state school’s superintendent’s meeting for being chosen as Oklahoma Native American Woman of the Year, 2010 Oklahoma Department of Human Services recognition for Completing the Circle for American Indian Foster Children, 2008 OCIE Indian Educator of the Year, and 2005 Distinguished Service Award by the Edmond Public Schools. COMMUNITY SERVICE: Completing the Circle- a program sharing culture and history with Native American foster children. Presenter and speaker In Lon ska Grayhorse District- Committee Osage language classes- participant Yellowfish Descendants- member WHAT DOES PARTICIPATING IN THE NATIVE DAUGHTERS OKLAHOMA PROJECT MEAN TO YOU? The Native Daughters project is special in that Native women are being highlighted. Stories on Native women show many who have accomplished goals whether it be a tribal leader, professor, athlete or activist. Native women have achieved many things and students are able to learn from the Native Daughters project the diversity that exists as it is today. I am appreciative for being able to be selected as a teacher of this project. This connection of teachers from the diverse areas of our state indicates many stories are still to be told and shared with others.

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LINDA SKINNER

SCHOOL/INSTITUTION AFFILIATION: Edmond Public Schools TEACHING EXPERIENCE: I’ve been a professional educator for 43 amazing years: Preschool, Kindergarten, 2nd grade, 4th grade, and University. I began teaching at Zia Pueblo, New Mexico. All my children were Keres speakers. I worked at the University of Oklahoma, Human Relations Studies, for an Indian Community/School Grant; (cont.) University of Washington, taught a class in the Development of Culturally Responsive Northwest Coast Tribal Curriculum; taught at Wa-He-Lute Indian School, Frank’s Landing, Nisqually River, Olympia, Washington; worked with six community preschools and wrote bilingual curriculum with the Mississippi Band of Choctaw Indians, Pearl River, Mississippi; Curriculum Specialist with the American Indian Resource Center V, Tulsa, Oklahoma; Oklahoma State Department of Education, Department of Teacher Education & Director of Indian Education; Edmond Public Schools 2nd grade, 4th grade, & currently teaching Gifted & Talented Elementary students; University of Central Oklahoma, Psychological Perspectives of Multi-Cultural Education; many years of Professional Development in Creating & Implementing Culturally Relevant Curriculum, including Native Languages,Oral traditions, and Puppetry in Native Communities in the contiguous United States, Alaska, Hawaii, and British Columbia. HONORS & AWARDS: National Indian Education Association Elder of the Year 2012; Oklahoma Indian Educator of the Year, Oklahoma Council for Indian Education 2009 & 1990; Oklahoma’s Multicultural Teacher of the Year 2004; Oklahoma Indian Woman of the Year, Oklahoma Federation of Indian Women 1990; “Contributor to the State of Excellence” by Governor Bellmon and the Oklahoma Indian Affairs Commission 1990; Chevron Education Award: Best Classroom Practices-Creative Approaches to Teaching Math, Science & Technology 1997; “Traditions for Teaching: Circle of Giving” newsletter received a “Distinguished Merit Citation” for the “Best Special Audience Newsletter” Media Award from the National Council of Christians and Jews 1988 COMMUNITY SERVICE: My students always collaborate to meet community needs, as varied as one can imagine: Responding to the Oklahoma City Bombing by writing songs and poetry for the survivors, donating bottles of water, special letters and poems for the victims and rescuers, creating unique and innovative items to help the rescue dogs, and we raffled off “Hope for the Heartland” baskets of green growing grass with loving statements and wishes attached and gave the money to the American Red Cross & the Salvation Army...On 9/11, we immediately began sewing little felt teddy bears for the survivors and the children of the firemen who were lost that day. We raffled off handmade items and gave a check to the Salvation Army to deliver to Firehouse #1 in NYC; A mother of four students at school was diagnosed with terminal brain cancer: We started on a big quilt for her with fabric crayon rubbings of the leaves that fall with the children’s original poems on the quilt. We raffled that off and gave her family a big check. A kindergarten student was diagnosed with Leukemia, and we worked all year supporting him with friendship plans, and we created a beautiful long pedestal table out of a door painted by the children, and covered with their beautiful poems and glittering stones for his recovery. We raffled that off also, and the winner donated it to the Children’s Hospital in Oklahoma City where he was being treated. He got well! We also work with the Blue Star Mothers to make Christmas stockings for the troops overseas. Whatever happens to one in our circle, happens to all of us, and we respond. We believe that we were born to help one another, to serve the people. WHAT DOES PARTICIPATING IN THE NATIVE DAUGHTERS OKLAHOMA PROJECT MEAN TO YOU? This project touches my heart. Native Daughters Oklahoma brought together a precious group of women, seasoned in writing and teaching, sisters in the struggle to create a better life for all our children through creativity and innovation, collectively bringing forth ideas to energize the school curriculum with fresh, authentic lessons written from the Native perspective. With this writing, we are expressing Sovereignty. Right now, right here in Oklahoma, in this United States of America, we are Native Women standing up for the education of our children, and for all children, to have the right to an unbiased curriculum that is no longer haunted by obvious omissions of the truth, or by blatant untruths perpetrated by ethnocentric writers of history. These lessons carry love for all the educators who work every day to give students the best they can...here is a collection of work, of heart, a labor of love from us all, to the children of today and tomorrow...in honor of all those who have gone before us. My father experienced whippings when he was little, in government schools, as punishment for speaking Choctaw, so I did not grow up with my language, which is regrettable, and a deep personal loss. The best way I could respond in my life was to teach, and create positive learning experiences for Indian children that honor our diverse traditions, cultures, and languages. I’ve been profoundly blessed in my life, to have traveled all over Indian Country, working with elders, teachers, parents, students and community members in creating positive curriculum experiences for children. I want the love that I have experienced in my life to continue to flow through me and reach others as we create classrooms and schools with heart for all our relations.

