Nizhónígo Nee Ado’ááł (Have a beautiful day)
"Join us via Zoom, to hear from Billy Mills, Oglala Lakota tribal member and 1964 Olympic Gold Medalist. Sharing a memorable and inspiring presentation on his athletic career along with the organization he started following his Olympic success, Running Strong for American Indian Youth. It will include an opportunity for guests to ask questions. Please share with anyone interested."
Repost from Nebo School District Webpage:
"The Utah Women & Leadership Project(link is external) is hosting an online workshop for high-school aged young women. The workshop is titled “Emotional Wellbeing for Young Women: Understanding Your Brain, Body, and Behavior.” The workshop will be held on Tuesday, November 17 from 6:00 p.m. -7:30 p.m.
Dr. Christy Kane is the presenter for the workshop, and she will discuss some of the common emotional challenges that teens struggle with today. She will help unpack some underlying beliefs and thought processes around body image, anxiety and depression, and other emotional struggles, which will help increase mental health stability. Parents are encouraged to join as well. More information and the registration link for the workshop can be found here(link is external).
#BeTheMagic #NeboHero #NeboSchoolDistrict #StudentSuccess #EmpowerStudents #EngageStudents #FocusOnStudents #LoveUTpublicSchools #UtPol #UtEd #ThankATeacher #LoveTeaching #covid19 #staywellnebo"
Test Preparation at the University of Utah is now enrolling students into ACT and GRE courses for the Fall 2020 and Spring 2021 semesters. The cost of these courses is covered through COVID course financial assistance for qualifying students. For details about the course offerings, please visit https://continuinged.utah.edu/cares/prep.
Space is limited so please apply soon!
Please know these times are for Pacific Standard Time, so times will differ for Mountain Standard Time.
"United National Indian Tribal Youth, Inc. (UNITY) will hold a series of webinars this fall that will further its mission of fostering the spiritual, mental, physical, and social development of American Indian and Alaska Native Youth. The series will kick off on Monday, October 5 at 6 p.m. PST with an Instagram live discussion on “Native Youth Vote 2020 – Then and Now.” The remaining webinars will take place on Tuesdays (youth-focused topics) at 1 p.m. PST or 3 p.m. PST, and Thursdays (adult-focused topics) at 12 p.m. PST, and will be conducted via Zoom or Instagram. Links to participate can be found on UNITY’s website, or on the list below.
The eight-week webinar series will be sponsored in part by Comcast NBCUniversal and Nike N7. A November webinar will be sponsored by Nike N7 as part of their commitment to National Native American Heritage Month.
“We are launching this series of webinars to engage with our communities on the topics that are most relevant to Native youth today, and to help adult leaders better engage and support them,” said UNITY Executive Director Mary Kim Titla. “We want to thank our wonderful sponsors, Comcast NBCUniversal and Nike N7 for making these webinars possible.”
Monday, October 5, at 6 p.m. PST– Native Youth Vote 2020 – Then and Now on Instagram
Tuesday, October 13, at 1 p.m. PST / 4 p.m. EST – How to be a Better Virtual Student click to watch a recording
Tuesday, October 20, at 3 p.m. PST / 6 p.m. EST– Water Protection and Water Rights on Instagram
Tuesday, October 27, at 1 p.m. PST / 4 p.m. EST– Applying Traditional Knowledge in STEM Fields click to register in advance
Tuesday, November 3, at 3 p.m. PST / 6 p.m. EST– Engaging with Native Youth Through Social Media on Instagram
Tuesday, November 10, at 3 p.m. PST / 6 p.m. EST – Taking Your Game to the Next Level – Tips and Advice on Becoming a Collegiate Student-Athlete click to register
Tuesday, November 17, at 3 p.m. PST / 6 p.m. EST– Nike N7 Collaboration – An Athlete Discussion with Nike N7 Ambassadors – Native American Heritage Month – click to register in advance
Tuesday, December 1, at 3 p.m. PST / 6 p.m. EST – Native Youth Perspectives on the 2020 Elections on Instagram"
Repost from April Brown.
"As educators and caregivers, it’s imperative that we have honest and brave conversations with the children in our lives. This includes disrupting false narratives when we hear them being perpetuated in our homes and schools. The myth that Columbus was a hero is not only harmful, it’s also unfair to children when grown-ups they trust withhold the truth.
