Grand View School students shoot Cherokee blowguns during the school’s second annual Cherokee Heritage Day on May 3 in Tahlequah, Oklahoma. Pre-kindergarten to eight grade students were able to participate. STACIE GUTHRIE/CHEROKEE PHOENIX
Grand View Schools hosts Cherokee Heritage Day
Students at Grand View School participate in graces during the school’s second annual Cherokee Heritage Day on May 3 in Tahlequah, Oklahoma. Glenda Sellers, the school’s community parent liaison, said students seemed to “love” graces. STACIE GUTHRIE/CHEROKEE PHOENIX
TAHLEQUAH, Okla. – Grand View School on May 3 celebrated its second annual Cherokee Heritage Day by offering cultural activities for students in all grades in which to participate.
Glenda Sellers, the school’s community parent liaison and Cherokee Nation citizen, said the school’s student population is approximately 70 percent Cherokee so it’s important to showcase these activities.
“It’s important for the children to know that we have a story as Cherokee people, and if we don’t tell the story, they won’t know. So we’re continuing activities that their ancestors may have played many years ago, and showing them what kind of games are available out there for the Cherokee people,” she said.
Sellers said thanks to Cherokee Heritage Center employees and GVS teachers, students were able to participate in blowgun shooting, stickball, beading, Cherokee singing and graces.
Graces is usually played with two people. Each person gets two rods. One player takes a wooden hoop and, pushing apart the two rods, makes the hoop fly in the air for the other player to try and catch it. The winner is the player who catches the hoop 10 times first.
Sellers said in 2016 the event offered Cherokee marbles, but because of recent rains it was substituted for graces, which the students seemed to enjoy.
“So graces was new for the kids and they really seemed to pick it up and love it,” she said.
Disosdi Elk, 10, a fifth grade student, said he enjoyed graces because he hasn’t played it before. He said outside of school he plays stickball but wasn’t able to hit the fish while participating during Cherokee Heritage Day.
Sellers said Tribal Councilors Joe Byrd and Rex Jordan, whose council district contain parts of the school district, as well as Miss Cherokee Sky Wildcat stopped by and spoke with students.
“I think…our tribal leaders are able to be a role model for our little ones, and they see that as they grow older they could be a Miss Cherokee or they could be one of our representatives in the future,” she said.
Sellers said typically Cherokee activities happen after school, so having it during the day allowed all students to participate.
“All of the children are able to see the cultural events. When those events are offered after school only the ones that stay after school get involved with that,” she said.
CN citizen Darlene Littledeer, third grade math and Cherokee language teacher, said a lot of her Cherokee language students were the “first ones to jump out” and participate in the activities.
“You can see how much they enjoy it and they’re the first ones to jump out, ready to do all these things...because we’ve been trying to teach them things about all the cultural games and things like that during our afterschool program,” she said.
Sellers said she hopes to see Cherokee Heritage Day continue yearly.
“I’m hoping to have this continue,” she said. “Margret Carlile is our federal programs director and she has been the visionary behind all of our activities.”
FLAGSTAFF, Ariz. (AP) – Stephen C. has been taught only math and English at a U.S.-run elementary school for Native American children deep in a gorge off the Grand Canyon. Teachers have left midyear, and he repeatedly faces suspension and arrest for behavior his attorneys say is linked to a disability stemming from traumatic experiences.
The 12-year-old is among children from Arizona’s remote and impoverished Havasupai Reservation who are a step closer to their push for systematic reform of the U.S. agency that oversees tribal education, alleging in a lawsuit it ignored complaints about an understaffed school, a lack of special education and a deficient curriculum.
The students’ attorneys say they won a major legal victory recently when a federal court agreed that childhood adversity and trauma can be learning disabilities, a tactic the same law firm used in crime-ridden Compton, California. They say the case could have widespread effects for Native children in more than 180 schools nationwide overseen by the U.S. Bureau of Indian Education and in schools with large Native populations.
“Education is our lifeline and our future for our kids – and all students, not just down here, but nationally,” Havasupai Chairwoman Muriel Coochwytewa said. The BIE has “an obligation to teach our children. And if that’s not going on, then our children will become failures, and we don’t want that.”
