DOCSLIB.ORG

We Look at Indian Education. a Summer Workshop (Tempe, Arizona, 1957)

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

DOCUMENT RESUME 131).136 968 RC 002 087 AUTHOR McPherson, Orpha, Comp. TITLE We Look at Indian Education. A Summer Workshop (Tempe, Arizona, 1957). INSTITUTION Arizona State Dept. of Public Instruction, Phoenix, Div. of Indian Education. PUB DATE 57 NOTE 249p.; Not available in hard copy due to marginal legibility of original document JOBS PRICE MF-$0.83 Plus Postage. HC Not Available from EDRS. DESCRIPTORS Adjustment (to Environment); Adult Education; *American Indian Culture; American Indians; Bibliographies; Communication (Thought Transfer); Cultural Awareness; *Cultural Background; Educational Finance; *Educational History; Educational Objectives; Elementary Secondary Education; Enrollment; History; *Language Skills; Organization; Public Schools; Reservations (Indian); Resource Materials; School Integration; Social History; Statistical Data; *TeachQr Developed Materials; *Tribes IDENTIFIERS Apaches; *Arizona; Ravasupais; Hopis; Haricopas; Navajos; Paiutes; Papagos; Pimas ABSTRACT Intended to build a background of understanding tIlat nIndians are people', and desasve the best opportunities available, the 5-week workshop dealt yetih techniques and materials for teachers of American Indian childrdn. Participants included primary, intermediate, junior and senior high, and adult education teachers. This bulletin presents the material developed by the workshop participants. The historical and cultural information covers: statistical data showing growth of Indian Education; population of Arizona Indian reservations as of December 31, 1955; history of education of the Pima, Papago, and Maricopa Indians;.the Navajo and education; the historical background of the Havasupai, Hualapai, Yavapal and Paiute Indians; a brief history of formal education among the Hopi Indians; a brief history of Mohave-Cocopah-Yuma tribes; the education of the Apache, yesterday and today; Papago adult education; cultural backgrogid of Arizona Indians and of the Paiute, Apache, Havasupai, and Navajo; and the culture of the Papago, Pima, and Maricopa people. Information is also given on Indians in Arizolles public schools--factors concerning Johnson-O'Malley contract funds, communications, communication through writing, common speech errors, and oral response. (NQ) Documents acquired by ERIC include many informal unpublished materials not available from other sources. ERIC makes every effort to obtain the best copy available. Nevertheless, items of marginal reproducibility are often encountered and this affects the quality of tin microfiche and hardcopy reproductions ERIC makes available via the ERIC Document Reproduction Service (EDRS). EDRS is not responsible for the quality of the original document. Reproductions supplied by EDRS are the best that can be made from the original.. 1001110 EDUCATIO11 SUMMER WORKSHOP U.S DEPARTMENT OF HEALTH. EDUCATION & WELFARE NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO- OUCED EXACTLY AS RECEIVED FRDM TmE PERSON OR ORGANIZATION ORIGIN ATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRE- SENT OFFICIAL NATIONAL INSTITUTE OF EDUCATION POSITION OR POLICY , ARIZONA STATE COLLEGE TEMPE, ARIZONA 4. 