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SECTION: THE KNOWING POSITION: Teacher of Gifted & Talented Elementary Students TRIBAL AFFILIATION: Oklahoma Choctaw EDUCATION: M.S. Child Development/Early Childhood; B.S. Elementary Education Oklahoma State University

KIMBERLY WIESER

SECTION: TIME TO REFLECT POSITION: Assistant Professor English/Affiliated Native Studies Faculty TRIBAL AFFILIATION: Cherokee, Choctaw, Creek descendant EDUCATION: Ph.D., Baylor University, Waco, Texas (English/Native American Literatures): May 2002; Master of Arts, English: December 1999; Bachelor of Science in Education: May 1993 SCHOOL/INSTITUTION AFFILIATION: University of Oklahoma TEACHING EXPERIENCE: Assistant Professor (tenure-track), University of Oklahoma Department of English, August 2009-Present; Visiting Professor, University of Oklahoma Native American Studies Program, August 2008-July 2009; Assistant Professor (tenure-track), University of Lethbridge Department of Native American Studies, July 2004-June 2008; English Instructor (tenure-track), McLennan Community College, August 2000-May 2004; Adjunct English Instructor, Cheyenne and Arapaho Tribes Summer Program, Concho, Oklahoma, Summer 2002; Adjunct English Instructor, McLennan Community College, Fall 1999-Summer 2000; Graduate Teaching Assistant (teacher of record for two courses per semester), Baylor University English Department, August 1996-May 2000; Writing Center Tutor, Baylor University, August 1995-May 1996; Lake Jackson Intermediate, Grade 7 Language Arts, August 1993-May 1994 HONORS & AWARDS: Native American and Indigenous Studies Association Award: Ten Most Influential Books in Native American and Indigenous Studies 2000-2010, for Reasoning Together: The Native Critics Collective; Wordcraft Circle Storyteller Award for Performance of the Year, 2005-2006, for The Fall. With Blood Rez Playz (Carl Big Head, Sandra Lamouche, Andrea Fox, and Gordon Fox) and Blood Rez Productions (Ramona Big Head); Native Writers Circle of the Americas—First Books Award for Prose 2004—for Back to the Blanket: Reading, Writing, and Resistance for American Indian Literary Critics (Dissertation revised as a book-length critical work); Baylor Native American Student Association Powwow Honoree, 2002; Wordcrafter of the Year, 2001; Baylor Native American Student Association Scholarship Recipient, 2000-2001; Wordcraft Circle Academic Research Paper of the Year, 2000; Christine Fall Teaching Award, 1999-2000 AY, Baylor University Department of English; Pi Mu Chapter of Alpha Kappa Alpha’s Community Service Award/February 16, 2000. Recognized for work with Native American Student Association; Highest Ranking Student in the School of Education, May 1993, Baylor University; Magna Cum Laude, May 1993, Baylor University; Phi Delta Kappa’s Outstanding Student in Education, 1993, Baylor University; Student Teacher of the Year, 1993, Baylor University COMMUNITY SERVICE: National Director of Native Writers Circle of the Americas; Acting President of the Board Wordcraft Circle of Native Writers and Storytellers; Judge, Oklahoma Native American Youth Language Fair, Books, 2010-2012; 2014-present; Essays, 2012; 2014-present WHAT DOES PARTICIPATING IN THE NATIVE DAUGHTERS OKLAHOMA PROJECT MEAN TO YOU? I am so thrilled to participate in this project in order to improve education in this state not only for our Native Daughters, who statistically are more at risk FOR EVERYTHING than any other segment of society, and for all of our future generations because I know these Native values will make Oklahoma a better place to live for all of us. Thank you! I was honored to be asked and to participate in this project with so many wonderful women who have SO MUCH collective experience in Native education and so much experiential knowledge in Indian Country. Wado! Sgi! Yakoke!

