Monthly Archives: November 2016

Bibliography: American Indians Rights (page 75 of 75)

This bibliography is reformatted and customized by the Center for Positive Practices for the Water Protectors . Info website. Some of the authors featured on this page include William M. Samuels, Arthur M. Harkins, R. Alex Sim, Washington Office of Vocational and Adult Education (ED), Richard G. Woods, Donald R. Buckner, and Jack Abramowitz.

Sim, R. Alex (1967). The Education of Indians in Ontario: A Report of the Provincial Committee on Aims and Objectives of Education in the Schools of Ontario. A Strathmere Study. In this 3-month study of aims and objectives for educating Canadian Indians in the Ontario schools, data were collected largely via secondary sources, field observation, and interviewing. It was found that the Ontario government has no policy directed specifically for Indian students; however, the federal government does have policies developed for registered Treaty Indians. In this report, these policies are described along with educational objectives and recommendations to provide for equality, accommodation, and autonomy for Ontario's Indian children.   [More]  Descriptors: Acculturation, American Indians, Attitudes, Civil Rights

Samuels, William M.; Buckner, Donald R. (1975). Minority Barriers Identification Conference (Arlington, Virginia, December 15-17, 1975). Final Report. Papers, workshop reports, and pertinent recommendations from a conference concerned with barriers faced by minorities seeking training in the allied health professions are presented. Data provided for the conference, gathered from Northeast, Southeast and Southwest United States during a 2-year period, related to barriers encountered by Black, Indian, and Spanish-surnamed students attempting to enroll in allied health professions in their geographical areas. These barriers were validated and placed under the major headings of need for financial assistance, need for role models, poor academic preparation and lack of tutorial services, lack of career information and counseling, and cultural and social gaps. Five priority recommendations for attacking the barriers were presented: (1) Initiation of a national comprehensive allied health manpower development program, (2) development and enforcement of a strategy to identify and remove culturally biased admissions criteria and procedures, (3) public or private capacitation resource for training centers based on completion of training programs and registration in a profession by minority students, (4) development and implementation of advocacy programs to overcome barriers to minority students entering the allied health professions, and (5) allied health traineeships that would include specific funding for ancillary clinical training costs. A listing of participants is appended. Descriptors: Access to Education, Accountability, Admission Criteria, Affirmative Action

Office of Vocational and Adult Education (ED), Washington, DC. (1980). Vocational Education. Report by the Secretary of Education to the Congress. This report prepared by the Policy Analysis and Legislation Staff of the Office of Vocational and Adult Education, for the Congress, discusses the status of vocational education using statistical information, state evaluations, and audits, and reports compliance and quality of vocational education programs in selected states. The general provisions of state vocational programs, their basic grant structure, and a review of state program improvement and supportive services are provided. In addition, the states' programs for the disadvantaged and for consumer and homemaking education are reviewed. Presented next are the general provisions of national vocational programs along with an overview of programs of national significance, bilingual vocational training, and the emergency assistance program for remodeling and renovation of vocational education facilities. Then a discussion of the Appalachian Regional Development Commission (ARDC) is provided. Twenty enrollment tables and 12 funding tables are appended. It is reported that total enrollment in vocational education at all levels reached a record of 17 million with expenditures at $6.5 billion in fiscal year 1979.   [More]  Descriptors: Adult Education, American Indian Education, Annual Reports, Bilingual Education

Abramowitz, Jack (1989). Readings in American History (In Their Own Words), Book III. New Directions for the United States and Teacher's Guide. This skills-text is the third of four books in the series "Readings in American History." The materials allow opportunities to improve reading and comprehension skills in a subject matter context by using certain primary sources related to the topic. Book 3 covers the period from the Civil War to 1900. Each lesson includes short readings with exercises and questions to allow students to explore the topic. The volume includes: (1) "Slavery Divides the Nation"; (2) "Letters and Diaries from the Civil War"; (3) "Emancipation"; (4) "Black Soldiers in the Civil War"; (5) "The Effort at Reconstruction"; (6) "Westward Ho"; (7) "The Black Exodus of 1879"; (8) "A Century of Dishonor Toward Native Americans"; (9) "The Farmer's Revolt"; (10) "The Rise of Big Business"; (11) "The Rise of Labor Unionism"; (12) "The New Immigrants"; (13) "The Election of 1896"; and (14) "Imperialism and Racism." A review section, glossary, and teacher's guide are included. Descriptors: American Indians, Civil Rights, Civil War (United States), Cultural Pluralism