1110 woman. KAISAB NAVAJO %taws GAMIN H OP/ TRUX TON J CARON PORT MOHAVE INSLOP BIS S A NOY YUMA NOM157EADS OCOPAM SAN ELLS XAVIER UNITED STATES DEPARTMENT OF THEINTERIOR BUREAU OF INMAN AFFAIRS PHOEttcs Attu orrice ARIZONA INDIAN RESERVATIONS 00.10i. AS sa56 0 00 100 SCALE lit mILES Indian Reservation B Agency Headquarters WE LOOK AT INDIAN EDUCATION M. 1, BROOKS Superintendent of Public Instruction DELBERT R. JEROME Director of Indian EducatiOn MAME SIZEMORE Classroom Specialist STATE BOARD OF EDUCAT1ON Ex-Officio Members Hon, Ernest W. McFarland, Governor FforrM. L. Brooks, Superintendent of PublicInstruction Dr. Richard A. Harvill, President,University of Arizona Dr, J. D. Walkup, President, ArizonaState College, Flagstaff Dr. Grady Gammage, President,Arizona State College, Tempe Members Appointed by the Governor Hon. Wilfred G. Austin, Superintendent,Chandler Public Schools Hon. Gwyneth Ham, Superintendent,Yuma County Public Schools Hon. Wes, A. Townsend, -Jperintendent,Glendale Union High School State Department of Public Instruction DIVISION OF INDIAN EDUCATION 426 Adzono State Building Phoenix, Arizona 4 DEDICATED to THE INNAN YOUTH OF ARIZONA with the hope that in their lives the good that is Indian and the good that is White may eventually be entwined like the strands of a lariat: MATERIAL FOR BULLETIN WAS DEVELOPED BY STUDENTS IN THE WORKSHOP ON INDIAN EDUCATION AT.ARIZONA STATECOLLEGE, TEMPE DURING THE 1957 SUMMER SESSION, IT WAS COMPILED BY THE DIVISION OF INDIAN EDUCATION, ARI7ONA STATE DEPARTMENT OF PUBLIC I NSTRUCTI ON. AN ODE TO ARIZONA INDIAN YOUTH Through a glass we all see but dimly; The mind cannot fathom ail truth,. Yet now we see some things more 'clearly In regard to America's youth. We have leaned of the Hopi and Pima; We have read of the shrewd Navajo; We have listened to brilliant toitihave; We have touched on the shy Papago. We have read of the warlike Apache; We have read of the Havasupai; We have heard of the few Chemehuevi, And we've read of the far Waiapai. The baskets and rugs we have studied By picture and by actual display; We have learned of symbolic Kachinas And of pottery made from the clay. We have learned of ttle dances and beadwork; We have learned of the cattle and sheep; We have learned of-the clans and the mysteries That these people continue to keep. We have !earned of their life in the present; We have learned of their life in the past; Of Nature -- her whims and her fancies. Truly, their knowledge was vast. We have listened to personal stories; We hove listened to those that know much; We have listened to teachers and students; We have listened to judges and such. Now, why have we read all these pages? And why have we seen all these shows? Why hove we had all these speakers? Has this just been asummer school pose? No, the purpose is really deep-seated. It stems from the wish to serve all. Not only to help our own children. Have we followed the teacher's stern call. By understanding and kindly perception We can serve all the;roes of mani Our special desire in thh workshop Was to learn all theways that we can. We thank our director and helpers. They have listened and helped-and advised; They have