Volume X Fall 1998 #1
RESOURCE GUIDE - Resources for teaching math and science to American Indian students
Compiled by Lori Colomeda, Ph.D.
Resources for teaching math and science to American Indian students are limited. I am grateful to Joe Coburn from All Nations Alliance for Minority Participation (AMP) housed at Salish Kootenai College for providing several of the sources included in this guide. Others were found searching Internet databases and on-line libraries. Major descriptors are American Indian Education and Native American (NA) Math and Science. As evidenced by the increasing numbers of Indigenous links to math and science resources, Native communities have captured the Internet and molded it for their own needs. The Internet links in Native math and science are more numerous than publications.
ORGANIZATIONS
All Nations AMPThe All Nations AMP, housed at Salish Kootenai College, Mont., is a national alliance funded by the National Science Foundation. The focus of this program is to double the number of American Indians graduating with bachelor and graduate level degrees in science, mathematics, engineering, and technology by the year 1999. The foundation of this alliance is 24 participating tribal colleges and 31 private and state-funded colleges and universities located throughout the western United States' nine (9) state region. http://skcweb.skc.edu/amp/index.html or phone: Judy Gobert: (406)-674-4800. The website listed below is offered by All Nations AMP and is focused on resources for teaching math and science:
http://skcbeb.sck.edu/amp/teacherprep/tplinks.htm
AISES
The American Indian Science & Engineering Society (AISES) is a private, nonprofit organization that nurtures building of community by bridging science and technology with traditional Native values. Through its educational programs, AISES provides opportunities for American Indians and Alaska Natives to pursue studies in science, engineering, business, and other academic arenas. The trained professionals then become technologically informed leaders within the Indian community. AISES' ultimate goal is to be a catalyst for the advancement of American Indians as they seek to become self-reliant and self-determined members of society. AISES also publishes a quarterly magazine, Winds of Change, and a catalog of American Indian titles and books. The website has excellent hyperlinks for other resources in teaching science and math to American Indian students. AISES 5661 Airport Blvd., Boulder, CO 80301-2339. (303) 939-0023 phone, (303) 939-8150 fax. AISESHQ@spot.colorado.edu
www.colorado.edu/AISES/whatis.htm
Electronic Pathways
Electronic Pathways Community Alliance and Technology Consortium includes partnerships of organizations committed to the support and development of local Community Alliances to improve teaching and learning and quality of life through effective uses of technology in underserved communities. Electronic Pathways will create a national electronic infrastructure to connect Native American nations with resources specifically designed to meet local community, educational, and tribal needs. Electronic Pathways develops alliances with other organizations, projects, individuals, and national initiatives to facilitate increased use of technology, provide training systems for end-users, and develop applications designed specifically for Native Americans nationwide, including an emphasis on mathematics and the sciences. For information, contact Connie Buffalo at: elpath@stripe.colorado.edu. See also the website at http://hanksville.phast.umass.edu/defs/independent/ElecPath/elecpath.html Electronic Pathways has also published a booklet, "Technology competencies for a multicultural environment: A guide for reservation and rural communities and schools." This booklet provides easy to understand information necessary to make informed decisions about the selection, implementation, evaluation, and continuation of technology use in schools and communities.
Native American Community Alliance and Technology Project
This project, funded by NASA, supports and complements the efforts of other programs designed to improve education and community-school interactions. The project targets Native American communities and schools in Arizona, New Mexico, South Dakota, and Oklahoma. The project will assist schools and communities to develop or expand local Community Alliances whose purpose is to improve upon and continue reforms in mathematics, science, and technology. Contact person: John Hoover
http://hanksville.phast.umass.edu/defs/independent/ElecPath/alliance.html
National Indian School Board Association (NISBA)
NISBA's mission is to support the mission of the Office of Indian Education Programs to provide quality education opportunities from early childhood throughout life in accordance with the tribes' need for cultural and economic well-being. NISBA considers the spiritual, mental, physical, and cultural aspects of the whole person within the family, the tribe, or Alaska Native village. Phone: Carmen Taylor (406) 675-4800
http://skcweb.skc.edu/NISBA/index.html
The Rural Systemic Initiatives
The Rural Systemic Initiatives in Science, Mathematics, and Technology Education Program was developed in FY 1994. RSI joins the Urban Systemic Initiatives and the Statewide Systemic Initiatives in stimulating systemic educational reform of science, mathematics, and technology. RSI is focused on education for students in rural, economically disadvantaged regions of the nation, particularly those that have been underserved by National Science Foundation programs. Sustainability of these improvements is assured through encouraging community development activities in conjunction with instructional and policy reform.
