ALBUQUERQUE, N.M. - When class began, on screen were the portraits of Buffy Sainte Marie, Floyd Westerman, John Trudell, XIT and Red Earth, as University of New Mexico students shared the history of the Red Power Movement of the 1960s and 1970s with Jemez Pueblo and Taos Pueblo high school students.

"Music is the voice of the people," said Roxanne Olguin, Isleta Pueblo and Navajo, during her group project presentation of the Native American Activism class, the brainchild of Zuni Pueblo adjunct professor Mary Bowannie.

Olguin told students, "They wanted to take Buffy Sainte Marie off the airwaves, her music was just too powerful. She was singing reality and they didn't want to hear it."

"Save a fish, spear an Indian," was one of the slogans presented, as five groups from the Native Activism class revealed the impact of the Red Power Movement to change images and social conditions, beginning with the occupation of Alcatraz by the Indians of All Tribes from 1969 to 1971.

With five presentations simultaneously presented to circles of Pueblo high school students, images of American Indians throughout history flashed on the screen, Redskins, mascots and cartoons in rapid succession, assaulting images of Crazy Horse Malt Liquor, OutKast performing at the Grammy Awards and token firewater.

"Indians have always resisted the colonization forced upon them," said Clint Wyatt, Washo and UNM senior majoring in psychology.

The Gallup Dilemma, detailed by one group, shared the struggle of activist Larry Wayne Casuse, killed as he exposed the exploitation of Indians by the liquor industry in the Indian Nations border town of Gallup. While students said the city of Gallup is still making money off the sale of liquor today, new programs combat alcoholism, such as those at the Nizhoni Center.

Brian Curley, Navajo and Danny Snowball, Ho-Chunk and Prairie Potawatami explored the abuse and theft of American Indian arts and crafts which are mass-produced around the world. They revealed how laws fail to regulate the industry and how the group, Students for Protecting Indian Arts and Crafts Act, is taking action through the American Indian Arts and Crafts Association to protect the designs and livelihoods of Native artists.

The hard-hitting presentation on "Uranium Mining and Navajo People," told the story of Navajos living and dying in and around the uranium mines of the Cold War.

After listening, Jemez Pueblo high school students from Walatowaltigh Charter School Bert Pecos, Brian Shendo and Byron Toya said the information was incredible and the newest facts they received were on uranium mining and the poisoning of Indian water supplies.

"Isnâ't this wonderful," said Glenabah Martinez of Taos Pueblo, faculty advisor for UNM's Kiva Club and professor of education, as she observed the presentations. Martinez praised Bowannie for the extraordinary Native Activism class. "I can't believe the work you've done. Mary Bowannie you are an outstanding teacher, what we all aspire to be."

Greg Cajete, Santa Clara Pueblo and UNM's director of Native American Studies, attended and was impressed with the empowerment. "One of the best ways to get students to reflect is to present information to each other. It is a way to share and empower young and older Native students." Cajete said the staff at UNM is trying to make a difference with meaningful and relevant coursework which expands on traditional values, including evolving classes in federal Indian law, the politics of identity and the effects of Indian boarding schools.

Bowannie said students worked hard to prepare the cutting edge, multi-media presentations. Addressing her students, she said, "I can't wait to see in another five years what you all might be doing."

"I think you have even surpassed yourselves," Cajete told students, adding that it is important to know one's history for the purpose of knowledge and informed action. Cajete said Pueblo high school students enjoyed the day and received an entire course of information. But, he said, the students are not the only ones learning through empowerment and engagement.

"We are teaching the university. We hope the university is learning from what we do."

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