Native+American+Tribal+Groups

1)American Fact Finder: The U.S. Census Bureau. (2010). //Fact Sheet// [Data File]. Retrieved from http://factfinder.census.gov/home/saff/main.html?_lang=en.   The American Fact Finder has the most recent reports from the U.S Census Bureau. This website includes population, housing, economic, and geographic data.
 * Ho- Chunk Nation**

2)B. Littlejohn, personal communication, April 18, 2011. An interview was conducted with a man from the Ho-Chunk tribe in Tomah, Wisconsin.

3)Carrel, A. Meinen, A., Garry, C., Storandt, R. (2005). Effects of nutrition education and exercise in obese children: The Ho-Chunk youth fitness program. //Wisconsin Medical Journal.// //104//(5), 44-47. This article has reports of Ho-Chunk tribal members in middle and high school. The conductors of the research recorded the individuals’ present levels of physical fitness and completed a physical training program with the students. Finally, the students completed a survey in relation to their medical care and fitness opportunities. They compared the results, drew conclusions, and developed various reports of Ho-Chunk youth fitness and medical care access.

4)E. Youngthunder, personal communication, April 20, 2011. An interview was conducted with a man from the Ho-Chunk tribe in Black River Falls, Wisconsin.

5)Robers, S., Zhang, J., and Truman, J. (2010). //Indicators of School Crime and Safety: 2010// (NCES 2011-002/NCJ 230812). National Center for Education Statistics, U.S. Department of Education, and Bureau of Justice Statistics, Office of Justice Programs, U.S. Department of Justice. Washington, DC.   The National Center for Education Statistics (NCES) is the primary federal organization for collecting and analyzing data related to education. It includes annual reports, surveys, and reliable data tools. The reports are from nationwide results from all students.

6)Tempus, A. (2010, November 21). A tribal tragedy: High Native American suicide rates persist. Retrieved from http://www.wisconsinwatch.org/2010/11/21/a-tribal-tragedy-state%E2%80%99s-native-peoples-have-alarmingly-high-suicide-rates/. This article reports various suicide and self-mutilation statistics of Native Americans. Included in this article are various stories of individuals affected directly by suicide. The article suggests various signs of depression and hotlines for individuals to use.

[|7) http://www.hocak.info/mysite/HTM%20All/Ho-Chunk%20history.html]

This website is full of history of the Ho-Chunk Native Americans. There is a brief history at the top and towards the bottom you will find a timeline. The timeline lists many of the important things that happened in the Ho-Chunks history.

[|8) http://www.bigorrin.org/hochunk_kids.htm]

This website is a website based more for children. There are many fun facts about the Ho-Chunk. They are in a question and answer form. There are many frequently asked questions with great answers.

[|9) http://www.crwflags.com/fotw/flags/xa-hochu.html]

This website contains the Ho-Chunk flag and a map of where the Ho-Chunk Native Americans have been. It has a great description of both.

[|10) http://www.mpm.edu/wirp/icw-150.html] I really liked this website because it gave really good information about how the Ho-Chunk really got started and the interaction they had with other populations. They also talked about many of the treaties that were signed which was very beneficial for our group because we talked a lot about these topics. [|11) http://witribes.wi.gov/docview.asp?docid=5638&locid=57] This website was the website we got the vast majority of our information from that was concerned with our government and different social structures as well. I loved the breakdown they had on this website and the detail they went into under all of the different branches of government. [|12) http://www.hocak.info/mysite/HTM%20All/Ho-Chunk%20history.html] This was a great website for us. It layed out all of the important information for us in chronological order and had an overview as well about the tribe. Probably the best website I personally found with boat loads of information.

**ONEIDA INDIAN TRIBE** 1. Eshelman, M. (1997). Issues in Native American education. //seamonkey.ed.asu.edu//. Retrieved April 19, 2011, from [|http://seamonkey.ed.asu.edu/~mcisaac/emc598geold97/Spring97/5/eshel5.htm] This website discussed a lot of common issues that Native American students in public schools face. It talked about a lot of reasons why there is an achievement gap between Native American students and white students. At the end of the article it gave some ways to help Native American students succeed in a normal classroom. 2.  H. Morgan. (2010, February 6). Teaching Native American students: What every teacher should know. //The Education Digest//, 75 (6), 44-47. Retrieved from http://vnweb.hwwilsonweb.com.wsuproxy.mnpals.net/hww/results/getResults.jhtml?_DARGS=/hww/advancedsearch/advanced_search.jhtml.4. (2011, April 5). In this article, Hani Morgan created a compiled overview of struggles Native Americans typically face in the mainstream American school classroom. It includes reasons for achievement gaps and ways for teachers to overcome any segregating issues that separate the education of Native American students and their peers. The article gives valuable information about misconceptions, teaching by observation, culturally responsive teaching, and more. 3. Ho, H.-Z., Raley, J. D., & Whipple, A. D. (n.d.). //Individual Differences - Ethnicity//. Retrieved April 16, 2011, from [] This article talks about the challenges schools have with the many different ethnicities in the United States. The article goes onto to discussing the achievement gap that exists for these different ethnic groups. Within this section the authors talk about how each ethnic group is categorized broadly in our minds, but there are several sub groups within a certain ethnic group. It finally discusses the theoretical models explaining the achievement gap. 4. J. Reyhner and D.S. Hurtado. (2008). Reading first, literacy, and American Indian/Alaska native students. //Journal of American Indian Education//, 47 (1), 82-95. (2011, April 7). Drawing attention to the fact that educational success is not solely based on curriculum and methodology, Reyhner and Hurtado focus on another aspect of Native American academic success: improving testing abilities. After explaining the effects of No Child Left Behind, the authors explain ways to overcome the difficulties standardized testing bring particularly to Native American students, and it gives great tips for teachers to assist their students in achieving desired scores and placements. 5. Kidwell, C. S. The status of Native American women in higher education.. //ERIC – World’s largest digital library of education literature//. Retrieved April 19, 2011, from [] This website gave the abstract of a paper (and included the paper) about Native American women in higher education, and the reasons for the low number of women in higher education. It gave some of the prejudices that these women receive, and how they hold women back. It was helpful in giving tips on how to help women feel confident in going on to receive higher education. 6. National Council on Disability. (2001, August 3). National Council on Disability. //People with disabilities on tribal lands//. Retrieved April 18, 2011, from [|www.ncd.gov/newsroom/publications/2003/tribal_lands.htm#Conclusion] This website gave a lot of information and studies done on Native Americans with disabilities. It discussed how this population does not receive the services and assistance that they should be receiving to help them live a normal life. It listed the problems, and gave possible ways that the government should step in and help. 7. N. L. Cecil. (2007). Home as partner: the shared connection. //Striking a balance:// // best practices for early literacy // (277-294). Scottsdale, Arizona: Holcomb Hathaway, Publishers, Inc.  This particular chapter of Cecil’s // Striking a Balance // gives excellent and practical suggestions for communicating with parents about their student’s education. Some parents of Oneida students may not speak English fluently or may have a difficult time with academic English, and this chapter gives teachers specific examples of how to promote beneficial home practices and how to effectively communicate with parents so that the achievement gaps potentially resulting in poor communication can be resolved. <span style="font-family: 'Times New Roman',Times,serif;"> 8. //Oneida Culture//. (n.d.). Retrieved April 16, 2011, from [] <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px; line-height: 24px;">This article discusses mainly the culture and history of the Oneida culture and it also talks a little bit about their gender roles. It describes who does what in their culture. There are some surprising facts about Oneida gender roles. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px; line-height: 24px;">9. Oneida Indian nation. (2011). //Educating Oneida youth//. Retrieved April 13, 2011, <span style="font-family: 'Times New Roman',Times,serif;"> from http://www.oneidaindiannation.com/home/content/92407464.html <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px; line-height: 24px;">The Oneida Indian Nation website provides updated information on the Oneida history, culture, enterprises, careers, and how many are involved in the community. This article, “Educating Oneida Youth,” tells about the involvement of students in community schools and the contributions the Nation makes for the benefit of their schooling. It gives factual data and provides educators with insight on the value placed on the education of their youth. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px; line-height: 24px;">10. Oneida Territory Community. (2009, December 5). In Memory of Maisie Schenandoah [Web log post]. Retrieved from Oneidas for Democracy: [] <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px; line-height: 24px;">This web page is in memory of Maisie Schenandoah, who was a Wolf clan mother. She participated as a leader in her clan, a political adviser, spiritual leader and spokesperson for the Oneida tribe. They have video’s on this web page that has to do with Oneida and their demand for democracy. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px; line-height: 24px;">11. Reddish, L., & Lewis, O. (n.d.). Facts for Kids: Oneida Indians (Oneidas). Orrin's Website. Retrieved April 18, 2011, from [] <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px; line-height: 24px;">This is a kid friendly website that was created by two teachers who wanted to create a site that was easy to read and gave you the basic information needed. This site gives great information on the history, formation, the children, the language, and much more. The information given is from frequently asked questions about the Oneida tribe and there are in depth answers on these issues. <span style="font-family: 'Times New Roman',Times,serif;"> 12. // Research on the Closing the Achievement Gap for Native American Students //. (n.d.). Retrieved April 16, 2011, from [] <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px; line-height: 24px;">This article first talks about the research that has been done on the Native American culture. It then goes on to talk about the many contributors that may be the reason for the achievement gap in Native American Students. At the end of listing the contributors, the article goes on about the research on effective school and district based interventions. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px; line-height: 24px;">13. Rodgers, T. (2009). Native American poverty. //Spotlight on poverty and opportunity//. Retrieved April 19, 2011, from [] <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px; line-height: 24px;">This website gave a good overview of the economic struggles that Native Americans have faced throughout history, and the struggles they currently have. The site mentions a lot of government policies and acts, and how they work. The website also discussed ways in which Native Americans still struggle, and why they do. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px; line-height: 24px;">14. The women's role. (n.d.). //Welcome to Blue Cloud Abbey//. Retrieved April 19, 2011, from [] <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px; line-height: 24px; margin-left: 0.5in; text-indent: -0.5in;">This website was a great tool in finding out information about Native American women, and their role in the tribe. The website gave the history of women in their tribes, and how that role has changed throughout the years. Along with the history, the website also gave information on the other jobs that the women in the tribe hold. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px; line-height: 24px;">15. Tribe of Indians of Wisconsin. (n.d.). Oneida-Nsn.gov - Oneida - Native Sovereign Nation. Oneida-Nsn.gov - Oneida - Native Sovereign Nation. Retrieved April 18, 2011, from [] <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px; line-height: 24px; margin-left: 0.5in; text-indent: -0.5in;">This is a great website that was created by the Oneida Tribe in Wisconsin and supplies a lot of information that is easily accessible. This site goes over the history, government, resources, and the community of the Oneida tribe. It is a government-accredited site. This is a great source for people to go to in order to find out a lot of the information about the Oneida tribe and to just explore their past and present lives. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px; line-height: 24px;">This web page has some current issues of the Oneida tribe and it also has other topics such as culture, history, community resources and so on. They also present several ways that they are trying to promote the welfare of Oneida individuals. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px; line-height: 24px;">16. Willeto, A. A. (2007, August). Native American Kids: American Indian Children's Well-Being Indicators for the Nation and Two States. //Indicators of Children's Well Being: Theory, Types and Usage, 83//(1), 149-176. Retrieved from [] <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px; line-height: 24px;">Willeto writes in her journal article about the different indicators between Native Americans in the United States. She then compares this nation view of Native Americans to two states, New Mexico and South Dakota. Some of the indicators mentioned were children living in single parent homes, teens that dropped out of school, and jobs held by Native Americans. This article had a lot of good tables representing the statistics of these certain indicators stating the differences between Non-Native American children to Native American children.


 * PRAIRIE ISLAND INDIAN COMMUNITY**

[|1. http://www.swcompcenter.org/cs/swcc/print/htdocs/swcc/about.htm] The purpose of the Comprehensive Centers is to build the capacity of states (state departments of education) to implement, in accordance with the Educational Technical Assistance Act of 2002, the goals and provisions of the Elementary and Secondary Education Act that directly affect school improvement through training, professional development, and technical assistance.

[|2. http://ies.ed.gov/ncee/edlabs/regions/northwest/pdf/REL_2009073_sum.pdf] The Regional Education Laboratory (REL) consists of a network of ten laboratories that serve the educational needs of a designated region by providing access to high quality scientifically valid education research through applied research and development projects, studies, and other related technical assistance activities.

3. Keen, J. (2007, March 29). A way of life is Found in Translation. //The USA Today.// Retrieved from Academic Search Premier November 28, 2010.

This is an article about the Prairie Island Indian Community using modern technology to restore their diminishing language. It demonstrates how a prosperous gaming industry has allowed the tribe to invest in both human and cultural capital. It focuses on the importance of language to the Prairie Island Indian Community.

4. Kohnen, A. (1999, January 7). National Gambling Impact Study Commission, Testimony of President. Prairie Island Indian Community. Retrieved from Academice Search Premier November, 28, 2010.

This resource is the testimony of Tribal Council President Audrey Kohnen. This resources gives the reader a better understanding of the positive impacts that gaming have had on the Prairie Island Indian Community as well as the surrounding area. It shows the economic impact as well as the individual impact it has had on the community. I used this source to demonstrate the economic capital as well social capital within the tribe.

