Cherokee Nation, Kettering Foundation, and Private Sector Initiative Task Force
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Doctoral Dissertation Template
UNIVERSITY OF OKLAHOMA GRADUATE COLLEGE REPRESENTATION AND MISREPRESENTATION: DEPICTIONS OF NATIVE AMERICANS IN OKLAHOMA POST OFFICE MURALS A DISSERTATION SUBMITTED TO THE GRADUATE FACULTY in partial fulfillment of the requirements for the Degree of DOCTOR OF PHILOSOPHY By DENISE NEIL-BINION Norman, Oklahoma 2017 REPRESENTATION AND MISREPRESENTATION: DEPICTIONS OF NATIVE AMERICANS IN OKLAHOMA POST OFFICE MURALS A DISSERTATION APPROVED FOR THE SCHOOL OF VISUAL ARTS BY ______________________________ Dr. Mary Jo Watson, Chair ______________________________ Dr. W. Jackson Rushing III ______________________________ Mr. B. Byron Price ______________________________ Dr. Alison Fields ______________________________ Dr. Daniel Swan © Copyright by DENISE NEIL-BINION 2017 All Rights Reserved. For the many people who instilled in me a thirst for knowledge. Acknowledgements I wish to extend my sincerest appreciation to my dissertation committee; I am grateful for the guidance, support, and mentorship that you have provided me throughout this process. Dr. Mary Jo Watson, thanks for being a mentor and a friend. I also must thank Thomas Lera, National Postal Museum (retired) and RoseMaria Estevez of the National Museum of the American Indian. The bulk of my inspiration and research developed from working with them on the Indians at the Post Office online exhibition. I am also grateful to the Smithsonian Office of Fellowships and Internships for their financial support of this endeavor. To my friends and colleagues at the University of Oklahoma, your friendship and support are truly appreciated. Tammi Hanawalt, heather ahtone, and America Meredith thank you for your encouragement, advice, and most of all your friendship. To the 99s Museum of Women Pilots, thanks for allowing me so much flexibility while I balanced work, school, and life. -
Creating Sacred Places for Children in Grades 4-6. INSTITUTION National Indian School Board Association, Polson, MT
DOCUMENT RESUME ED 467 993 RC 023 682 AUTHOR Fox, Sandra J. TITLE Creating Sacred Places for Children in Grades 4-6. INSTITUTION National Indian School Board Association, Polson, MT. SPONS AGENCY Office of Educational Research and Improvement (ED), Washington, DC. PUB DATE 2001-00-00 NOTE 248p.; For other grade levels, see RC 023 681 and RC 023 683- 684 CONTRACT R215C000058 AVAILABLE FROM NISBA, P.O. Box 790, Poison, MT 59860. credit card orders: 800-542-4922 (Toll Free)($25.00 plus $3.95 shipping). PUB TYPE Guides Classroom Teacher (052) EDRS PRICE EDRS Price MF01/PC10 Plus Postage. DESCRIPTORS Academic Standards; *American Indian Education; American Indian Literature; Class Activities; *Culturally Relevant Education; Curriculum Development; Elementary School Curriculum; History Instruction; Integrated Curriculum; Intermediate Grades; Language Arts; Mathematics Instruction; Science Instruction; *Units of Study ABSTRACT This guide attempts to help teachers of American Indian children in grades 4-6 provide a culturally relevant education that takes place in the regular classroom, includes content related to Indian students' lives, makes students proud, expands to other experiences, and enhances learning. Creating sacred places means responding appropriately to students' academic, social, emotional, physical, and spiritual needs. Research has shown that to empower Indian students to learn, their school programs must incorporate their language and culture, involve parents and community as partners, provide appropriate instruction, and use appropriate testing methods. The approach' presented here combines the teaching of various subject areas and reinforces classroom instruction with language and cultural activities by using American Indian literature as a basis for instruction. Materials and activities are aligned with challenging content standards. -
Oklahoma Today July-August 1985 Volume 35 No. 4