In an attempt to honor and recognize Indigenous people as the first inhabitants of the United States, Indigenous Peoples’ Day is being celebrated in many cities throughout the country. While advocating for the observation of Indigenous Peoples’ Day is a step forward, the inaccurate and whitewashed history that is taught in most schools contributes to the erasure of over 500 Native nations. We can do better by centering Indigenous voices and stories all year, even with our littlest learners.
This Indigenous Peoples’ Day, commit to teaching children to make deep connections to the land and present-day Native nations, along with amplifying and learning about Indigenous heroes, artists, writers and musicians all year long. Here are some ideas to get started:
Disrupt the “People of the Past” Narrative
Debbie Reese, a Nambé Pueblo scholar and educator said, “Choose books that are tribally specific (that name a specific tribal nation and accurately present that nation), written by Native writers, set in the present day, and relevant all year round, keeping Native peoples visible throughout the school year.” Involve young learners in researching whose land you are on. This small but critical action will support children in making connections to the land and the original inhabitants and stewards of the places they call home.
Explore Whose Land: Territories by Land. This online resource provides information about Native nations throughout the United States and access to many of the Native nations’ websites. The websites provide a platform to research upcoming events and ways you can support local Indigenous communities. As you research over time, ask children prompting questions such as:
- Who were the first people who lived here?
- Do they still live here?
- If [insert specific tribal nation] do not live here, who forcibly removed them?
- Where do [insert specific tribal nation] live now? What are they doing?
- Do [insert specific tribal nation] still speak their language? If not, what does that mean?
Seek out Indigenous Created Resources
Children have a good sense of what is fair and what is not. Extend their learning about white settler colonialism by watching “Grandpa’s Drum” from “Molly of Denali.” “Molly of Denali” was created by Alaska Native writers and advisers. It’s also one of the first children’s television programs to have a Native American lead. Here are some tips for making the most of this resource:
- Define shared language. As you watch, talk about words like American Indian, Native American and Alaska Native. Explain that most Indigenous people prefer to be called by their specific tribal group. Remind your child that if they aren’t sure, the best thing to do is ask! Encourage your child to practice saying the Athabascan words you hear. Relate this to the importance of being able to speak one’s home language and honoring one’s identity by saying given names accurately.
- Learn about the creation of the episode. Watch this clip on the making of “Grandpa’s Drum” to learn more about the real-life experiences of Alaska Natives who were sent away to faraway boarding school.
- Talk about ideas and feelings. Use the “Grandpa’s Drum” Viewing Guide to have courageous conversations with children. Some ideas to empower children to think deeply include:
- How do you think Grandpa Nat felt when he was sent away to boarding school as a child?
- Why did he give away his drum?
- Why do you think Shyahtsoo’s doll was taken away? What was it replaced with?
- What kind of doll is Shyahtsoo’s granddaughter shown playing with today? What do you think that means?
Have Conversations About Community and Heritage
Molly of Denali” was created by Alaska Native writers and advisers and is one of the first children’s television programs to have a Native American lead. | PBS KIDS
Healthy identity development is critical to fostering resiliency, self-love and emotional growth. Children can recognize and celebrate their own cultures and cultural identities while also respecting and honoring the experiences of others.
- Community: Discuss what a community looks, sounds and feels like. Create a piece of artwork, poem, sculpture or song that illustrates this concept. Ask children to reflect on questions, such as:
- What does community mean?
- In what ways do we show we care about each other?
- Why is it important that everyone has a voice in our community?
- What are our community values? Why?
- Heritage: Explain heritage to children in kid-friendly language. For example, heritage is the family history and cultural practices given to us by our ancestors. Elaborate that our ancestors are people in our family who lived before us. Reinforce that many people have more than one heritage. Involve children in thinking about the languages, music and traditions that are part of their heritage. Support children in developing an appreciation for the cultures of others by watching Emma Stevens sing “Blackbird” in Mi’kmaq, or reading “Fry Bread: A Native American Family Tradition” by Kevin Noble Maillard, which beautifully illustrates Maillard’s multiracial heritage as a member of the Mekusukey band of the Seminole Nation and a Black American.