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CAROL REMPP

SECTION: PEACE AT LAST POSITION: Director of Multicultural and Native American Education TRIBAL AFFILIATION: Oglala Lakota EDUCATION: 2008 University of Nebraska—Lincoln, Lincoln, NE, Doctoral Candidate in the College of Education Area: Teaching, Learning, and Curriculum Emphasis: Multicultural Education 2002 Chadron State College, Chadron, NE, Masters of Science in Education, Degree: Elementary Administration 1988 University of Nebraska—Kearney, Kearney, NE, Bachelor of Arts in Education Degree: Elementary Education, Special Education—Mild/Moderately Handicapped SCHOOL/INSTITUATION AFFILIATION: NE Department of Education TEACHING EXPERIENCE: 9 years elementary classroom and/or special education teacher 2 years Assistant Administrator (Assessment Coordinator) 2 years Building Principal 10 years Nebraska Department of Education 6 years Adjunct University instructor HONORS & AWARDS: 2002 Outstanding Performance and Dedication “You Make A Difference” Award 2002 Continuous Service Award—5 years 1999, 2000 Award of Excellence for Outstanding Performance 1987 University of Nebraska-Kearney Swim Team-Varsity Letter Winner COMMUNITY SERVICE: 1982-1994 Red Cross Swimming Lesson Instructor 1993-1999 St. Nicholas Catholic Church Religious Education Instructor 1998 Regional Youth Rally Coordinator 2008-2012 TEAMMATES Mentoring Program, Lincoln Public Schools 2009-2012 Indian Center of Lincoln, Board of Directors, Secretary 2011 2009-present Family Services of Lincoln, Board of Directors, Secretary/Treasurer 2011; President-elect 2012; President 2013; Past President 2014 2010-present Nebraska Humanities Council, Treasurer, 2012-2013, Vice Chair 2014; will serve as Board Chair in 2015 2011-present Nebraska Humanities Foundation WHAT DOES PARTICIPATING IN THE NATIVE DAUGHTERS OKLAHOMA PROJECT MEAN TO YOU? I was involved in writing the first Native Daughters Curriculum Companion and now being able to assist and participate in the second project is so exciting! I’ve seen first hand from my presentations on this project the desire Native American teachers have for quality curriculum to show their students, boys and girls, what amazing women are out there across Indian Country. It has been a learning and growing experience for me and one that I am thrilled to be a part of in a small way. I hope that students and teachers across the country are inspired by this entire body of work. Having an open mind and open heart to the message, I think our next generations of students can truly change the world for the better.