RSI is tailored to address policy, leadership, and workforce issues related to educational barriers. RSI also addresses ways to coalesce community involvement and related educational and technological innovations, which provide a comprehensive and sustainable framework for science, mathematics, and technology instruction in elementary, secondary, and higher education. ( From their Website) www.ehr.nsf.gov/EHR/ESR/Rsi.htm
The Colorado Plateau Coalition (CPC) is implementing a regional RSI plan and developing supportive systems to empower people in tribal communities within the Navajo Nation and San Juan County, Utah, to improve science, mathematics, and technology literacy for all. More information about UCAN can be found by contacting: Dr. Diane Ebert-May - voice: (520) 523-9125, by email: Diane.Ebert-May@nau.edu or contact Brownie Lindner - voice: (520) 523-9534, by email: Gloria.Lindner@nau.edu; www.nau.edu/~smlc/ucan.html.
The Tribal College Rural Systemic Initiative includes schools and colleges located on 18 Indian reservations in North Dakota, South Dakota, Montana, Wyoming, Nebraska, and Minnesota. The initiative provides support for changes in mathematics, science, and technology education by coordinating reservation initiatives. Its website includes a list of links to other sites with information on systemic eform.
www.hprsi.net
SCIENCE KITS
FOSSFOSS is an elementary school science program developed at the Lawrence Hall of Science with support from the National Science Foundation. FOSS program materials are designed to meet the challenge of providing meaningful science education for all students in diverse American classrooms and to prepare them for life in the 21st century. FOSS incorporates time-honored methodologies such as hands-on inquiry and interdisciplinary projects with contemporary methodologies such as multisensory observation and collaborative learning groups. Development of the FOSS program was guided by recent advances in the understanding of how youngsters think and learn. FOSS is a project of the Center for Multisensory Learning. (Description taken from their website): www.lhs.berkeley.edu/FOSS/FOSS.html
For more information on FOSS check out this web site: www.psrc-online.org/Curriculum/el_com.html. Or call: Delta Education, Inc., 401 N. Michigan Avenue Suite 1200, Chicago, Ill. 60611. Phone (312) 840-8582 or fax (312) 755-0690.
WEB SITES
www.aistecnet.edu/filecabinet/curricula/bicycles/bike_001.html.htmlThis website developed by AISES focuses on the physics of bicycles and is targeted to American Indian students. It has specific lesson plans centering on speed, distance, egg drop velocity, and the diameter of tires. It emanates from South Dakota School of Mines and Technology.
http://www.aistecnet.edu/filecabinet/curricula/meteorology/met_001.html
Designed especially for the Skill Program for American Indian students at the South Dakota School of Mines and Technology, this web site focuses on a camp for American Indian students with applications to concepts of weather, air pressure, tornadoes, and fronts.
http://www.ankn.uaf.edu/
The Alaska Federation of Natives, University of Alaska, National Science Foundation, Annenberg Rural Challenge sponsors this site, which is funded by the National Science Foundation. It is established to assist Native people, government agencies, educators, and the general public in gaining access to the knowledge base that Alaska Natives have acquired through cumulative experience over millennia. The Alaska Native Knowledge Network is a resource for compiling and exchanging information related to Alaska Native knowledge systems and ways of knowing. Contact the ANKN Coordinator at (907) 474-5086, or send an email message to fyankn@uaf.edu. For inquiries regarding the Alaska Native/Rural Education Consortium, contact Dorothy M. Larson, Alaska Federation of Natives at (907) 274-3611, or email to fydl@uaf.edu.
