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Volume 16 1976 Contents

  • Issue 1 October 1976
    • HOCHUNGRA HEADSTART MODEL
      Marlene R. Junnusch; Dolli H. Big John [pp. 1-9]
      The hope of the HHM Project was to enrich the educational opportunities for Native American children by providing a set of culturally relevant educational experiences in their schools. It was decided to work within the Winnebago Headstart Program near Black River Falls, Wisconsin. This article describes the program and evaluation of the project. The authors conclude that cooperative efforts between Indian and White communities do have a chance of succeeding when the participants are sensitive to, and respectful of, each other's concerns. *

    • THE CENTER FOR INDIAN EDUCATION AT ASU: A REPORT BY THE NEW DIRECTOR
      John W. Tippeconnic III [pp. 10-12]
      The article includes (1) a brief overview of issues in Indian education since 1959, and (2) an outline of the two main goals, 14 objectives and 10 activities of the Center for Indian Education in 1976. The author reaffirms that the Center's commitment to the education of Indian students and that local need and input will continue to be the basis for program development.

    • TEACHER AIDES PROVIDE DIRECT INSTRUCTION
      Marvin Fifield; Lonnie Farmer [pp. 13-18]
      An examination of project HELP, a Title I demonstration project started at the Nazlini Boarding School, Chinle Agency on the Navajo reservation in 1973. The project utilized teacher aides as (1) resource room aides to provide supplemental, individualized instruction, (2) following supervision and coaching in very prescribed instructional formats and procedures, and (3) utilizing effective language and reading materials suitable for use with the students. The project served approximately 50 children throughout the year. The authors conclude that the effects of the project helped Navajo children to be better prepared to compete with other children, to select more options, and to make decisions.

    • SEMANTIC STRUCTURES IN CREE LANGUAGE
      Rodney A. Clifton [pp. 19-26]
      A study designed to examine semantic structures of 407 Cree Indian and non-Indian students enrolled in the only junior high school in a small city in central Alberta. Thirteen bipolar adjective scales were used (good-bad, beautiful-ugly, large-small, kind-cruel, fast-slow, pleasant-unpleasant, strong-weak, nice-awful, active-passive, happy-sad, heavy-light, hot-cold, and fair-unfair) in the analysis. The author suggests that Indian students learn English much better than they learn to play the "role of 'student'."

    • AMERICAN INDIAN ARTISTS
      [No Author] [pp. 27-29]
      An article describing the production of a special six-program series on American Indian artists by KAET-TV, Channel 8, in Tempe, AZ. According to the article, each program featured an artist's life, work and heritage. Artists highlighted were Charles Loloma, Grace Medicine Flower, Joseph Lonewolf, Fritz Scholder, Allan Houser, R.C. Gorman and Helen Hardin. A nice feature of this article is the inclusion of seven black and white photographs depicting the artists at work and some of their creations.

  • Issue 2 January 1977

    • FACT AND FICTION: "THE TRAIL OF TEARS"
      Kent R. Brown [pp. 1-6]
      An essay retelling the making of Dr. Kermit H. Hunter's The Trail of Tears, an outdoor drama sponsored each summer since 1969 in Tahlequah, Oklahoma, by the Cherokee National Historical Society. The author relates Hunter's most reliable source of history to be the Reports of the Bureau of American Ethnology to the Smithsonian Institute, written by James Mooney, which covers Civil War times to 1897. Five black and white photographs of the production are included (an additional photograph is on the cover of the January 1977 issue).

    • REFLECTIONS ON TEACHING AMERICAN INDIAN HISTORY
      Michael B. Husband [pp. 7-14]
      The author's recommendations for teaching Native American history, based on his experiences as History instructor at Morningside (Iowa) College, including: (1) the usefulness of early class meetings to cover Native American political and social organization, and major misconceptions about Indians in history, (2) utilizing varied resources that are available, and (3) using the teaching of oral history as a major resource. The article lists 11 books which the author recommends as scholarly resources.

    • THE FIRST AMERICAN: LAST IN EDUCATION
      Carolyn Croft [pp. 15-19]
      An overview of U.S. Government responses to Indian education from 1924 to 1972 and critical analysis of the achievement of American Indian children as documented in American literature from 1946 to 1976. The author concludes that in spite of some encouraging progress, Native Americans continue to suffer serious educational deficits. The essay contains five recommendations to improve the quality of American Indian education, including the need for further research, current assessment of student needs, and effective teacher training models.

    • RESIDENTIAL SCHOOLS AT THE CROSSROADS
      William J. Benham [pp. 20-26]
      Edited remarks delivered at the Boarding School Cost Study held at Southwestern Polytechnic Institute, Albuquerque, New Mexico on March 18-19, 1976. The author cites the importance to emphasize the relationship between Indian education and the American education profession as they share a common heritage and are viewed by various people, parents and students with passion and high emotion. The author believes, in the current times of Indian self-determination, there is a great need for more BIA residential schools.