July-August '85 CXlMMQ FARMS: OKLAHOMA'S LANDMARK FARMER'S MARK€T DAUGHTERS OF THE EARTH: WORKS BY NATIVE AMERICAN. WOMEN +,. "4% July-August '85 George Nigh, Governor Vol. 35, No. 4 k, 2 ;@lam COVERS MAKING CRAZY CIRCLES IN THE SKY There's a lot more to a Fourth of July fireworks show than meets your eyes. DAUGHTERS OF THE EARTH Works by eight gdted Native American ADVENTURES IN THE FUR Fireworks light up the night artists, who also just happen to be TRADE at Edmond's July 4th Oklahomansand women. About the time Jim Bridger and Jedediah celebration. Photo by Jim Smith were making legends of themselves Argo. InrtaeJ;ont. Along the in the Rocky Mountain fur trade, a band North Canadian. Photo by 24 of equally stalwart men were trapping and Ivan L. McCartney. Back TRUCK FARMING'S FIRST trading along Red River. Now you can Sailboat at sunset, Lake FAMILY make a trek to Lawton and see their life for Hefner. Photo by Ivan L. They're the Conrads, and they farm 1,000 yourself. McCartney. acres of Bixby bottomland. They've also put Oklahoma on the cover of the FEATURES GuinmssBook of WorBRecord by growing DEPARTMENTS 11 the biggest watermelon anyone's ever seen. Today In Oklahoma ........................................ 4 ALFALFA BILL MURRAY BodcdLeltenr.................................................. 4-5 There's never been anyone else like Alfalfa Uncommon Common Folk .......................... 6 Bill Murray. He nearly declared war on Dcrtinations: Osage Hills .............................. 8 Texas, planted potatoes on the lawn of the Oklahoma Omnibus ...................................... 10 governor's mansion-and swore by prairie On to Oklahoma ........................................ -
Chapter One: Introduction: Honoring My Relations…………………………..………..7 Summary…………………………………………………..……………25
RUTHE BLALOCK JONES: NATIVE AMERICAN ARTIST AND EDUCATOR Laurie A. Eldridge Submitted to the faculty of the University Graduate School In partial fulfillment of the requirements For the degree of Doctor of Philosophy In the Department of Curriculum and Instruction Indiana University October 2006 Accepted by the Graduate Faculty, Indiana University, in partial fulfillment of the requirements for the degree of Doctor of Philosophy/Education. _____________________________________________ Enid Zimmerman, Ed..D. Doctoral Committee _____________________________________________ Gilbert Clark, Ph.D. _____________________________________________ Laura Lackey, Ph.D. Defense Date. July 11, 2006 _____________________________________________ Janice Bizzari, Ph.D. ii © 2006 Laurie A. Eldridge ALL RIGHTS RESERVED iii DEDICATION In Memoriam: Woodrow Wilson Eldridge, 1922-1998 ACKNOWLEDGEMENTS Many, many thanks to my dissertation committee; your belief in my abilities motivated me to the end. My deepest gratitude to Dr. Enid Zimmerman, you altered my path in life for the better. Thank you to my family for your love and support as I pursued my goals and dreams. iv Laurie A. Eldridge Ruthe Blalock Jones: Native American Woman Artist and Educator The focus of the study concerns life experiences of Ruthe Blalock Jones, a Native American woman who is an artist and educator, and how examining her life stories provides insights for improving teaching about Native American art and cultures in art education in the United States. This case study of the life stories of Jones, who was raised in traditions of the Native American Church and was a daughter of a Roadman, brings to art education two Native American voices; that of a Native American researcher and a Native American research participant. -
PONS AGENCY Women's Educational Equity,Act Program (ED), Washington, D.C
DOCUMENT RESUME ED 213 559 RC 013 223 AUTHOR Anierson, Owanah P., Comp.; Verble, Sedelta D., Comp. TITLE Resource Guide of American Indian and Alaska Native Women, 1980. INSTITUTION National Women's Program Development, Inc., Wichita Falls, TX. PONS AGENCY Women's Educational Equity,Act Program (ED), Washington, D.C. PUB DATE 81 NOTE 257p.; Paper copy not available due to publisher's preference. EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS. DESCRIPTORS Advocacy; *Alaska Natives; American Indian Education; *American Indians; Art; Authors; Consultants; Economic Development; Employment; *Females; Health Services; *Human Resources; Human Services; Information Sources; Legal Responsibility; Public Speaking; Tribal Sovereignty; Tribes ABSTRACT A resource listing of 678 prominent American Indian and Alaska Native women representing 159 tribes throughout the United States provides the following information: name, address, date and place of birth, tribal membership, field of interest, current occupation, Indian activities, women's advocacy, educational background and professional interest. The following are the majority of professional and adv.