http://indy4.fdl.cc.mn.us/~canada/for_fore.html
These pages provide Native-centered science and environmental science study about forest and water environments. Ecology, earth science, biology, geography, and GIS (using computerized maps to interpret data) are included. At the end of the page, there are links to a set of outcomes and teaching strategies developed by Native educators working with the BC Ministry of Aboriginal Education on school study units that are now a graduation requirement for all students. Teachers from middle school onward will find these useful in structuring the materials here. HIGHLY RECOMMENDED!
http://hanksville.phast.umass.edu/misc/NAteach.html
This site contains hundreds of resources and links to resources for Native American teachers. You have to search for math and science links, but they exist.
http://challenge.ukans.edu/Culture/index.html
A web-published paper from Dr. Cornel Pewewardy of the University of Kansas focusing on "Culturally Responsive Teaching for American Indian Students." There is an excellent bibliography included.
www.cohums.ohio-state.edu/comp/isgem.dir/links.dir/na.htm
www.mts.net/~lsisco/
The above websites will link you to a number of resources in teaching ethnomathematics. Ethnomathematics is an attempt to bring mathematics into the lives of all students. It adds a global perspective to mathematics and highlights the accomplishments of all people of all heritages. The site provides good links to Native American math techniques and examples of lesson plans.
www.austin.cc.tx.us/hannigan/Presentations/NSFMar1398/MathofSP.html
This is a fun math link, which demonstrates how to apply algebra in creating Seminole patchwork designs. The site includes complete directions for a variety of designs, but you have to apply algebra to get there!
www.sacnas.org/
The Home Page for the Society for the Advancement of Chicanos and Native Americans in Science(SACNAS). SACNAS is committed to equal representation in the sciences for Chicanos/Latinos and Native Americans. Exemplary links to their magazine, conference, and bibliography.
http://www.ncbe.gwu.edu/miscpubs/jeilms/vol1113/americ13.html
A Web published paper by Karen Swisher from the Journal of Educational Issues of Language Minority Students, v.13 pp.59-77, Spring 1994. American Indian Learning Styles Survey: An Assessment of Teachers Knowledge. Theoretical and research oriented project pertaining to the learning styles of American Indian students.
www.utah.edu/Planetarium/Teachers.html
This web site is among the favorites of the AMP group. It is authored by Hansen Planetarium in Utah. The site includes Native American Constellation stories as well as stories from the Greeks. (all grades)
http://indy4.fdl.cc.mn.us/~isk/starmenu.html
Aboriginal Star Knowledge of Native American Astronomy is featured on this website. It offers a number of insights from American Indian legends to the stars and the universe. There is a section devoted to the Bighorn Medicine Wheel, the American Stonehenge. (all grades)
www.enc.org/
This is the link to the Eisenhower National Clearinghouse, which allows you to search for materials on any topic in science and math. Many of the materials are free and can be ordered online. The site contains lesson plans in math and science and links to other websites.
http://skcweb.skc.edu/amp/teacherprep/tplinks.htm
This awesome website contains hundreds of links for math and science as well as teacher resources for math and science. It is focused on American Indian students and preparing teachers to teach American Indian students. The best of the net! Highly recommended!
www.nsf.gov/
This URL will link you to the National Science Foundation grants office and hundreds of math and science links. However, not all of these links are specific to teaching math and science to American Indian students.
PUBLICATIONS
Anderson, K., & Blackburn, T. (Eds.). (1993). Before the wilderness: Environmental management of native California. Palm Springs, CA: Ballena Press Anthropological Papers Number 40.
Written for the academic community, this work is a discourse on wilderness management by California tribes before contact. It is an excellent reference for teachers in environmental science and wildlife management at the college level.
Ascher, M.(1991). Ethnomathematics: A multicultural view of mathematical ideas. Pacific Grove, CA: Brooks/Cole.
This work is an overview of numbers, graphs, topology, games, probability, geometric symmetry, and the algebra of groups situated in the context of cultures, a concept often omitted from discussions of mathematics. Each mathematical practice is related to the mathematics of Western culture, and the similarities and differences are explored. Highly readable, the math is well-explained; very useful for teachers, K-college.
