Boozhoo,
Benefit of technology & Creating a learning Community
With this rather new phenomenon, and through my involvement in Ceremonies and with Elders and Traditional Teachers, that Aboriginal conceptions of reality still remain true to the Original Instructions given by the Creator and the traditions that have been passed down through countless generations. Many traditonal minded Natives continue to share their knowledge and explore the complexity of Creation in a traditional way. However, it is also, I believe, appropriate to suggest that we live in a time when new generations are gradually beginning to discuss their traditions in new ways. Traditional knowledge also recognizes that there are given assumptions or beliefs that must be acknowledged. Assumptions and beliefs are thorny issues in academia; nevertheless, they exist as a foundational structure within this traditional method. Assumptions and beliefs are generally defined. This definition can be misleading, potentially bringing one to the conclusion that there is no rigorous system implied in a Traditional method. It is here that we have the first instance of confusion based in language.
The only drawback, that I experienced in this journey was my laptop was not compatiable to complete all work, it wasn't until I met Brian in Hayward on Saturday April 17 and using his laptop to get up to speed. I am going to purchase a Mac this summer.
This led me to when I was leanring the speech and figuring out how to get it to class, my brother who lives in Wausau helped to record a CD on his Mac, which has the software garage band (awesome) and this will be helpful looking ahead to using more technology in our big assignment with Mary in producing a curriculum DVD or CD.
I want to say Migwech to Waabishkimakwa for all the support and teachings.
Ahaw
Chi-abay
Wednesday, May 13, 2009
Friday, May 1, 2009
How Do our Teachers Become Licensed to Teach?
AMERICAN INDIAN STUDIES PROGRAM "Act 31"
In 1983, the people of Wisconsin were largely unprepared for the implications of the Voight Decision, the federal court decision which affirmed the reserved rights of the Lake Superior Bands of Chippewa. The curriculum in Wisconsin’s public schools had included very little about the history, culture, or tribal sovereignty of the other federally-recognized tribes and bands in the state, and until recently, adequate instructional resources were largely unavailable. This lack of information led to a lack of understanding, and the societal problems which arose illustrated the need for accurate, authentic information about American Indians. In 1989, the Wisconsin State Legislature acted to address this situation by requiring all public schools to provide instruction about the histories, cultures, and tribal sovereignty of the federally-recognized tribes and bands in the state. These requirements were designed to provide Wisconsin’s students with instruction in American Indian Studies because of its academic appropriateness and its potential to serve as a positive force with which to combat misunderstanding and social unrest.
DESCRIPTION
The 1989-1991 biennial budget, 1989 Act 31, instituted a set of instructional requirements related to American Indians and broader themes of human diversity. It also established the American Indian Studies Program within the Department of Public Instruction to support public school districts’ efforts to design and implement appropriate instructional efforts in American Indian Studies as required by state law. The law requires all public schools to provide instruction in the history, culture, and tribal sovereignty of the federally-recognized tribes and bands in the state. Related statutes deal with teacher education, education in human relations, and the use of appropriate instructional materials. Since the dissolution of the American Indian Language and Culture Education Board in 1997, the American Indian Studies Program has also been assigned primary responsibility for American Indian Language and Culture Education Programs. The program also addresses related concerns regarding the education of American Indian students in the public schools. Program staff currently consists of one full-time consultant and one part-time program assistant.
PLAN OF ACTION
The primary roles of the American Indian Studies (AIS) staff include providing information, training, and technical assistance to districts; developing or acquiring resources and materials to facilitate quality instruction; and serving as the DPI liaison to tribal communities and organizations statewide. Program staff frequently present at local, regional, and statewide conferences, trainings and inservices, and organize an annual American Indian Studies Summer Institute. To maximize effectiveness, staff frequently collaborate with tribes, CESAs, and school districts to establish ongoing collaborative relationships.
IMPACT
The program’s activities build teachers’ capacity to serve students in Wisconsin’s schools and support efforts to address long-held stereotypes, omissions, and inaccuracies concerning American Indians. This instruction enables students to become better informed about the rich heritage of the federally-recognized tribes and bands residing in the state. It also fosters the ability to learn about, experience, understand, and appreciate another culture -- an important skill to be successful, contributing members of society in a changing world.
AMERICAN INDIAN STUDIES AND RELATED STATUTES
As a result of the efforts and recommendations of the 1984 Ad Hoc Commission on Racism, the American Indian Language and Culture Education Board, and by various individuals, groups, and organizations, amendments to the 1989-1991 biennial budget were signed by Governor Thompson on August 3, 1989. The following are statutes relating to the instruction in American Indian history, culture, and tribal sovereignty:
Chapter 115 - State Superintendent: General Classifications and Definitions: Handicapped Children
115.28 General Duties
(17) AMERICAN INDIAN LANGUAGE AND CULTURE EDUCATION.
(d) In coordination with the American Indian Language and Culture Education Board, develop a curriculum for grades 4 to 12 on the Chippewa Indians’ treaty-based, off-reservation rights to hunt, fish and gather.
Chapter 118 - General School Operations
118.01(c) Citizenship. Each school board shall provide an instructional program designed to give pupils:
7. An appreciation and understanding of different value systems and cultures.
8. At all grade levels, an understanding of human relations, particularly with regard to American Indians, Black Americans and Hispanics.
