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Minnesota Chippewa Indians, a Handbook for Teachers. By- Crawford, Dean A

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Minnesota Chippewa Indians, a Handbook for Teachers. By- Crawford, Dean A R E P O R T R E S U M E S ED 017 383 RC 002 358 MINNESOTA CHIPPEWA INDIANS, A HANDBOOK FOR TEACHERS. BY- CRAWFORD, DEAN A. AND OTHERS UPPEP MIDWEST REGIONAL EDUC. LAB. INC., ST. PAUL PUB DATE 67 EDRS PRICE MF-$0.50 HC-$4.64 114P. DESCRIPTORS- *AMERICAN INDIANS, ATTITUDES' ADOLESCENTS, BIBLIOGRAPHIES, *CULTURALLY DISADVANTAGED, CULTURE CONFLICT, *DISADVANTAGED YOUTH, EDUCATION, INSTRUCTIONAL MATERIALS, PARENTS, *RESOURCE UNITS, STUDENTS, STUDENT ALIENATION, TEACHERS, WITHDRAWAL, THIS BOOKLET WAS WRITTEN PRIMARILY FOR ELEMENTARY AND SECONDARY TEACHERS WHO NEED TO LEARN MORE ABOUT THE CHIPPEWA INDIAN PUPILS OF NORTHERN MINNESOTA. IT INCLUDES INFORMATION ON THE CHARACTERISTICS OF CULTURALLY DISADVANTAGED PUPILS, CHIPPEWA CHARACTERISTICS, ATTITUDES CONCERNING INDIAN EDUCATION, AND SUGGESTIONS FOR TEACHERS OF INDIAN CHILDREN. CONSIDERABLE SPACE IS DEVOTED TO A RESOURCE UNIT CONTAINING AN ANNOTATED LIST OF SELECTED TEACHING MATERIALS, A BIBLIOGRAPHICAL REFERENCE SECTION, AN APPENDIX WITH ADDRESSES CF SELECTED ORGANIZATIONS AND AGENCIES SERVING MINNESOTA CHIPPEWA, AND A LIST OF HIGHER EDUCATION OPPORTUNITIES FOR INDIAN STUDENTS. (ES) The cover design was suggested by David Petersot.; art work and layout by James E. Matteson. The symbols are copied from relics, rock paintings and Midi scrolls. i. Thunderbird 2. War Canoes (Geemahnays) 3. Bear (Mahgwah) 4. Devi 'man (Mahchee Mahneedoo) 5. Kingfisher (Kishkemunasee) 6. Underground Panther 7. Thunderbird 8. Night Panther 9. Land Tortoise (Mikenok) The border represents a variation of the Chippewa ottertail design. U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY ASRECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIALOFFICE OF EDUCATION POTION OR POLICY. MINNESOTA CHIPPEWAINDIANS. A Handbook for Teachers by Dean A. Crawford David L. Peterson Virgil Wurr * UPPER MIDWEST REGIONAL EDUCATIONALLABORATORY 2698University Avenue St. Paul, Minnesota 55114 1967 1 .. THE AUTHORS DEAN A. CRAWFORD is Professor of Education at the Univer- sity of Minnesota, Duluth.He has previously taught social science and education in Iowa and Indiana. While on sabbatical leave during the 1966-67 school year, Dr. Crawford lived on the Nett Lake and Grand Portage Indian Reservations and also spent considerable time in the schools serving the Fond du Lac Reservation. DAVID L. PETERSON has, since 1960, been principal of Cook County's elementary school at Grand Portage, Minnesota, where he and his wife provide the instruction. He is widely known in Minnesota for his efforts to preserve the Chippewa heritage, to teach elements of the language to his pupils, and to familiarize non-Indian people with Grand Portage. VIRGIL WURR is principal of the Nett Lake, Minnesota, elemen- tary school where he has taught since 1954.Prior to that time he taught Indian children at Morton, Minnesota.Mr. Wurr is also a cer- tificated counselor and has been involved in counseling Indian students at both elementary and secondary levels and working with parents in the village of Nett Lake. TABLE OF CONTENTS ti Page THE AUTHORS PREFACE iv I. INTRODUCTION 1 "What's a Nice Kid Like You Doing in a Place Like This?" 1 "But Is There Really a Need?" 3 II. CHARACTERISTICS OF CULTURALLY DISADVANTAGED PUPILS 5 "What Do You Mean, I'm Disadvantaged ? 5 "Are All Indian Children CulturallyDisadvantaged?" 6 "Will The Real Disadvantaged Child Please Stand Up ? ". 6 "When Is a Disadvantage Really An Advantage?" 11 III. ON BEING INDIAN 13 "Is the Only Good Indian a Red Indian?" 13 "Chippewa or Ojibwa?" 14 "Why Would Anyone Like That Sort of Life Anyway?" 14 "Isn't There an Excessive Amount of Crime Among Indians?" 15 "Is There Really a Serious Drinking Problem?" 16 "Aren't There Some Indian Traits of Intelligence or Particular Skills Which Are RaciallyInherited?" 18 "Why Hasn't the Indian Been as Successful as the Immigrants in Getting Ahead?" 18 "Why Not Just Abolish the Reservation?" 18 "But Shouldn't Total Indian Assimilation Be the Ultimate Goal?" 19 "Wouldn't It Be Better to Ignore Indian Characteristics Altogether?" 20 IV. CHIPPEWA CHARACTERISTICS 23 Emphasis on Individuality. 23 Social Relations 24 Aspirations and Models of Behavior 26 Mysticism; Systems of Beliefs 27 Hypothetical Cases 28 Case No. 1Adolescent Withdrawal 28 Case No. 2Culture Conflict 30 Case No. 3 Alienation.. 