Havasupai students face adversity and generational trauma from repeated broken promises from the U.S. government, efforts to eradicate Native culture and tradition, discrimination and the school’s tendency to call police to deal with behavioral problems, attorneys say.
U.S. District Judge Steven Logan wrote in a late March ruling that the students’ lawyers adequately alleged “complex trauma” and adversity can result in physiological effects leading to a physical impairment. He moved the case forward, denying Justice Department requests to dismiss some of the allegations but agreeing to drop plaintiffs from the lawsuit who no longer attend Havasupai Elementary School.
Noshene Ranjbar, an assistant professor of psychiatry at the University of Arizona, said medical literature has expanded in the past 20 years to include trauma that isn’t linked only to singular events.
In Native communities she’s worked with in the Dakotas and Arizona, “they agree the root of everything they suffer with is this unresolved grief, loss, trauma, anger, decades of disappointment on a huge scale,” she said.
When students act out, schools too often turn to suspension, expulsion or arrest instead of finding what’s driving the bad behavior, she said. Usually, it’s “a hurt human being that is using the wrong means to cope,” Ranjbar said.
The Public Counsel law firm pressing the Havasupai case also sued the Compton Unified School District – which is majority black and Latino – in 2015 over disability services for students with complex trauma. A judge said students with violent and traumatic pasts could be eligible for such services but didn’t apply the ruling to all who experience trauma.
The U.S. Justice Department did not respond to a request for comment on the Havasupai ruling.
Government attorney Cesar Lopez-Morales said at a hearing in 2017 that while trauma could result in a disability, federal agencies cannot assume every Native student with shared experiences is disabled. They would need specifics of individuals’ impairments and how those affect their lives.
He said attorneys also failed to show the students were denied benefits solely because of disabilities.
Havasupai Elementary School has three teachers for kindergarten through eighth grade on a remote reservation home to about 650 people and world-renowned for its blue-green waterfalls.
The village of Supai can be reached only by mule, foot or helicopter, making it the most isolated of the BIE’s schools in the Lower 48 states. The reservation doesn’t have a high school.
The students’ attorneys say the area is beset with high levels of poverty, unemployment, substance abuse, family violence and low literacy levels. All 70 elementary school students qualify for free or reduced lunch and most are limited in English and math proficiency, and have special education needs.
“What we know from the science is that, particularly unaddressed, the impact of trauma can impact the ability to learn, read, think, concentrate and communicate,” public counsel attorney Kathryn Eidmann said.
The lawsuit seeks to force the government to provide services for special needs, a thorough curriculum, culturally relevant education and staff training to respond to trauma.
Stephen C., whose full name is not listed in court documents, enrolled as a kindergartner but can hardly read or write now that he’s in seventh grade. His attorneys say he has an attention deficit disorder and experiences trauma from witnessing alcohol abuse at school and from his relatives being forced into boarding schools.
At one point, he pulled a plug out of a computer monitor and faced a federal indictment, the lawsuit says.
Some Havasupai parents have sent their children to boarding schools off the reservation rather than deal with inadequate educational services.
Stephen’s guardian has considered it, too. But he said in a statement that tribal members want children with them in the canyon, to watch them grow and be a part of the community.
OKLAHOMA CITY – A group of more than 100 female attorneys, also known as Girl Attorney LLC, on April 9 marched to the Oklahoma Capitol to stand in solidarity with public school educators who had been rallying for increased funding since April 2.
Girl Attorney sent a letter on April 8 to Senate and House members. The letter, containing 628 signatures, stated: “The purpose of this visit is to meet with members of the 56th Legislature to discuss their plans to fully fund public education in Oklahoma. Various stakeholders have proposed possible solutions, and we expect our elected representatives to be able to speak intelligently about the merits and potential pitfalls of each. We also expect that a representative who is ideologically opposed to a particular proposal will be prepared to present a detailed alternative. We are business owners and taxpayers ourselves; if there is a means of providing a quality public education to our children without increasing taxes, then we would love to hear the details.”
Among the group were several Cherokee attorneys, including Nikki Baker Limore, the Cherokee Nation’s executive director of Indian Child Welfare. She said she became involved after learning there were 27 children in his class to one teacher.
