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In 1971, 24 teachers attending summer school at Northern Arizona University reviewed hundreds of books on the history and culture of Southwestern American Indians. Since no one publication that dealt specifically with the historical and cultural background of Arizona Indian tribes could be found, they consolidated their notes into this resource bulletin. The writers of the papers found that all authors do not agree on the early history of the different tribes, so there are some duplication of facts and several different versions of the same topic. The 23 papers cover 4 categories: desert tribes, high mesa tribes, mountain tribes, and river tribes. Major topics include agriculture, clothing, education, history, housing, legends, language, religion, and social life. (PS)

Legitimizing the basic college mythology course depends in part on the teacher's preparedness and also on the course content and objectives. Both must derive from what the teacher can teach best, what he has sound knowledge of and can handle in an interesting way, coupled with what will best satisfy the needs of students and be of most use in their lives. The following questions should be considered before determining the content focus of a course: (1) Does the content permit preparation that narrows the range of the teacher's required knowledge or does it force the teacher to demonstrate expertise he does not have? (2) Does the content permit legitimate handling by an English teacher and allow for course objectives that are justified in a course offered by the English department? (3) Does the content promote a range of outcomes useful enough to students generally to make that content the best choice for the students' sake? and (4) Does the content meet the growing demand for the meaningful involvement of media and variety in the presentation of course substance as well as a useful variety of experiences for the student? (A description of the author's course is included.) (LL)

The study of the history of a country must be accompanied by study of all the elements that contribute to its folklore: music, dances, legends, myths traditions, proverbs, and customs. This paper provides examples of elements within the folk tradition of Cuba that contribute to the study of history. The background of several songs, games, and dances is presented. Examples of religious stories and legends are discussed. (VM)

This paper discusses the influence of Indian culture on the creation of Mexican folklore to the end that the inclusion of such knowledge in classes where students are studying Spanish as a second language will make those classes less formal, more interesting, and more meaningful. The author provides many examples of Indian cultural traditions which have influenced the folklore of modern Mexico. The author recounts some of the legends and traditions of tribes in pre-colonial Mexico, describing social organization, beliefs, superstitions, ceremonies, dances, customs, and art. (VM)