Riverside Indian School- High School The goal for this project is to implement meaningful elements of culture into the taught curriculum across all grade levels and disciplines, plan ways to infuse cultural values into our school operations, and for school leaders to demonstrate an understanding of the tribal diversity within our school . Teachers will actively seek out resources to find information and gain ideas for their individual classes. By departments, teacher groups will collaboratively develop units and lesson that will target areas of culture and language. School leaders will work together to plan and organize events which display Native American culture. The principal and other school leaders will demonstrate the importance of culture and language throughout the project. Throughout the 2nd semester of school every high school teacher implemented meaningful elements of culture into the taught curriculum. Teachers noted the cultural elements in their weekly lesson plans. The requirement was at least once per week although many teachers exceeded this weekly. Lessons for individual classes were developed by the teachers . Teachers were encouraged to seek out resources from within our school community. Teachers, parents, alumni, residential and support staff all were sought out at sources of information. Students were also used a resources for the cultural lessons. With such a diverse tribal population our students are a wealth of knowledge to each other and our staff. Many of the daily lessons included cultural elements. The teachers were very successful in developing and incorporating aspects of Native American culture into there curriculum and lessons. This created more interest in the lessons and was a tool for many teachers to make meaningful connections. Military Code Talkers- Mr. Ray Tashuda, former RIS principal and WWII veteran and POW spoke to over 100 high school students about his experiences in the military, as a POW, and as the principal at RIS in the 70’s. The students also took a trip to East Central University to attend a presentation on the Navajo code talkers where a living code talker presented. Tribal Flags- Algebra students researched their tribal flags and used grid systems to create their own flags. Start Quilt Shirts- Algebra students studied the star quilt design and created their own personalized design. They transferred the designs onto t-shirts. Many students created shirts with their star quilt design on the front and specific symbols or tribal language on the back. Tribal Relocation-Indian Territory Oklahoma Primitive Bow Making- Wood tech classes made 1800’s era plains bows under the instruction of our staff. Round Dance-Students sang the different versions of northern and southern round dance and related verses to writing in language arts classes. Each high school teacher was involved in the development and teaching of a cross curriculum unit during the 3rd quarter of school. Teachers were instructed to development teachers groups of at least 4 to collaboratively develop cross curriculum units that had a cultural theme. Some teachers were involved in more that one unit and units that involved teachers from all departments. Some departments decided to work together with two departments to develop a unit. Each teacher developed their role for the unit and they collaboratively developed and executed the units. Units involved both in and outside of the classroom setting. Hand Game- Math classes covered elements such as probabilities, stats, brackets, systems. Indian studies classes were taught the history of the games and the different rules that are used. Tipi (tee-pee)- Students viewed an exhibit on the dwellings of plains Indians at the National Cowboy and Western Heritage Museum. Math and Science classes looked at the structural make-up of the tipi. Diabetes in Indian country- Science, Health and Nutrition/wellness students participated in a diabetes lab. Indian holocaust- Teachers from the Language Arts, Math, Social Studies and Science departments were all involved in a lesson where the students learned about then made comparisons between the Holocaust and Indian treatment. Interest topic for a boarding school. As administrators we encourage our staff to be active participants in the cultural education of our students not matter what their job title of tribal affiliation is. We have over 200 employees at RIS, over 95% are Native American, and many of us are highly involved in our own tribal customs. Therefore we have an abundance of resources within our staff alone the education process from staff to students is of equal value both ways. In all that we do we encourage the promotion of culture. This is seen in so many aspects of what we do as a school and this project was used as a tool to get even more our staff involved and for us as administrators to be active participants. Riverside Indian Club- Made up of students and staff. Pow-wow dancers and singers do performances at schools and events all across the state. We have northern and southern singers and dancers. Riverside Indian School Color Guard- Sponsored by Army Ranger Iraq War Veteran, High School Teacher and coach James Nells. Bring in the colors at many pow-wows and other events across the state. Graduation Pow-wow & commencement Riverside Ramblers- School drum group made up of students and staff. Sing for Indian Club, go to pow-wows and sing Native American flag song before sporting events. Apache Club- Apache Crown Dancers are sponsored locally by a school staff member with the assistance of Mr. Kline Grigg, RIS School Board member who represents the White Mountain Apache Tribe.