-;acy skills the women possess: administration (federal, tri' and urban), cultural advocacy and arts (arts and humanities, traditional arts and crafts), economic development (program planning/management), :education (adult/vocational, bilingual, curriculum development, early childhood, educational equity. higher education, Native American studies, teacher training, tribal education), employment (affirmative action/EEO, women's employment advocacy), health (administration, alcohol/drug abuse, Indian health advocacy), legal advocacy (legislative change/testify/lobby, treaty rights/legal advocacy/sovereignty, tribal council membership), media and communications, social and human services (child advocacy, domestic violence, Indian Child Welfare Act), skills for change (commission on status of women, conference/workshop speakers, published authors). -
Copyright by Bryan Edward Russell 2014
Copyright by Bryan Edward Russell 2014 The Dissertation Committee for Bryan Edward Russell certifies that this is the approved version of the following dissertation: Writing a Way Home: Cherokee Narratives of Critical and Ethical Nationhood Committee: James Cox, Supervisor John M. González, Co-Supervisor Julie Minich Circe Sturm Martha Menchaca Writing a Way Home: Cherokee Narratives of Critical and Ethical Nationhood by Bryan Edward Russell, B.A.; M.A. Dissertation Presented to the Faculty of the Graduate School of The University of Texas at Austin in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy The University of Texas at Austin May 2014 Dedication To Cherokees – then, now and always. Acknowledgements In his farewell to the English language, Kikuyu writer and activist Ngugi wa- Thiongo attributes his work’s ultimate success to the contributions of others. He writes: “Over the years I have come to realise more and more that work, any work . is not the result of an individual genius but the result of a collective effort” (x). I, likewise, am grateful to and humbled by the countless people in my life who made this undertaking possible. Foremost, I owe immeasurable gratitude to the various indigenous nations and communities on whose lands this project was dreamed of and conceived over the years. Thank you to the Alabama-Coushattas; Coahuiltecans; Cherokees; Creeks; Catawbas; Waccimaws; Yamases; Gullahs; the Duwamish Nation; the Blackfeet Nation; the Mohegan Tribe of Connecticut; the Tonawanda Band of Seneca Indians; the Kainai Nation; the Siksika Nation; Mississaugas; Crees; the Odenak and Wolinak First Nations; the Stoney Tribe; Kahnawake First Nation; Cook Islands Maoris; Mo’orea Maohis; Caribs; Tainos; the Congos, Fulanis, Igbos, Wolofs, Yorubas and Bamilekes of Guadeloupe; Quechuas, Welsh, Chakmas, Marmas, Santals, Tripuras, Tanchangyas and the Mros. -
Empowering Teachers to Empower Students #2
This guide is dedicated to all our elders and relatives who have gone before us as formal and informal educators. Thank you for the examples set, the dedication you showed and the perseverance you had to help us dream and work for a better future for the American Indian and Hispanic children of our world. This publication is based on the work of teachers from across Nebraska serving American Indian and Hispanic students and teachers with a desire to teach in a non-bias manner about the American Indian and Hispanic people and cultures. Cover design by Manual Marshall Cody-Kilgore Unified Schools, Cody Nebraska 2004-2005 The content of this publication is not endorsed by nor necessarily reflects the views of the sponsoring agencies. II Empowering Teachers to Empower Students Vol II Native American and Hispanic Curriculum Resource Guide Grades K-12 Summer Teacher Institute 2005 Compiled by the Nebraska Department of Education III IV Table of Contents Units ................................................................................................................................... V Table of Contents, Kindergarten Through 12th Grade .......................................... IX Introduction. ........................................................................................................ XIII Examples of Cultural Perspectives ................................................................... XVII Teacher Resources ............................................................................................. XXI Where to Get Books -
