I Too Dream America is based on a true story. My aim is to present this culture in a form that informs and teaches you, allows you to make cross-cultural connections, and create the opportunity for you to see your own culture through this cultural mirror.

In the pages that follow, you will learn mostly about the customs and beliefs of this African culture. Some of the customs and beliefs you are about to encounter in this volume may shock you, amaze you, amuse you, or leave you awe-inspired. You may find the whole thing fascinating. Whatever emotion you come away with as you thumb through these pages, it is my hope that you will hold on to something that is life changing for you- for the better.

The purpose of this book is to emphasize similarities between cultures, heighten students' consciousness about ethnic diversity and appreciation for their own ethnic heritage. Although the African culture is presented in this story, it is the universality of the issues discussed that is important. I have done everything I could to make this journey to a strange world as easy as possible without compromising the very essence of cultural discovery. I hope that you will get a lot from this book, and it will change your views about life, yourself, your culture, and the cultures of other peoples of the world.

As a teacher, I am aware of the need to educate people, especially our children, on the cultures of other peoples. I have, therefore, included discussion on the socio-cultural issues and cross-cultural issues from an ethnographic perspective and incorporated strategies for teaching this culture and the cultures of other ethnic groups.

You really do not need to study the culture of every group before you can begin to teach in a multicultural classroom. The idea is that once you have mastered the strategy for teaching the culture of one ethnic group, you can teach the culture of any ethnic group. This is necessary because, as Takaki (1993) notes, all students in America today need to know much more about the origins and history of the particular cultures which, as Americans, they will encounter during their lives.

Finally, it is my heart's desire to impress upon you, the teacher, the fact that every student that enters your classroom, like the little boy in this story, comes with a dream. It is your responsibility to keep every student's dream alive, to focus every one of them, and to motivate each of them to achieve his or her purposes. All children want to succeed. They, too, dream America.

As Dr. Hanson observes, "I Too Dream America gives readers a tantalizing glimpse into a world few Americans have experienced or imagined. As he relates his youthful experiences in Nigeria, we are simotaneously intrigued and astonished by the sense of participation his stories deliver. He makes it possible for readers to share his adventures, successes, and tragedies as participants in his vivid memories of a unique African cultural heritage."

Dr. Allen notes, "It captures the spirit of voice of every parent, teacher and child who would like to understand the culture of other countries. It is a look at the African culture through the eyes of a native who has come to America and now lives the American dream. It gives direction to teachers, parents and students on how to understand and appreciate the culture and contributions of every child that shows up on the steps of an American school, seeking an education that would lead him or her to the American dream. It brings to life the desires of every parent and the aspirations of every child"

The book covers the kinship system used by the woodland Cree of Northern Saskatchewan. The community of Stanley Mission, where the author was born and raised, is where the majority of the kinship knowledge originates. The book is done in the first person and covers six generations within each wheel. The Cree language used by the Woodland Cree is also in the "TH" dialect as illustrated in this book. Readers that want to learn how precisely a kinship system works can be found in this book, also other language groups can benefit from the kinship wheel model that better illustrates how the kinship system works.

Message from the Illustrator

In 1997, Stó:lõ Nation and Chilliwack School District created the First Nations Kindergarten Program at Bernard Elementary. Goals of the program included learning about Sto:lo Culture and incorporating Halq'emélylem language in everyday lessons. Language teachers were recruited from Stó:lõ Shxweli: Eunice Ned, Charlene Thomas, Bibiana Norris, Diana Charlie, Ralph Roberts, Muriel Roberts, Mona Sepass, Christine Sitting-Eagle and Mae Rae are all thanked for the hours they have spent in the classroom. When the program began, there were few Halq'eméylem teaching materials available to the classroom teacher. As such, a number of "home-made" worksheets and picture pages were developed. Under the guidance of Gwen Point these materials grew much larger collection. We attempted to encompass many of the required learning outcomes in these resources. The pages that follow have been in the use in the First Nations Kindergarten at various times throughout the past seven years.

Our collection of materials is divided into ten sections for the ten teaching months (September to June). We have tried to select seasonal themes, which reflect traditional activities. Numerous black line masters are intended for ready classroom use. Worksheets, vocabulary cards, art projects, colouring pages, mini-books and other materials are included. Halq'eméylem and English are emphasised. Appendix is a complete Alphabet book for the child who is ready to begin learning letters.

Thank you to the editing panel for their wise contributions. Dr. Elizabeth Herrling-Elder/Mentor who has provided the Halq'eméylem translations. Thelma Wenman, who has coordinated the workers who could complete this work. Diana Charlie organized and translated much of the work. Thank you to all of the elders who have worked tirelessly to preserve the Sto:l&otidle; Halq'eméylem Language. Thank you to Barry Harmon, School Principal, for his continued support. Thank you to Michael Audet for his continued finanacial support. Without their support this work would not have been possible.