Woods, Richard G.; Harkins, Arthur M. (1969). A Review of Recent Research on Minneapolis Indians: 1968-1969. Research conducted during 1968 and 1969 concerning the Minneapolis Indian population is examined in an attempt to describe their characteristics; their relationship to major urban institutions; their employment, health, and housing; and justice, public welfare, and public institutions as related to the Indian. Inequities in the relationship between the community and its Indian residents are examined. Three major problems are focused on in the report: (1) obtaining specific knowledge about urban Indians, (2) application of such knowledge, and (3) inadequate understanding and mistrust of agencies by the Indian. Suggestions are made to remedy these problems.   [More]  Descriptors: Academic Achievement, Adjustment (to Environment), Agencies, American Indians

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Bibliography: American Indians Rights (page 74 of 75)

This bibliography is reformatted and customized by the Center for Positive Practices for the Water Protectors . Info website. Some of the authors featured on this page include Marshall Croddy, Ellwyn R. Stoddard, Jim Carnes, Will Antell, Anna David, Coral Suter, Linda Greene, Denver. Colorado State Advisory Committee to the U.S. Commission on Civil Rights, South Dakota State Advisory Committee to the U.S. Commission on Civil Rights., and 1968.

Montana State Univ., Bozeman. (1994). Native American Parents as Teachers of Their Children. Final Report [and] A Four-Part Workshop. A project was conducted to develop a series of culturally relevant family literacy instructional materials (written and videotaped) that could be used with undereducated Native American parents who desire to increase their own knowledge, skills, ability, and self-confidence in order to become more effective teachers of their own children. The materials were designed to help parents assist their children with reading and mathematics skills and to assist parents to become more effective advocates for their children in school. This packet includes a narrative report of the project, a facilitator's guide for conducting a four-part parent workshop, and originals for handout materials to give parents. The facilitator's guide is organized into eight sections. The first two sections provide an overview of the project and information on how to use the guide. The third section provides tips for working with Native Americans. The following four sections focus on these topics: the important role that parents play as teachers of their children and how they can have a positive impact on their children's academic achievement; the importance of storytelling, book handling skills, gross and fine motor skills, learning basic sounds, and beginning mathematics skills; the importance of helping their children learn how to read; and the importance of parents being advocates for their children when they enter school. The materials for each of these four sections are organized in a series of parent outcomes. Each outcome is followed by one or more points to be made, one or more learning activities for participants, materials needed for the facilitator and for the participants, and resources and references, where appropriate. The next section lists 14 resources (sources for the reference materials noted in the reference sections of each instructional section of the guide). The handouts provided are labeled as to the outcome/point they address.   [More]  Descriptors: Adult Basic Education, American Indian Education, American Indians, Educational Responsibility

Antell, Will; And Others (1972). Between Two Milestones: The First Report to the President of the United States by the Special Education Subcommittee of the National Council on Indian Opportunity. The "First Report to the United States President by the Special Education Subcommittee of the National Council on Indian Opportunity is presented. The subcommittee, established to implement the policy of self-determination without termination in the educational sector of American and Alaskan Native Affairs, was initiated by the July 8, 1970 Presidential Policy Message. Its purpose is to provide technical assistance to Native communities to establish local boards of education and to report the status and monitor change in education through national review and annual assessments. The 9-member subcommittee conducted regional hearings in the 48 states and Alaska. Among its findings were that: (1) the Federal Government failed to implement its proposed policy of placing Federal elementary and secondary day and boarding schools on or off reservations under control school boards; (2) the small proportions of Johnson-O'Malley funds contracted directly to tribes indicated hesitancy or actual failure in policy implementation; (3) the subcommittee was reduced to a token Indian group by withholding official and financial support; and (4) two points of view (one of hesitancy and fear and one of receptivity and enthusiasm) existed among native people toward local control of education. The activities and deliberations resulting in the major findings and recommendations are presented. The appendix consists of brief biographical sketches of subcommittee members and a calendar of activities. Descriptors: Adult Education, Advisory Committees, American Indians, Boarding Schools

