http://www.indianhillstradingco.com/61/432.htm?162

Authentic Native Recipes

http://www.primeindia.com/odp/index.cgi?/Home/Cooking/World_Cuisines/North_American/Native_American/

Cherokee Syllabary

http://www.nativenashville.com/tutor_syllabary.htm

ATTACHMENT B

Final Exam, Part One

Zuni Tribe and impact of the Gallup region.

            Located thirty-five miles south of Gallup, New Mexico the Zuni tribe (one of the nineteen Pueblo tribes) or Ashiwi, still remain in their exact location that was once inhabited by the Anasazi (the ancient ones). The Zuni are popular for their needlepoint jewelry, animal fetishes and kachinas, as well as the popular water maiden dancers with their color full costumes during the Intertribal Indian Ceremonial held each year in the Gallup area. Tourists travel from abroad to catch a glimpse of the Shalako dances held in December to celebrate the beginning of a new year.

            Similar to other Pueblos, the negative influence from the Spanish government escalated to the point that the Zuni joined the other Pueblo tribes in the Pueblo Revolt that southwestern history rarely brings forth. But the Zuni were not removed and still maintain their language, which is different from other Pueblo and Native languages.

            A most current issue that has made an influence not only in the Gallup area, but with all Native tribes, was the proposed coal mine controversy. Zuni Salt Lake is a pilgrimage for many Pueblo tribes and is considered sacred grounds. Once again, the Pueblos united to save this sacred ground from strip mining for coal by the Salt River Project (SRP). The Sierra Club assisted with putting coalition together and joined forces with the Zuni. The SRP cancelled it plans for the proposed mine and went elsewhere to strip mine. This was a victory for the Zuni and for all environmentalists everywhere. Another recent victory was the passing of the Zuni Indian Tribe Water Rights Settlement Act of 2003, which enables the Zuni tribe to use its water entitlement in developing the reservation.

            As you walk through the community of Gallup, you see a variety of Native American artwork, jewelry, pottery, and more important, the natives themselves. The Zuni best known for their fetishes and popular needlepoint and mosaic jewelry, display their talent in a majority of the native jewelry stores in the Gallup area. Amidst the jewelry you will also find a variety of kachinas that represent different deities and the variety of clay and ceramic potteries.

Photograph of Zuni Dancers http://projects.edtech.sandi.net/dailard/sw/zuni.htm

Department of Tourism Pueblo of Zuni
P.O. Box 339
Zuni, New Mexico 87327

(505)782-7238
www.experiencezuni.org           

Government:

www.pe.net/~rksnow/nmcountyzunipueblogov.htm

www.nativeamericacalling.com/nac_photos.shtm

www.hanksville.org/voyage/stories/ZuniLife.html           

www.kansaspress.ku.edu/harzun.html

Schools:

www.zuni.k12.nm.us

Religion:

bible.ovc.edu/terry/thesis

www.newadvent.org/cathen/15768a.htm

www.gallupindependent.com/12-01-99.html

Arts & Crafts:

www.zunispirits.com/tsmstatement.html

www.puebloofzuniarts.com

www.gallupnm.org/index.cfm?fuseaction=about.home

www.zunitrading.com

Events:

http://www.rvscout.com/nm/gallup.htm

http://www.curtis-collection.com/zunisolsticeceremonies.html

http://www.gallupindependent.com/12-01-99.html

History:

http://en.wikipedia.org/wiki/Zuni

http://www.keshi.com/aboutzunipueblo.html

http://mn.essortment.com/hopizunikachin_rjpe.htm

http://www.mnsu.edu/emuseum/cultural/northamerica/zuni.html

http://www.indianpueblo.org/ipcc/zunipage.gif

http://www.kstrom.net/isk/maps/nm/nmmap.html

http://www.crystalinks.com/zuni.html

www.experiencezuni.com/zuniashistory.html

Myths and Stories:

http://www.hanksville.org/voyage/stories/ZuniLife.html

http://www.crystalinks.com/zunimythgs.html

http://www.geocities.com/WestHollywood/Stonewall/3044/zunibook.html

Litigation:

http://www.theorator.com/bills108/x222.html

http://www.counterppunch.org/stclair0724.html

http://www.sierraclub.org/planet/200307/zuni.asp

www.sacredland.org/zuni_salt_lake.html

www.geolex.com/ProjSummAdobe/1105.PDF

Lodging:

www.halona.com

www.innlog.com/lodging/NM/Zuni_B.html

ATTACMENT C

Navajo: The Circle of Life

Objective: The students will be able to retrieve information by using technology, Internet, for each of these categories.

