Facilitator: Tom McCormack © 2007 (Revised 2008)

This interpretive presentation explores the indigenous culture of native indian tribes... as well as distinct differences. Deepening our understanding about traditional songs, mythology stories, myths and legends, tales, dances, American Indian music, flute music, native crafts, native dreamcatcher and native art ensues. A lively discussion on Native American wisdom and traditional sun wheel practices is an important focal point. How is indigenous culture to survive cyber virtualization and evolve in our contemporary society? The cultural diversity links to the Native American Medicine Wheel is examined.

McCormack gives advice on genealogical root searching. Approximately one-third of this country is part Native American and many people don't even know it. How can a person know where they're going, if they don't know where they come from? How does one live an indigenous life and experience the results? Come and find out! A brief discussion follows on how and why many Native American legends were mistranslated and misinterpreted by well-intended linguist. A summary with a question and answer period is at the close. (this workshop is available in a two, three or four hour format)

Facilitator: Tom McCormack © 2000 (Revised 2008)

(For Junior-High and High School Students)

By instilling indigenous tribal pride, teen youth are the best ally to stop substance abuse and violence before they begin! Mr. McCormack demonstrates practical ways to motivate your students in positive directions. Utilizing indigenous culture tools, youth experience different practices that inspire each other to protect their peer-group from destructive influences.

This program has been applied and tested amongst the highest incidence groups of indigenous youth. It is endorsed by Aboriginal band leaders, educators and intervention specialist in Canada. This blueprint can be implemented by Native American tribes in the U.S.  McCormack adapts this model program for indigenous tribes, so a native medicine way understanding spreads throughout the community. This transmutual communication prevents division and cultural gaps. A handout sheet of this model is given to teens. Staff are encouraged to audit this workshop. A summary with a question and answer period is at the close. This program is an adventure in spiritual healing. 

Format: 90-120 minute intensive, three hour interactive in-service or four hour indepth experiential presentation.

References:

Mr. McCormack's Substance Abuse Prevention Programs are endorsed by John Lennsen, the Director of the Oregon Department of Education's Substance Abuse Prevention Division

For Teen Substance Abuse Prevention Programs, multiple rates apply.

This program can be presented to staff only.

Facilitator: Tom McCormack © 1995 (Revised 2008)

(For Junior-High and High School Students)

McCormack utilizes new wellness intervention tools and applies them to substance abuse issues. Tom demonstrates ways to bridge cultural communication for youth and bring deeper understanding. He shares the configuration of his "Crisis Prevention Through Youth Intervention" model. He has presented this program at national and international youth conferences. He also provides teen workshops for youth organizations. How does this dynamic model work? The group explores the mechanics of this versatile prevention map and how to implement it!

Since 1973, Mr. McCormack's investigative research inspired his development of Quadadigm methods creating new directions in the prevention field. Tom shares healing techniques that remove identified barriers for At-Risk youth. There is an inquiry window for group discussion to address specific "worse case scenarios".

Aside from "his agenda", McCormack brings teens the best resources he has gathered from research the past 36 years. He targets specific needs of native youth and provides them with synergistic solutions. He wraps up this workshop by offering a glimpse into his prevention dream model.
A summary with a question and answer period is at the close. An indigenous culture resource sheet is provided, along with a copy of this dynamic prevention model. (Teachers, counselors and therapists are welcome to observe this class)
Format: 90-120 minute intensive, three hour interactive in-service or four hour indepth experiential presentation. 

Workshop Objectives:
1.) Participants learn specific diversion and redirection practices for prevention issues.
2.) Participants learn how to implement these tools for individual and group applications.
3.) Participants learn how to integrate this native wellness model into their teen life style.
4.) Participants experience this energy healing model and ways to multiply the results.
5.) Participants discover how to apply the results beyond their individual reality.

References:
Mr. McCormack's Substance Abuse Prevention Programs are endorsed by John Lennsen, the Director of the Oregon Department of Education's Substance Abuse Prevention Division

"Enclosed are the incredible critiques from your substance abuse prevention workshop's. All the participants checked off excellent and wrote wonderful remarks about your presentations"
Anita Chisholm (Executive Director) National Native American Prevention Conference ~ Tacoma, Washington  
American Indian Institute (University of Oklahoma) ~ Oklahoma City, Oklahoma

For Teen Substance Abuse Prevention Programs multiple rates apply.