aided, sujgested, encouraged-- No effort has been minimized. Perhaps still through the glasswe see dimly; And we still have not fathomed all truth; But we do see some things muchmore clearly In regard to the Indian Youth, By: CYNTHIA FLSON Mesa Public Schools Mesa, Arizona 1957 INDIAN EDUCATION WORKSHOP A. S. C. TEMPE EDUCATION -; 350 tNSTRUCTOR: DR, ORPHA MC PHERSON Educational Specialist Federal Bureau of Indian Affairs P. 0. Box 7007 Phot nix, Arizona MEMBERS OF THE CLASS NAME .ADDRESS &PHONE # SCHOOL GRADE OR Subject Taught Beasley, Mrs. Wyona 1., 1428 S. 11th Ave Phoenix, Arizona AI- 8-3230 or A1-2-0806 Bell, Mary Alice(Miss) 132 S, pasodena Mesa Eastl, Hi, 9th English Mesa, Arizona WO 4-3543 Buller, Marie B. 2234 North 9th St. Paoker, Arizona 1st Grade Phoenix, Arizona Dufey, Alvin J. P. O. Box 423 Sells, Arizona Papago Casa Grande, Ariz, Adult Ed. Easterly, Miss Edna Luhrs Hotel Grant Phx, Elam, 2nd Grade Phoenix, Arizona Phoenix, Arizona AL 4-1141 Elson, Mrs. Cynthia M. 353 S Hobson St, Mesa Sr. Hi. 10th & 11th Mesa, Arizona Mesa, Arizona English WO 4-0926 Farrell, Mrs. Eloise 3109 E, Campbell David Crockett ist Grade Phoenix, Arizona AM 5-8271 FieldsLeola B. 1610 E. Adams St. Percy L. Julian 4th Grade Phoenix, Arizona AL 2-2551 Education 350-Workshop-7957 Higgins, Warren D. 101 6 W. 7th St, West Jr. Hi. 7th & 8th & Wsa, Arizona Arithmetic WO 4.7364 Hite, Mrs. Merle Josie Sell's, Arizona Sells Consolidated 6th Grade Lada, Mrs., Mab le S. 1 08 Santa Cruz Drive Stewart Boarding 9-1 2 & 4-5th W." Goodyear, Arizona Stewart, Nevada Navajo Home WE 5-3119 Econ.& .Tea Room Laster, Mrs. Jewell Orum1 810 S. 7st Avenue San Carlos Day 2nd Grade Phoenix, Arizona San Carlos, Arizona AL 8-4711 Mack, Miss Evelyn S., Polacca Day School Polacca Day 3rd Grade Polacca, Arizona Polacca, Arizona 2345 Matter, Mrs. Roverta V. 719 E. Vogel Ave. Phoenix Indian 7-7 2 Vocal Music Phoenix, Arizona Phoenix, Arizona WI 3-9821 Ma Ko,,e, Miss Myra Jean P.O.Box 342 Sells Consolidated 4th Grade Sells, Arizona Sells, Arizona Ritter, Mrs. Prudence H.2032 E. Pierce St. Humboldt Elem. 3 & 4th Grade Phoenix, Arizona Humboldt, Arizona Humboldt 541 Sekaquaptewa, Mr. EmoryJr. P.O.Box 7 Hopi H. S. 7th Grade Oraibi, Arizona Oraibi, Arizona 2141 Shuler, Mildred Y. (Mrs.)21 2 West E,St. Glendale Rem, 5th Grade Glendale, Arizona Glendale, Arizona Stafford, Mrs. Annette 1 025 E. Nielson Ave. Lowell Elem, 2nd Grade Mesa, Arizona Mesa, Arizona Tennyson, Mrs. Rose S. 411 8 E. Indianola Scottsdale Kachina 7th Grade Phoenix Arizona Scottsdale, Arizona AM S-4§50 Wolverton, Mr. Harris E.Rt.1, Box 373 Scottsdale, Arizono WH 5-0979 10 FOREWORD TO BULLETIN In the last few years there has been an increasing number ofIndian children attending public school.Since many public school teachers have had little or no contact with Indian people they have, therefore sought help from collegesof ed- ucation and from those who through experience and applicable education, have gained some knowledge of Indian culture and psychology. It was with this need in mind that in the summer of 1957 the State Depart- ment of Public Instruction, the Branch of Education ofthe Phoenix Area Office of the Bureau of Indian Affairs, and the
Recommended publications
  • Press Release