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GRACE SMITH

SECTION: BREAKING THE SILENCE POSITION: Teacher TRIBAL AFFILIATION: Muscogee Creek

EDUCATION: BME & MME University of Central OK SCHOOL/INSTITUATION AFFILIATION: Edmond Public Schools

TEACHING EXPERIENCE: I have been a teacher for Edmond Indian Education Public Schools the past 14 years. My first classes at Edmond Boulevard Academy have been Music Appreciation before my current position as teacher of Native American Expressions to alternative education students. For 15 years I served as Adjunct Professor of Flute at the University of Central Oklahoma. Prior to coming to Edmond I spent one year with Moore Public Schools as woodwind specialist. HONORS & AWARDS Honored as Oklahoma Indian Elder of the Year in 2009 for Oklahoma Council for Indian Education, I was also selected as the 2010 National Indian Education Association Elder of the Year. Under the name G. Wiley Smith, I am a published composer of flute literature with Falls House Press, Medici Music Press and Indiana University Press. COMMUNITY SERVICE: have taught the Muscogee language with students and their families in the Edmond community. I have also been a member of the church orchestra at Henderson Hills Baptist Church for 25 years.

WALEILA CAREY

WHAT DOES PARTICIPATING IN THE NATIVE DAUGHTERS OKLAHOMA PROJECT MEAN TO YOU? I want to help educate people who don’t understand Native culture in order to improve in a small way the relationship between Natives and non-Natives – to help bring us closer together.

SECTION: PATH TO LEADERSHIP POSITION: Educator TRIBAL AFFILIATION: Tsalagi

EDUCATION: Dual Degree in English/History Masters in Native American Studies SCHOOL/INSTITUATION AFFILIATION: The University of Oklahoma

TEACHING EXPERIENCE: 17 Years HONORS & AWARDS: NationaThe only native voice in the 1000 voice choir, under the direction of John Williams at the 1984 Summer Olympics. Recipient of the Kathy Wolf Scholarship in History 2000 COMMUNITY SERVICE: Volunteer for various youth sports Judge for Norman Public Schools Literacy Program Battle of the Books Judge for Oklahoma Language Fair, University of Oklahoma NB3 Notah Begay Foundation Liason for Oklahoma Tutor for Norman Public Schools WHAT DOES PARTICIPATING IN THE NATIVE DAUGHTERS OKLAHOMA PROJECT MEAN TO YOU? My participation in the Native Daughters Oklahoma project means that we are able to celebrate the lives and contributions of indigenous women. The women we honor span the spectrum from a stay-at-home mom, to the leader of a tribal nation. Both roles historically have played an important role in many of our individual tribal nations. Indigenous women have always been the first teachers who have worked diligently to preserve their history, traditions and customs. It is an opportunity to highlight the lives of those indigenous women who will impact the lives of our future Native Daughters, as well as serve as role models who will show them what can be achieved even through difficult and life changing moments. When we can hold our women in honor, we honor the people they represent. WRITER’S BIOGRAPHIES 207