§       Fry bread

§       NavajoTaco

§       Corn

§       Hogan

§       Navajo family

§       Navajo clothing

§       Basket

§       Turquoise jewelry

Students will find information on Internet about who these Navajos are. Activity that the students will do be compare their clans, and interest. The students will answer questions about these the two famous Navajo.

§        

§       Luci Tapahonso

§       Sunny Dooley

ATTACHMENT D

Chuck Stewart

      My idea is to use the movie project I worked on this semester as the starting point of a small unit in my Physics class.  The students, as a part of my Nuclear Chemistry, and Nuclear Weapons/Uranium Mining unit have in the past done a group project at the conclusion of the unit. 

      The unit involves a two-day movie called "Day One" that gives the whole history of the development of the bomb during the Manhattan Project. This is followed by a class period where we discuss the movie, and then write a reflection paper in class.  The papers are usually interesting because the students have just been exposed to some history that shocks many of them. I have had some excellent class discussions at this point in the unit.

The next section of the unit is the science part where I teach about nuclear science, radioactivity, radioactivity decay series and half-lives.  This section includes discussion and problem solving.     

The next section is about the environmental impact of nuclear weapons and uranium mining.  This section includes a video called "The River That Harms" about the 1979 Churchrock, NM accident where around 100 million gallons of radioactive sludge washed down the Puerco River

through Gallup,NM and on into The Little Colorado River and on toward Lake Powell.  This part of the unit hits home because the people of Gallup are directly influenced, many of the miners still live here and it isn't difficult to find information on this topic.  One semester I was able to get George Kozeliski, an attorney that represented many of the miners to come talk to my class, the students were very interested and the discussion even led into other areas such as the Gallup revolt or uprising.  I need to get more information on this because my portion here is supposed to help my students learn about Mexican culture, but basically, the story is about the fact that a coal mine north of

Gallup, during the Depression started using Mexicans for miners because they could pay them less than the Slavs,Italians, and others at that time.  They provided some very basic housing to the Mexican workers for a time, but I guess the owner, a man named Vogel, who was a state senator found out he could sell the houses and make more money.  They had trouble getting the Mexicans to leave and eventually their strong-armed tactics caused a revolt.  There are a million ways to use the local history and the ethnic richness of Gallup in our curriculum and the students really get interested.  

Last fall I had the final group project, which took about a week of class time, but was worth the time invested because the projects showed real learning and teamwork. One group did a power point and skit on the effects of radiation on humans, highlighting the Chernobyl accident, another group prepared a TV show (talk show format) on the North Korean nuclear situation, their questions and answers showed good research and knowledge, a third group made a video where they went around the school and community and asked people about the Churchrock spill, it was interesting and funny as well. So this is the type of unit I recommend, tying in different cultures, using community people as a resource, connecting science, history, environment, law, politics, people, and culture.  These units really engage students, unlike anything I have done in sixteen years of teaching. It takes an investment of class time, but is well worth it.  Now, I can also start to include more use of technology in the unit, encourage students to interview family members and community people such as miners, veterans and so on.     On the final day of the unit when the group projects are presented, it feels like some of the days I have had at WNMU,celebration of learning atmosphere that only the students can generate,the unpredictability of the direction of these units also keeps it interesting.  I will also show my students my movie about Alfonso Marquez as an example of what can be done on projects, with my assistance of course.  I will next start locating websites to give my students as starting points for their research and projects.

Dolores, I failed to mention in my previous message, one of the most important parts of the unit, the use of the Internet to do research on the topics.  I have found that the articles found on the Internet about Navajo uranium mining and local issues have generated excellent class discussion.  

I checked google.com and did a search for "Navajo uranium miners" and there were 2480 entries, plenty of material for my students on this topic.

I thought that The Gallup Independent would be a good site to find information about the Gallup revolt. Wrong. The archive only goes back to 1999, which admittedly was in another millennium, but the searches can only be done by date, not by subject.  I will keep looking for Mexican connection/Gallup starting points.

I seem to be having fun with this final problem project.  I tried doing searches on yahoo, not much.  Goggle seems very good, if I instruct my students to enter "New Mexico Nuclear", there are 1,350,000 entries, some of the first hundred look very interesting, there is no end to  the possibilities of this project.