[|5. www.MNindiangamingassoc.com/Jobs_and_Impact.html] Nov. 28, 2010

This website helps to magnify the impact that the gaming industry across the state of Minnesota. It also shows the data to demonstrate the benefits of gaming on surrounding area. The website also provides links to provide information on how gaming has improved various aspects of American Indians in Minnesota. This again was used to show the economic capital of the Prairie Island Indian Community and the impacts it has on various aspects of the tribe.

6. Ogunwole, S. (2006, Feb). We the People: American Indians and Alaska Natives in the United States. US Department of Commerce: Economic and Statistics Administration. Retrieved from EFRT 308 Content area

This document is a U. S. Census sponsored report on its findings in the year 2000 on the groups American Indians and Alaska Natives. It shows various statistics broken down by percentage within each individual tribe across the United States of America. I used this source to demonstrate how intersectionality works within the tribe. By looking at raw data you can see how each social construct works in relationship to one another7. Garay-Heelan, R. (2010). Minnesota Department of Education. //Minnesota Indian Education Office//. Retrieved November 18, 2010, from education.state.mn.us/MDE/Academic_ Excellence/Indian_Education/index.html

- This site is the //Indian Education Office// page of the //Minnesota Department of Education// website. Its focus is on Native Americans in Minnesota, educating them, and helping them to continue their education. It helped with the presentation by helping to show the lessons that should be learned by Native Americans, and where to get additional information about the tribes.

8. Krohn, S., & Charter, M. (1994, January 1). EBSCOhost: Tribal child care innovations. //EBSCO Publishing Service Selection Page//. Retrieved November 16, 2010, from http://web.ebscohost.com/ehost/detail?vid=1&hid=13&sid=16be75cf-8277-4aff-92ae-1378db66ce0d%40sessionmgr4&bdata=JnNpd GU9ZWhvc3QtbGl2ZQ%3d%3d#db=f5h&AN=9406107526

- This source was an article about the diminishing presence of Native American culture and how it is affecting the children in this culture. They feel that the history of the Native American people is just as important as the other aspects of education. It helped with the presentation because it gives a feel of empathy towards the Native American people. It also gives some incite into what they would like to try and integrate into their curriculum.

9. The Havighurst National Study. (1971, May 1). //Journal of American Indian Education//. Retrieved November 22, 2010, from jaie.asu.edu/v10/V10S3hav.html

- This source was a review of a report done by Robert J. Havighurst. He was a professor and was very interested in studying aging and culture and how they relate. The study was conducted using several different groups of Native Americans, including the Prairie Island Indian Community. He concluded that the Indians would like to feel more like a community, and be able to sustain themselves in several different aspects, including education. This report helps to get a feeling of empathy towards these communities to know where they feel they would like to be more independent. The report also stated that finances are the biggest reason that the communities are not able to be independent.

=== 10. Strengthening the Health and Education of Native People. (2009). Retrieved from http://www.indigenouspeoplestf.org/news.html This website provides HIV counseling and testing for indigenous people. It also provides a link that shows a video clip about American Indians and the celebration of having this website. ===

11.Teters, C. (n.d.). National coalition on racism in sports and media. Retrieved from http://www.aimovement.org/ncrsm/index.html This website exists to provide the viewer with information about the racism and disrespect of American Indian people in American sport logos. NCRSM, or the national Coalition on Racism in Sports and Media was formed in 1991 and has members devoted to Indian equality.

12.Hoffman, S. (2005, July 12). Pushing some buttons. Retrieved from http://www.aimmovement.org/ncrsm/pushingsomebuttons.html A link off of the first web source, this website was an activity that could be used in the classroom, or perhaps a discussion. The example compares treating another religion, Catholics, with the same disrespect that the Indian community has been given. It provides discussions and puts students in the uncomfortable situation that many American Indians face when their spiritual beliefs are mocked.

13.Graves, K.D., & Ebbott, E. (2006). Indians in Minnesota. Minneapolis, MN: University of Minnesota Press. This book talks specifically about the tribes in Minnesota and focused on all of the key points that are essential to understanding the Indians. It covers everything from the culture, education, social services, health, criminal justice, and characteristics. The book cites all information and was a very credible source for this project.

14.Hemphill, S. (Writer). (2009, May, 26). Plans for prairie island nuclear plant face opposition [Radio series episode]. In (Producer: Jeff Jones), All Things Considered. Minnesota Public Radio The MPR radio show, All Things Considered, talked about the Prairie Island Indian Community and the relationship it has with Xcel energy. It included an interview with an Xcel manager and an interview with a tribe member who lives near the plant. The interviews provided great quotes and insight as to how both groups were dealing with the Nuclear Power Plant issue.

15.Ain dah yung emergency shelter. (2010). Retrieved from http://www.aindahyung.com/shelter.html This website was recommended by the book to look at. Ain dah Yung is a shelter for women and children, specifically in the Indian community. Indian women who find themselves in domestic abuse do not always seek help because they fear racial discrimination, so this program is great for the Indian community to use as a resource.

16.Women of nations. (2010). Retrieved from http://www.women-of-nations.org/ Similar to the Ain Dah Yung website, Women of Nations is another domestic abuse website for Indian women to use in order to get help. It is well laid out and includes links for donations, job opportunities, and contact information.

17. http://www.prairieisland.org/ This website offers a good overview of the Prairie Island community. History and relevance to how the community was formed and cultural understanding can all be found on this site. The site also answers the basic questions of who what where when and why.

18. http://www.nrc.gov/reactors/operating/licensing/renewal/applications/prairie-island.html This website talks about the nuclear plant that made headlines for the community. A full grasp and understanding of how the plant was built, purposes, and history can all be found here.

9:30 Section (SP 2011) 1. Indian Affairs Council. (2011). Prairie island. In //Tribal nations//. Retrieved April 13, 2011, from [] This website gives a brief overview of the Prairie Island tribe, including their history and some general knowledge about the reservation. For more information, they list the Prairie Island website at the bottom, which makes me think this website is just a quick summary of the actual Prairie Island website.

2. Pehle, E., & Potts, C. (2011). In //Prairie Island Indian Community//. Retrieved April 13, 2011, from [|http://www.prairieislandnews.com/ - /26999/] This website also gives useful information about the Indian Community. It also has historical photos as well as current photos of the reservation. The Prairie Island Indian Community is located near a nuclear power plant, and this website gives a lot of information about that and how it’s affecting their community.

3. Kane, L. (1951) The Sioux Treaty and the Traders. //Minnesota History, 32//(2), 65-80. This article gives one a historical framework of the relationship between the Sioux and the traders living in southern Minnesota prior to the Sioux uprising of 1862. The treaties essentially opened up Minnesota to American settlers and provided the framework for Minnesotan-Sioux relations prior to 1862. The treaties, however, were not in the best interest of the Sioux and they remain a primary reason the Sioux revolted in 1862.

4. Meyer, R. (1968). The Canadian Sioux: Refugees from Minnesota. //Minnesota History, 41//(1), 13-28. This article explains the Sioux uprising of 1862. After the uprising most of the Sioux were exiled from the state, many of which settled in Canada. This article also provides the historical context in explaining the fragmentation of the Sioux in 1863 and why some were allowed to stay in Minnesota.

5. Meyer, R. (1961). The Prairie Island Community a Remnant of the Minnesota Sioux. //Minnesota History//, //37//(7), 271-282. This article explains the origins of the Prairie Island Indian Community and its significance. The Mdewakanton Sioux, whose decedents still live in the Prairie Island Community, have been removed twice from their homelands. First, they were removed from central Minnesota as a result of Chippewa expansion. Secondly, they were removed, after being partially compensated by the treaties signed with the U.S. government, to a reservation on the Minnesota River. These Sioux were friendly to the government, and were encouraged to assimilate into the settler lifestyle of farming. Some left and settled on Prairie Island, which was not being settled at the time by whites. The soil was poor and the history of the Prairie Island Community is one of poverty.

6. Keen, J. (2007, March 29). A Way Of Life Is Found In Translation; Minnesota Tribe Works To Preserve Language. //USA Today,// pp. 3A. This article explains how the language of their tribe was on the verge of extinction before some of the tribe members took a proactive approach. Tribal members funded language training on the reservation mainly for children so the language can be preserved.

7. U.S Department of the Interior: Office of Indian Affairs. (1936). //Constitution and Bylaws of the Prairie Island Indian Community in Minnesota.// Washington, D.C.: U.S. Government Printing Office. This document is the laws and ordinances of the Prairie Island Indian Community. The government documents covers everything from councils, voting, and gambling laws.

8. (2009, October, 30). Minnesota Indian Tribe Calls on President Obama to Find Solution to Nuclear Waste Issue; Continued Inaction is Irresponsible. //Drug Weekly,// pp. 1347. This article has the Indian Tribe calling on the President to do something about the nuclear power plant. According to the tribe the federal government is failing the tribe due to high levels of nuclear wastes being located so close to the Indian Community. The article also addresses some solutions.

9. Indian Affairs - State of Minnesota :: Tribal Nations - Prairie Island. (n.d.). //Indian Affairs - State of Minnesota//. Retrieved April 14, 2011, from http://www.indianaffairs.state.mn.us/tribes_prairieisland.html The State of Minnesota Indian Affairs website, takes the reader through the different tribal groups in Minnesota. The subpage of the website our group used focused on the Prairie Island Indian Community. This site gives the reader a brief history and creation of the Prairie Island Reservation, an inside look at the people of Prairie Island, and how taxes on a reservation work.

10. Wi-tehi. (2008, January 1). //Prairie Island Indian Community News//, pp. 1-36. This newspaper is the Prairie Island Indian Community Newspaper. It is written for the people on the Prairie Island Reservation and includes the January 2008 events, issues, and news. In general this resource, gives you a glimpse of the people of Prairie Islands daily lives.

11. Croman, J. (2009). Minnesota Tribe Rallies Against Nuke Plant's Expansion [Television series episode]. In //KARE 11 News//. Minneapolis-St. Paul: NBC. This television episode and article from the KARE 11 website takes people to the Prairie Island Xcel Energy site. There you see people from the Prairie Island Indian Reservation rallying and protesting against Xcel Energy. “We are not complaining about nuclear power. We are complaining about the waste. We need it out of here,” stated Posie Johnson, a Prairie Island Protestor.

12. Bowman, N. (2003). Cultural Differences of Teaching and Learning: A Native American Perspective of Participating in Educational Systems and Organizations. //American Indian Quarterly//, //27//, 91-102. Retrieved April 14, 2011, from JSTOR. This is a journal article that describes achievement gaps in Native Americans in general. While not specific to the Prairie Island Community, it does lay out reasons why Native Americans struggle in school, and what can be done to incorporate Native American information into a curriculum. Graphs are also added to illustrate the difference between Native American students and others when it comes to graduation rates and enrollment in schools.

13. Office of Juvenile Justice and Delinquency Prevention. (2006). //Prairie Island Community Tribal Youth Program.// http://www.ojjdp.gov/typ/states/mn.html#piicm2006 This is an explanation of a grant received by the Prairie Island Indian Community. The grant is for youth programs to combat youth delinquency. The tribe has 151 court involved tribal members that are between 10 and 17 years old.

14. Access Genealogy (1999-2010). //Dakota Indian Tribe History//. Access Genealogy. http://www.accessgenealogy.com/native/tribes/siouan/dakotahist.htm This site gives a very detailed of the history of the tribe, as well as a break down of the language and what the name of the tribe means.

15. Indian Affairs Council (2007-2010). //Tribes: Prairie Island//. Indian Affairs Council: State of Minnesota. http://www.indianaffairs.state.mn.us/tribes_prairieisland.html This gives background information on how the tribe developed, where their reservation is and how it came to be, and quick facts about their current day society and how it functions.

16. Redish, L. and Lewis, O. (1998-2009). Native American Facts for Kids. //Lakota and Dakota Sioux Fact Sheet//. http://www.bigorrin.org/sioux_kids.htm This website breaks down the culture of Lakota and Dakota in easy to understand terms. It talks about their language, gender roles, their traditional homes and clothing, and religion.

17. Minnesota Gaming Indian Association (2011). //Overview: Jobs and Impact//. http://www.mnindiangamingassoc.com/jobs_and_impact.html This website talks about the casino and how it impacts the Prairie Island community.

18. Pehle, E. and Potts, C. Prairie Island News. http://www.prairieislandnews.com/#/26999/ This website talks about the Casino, the power plant and their respective histories, as well as news in the Prairie Island community.

19. Nerhaugen, R. (2011). River Falls Journal. //Prairie Island Indian Community Invites All to Celebrate//. http://www.riverfallsjournal.com/event/article/id/62256/publisher_ID/16/ This is a newspaper article that give a brief history of the tribe and invites the public to come join the tribe in recreational activities.

20. Prairie Island Indian Community. http://www.prairieisland.org/

21. U.S. Census Bureau. (2000). //We the People, American Indians and Alaska Natives in The United States//. Washington, D.C: U.S. Government Printing Office. This lists some of the demographic information for the Sioux in the United States. 38.9% are under 18, 35.7% are single mom households, the average household size is 3.4 people, 82.5% only speak English, and 23.8% have not graduated from high school. The average income is $26,542 and 38.9% of the Sioux live under the poverty line, which shows the significance of the casino on the Prairie Island Indian Community.

