Created by the American Indian Institute (AII), a College of Continuing Education at the University of Oklahoma, the workshop allowed educators to learn more about Native language programs and Immersion and Acquisition Programs. They later identified the need for such programs and how they can make a positive difference in the lives of Indian children and youth. The AII recognizes that too many Native youth are getting left behind and its mission statement, Making Education Relevant for Contemporary Indian Youth, reflects it’s determination to keep more Native youth in school by giving them the opportunity to learn more about their tradition and culture.

AII Director Anita Chisholm encouraged teachers to become more "culturally biased" and stated that programs often get started with one program or idea. She feels the most important cultural resource "are those who know" and suggested, for example, that teachers could invite elders with their creation stories, into the classroom. She added that spiritually based legends and stories "help us learn from each other" and strengthen the culture. She advised teachers to seek the help of others, help often needed to pass on legends or stories not found in books. AII Instructor Rosanne Turner believes that "education preserves our culture" and reminded teachers that they have an obligation to "leave a legacy" and create a foundation for others to build on. Chisholm feels that developing culture and language is a life long process and agrees with Turner that we all have an obligation to leave or pass on what we learned to others. She added that because Native culture is becoming more interesting to non-Native people, the time is right to encourage the integration of Native stories and beliefs into public education. She reminded educators "that books won’t do it" and that Native people are needed to provide the schools the input that they need.

Chisholm believes that in addition to improving the self-esteem of native students, a culture-based curriculum would be a good way "to promote the leadership of Indian people". The exchanging of ideas with students, communities and schools would allow Native people the opportunity to provide leadership and serve as role models to ALL students. She encourages tribal leaders to incorporate the funding into programs that are needed to strengthen an integrated culture-based curriculum in both tribal run schools and public schools near tribal communities.

As he welcomed visitors to Ho-Chunk Country, Area IV Representative Gerald Cleveland noted the importance of including Native studies in schools. He stated "there are a lot of things to enjoy in Indian culture" and that "we can teach the importance of the Creator" as defined in our culture, to others. He feels ideas like the ones to be presented are only the beginning and that it is important for our children to reflect on what we teach them. Cleveland explained the Ho-Chunk Nation encourages people to "enjoy the Indian way of life", adding the Nation gives tribal employees time off for clan and ceremonial obligations (Waksik Wesga). He is encouraged that programs are in place integrating the Native culture into school curriculums and believes such programs will make our youth "proud to be Indians".

As educators prepared to spend time sharing and exchanging lesson plans and ideas, they discussed what they felt were the reasons that culture-based curriculums are needed. Among the reasons given were:

1) The need to help students identify who they are and give them a better understanding and appreciation of the culture. 2) A need to teach not only the meaning of traditional beliefs but a need to teach contemporary culture and to pass along a method of sharing both the past and present with others. 3) A need to get youth working on a family tree to learn who they are. Hopefully parents and elders would also get involved. 4) A need to provide students with an awareness of the respect tribal elders are due in the Native culture. 5) A need to provide students with knowledge not found in books.

As the teachers prepared to discuss their plans for developing a culture-based curriculum, the AII provided a short list of ideas, a starting point from which the journey begins. For example, lesson plans could include getting elders to come in to tell traditional stories relating to the seasons of the year, how animals got their names or the importance of corn. During the course of the journey, tribal educators were advised to work with tribal leaders, community leaders, school boards and school administrators, along with other community members concerned with education.

Teachers were advised to use interactive strategies when planning their lessons. These strategies might include the integration of tribal history in the form of song and story telling, visits from elders, poetry and artistic displays from contemporary Native American artists and trips outside the classroom where students can see, feel and hear their traditions, their heritage, their culture.

Chisholm concluded that because tribes all over the country have members skilled in so many different areas, teachers must not hesitate using these people and their skills to promote a culture-based curriculum. The curriculum will awaken Native youth to understand they have something unique, something to be proud of, something that’s worthy of preserving and passing on.

At various times during the four-day workshop participants were encouraged to share their lesson plans and ideas with other people, a learning experience for everyone. While many were excited about the programs and the ideas that were generated, Chisholm warned the programs and ideas must be taken back to communities and schools, they cannot be left in the Convention Center. While stating that a definite timetable cannot be attached to establishing a culture-based curriculum, she did estimate that it takes about a year to develop teams, set up programs and get input from school personnel and tribal officials. The pace at which a culture-based curriculum is established is often dependent on how quickly the various groups involved can reach a level of understanding.

Faye Begay added that the workshop provided the information needed to start the program and that members of each area, will began forming teams, working with the Study Centers and later with public school officials, putting the plan into action.