    • ETHNO-SCIENCE AND THE GIFTED
      Albert J. Snow [pp. 27-30]
      A teaching strategy, the use of ethno-science within the context of modern science, is the author's approach as a vehicle for concept learning. Research was carried out to determine the educational effectiveness of ethno-science. Typical projects were: (1) Black Mesa ecology and the effect of coal strip mining, (2) eye shape and stimulus response of Indian and non-Indian, (3) bacterial inhibitors in reservation dog saliva, and (4) distribution of blood types of Indians on the reservation. The author concludes that the research conducted at Many Farms High School (Navajo) showed that achievement is somewhat enhanced when the number of ethno-science exemplars is increased.

    • INDIAN EDUCATION CONFERENCE: AIPRC FINDINGS AND REACTIONS TO TASK FORCE 5
      [No Author] [pp. 31-32]
      A review of Task Force No. 5, the American Indian Policy Review Commission which was scheduled to present its findings on Indian education to the nationally important conference on 14 April 1977. The article includes a brief overview of the AIPRC from its initiation in 1975 to 1977, and is primarily a preview of what would be expected at the 18th Annual Indian Education Conference in Tempe, Arizona.

  • Issue 3 May 1977

    • FINDINGS AND RECOMMENDATIONS: THE AIPRC REPORT
      [No Author] [pp. 1-13]
      An article examining the 18th Annual Indian Education Conference which highlighted the findings and recommendations of the American Indian Policy Review Commission (AIPRC) in April 1977. The article relates the 10 findings of the AIPRC and several reactions to the findings from Conference participants. Also reviewed are three additional findings which include: (1) "The Delivery System-BIA," (2) Higher Education, (3) Tribal Control.

    • MOZART ON THE MESAS
      J. P. P. [pp. 14-15]
      A synopsis of the April 1977 production of Mozart's The Magic Flute by Arizona State University's Music Theater, but with a new world setting: the Temple of Isis became the Temple of the Sun, the backdrops were fantasies of the Kivas, the three genii became three spirits with corn symbols, and the language was English. The front cover of the May 1977 issue shows a photograph of the production.

    • ATHABASCANS GET A SCHOOL
      Melvin Hirschi; Thomas Glass [pp. 16-19]
      The article looks at some of the problems and considerations of initiating high school programs for Athabascan youth in isolated regions of Alaska. The article covers a brief overview of the cultural history of the area as well as the emerging cultural change and educational values. The authors cite Rough Rock Demonstration Project in Arizona as one possible organizational model because of its positive active participation by the Navajo community in teaching and curriculum development.

    • NEUROPSYCHOLOGICAL EVALUATION IN REMEDIAL EDUCATION FOR THE AMERICAN INDIAN
      Charles J. Golden, John Roraback; Bruce Pray, Sr. [pp. 20-24]
      A study to discover whether Halstead-Reitan tests were insensitive to cultural differences seen in the Indian adolescent. Results of the investigation are presented. Eighteen American Indian students (ages 15-18) at Flandreau Indian School and an additional group of Caucasian students were tested using several tests including: performance tests, speech-sound perception tests, rhythm tests, finger tapping tests, adult intelligence scale tests, trail making tests, perceptual examinations, Aphasia screening examinations, spatial relation tests. According to the study, the authors believe that neuropsychological tests developed by Halstead and Reitan are not influenced by cultural demands with an American Indian population.

    • TWO NATIVE AMERICANS SPEAK ON ART VALUES AND THE VALUE OF ARTS
      Leona M. Zastrow [pp. 25-30]
      A current (1977) investigation into Native American art aesthetics as related by Mr. Joe Griff, a Pima from the Gila River Indian Reservation, and Mary Lewis Garcia, who creates Acoma pottery. As a result of her interviews, the author believes new ways of communicating traditional art values through the schools are needed.

    • A CHOCTAW LEGEND
      Dixon Sumpter [pp. 31-32]
      An essay relating a Choctaw legend learned from the author's grandfather in Oklahoma. According to the author, the story represents the initiation of the word squaw as a derogatory term (but the story itself actually implies an old woman's inability to cope with the death of a loved one). Heartbroken over the loss of her son, an old woman climbed a vine forbidden by the spirits in hopes of seeing her son again. When she failed to reach the vine's uppermost branches, the vine broke, severing the ladder of communication between Heaven and Earth. The old woman was therefore scorned by her tribe and given the name of "squaw."
* Page numbers refer to location in the original published version of the article.

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