Appreciating Native American Struggles, Philosophy, and Culture

November is American Indian Heritage (Native American) Month. Despite the existence of hundreds of different tribes of Native Americans in North America, they have a common philosophy that relates to their appreciation and respect for nature.

Here are some Native American pearls of wisdom:

• The Earth is our Mother, care for Her
  
• Honor all your relations
  
• Open your heart and soul to the Great Spirit
  
• All life is sacred
  
• Treat all beings with respect
  
• Take from the Earth what is needed and nothing more
  
• Do what needs to be done for the good of all
  
• Give constant thanks to the Great Spirit for each day
  
• Speak the truth but only for the good in others
  
• Follow the rhythms of Nature
  
• Enjoy life's journey, but leave no tracks

American Indian Heritage Month started out at the turn of the century as an effort to gain a day of recognition for the significant contributions made to our society by the first Americans.

One of the original proponents of an American Indian Day was Dr. Arthur C. Parker, a Seneca Indian, who was the director of the Museum of Arts and Science in Rochester, N.Y. He persuaded the Boy Scouts of America to set aside a day for the "First Americans" and for three years they adopted such a day.

In 1915, the annual Congress of the American Indian Association formally approved a plan concerning American Indian Day. It directed its president, Rev. Sherman Coolidge, an Arapahoe, to call upon the country to observe such a day. Coolidge issued a proclamation on Sept. 28, 1915, which declared the second Saturday of each May as an American Indian Day and contained the first formal appeal for recognition of Indians as citizens.

In 1990 President George H. W. Bush approved a joint resolution designating November 1990 as National American Indian Heritage Month. Similar proclamations have been issued each year since 1994.

Utah Standards

Library Media/Information Literacy: Standard 4.2
Evaluate and select information in terms of authority, completeness, relevance, format, point of view, reliability, and timeliness; 5. Students will organize, synthesize, and present information.

Grade 10 | Language Arts--Writing: Standard 3
Students will understand the process of seeking and giving information in conversations, group discussions, written reports, and oral presentations.

Grade 6 | Language Arts--Writing: Objective 6
Write in different forms and genres: Produce informational text (e.g., book reports, cause/effect reports, compare/contrast essays, observational/research reports, content area reports, etc).

U.S. History I: Standard 2
Students will understand the contributions of Native American Indians, explorers, and Utah's pioneers.

Assign students to research and report on a variety of subtopics that relate to American Indians (Native Americans).

Pathfinder: Click the radio button next to Subject Headings on the main search page, then enter the keywords Indians of North America.

Here are some examples of the variety of subjects available within this collection of more than 75 that can be used to distribute to students for their mini-research activities:

• Art (See: Indians in art)
  
• Literature (See: Indians in literature)
  
• Agriculture
  
• Business enterprises (See: Indian business enterprises)
  
• Civil rights
  
• Economic conditions
  
• Education
  
• Employment
  
• Ethnic identity
  
• Folklore
  
• Government relations
  
• Languages
  
• Medical care
  
• Indians of North America, Religion
  
• Relocation
  
• Reservations (See: Indian reservations)
  
• Social life and customs
  
• Treaties

In order for students to share the knowledge gained from the research activity, the report should be presented as an oral report with note cards limited to two to three-minutes, or a PowerPoint presentation of the same length. Student should select at least three resources for their reports.

Here are some examples of essential questions for critical thinking that teachers should assign (they can create others) to guide the student mini-research activity:

• Why should students be expected to learn more about Native Americans in school?
• What is the greatest cultural contribution of Native Americans to society and why?
• What can the federal and state governments do to increase the quality of life of Native Americans?
• Why has the reservation system failed to create equity for Native Americans?
• How can the treaties and laws that apply to tribal governments be used to the advantage of Native Americans?
• What is the most important lifestyle factor to reform to increase the equity of Native Americans and why?

Here are some new links to ProQuest models that students can use for their PowerPoint reports:

1. Engaging Issues Template
2. Essential Questions Framework
3. Written Report Models

Assign students to research and report on a variety of subtopics that relate to American Indians (Native Americans).

Pathfinder: Click the radio button next to Subject Headings on the main search page, then enter the keywords Indians of North America.

Here are some examples of the variety of subjects available within this collection: Agriculture; Art (See: Indian art); Business enterprises (See: Indian business enterprises); Civil rights; Culture; Education; Folklore; Food; History; Languages; Religion; Reservations (See: Indian reservations); Rites and ceremonies; Social life and customs; and Treatment of.

Teachers should assign a different topic from the list above to different students. Students should prepare a two-minute oral report (or PowerPoint) that uses information from at least two resources. These reports are an opportunity for students to practice presentation skills and to share their new knowledge and ideas with each other. Each report should address the following essential questions (teachers may want to create others):

• What are some of the unique economic and cultural experiences of Native Americans?
• What is the most important contribution of Native Americans and why?
• What are some indicators of progress for Native Americans since the Civil Rights laws of the 1960s?
• What is the most important support that the federal and state governments can provide to increase the quality of life for Native Americans and why?


Here are some new links to ProQuest models that students can use for their PowerPoint reports:
1. Engaging Issues Template
2. Essential Questions Framework
3. Written Report Models

Students will learn about historical interactions between Native Americans and European settlers, as well as contemporary cultural clashes.

Pathfinders: CultureGrams States Edition > Arizona; Colorado; Delaware; Florida; Idaho; Illinois; Indiana; Iowa; Massachusetts; Montana; New Mexico; Oregon; Tennessee; and Utah.

1. Divide students into groups of four to five people. Assign each group to survey the early history sections of the States Edition. Instruct the students to look for patterns in the development of the "New World." The groups should look at sections dealing with Native American inhabitants, the interaction between Native Americans and whites, the exploration of the American frontier, etc.
   
   
2. As they are reading, ask the groups to compile a list of the factors that generally led to conflict between Native American inhabitants and white explorers and settlers. These could include cultural and religious differences, common threats to survival, competing interests in land and natural resources, etc.
   
   
3. Lead a class discussion about the relationships generally between Native Americans and white settlers in U.S. history. Was conflict inevitable? Why do people have trouble accepting others who are different? What could have been done to reduce the negative effects of conflict?
   
   
4. Assign students to write a paper describing what factors generally led to conflict between Native American inhabitants and white settlers.
   
   
5. The paper may also include information about a similar conflict today. For example, you might discuss Palestinian and Israeli claims to the same land or religious differences that influence the conflict in Northern Ireland.

Essential Questions for Critical Thinking:

• Ask students if they saw any application from this lesson in their lives today. What are some of the things that cause conflicts between students and their friends or family members?
  
  
• How has the United States tried to be a home for many different groups of people, including Native Americans and immigrants from different countries? How well do you think it has succeeded?