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Native Sons and Daughters Program Manual NATIVE SONS AND DAUGHTERS PROGRAMS® PROGRAM MANUAL National Longhouse, Ltd. National Longhouse, Ltd. 4141 Rockside Road Suite 150 Independence, OH 44131-2594 Copyright © 2007, 2014 National Longhouse, Ltd. All rights reserved. International copyright secured. No part of this manual may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, now known or hereafter invented, electronic, mechanical, photocopying, xerography, recording, or otherwise, without the prior written consent of National Longhouse, Ltd. Printed in the United States of America EDITORS: Edition 1 - Barry Yamaji National Longhouse, Native Sons And Daughters Programs, Native Dads And Sons, Native Moms And Sons, Native Moms And Daughters are registered trademarks of National Longhouse, Ltd. Native Dads And Daughters, Native Sons And Daughters, NS&D Pathfinders are servicemarks of National Longhouse TABLE of CONTENTS FOREWORD xi ACKNOWLEDGMENTS xiii CHAPTER 1: INTRODUCTION 1 Why NATIVE SONS AND DAUGHTERS® Programs? 2 What Are NATIVE SONS AND DAUGHTERS® Programs? 4 Program Format History 4 Program Overview 10 CHAPTER 2: ORGANIZATIONAL STRUCTURES 15 Organizational Levels 16 Administrative Levels 17 National Longhouse, Ltd. 18 Regional Advisory Lodge 21 Local Longhouse 22 Nations 24 Tribes 25 CHAPTER 3: THE TRIBE 29 Preparing for a Tribe Meeting 30 Tribe Meetings 32 iii Table of Contents A Sample Tribe Meeting Procedure 34 Sample Closing Prayers 36 Tips for a Successful Meeting 37 The Parents' Meeting 38 CHAPTER 4: AWARDS, PATCHES, PROGRAM ATTIRE, & MATERIALS 39 Awards 40 Award Programs 42 Progressive Achievement Awards Structure 42 Tiered Achievement Award Program 43 Basic Feather and Bead Awards 47 Advanced Feather and Bead Awards 48 Meaning of Our Emblem 49 Meaning of Our Headband 50 Program Attire 51 Other Available Program Material 52 National Longhouse Materials 52 Great Lakes Regional Advisory Lodge Materials 52 Third Party Materials 54 CHAPTER 5: CAMPOUTS 55 Supply List for Campouts 56 Campout Safety 57 iv CHAPTER 6: FIRST NATION THEME 59 Program Responsibility 60 Relevancy and sensitivity 60 Missionary value 61 Cultural Similarities 61 Religious Parallelism 61 Parallelism in Stories 61 Parallelism Through Use of Prophets 62 Sample of Native American Prayers 66 Parent-Child Prayers 66 Guidance Prayers 67 Prayers That Bless 68 Bereavement Prayers 70 Words of Wisdom 71 Indigenous Signs and Symbols 73 Moons from Woodcraft Indians 74 Moons of North American Cultures 76 CHAPTER 7: FIRST NATION CULTURES 85 Earliest Cultures 86 The Native American Belief — (First Inhabitants) 86 The Non-Indigenous Belief — (First Immigrants) 87 Bridge from Asia 87 v Table of Contents Immigration Theories 87 Across the New World 96 Cultural Eras 96 Cultures of the Paleo-Indian Era 97 Clovis People 97 Sandia People 97 Folsom People 97 Plano People 98 Cultures of the Archaic Era 99 Old Cordilleran Culture 99 Desert Culture 99 Tehuacán Valley Culture 100 Copper Culture 100 Red Paint Culture 100 Cultures of the Formative Era 101 Mound Builder Civilizations 102 Adena Culture 102 Hopewell Culture 102 Mississippian Culture 103 Mesoamerican Civilizations 105 Olmec Culture 105 Maya Culture 107 vi Zapotec Culture 112 Teotihuacan Culture 112 Toltec Culture 114 Aztec Culture 115 Southwestern Civilizations 122 Hohokam Culture 122 Mogollon Culture 124 Ancestral Pueblo Culture 127 Patayan Culture 131 Cultures After 1500 A. D. 132 Acculturation of Civilizations 132 European Invasion 132 Indigenous Depopulation 138 Forced Diaspora 139 Legislative Acculturation 140 Assimilation: A Successful Failure or a Failure of Success? 154 Indigenous People of Today 156 Righting Wrongs: The Difficult Path 156 Cultural Awakening 164 Cultural Preservation 164 Cultural Awareness 165 Cultural Etiquette 166 vii Table of Contents First Nation Organizations 168 CHAPTER 8: CRAFTS 173 Bear Claw Necklace 174 Indian Canoe 175 Chippewa Dream Catcher 176 Diagram of Invitations 177 Buffalo / Bull Invitation 178 Leaf Invitation 179 CHAPTER 9: GAMES 180 Fruit Basket 181 Honey Do You Love Me? 181 Pass the Ring 182 CHAPTER 10: SONGS 183 America the Beautiful 184 The Caissons Go Rolling Along 184 Deep in the Heart of Texas 185 The Farmer n the Dell 186 For He’s a Jolly Good Fellow 187 The Itsy-Bisty Spider 188 I’ve Been Working on the Railroad 188 Take Me Out to the Ball Game 189 Three Blind Mice 189 viii The Wheels on the Bus 190 CHAPTER 11: STORIES 191 How Dogs Were Given to Us 192 How Spiders Were Given to Us 193 How the Fly Saved the River 195 Legend of the Paintbrush 196 Legend of the Sagebrush 197 How Bear Lost His Tail 198 How Coyote Stole Fire 200 The Rainbow Warrior 203 The Devils Tower 206 CREDITS 209 INDEX 211 BIBLIOGRAPHY 215 ix FOREWORD Dear Tribe Member: Thank you for your interest in this manual and We encourage you to make new friends and for your participation in the NATIVE SONS AND incorporate the knowledge gained from this DAUGHTERS® Programs. The information we manual into your tribe and longhouse's have compiled