Collateta, Taft "Governor Taft" 10 July 2025
Pueblo of Jemez. www.jemezpueblo.org.
Collateta, Desiree "2nd Grade" 12 August 2015
Collateta, Taft."We are still here". 12 July 2025
"Sharing One Skin: The Okanagan Community" - Jeannette Armstrong
Jeannette Armstrong, 1996 "Sharing One Skin: The Okanagan Community" Pg 460 - 470 in Jerry Mander and Edward Goldsmith (eds), The Case Against the Global Economy, San Francisco, CA: Sierra Club BooksThe articles shares how the Olkanagan people in British Colombia share one big and meaningful community. Their bond is the teachings and mindset each person in the tribe have. Jeannette Armstrong tells how the community works together to make their tribe "a living being", or as she puts it, "Sharing One Skin".
"And then I went to school: Memories of a pueblo childhood"
Suina Joe
Suina Joe, 1985,"And then I went to school: Memories of a pueblo childhood," New Mexico Journal of Reading, 5(2)Joe Suina's article tells the process of assimilation and how it effects not only homes, culture, and language, but the identity. We learn his story and what he experienced. He talks about the change from tradition life back home to the schools. He also tells how he fells after being seperated from home for so long.
"How place names impact the way we see landscape: Western landscapes and their names are stratified with personal memories, ancestral teachings, mythic events, and colonial memories"
B. Toastie
B. Toastie, May 1, 2022, from the print edition, "How place names impact the way we see landscape: Western landscapes and their names are stratified with personal memories, ancestral teachings, mythic events, and colonial disturbances" High Country News: knw the west, Copyright c High Country NewsIn this article B. Toastie explains something known as the identity of the land. They explain how colonial names and renames replace the deep and rich meaning of the land and stories. They use The Organ Trail, and El Capitan as examples. They also explain the tribal renaming of its original titles help reduce the connection people once had with that land.
Frank W. Porter III
Kelly, Lawrence C. Federal Indian Policy. Chelsea House, 199This article by Frank W. Porter III covers the history of Native Americans, who at this point in time are only represented as drunk, savage, or stoic. This article tells the ignorance of European Colonizers towards Indigenous knowledge when they first arrived to the way people view Native Americans, the mistreatment, and the continuous fighting Indigenous people today are having to restore land and resources that were stripped away. This article was enlightening people of the treatment and history cover-up of the Indigenous Americans.
Jace Weaver
TeachingAmericanHistory.org. “Courts of Indian Offenses | Teaching American History.” Teaching American History, 27 June 2024, teachingamericanhistory.org/document/courts-of-indian-offenses.The Courts of Indian Offenses, created in 1883, were used to suppress Indigenous American religious and cultural practices that did not conform to Christian / Euro-American norms. This was an attempt to dehumanize Indigenous Americans, continuing to label Natives as "savage".
Matthew Glass
Glass, Matthew, and Edward Queen II. “American Indian Religious Freedom Act (AIRFA).” Encyclopedia of American Religious History, Fourth Edition, Facts On File, 2018. American Indian History, online.infobase.com/Auth/Index?aid=18626&itemid=WE43&articleId=197421.The American Religious Freedom Act (1978) was passed after centuries of U.S. policies that suppressed Indigenous American religious practices. While it lacked enforcement and was suppressed, it was a turning point in Indigenous American history. Proving this fight can be fought.
Janine Ungvarsky
Ungvarsky, Janine. “American Indian Boarding Schools.” Salem Press Encyclopedia, Aug. 2025. EBSCOhost, research.ebsco.com/linkprocessor/plink?id=d460f57b-0a81-3eb2-b8e4-bfc4fb5e34ee.American Indian boarding schools, created in the 1800s, were designed to assimilate Indigenous children. Strip them of their identity, culture, and language. To "kill the Indian, save the man", the conditions, treatment and abuse of these boarding schools left scars that feel fresh, even today.
The video explores the decline of Native American languages, emphasizing how historical assimilation policies, and systematic suppression, including boarding schools have contributed to their endangerment. The video underscores the importance of efforts to preserve and revitalize Indigenous languages to maintain heritage, strengthen community, and pass knowledge to future generations
This video explains Indigenous school support systems when it comes to "walking in both worlds" by strengthening their indigenous background with language while also developing English skill. Using examples from New Mexican schools, it displays how these immersion and dual-language programs help preserve Indigenous languages, reinforce cultural identity, and improve academics. Teachers, families and tribal communities collaborate to ensure students succeed academically without losing their linguistic and cultural roots.
Culture and Equity : Mexican - Americans a Culture of Struggle, Dignity, and Survival
Aurora Bravo
Bravo, Aurora. “Culture and Equity: Mexican-Americans a Culture of Struggle, Dignity, and Survival.” Culture, Society, and Praxis, vol. Volume 3, no. Number 2, Article 5, Jan. 2005.
Aurora Bravo explains how Mexican-American culture is shaped by strong family ties, language traditions, food, and religious celebrations. She also discusses the history of discrimination Mexican-Americans have faced since the Mexican-American War and the Treaty of Guadalupe Hidalgo. The article highlights political activism such as the Chicano Movement and ongoing inequalities in education, income, and representation. Despite these challenges, the author emphasizes resilience and the importance of education and advocacy in the fight for social justice.
Journalist Karen McVeigh explains that climate change is accelerating the loss of languages around the world. Rising sea levels and environmental disasters force communities to migrate, which often breaks apart language communities and makes it harder for younger generations to learn their native languages. Many endangered languages belong to Indigenous communities, meaning their disappearance also threatens cultural traditions and knowledge. The article stresses the importance of preservation efforts such as immersion schools and international initiatives to protect Indigenous languages.
Patrick Heinrich
This article discusses how many languages around the world are becoming endangered due to globalization, migration, and the dominance of widely spoken languages like English. When communities shift to larger global languages for economic or educational opportunities, smaller local languages often decline. Historical government policies and urbanization have also contributed to language loss. The article emphasizes that preserving endangered languages is important because they carry unique cultural knowledge, traditions, and perspectives, and efforts such as education programs and digital documentation can help protect them.
Collateta, Taft "Educated Indian" 2 August 2025
I grew up in Jemez Pueblo, a community of rich and deep language and cultural understanding. I was fluent in Towa at the age of five, but as I grew up, I started to lose my connection to the language and then the community. I started to feel like I didn't belong among my own people. I slowly but surely started to participate more and now I am re-learning the language. I wanted to help other Native American youth whose stories are similar to mine. To show that our insecurities and past don't have to be the barricade that prevents future generations from learning and understanding who they are as Indigenous Americans.
Cerno,Noelle."Main Take Away."2 December 2025
On Tuesday, December 2, 2025, SFIS students gathered together to learn and reflect the role language has on elders in tribal communities.Together we watched the 30 minute documentary titled "Why Save a Language"I shared some of my own experiences with language, why I learn, and I do to preserve the language in me.
Cerno, Noelle. “Unspoken”. 9 March 2026
On Monday March 9, 2026, Maeklynn Sandia and I brought together SFIS students of different grades to watch a documentary Unspoken : America's Native American Boarding Schools. Afterwards the participants answered some questions about how the trauma affected Native American People