The Antiquities of Wisconsin, Increase A. Lapham's most important published work, includes 92 pages of text, illustrated with 61 wood engravings, and 55 lithographed plates and was the result of his research into the Indian effigy mounds found on Wisconsin's Landscape.

Breaking the frame: Ways of Reading Native Photography

My OER showcases the use of Native American photography as a means of enabling students to connect with historical and contemporary Native issues. Using specific in-class exercises as examples I will show how Native photography addresses issues of racial identity, stereotypes, the sexualizing of Native bodies, and Native American history. I will discuss how the writing of the formal analysis of this photography as art also enables students to engage with the art through a reading that elucidates the contemporary lives of Native individuals and communities. The OER will show how interactive exploration of artistic meaning, and the messages therein, in Native photography leads to increased student intellectual awareness and understanding of the indigenous world around them.

In Clan Mother, Molly Miller shares her experience as a healer and explores the role of elders in her community. One of these roles is to bring back Native language and cultural healing practices. This can be a way to heal the historical trauma that resulted when children were taken from their families during the boarding school era. As a Clan Mother, Molly is a leader in the current grassroots efforts to help young people and bring the community together by restoring traditional culture.

Creating Native American Myths and Legends is a five-part lesson plan asking students to research a traditional or modern Native American myth or legend story and then turn that story, or create an original story into a Pixton graphic cartoon representation. The lesson provides an overview of the basic elements of myths and legends so that students are aware of the structure and key components of each as it relates to Native American storytelling. While traditional methods of Native American storytelling rely heavily on oral storytelling, modern graphic novel collections of stories such as Trickster: Native American Tales are providing a new way of recording traditional stories and providing an outlet for new creations for modern Native American artists and storytellers. The project follows an adapted inquiry model and uses the graphic cartoon generator software website Pixton.com, as well as GSuite for Education.

This OER will showcase how using examples and discussions of comparable indigenous experiences benefits both Native and non-Native student cultural awareness in the classroom. While IEFA focusses upon Montana Indian histories and experiences, I use film, art, and other forms of material culture to ask students to engage broadly with other indigenous communities within and outside of the United States. Often these examples are shown next to local forms of cultural expression. This exposure, its comparative component, and the analytical discussion of such, has proven to help them understand and appreciate the local indigenous perspectives more clearly than when these local perspectives are studied/discussed in isolation. The OER will outline several exercises and assignments that have proven successful in enabling both Native and non-Native students to develop a wider cultural consciousness than they began with.

Facilitating a Group Discussion: A Brief Survey and Comparative Analysis of Native American Perceptions in Art, Then and Now

This OER takes a comparative analysis of Native American perceptions in Art and integrates this into an Art Appreciation survey course discussion. The context with which the content fits is "Themes of Art." This dialogue begins with the students' base knowledge of the subject, proceeded by observations of the works of contemporary, female Native American Artist, Wendy Red Star and the paintings of non-native, male artists from the 1800s (i.e. Alfred Jacob Miller, Charles Wimar, George Catlin, Frederic Remington, and Charles M. Russell). The primary pedagogical approaches will be engaging students in dialogue and allowing for a broader visual vocabulary through the study of historical works of art. Large groups will break into more detail specific, smaller groups. The crux of the exercise is to facilitate an appreciation of these works, through socio-political means (outsiders looking in) and the perspective of self-reflection, that of the insider's view.

Greg Johnson is a hunter and traditional craftsman. In Hunting Deer, he shares how and why hunting is so important to his family and to his communityŐs health and way of life. He discusses how treaty rights for hunting allow his people to continue their traditional relationship with the natural world, including both respect for and dependence on the deer for food, crafts and traditional art.

Each spring semester at Montana State University – Northern, a few American Indian students quietly participate in their required Sex Education course. Often reluctant to engage in discussions related to sexual behaviors and diversity, American Indian students may fail to engage in the course. Offering a lesson about two-spirited people early in the sex education course improves instructional conversation and generates course engagement for American Indian students. This proposal serves to further develop the two-spirited people lesson and include a guest presentation from a two-spirit person.

The Lady Thunderhawks are the Oneida Nation High School girls basketball team. Jessica House, a senior and captain of the team, considers how the team supports her identity as a member of her community and the Oneida Nation. The story explores the role of the basketball team in the community and highlights the importance of language and culture in school.

Lake Superior Whitefish shares the story of the Petersons, a commercial fishing family in Hancock, Michigan. Pat Peterson explains how treaties made with the U.S. government protect her peopleŐs right to hunt and fish in the ceded territories that once belonged to them. Though they initially faced opposition and prejudice when they moved to the area to fish, this family business is now an integral part of the community.

