Deck 4: Understanding American Indian Children and Adolescents

Question 1

Formulate a plan for yourself, a teacher in a predominately American Indian classroom. What procedures/tools/issues would you utilize in planning effective learning experiences for your learners?

Answer 1

As a teacher in a predominately American Indian classroom, it is important to understand and respect the cultural backgrounds and traditions of my students. Formulating a plan for effective learning experiences for my learners would involve incorporating culturally relevant curriculum, creating a supportive and inclusive classroom environment, and utilizing various teaching tools and strategies.

First and foremost, I would make an effort to integrate American Indian history, culture, and traditions into the curriculum. This could involve incorporating literature written by American Indian authors, teaching about the history and impact of colonization, and discussing contemporary issues facing American Indian communities. By doing so, I can make the curriculum more relatable and engaging for my students, and also validate their cultural identities.

Additionally, I would prioritize creating a supportive and inclusive classroom environment where all students feel valued and respected. This could involve implementing restorative justice practices, incorporating circle discussions, and building strong relationships with students and their families. By creating a sense of belonging and community in the classroom, students will feel more comfortable and motivated to engage in their learning.

In terms of teaching tools and strategies, I would utilize a variety of approaches to cater to different learning styles and abilities. This could involve incorporating visual aids, hands-on activities, and technology to make the content more accessible and engaging for my students. I would also prioritize differentiation and individualized instruction to meet the diverse needs of my learners.

In addressing potential issues, I would be mindful of the historical trauma and systemic barriers that American Indian students may face. I would work to create a safe space for students to express themselves and seek support if needed. Additionally, I would collaborate with community members and tribal leaders to ensure that my teaching is culturally sensitive and respectful.

Overall, my plan for effective learning experiences in a predominately American Indian classroom would involve integrating culturally relevant curriculum, creating an inclusive classroom environment, and utilizing diverse teaching tools and strategies to meet the needs of my students. By doing so, I can support the academic and personal growth of my learners while honoring their cultural heritage.

Question 2

Contrast the views of family from the perspective of the American Indian versus the European American.

Answer 2

The views of family from the perspective of American Indians and European Americans are quite different.

For American Indians, family is seen as an extended network that includes not only immediate family members, but also relatives and even the community as a whole. Family is considered the most important social unit and plays a central role in shaping an individual's identity and sense of belonging. In many American Indian cultures, the concept of family extends beyond blood relations to include spiritual connections and a strong sense of community.

On the other hand, European American views on family are often more nuclear and individualistic. Family is typically limited to immediate relatives, such as parents and children, and there is less emphasis on the extended family or community. European American families tend to prioritize independence and self-reliance, and there may be a greater focus on individual achievement and personal success.

Overall, the American Indian perspective on family tends to be more communal and interconnected, while the European American perspective is often more individualistic and focused on immediate family relationships. These differing views can influence family dynamics, relationships, and cultural practices within each respective group.

Question 3

If you were to be evaluated as an educator in a system that had 50 percent American Indians and 50 percent European Americans, which particular culture would you prefer being your evaluator? Why?

Answer 3

As an educator in a system with a diverse student population consisting of 50% American Indians and 50% European Americans, I would prefer to have both American Indian and European American evaluators.

Having both cultural perspectives represented in the evaluation process would provide a more balanced and comprehensive assessment of my teaching methods and effectiveness. It would also demonstrate a commitment to inclusivity and understanding of the unique needs and experiences of both student groups.

By having evaluators from both cultural backgrounds, I would have the opportunity to receive feedback that takes into account the perspectives, values, and traditions of both American Indian and European American students. This would ultimately result in a more culturally responsive and effective teaching approach that benefits all students in the classroom.

Additionally, having diverse evaluators would also promote cultural competence and understanding within the educational system, setting a positive example for students and staff alike. It would show that the school values and respects the perspectives of all its students and is committed to providing an equitable and inclusive learning environment.

In conclusion, having both American Indian and European American evaluators would be the most beneficial and equitable approach in a diverse educational setting, ensuring that the evaluation process is culturally responsive and considers the needs of all students.

Question 4

Discuss cultural characteristics of American Indians. How can you direct your perceptions and that of your colleagues toward a more positive viewpoint?