32 Case No. 4Success 34 V. ATTITUDES CONCERNING EDUCATION 39 Attitudes of Indian Parents 39 Indian Student Attitudes 40 Attitudes of Teachers of Indian Pupils 42 VI. SUGGESTIONS "What Can the Individual Teacher Do?" 45 "What Can the School System Do?" 50 "What Can the State of Minnesota. Do?" 53 The Problem of Regular Attendance 54 FOOTNOTES 57 A RESOURCE UNIT: MINNESOTA'S CHIPPEWA 59 History of Minnesota's Chippewa Indians 61 Cultural, Social and Organizational Development of the Early Minnesota Chippewa 71 Minnesota's Chippewa in the Modern World 82 Suggestions for Teaching Activities 90 Annotated List of Selected Teaching Materials 91 FOOTNOTES FOR A RESOURCE UNIT 99 BIBLIOGRAPHY 101 APPENDIX AADDRESSES OF SELECTED ORGANIZATIONS AND AGENCIES SERVING MINNESOTA CHIPPEWA 104 APPENDIX BHIGHER EDUCATION OPPORTUNITIES FOR INDIAN STUDENTS 107 1 PREFACE iv. "Americans not in direct contact with Indians may not even be aware of their existence mostof the time, and the experience of rediscovery, when Indiansmake head- lines, may itself be disturbing.Indians are a reminder of a past that troubles the American conscience. ..The unique legal status of Indians, when it obtrudesand re- veals that Indians may have special rights othercitizens do not have, is equally disturbing.It offends the Amer- ican sense of fitness and equality. They have survived the exterminations. .the forced evacuations. ..and the concentration of tribal groups in restricted areas, stripped of their traditional landbase. Most important of all,they have survived despite the generations of national effort to force assimilation upon them, for our dominant Indian policy fromthe beginning has been assimilation. .The time is past when Indian communities can be dismissedas'segregation'oras 'concentration camps'. How Indian islife in these communities?Measured by externals, by i.lothes and housing, by useof non-Indian technology and gadgets, or by ways in which many now make a living,it may appear that the people of these communities have on the whole adopted our ways . The Indians have been making accommodationsand ad- justments to our society and economy from earlytimes, and they continue to dO SO...But adoption of the ex- ternals of Americanlifeis not neatly correlated with accompanying changes in basic Indian attitudes,mind, and personality.Feelings and attitudes, the life of the inner man, change more slowly than utilitarianfeatures of comfort and convenience. It has become increasingly probable that manyof the (Indian) communities that have endured arelikely to be with us for a long and indefinite future unlessradical or brutal measures are taken to disorganizeand disperse them. We may have to come to terms with apeople who seem determined to have ahand in shaping their own destiny." The general public's impression of theIndian reservation of today is too often composed of misconceptionsabout a scene of poverty, backwardness, drunkenness, disrespect forthe law, lack of education, community disorganization and laziness.They also have a vague and uneasy feeling that modernsociety is at fault; that the inroads of " " civilizationhave forced Indian people into a positionof abandoning v. PREFACE their traditions in order to survive.But this unfairly considers only certain characteristy:s of the lives of a few of the Indians who are most commonly observed. What is the picture of the rest of their lives, and those of their relatives and neighbors? The authors of this handbook share feelings of guilt with the rest of the population concerning the historic abuses committed against the Indian peoples. That is not the motivation for this booklet, how- ever. The chairman of the Blackfeet Tribal Council spoke at a conference in early 1967, saying "Why is it so important that Indians be brought into the mainstream of American life?I would not know how to inter- pret this phrase to my people in our language."2 Perhaps a concept so foreign as to be non-translatable needs re-examination. We, as teachers, believe that Indians should be accorded the same rights as other citizens in choosing their way of life; that formal edu- aion in a public school can ass;st them in making those choices; that ruiatively few Indian children in Minnesota today are getting that kind of assistance; and that the two facets of this problem which we might be able to influence are (1) the Indian child's perception of himself and his aspirations, and (2) the teachers' attitudes concerning Indians and their education. As we began work on this project, various Indian and non-Indian people suggested some rather pointed questions which needed to be faced.Most of these called for statements of opinions. As we found ourselves more and more impressed with the extent to which success- ful Indian education depends upon reasonable attitudes, we decided to utilize some of those questions as subtitles for appropriate sections of the booklet.Further description of the purpose of the handbook and its underlying philosophy is included in Chapter I. We express our appreciation for the suggestions, contributions, and encouragement from the many people who played a part in this effort: in particular, Peter Dufault, Roger Jourdain, Maurice Ojibway, Allen Wilson, Erwin Mittleholtz, Walter Christopherson, Hildegard Thomp- son, Ada Deer and the parents, students and teachers from the Nett Lake, Fond du Lac and Grand Portage vicinities. Essential cooperation PREFACE vi. and funding is gratefully acknowledgedfrom the Upper Midwest Re- gional Educational Laboratory, theUniversity of Minnesota, and the Minnesota State Department of Education. I ilitliii,101,,14,, it p,'/ /7'14, iii, it(t10"":80611 . .Q,`, / 11,,,,ipoi,,,,,,,(0, 1//f,lelliklo, It,Ili/ 11 '111, JO n / 011 i di.
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