2:00 Section (SP 2011)


 * RED LAKE BAND OF CHIPPEWA INDIANS**

This source is about a woman who is part of the Red Lake Band of Chippewa Indians and has some family living in Canada and some family living in the United States. These Native Americans are supposed to be allowed to move freely between the states without a visa, but Canada has recently denied her this freedom. This source is an example of organizational discrimination.
 * Fuller, P. (1993). Citizens for north america. //News Magazine//, //20//(31). **

** //National center for education statistics//. (2009). Retrieved from []** This source gave me information about the Red Lake Elementary School. The information about the number of students eligible for free or reduced price lunch, location of the school, total number of students, and whether or not the school is a Title I school will help me make connects to intersectionality as well as structural discrimination the students face.

** //Red lake, minnesota//. (2010). Retrieved from []** This website gave me lots of statistics about the Red Lake areas as well as the people who live in it. Examples include how Red Lake compares to the rest of Minnesota as far as income, house value, and unemployment rate goes. Also, I was able to find numbers to help me come to conclusions about the amount of students that graduate college. This all will help me particularly when I am making connections to levels of discrimination.

** Yohanan, J.S. (2010). The difficulty in supporting child support against native americans. //24-7 Press Release//. ** This source will help me make connections as to why so many people in the Red Lake area live in poverty which will in turn help me connect it to intersectionality and reasons why some Red Lake Band Of Chippewa Indians are disadvantaged because of an incremental reason (low social class).

**[]** This site gives a good general definition of what culturally relevant teaching is. It goes through the history of the term, goes on the further discuss the main principles of the term, then gives a few basic examples.

**[]]]** This site goes in depth in discussing culturally responsive teacher, which is similar to culturally relevant teaching. It discusses the characteristics of culturally responsive teaching, then goes on to talk about what each of the characteristics means, why they are important, and how to implement them.

**[]]]** This site gives a variety of detail lesson plans relating to American Indian students. Teachers could uses these lesson plans as a guide to creating lessons and classroom environments that were relevant to American Indian students. The lesson plans on this site cover things like art, family and parenting techniques, cultural, and history.

**[]** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">This article is discussing what is being done, specifically in Northwestern Minnesota to help students become successful. It outlines some of the challenges facing these schools, talks about the progress they are making, and discuss how they are using culturally relevant teaching in these schools.

** More Red Lake History ** **[]** This website discusses the development of Red Lake native tribe in Minnesota. It offers links to further history of the tribal group. It also explains the process the tribe went through to create governance within the tribe. It also provides other websites to refer to for more history information.

** Chronological History of Red Lake and Vicinity ** **[|http://uts.cc.utexas.edu/~woss/redlake2/chrono1.html]** This resource offers a timeline of the Red Lake history and other tribal groups within the Minnesota region. This timeline provides information of specific relevant events that have taken place within tribes around the Minnesota region. It also offers some strong quotes about certain events in history for the tribes.

** The Red Lake constitution ** **[]** This resource offers the current constitution and bylaws followed by Red Lake Band of Chippewa Indians. It provides insight to beliefs and laws. It allows viewers to understand more about the tribe by understanding the laws they believe in and follow.

**[]** This article examines the different factors that contribute to the achievement gaps Native American students experience in schools. The article then discusses both the impacts of these factors and suggested solutions that teachers can implement in schools.

**[]** This article discusses the Senate Bill 575, which attempts to ammend the Native American Languages Act. Furthermore, the article dicsusses the current language revitalization efforts and other attempts to keep the Native American languages alive.

**[]** This article discusses the patterns of academic success (or lack thereof) at the eigth grade level for Native Americans, specifically in the areas of reading and math. The article examines the results of various studies and compares the rates of changes in academic success.

** Brill, Charles. (1992). Red Lake Nation: Portraits of Ojibway Life. University of Minnesota Press. Retrieved from [] on 11/19/2010 **. This book is about Charles Brill and his experiences on the Red Lake Reservation. Brill first visited Red Lake in 1964 and now 20 years later is visiting Red Lake again. He talks in his book about how things are now compared to how they used to be. How the people, the culture, the traditions, and the economy, have changed over the 20 years. In this book he talks about the heritage, the people, the water and the woods, the drum, the road to Ponemah, Ke-Go-Way-Se-Kah, and what the future may be like.

** Beaulieu, Kathryn ‘Jody’. (2007).History of the Red Lake Band of Chippewa Indians of Minnesota. Retrieved from [] on 11/18/2010. ** This was an article written by tribal archivist Kathryn Beaulieu. She wrote about the origins of the Red Lake Band of Chippewa Indians and she talks about their reservation the size, the kind of land, and some of the business that occupy the land. She also talked about the type of government they are run under and gave a very brief summary about the people. She talked about sports and community, basketball being one of the most popular sports. She finished by talking about some of the crafting that the people of Red Lake partake in.

** Indian Affairs Council. (2007-2010). Tribes: Red Lake Nation: Unique in Indian Country Retrieved from [] on 11/18/2010. ** This internet site talks about the location of the Red Lake Nation. It gives a brief history about the Red Lake Chippewa, how they came to reside there, the type of leadership that used to exist, and the land. It talks about type of government that they have and 4 reservation communities. It talks about the economy of the Red Lake Nation and it finishes by talking about the history of leadership among the Indian tribes.

<span style="color: #333333; font-family: 'Calibri','sans-serif'; font-size: 12pt; letter-spacing: 1.5pt; line-height: 115%;">This source provided recent statistics on the graduation rates of American Indian high school students in Minnesota. These statistics are current as of 2009, and have been included in a table in our PowerPoint so as to better illustrate the ever-increasing achievement gaps within this population.
 * <span style="color: #333333; font-family: 'Calibri','sans-serif'; font-size: 12pt; letter-spacing: 1.5pt; line-height: 115%;">Olson, Melissa. "Closing the American Indian Achievement Gap in Minnesota Schools." Twin Cities Daily Planet (2010): n. pag. Web. 1 Dec 2010. []. **

** //Letter to families//. (2010, August 10). Retrieved from []** This website provided us with the letter we used during our presentation. The letter was sent from the principal of Red Lake High School to parents. The part we were interested in was about how parents need to make sure students are making it to school. Attendance is so low the school is not meeting AYP.

**<span style="font-family: 'Times','serif';">(2010). //Red Lake Honor the Youth Pow Wow 2010 P2// (website). Retrieved November 28, 2010, from []** This video will be played at the very beginning of our presentation. It will serve as an attention-getter.

** (2009). //Victims of Red Lake Massacre.// (website). Retrieved November 28, 2010, from []** <span style="font-family: 'Cambria','serif'; font-size: 12pt;">This video will be played in order to make an impact on the audience and reiterate the importance of making changes in schools so that students are safe and can focus on academics.

** Lehto, Tessa. (2010). Red Lake Band of Chippewa Recieves $4 Million in Runds for Economic Development, Other Projects. Retrieved from http://www.shakopeedakota.org/newsroom/press-releases/2010/red-lake-band-chippewa-receives-4-million-funds-economic-development-other-proje ** This is a newspaper article about the loans and grants received by the Red Lake Nation for Economic Development. ** EPA. (2000). Brownfields Assessment Demonstration Pilot Red Lake Band of Chippewa. Retrieved from http://nepis.epa.gov/Exe/ZyNET.exe/P1000DW3.TXT?ZyActionD=ZyDocument&Client=EPA&Index=2000+Thru+2005&Docs=&Query=500F00118%20or%20the%20or%20economy%20or%20the%20or%20red%20or%20lake%20or%20chippewa&Time=&EndTime=&SearchMethod=1&TocRestrict=n&Toc=&TocEntry=&QField=pubnumber%5E%22500F00118%22&QFieldYear=&QFieldMonth=&QFieldDay=&UseQField=pubnumber&IntQFieldOp=1&ExtQFieldOp=1&XmlQuery=&File=D%3A%5Czyfiles%5CIndex%20Data%5C00thru05%5CTxt%5C00000014%5CP1000DW3.txt&User=ANONYMOUS&Password=anonymous&SortMethod=h%7C-&MaximumDocuments=10&FuzzyDegree=0&ImageQuality=r75g8/r75g8/x150y150g16/i425&Display=p%7Cf&DefSeekPage=x&SearchBack=ZyActionL&Back=ZyActionS&BackDesc=Results%20page&MaximumPages=1&ZyEntry=1&SeekPage=x&ZyPURL ** This article is from the EPA talking about how they want to do a Brownfields Pilot in Red Lake to promote environmentally sensitive economic development. It begins by talking about the economic background of the Red Lake Band of Chippewa. The goes on to talk about the goals and objectives of the Pilot project for the Red Lake Community

<span style="font-family: 'Times New Roman','serif';">On the Progression of the Native American Culture from Colonial Times to the Present Day. (2009) //Native Americans and Discrimination//. Retrieved November 13, 2010, from [].

<span style="font-family: 'Times New Roman','serif';">This article is from the website //Socyberty.com//. It offers several specific examples of ways Native Americans are being discriminated against still today. The website is a forum for many beliefs and ideas ranging from religion, to ethnicity, to sexual orientation.

<span style="font-family: 'Times New Roman','serif';">Solorzano, Daniel G. (1997) Images and Words that Wound: Critical Race Theory, Racial Stereotyping, and Teacher Education. //Teacher Education Quarterly, (Summer 1997),// 5-20. []. <span style="font-family: 'Times New Roman','serif';">This is an article from //Teacher Education Quarterly.// It defines and gives specific examples of race, racism, and racial stereotyping. It also gives four exercises to help better understand racial stereotyping in the classroom. These exercises include finding examples of concepts, identifying media stereotypes, identifying professional stereotypes, and finding examples that challenge and transform stereotypes.

<span style="font-family: 'Times New Roman','serif';">The Supreme Court and Civil Rights. (2010) //The Leadership Conference.// Retrieved November 13, 2010, from []. <span style="font-family: 'Times New Roman','serif';">This webpage offers some of the key Supreme Court rulings from the past 153 years. The website as a whole offers articles, history, and events taking place all about civil rights. It is a great place to get informed about issues that are happening today in regards to civil rights.

<span style="font-family: 'Times New Roman','serif';">Red Lake Band of Chippewa Indians. (1997). Retrieved from <span style="color: black; font-family: 'Times New Roman','serif';">[] <span style="font-family: 'Times New Roman','serif';">This website is one of the websites Dr. Wysocki gave us to look up information. I do believe this website is reliable because the author gave a lot of examples and resources to back up his information. I find this to be very persuasive. This website was last updated in 1997. It is a rule of thumb to only use sources no later than five years. I believe that this website is still ok to use because it was about the history of the tribe; history doesn’t change. Overall this website was extremely helpful when learning about the history and government of the red lake Band.

<span style="font-family: 'Times New Roman','serif';">Red Lake Band History. (2010). Retrieved from <span style="font-family: 'Times New Roman','serif';">[] <span style="font-family: 'Times New Roman','serif';">This website is the official website for their new casino, Seven Clans. I believe the information I received from this source is accurate because the red lake band put the website together. Because the red lake band made this website, the information could be bias because they want people to come to their casino. The year this website was last updated was in 2010. That is great because I know the information is fresh and new. The look of the website looks very professional making me as the reader feel that the information is accurate

Beaulieu, Kathryn. (2007). History of the Red Lake Band of Chippewa Indians of Minnesota. Retrieved from []. This source comes from the official archives of the Red Lake Native Americans. It provides in depth information regarding Red Lake history, government, culture, and economic status.

<span style="font-family: 'Times New Roman','serif';">Borja, Rhea R., & Cavanagh, Sean. (2005). <span style="font-family: 'Times New Roman','serif';">School Shootings Stun Reservation. //Education Week 24(29).// <span style="font-family: 'Times New Roman','serif';">This article is mainly based on a school shooting that occurred on the Red Lake Reservation several years ago. The source provides useful information about education, schools, and ways of life on the reservation.

<span style="font-family: 'Times New Roman','serif';">Cubie, Doreen. (2007). Restoring a Lost Legacy. //National Wildlife, 45(4).// <span style="font-family: 'Times New Roman','serif';">This source from National Wildlife outlines information in regards to the Red Lake Band’s territory in a reservation in Northern Minnesota. Cultural information regarding the importance of preserving their land and the difficulties they face in doing so is mentioned as well.

<span style="color: black; font-family: 'Times New Roman','serif';">Vogt, N. (1999, October). Cross-cultural material. In //Ojibwe language and culture. Retrieved November 14, 2010, from// <span style="font-family: 'Times New Roman','serif';">//http://www.citilink.com/~nancyv/ojibwe/////o_xcultu.htm// <span style="color: black; font-family: 'Times New Roman','serif';">This website is an informational tool for pre-service teachers that is designed to educate others about Native American values and viewpoints. The author of this website has Native American roots, experience in the culture and has studied the Ojibwe Language. There are three separate documents that identify value, worldview, and culture differences between Native Americans and Anglo Americans. Teachers should examine these pieces to educate themselves about differences between the two cultures and how teachers can accommodate instruction to benefit Native American students.