Chapter 118 - General School Operations
118.19 Teacher Certificates and Licenses
(8) Beginning July 1, 1991, the state superintendent may not grant to any person a license to teach unless the person has received instruction in the study of minority group relations, including instruction in the history, culture and tribal sovereignty of the federally-recognized American Indian tribes and bands located in the state.
Chapter 121 - School Finance
121.02 School District Standards
(1) Each school board shall:
(h) Provide adequate instructional materials, texts and library services which reflect the cultural diversity and pluralistic nature of American society.
(L)4 Beginning September 1, 1991, as part of the social studies curriculum, include instruction in the history, culture and tribal sovereignty of the federally recognized American Indian tribes and bands located in this state at least twice in the elementary grades and at least once in the high school grades.
Brian
In 1983, the people of Wisconsin were largely unprepared for the implications of the Voight Decision, the federal court decision which affirmed the reserved rights of the Lake Superior Bands of Chippewa. The curriculum in Wisconsin’s public schools had included very little about the history, culture, or tribal sovereignty of the other federally-recognized tribes and bands in the state, and until recently, adequate instructional resources were largely unavailable. This lack of information led to a lack of understanding, and the societal problems which arose illustrated the need for accurate, authentic information about American Indians. In 1989, the Wisconsin State Legislature acted to address this situation by requiring all public schools to provide instruction about the histories, cultures, and tribal sovereignty of the federally-recognized tribes and bands in the state. These requirements were designed to provide Wisconsin’s students with instruction in American Indian Studies because of its academic appropriateness and its potential to serve as a positive force with which to combat misunderstanding and social unrest.
DESCRIPTION
The 1989-1991 biennial budget, 1989 Act 31, instituted a set of instructional requirements related to American Indians and broader themes of human diversity. It also established the American Indian Studies Program within the Department of Public Instruction to support public school districts’ efforts to design and implement appropriate instructional efforts in American Indian Studies as required by state law. The law requires all public schools to provide instruction in the history, culture, and tribal sovereignty of the federally-recognized tribes and bands in the state. Related statutes deal with teacher education, education in human relations, and the use of appropriate instructional materials. Since the dissolution of the American Indian Language and Culture Education Board in 1997, the American Indian Studies Program has also been assigned primary responsibility for American Indian Language and Culture Education Programs. The program also addresses related concerns regarding the education of American Indian students in the public schools. Program staff currently consists of one full-time consultant and one part-time program assistant.
PLAN OF ACTION
The primary roles of the American Indian Studies (AIS) staff include providing information, training, and technical assistance to districts; developing or acquiring resources and materials to facilitate quality instruction; and serving as the DPI liaison to tribal communities and organizations statewide. Program staff frequently present at local, regional, and statewide conferences, trainings and inservices, and organize an annual American Indian Studies Summer Institute. To maximize effectiveness, staff frequently collaborate with tribes, CESAs, and school districts to establish ongoing collaborative relationships.
IMPACT
The program’s activities build teachers’ capacity to serve students in Wisconsin’s schools and support efforts to address long-held stereotypes, omissions, and inaccuracies concerning American Indians. This instruction enables students to become better informed about the rich heritage of the federally-recognized tribes and bands residing in the state. It also fosters the ability to learn about, experience, understand, and appreciate another culture -- an important skill to be successful, contributing members of society in a changing world.
AMERICAN INDIAN STUDIES AND RELATED STATUTES
As a result of the efforts and recommendations of the 1984 Ad Hoc Commission on Racism, the American Indian Language and Culture Education Board, and by various individuals, groups, and organizations, amendments to the 1989-1991 biennial budget were signed by Governor Thompson on August 3, 1989. The following are statutes relating to the instruction in American Indian history, culture, and tribal sovereignty:
Chapter 115 - State Superintendent: General Classifications and Definitions: Handicapped Children
115.28 General Duties
(17) AMERICAN INDIAN LANGUAGE AND CULTURE EDUCATION.
(d) In coordination with the American Indian Language and Culture Education Board, develop a curriculum for grades 4 to 12 on the Chippewa Indians’ treaty-based, off-reservation rights to hunt, fish and gather.
Chapter 118 - General School Operations
118.01(c) Citizenship. Each school board shall provide an instructional program designed to give pupils:
7. An appreciation and understanding of different value systems and cultures.
8. At all grade levels, an understanding of human relations, particularly with regard to American Indians, Black Americans and Hispanics.
Chapter 118 - General School Operations
118.19 Teacher Certificates and Licenses
(8) Beginning July 1, 1991, the state superintendent may not grant to any person a license to teach unless the person has received instruction in the study of minority group relations, including instruction in the history, culture and tribal sovereignty of the federally-recognized American Indian tribes and bands located in the state.
Chapter 121 - School Finance
121.02 School District Standards
(1) Each school board shall:
(h) Provide adequate instructional materials, texts and library services which reflect the cultural diversity and pluralistic nature of American society.
(L)4 Beginning September 1, 1991, as part of the social studies curriculum, include instruction in the history, culture and tribal sovereignty of the federally recognized American Indian tribes and bands located in this state at least twice in the elementary grades and at least once in the high school grades.
Brian
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