Ascher, M., & Ascher, R. (1981). The code of the Quipu: A study in media, mathematic, and culture. Ann Arbor, MI: University of Michigan.
Extensive and readable discussion of the Quipu, a system of knotted cords used by the Incas to store massive amounts of information important to their culture and civilization. Includes much information about the Inca culture, as well as an analysis and comparison of how data is stored and managed with a quipu and with the way data is handled with computers. The knotted cord technique could be taught to children in math classes.
Caduto, M.J., & Bruchac, J. (1997). Keepers of life: Discovering plants through Native American stories and earth activities for children. Golden: Fulcrum Publishing.
(1997). Keepers of the animals: Native American stories and wildlife activities for children. Golden: Fulcrum Publishing.
(1997). Keepers of the Earth: Native American stories and environmental activities for children. Golden: Fulcrum Publishing.
The partnership of Michael Caduto (a leading ecologist, limnologist, and writer) and Joseph Bruchac has led to a number of highly successful publications dealing with teaching scientific principles from the world view of American Indians. Dr. Joseph Bruchac is a graduate of the Union Institute in Cincinnati, Ohio, and is a member of the Micmac tribe. Their lessons are focused on children in grades 1-8 and are viewed through short stories, myths, and legends told by different tribes.
Cajete, G. (1994). Look to the mountain: An ecology of indigenous education. Durango, CO: Kivaki Press.
Rooted in American Indian traditions and myth, Dr. Cajete's work builds a new and sophisticated effort to create intellectual bridges between two systems of knowing how the world works. The work should be considered essential reading for every person concerned with the ecological consequences of modern approaches to education. Beautifully written.
Cajete, G. (1988). Motivating American Indian students in science and math. Las Cruces, NM: ERIC Clearing House on Rural Education and Small Schools. (not reviewed)
Colomeda, L. (1998). Keepers of the central fire: Issues in ecology for indigenous peoples. New York: National League for Nursing.
Abuses of land, water, and air continue to compromise the health of native people and their land rights. This engaging book explores the intimate relationship between cultures, the land, environment, and health. Here is an important message for health care providers, ecologists, and those who attempt to live their lives in harmony with the earth. The stories begin with issues from tribes in Montana and North America and reach out to include global environmental health issues of the Sami, Yanomami, and others. It includes pertinent examples of ecological case studies for college and high school students.
Deloria, V. (1995). Red earth--white lies. Native Americans & the myth of scientific fact. New York: Charles Scribner.
Through the world view of American Indian people, Deloria refutes many of the ideas western science holds as truth. This is an excellent discourse on the American Indian world view of science.
Eichstaedt, P.H. (1994). If you poison us: Uranium and Native Americans. Santa Fe, N.M.,: Red Crane.
An excellent social and environmental health case study on the effects of uranium and uranium mining on the Navajo people. This treatise documents government secrecy concerning the danger of uranium mining and destruction of tribally controlled lands in the United States. Good case studies for high school or college students.
Grinde, D., & Johnson, B. (1995). Ecocide of Native America: Environmental destruction of Indian lands and people. Santa Fe, NM: Red Crane.
Superior case studies in environmental science and environmental health for use with college level students. A superb source of ecological issues affecting tribes. These case studies can be integrated into courses in environmental science and environmental health.
Hunbatz, M. (1990). Secrets of Mayan science and religion. Santa Fe, N.M.: Bear & Company.
An engaging study that reveals sacred teachings that the Mayan priesthood hid from Spanish conquistadors in Mexico in 1519. The author explores scientific and spiritual principles underlying the ancient glyphs, numbers, and language of the Mayan. Jose Arguelles, author of The Mayan Factor, says, "Through symbolic and linguistic analysis, Hunbatz's Secrets of Mayan Science/Religion provides a necessary link connecting indigenous Mayan thought to the present moment." This academic work could be used in upper division college courses.
Kawagley, A.O. (1995). A Yupik world view: A pathway to ecology and spirit. Prospect Heights, IL: Waveland.