Kupper, Lisa, Ed. (1992). Accessing Programs for Infants, Toddlers, and Preschoolers with Disabilities: A Parent's Guide = Programas para Infantes y Ninos Pre-escolares con Discapacidades: Guia para Padres de Familia. Update. This parent's guide (presented in both English and Spanish) is intended to help families access services for young children with special needs. It is presented in the form of questions and answers arranged in three parts. Part I presents 12 questions and answers about early intervention services for infants and toddlers (ages birth through 2 years) who have a developmental delay or who are at risk of a developmental delay. Part II answers 8 questions about special education programs and services for preschoolers with disabilities (ages 3 through 5). Part III (5 questions) covers programs and services for rural, Native American, adoptive/foster, and military families and their young children with disabilities. An additional section offers summary information about the Individuals with Disabilities Education Act. Also included are a dictionary of terms used in special education, 10 annotated references for families, and a parent's record-keeping worksheet.   [More]  Descriptors: Adopted Children, American Indians, Delivery Systems, Disabilities

South Dakota State Advisory Committee to the U.S. Commission on Civil Rights. (1978). Native American Justice Issues in North Dakota. In order to assess the quality of justice available to Native Americans in Burleigh County, North Dakota, investigations were conducted from June 1976 through April 1978 with an informal fact finding meeting as well as interviews with approximately 85 persons in Burleigh County and throughout the state. The 1970 census lists Native Americans living in North Dakota as comprising 2.3 percent of the population, yet the inmate structure of the North Dakota State Penitentiary includes 25 to 30 percent Indians. In Burleigh County during 1977, 32.7 percent of the arrests made for the eight most common offenses were of Indians, although the 1970 census showed Indians comprised only 1 percent of the total county population. The disproportionate number of Native Americans arrested and incarcerated is due to a number of factors. Indian unemployment exceeds 35 percent; this affects community attitudes of prejudice and discrimination. Such attitudes in turn often influence law enforcement officers, court officials, attorneys, and jury panels. Communication between Indian clients and their attorneys or courts is often a problem. Only rarely is an Indian person called for jury duty and it is difficult to get an impartial jury for an Indian defendant. Among the recommendations for improving the justice system for Native Americans in North Dakota are recruiting more Indian enforcement officers, providing ombudsmen versed in judicial procedures to assist Indian defendants, establishing a statewide public defender system, and broadening the jury selection system to include a representative proportion of Native Americans on each jury panel. Descriptors: Alcoholism, American Indians, Civil Rights, Community Attitudes

Greene, Linda (1973). Justice in America: The Persistent Myth, Social Education. Two case histories of the treatment of the Indians and Blacks in America illustrate the historic lack of concern, where profitable, for injustice under law. Descriptors: American Indians, Blacks, Case Studies, Civil Rights

David, Anna, Ed. (1987). Navajos: A Source Booklet for Teachers and Students. As part of the National Education Association (NEA) Mastery in Learning Project, faculty and students of the Greasewood/Toyei Consolidated Boarding School developed a booklet of Navajo students' work. The purpose of the booklet is to promote better understanding of the Navajo culture. Navajo culture emphasizes respect for the earth, reverence of nature, and high regard for the elderly. The booklet describes Dine' Bizaad, the oral Navajo language and gives phonetic representations of various Navajo words. Poetry, stories, and drawings portray ceremonies, legends, beliefs, and traditions. Sections on weaving, pottery, sand painting, and toy making include lists of materials and procedures necessary to complete activities in the classroom. The final section contains recipes for traditional Navajo foods. Descriptors: American Indian Culture, Art Activities, Art Expression, Ceramics

Suter, Coral; Croddy, Marshall (1985). To Promote the General Welfare: The Purpose of Law. Law in Social Studies Series. Instructor's Manual. This teacher's guide is part of a curriculum designed for infusion into secondary U.S. history courses to help students explore purposes of American law. In the curriculum students study about legal decision making during the American colonial period, explore methods our legal system uses to establish facts, learn that individual liberty is a primary purpose of the U.S. Constitution, study laws aimed at abolishing child labor in America, and examine the nature, purpose, and consequences of Prohibition. Step-by-step procedures for teaching each of the curriculum's five units are provided in the guide. For each unit an overview is provided and purpose and objectives are outlined. Specific teaching methods and learning activities are suggested. Discussion questions and possible student answers are included. The entire student booklet is duplicated in the guide. Teaching methods used include directed classroom discussions, small group activities, brainstorming, simulations and role-playing, and resource speakers.   [More]  Descriptors: American Indians, Child Labor, Citizenship Education, Civil Liberties