“For a teacher with no aide, no intern, no assistance whatsoever to have to handle 27 5-year-olds, it was like herding cats,” Baker Limore said. “That’s what began my looking into the public school system, and that was eye-opening for me back at the beginning of the school year. I felt compelled.”
She said she also sees how the lack of funding affects the 84 children attending public school while in ICW custody. She said it’s hard for those children, who sometimes deal with personal trauma, to receive individual attention, encouragement and redirection because of class sizes.
CN Assistant Attorney General Alayna Farris said she sought ways to contribute to education reform and answered the call to march to the Capitol. “I would like people to know that the teacher walkout was a selfless act done for the students. Years of education cuts have landed us in this situation. I know the many teachers I have had over the years directly contributed to my success as an assistant attorney general for Cherokee Nation. I would not be where I am today without public education.”
Cherokee Nation Business attorney Tralynna Scott also said she sees the struggles public school teachers face. “I get to see firsthand just how abysmal our school systems are now. There aren’t enough books. These kids can’t take books home in the evening to do their homework because they share books with other students. I just don’t understand how any expects them to really learn in that fashion.”
She said she got the sense that many lawmakers were playing the “blame game” and that they were backtracking on deals that were made and then repealed.
“Circumstances have changed, number one. Number two, the other thing that was on that deal supposedly, was the hotel-motel tax, which they turned right around and took off the plate. They repealed it. (Gov. Mary) Fallin signed that into that in law Monday, and in my world, in my legal world, if you make a deal, and you turn right around and don’t do part of that deal, that’s called breach of contract,” Scott said.
Scott said the representatives she spoke with supported certain exemptions but weren’t able to get their bills heard. “None of them are willing to start a petition to suspend the rules where they can bypass (House Majority Floor Leader Jon) Echols and get it heard on the floor. That would take 68 votes to suspend the rules. But I directly point blank asked them ‘will you start that petition?’ No,” she said.
She said Girl Attorney would continue advocating for adequate funding. “To the legislators, we are very serious. The entire state is very serious about changing public education, and if they don’t move forward with solutions then they will be voted out.”
MUSKOGEE – Northeastern State University is joining with universities around Oklahoma in its efforts to help working adults finish the requirements for bachelor’s degrees through the Reach Higher program.
Reach Higher is a flexible program that provides an adult student the opportunity to work full-time, have a family and complete a degree online. The curriculum is specifically designed to help working adults succeed in the workplace.
“Without this flexible and affordable option, many adult students would not be able to realize this lifelong dream of completing a bachelor’s degree,” Michelle Farris, Reach Higher program advisor, said.
In May, senior Shawna Glass will complete a bachelor’s degree in organizational leadership through Reach Higher at NSU.
“I’m a single mother in my mid-30s, so I have to work during the day and be there for my kids and their busy schedules in the evenings. Traditional school was no longer an option for me,” she said. “The Reach Higher program has allowed me to still take care of my daily obligations while completing my degree online. My experience with the Reach Higher program has been a blessing. While it hasn’t always been easy, I have been able to reach my goal of completing my bachelor’s degree while still being able to work and take care of my children.”
Students who are at least 21 years old, have completed at least 72 hours of college credits or have an approved associate degree with a minimum 2.0 GPA and who have completed general education requirements can earn a bachelor’s degree in organizational leadership.
For more information, visit <a href="http://www.nsuok.edu/reachhigher" target="_blank">nsuok.edu/reachhigher</a> or call Farris at 918-444-5034.
TAHLEQUAH – The Cherokee Phoenix peeked in on Sequoyah High School’s drama department as it rehearsed for its upcoming adaptation of Stephen Sondheim and James Lapine’s musical “Into the Woods,” which musically tells the darker side of the classic fairy tales Cinderella, Rapunzel, Little Red Riding Hood and Jack and the Beanstalk.
“Into The Woods” will be held at the Sequoyah’s The Place Where They Play on the SHS campus.
Showtimes are 7 p.m. on April 26, 1 p.m. and 7 p.m. on April 27 and 2 p.m. on April 29.
For more information, visit <a href="http://sequoyah.cherokee.org" target="_blank">http://sequoyah.cherokee.org</a> or the Sequoyah Speech/Drama/Debate Students Facebook page.