The author compares the teachings of his Yupik grandmother who taught him respectful knowledge of the reciprocity of nature with his own education in science as it is taught in Western schools. Kawagley proposes a way of teaching that incorporates all ways of knowing available in Western and Yupik cultures. Kawagley does a fine job of blending the old with the new. Very readable and personal.
Nabham, G.P., & Berry, W. (1991). Enduring seeds: Native American agriculture and wild plant conservation. New York: North Point.
Gary Nabhan is an ethnobotanist, storyteller, and cultural historian who describes a long forgotten element of our environment, the American Indian farmer. "Modern agriculture has let temporary cheap petrochemicals and water substitute for natural intelligence--the stored genetic and ecological information--in self adjusting biological communities" (From the Forward). This book shares an excellent environmental/ agricultural lesson for anyone interested in teaching history, plants, culture, and environmental agriculture.
Nietschmann, B.Q.(undated). The interdependence of biological and cultural diversity. Olympia, WA: Center for Fourth World Studies. www.halcyon.com/FWDP/cwiscat.html
Nietschmann explores and defines the symbiotic dependency between cultural and biological diversity. Nietschmann, a longtime advisor to the Miskito Nation, uncovers the hidden nations that keep the environment biologically sustainable, but are being threatened by the ever-expanding states surrounding them. "One of the most pressing global challenges is to find ways that states and nations can work together to mutually develop by cooperatively maintaining bio-diversity and healthy environments" (From the Forward). To contact the Center for World Indigenous Studies, 1001 Cooper Point Road SW, Suite 140-214, Olympia, WA 98502 USA. Toll free for U.S. calls (888) 286-2947. For Massachusetts or international calls: (617) 643-1918.
Pepper, F.C., & Coburn, J. (1984). Effective practices in Indian education: Teacher's monograph. Portland, OR: Northwest Regional Educational Library.
A major focus for this work is the identification and dissemination of effective strategies for working with Indian communities and Indian students. The monograph critically examines key beliefs that Indian educators adhere to concerning Indian education. There is a collection of excellent bibliographic resources.
Reyhner, J. (Ed.). (1994). Teaching American Indian students. Norman, OK: University of Oklahoma.
With a forward by Ben Nighthorse Campbell, experienced American Indian educators discuss their personal techniques and strategies for educating American Indian students. A must read!
VIDEOTAPES
All Things Are Connected: The Sacred Circle of Life Series [Videotape].
Available from Haskell Indian Nations University. Phone (785) 749-8498 or by email: hers@hsrv.nass.haskell.edu. The series includes the following beautifully produced videotapes, which feature footage of tribal lands, elders, and American Indian scientists discussing ecology from the American Indian point of view. Suitable for high school or college level students in biology and ecology:
"Air--ensuring quality for the future"
"Water--going beneath the surface of an issue"
"Biology of the earth--all things are connected"
"Biology of the earth--our connection to the land"
"Geoscience in Native American communities"
"An environmental legacy for our grandchildren"
"Environmental impacts of gold mining operations near the Fort Belknap Reservation"
"New opportunities in environmental research"
Smith, T., & Bigcrane, R. (1991). "The place of falling waters." Bozeman, MT: Salish Kootenai College Teleproductions and Media Center (Polson MT) and Native Voices (Bozeman MT).
This excellent video describes the environmental and cultural impact of the Kerr Dam on the people of the Flathead Nation. The production includes wonderful archival footage and is narrated by Roy Bigcrane. This program combines a powerful mix of interviews with tribal members, archival newsreel footage of the Flathead Reservation, stunning aerial photography of the region, and rare photographs dating back to the 19th century. (90 minutes) This production is appropriate as a case study in collisions of cultures and their impact on the ecology of a nation. Call SKC Media Center at (406) 675-4800 ext. 284.
Lori Colomeda is a medical ecologist whose research area focuses on the Arctic. Lori is the curriculum specialist for the Distance Education Department at Salish Kootenai College. She teaches Environmental Health, Social and Environmental Ethics, and Personal, Community, and Tribal Health. She completed her Ph.D. in 1994 and is a descendent of French Canadians and Micmac people.