3Rd Grade Lessons
3rd Grade standards-based lesson plan Rogers Art Collection Standards: SS3H1 Describe early American Indian cultures and their development in North America. a. Locate the regions where American Indians settled in North America: Arctic, Northwest Southwest, Plains, Northeast, and Southeast. b. Compare and contrast how American Indians in each region used their environment to obtain food, clothing, and shelter. c. Discuss how American Indians continue to contribute to American life (e.g., arts, literature). CCSS.ELA-LITERACY.W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. VA3.RE.1 Use a variety of approaches for art criticism and to critique personal works of art and the artwork of others to enhance visual literacy. a. Recognize that responses to art change depending on knowledge of the time, place, and culture in which works of art are created. b. Use art terminology with emphasis on the elements of art and/or principles of design. c. Use a variety of approaches to engage in verbal and/or written art criticism. d. Use a variety of strategies to critique, discuss, and reflect on personal works of art and the work of peers. VA3.CN.1 Investigate and discover the personal relationships of artists to community, culture, and the world through making and studying art. a. Recognize the unique contributions of contemporary and/or historical art forms, including Georgia artists. b. Compare ideas and universal themes from diverse cultures of the past and present. -
Contemporary Native American Art
CONTEMPORARY NATIVE AMERICAN ART YegÓji YegÓji YegÓji YegÓji YegÓji YegÓji YegÓji YegÓji YegÓji YegÓji YegÓji YegÓji YegÓji YegÓji YegÓji YegÓji YegÓji YegÓji YegÓji YegÓji YegÓji YegÓji YegÓji YegÓji YegÓji YegÓji YegÓji YegÓji Newspapers for this educational program provided by: teacher’s guide 1 about these ancient traditions that he American Indian Cultural Center and Museum (AICCM) is T are based on the identity, talent and honored to present, in partnership in with Newspapers in Education at creativity that continues to astound The Oklahoman, the Native American Heritage educational workbook. The and inspire us today. Native American Heritage educational programs focus on the cultures, histories and governments of the American Indian tribes of Oklahoma. – Gena Timberman, Esq., The programs are published twice a year, in the Fall and Spring Director of The Native American semesters. Each workbook is organized into four core thematic areas: Cultural Center and Museum Origins, Native Knowledge, Community and Governance. Because it is impossible to cover every aspect of the topics featured in each edition, the Border Art (above) workbooks will comprehensively introduce students to a variety of new Southern Plains subjects and ideas. We hope you will be inspired to research and find –by Yatika Starr Fields, out more information with the help of teachers and parents, as well as Osage/Muscogee Creek/Cherokee through your own independent research. Special thanks goes to the following program partners for contributing About the Cover to the content of this publication: Interface Protocol (21st Century • Fred Jones Jr. Museum of Art Ledger Drawing #36), pencil on • Gilcrease Museum antique ledger paper • Denver Art Museum Chris Pappan, Kaw/Osage/ Bunky Echo-Hawk “Napoleon Dynomite“ • Mabee-Gerrer Museum of Art Cheyenne River Sioux (Pawnee/Yakama) • Five Civilized Tribes Museum The two figures or “mirrored” images Ben Harjo “Live in Balance” (Muscogee Creek) • Oklahoma Arts Council represent two people or two ideas coming together to create something new.