TAHLEQUAH – The Cherokee Nation Foundation is accepting applications for its fifth annual ACT prep camp from June 4-9 at Northeastern State University.
The camp is offered to rising juniors and seniors and provides 16 hours of intensive ACT prep instruction, as well as college workshops focusing on admissions, financial aid, scholarship opportunities and time management. At the end of the weeklong camp, students will take the official ACT test at NSU.
All lodging, meals and testing expenses are provided by CNF, Cherokee Nation Businesses and NSU.
Applications will be accepted through April 21 and are available at <a href="http://www.cherokeenation.academicworks.com" target="_blank">cherokeenation.academicworks.com</a>.
For more information, email <a href="mailto: email@example.com">firstname.lastname@example.org</a> or call 918-207-0950.
TAHLEQUAH – The Northeastern State University Center for Tribal Studies will present three keynote speakers, two film screenings and presentations April 16-21 as part of the 46th annual Symposium on the American Indian.
The Symposium’s theme is “Walking with our Ancestors: Preserving Culture and Honoring Tradition.”
The keynote speakers are Daryl Baldwin, Dr. Lee Francis IV and Dr. Daniel Wildcat. All keynote speakers will be located in the University Center Ballroom.
Dr. Lee Francis IV will speak at 9:30 a.m. on April 18. He is the national director of Wordcraft Circle of Native Writers and Storytellers, the position he assumed after the passing of his father, Wordcraft founder, Dr. Lee Francis III. His work as a poet and scholar has appeared in journals and anthologies. He will explore the history of Native and Indigenous people in popular culture and highlight some of the efforts of “Indigenerds” worldwide to actively change the representations of Native people through dynamic and powerful expressions of self and culture.
Daryl Baldwin will speak at 1 p.m. on April 18. Baldwin is a citizen of the Miami Tribe of Oklahoma. His ancestors were active in the affairs of the Miami Nation dating back to the 18th century, and he continues this dedication through his work in language and cultural revitalization. Since 1995, Baldwin has worked with the Myaamia people developing culture and language-based educational materials and programs for the tribal community. Baldwin’s presentation will look at the role of the Myaamia Center at Miami University, a Miami Tribe of Oklahoma-supported research center, whose mission is to serve the needs of the Myaamia people, Miami University and partner communities through research, education and outreach that promote Myaamia language, culture, knowledge and values.
Dr. Daniel Wildcat will speak at 9:30 a.m. on April 19. He is a professor at Haskell Indian Nations University in Lawrence, Kansas, and an accomplished scholar who writes on Indigenous knowledge, technology, environment and education. A Yuchi citizen of the Muscogee Nation, Wildcat’s presentation examines the climate change-induced trauma already occurring and likely to dramatically increase in the next decades. This presentation will argue that to deal with this trauma, Indigenous people will need to rely on culture to express tribal resilience through exercises of Indigenous ingenuity.
Two films will be screened during the symposium, “The Old School House” and “Te Ata.”
“The Old School House” can be seen at 5:30 p.m. on April 16 in the Webb Building Auditorium. The film is the sixth feature documentary from the Native American Paranormal Project. It explores a building on the campus of NSU known as the Bacone House, which serves as the university’s Center for Tribal Studies. Over the past few decades, many staff and students have encountered unexplained sights and sounds in the Bacone House. In August 2017, the Native American Paranormal Project visited the old building and documented its time there. The findings and the history of the 150 year-old home are featured in "The Old School House.”
“Te Ata” (TAY’ AH-TAH) “Te Ata” can be seen at 5:30 p.m. on April 17 in the Webb Building Auditorium. The film is based on the inspiring, true story of Mary Thompson Fisher, a woman who traversed cultural barriers to become one of the greatest Native American performers of all time. Born in Indian Territory, and raised on the songs and stories of her Chickasaw culture, Te Ata’s journey to find her true calling led her through isolation, discovery, love and a stage career that culminated in performances for a United States president, European royalty and audiences across the world.
April 16-18 will also offer panels and presentations in the University Center Ballroom.
Symposium activities are free and the public is encouraged to attend. For more information, visit <a href="http://www.nsuok.edu/symposium" target="_blank">www.nsuok.edu/symposium</a>.