RACHEL CONSTANCE JACKSON

ROLE: Project Director TRIBAL AFFILIATION: Cherokee Nation of Oklahoma EDUCATION: B.A. in English, University of Central Oklahoma, 1996 M.A. in English, University of Tulsa, 1999 PhD. in English, University of Oklahoma, 2016 SCHOOL/INSTITUATION AFFILIATION: University of Oklahoma and University of Science and Arts of Oklahoma TEACHING EXPERIENCE: I have taught primarily English Composition at the college level for the last 17 years, in addition to teaching American Literature and Autobiographical Writing. I have also taught the Kiowa Clemente Course in the Humanities for USAO for eight years. In the spring semester of 2014, I had the pleasure of teaching the Chicasaw Learning Community course at OU. Additionally, as part of my job for the OU Writing Center, I have facilitated digital storytelling workshops on the OU and Northeastern Oklahoma A&M campuses. I also lead community digital storytelling workshops in communities inside and outside of Oklahoma. HONORS & AWARDS National Academies, Ford Foundation Dissertation Fellowship, 2015-2016 Newberry Consortium on American Indian Studies, Research Fellow, 2015-2016 Joe and Dorothy Fritz Memorial Scholarship, OU Department of English, 2015 John N. Sturdivant Family Scholarship, American Federation of Government Employees, 2013-2014 Alice Mary Robertson Award, OU Women and Gender Studies Program, 2011-2012 COMMUNITY SERVICE: My community service focuses on promoting cultural literacy in Oklahoma communities through developing and facilitating a variety of programs and workshops. For instance, beginning in summer 2014, I have organized and led a series of digital storytelling workshops for survivors, caregivers, and first responders of the May 2013 tornadoes.

208 WRITER’S BIOGRAPHIES

POSITION: Community Project Developer - OU Wrting Center Graduate Teaching Assistant Expository Writing Program Adjuct Faculty - USAO Indian Studies Program

WHAT DOES PARTICIPATING IN THE NATIVE DAUGHTERS OKLAHOMA PROJECT MEAN TO YOU? I am honored to have served as Project Director for the Native Daughters Oklahoma Curriculum Guide. It has been a great gift to me to work with talented and accomplished Native women teachers from across our state to bring curriculum that focuses on Native women to Oklahoma classrooms. In this way, the project is an example of the kind of positive pedagogical change our students and our schools need. This work helps ensure our Native students, both girls and boys, grow strong in their identities and confident in the talents they have to share both inside and outside their communities. The project also allows Native and non-Native students the chance to learn accurate information about our state’s history and the myriad contributions and untold stories of Native peoples. All students deserve to know the truth so that they can lend themselves successfully to the work of “liberty and justice for all.” I hope the Native Daughters Oklahoma Curriculum Guide brings them strength and determination. Thank you to all the teachers, the Oklahoma Humanities Council, the Nebraska Commission on Indian Affairs, and the University of Nebraska-Lincoln for all they have done to make this project possible. Wado nigada!

CHARLOTTE “SHAR” CARTER

ROLE: Assistant Project Director TRIBAL AFFILIATION: Chickasaw, Choctaw and Chickasaw Freedmen EDUCATION: Master of Human Relations, Emphasis: International, specifically Mexico and China, University of Oklahoma Bachelor of Arts: Philosophy, University of Oklahoma SCHOOL/INSTITUATION AFFILIATION: University of Oklahoma Langston University Fox Public Schools, Fox Oklahoma HONORS AND AWARDS: William J. Crowe Fellowship- University of Oklahoma  Researched and compiled data for The Making of American Foreign Policy Class  Researched and contributed to the successfully published book project: Mr. Ambassador Warrior of Peace, by Ambassador Edward J Perkins WHAT DOES PARTICIPATING IN THE NATIVE DAUGHTERS OKLAHOMA PROJECT MEAN TO YOU? Why I believe Native Daughters Oklahoma as a project is important? I was 28 years old before I learned my grandmother was Indian. I was 40 before I knew my grandfather “papaw” was a Chickasaw Freedom. I think it can be dangerous when a person does not know her History. My grandmother was Chickasaw Choctaw and to this day I can still remember the first time I met a Chickasaw woman, whom looked at me and recognized my genetic history. Her name was Helen Cole. We were working on her son’s congressional campaign. While I only knew Helen for a short time. She taught me to be proud of my differences and I am forever grateful. The persons whom have had the most profound impact on me, was my grandparents. I wear being a Chickasaw Freedman like a badge…it is a large part of who I am…not who I ask to be but who I am. My mere presence reminds the United States that this country is a melting pot. Native Daughters Oklahoma, serves as reminder and example that native women, are powerful, beautiful and self-contained women. Life is not easy. It has not been easy for our ancestors and it will not be for us, but with an uncompressing focus, anything is obtainable.

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