    Press Release

    Contact: June M. Shorthair Director Communications & Public Affairs Office Gila River Indian Community P: 520-562-9851 C: 520-610-6218 [email protected] For Immediate Release August 6, 2018 GILA RIVER INDIAN COMMUNITY APPLAUDS FEDERAL APPEALS COURT DISMISSAL OF GOLDWATER INSTITUTE LAWSUIT ATTACKING THE INDIAN CHILD WELFARE ACT (Sacaton, Arizona) In a victory for Arizona’s Indian tribes, the federal United States Court of Appeals for the Ninth Circuit ruled today that the Arizona-based Goldwater Institute’s challenge to the Indian Child Welfare Act must be dismissed because the lawsuit was determined to be moot. The lawsuit, filed in Arizona federal court in 2015, challenged the constitutionality of the Indian Child Welfare Act, a federal law which requires state courts to apply certain standards to dependency and adoption cases involving Indian children. Although children from the Community and Navajo Nation were identified in the lawsuit, the Goldwater Institute attempted to block the participation of both tribes in the case. The tribes were eventually permitted to intervene in the lawsuit and join in arguments seeking dismissal of the case. The federal court ruled against the Goldwater Institute and the lawsuit was dismissed by the federal court in March of 2017, after which Goldwater appealed to the Ninth Circuit. Today’s decision also dismisses the case. Child welfare experts often refer to ICWA as the “gold standard” of child welfare laws. ICWA was enacted because Native American children were being removed from Indian homes at alarming rates and often without notice to immediate family members, close relatives or tribal authorities.
  • People of Snowy Mountain, People of the River: a Multi-Agency Ethnographic Overview and Compendium Relating to Tribes Associated with Clark County, Nevada

    People of Snowy Mountain, People of the River: a Multi-Agency Ethnographic Overview and Compendium Relating to Tribes Associated with Clark County, Nevada

    Portland State University PDXScholar Anthropology Faculty Publications and Presentations Anthropology 2012 People of Snowy Mountain, People of the River: A Multi-Agency Ethnographic Overview and Compendium Relating to Tribes Associated with Clark County, Nevada Douglas Deur Portland State University, [email protected] Deborah Confer University of Washington Follow this and additional works at: https://pdxscholar.library.pdx.edu/anth_fac Part of the Social and Cultural Anthropology Commons, and the Sustainability Commons Let us know how access to this document benefits ou.y Citation Details Deur, Douglas and Confer, Deborah, "People of Snowy Mountain, People of the River: A Multi-Agency Ethnographic Overview and Compendium Relating to Tribes Associated with Clark County, Nevada" (2012). Anthropology Faculty Publications and Presentations. 98. https://pdxscholar.library.pdx.edu/anth_fac/98 This Report is brought to you for free and open access. It has been accepted for inclusion in Anthropology Faculty Publications and Presentations by an authorized administrator of PDXScholar. Please contact us if we can make this document more accessible: [email protected]. Pacific West Region: Social Science Series National Park Service Publication Number 2012-01 U.S. Department of the Interior PEOPLE OF SNOWY MOUNTAIN, PEOPLE OF THE RIVER: A MULTI-AGENCY ETHNOGRAPHIC OVERVIEW AND COMPENDIUM RELATING TO TRIBES ASSOCIATED WITH CLARK COUNTY, NEVADA 2012 Douglas Deur, Ph.D. and Deborah Confer LAKE MEAD AND BLACK CANYON Doc Searls Photo, Courtesy Wikimedia Commons
  • ARIZONA INDIAN GAMING ASSOCIATION • ANNUAL REPORT FY 2006 Letter from the Chairwoman

    ARIZONA INDIAN GAMING ASSOCIATION • ANNUAL REPORT FY 2006 Letter from the Chairwoman

    ARIZONA INDIAN GAMING ASSOCIATION • ANNUAL REPORT FY 2006 Letter From The Chairwoman It is our pleasure to present the third Annual Report for the Arizona Indian Gaming Association (AIGA). This report celebrates the contributions that gaming tribes are making for all Arizonans. Native people have a tradition of sharing with the community, whether we are sharing our knowledge and wisdom, artistic heritage or our natural or manmade resources. This tradition of cooperation and sharing is common to all tribes and is part of our culture. In Arizona, for example, in the 1800s, when the Pima people saw the needs of the military and settlers, they willingly shared their water and food with them. Sharing is a tradition that repeats throughout our history. With the passage of the Indian Gaming Regulatory Act (IGRA) and the subsequent agree- ments reached with the state of Arizona for tribes to establish and continue gaming on their lands, we are now sharing the benefits from our successful enterprises with our own people and with others throughout our state. The magnitude of sharing represents a remarkable change in a very short time frame. Twenty-five years ago, no one could have imagined that Arizona tribes, always the poorest of the poor, would be contributing millions of dollars every year to support education, health care, conservation and tourism to the state of Arizona. Or 1 that hundreds of charities would be helped every year by generous grants and donations from individual tribes. While this report is a celebration of sharing, it is also a call to action.
  • The 239 Year Timeline of America's Involvement in Military Conflict