Question 5

Briefly describe some commonly held religious beliefs within American Indian cultures. How do these beliefs contrast with commonly held European American values? What challenges and opportunities does this contrast provide educators?

Question 6

Historical interaction between American Indians and European Americans, according to Portman and Herring (2001) can be loosely divided in to the following five time periods:

A) removal, reservation, reorganization, re-emancipation, termination
B) removal, reorganization, relocation, self-determination, realization
C) removal, reservation, reorganization, termination, self-determination
D) reorganization, removal, reservation, termination, determination
E) none of the above

Question 7

American Indian children and adolescents are taught by their own culture to:

A) respect and protect the aged
B) rebel against family authority
C) live in harmony with nature
D) all of the above
E) a and c only

Question 8

Sharing one's material possessions is a part of the_______culture; while accumulating more and more things to attain status is indicative of the _______culture.

A) adolescent; adult
B) female; male
C) European American; American Indian
D) American Indian; European American
E) elder; adolescent

Question 9

"Cultural substitution" refers to the process of American Indian children and adolescents being expected by many educators to:

A) strictly adhere to their own culture with no substitutes
B) substitute or change their own culture for that of the dominant one
C) change their culture through aggressive action
D) b and c only
E) none of the above

Question 10

Statistically, American Indians are:

A) economically among the poorest Americans
B) the least employed, with the highest dropout rate
C) the least healthy and the worst housed
D) all of the above, and getting worse
E) all of the above, but improving

Question 11

In 1990 more than half of the American Indian population lived in which 6 states?

A) Ariz., New Mex., Calif., S. Dakota, N. Dakota, Nevada
B) Alaska, Washington, Ariz., New Mex., Oklahoma, Calif.
C) S. Dakota, N. Carolina, Arizona, Texas, Fla., New Mex.
D) N. Carolina, Oklahoma, Calif., Oregon, S. Dakota, Ariz.
E) Ariz., New Mex., Texas, Kansas, Calif., Oklahoma

Question 12

Because the cultural characteristics of generosity, sharing and cooperation often conflict with mainstream school systems, educators can offer the following to American Indians:

A) prepare teaching and learning experiences that involve teamwork and cooperation
B) encourage American Indian learners to understand that mainstream society accepts and invites personal achievement
C) assure American Indian learners that their peers will not censure them or think less of them for performing superior class work
D) all of the above
E) a and c only

Question 13

American Indian learners often develop feelings of frustration and hopelessness, which, in turn, results in alienation. How can this be avoided?

A) educate learners about the differences and similarities of cultures
B) instruct learners to think critically
C) working with learners to identify and diffuse stereotypes
D) teach children to be perceptive about comparisons
E) all of the above

Question 14

American Indian youth tend to concentrate concerns on:

A) their personal social status
B) the concept of sharing with others
C) time and punctuality
D) all of the above
E) a and b only

Question 15

Whenever possible, the following educational techniques should be avoided with American Indian learners:

A) competitive activities
B) visual, perceptual, and spatial modes of learning
C) presentations of metaphors, images, or symbols
D) cooperative learning exercises
E) all of the above

Question 16

It is sometimes difficult for American Indian learners to retain their cultural identity while hoping for acceptance in the European American schools they are attending.

Question 17

All cultures can learn from the basic propositions of American Indian cultures regarding their noninterference with others and their deep reverence for the rights and merit of individuals.

Question 18

Largely due to American Indians' attitudes of indifference, few notable achievements are being recognized today.

Question 19

A major part of an American Indian child's identity and development is attributed to his immediate and extended family.

Question 20

The American Indian tendency to withdraw and isolate can lead to the misconception that they are slow learners.

Question 21

American Indians are generally boastful when their teachers offer them praise in front of their peers.

Question 22

One advantage for educators today is the fact that, despite past differences, American Indians now share a common value system with most European Americans.

Question 23

American Indians have the lowest dropout rates of any ethnic group at the primary school level.

Question 24

By restructuring a curriculum that includes reading and studying about the culture of American Indians, other students and adolescents can learn to appreciate and understand their cultural values.

Question 25

Instead of contributing to school success, the diversity of languages among American Indians has complicated their language problems.