<span style="color: black; font-family: 'Times New Roman','serif';">U.S. Commission on Civil Rights. (2003, July). //A quiet crisis: Federal funding and unmet needs in Indian country. Retrieved from// <span style="font-family: 'Times New Roman','serif';">//http://www.usccr.gov/pubs/na0703/na0204.////pdf// <span style="color: black; font-family: 'Times New Roman','serif';">This publication identifies how funding is distributed among the Native American population. This includes the breakdown between the Department of Interior, Health and Human Services, Housing and Urban Development, Justice, Education, and Agriculture. //Chapter 6: Department of Education// will be most beneficial for teachers to read before educating Native American students. This chapter explains school dropout rates, cultural identity, and community involvement which together explain the reasons why an achievement gap is present.

<span style="font-family: 'Times New Roman','serif';">Beyond the Powwow, The Goal is College. (1993, August). //The New York Times, B//. <span style="font-family: 'Times New Roman','serif';">9. Retrieved from Lexis-Nexis database. <span style="font-family: 'Times New Roman','serif';">In a summer program for Chippewa Indians, students studied general subjects as well as subjects that overlapped with their cultural background. Students were prepped for college while encouraged in leadership. While cooperating with others, they overcame fears and learned what they, as individuals, were capable of.

<span style="font-family: 'Times New Roman','serif';">Johnson, Dirk. (1990). Indian Rootlessness. //The New York Times//, //4(A).// 27. Retrieved from Lexis-Nexis database. <span style="font-family: 'Times New Roman','serif';">The New York Times addresses the blend of Indian heritage and mainstream American culture in this article, Indian Rootlessness. While identifying the cultural characteristics that arise in the Native American home life, educators are encouraged to utilize teaching strategies such as collaborative learning. Testimonies are also given to emphasize the impact of Native American culture on the overall learning experience.

<span style="font-family: 'Times New Roman','serif';">U.S. Department of Education. (1991). //Indian Nations At Risk. Task Force// //<span style="font-family: 'Times New Roman','serif';">Commissioned Papers //<span style="font-family: 'Times New Roman','serif';">. Retrieved from ERIC: Education Resources Information Center database <http://www.eric.ed.gov/ERICWebPortal /search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED343753&ERICExtSearch_SearchType_0=no&accno=ED343753>. <span style="font-family: 'Times New Roman','serif';">The Commissioned Papers focuses on actions needed to ensure higher quality academic programs for Native Americans. In depth plans are extensively described in response to educational aspects such as early childhood education, dropout prevention plans, and culturally preparing teachers. The papers conclude with a prospectus on change and development for Native education.

<span style="color: #333333; font-family: 'Times New Roman','serif'; letter-spacing: 2pt;">Doherty, C., & Doherty, K. (2008). //Northeast Indians//. New York, NY: InfoBase Publishing. <span style="color: #333333; font-family: 'Times New Roman','serif'; letter-spacing: 2pt;">This book has a lot of information in it dealing with American Indian tribes in the Northeast. This book also touches on some of the American Indian Authors and their publications that are making a splash in schools to help talk about their culture and troubles. This book also puts out a lot of stats about dropout rates, poverty rates, and income levels.

<span style="color: #333333; font-family: 'Times New Roman','serif'; letter-spacing: 2pt;">Beaulieu, D. (2000). Comprehensive Reform and American Indian Education. //Journal of American Indian Education//, //39//(3), 1-17. <span style="color: #333333; font-family: 'Times New Roman','serif'; letter-spacing: 2pt;">This article is packed full of statistics about the American Indian Culture and Education. It covers a wide variety of topics about Indians including schools, knowledge, languages, pace of change, and the needs of Indian children. It also discusses what we as people need to do in order to help reform the schools to help future American Indian Children succeed and lead better lives.

9:30 Section (SP 2011)

1.) US Census. (2011). //Demographic Profiles of Red Lake CDP, Minnesota//. Retrieved from US Census Bureau: http://censtats.census.gov/data/MN/1602753458.pdf <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 10pt;"> on April 18, 2011  This source gave the demographics of the people living in Red Lake, MN which is populated mostly by the Red Lake Band of Chippewa Indians. This helps us understand the situation of the Native Americans in this region in terms of education, income, etc.

2.) Council on Interracial Books for Children. (2007, May 7). //Stereotyping of Native Americans//. Retrieved 18 2011, April, from Native Nevada Classroom: [|[[http://www.unr.edu/nnap/nt/i-8_9.htmThis|http://www.unr.edu/nnap/nt/i-8_9.htm]]]

This website gives stereotypes of Native Americans that can help us understand how Native Americans are racialized. Native Americans are not always sitting ‘Indian style’ and not all of them are alcoholics who own casinos. These stereotypes and issues are barriers that teachers need to address and break down. 3.) Kathryn, B. (2007). //Red Lake Tribal History from the Archives & Library//. Retrieved April 18, 2011, from Red Lake Net News: [] This source gave a good history of the Red Lake Band of Chippewa Indians. It describes their origins, reservations, the people, etc. This helps us understand the history of their culture and the ways they were treated unfairly throughout history.

4.) Southwest Comprehensive Center. (2006, April). //Conference Materials.// Retrieved April 18, 2011, from Southwest Comprehensive Center at WestEd: http://www.swcompcenter.org/pdf/conf0406/Native_American_Overview.pdf

This source described ways to close the achievement gap for Native American students. The factors contributing to the achievement gap are similar to other minority factors and the ways to close it are similar as well. Integrate the traditional culture of the Native Americans into the curriculum, use the Native American language in the curriculum, and involve the parents and community in the schools. These either help student's academic progress and/or self-confidence and pride.

5.) National Center for Education Statistics. (2010). //Search for Public Schools.// Retrieved from [] This database provided a provided a search engine to gather information on each school in Red Lake. Such information included total teachers, total students, teacher/student ratio, free lunch eligible, reduced-price lunch eligible, and whether or not the school was considered to be Title 1. This information is important because it allows us to acknowledge the low SES atmosphere Red Lake students are brought into and how low SES statistics correlate with poor education.

6.) Minnesota Department of Education. (2010). //Schools Receive Nearly $24.5 Million Dollars in School Improvement Grants for Comprehensive Turnaround.// Retrieved from [] This source talked about how Red Lake Senior High and Red Lake Elementary were 2 of 19 schools in Minnesota that received a share of the $24.5 million dollars in attempt to catalyze a turnaround of academic success within the schools. Though this is a positive note, we can take away that in order to receive this money schools had to be considered “very low achieving” inferring that both schools have not provided much academic success in recent years.

7.) Office of Indian Education. //American Indian History, Culture, and Language—Curriculum Framework.// Retrieved from [] This was a great source for identifying the curriculum framework in Native American education on U.S. policies and how they impact American Indians. The rationale behind the framework is to create students that will be able to function as responsible citizens if they understand that some tribal issues affect all citizens.

8.) Southwest Comprehensive Center. (2007, January). //Conference Materials.// Retrieved April 19, 2011, from Southwest Comprehensive Center WestEd: @http://www.swcompcenter.org/pdf/0107/SWCC_NewThinking.ppt <span style="color: black; font-family: Calibri; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">This source gave us two great diagrams for culturally relevant instruction based on the Native Americans. This visual helps us understand how to incorporate values of the Native Americans into the curriculum that is required by the state of Minnesota. Because students are embedded in their culture, adding it to the curriculum will make the material more relevant and promote success amongst students.

<span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 10pt; line-height: 115%;">9.) Southwest Comprehensive Center. (2007, January). //Conference Materials.// Retrieved April 19, 2011, from Southwest Comprehensive Center WestEd: http://www.swcompcenter.org/pdf/0107/SWCC_IndianEducation.ppt  This source was helpful because it gave us a summary of how to integrate culturally relevant teaching techniques and described how to use those techniques for diverse learners. It also gave us information on factors for the achievement gap from the family perspective and the educators’ perspective.

10.) <span style="font-family: 'Tahoma','sans-serif'; font-size: 10pt;">Lawrence, William J.. "Do Indian Reservations Equal Apartheid?." PERM. N.p., n.d. Web. 18 Apr. 2011. <http://www.perm.org/articles/a196.html>. <span style="font-family: 'Tahoma','sans-serif'; font-size: 10pt; margin: 0px; padding: 0px;">Talks about how the US government helped makes Native Americans apartheid, but Native Americans are keeping it true. Also, how Native Americans aren't protected under the Bill of Rights when dealing with their tribal councils/governments.

11.) Bracey, Dorothy . "Criminalizing Culture: An Anthropologist Looks at Native Americans and the U.S. Legal System." Native Americans and the Criminal Justice System. London: Jeffrey Ian Ross and Larry Gould, 2006. 35 - 50. Print.  This is about how in many cultures of Native Americans, ritual drunkenness is a sacred thing that is highly encouraged within the tribes. But, the US government says that public drunkenness is a crime and they label Native Americans as alcoholics. It also went on to talk about how other immigrant and ethnic groups have found their traditional life patterns ignored or ridiculed, but Native Americans have been criminalized for theirs.

12.) Kenworthy, T., O’Driscoll, P. (2005, March 22nd). Red Lake Community Shaken by ‘Darkest Day’. USAtoday. Retrieved from [] Included in this brief article is a interview with one of Weise’s classmates Christopher Morrison describing Weise, and who he was, and how he was viewed by other classmates. This article also goes into detail about other violent acts that have impacted the Red Lake Chippewa Tribe.

13.) The Reporters Committee for Freedom of the Press. (Fall 2006). //A Reporter’s Guide to American Indian Law.// Retrieved from [] <span style="font-family: 'Times New Roman',serif; line-height: normal; margin: 0in 0in 10pt;">This article describes how reporters are treated in the Red Lake Chippewa Tribe, and the specifics as to what they are allowed to do as reporters.

<span style="font-family: 'Times New Roman',serif; line-height: normal; margin: 0in 0in 10pt;">14.) Indian Affairs - State of Minneso [] ta :: Tribal Nations - Red Lake. (n.d.). //Indian Affairs - State of Minnesota//. Retrieved April 14, 2011, from http://www.indianaffairs.state.mn.us/tribes_redlake.html  This is a very brief overview of the different aspects of Red Lake Nation. It includes information on location, history, government, communities, economy, and leadership. This overview could be beneficial for areas that could be further explored.

15.) Robertson, T. (n.d.). Despite down economy, Red Lake bets on new casino | Minnesota Public Radio News. //Minnesota Public Radio//. Retrieved April 14, 2011, from http://minnesota.publicradio.org/display/web/2009/04/28/redlakecasino/ This is a Minnesota Public Radio news (MPR) article about the risk that Red Lake recently took in building a casino despite a down economy. It cites the financial success of the neighboring Leech Lake tribe as a reason for this build. There is also some information about how much employment these casinos provide to the people who live in the area.

16.) Robertson, T. (n.d.). Northern Minnesota Tribal Econmic Development Division. //www.nmtedc.org//. Retrieved April 14, 2011, from www.nmtedc.org/html/news/081110-Building-the-Indian-Country-economy.pdf This is an article on the steps for economic growth that the Red Lake Indians are taking in the areas of small business and private industry. The partnership with St. Paul-based American Indian Economic Development Fund has provided loans and training for these types of businesses. <span style="font-family: 'Times New Roman',serif; line-height: normal; margin: 0in 0in 10pt;">﻿  17.) Roy, L. (n.d.). Ojibwa - History, Migration to the great lakes, First contact with Europeans. //Countries and Their Cultures//. Retrieved April 14, 2011, from http://www.everyculture.com/multi/Le-Pa/Ojibwa.html This article is a pretty thorough overview of the Ojibwa people. It touches on almost every important aspect that makes the Ojibwa unique. It doesn’t appear to be form a professional journal, but the author does cite her sources.

2:00 Section (SP 2011) Robertson, Tom. (2010). Red lake school committed to turnaround plan. //MPRnews//, Retrieved from [|http://minnesota.publicradio.org/display/web/2010/0] 8/25/turnaround-school-redlake/ Minnesota Public Radio News is a website with Minnesota news articles that you can search articles from years past. The articles can be searched but also can be looked up according to article type, environment, health, regional, etc. Cubie, Doreen. (2007). RESTORING A LOST LEGACY. //National Wildlife//, 45(4), 38-45. Retrieved from EBSCO//host// database. [|http://web.ebscohost.com/ehost/detail?vid=3&hid=13&sid=4ac20d89-d0f3-4bcd-9646-5e4ba7d6218f%40sessionmgr12&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=25143904] []

Article talks about how they are trying to live in harmony with each other as well as their land. They are enhancing wetlands, fisheries, and other wildlife habitats. More than a third of the tribe's members live below poverty and unemployment can run as high as 60% but they focus their attention strongly on their land.

//Indian Affairs Council State of Minnesota//. N.p., 2007-2011. Web. 14 Apr. 2011. <http://www.indianaffairs.state.mn.us/tribes_redlake.html>.

Provides information regarding location, history, government, the four reservation communities, economy and leadership.