    The 239 Year Timeline of America's Involvement in Military Conflict

    The 239 Year Timeline Of America’s Involvement in Military Conflict By Isaac Davis Region: USA Global Research, December 20, 2015 Theme: History, US NATO War Agenda Activist Post 18 December 2015 I should welcome almost any war, for I think this country needs one. – President Theodore Roosevelt The American public and the world have long since been warned of the dangers of allowing the military industrial complex to become such an integral part of our economic survival. The United States is the self-proclaimed angel of democracy in the world, but just as George Orwell warned, war is the health of the state, and in the language of newspeak, democracy is the term we use to hide the reality of the nature of our warfare state. In truth, the United States of America has been engaged in some kind of war during 218 out of the nation’s total 239 years of existence. Put another way, in the entire span of US history, this country has only experienced 21 years without conflict. For a sense of perspective on this sobering statistic, consider these4 facts about the history of US involvement in military conflict: Pick any year since 1776 and there is about a 91% chance that America was involved in some war during that calendar year. No U.S. president truly qualifies as a peacetime president. Instead, all U.S. presidents can technically be considered “war presidents.” The U.S. has never gone a decade without war. The only time the U.S. went five years without war (1935-40) was during the isolationist period of the Great Depression.
  • 26064 001 Cover Page.Indd

    26064 001 Cover Page.Indd

    UNIT I THE O'ODHAM O'ODHAM VILLAGE LIFE 11 Students will participate in simulated O'odham cultural activities to include an O’odham language lesson and role-playing various daily tasks such as food preparation, games, weaving and pot making. PAGE 1.7 CREATE AN O'ODHAM VILLAGE 22 Students will place a fictional O'odham village along a Santa Cruz River map while using their knowledge of cultural needs and climate restrictions. They will describe the advantages of their chosen site and draw a sketch of their village. PAGE 1.17 UNIT I - ARIZONA STATE STANDARDS - 2006 Lesson 1 - The O'odham SUBJECT STANDARD DESCRIPTION S1 C2 PO1 describe cultures of prehistoric people in the Americas S1 C2 PO2 describe cultures of Mogollon, Anasazi, Hohokam SOCIAL S1 C3 PO3 describe the location and cultural characteristics of Native STUDIES Americans S4 C5 PO1 describe human dependence on environment and resources to satisfy basic needs S1 C4 PO2 use context to determine word meaning S1 C4 PO3 determine the difference between figurative and literal language S1 C6 PO1 predict text content READING S1 C6 PO2 confirm predictions about text S2 C1 PO1 identify the conflict of a plot S2 C1 PO5 describe a character's traits S1 C1 PO1 generate ideas WRITING S1 C1 PO5 maintain record of ideas MATH S4 C1 PO2 identify a tessellation (mat weaving) SCIENCE S4 C3 PO1 describe how resources are used to meet population needs Lesson 2 - Create an O'odham Village SUBJECT STANDARD DESCRIPTION S1 C2 PO1 describe the cultures of prehistoric people in the Americas S1 C2 PO2 describe
  • DEMA Annual Report 2015