Arlene Blackdeer, a language apprentice for the Hoocak Waaziija Haci Language Division of the Ho-Chunk Nation, shares her experience in her community's effort to bring back the Ho-Chunk language. The apprentice program pairs young people with elder native speakers to improve their language skills. These apprentices then go on to teach language classes in the schools and surrounding community. The story highlights the role of elders in the community in passing on cultural knowledge, and the language revitalization efforts currently under way.

Living Language shares Ron Corn Jr.'s attempt to teach his daughter, Mimikwaeh, to be a first language speaker of the Menominee language. This story explores the relationship between culture and language. Language revitalization is a struggle for the Menominee, because most families speak English as a first language and are no longer able to pass their native language on to their children. Ron and MimkwaehŐs language journey may be one the last chances to keep the Menominee language alive.

Students explore 19th-century photographer Edward Curtis's documentation of a ritual performed by Native Americans. They then consider how ceremony and ritual practice are depicted and understood by those outside of a religious culture. Students use photography to document their own religious or spiritual rituals, and then examine one another's images and interpret their peers' spiritual beliefs based on the photographs.

Medicinal & Edible Plants of Montana Used by Indigenous Peoples and Early Settlers
This new Special Topics course is open to all university students in the spring 2017 semester. As a Special Topics course the numbering reflects upper division credit, but no pre-requisites are required, allowing students in a variety of disciplines to enroll. The course begins by providing a content vocabulary that consists of plant, habitat, ecoregion, and cultural terminology. Teaching with the assumption that non-biology students enroll, terms are presented and learned in a hands-on context that requires no previous understanding of biology. For example, basic plant structure is presented through simple flower dissection and “Structure Jeopardy”, a fun and interactive approach that allows students to earn points while testing literacy. Students work together in small groups (3) to collect voucher specimens of medicinal and edible plants in which the group is most interested. For native students, it is anticipated that selections may be based on traditional uses. During this process, students develop specimen collection and processing skills that allow them to acquire marketable techniques used in herbaria throughout the world. These same groups collect specific medicinal and edible plant material (e.g., roots) for their plants, drying and preparing the material in the manner most often used. For example, roots used as flour substitutes are presented whole as well as in a ground state. Groups, working closely with the professor, learn methods on how to research collection records, find habitat information, and develop geolocation skills, all of which ensure success in locating material. Students in each group also learn to perform peer-reviewed scientific literature searches that provide the most current research and knowledge on culturally important medicinal and edible plants. As individuals, students are required to gather information through discussion with family or community members on plant uses, thereby forming relationships between the broader community and course knowledge. Students are also encouraged, through literature or community involvement, to explore native or colloquial names for specific plants and to determine if these terms relate to cultural uses. Working with the professor, students learn presentation skills as each group or individual present the information they have learned using Power Point. Interactive laboratories exercises provide information and practices on good methodology and mock sessions with the instructor afford powerful feedback prior to classroom presentation. As available, local and indigenous guest lecturers provide interactive and personal experiences that aid to ensure student retention of course material.

This resource was created by Wendie Meyer, in collaboration with Lynn Bowder, as part of ESU2's Mastering the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education and experiential learning.

This set of questions and answers allows you to measure your awareness of Native American influences in U.S. history and culture.

Native Peoples of North America is intended to be an introductory text about the Native peoples of North America (primarily the United States and Canada) presented from an anthropological perspective. As such, the text is organized around anthropological concepts such as language, kinship, marriage and family life, political and economic organization, food getting, spiritual and religious practices, and the arts. Prehistoric, historic and contemporary information is presented. Each chapter begins with an example from the oral tradition that reflects the theme of the chapter. The text includes suggested readings, videos, and classroom activities.

Powwow Trail is a glimpse inside the Oneida Nation Powwow through the eyes of Dylan Jennings, a UW-Madison student, traditional dancer, and singer with Midnite Express. Dylan explains the significance of the powwow in his life, and reflects on his multiple identities as college student, member of his tribe, youth mentor and dancer and singer on the powwow trail. The story also addresses the similarities and differences between Native tribes.

In Prayers in a Song, Tall Paul explores the connections between language, identity, and landscape. He raps about how language shapes identity, and about his own sense of disconnection from the lands and traditions of his ancestors. His original hip-hop brings together the modern and the traditional, illustrating some of the

The Ways is a series of stories from Native communities around the central Great Lakes. This online educational resource for 6-12 grade students features videos and an interactive map exploring contemporary Native culture and language. The Ways supports educators in meeting the requirements of Wisconsin Act 31, seeking to expand and challenge current understanding of Native identity and communities.