for this manual will be helpful activities. Our program is designed for your in understanding the program's philosophy, enjoyment, but as with any activity, the more organization, and operations. There is you put into the program the more you will additional information to aid in the planning receive from it. of many fun activities that will bring parent and child closer together for a special bonding If you are new participant, begin to familiarize that will remain throughout the years. yourself with the basics by reading through this manual — parent and child together. If As the family is the foundation for any you are a seasoned participant, this manual community, the tribe you belong to is a will serve as a useful reference guide for "program family" within your longhouse. many years to come. Sincerely, Your National Chief xi ACKNOWLEDGMENTS The development and production of this Very special thanks goes to the families of Joe manual were made possible from the hard Friday and Harold Keltner, particularly to work and dedication of our national June McGinnis and Charles Keltner Shanks volunteers. Recognition goes to the elders of for their assistance, consultation, and moral the NATIONAL LONGHOUSE® organization: Jim support. Above all, deep appreciation goes to Advent, Don Bittala, Ray French, Dave Harold Keltner and Joe Friday for having Garberson, John Lott, Greg Measor, Mark conceived such a wonderful program Musial, Sam Taylor, Brian Thayer, and Barry format. Yamaji. xiii CHAPTER 1 Introduction 1 Chapter 1 - Introduction Why NATIVE SONS AND DAUGHTERS® Programs? The youth of today have many choices and opportunities for inter and extracurricular activities. Baseball, soccer, and dance to name a few are all excellent programs that allow a child to develop in a fulfilling way. Despite their virtues for individual growth, such programs do little to strengthen the parent-child relationship. Moms and dads are denied parental interaction when the activity is supervised by another adult, or when they are forced to watch only as bystanders. Fortunately, the NATIVE SONS AND DAUGHTERS® Programs are entirely different! Our structured activities enable "one on one" interaction because they require the parent to enroll with the child. Both parent and child share in the experience of meetings, activities, and outings. Having this type of direct interaction not only strengthens parent-child bonds, but does so independently of the remaining family structure. Allowing a child to have his or her own special time with mom or dad is important in developing the skills needed to build one-on-one relationships later on in adult life. Although the NATIVE SONS AND DAUGHTERS® Programs provide many individual activities that allow a parent and child to bond, it also 2 Why Native Sons And Daughters® Programs? recognizes the importance of creating larger social bonds by integrating group activities. This is done by assembling neighborhood parent-child pairs into small groups called "tribes." Each tribe chooses and participates in activities that members enjoy as a group. Additionally, even larger program-sponsored activities are offered for the entire tribe to partake with other tribes. Both single-tribe A Tribe Enjoying a Day of Canoeing and multi-tribe activities instill team concepts which help the children to develop the necessary social skills to work interactively common level of interest between parent and and cooperatively in a group setting. Tribe child, the theme is useful as an educational activities such as giving a report, telling a tool for the casual introduction to the cultures story, or speaking to the tribe in general, allow of our continent's indigenous people. children to build public speaking skills. This Hopefully, this serves as a springboard for provides them with opportunities to receive further investigation which brings about praise and appreciation which builds cultural awareness, understanding, and self-confidence. Each year the tribe designates appreciation. The deep reverence that First an adult who volunteers as the "Chief." The Nation people have for their "Great Spirit" Chief aids in coordinating the tribe's activities and all that he created (Mother Earth, Wind, and provides a leadership role model. The Water, Fire, etc.) is incorporated into the children develop leadership skills by imitating program. This helps to reinforce one's own such role models while partaking in group spiritual beliefs in a nondenominational way projects such as building a tribal snowman, while fostering respect for the environment. making a tribal flag, or designing a tribal Halloween pumpkin, etc. Probably the greatest asset of the NATIVE SONS AND DAUGHTERS® Programs is that they are The NATIVE SONS AND DAUGHTERS® Programs amazingly fun! Parent and child have their revolve around a central theme based upon the own special time for enjoying themselves historical cultures of the North American away from work, school, and other Indians. The "First Nation" theme adds distractions.
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