    DEMA Annual Report 2015

    ARIZONA DEPARTMENT OF EMERGENCY AND MILITARY AFFAIRS 2015 Annual Report Office of the Adjutant General 5636 E. McDowell Rd Phoenix, AZ 85008 Web site: dema.az.gov Social Media: Arizona National Guard AZNationalGuard AZNationalGuard RSS Arizona Division of Emergency Management ArizEIN azein AzEINvideo azeinblog RSS Cover: Soldiers and Airmen from the Arizona National Guard assemble in a mass formation during the Arizona National Guard Muster Dec. 7 at Arizona State University's Sun Devil Stadium in Tempe, Ariz. More than 4,000 Guard Members from throughout the state were present for the historic muster formation. (U.S. Army National Guard Photo by Staff Sgt. Brian A. Barbour) 2 Soldiers and Airmen from the Arizona National Guard assemble in a mass formation during the Arizona National Guard Muster Dec. 7 at Arizona State University's Sun Devil Stadium in Tempe, Ariz. More than 4,000 Guard Members from throughout the state were present for the historic muster formation. (U.S. Army National Guard Photo by Staff Sgt. Brian A. Barbour) INTRODUCTION AND EXECUTIVE SUMMARY On September 2, 1865, the Arizona National Guard was established with the first muster of the First Infantry Regiment of Arizona, comprised of five companies of more than 350 enlisted Soldiers and nine officers. From that first muster to serving as the acting Guard of Honor for President Woodrow Wilson during the treaty negotiations ending World War I to the 158th “Bushmasters” being recognized by General Douglas MacArthur as “No greater fighting combat team has ever deployed for battle” to our recent deployments to Afghanistan and Iraq, the Arizona National Guard has established a long and distinguished history of service to Arizona and our nation.
  • Diet and Health Among Native American Peoples

    Diet and Health Among Native American Peoples

    DIET AND HEALTH AMONG NATIVE AMERICAN PEOPLES: USING THE PAST TO COMBAT THE PRESENT THREAT OF TYPE II DIABETES Submitted to the Miami University Honors Program in partial fulfillment of the requirements for University Honors with Distinction by Chelsea Robertson Miami University Oxford, Ohio May 2009 Abstract Type II diabetes is a significant problem among many Native American communities. Incorporating elements of prehistoric diets, said to be much lower in fats and sugars than the ubiquitous processed foods of contemporary times, holds some promise in mitigating indigenous peoples’ predisposition to the condition. These diets were usually much more varied and plant-based than those of today, and first-hand collection and processing of foods expended more energy than a trip to the grocery store. A look at prehistoric health also reveals that agriculture was, like the industrial production of food is today, a significant event for human health, making food more accessible but less healthy. Diabetes is high in Native Americans for genetic, cultural, and socio-economic reasons; it originated in abrupt and often forced transitions to processed low-cost foods. The Indian Health Service, the health organization that serves many American Indians and Alaska Natives, is increasingly addressing diabetes, but its power is limited by funding shortages and cultural differences between the biomedical realm it inhabits and Native American cultures. Community organization and grassroots programs, as well as increased tribal control over health facilities, may make diabetes treatment and prevention programs more effective. Native American efforts to curb the diabetes epidemic may also provide models for other groups facing rising diabetes rates, mostly in supporting the tailoring of programs and diabetes education to people with specific histories and identities.
  • Akimel O'odham

