1. Description of Our Team
Uriah is a cool person with glasses. Marcus is a big guy, who likes the outdoors, Keenan is a skinny guy. He is cool and very good at sports. The teachers picked us to be in a group and we decided to pick our topics.
2. Summary of Our Project
Our project will focus on some of the most important similarities between Native American cultures and other indigenous cultures around the world. We will compare Native American cultural groups with each other and with indigenous peoples in Africa, Australia, and Asia. We will find out about what keeps indigenous cultures strong and how indigenous peoples keep their cultural identity in a world that surrounds them and tempts them with mainstream (dominant) cultures. We will also discuss how an unwritten language like our Native Towa language supports the process of preserving cultural traditions, and also how important it is to work hard to maintain the language because an unwritten language is easy to lose.
3. Our Computer and Internet Access
A. Percentage of students using the Internet at home:less than 20
B. Number of workstations with Internet access in the classroom:more than 6
C. Connection speed used in the classroom:dedicated connection
D. Number of years our classroom has been connected to the Internet:more than 6
4. Problems We Had To Overcome
We had many issues with our internet connection. We struggled to access our webpages often. We worked to correct the internet issues and exercised patience in completing the projects. We switched computers and used Word to compile our information to overcome the problem.
5. Our Project Sound Bite
Doors to Diplomacy has given us a chance to research our pueblo and others around us. We have had a lot of fun comparing our cultures.
6. How did your activities and research for this Doors to Diplomacy Project support standards, required coursework and curriculum standards?
We used the Doors to Diplomacy project to support content standards in language arts and technology. We team-taught to make the project possible and the students had opportunities to work on their projects in their language arts and communications classes. A majority of our state standards molded well with this project, especially those in writing, research, and technology. We, also, utilized the Towa language and Jemez Pueblo History to meet some of our schools bilingual requirements. This project was an awesome learning tool for our students.