Yálh yuxw kw'as hó:y

Margaret Greenwood, Artist of all the work included in the book
Kindergarten Teacher - Sardis Elementary School

Cape Coast: The Town of Romanticised Finesse is a delightful book from Ghana, West Africa containing the reminiscences, scenarios, culture and nature of the Fantse people of Cape Coast. It also contains basic Ghanaian traditions and customs in relation to celebrating births, outdoorings, traditional engagements as well as customs performed surrounding a demise. The book has merged the immortal cultural aspects of the past with today's values which are relevant in this day and age.

Cape Coast: The Town of Romanticised Finesse is a book written in acknowledgement of the several hundreds of pupils who have passed through the hands of Mrs Korsah over the years, on their way to improving themselves by improving their education at every stage of the academic ladder and with each year of their lives. As the Teacher teaches, so also does she learn from her pupils and as an Educationist, Mrs Korsah appreciates all her pupils who have in many diverse ways helped her to shape her career and life work.

I Too Dream America is based on a true story. My aim is to present this culture in a form that informs and teaches you, allows you to make cross-cultural connections, and create the opportunity for you to see your own culture through this cultural mirror.

In the pages that follow, you will learn mostly about the customs and beliefs of this African culture. Some of the customs and beliefs you are about to encounter in this volume may shock you, amaze you, amuse you, or leave you awe-inspired. You may find the whole thing fascinating. Whatever emotion you come away with as you thumb through these pages, it is my hope that you will hold on to something that is life changing for you- for the better.

The purpose of this book is to emphasize similarities between cultures, heighten students' consciousness about ethnic diversity and appreciation for their own ethnic heritage. Although the African culture is presented in this story, it is the universality of the issues discussed that is important. I have done everything I could to make this journey to a strange world as easy as possible without compromising the very essence of cultural discovery. I hope that you will get a lot from this book, and it will change your views about life, yourself, your culture, and the cultures of other peoples of the world.

As a teacher, I am aware of the need to educate people, especially our children, on the cultures of other peoples. I have, therefore, included discussion on the socio-cultural issues and cross-cultural issues from an ethnographic perspective and incorporated strategies for teaching this culture and the cultures of other ethnic groups.

You really do not need to study the culture of every group before you can begin to teach in a multicultural classroom. The idea is that once you have mastered the strategy for teaching the culture of one ethnic group, you can teach the culture of any ethnic group. This is necessary because, as Takaki (1993) notes, all students in America today need to know much more about the origins and history of the particular cultures which, as Americans, they will encounter during their lives.

Finally, it is my heart's desire to impress upon you, the teacher, the fact that every student that enters your classroom, like the little boy in this story, comes with a dream. It is your responsibility to keep every student's dream alive, to focus every one of them, and to motivate each of them to achieve his or her purposes. All children want to succeed. They, too, dream America.

As Dr. Hanson observes, "I Too Dream America gives readers a tantalizing glimpse into a world few Americans have experienced or imagined. As he relates his youthful experiences in Nigeria, we are simotaneously intrigued and astonished by the sense of participation his stories deliver. He makes it possible for readers to share his adventures, successes, and tragedies as participants in his vivid memories of a unique African cultural heritage."

Dr. Allen notes, "It captures the spirit of voice of every parent, teacher and child who would like to understand the culture of other countries. It is a look at the African culture through the eyes of a native who has come to America and now lives the American dream. It gives direction to teachers, parents and students on how to understand and appreciate the culture and contributions of every child that shows up on the steps of an American school, seeking an education that would lead him or her to the American dream. It brings to life the desires of every parent and the aspirations of every child"

These unique materials, designed and authored for use in middle and high school grades history and social science programs by Drs. Mynga Futrell and Paul Geisert, were produced in a two-year curriculum development project in California. The lessons and activities have been teacher reviewed, classroom tested, and then revised on the basis of their pilot testing with students. The module has been approved for legal compliance with respect to social content by the California State Department of Education. The content review was conducted by Dr. Gerald Larue, Emeritus Professor of Biblical History and Archaeology at the University of Southern California, Los Angeles.

For additional professional information on these materials, call Instructional Systems at 1-800-666-9796

Paul Geisert, Ph.D. and Mynga Futrell, Ph.D. are the developers of the "Teaching about Religion with a View to Diversity" Web site at www.teachingaboutreligion.org This website, "Teaching about Religion with a View to Diversity," serves classroom teachers and other educators who focus on religion in curriculum of U.S. public schools. The site emphasizes a pluralistic society and offers a variety of materials on the topic of teaching about religion and nonreligion, including lessons, links, background information, and position statements.