    Akimel O'odham

    Akimel O’odham - Pee Posh OUR COMMUNITY OUR FUTURE Governor Lieutenant Governor William Rhodes Jennifer Allison-Ray ANew Direction CONTENTS www.gric.nsn.us | FALL 2007 4 Community Profi le 13 Tribal Government + Executive Offi ce 5 History + Legislative Offi ce + Judicial Offi ce + Pre-History + Early Contact 16 Community Portfolio + 19th and 20th Centuries 9 Water Settlement 17 Tribal Enterprises 10 Tribal Culture 23 Tribal Community 27 Tribal Districts View of Sacaton Mountains from Olberg Gila River farms - District 2, Blackwater Bridge District 2 A MESSAGE FROM THE GOVERNOR We welcome you to experience the rug- ged, awe-inspiring vistas of the South- west and the rich heritage of the Akimel O’odham (Pima) and Pee-Posh (Mari- copa). Historically, the strength of our culture has been the community spirit, industriousness, and maintaining our traditions and languages. Today, we con- tinue to face the challenge of preserving these core values while also meeting the demands of a rapidly changing world. Throughout Gila River’s history, our tribe has made innumerable contribu- tions and will continue to play an inte- gral role in the decades ahead. Governor William R. Rhodes 5 COMMUNITYFACTSHEET COMMUNITY PROFILE The Gila River Indian Community is located on 372,000 acres in south-central Arizona, south of Phoenix, Tempe, and Chandler. The reservation was established by an act of Congress in 1859. The Tribal administrative offi ces and departments are located in Sacaton, and serve residents throughout the seven community districts. The Gila River casinos are both owned and managed by the Gila River Indian Com- munity.
  • Knowledge, Attitudes and Behaviors Questionnaire (KAB)

    Knowledge, Attitudes and Behaviors Questionnaire (KAB)

    Knowledge, Attitudes and Behaviors Questionnaire (KAB) Version G Spring 2000 Student ID: _______________ Grade: 05 Student Name: (last) ________________________ Paste label to left (first, middle init.) ________________________ or Class ID: ________ Teacher: ________________ print information Student Name (print name here): Date: Tribal Identity 1 What tribe or tribes do you belong to? Circle the letter next to the tribe or tribes that you belong to. a. Apache b. Other tribe c. I do not belong to any tribe 2 Do you understand Apache when someone else speaks it? a. Yes b. No 3 Can you speak Apache? a. Yes b. No 4 What do you speak most at home? Please circle only one answer. a. Apache b. English 5 Do the adults in your house teach you about Apache people? a. Yes b. No Page 2 Tribal Identity 1 What tribe or tribes do you belong to? Circle the letter next to the tribe or tribes that you belong to. a. Oglala Lakota b. Sicangu Lakota c. Other tribe d. I do not belong to any tribe 2 Do you understand Lakota when someone else speaks it? a. Yes b. No 3 Can you speak Lakota? a. Yes b. No 4 What do you speak most at home? Please circle only one answer. a. Lakota b. English 5 Do the adults in your house teach you about Lakota people? a. Yes b. No Page 2 Tribal Identity 1 What tribe or tribes do you belong to? Circle the letter next to the tribe or tribes that you belong to. a.
  • Tribal Experiences and Lessons Learned in Riparian Ecosystem Restoration

    Tribal Experiences and Lessons Learned in Riparian Ecosystem Restoration

    This file was created by scanning the printed publication. Errors identified by the software have been corrected; however, some errors may remain. Tribal experiences and lessons learned in riparian ecosystem restoration Ronald K. Miller’, James E. Enote*, and Cameron L. Martinez3 Abstract.-Riparian ecosystems have been part of the culture of land use of native peoples in the Southwest United States for thousands of years. The experiences of tribal riparian initiatives to incorporate modern elements of environment and development with cultural needs are relatively few. This paper describes tribal case examples and approaches in riparian manage- ment which may advance discussions of cultural values in resource manage- ment for rural and developing communities such as those on tribal lands in the United States. INTRODUCTION For many tribes in the arid Southwest, rivers, streams, and springs were, and continue to be, the “Mastamho drove a willow stick into the ground and “center of existence.” Neither the people, nor the drew out the water that became the Colorado River unique cultures that developed, could survive and with it came the fish and ducks. He gave the without the “lifeblood of the desert”: The people the river and everything along the river. Southwest’s rivers and streams. Whatever grew there was theirs, as he said, and they were the Aha Macave, the Mojave, the people who live along the river.” CENTERS OF EXISTENCE So states the Mojave’s creation story. The story provides background and valuable insight into the Most Southwest tribes still live along the river significance of a particular river to tribal custom courses and depend on them for a wide variety of and culture.
  • Sculpted Sandstone Kayakers Go Overboard on Apache Lake