Read Indigenous Created Kid-Lit
Representation matters. Books must provide windows for children to learn about experiences different from their own, while also validating their own lived experiences by providing mirrors into their multiple identities. There are brilliant Indigenous children’s authors writing so much goodness right now. Here are a few must-reads:
- “We Are Grateful: Otsaliheliga” by Traci Sorell. Otsaliheliga (oh-jah-LEE-hay-lee-gah) is a word that Cherokee people use to express gratitude. This beautiful book was written by Traci Sorell, a citizen of the Cherokee Nation, and supports children in learning about Cherokee celebrations and experiences.
- “Go Show the World: A Celebration of Indigenous Heroes” by Wab Kinew. Children of all ages love this book where the text transforms into a lyrical rap that introduces children to historic and modern-day Indigenous heroes. Kinew is a member of the Midewin.
- “A Coyote Columbus Story” by Thomas King & William Kent Monkman. Young children experience the myths that surround Columbus’ voyages and learn how critical it is to ask, “Who is validated in this story?” and “Whose perspective is missing?” Thomas King is of Cherokee and Greek descent and William Kent Monkman is a Cree artist."
Repost from Facebook:Dear Navajo Weavers,The Adopt A Native Elder virtual Rug Show and Sale is quickly approaching! If you would like to consign any rugs to be featured in the show, you must contact Linda Myers at (435) 962-0535. Send a picture of your rug, the rug size, and the price of your rug along with your contact information.All rugs must be received by October 19th to be featured in the show.As always, when you sell a rug through Adopt A Native Elder, you set your own prices, and you receive 100% of the sales price if your rug sells!We know that many of you haven't had anywhere to sell your rugs for the last seven months, we hope our community can offer a marketplace for you to sell your rugs before winter!Blessings,Adopt A Native Elder
Prepared by Debbie Reese (Nambé Owingeh) and Jean Mendoza (White) American Indians in Children’s Literature
"As educators develop or adapt lesson plans to teach about Native peoples, we recommend attention to the following:
(1) “American Indian” and “Native American” are broad terms that describe the Native Nations of peoples who have lived on North America for thousands of years. Recently, “Indigenous” has come into use, too (note: always use a capital letter for Indigenous). Many people use the three terms interchangeably but educationally, best practice is to teach about and use the name of a specific Native Nation.
(2) There are over 500 sovereign Native Nations that have treaty or legal agreements with the United States. Like any sovereign nation in the world, they have systems of government with unique ways of selecting leaders, determining who their citizens are (also called tribal members), and exercising jurisdiction over their lands. That political status distinguishes Native peoples from other minority or underrepresented groups in the United States. Native peoples have cultures (this includes unique languages, stories, religions, etc.) specific to who they are, but their most important attribute is sovereignty. Best practice—educationally—is to begin with the sovereignty of Native Nations and then delve into unique cultural attributes (languages, religions, etc.)
(3) There is a tendency to talk, speak, and write about Native peoples in the past tense, as if they no longer exist. You can help change that misconception by using present tense verbs in your lesson plans, and in your verbal instruction when you are teaching about Native peoples.
(4) Another tendency is to treat Native creation and traditional stories like folklore or as writing prompts, or to use elements within them as the basis for art activities. Those stories are of religious significance to Native peoples and should be respected in the same ways that people respect Bible stories.
(5) In many school districts, instruction and stories about Native peoples are limited to Columbus Day or November (Native American month) or Thanksgiving. Native peoples are Native all year long and information about them should be included year-round.
(6) Native peoples of the 500+ sovereign nations have unique languages. A common mistake is to think that “papoose” is the Native word for baby and that “squaw” is the word for woman. In fact, each nation has its own word for baby and woman, and some words—like squaw—are considered derogatory. We also have unique clothing. Some use feathered headdresses; some do not.
(7) To interrupt common misconceptions, develop instructional materials that focus on a specific nation—ideally—one in the area of the school where you teach. Look for that nation’s website and share it with your students. Teach them to view these websites as primary sources. Instead of starting instruction in the past, start with the present day concerns of that nation.
(9) The National Congress of American Indians has free resources online that can help you become more knowledgeable. An especially helpful one is Tribal Nations and the United States: An Introduction, available here: http://www.ncai.org/about-tribes.
(10) Share what you learn with your fellow teachers! "
© American Indians in Children's Literature.
To read to full pdf, please use this link.
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