//Al Franken U.S. Senator for Minnesota//. N.p., n.d. Web. 14 Apr. 2011. <http://franken.senate.gov/?p=press_release&id=1352>. Sen. Franken Announces Over $1 Million for YouthBuild on Red Lake Reservation

Minnesota American Indian Chamber of Commerce, Initials. (2008). // Promoting and supporting american indian business //. Retrieved from [|http://www.maicc.org/tribal_governments/tribe_redlake.aspx]

[] The source talks about all the Red Lake Enterprises and the demographics of the Tribe and location

=**Prairie Island Indian Community**= <span style="font-family: 'Times New Roman','serif';">Calimach, A. (2000). World history of male love, “Homosexual traditions,” The two-spirit <span style="font-family: 'Times New Roman','serif';">tradition. http://www.gay-art-history.org/gay-history/gay-customs/native-american- <span style="font-family: 'Times New Roman','serif';">homosexuality/two-spirit-native-anerican-gay.html <span style="font-family: 'Times New Roman','serif';">This article provides information about the history of sexual orientation in Native American Cultures. It discusses the idea of two-spirit tradition that is believed by Native Americans.
 * <span style="font-family: 'Times New Roman',serif;">Homosexual Traditions **

<span style="font-family: 'Times New Roman','serif';">Tribal nations-prairie island. (2010). Retrieved November 30, 2010, from <span style="color: windowtext; font-family: 'Times New Roman',serif; text-decoration: none;">[] <span style="font-family: 'Times New Roman','serif';">This website provides a background on the 11 recognized Indian tribes of Minnesota. This information includes how the communities came to be, history about the tribes, and links to the tribe’s websites for more information.
 * <span style="font-family: 'Times New Roman',serif;">Indian Affairs Council **

<span style="font-family: 'Times New Roman','serif';">Welcome to the MAIBA website. (2003). Retrieved November 27, 2010, from <span style="font-family: 'Times New Roman','serif';">http://www.miaba.org/tribalcourts.html#prairieisland <span style="font-family: 'Times New Roman','serif';">This website provides information on the tribal court systems of the eleven Minnesota Indian Tribes. It also provides links for scholarships, legal resources, and a calendar of events that are coming up.
 * <span style="font-family: 'Times New Roman',serif;">Minnesota American Indian Bar Association **

<span style="font-family: 'Times New Roman','serif';">Prairie island-dakota. (2007). Retrieved November 28, 2010, from <span style="font-family: 'Times New Roman','serif';">http://www.maicc.org/tribal_governments/tribe_prairieisland.aspx
 * <span style="font-family: 'Times New Roman',serif;">Minnesota American Indian Chamber of Commerce **

<span style="font-family: 'Times New Roman','serif';">This website provides information on American Indian Business in the state of Minnesota. It provides a plethora of information ranging from history of Minnesota Indian tribes, to chamber and community events, to information on tribal tourism. It also provides information about the forms of government that each tribe has as well as information about their court systems.

<span style="font-family: 'Times New Roman','serif';">**Taber, C., Nelson, A., & Bane, V. (2010). Native out. Retrieved November 28, 2010, from [|http://nativeout.org]**
 * <span style="font-family: 'Times New Roman',serif;">Native OUT **

Native Out is a website and organization that helps Native American individuals who are LGBTQ/Two Spirit people. It educates the world about two spirit people and connects people to other LGBTQ individuals. This website also provides information and news about the International Two Spirit Movement.

<span style="font-family: 'Times New Roman','serif';">McFarlin, B., Pehle, E. (2010). Prairie island Indian community. Retrieved November 28, 2010, <span style="font-family: 'Times New Roman','serif';">from, http://www.prairieislandnews.com <span style="font-family: 'Times New Roman','serif';">This website provides information about the history of the Prairie Island Indian Community, including issues and news that have affected it’s growth, including the Xcel Energy Nuclear Power Plant and the Treasure Island Resort & Casino. It also provides several multimedia links, including videos about the casino and reservation.
 * <span style="font-family: 'Times New Roman',serif;">Prairie Island Indian Community News **

<span style="font-family: 'Times New Roman','serif';">Prairie Island Indian Community Staff. (2010). Prairie island Indian community. Retrieved <span style="font-family: 'Times New Roman','serif';">November 28, 2010 from, http://www.prairieisland.org
 * <span style="font-family: 'Times New Roman',serif;">Prairie Island Indian Community **

<span style="font-family: 'Times New Roman','serif';">This website provides several links to information about the Prairie Island Indian Community, including information about their history, frequently asked questions, and information on how to contact members of their community. There is also a link to news and issues that are currently affecting the community.

<span style="font-family: 'Times New Roman','serif';">Gonyeau, J. P.E. (March 15, 2001). Prairie island nuclear power plant – Minnesota. Retrieved <span style="font-family: 'Times New Roman','serif';">November 30, 2010, from http://www.nucleartourist.com/us/prairie.htm
 * <span style="font-family: 'Times New Roman',serif;">Prairie Island Nuclear Power Plant – Minnesota **

<span style="font-family: 'Times New Roman','serif';">This websites provides information about the Prairie Island nuclear power plant. It explains the location, energy issues, and what the plant looks like/how it works. There are also links to different information on the websites, to learn more information about a specific topic.

<span style="font-family: 'Times New Roman','serif';">Secret Paths. (2001, August 3). Native American beliefs. In //Secret paths//. Retrieved <span style="font-family: 'Times New Roman','serif';">November 28, 2010, from [|http://home.earthlink.net/~tessia/index.html] <span style="font-family: 'Times New Roman','serif';">This website provides information on different aspects of traditional Native American society, and their beliefs. It provides links to other resources and a link to the websites online magazine. There is also fun facts to learn, like stories, myths, and Native American horoscopes.
 * <span style="font-family: 'Times New Roman',serif;">Secret Paths **

<span style="font-family: 'Times New Roman','serif';">Treasure Island Staff. (2010). Treasure island resort & casino. Retrieved November 30, 2010, <span style="font-family: 'Times New Roman','serif';">from http//:www/treasureislandcasino.org//
 * <span style="font-family: 'Times New Roman',serif;">Treasure Island Resort & Casino **

//<span style="font-family: 'Times New Roman','serif';">This website provides a large amount of information about the Prairie Island Indians’ casino. It provides a brief history about the casino, as well as information about upcoming events and information about how to reserve rooms for staying or guest events. //

9:30 Section (SP 2011)

2:00 Section (SP 2011) MDOE. (2011). [|Indian Education]: **K-12 Curriculum Frameworks.** Retrieved April 19, 2011 [] This website provides all sorts of information on lesson plans taught for Native American students. This website provides a variety of subjects taught and it includes elementary, intermediate, middle, and high school student lesson plans for teachers of specific subjects.
 * 1. Minnesota Department of Education **

Government Publications. (2011). Demographic Profiles. Retrieved April 19, 2011 http://govpubs.lib.umn.edu/census/profile.phtml This source provides data from the 2000 census. It gives information regarding their life at home to school and jobs. It provides general information regarding the Prairie Island Indian Community.
 * 2. Government Publications**

SWCOMCENTER. Retrieved April 19, 2011 www.swcompcenter.org/pdf/.../Native_American_Overview.pdf This source gives the factors that play in the role of Native Americans achievement gap in schools. The article also goes into detail about different strategies that can be used to lower the achievement gap. These strategies will benefit both the teachers and the students.
 * 3. Research on the closing the Achivement gap for Native American Students**

NEA. (2002-2011). American Indians/ Alaska Natives: Education Issues. Retrieved April 19, 2011 http://www.nea.org/home/15596.htm This source lists educational issues that American Indians and Alaska Natives have in schools. It deals with a wide range of issues from the curriculum to the teachers. These students are at a disadvantage at many schools that are mainly white middle class.
 * 4. National Education Association**

NCD. (2003). PEOPLE WITH DISABILITIES ON TRIBAL LANDS: EDUCATION, HEALTH CARE, VOCATIONAL REHABILITATION, AND INDEPENDENT LIVING. Retrieved April 19, 2011 @http://www.ncd.gov/newsroom/publications/2003/tribal_lands.htm This website article discusses how the individuals with disabilities on tribal land are treated. It also gives affective ways to work with those individuals in their community so everyone is treated equally. It explains why some Native Americans are experiencing achievement gaps in their schools.
 * 5. National Council on Disability**

// **SHAKOPEE MDEWAKANTON SIOUX COMMUNITY** //

//Minnesota Department of Education, Initials. (2010).// K-12 curriculum frameworks: american indian art curriculum //.// //Retrieved from []// //Summary: This website has many different lesson plans on it. The specific lesson plan that I chose was about Native American art. There are great ideas for all different age groups. They give you the history behind the art and all different ways to incorporate it into a lesson.//

//Minnesota Department of Education, Initials. (2010).// K-12 curriculum frameworks: american indian Trible Government //.// //Retrieved from []// //Summary: This website has many different lesson plans on it. The specific lesson plan that I chose was about Native American tribal government. This lesson plan breaks down the governments into each tribe. This is a great way to show students the difference between each Native American Tribe.//

//Minnesota Department of Education, Initials. (2010).// K-12 curriculum frameworks: american indian music and dance //.// //Retrieved from []// //Summary: This website has many different lesson plans on it. The specific lesson plan that I chose was about Native American music and dance. This lesson plan is not specific to certain Native American tribes, but it gives a great overview of Native American Pow Wows and instruments.//

// [|http://www.truth-it.net/discrimination_against_native_americans.html] // // This website gives clear examples of general discrimination against Native Americans. It talks about general discrimination still happening against Native American communities today. //

// [|http://www.dosomething.org/tipsandtools/background-racial-discrimination] // // This website also gives information of discrimination against Native Americans and other minorities in America. It gives information of some of the general history of wars and massacres against Native American people. //

// [|http://www.iss.nl/DevISSues/Articles/Intersectionality-and-human-rights-law-theory-and-praxis] // // This website defines intersectionality. It really helped me to understand the term and shows easy to understand examples of intersectionality. //

// [|http://everything2.com/title/African+American+and+Native+American+discrimination+from+1864+to+1954] // // Another website showing discrimination of this group of people. Also talks about World War 1 and the relief it gave to Native American tribes in America. //

// National Center for Education Statistics. Status and Trends in the Education of American Indians and Alaska Natives. U.S Department of Education Institute of Education Sciences. August 2005. Web. November 16, 2010. // // [|http://nces.ed.gov/pubs2005/nativetrends/4_academics.asp] // // This site provides graphs and summaries of data about Native American students. The two sections I used are about student behavior and academic achievement. The data compares Native American students to other ethnic groups to show the differences in achievement gaps. //

// Southwest Comprehensive Center at WestEd. Research on the Closing the Achievement Gap for Native American Students. // // Retrieved from GoogleScholar on November 15, 2010: <[|www.swcompcenter.org/pdf/conf0406/Native_American_Overview.pdf]> // // This article is a compilation of research done about the achievement gap for Native American students. It discusses the causes of the gap in learning as well as solutions that educators can use to close the gap. Some percentages between ethnic groups are provided to contrast the Native American students to other groups. //

//** Exploring Intersections of Identity With Native American Women Leaders **// // Carenlee Barkdull // // [] // //This article discusses a study that focused on four Native American Women in positions of power. It discusses their experiences with living in two different cultural worlds and living as a Native American woman and what it means to them.//

//<span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;">American Indians: Concepts, Strategies, and Materials. //The First Americans and African Americans, Part II. //Retrieved on November 19th, 2010 from Google Scholar database.//

//<span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt 0.5in;">This chapter was a great resource for numerous points in the presentation. It highlights the history of American Indian culture in the United States, but it transitions into the current status of American Indian culture today. This article does a great job mapping out instructional strategies for lower, middle and upper grades and what concept to highlight for best understanding. The article explored different activities that will help with these strategies also. //

//<span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;">Crystalinks, (2010). Native Americans. Retrieved from [] //

//<span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;">In this article it talked about many different Native American tribes. The article then explained the different tribes with their different traditions they had within the tribe. Towards the end it explained the overall religion, gender, traditions, etc. //

<span style="font-family: 'Times New Roman','serif';">Discrimination of Native American’s has been a serious problem since early American settlers arrived //<span style="font-family: 'Times New Roman','serif';">. (n.d.). Retrieved from [] //

//<span style="color: black; font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt 0.5in;">This article discusses how Native Americans have been treated back to when the early settlers were here, up to today. It explains the discriminations they have faced in the past, as well as what they experience in today’s society. Discrimination of Native Americans has been a serious problem but still continues today. //

//<span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;">Indians.org, (2010). Native American Women. Retrieved from [] // //<span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt 0.5in;">This source gave me an overview of what the Native American women meant to the tribe. It explained how important women were and what roles they played. Women did not have the stereotypical roles that many think they do and this article explains just that. //

//<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0.1pt 0in 0.1pt 0.5in; text-indent: -0.5in;">Kanatiyosh, (2010). RACISM & STEREOTYPING: The Affects On Our Children On Our Future. Retrieved from [] // //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0.1pt 0in 0.1pt 0.5in;">A Native American describing his school life as a Native American wrote this article. He describes all of the stereotypes that he took offense to as a child. Also in this article was how the teacher handled these stereotypes in the classroom. //

//<span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;">National Education Association (NEA). (2004-2005). American Indian/Alaskan Natives: Indian Student Achievement Today. //Focus On Series, //2004. Retrieved November 18th, 2010 from NEA Website.//