Facilitator: Tom McCormack © 2008

(For Junior-High and High School Students)

This dreamcatcher provides global cultural objects and apply storytelling skills to awaken learning in students. He introduces an assortment of indigenous education tools that challenge teens to become excellent dream makers, tale builders and story performers.

The 7-8th graders will be given more windows during the program to explore and implement this process. The 9th-12th graders will assemble story from a dizzying array of prompts ranging from Native essential oils, to relevant information written on paper, to cultural objects that help their creative story building process. McCormack quickly demonstrates these imaginative exercises from the beginning to the end. A summary with a question and answer period is at the close. The class has the option to do this synergistic learning process in small cluster groups or individually (IE- The student cluster groups are selected by the teacher, not putting them in comfortable friend cliques). Teens will be provided with a Synergistic Learning Quadragram handout sheet. (Runtime is 50-120 minutes per class) Ideally this program is presented in three classes over three consecutive days.

(Teachers are welcome to observe this class.)

References:
Mr. McCormack's Substance Abuse Prevention Programs are endorsed by John Lennsen, the Director of the Oregon Department of Education's Substance Abuse Prevention Division

Wisdomkeeper's fee's are negotiable and subject to the number of presentations.

Arts Educator: Tom McCormack © 2001 (Revised 2008)

As an Native Artist in residence, I inspire indigenous youth through the joy of performance so they transcend cultural boundaries. This helps Native students understand the universal relationship of indigenous people. I motivate the class to learn and express Native American stories at a place where reality meets the dream world.

Residency Description:

Tom introduces youth to the Native American life pattern and the cross-cultural indigenous links. Students select a Native American legend to learn and eventually present. An option is for teachers to put students in small cluster-groups so they work cooperatively to learn and perform a Native story (like a skit or in a theater format). There are a series of classroom exercises with indigenous cultural objects (IE- applying essential oils from sage, sweetgrass or cedar on pads as a sensorial tool). The students experience how the atmosphere and feelings help them learn their tale and enhance their ability to present it!

Tom demonstrates keys that help students determine what to edit, what to leave in and what to add to their story. The class critique segment provides a window for students to explain what changes they made in their story and why. Students practice their presentation skills in small cluster groups and then perform their tale to the entire class. The students who excel, present their Native stories to the upper grades and the rest of the class present their tales to the lower grades. After this process, the best students perform during an all school assembly (at the conclusion of the residency). If the Gifted and Talented students handle this first project with ease, they will be given advanced exercises to create an original Native story and present it.

Here is another AIE residency program available for the 4-7th graders. McCormack has them research, write and present Pioneer Trail history with balanced Native American and pioneer perspectives. The 8-10th graders research, write and present pioneer history of the trail strictly through the eyes of Native American people. Mr. McCormack will help them with the story building process and provide presentation skills. The Oregon Applegate and California Trails are the focus of this residency.

The 11th and 12th graders rewrite Pioneer and Native American history! If acculturation and assimulation of Native people did not occur. If a harmonious relationship was established and nurtured between Native American's and the pioneers, what would contemporary America be like today? (students examine and gain an understanding of indigenous circle work dynamics for empowerment) What far reaching global impact would this have had on international indigenous cultures during this millenium? (this progressive offering is adapted and available for 7-9th graders as well)
A Native and Pioneer story building map is provided students along with resource sheet. This residency is available in a one week and ideally two week program. The fee is negotiable depending on travel distance, lodging and meal arrangements (or reimbursement of those expenses).

Residency Requirements:
Digital Video Recorder and a quality digital camera with memory card. An adult volunteer (or school staff) is required to record video footage.
A volunteer photographs the student works in progress and document the final all school assembly performance. A music room or multipurpose room is preferred, but story master is flexible working with the facilities available.

Click Here To Preview Tom's FNMI Cultural Philosophy.

Teacher In-Service Opportunity:
Storytelling Through The Natural World: Integrating Native American Teaching Strategies into Your Classroom Learning Enviroment. Other workshops and community performances are available on request.