This must not be allowed to continue. The Indian culture must be preserved and utilized; it must become an integral part of life for every Indian child. Indian culture must be woven into the fabric of the educational system; into every facet of the daily lives of Indian children.
 
Programs must be initiated to preserve and protect the integrity of the value system and life style the American Indian family. It is only through a recognition of his heritage, and its meaning for his present life that the Indian child can regain his pride, and combat the alienation that plagues film. Only a total commitment from each concerned adult can inspire the Indian child to participate actively in the reconstruction of his culture and plan for a better future.

The Indian child lives in a conflict of cultures. He must "make it" in the white world to survive; he must recognize his Indian heritage to affirm his own identity. Because the Indian child must adapt to two worlds, it is critical that home and school be a coordinated experience. Tribal communities must ensure that their teachers understand the nature of this dual exposure and establish a positive and productive relationship between parents and the school. The teacher's responsibility is to accept the total child and to help him function effectively in both worlds.

RESPONSIBILITIES OF AMERICAN INDIAN COMMUNITIES

A thorough understanding of Indian history, traditional culture, values and contemporary life styles are Prerequisites for implementing meaningful and effective educational programs for young Indian children. With this goal in mind, it is the responsibility of each tribal group to develop a strong training program for its teachers. The following issues should be considered in formulating such a program.

1. The relationships among clan, and tribal members including the established bond which is a source of support throughout life.
2. The established rituals and ceremonies considered most important by each tribe, such as the rites connected with birth, naming, puberty, marriage and death.
3. The present tribal political structure, including the election of officers, and their the functions of the  tribal councils and the duties of educational and other committees.
4. The significance of the various tribal positions held by individuals which represent both traditional and contemporary social systems; the responsibilities and rewards of these roles and how individuals accede to these positions.
5. The protocol and accepted practices for interacting with tribal officers and Council members, including proper behavior regarding visitors, the correct procedures for presenting proposals, resolutions, budget requests and the process for gaining approval for school curriculum.
6. The important aspects of tribal history and the significance of past events and leaders in shaping current attitudes, values and aspirations.

1. An awareness that the values of an Indian community may be in conflict with those of the majority society.
2. An understanding that the American Indian child is a loved and valued member of his family, his clan and his tribe and that he may be affiliated with more than one tribe.
3. A respect for the American Indian's religious and philosophical beliefs, which are often associated with animals, plants and various aspects of the universe.
4. A respect for those values particular importance in the community such as a reverence for the wisdom of the elders, the importance rather than competition and the lack of concern for the accumulation wealth.
5. An acceptance of the family as the primary teacher of the child and a recognition that grandparents, aunts and uncles play an essential part in this process through the established clan and tribal structure.

While the specific indicators which designate good teaching and ensure quality education for young Indian children must be determined individually by each community, all communities should give some consideration to the following competency areas in evaluating their teachers.

A. The teacher of American Indian children establishes and maintains a learning environment which reflects the tribal culture(s) of the children. The teacher:

1. Provides objects which the children see and use in their homes and community; such as pottery, baskets, dolls dressed in native costume, blankets,. rugs, musical instruments and cooking utensils.
2. Uses articles of clothing, dances, stories, songs, etc., in keeping with tribal traditions and religious beliefs.
3. Develops the outdoor area of the school to reflect the natural environment and uses traditional or contemporary structures and materials whenever possible. For example, the use of a hogan at a Navajo center, a teepee for a Sioux Indian program or an outdoor oven at a Pueblo center.

B. The teacher of American Indian children develops, with parental and tribal approval, a curriculum relevant and appropriate for the group. The teacher:
 

1. Provides experiences within the context of the Native American culture which develop skills that enable the child to cope with the modern world.
2. Utilizes the expertise of parents and community members to introduce the children to, or encourage their participation in such traditional skills as silversmithing, rug weaving, pottery making. beading and basketry as practiced in the community.
3. Includes the cultivation and preparation of the food indigenous to the community in the children's activities.
4. Ensures that experiences with water, plant life and animals are included in the curriculum.
5. Uses both traditional and contemporary Indian games and sports to enhance the physical development of the children.
6. Incorporates tribal legends and oral history into the program, using the elders of the community to teach the children about the past.
7. Teaches the children about the contributions made to America by the American Indian, including games, foods, medicines, crafts and an ecological view of man and his environment.

C. The teacher of American Indian children accepts each child's primary language and makes provision for the child to use that language functionally in the classroom. The teacher:
 

1. Consults with parents and appropriate tribal people to determine goals for the language program; goals may include:

 
a. Functional bi-lingualism - the development of the ability to use both English and the child's primary language with equal fluency;

b. Fluency in English with some knowledge of a tribal language as a cultural identity factor;

c. Fluency in the child's primary language, with the gradual introduction of English after the primary language is established.

 
2. Provides good models for the spoken language, be it Indian or English.
3. Ensures proper usage of the Indian language, when it is included in the program, with special attention to the correct words for dwellings, food and clothing, appropriate titles for addressing relatives, clan members, etc., accepted greetings and exact names for geographical areas.
 
D. The teacher of American Indian children demonstrates a respect for and an understanding of community child-rearing practices and recognizes the strength and importance of the socialization process in supporting the child's Indian identity. He/she accomplishes this by:
 
1. Interacting with families in ways which reflect an understanding of the roles and responsibilities of each member, such as uncles acting as the disciplinarian, family elders providing information about traditions.
2. Accepting disciplinary measures which reflect community practice which may differ from those advocated by the majority society, as the use of teasing and the threats of the "whipper man";
3. Demonstrating an acceptance and respect for the community health practices which may differ from usual health care, including  visits to the medicine man, rituals for curing such as "sings" and "dances", and the use of herbs and other Indian medicines.
4. Including the preparation and serving of traditional foods in the program.
5. Conforming to accepted practices and prohibitions in the collection, preparation and serving of food.
6. Adjusting school curriculum to fit the tribal or community prescriptions for teaching young children with particular concern for rules governing the sequence in which special information is taught, the person designated to
7. Planning the school schedule to accommodate to all important events observed by the tribe or Indian community.