//<span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt 0.5in;">The second Focus On Series walked through the achievement gap found in Native American and Alaskan Native students. Not only were instructional strategies discussed, but the complications that come along with education. The article took a look in the future and how we can implement more community involvement to increase the success in American Indian education. //

//<span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;">National Education Association (NEA). (2006). American Indian/Alaskan Natives: Endangered Indian Languages. //Focus On Series//, September 2006. Retrieved November 18th, 2010 from NEA website.//

//<span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt 0.5in;">The Focus on Series was a great resource for instructional strategies to bring the native languages into the classrooms so a student’s background doesn’t disappear. This article was helpful with relating the Indian background to the importance of their education. //

<span style="font-family: 'Times New Roman','serif';">Native Americans and discrimination. //<span style="font-family: 'Times New Roman','serif';">(2009, June 10). Retrieved from [] //

//<span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt 0.5in;">This article explains that Native Americans have made social, economic, and political advancements, but still face some challenges. It is stated that all of the challenges can be overcome. It then, discusses the social, economic, and political challenges that the Native Americans face today. Some of the challenges they face are deprivation from education and political positions, treated unfairly when trying to apply for jobs, and Native American history is taught from the Western Centric point of view. //

//<span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;">Shakopee Mdewakanton Sioux Community. [Web]. Retrieved from [|http://www.shakopeedakota.org] //

//<span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;">This is the official website of the SMSC. It had a lot of information pertinent to our presentation. We were able to find information regarding the history and forms of capital, among several others. //

//<span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt 40.5pt; text-indent: -40.5pt;">Shakopee Mdewakanton Sioux Community. //Shakopee Mdewakantion Sioux Community 2009 donation report. //(2010). [Web]. Retrieved from []//

//<span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt 40.5pt; text-indent: -40.5pt;">This article gives a very in depth summary of all the donations the SMSC made in the fiscal year 2009. The article included information about how much money was given and what the money was used for. In total they donated over $33 million to various schools, communities, Native American tribes, etc. //

//<span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">Whitebear, Dana. //Personal Interview

//<span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt 0.5in;">I talked to Dana, a family friend, who is a part of the Mdewakanton Sioux tribe. Dana receives a great deal of money from her government because her father was the chief of the tribe. Dana explained that people have told her to her face that she is lazy and is given everything. Although Dana receives money from her government she still lives a simple life, and is a very good mother. //

9:30 Section (SP 2011)

2:00 Section (SP 2011)

**1) //All about the shakopee tribe//. (2011, April 17). Retrieved from http://newsfornatives.com/blog/2008/03/22/shakopee-mdewakanton-sioux-community-helps-grand-portage-grow/  **

· This article describes the struggles the Shakopee Mdewakanton Dakota people went through beginning in the 1800's. These struggles were primarily dealing with hardships they faced while the government was not providing them with much assistance. Then, in the 1980's when Indian Gaming business opportunities increased, allowed for many more opportunities for the Shakopee Mdewakanton Dakota people.

**2) Crooks, S., Crooks G., & Anderson K. (2006). S//hakopee Mdewakanton Sioux Community.// Retrieved on April 13, 2011 from** [|www.shakopeedakota.org]**.**

· This report written by the business councils of the tribe. It provides information about many different native tribes around different states. There are also many pictures and traditional information on the report as well.

**3) Graves, K.D., & Ebbott, E. (2006). //Indians in minnesota//. Minneapolis, MN: University of Minnesota Press.**

· This book talks about all of the Indian Tribes in Minnesota. Gives information about their cultures, tribes, land, etc.


 * 4) How life has changed for the shakopee mdewakanton sioux community. (2006, November). Retrieved from** [|**http://www.indiangaming.com/istore/Nov06_Shakopee.pdf**]

· This pdf talks about the changes that have been made in the Shakopee mdewakanton Sioux community. It mainly talks about economic developments and main changes.

· This article goes into detail about how life for the Shakopee Mdewakanton Sioux Community in Minnesota was before it was introduced to gaming life. Life for the Shakopee Mdewakanton Sioux Community changed drastically when they had heard about the success of high-stakes bingo in other parts of the country, and then decided to open Little Six Casino in 1985. Now, the Shakopee Mdewakanton Sioux are one of the most economically successful Indian tribes in the US.

**5) Minnesota House of Representatives, House Research Department. (2007). //Indians, indian tribes, and state government//. Minnesota: House Research Department Publications.**

· This document is from the Research Department of the Minnesota House of Representatives and it is describing many different aspects of a tribal community. There are many statistics given about the education of all the different tribes, how many Native Americans actually live on the reservations, the amount of state aid given to each tribe, etc. The document also gave information about how the No Child Left Behind act effects the Indian Communities. The Indian Education Act grants funds to help Native American students receive education in their native language, but also that they receive education in English, as a second language.

**6) Minnesota Senate, Senate Counsel, Research and Fiscal Analysis . (n.d.). //American indian communities in minnesota// Minnesota: Minnesota State Senate Offices. Retrieved from** []

· This site is showing the differences among education in the state of Minnesota, in particular the differences among the education of people of Native American decent. The site shows that the majority of Native American students attend publics schools and that very few reservations have their own school systems. The site also describes that Native American students has the highest dropout rate of any minority in the state of Minnesota. Teachers need to be aware of this in their future classrooms and they need to be aware of how to differentiate instruction so that it incorporates Native American culture.

**7) //Shakopee Mdewakanton Sioux Community.// (2009). Retrieved on April 13, 2011 from** []**.**

· This is the official site for the Shakopee Mdewakanton Sioux Community tribe. It is full of useful information such as frequently asked questions, what their environment is like, and what they are all about.

**8) //Shakopee mdewakanton sioux community history, part i.// (2011, February 7). Retrieved from http://www.bringmethenews.com/2011/02/07/shakopee-mdewakanton-sioux-community-history-part-i/  **   · This article goes into detail about the History of the Shakopee Mdewakanton Sioux Community before European Contact, during the Treaty and Reservation Era, and then how life began to improve for the Shakopee Mdewakanton Sioux Community. It explains positive improvements all the way up until the 1990's.

**9) //Shakopee Mdewakanton Sioux Community Partners with MIA//. (n.d.). Retrieved from** []

· This pdf talks about the Shakopee Mdewakanton Sioux Community partnering with MIA. It also talks about the importance of sharing the histories of these tribes.

**10) //Shakopee-Mdewakanton Indian Reservation//. (2011). Retrieved from** []

· This page has a main description of the tribe. It also has information of Mystic Lake Casino and TCF Bank Stadium having to do with this community.

**11) Theede, K., Looft, M., & Sandell, E.J. (2010). //Running head: reflections of dakota culture//. Unpublished manuscript, Department of Educational Studies, Minnesota State University Mankato, Mankato, Minnesota. Retrieved from** []

· This document is a research project done at the Minnesota State University Mankato. The article includes interviews from elders of the Dakota Indian Tribe about their past educational experiences. Many described their educational experiences as negative ones because their teachers were not informed about their culture. The overall goal of the article is to show that teachers need to learn about their student’s cultures and incorporate them into their classrooms so all students feel that they are valued members of the school community.

= 12) Tirado, Michelle. (2011, January 7). // Shakopee Mdewakanton Sioux Awards $1 Million Grants to Five Tribes. // Retrieved on April 13, 2011 from [] .  = = =   · This American Indian report is based on donations the Shakopee Mdewakanton Sioux Community tribe has granted to five different tribes. It gives information on the different tribes they are donating to, and the reason for their donations.

// **HO-CHUNK NATION** //

//[]// // - Spin off of the actual Ho Chunk Nation website. This page has to deal with keeping Wisconsin green. Aside from getting the “green” news there are also going green tips that will help the state of Wisconsin. Going green tips will take you to different web sites, one website is national geographic, which informs you on how to calculate your water footprint. //

//[]// // - NATOW is shortened for Native American Tourism of Wisconsin. This website gives you a short summary of the tribe, supplies fun facts and ample tourist activities. Events, attractions, tribes and lodging are jus some of the added tabs at top of the page trying to get people involved. //

//[]// // - This web page give you a quick run down of the Ho Chunk Nation. From a summary of the tribe to settlement pattern, social organization and kinship; leadership, government, religious life, medicine and healing, European contact, the fur trade and changes are also some things that are described. Lastly a summary/timeline of the tribe from the nineteenth century to the changes in the twentieth century are discussed. //

//[]// //This site is about the history of the Ho-Chunk Nation. The website presents information on the early history of the Ho-Chunk Nation. It addresses information on the first treaty signed in 1816. Language origin is also addressed in this site.//

//[]// //This website addresses the achievement gap in Native American special needs students in the content area of Mathematics. The program is named// Closing the Math Achievement Gap Project. //This program is aimed towards this group of individuals because of the low numbers of individuals receiving special education services.//

//[]// //This website presents a way for students to get financial help if they attend a Title IV institution. The financial aid covers tuition, books, fees, computer purchase, etc. The students must complete various applications and be enrolled in a non-profit Title IV institution.//

//[]// //This website is all about the government within the tribes, also known as Tribal Governments. The site talks about how tribes can either have three branches of government or a governing body. This site also contains information about how tribal governments are excluded from complying with the Americans with Disabilities Act (ADA).//

//[]// // This is the official website for the Ho-Chunk. The website if full of information about the history of the Ho-Chunk, governance, and statistics just to name a few. It also has contact information available as well. It is a good source because it comes straight from the Ho-Chunk people themselves. //

//[]// //This website is about gambling. It explains why casinos and gambling is so prevalent in Native American peoples. It also explains how gambling came to be and the current issues and problems that arise today.//

//[]// //This article was all about the past relationship between the U.S. government and the Native Americans. It goes through several periods in history and shows the relationship between the U.S. government and the Native Americans at the differing times in history.//

//[]// //This website gives a brief history of the Ho-Chunk Nation. It informs you of the history of the Ho-Chunk people—including which land they used to have. Comparatively, it also informs you of the Ho-Chunk Nation today.//

//<span style="color: #333333; font-family: Tahoma; font-size: 9pt; line-height: 115%; margin-left: 0.5in; text-indent: -0.5in;">DATELINE: Tucson, Arizona and //The Associated Press //(2006). Diverse: Issues in Higher Education. // Tribes Find Teaching Is Last Hope For Saving Native Languages//. Vol. 23, Issue 14; 8-24-2006. Article Retrieved from: Academic Search Premier Database. // This article, which can be found on the EBSCOhost Database under “Academic Search Premiere,” talks in depth as to how the words, songs, and sacred tribal rituals are “crumbling under the weight of the nation’s dominant language.” Testimony from elder Indians, including some from the Ho-Chunk Nation, is given and states that Indian tribes are no longer using their native languages because they are unable to do so and as a result their children aren’t learning it. The article also states specific facts and statistics about Native American languages and how they seem to be fading in the United States and on Native American reservations today.

An Analysis of the Ho-Chunk Nation in Wisconsin. (2010). Associated Content. Retrieved from http://www.associatedcontent.com/article/1527644/an_analysis_of_the_hochunk_nation_in.html?cat=9This website talks about the history of the Ho-Chunk Nation and how since the beginning of their tribe, they have been discriminated against. It talks about how the United States forced them off of their native land and then made them buy it back.

B. Quakenbush, personal communication, November 26, 2010 // Beaulieu, D. L. (2000). Comprehensive Reform and American Indian Education. Journal of American Indian Education, 2. Retrieved from http://jaie.asu.edu/v39/V39I2A3.pdf // // This website is about Native American people and their advantages and disadvantages in the school system. It talks about their struggles, how Native Americans are generally doing, on average in the school system, and educational reforms that are going on. //

Facts for Kids: Ho-chunk Indians (Winnebagos). (n.d.). Orrin's Website//. Retrieved November 29, 2010, from http://www.bigorrin.org/ hochunk_kids // This website broke down different aspects of the Ho-Chunk tribe into specific facts based off their history. The facts were to the point and a great starter tool to that could be expanded on by looking at more information. // The Ho-Chunk Tribe. (2007, March 21). //Education Technology Lab & Projects Studio--Server Pages//. Retrieved November 29, 2010, from http://education.uwec.edu/ webusers // This website broke down the Ho-Chunk tribe into a lesson plan and included informational content for elementary students. I found the content to be sufficient for many aspects of the history based portion of the presentation. Great pictures were also shown on this website of Ho-Chunk people.

Ho-Chunk Nation :: The Constitution of the Ho-Chunk Nation. (n.d.). Retrieved November 29, 2010, from http://www.ho-chunknation.com/?PageId=294This website shows the constitution of the Ho-Chunk Nation in its entirety. Ho-Chunk Nation Offers Cultural Tours. (n.d.). Travel Wisconsin. //Retrieved November 29, 2010, from http://tourism.state.wi.us/ArticleID=393&menuid=46// This website gives a brief history of the Ho-Chunk Nation and gives some information about the economic capital. "Striving To Achieve: Helping Native American Students Succeed." National Conference of State Legislatures. //State Tribal Institute, 2008. Retrieved November 17, 2010, from http://www.ncsl.org/default.aspx?tabid=13265// This website is about how we can help Native American Students strive for achievement in school. It discusses educational reforms that are happening, why and what exactly these are. It talks about the social and educational injustices these students are receiving, and how they compare to students of other races. This website had many studies and research added to it. Wallechinsky, D. & Wallace, I. (1981). The Only Good Indian is a Dead Indian. The People's Almanac. Retrieved from http://www.trivia-library.com/b/origins-of-sayings-the-only-good-indian-is-a-dead-indian.htmThis website discusses the famous saying that General Philip Sheridan stated in 1869 when he was talking to an Indian Chief, Toch-a-way. Warra, C. (n.d.). Ho-Chunk, Inc.: A national model in reservation economic development. - Free Online Library. Retrieved November 29, 2010, from http://www.thefreelibrary.com/HoChunk,+Inc.:+A+national+model+in+reservation+economic+development.a0100439912This article gives an overview of the Ho-Chunk Nation's economic and social capital.

