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Volume 6 1966 Contents

  • Issue 1 October 1966

     

  • Issue 2 January 1967

    • TEACHING ENGLISH TO ALASKA NATIVES
      Lee H. Salisbury [pp. 1-13]
      Discusses the programs in Alaska's schools to teach English as a second language to the native children. According to the author, there is a two-fold educational problem: (1) to broaden the student's background of experience within the western culture so that his or her conceptual knowledge of English will improve, and (2) to enable students to realize that their thoughts and feelings are important and have real value when they are expressed clearly and effectively.

    • AN ARCHITECTURE OF THE SOUTHWEST PERSUASION
      Milton D. Lowenstein [pp. 16-19]
      Discusses the necessity of utilizing individual needs to determine architectural scale in building in the Southwest. The article begins, "The traditional desert architecture of the Southwest consists of buildings which help men not merely to endure strenuous conditions, but to love them."

    • THE CHANGING INDIANS OF THE SOUTHWEST
      George A. Gill [pp. 20-25]
      Outlines current Indian self-sufficiency and planning programs by tribe. The article includes an 18-item list of federal financial assistance statutes relevant to American Indians, a 23-item list of certain tribes and the educational OEO community action programs being carried on by each (in Arizona and New Mexico), and a 14-item list of general information concerning tribes of the Southwest.

    • A CLOSER LOOK AT TESL ON THE RESERVATIONS
      Yvonne J. Weaver [pp. 26-31]
      Addresses the need for developing a language program that will compensate for the structural linguistic differences between Navajo and English. The article lists nine difficulties which Navajos are likely to encounter. According to the author, many of the difficulties encountered by the Navajo student learning English present little or no difficulty for the Spanish student learning English.

  • Issue 3 May 1967

    • A DEMONSTRATION IN NAVAJO EDUCATION
      Thomas R. Reno [pp. 1-5]
      Lists the objectives and areas of program development at Rough Rock Demonstration School. According to the article, the half-year evaluation indicated all areas of involvement running well, and some rather revolutionary programs and policies in Indian education being extremely well demonstrated. Includes a 10-item list of educational areas funded by OEO, and an eight-point list describing the school's uniqueness "among Indian schools." Lists DINE, Inc. Board of Directors, Rough Rock Board of Education and Administrative Staff of Rough Rock Demonstration School.

    • PROJECT AWARENESS: MINNESOTA ENCOURAGES THE CHIPPEWA INDIANS
      Matthew Stark (pp. 6-13)
      An article discussing the 1965 Project Awareness summer program with the Chippewa Indians at Pine Point on the White Earth Indian Reservation. The article (1) lists 12 project goals established and used for the summers of 1965 and 1966, (2) lists the nine-point methodology of attaining the 12 project goals, and (3) lists the goals and methods of a Pine Point Project Awareness urban-tour program to Minneapolis and St. Paul during the Thanksgiving vacation period.

    • ASU INDIAN EDUCATION CENTER: AN OVERVIEW OF ACTIVITIES
      George A. Gill [pp. 18-20]
      Cites research conducted by the ASU Indian Education Center. Services conducted by the center are listed. According to the author, the ASU Indian Education Center encompasses three interdependent areas: (1) teacher preparation, (2) research in Indian education, (3) services to state, tribal, school, and other agencies in matters related and pertaining to Indian education. The article includes a seven-point list of research conducted by the Center, a seven-point list of existing educational services of the Center, and three Indian Education summer courses offered at Arizona State University.

    • UNIQUE MOTIVATION PROGRAM AT ASU: INDIAN HIGH SCHOOL STUDENT DEMONSTRATION PROJECT
      George A. Gill [pp. 21-22]
      Talks about an OEO-funded program to identify culturally deprived Indian students, and to give the students an opportunity to learn with a definite purpose--to overcome their deprivation. According to the author, the two primary objectives of the "Arizona Indian High School Demonstration Project" are (1) to demonstrate that both female and male Indian students can be recruited for such a program, and (2) to demonstrate that Indian students can do well in such a curriculum. The tentative course plan is briefly stated.

    • INDIAN JUVENILE DELINQUENCY--SO DIFFERENT?
      David M. Brady, Sr. [pp. 23-25]
      Discusses delinquency, in theory, as an integral part of American society, and Indians as a faction of the society. According to the author, what has happened in juvenile delinquency is that learning has taken place which finds its reward in doing new things that are considered wrong by the society-at-large. The author states, "This problem is not unique to Indian youth."
    • From the Bookshelf
* Page numbers refer to location in the original published version of the article.
 

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