    Sculpted Sandstone Kayakers Go Overboard on Apache Lake

    After 100 Years, FOSSIL CREEK Will Flow WILD and FREE arizonahighways.com JUNE 2004 rarely seen Beauty Sculpted Sandstone Kayakers Go Overboard on Apache Lake Indian Arts Showplace Heard Museum Marking Its 75th Year A Survival Struggle Flight of the Condors {also inside} JUNE 2004 46 DESTINATION Walnut Canyon The Sinagua Indians had good reason to build their 22 COVER/PORTFOLIO 36 TRAVEL homes along the cliffs of Walnut Canyon. Nature’s Handiwork Chaos in a Tandem Kayak 42 BACK ROAD ADVENTURE in Sandstone Two wigglesome paddlers take a water-camping Drive through the stark beauty of Monument Valley class on Apache Lake and have a boatload of on the Navajo Indian Reservation. The odd shapes of multicolored petrified dunes called trouble getting the hang of capsize recovery. Coyote Buttes grace Arizona’s border with Utah. 48 HIKE OF THE MONTH The route up Strawberry Crater near Flagstaff ENVIRONMENT travels an area once violent Paria Canyon- 6 with volcanic activity. Vermilion Cliffs Fossil Creek Going Wild Again Wilderness By the end of December, this scenic stream in Coyote Monument 2 LETTERS & E-MAIL Buttes Valley central-Arizona will revert to a natural state as two Grand Canyon electric power plants are closed after nearly a 3 TAKING THE National Park OFF-RAMP Strawberry Crater hundred years of operation. Walnut Canyon National Monument 40 HUMOR Fossil MUSEUMS Creek 16 PHOENIX Heard Museum Marks 41 ALONG THE WAY Apache A nostalgic drive across Maricopa Lake Wells 75th Anniversary America is hard to beat— TUCSON Phoenix’s noted institution for Indian arts and culture except by arriving home continues to tie native creativity and traditions to in Arizona.
  • Journal of Arizona History Index, F

    Journal of Arizona History Index, F

    Index to the Journal of Arizona History, F Arizona Historical Society, [email protected] 480-387-5355 NOTE: the index includes two citation formats. The format for Volumes 1-5 is: volume (issue): page number(s) The format for Volumes 6 -54 is: volume: page number(s) F Faber, Jerdie (Indian school teacher) 6:131 Fabila, Alfonso, cited 8:131 “The Fabulous Sierra Bonita,” by Earle R. Forrest 6:132-146 “The Face of Early Phoenix,” compiled by A. Tracy Row 13:109-122 Faces of the Borderlands, reviewed 18:234-35 Facts About the Papago Indian Reservation and the Papago People, reviewed 13:295-97 Fagan, Mike, of Harshaw 6:33 Fagen, Ken, photo of 50:218 Fagerberg, Dixon, Jr., book by, reviewed 24:207-8 Fagerberg, John E. 39:163 Fages, Pedro 13:124, 126-29; 44:50, 51, 71 n. 28 biography of 9:223-44 cited 7:62 diary of 9:225-44 diary of, listed 27:145 1 Index to the Journal of Arizona History, F Arizona Historical Society, [email protected] 480-387-5355 Fahlen, F. T. 14:55-56 Fahlman, Betsy, book by, reviewed 44:95-96; 51:381-83 book reviewed by 42:239-41; 47:316-17; 51:185-86 books reviewed by 49:293-94 Fain, Granville (Dan) 19:261-62, 264, 271 Fain, Norman W. 19:264, 266; 43:364, 366 Fair, Captain (at Santa Cruz in 1849) 28:108 Fair, James G. 34:139-40 Fair Laughs the Morn, by Genevieve Gray, reviewed 36:105 Fair Price Commission 46:158 Fair, (senator of Nevada) IV(1)37 Fair Truckle (horse) 47:17 Fairbank, Arizona 7:9; 8:164, 166, 168; 37:7, 24 n.