9:30 Section (SP 2011

Sorry about the indents, the conversion from Microsoft word to wikispaces went awry and I'm not quite sure on how to fix them within the wiki. Enjoy)

Brown, Daniel. (2004, March 07). Ho-chunk guilty of racial discrimination. //Wisconsin State Journal//, Retrieved from []

This newspaper article is about how the guest who wrote it was fired due to race based discrimination by the Ho-Chunk Casino.

Callaghan, P.M. (2011, April 11). //Sacred tobacco: ho-chunk nation wants military authorities to stop confiscating it//. Retrieved from []

This is an article on the Indian Country network that gives an overview of the discrimination the military has against Native Americans and their sacred tobacco, and that the Ho-Chunk Nation wants the military to stop taking it away from its members.

Cleveland, W. (2010, November). //Ho-Chunk Nation// [Fact sheet]. Retrieved April 17 2011, from Tribal Office Building website: http://witribes.wi.gov/docview.asp?docid=5638&locid=57

This is a fact sheet that gives demographics about the Ho-Chunk Nation. It also talks about their legislature, their government, history. Additionally it lists services available, and the Nation’s enterprises.

Ho-chunk History - Indian Country Wisconsin. (n.d.). //Milwaukee Public Museum//. Retrieved April 19, 2011, from []

This website gives an overview of the current Ho-Chunk history and culture. It also gives information on their ancient lifestyle and culture, their hunting and agriculture as well.

//Ho-Chunk or "the people"// [About Us]. (n.d.). Retrieved April 15, 2011, from Ho- Chunk Nation website: http://www.ho-chunknation.com/AboutUs.aspx

This is the Ho-Chunk website. It gives information on their history, their constitution, and their political bodies. Additionally it covers many departments within the Ho-Chunk Nation, and also shows the Learning and Youth centers within Wisconsin.

George, Lewis R. (2004, March 14). Ho-chunkj does not discriminate. //Wisconsin State Journal//, Retrieved from []

This is the rebuttal to the source declaring that the Ho-Chunk nation discriminates against non-Native American people in their employment practices. This article says that the Ho-Chunk nation can discriminate because the Casinos are on their land, therefore it is their sovereign right.

PBS. (2010, May 6). Ho-Chunk Language. Retrieved April 2011, from WTTW: http://video.wttw.com/video/1487240579/#

This video talks about the lack of the transfer of the Hocak language within the Ho-Chunk Nation. The video also gives information and strategies on how schools are teaching the language to students.

SFunmaker. (2008, November 21). YouTube- Ho Chunk Language Revival 2.m4v. //YouTube- Broadcast Yourself.//. Retrieved April 19, 2011, from http://www.youtube.com/watch?v=ok7Lcb-wikk&feature=fvst

This video is about the Ho-Chunk Language revival. The Hocak is very important to their culture. They wish to have their people tell their important cultural stories through their own people, in order to keep their language going on.

//Status and trends in the education of american indians and alaska natives: 2008// [Fact Sheet]. (n.d.). Retrieved April 15, 2011, from National Center for Education Statistics website: http://nces.ed.gov/pubs2008/nativetrends/ind_4_6.asp

This article gives graphs and demographic information about student performance on exams and courses. Gives information on family structure, population, child care, etc.

Youngthunder, E. (2011, April 20). Teacher/Title VII Coordinator, Ho-Chunk Nation Youth & Learning Center. Interview

This is an interview with one of the Coordinators of the Ho-Chunk Youth and Learning Center of La Crosse. Was able to go more in depth with education themes and the loss of language within the Ho-Chunk Nation.

Zehr, M. A. (2010, June 30). Most american indians receive english only instruction [Web log post]. Retrieved from [] thelanguage/2010/06/most_american_indians_receive.html?qs=american+Indians

This article talks about the lack of translators and lack of teaching of the Hocak language. Native American students are most times not allowed to speak their language in the school setting. Also, it points out that Native American test scores are significantly lower than their White counterparts.

2:00 Section (SP 2011)

// **ONEIDA TRIBE OF INDIANS** //

//**Estlake, A. (1973).**// The Oneida community//**. New York, NY: AMS Press Inc.**// //This book, written by a member of the Oneida community, looks at the Oneida community as a whole. Some of the topics addressed are parentage, a definition of spirituality, and the inevitable progression of civilization.//

//**Glatthar, J. T. (2006).**// Forgotten allies: The Onieda Indians and the American Revolution//**. New York, NY: Hill and Wang.**// //This book examines the effects of European immigration on the traditional Oneida culture, and the further changes the American Revolution brought. Thought this book is more historical than a true teaching resource, it has helpful information for gaining a perspective on Oneida culture.//

//**George-Kanentiio, D. M. (2006).**// Iroquois on Fire: A Voice from the Mohawk nation//**. Westport, CN: Praeger Publishers.**// //This book discusses the oppression of American natives by the United States government, particularly land struggles. Highlighted in the section pertaining to the Oneida is the fact that despite the loyalty some of the Oneida peoples had shown to the colonial faction during the revolution, they were the first dispossessed of their land and driven west.//

//**Lindsay, Jeff. (2010 September 18).**// **The oneida tribe of indians of wisconsin. //Retrieved from//** // **[].** // //The Jeff Lindsay website had very helpful information. On the main page, pictures of the Oneida Indians and their cultural dress were included. The website also included background and introduction information on the Oneida Indians along with a chronological timeline of the tribe, a current update involving various issues, and a list of related websites with more information on the Oneida Indians.//

//**LISAMOOSE2007. (n.d.). YouTube - Jr. Womens Jingle Dress at Oneida July 4 2010. YouTube - Broadcast Yourself. . Retrieved November 17, 2010, from [] **// //This resource was especially helpful in our research because it showed a traditional dance done by some members of the Oneida Tribe. The video portrays a traditional dance and song that is done by the Oneida Tribe. The video helps us to visualize the song and dance from the tribe.//

//**McClymond, M. J. (2001). John Humphrey Noyes, the Oneida community, and male continence. McDannell, C. (Ed.).**// Religions of the United States in Practice, Vol 1//**. Princeton, NJ: Princeton University Press.**// //This book is an overview of religions of the united states, both past and present, how they are practiced, and the influence they have on their respective cultures and culture groups. Specifically highlighted in the article by M. J. McClymond is the polyamorous nature of courting and sexual relationships in the Oneida culture.//

//**Oneida Indian Nation. ( 2008 November 6).**// **Social dance. //Retrieved from//** // **[].** // //The Oneida Indian Nation was one of the most resourceful sites, since it was created by members of the Oneida tribe. On the website there were seven headings across the top of the page. This included, about, history, culture, news, enterprises, in the community, and careers. Upon clicking on any of the headings, there were stories and other links listed for further exploration.//

//**Oneida Nation.**// **Oneida tribe of indians of wisconsin. //Retrieved from//** // **[].** // //The Oneida Tribe of Indians of Wisconsin’s website had two side tabs with links. The first tab included links to the weekly historical note and two video clips. The other tab had links to employment, community resources, culture language and history, news and events, government, tribal services and contact information. Under the history tab, there was a chorological timeline that included all the important dates and topics in the Oneida history.//

//**Oneida people - Wikipedia, the free encyclopedia. (n.d.). Wikipedia, the free encyclopedia. Retrieved November 17, 2010, from []**// //This resource was helpful in showing us a lot of useful information. We were able to learn about the current information and history of the Oneida Tribe. The source is credible and very informative.//

//**Orrin, Lewis, Redish, Laura. (2009).**// **Oneida indian fact sheet. //Retrieved from//** // **[].** // //The Oneida fact sheet is a good resource to get a basic understanding of the Oneida Indians. On this page there were facts relating to both the past and present. There were also links within the facts for further explanation. Along with stating multiple facts, there were three additional resources provided to learn more about the Oneida//

// **[]** // //This article is a great resource in understanding the achievement gap among Native American students. It points out factors contributing to the achievement gap along with listing influential factors that are related to their failures in school. Strategies to use for prevention were also included.//
 * Research on the closing the achievement gap for native american students.** //**Retrieved from**//

//**This source was found in D2L under Unit 11 Called NEA Policy Brief on developing cultural competence.**// //This article gives suggestions to help schools that have a growing cultural diversity in their school. It talks about what is cultural competence and the different skill levels that are included in it. The article also talks about how it can positively affect the learning environment if you use all the components that are listed. This is extremely useful if you have any questions about cultural competence because it highlights on all the component.//

// Chavers, Dean. Indian Teachers and School Improvement. Winter 2010. //Journal of American Indian Education. //Vol 39 No 2. Retrieved November 10, 2010.// // · This article was very beneficial to me and I seemed to get most of my information from here. I found a lot on the staffing issues for Indian schools and also a lot of information on the separation between the community and the school. This article did a great job of informing me on these factors causing achievement gap and also how they got this way and what the native Americans do to keep them. //

// American Indian and Alaska Native Students and U.S. High Schools. September 2007. Alliance for Excellent Education. Retrieved November 10, 2010. // // · A few of my statistics came from this article and also a couple broad reasons to the achievement gap for Native American students. This article seemed to have a good amount of information but a lot of it was things pertaining to the background and not so much on what causes the achievement gap. //

// Native American Male Drop outs. Retrieved November 10, 2010. // // · From this article I was able to get a better understanding on just how important the parental factors and involvement are in a child’s education. This article also did a great job on discussing the importance an individual student’s value towards education and motivation are. I was also able to pull from the article the discrimination factors that affect a student’s achievement gap. //

// [] // // This website is full of information about the Oneida culture. I focused on the history of the Oneida tribe and their government. This website breaks up the different topic into many subtopics. //

// [] // // This website talks about the land, language and history and traditions of the Oneida tribe. It gives a very brief overview of each of the topics and also gives helpful resources to use. //

// [] // // From this website I learned about the overall history of the Oneida history. It first talks about the very beginning of the Oneida tribe, and then goes into detail about when they moved to Wisconsin. It talked about what life was like when they first moved to Wisconsin and later life in Wisconsin. //

// [] // // This is a great site that gives information on the entire Oneida Tribe, rather than just Wisconsin. I found information about why the Oneida value education and women on this site. There is a variety of other links that you can explore and look into as well. //

The Oneida Indians in the Age of Allotment // By: Lauren M. Hauptman, L. Gordon Melester // // This book primarily focused on the Oneida Indains from 186-1920. This was primarily the time when Oneida children were forced to attend boarding school away from their families. It gave both personal stories and facts/statistics about this time in the Onedias history. //

// Interview with Norbert Hill // // I Interviewed Norbert Hill, a renowned Onedia who has a wide variety of accomplishments. He was able to share personal experiences and experiences that other Oneida have had. We talked mainly about discrimination that the Onedia faced in the past and today. We also talked about how education/ lack therefore of education is affecting the Oneidas. //

// We the People, American Indians and Alaskan Natives in the United States, A Special Census Report, 2000 // // This resource is full of statistical information about Native Americans and Alaskan natives. It talks about income, education, and social stats. //

// Reel Injun by: N. Diamond // // Reel Injun is a documentary that traces how the image of First Nations people in cinema have influenced the understanding and misunderstanding of their culture and history. It shows over 400 hundred clips from various movies tracing the portrayal of American Indians in film and TV. //

// 9:30 Section (SP 2011) // //** Van Den Berg, C. (Ed.). (2011, Spring). **//**Oneida Higher Education Newsletter//. Retrieved from//** // ** [|http://www.oneidanation.org/uploadedFiles/Newsletter%] **** 202011%20Spring.pdf ** //

//This is an excellent source showing a strong cultural competence in the investment of higher education in their tribe. There is scholarship information and information intended to promote success in college. There are also contact information for further information and guidance.//

// **Hanna, W (Director), & Barbera, J (Director). (1953). Two Little Indians [Television series episode]. In (Executive producer),** //**Tom and Jerry//. Hollywood: MGM//**//.//

//This is a cartoon clip that shows stereotypes of Native Americans in general. Although this episode originally aired in 1953 the stereotypes are still prevalent today. This episode is still being aired today continuing to expose kids to these stereotypes.//

//**Oneida Productions, (2010).**// **Arts Concert June 2010//[Web]. Available from [|http://www.youtube.com/watch?v=LJZM2dg7z8o]//**

//This video clip displays various ceremonies of the Oneida Nation, allowing viewers to gather a wider understanding of the Oneida’s unique culture.//

//**‪UWGBnews, (2008).**// **Oneida Language Project //[Web]. Available from [|http://www.youtube.com/watch?v=dtcBmuXJQ9I&feature=related]‬//**

//This video clip shows the effort that members of the Oneida tribe and the University of Wisconsin-Green Bay have made in order to preserve the language of the Oneida. This is not only essential for the preservation of the Oneida’s culture, but also to maintain their status as a tribe.//

//**Reid, G. F., & Rosenzweig, R. (2005). Oneida Indian Nation: Culture and History. Journal of American History, 92(3), 1118-1119. Retrieved from EBSCOhost.**//

//The article reviews the Web site Oneida Indian Nation: Culture and History, available at oneida-nation.net/historical.htm.//

//** Ganka, Bob. Phone interview. 27 Apr. 2011. **//

// The principal of the Oneida Nation school district, Bob provided excellent information on the culture and education system of the Oneida. //

//** A lifelong dream: teaching on a reservation. Instructor, 15320200, Dec2005, Vol. 115, Issue 4 **//

// This article discusses the impact that a Native American teacher can have on Native American learners, and the importance of stressing culture in the curriculum. //

//**Oneida-Nsn.gov - Oneida - Native Sovereign Nation. (n.d.).**// **Oneida-Nsn.gov - Oneida - Native Sovereign Nation //. Retrieved April 24, 2011, from http://oneida-nsn.gov///**

//This website provides quality background information on the tribe itself, including how they came to Wisconsin and how they have adapted to the state.//

//**Oneida Nation School District. (n.d.).**// **Cooperative Educational Service Agency #7 //. Retrieved April 26, 2011, from http://www.cesa7.org/content/oneida/index.asp//**

//This website provides basic information on the schools of the Oneida.//

//**Oneida Nation of Wisconsin. (n.d.).**// **witribes.wi.gov//. Retrieved April 27, 2011, from witribes.wi.gov/docview.asp?docid=5637&locid=57**

This website provides information on the Oneida as reported to the state of Wisconsin.

2:00 Section (SP 2011)

**RED CLIFF BANK OF LAKE SUPERIOR CHIPPEWA INDIANS (UPPER WI)**

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//This source, takes an in depth look at the social constructs surrounding the Crow Indian Reservation in Montana. Unemployment rates, alcoholism and poverty are prevalent on the reservation and few break this barrier. The author, Larry Colton follows the women’s basketball team for a few years and produces a raw inside look at a small group of individuals trying to break the poverty barrier on the Crow Indian Reservation.//=====

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//This source is a newspaper article documenting the family of Jim Thorpe decades later receiving his once stripped Olympic qualifying medals. Jim Thorpe, a Native American athlete, was considered one of the greatest athletes of the early 20th century. This source is a great look at how some Native American populations and individuals have been “racialized.”//=====

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//This source, written by the same author, as the “Thorpe Family Gathers for Medals Ceremony” is a slightly different account of Jim Thorpe’s legacy and his family receiving his Olympic qualifying medals. The article covers the ceremony held for his family and how Native American populations and individuals have been “racialized.”//=====

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Loew, Patty. (2001). //Red Cliff Band of Lake Superior Chippewa.// Wikipedia. Retrieved on November 18, 2010. Last Updated on July 21, 2010. []=====

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//This website did not have very much information, but it helped me with a specific piece of information. I used it for some of the band’s capital information but not with a lot of my information. It was hard to naviagate sometimes, but I got the data that I was looking for.//=====

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//This PDF file was very helpful because it gave relevant information specific to the tribe. It even provided information on how to contact the members of the tribe, with an address. I found it easy to navigate and full of interesting and relevant information.//=====

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//This website was extremely helpful since it is the official website of the tribe. It had all the relevant information of the tribe, and had updates in progress. It had many tabs and was very easy to navigate.//=====

Print.
// It looks at the persistence of American Indian culture in a world of constantly changing things. Looks at a lot of the uniqueness of Indian life from tribal ceremonies to Indian humor and games. It also talks about the experiences throughout tribes and time and how they have survived threats to their own unique cultures. //

//American Students//. San Francisco: Jossey-Bass, 2005. Print.
// This book looks at the trends in enrollment for Native American students. Explains some of their experiences on our campus. It overall gives us a greater awareness of issues in our Native American groups so we can better educate Native American students. //

Johnston, Basil. //Ojibway Heritage//. New York: Columbia UP, 1976. Print.
// This book gives the genera public a look at Ojibway heritage including their religion, past, and values now. It introduces people, rituals, songs, dances, prayers or legends. It gives a reader a look into the Native American traditions. //

//Indians//. Afton, MN: Johnston Pub., 1983. Print.
// This book is a series of painting of well known in the community, Lake Superior Native Americans. It also gives you a slight look at the research the author had done about that persons story. When reading the stories you get a feel for the Lake Superior Native Americans life and culture. //

Statistics Administration, U.S. Census Bureau, 2006. Print.
// This is a national census given in 2000, and really concentrates on the American Indian and Alaskan Native population. It shows comparisons with their household in money conditions as well as dividing it between men and women. Separate tribal groupings are also examined within this census. //

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// This text takes a look at the Indian student achievement today. It examines and gives example of instructional issues, curriculum strategies, policy implications, and community involvement. It also gives some background and maybe some reasons at to why these students have fallen behind. // =====

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[|Teaching and Learning with Native Americans - A Handbook for Non-Native American Adult Educators] - Compiled by Marilou Schultz and Miriam Kroeger from the “Four Winds Walk in Balance on Mother Earth Curriculum Guide” for the Arizona Adult Literacy and Technology Resource Center, Inc. Updated 7/3/2000. Accessed 11/7/2010. []=====

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//This source is very helpful in looking at techniques to help Native American students succeed in the classroom. There is also a table of educational considerations for a variety of values that American Indians believe in. For example, in Native American culture, not making eye contact is a sign of respect, contrary to European-American practice.//=====

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__Promoting Educators’ Cultural Competence To Better Serve Culturally Diverse Students__.NEA Policy Brief. 2008. Accessed 11/27/2010. []. =====

=
//This source is from a D2L link on cultural competence. It answers the questions what cultural competence is as well as why it is important and how to become more culturally competent. It serves as a base on which you can apply to Native American students when thinking about how to be more inclusive towards them.// =====

=
//This is another D2L link about cultural teaching techniques that I felt offered some great ideas on things to include in the classroom that contributed to a more culturally aware environment. Although it was not specific towards Native Americans, its ideas could be easily translated to the needs of these students.// =====

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__Walking in Two Worlds__. Tallmadge, Lance. Wisconsin Dells School District. 2008. Accessed 11/27/2010. [|//http://dpi.wi.gov/sped/ppt/spp-disp-si08-tallmadge.ppt//]. =====

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//This source I found on the Wisconsin Department of Public Instruction website. It is a PowerPoint presentation from the Native American student services coordinator of the Wisconsin Dells school district. It provides more information about how to be more culturally competent as well as things to consider when teaching Native American students. It also provides some institutional changes that have gone on in the school district to help the Native American students in the area such as native language classes in the high school, a reservation liaison, and a Native American book club.//=====

9:30 Section (SP 2011)

Red Cliff Bank of Lake Superior Chippewa Indians. November 2010. Retrieved from, []

This site gives us the populations and gives the representation of the ages. It also goes into how the acres of the reservation are used. There is also a brief description of the history and different tribal services available.

Project Launch. Red Cliff Band of Lake Superior Chippewa Indians. 2010. Retrieved from: []

This site gives information about the statistics of the poverty level in reservation. It also talks about a project that is currently in the making. The main goals are to check if the children are developmentally on track, the families are strong, nurturing and connected, and the systems of care are connected.

U.S. Environmental Protection Agency. 2010. Brownfields 2010 Cleanup Grant Fact Sheet Red Cliff Band of Lake Superior Chippewas, WI. Retrieved from []

This site gives a description of what a cleanup grant includes. It then goes into detail of why Red Cliff Band receives the grant. The main area of cleanup is the campground and marina due to the hunting and fishing conditions.

Red Cliff Band of Lake Superior Chippewa Indians. (2010). Retrieved April, 20, from []

This source was a great site to find statistics about the tribe and their community. It was a good breakdown of the main aspects that make up the structure of teh tribe.

Great Lakes Inter-tribal Council. Red Cliff Band of Lake Superior Chippewa Indians. (2004). HUBZgrafx and GLITC. http://www.glitc.org/pages/rcblsc.html//This website showed us where the Red Cliff Band is located in Wisconsin.// //It also talked about the tribe and how it came about.// Ron Deperry. 2010. Red Cliff Wellness School Curriculum. National Registry of Evidence-based programs and Practices. Retrieved from,http://nrepp.samhsa.gov/ViewIntervention.aspx?id=182//This was a study done about the wellness of the tribe.// //It talked about adaptations that needed to be made in order to get successful results.// Elementary Curriculum. Red Cliff: The Hub of the Ojibwa. Retrieved from//www.act31resources.com/.../BIA_ERC%20**Curriculum**_**RedCliff**_Elem_vfinal.pdf// //This site had the tribes curriculum stated out by subject.// //Each page had a different way to assess and get information across.// //A big part was the history of the tribe compared to the contemporary tribe.// Larry Balber. Tribal Historic Preservation Officer. //We learned about one cultural value which is the stewardship of their land.// //They have been living on their land for 500 years.//

Red Cliff History. Retrieved April 25, 2011, from []

This source provided us with the most information about the history of the tribe. It also gave a look into how some of these historical facts had an effect on the tribes current situation.

Red Cliff Band of Lake Superior Chippewa. (2004). Tribal Government Home. Retrieved April 19, 2011, From []

This source gave us great information about the tribal council and how they hold the elections in a staggered manner so the whole council cannot be elected at once.

Note: This website was a parent website that led us to multiple pages that were incorporated in our presentation. 2:00 Section (SP 2011) http://redcliff-nsn.gov/ This is the official website of the Red Cliff Band of Lake Superior Chippewa. It gives us an overview of their lifestyles as well as educates us about their tribe.

//witribes.wi.gov/docview.asp?docid=9253&locid=57// This website breaks down each category of their tribe and gives us the current statistics. For example, it talks about the government, education, and health care just to name a few. It also talks briefly of their history to give us an idea of where they started.

http://www.bayfield.k12.wi.us/policies/8111.pdf This is the Bayfield School District website. On here we found an interesting addition to their handbook about working with parents of Native American students. It covers the expectations of parents, students, teachers, and administrators.

[|http://duffy.house.gov/grant-announcement/red-cliff-band-chippewa-indians-receives-usda-grant] This link talks about how the Red Cliff Band is receiving a USDA Grant to improve the health and wellness of the tribal members. A lot of this money will go towards the nutritional education of members in the tribe.

[|www.act31resources.com/.../BIA_ERC%20Curriculum_**RedCliff**_Elem_] [|vfinal.pdf]

This is an informational pdf for teachers about how to educate students about the Red Cliff Band of Indians. It gives specific lesson plans and areas teachers should educate themselves on before teaching about the tribe.

[] This site gives a lot of really interesting history about the Red Cliff tribe. The site is mainly for the casino there, but the webpage clearly feels it is important for the tourists to have an insight into the culture of the tribe.

<span style="color: black; display: block; font-family: Tahoma; font-size: 10pt; margin-bottom: 0pt; margin-top: 0pt;">[] <span style="color: black; display: block; font-family: Tahoma; font-size: 10pt; margin-bottom: 0pt; margin-top: 0pt;"> This mentions that the Red Cliff Band of Lake Chippewa will be receiving $115,000 in a grant from the USDA in the 2011 fiscal year. This will focus on raising the nutrition knowledge and make positive lifestyle changes in low-income Indian homes both on and near the reservation. [] <span style="color: black; display: block; font-family: Tahoma; font-size: 10pt; margin-bottom: 0pt; margin-top: 0pt;"> These are the demographics of the school. This was to get an idea of how many students there are in the mostly-Indian school district. It also lists all of the clubs and staff members so we could see how many there are of those compared to the students. [] <span style="color: black; display: block; font-family: Tahoma; font-size: 10pt; margin-bottom: 0pt; margin-top: 0pt;"> This is the website of the Red Cliff Isle Vista casino, which is scheduled to open this fall. This casino is expected to be a largely profitable enterprise and bring a lot of money to the Red Cliff Chippewa. [] <span style="color: black; display: block; font-family: Tahoma; font-size: 10pt; margin-bottom: 0pt; margin-top: 0pt;"> The chairman of the Bad River Band of Lake Superior Chippewa, which is a reservation around 30 miles from Red Cliff, gave this year’s State of the Tribes address about a mine that Gogebic Taconite is attempting to open in this area of northern Wisconsin. This mine would bring many jobs to the area, but may have serious environmental consequences. This will affect the economic makeup of the Red Cliff with regard to future jobs, so it is an important consideration.

<span style="color: black; display: block; font-family: Tahoma; font-size: 10pt; margin-bottom: 0pt; margin-top: 0pt;">[] <span style="color: black; display: block; font-family: Tahoma; font-size: 10pt; margin-bottom: 0pt; margin-top: 0pt;"> This page talks about very specific ways to be culturally competent with the Red Cliff Band. All of these examples are things that teachers can do in the classroom to become better teachers of Native Americans.