Colorado State Advisory Committee to the U.S. Commission on Civil Rights, Denver. (1995). The Retention of Minorities in Colorado Public Institutions of Higher Education: Fort Lewis and Adams State Colleges. Based on background research, interviews, and a public hearing held in Durango (Colorado) in March 1993, this report addresses issues regarding minority retention at Fort Lewis College in Durango and, to a lesser extent, at Adams State College in Alamosa. Due to limited information about Adams State College, none of the recommendations address that institution. The introduction examines demographics for minorities in higher education at the national level and in Colorado. In Colorado, minority participation in higher education follows national trends; rates of enrollment, persistence, and graduation are much lower for African Americans, Hispanics, and Native Americans than for Whites. The next two chapters describe aspects of Fort Lewis and Adams State Colleges respectively, including college history; enrollment, persistence, and graduation rates; minority faculty recruitment; campus and community attitudes; and student support services. Native American students make up 10% of the student body at Fort Lewis, while Hispanics comprise 25% of students at Adams State. The last chapter presents findings and recommendations. Despite commendable retention programs, persistence and graduation rates for Native Americans at Fort Lewis College are well below those of other racial groups at the school, and are approximately half those of Native American students in other Colorado institutions. Recommendations include a holistic approach by the school; enlistment of support from the student body, staff, and faculty; comprehensive cultural sensitivity training for faculty; efforts to recruit minority faculty; enlarged peer and career counseling programs; early recognition of academic successes; and efforts to reduce racial tensions on campus and in the community.   [More]  Descriptors: Academic Persistence, American Indian Education, College Students, Colleges

Carnes, Jim, Ed. (1994). Teaching Tools, Teaching Tolerance. The author lists 40 resources intended for use by either elementary or secondary school students and teachers that examine cultural diversity and how different cultures have impacted American history. Books and videotapes examine the importance of cultural diversity, present curricula promoting multiculturalism, and explore the problems of ethnic stereotyping. Descriptors: American Indians, Art Materials, Books, Civil Rights

1968 (1968). Bibliography on the Problems of Southwestern Minority Groups and for Teachers of Adult Students from Different Cultural Backgrounds. The bibliography cites 169 books and articles, published between 1928 and 1967, on the problems of southwestern minority groups. A selected list of 69 professional books for teachers and adult students from different cultural backgrounds is included. Both lists are author-indexed. In addition, a motion picture series, a newspaper, and 6 resource centers are cited. Descriptors: Adult Students, American Indians, Anglo Americans, Bibliographies

Stoddard, Ellwyn R. (1973). Mexican American Identity – A Multi-Cultural Legacy. Investigating the background of Mexican American identify, the document determined that this identity is a dynamic image emerging from a continuous process of human development in which the genetic and cultural variations from European and indigenous peoples are combined within a complex historical situation. The combination includes: (1) the "1848 (Anglo)" image–a race of conquered people allowed to become U.S. citizens if and when they learn to become WASP middle class Americans; (2) "Spanish" ancestry–an image which identifies with lighter skinned Europeans; (3) "La Raza"–a glorification of the "mestizo" – the racial hybrid of Caucasian and indigenous peoples; (4) "Indian" ancestry–Mexican Americans who with to throw off the racist stigma of a dark skin and who overtly claim Indian ancestry; (5) "1848 (Mexican)" image–revised from the Anglo version, but accepting the Mexican War period as the beginning of their identity today; (6) "Chicano"–a militant, self-imposed label advocating self-determination and independence from Anglo evaluation; and (7) "Children of Aztlan"–an idealistic orientation within the overall Chicano movement which has attached its identity to pre-Aztec traditions.   [More]  Descriptors: Activism, American History, American Indians, Anglo Americans

Interracial Books for Children Bulletin (1977). Intellectual Freedom and Racism. This issue of the "Interracial Books for Children Bulletin" contains a special section focusing on the film called, "The Speaker". This film purports to deal with an assault on the First Amendment and with the necessity for eternal vigilance in defense of U.S. Constitutional freedom. The setting is an integrated high school which is thrown into turmoil when its current events committee schedules the appearance of a scholar who believes that blacks are genetically inferior to whites. The alleged assault on freedom occurs when the school authorities cancel the event. A comprehensive discussion of the film and related issues is presented in a series of articles. Other articles in this issue deal with: 1)activities conducted by a Boston area group which is working with teachers to promote anti-racist education, 2)a graphic look at the current status of women and minorities on U.S. school staffs, and 3)a teacher offers pointers on what to avoid in classroom discussions about Native Americans. Descriptors: American Indians, Blacks, Censorship, Civil Rights

Suter, Coral; Croddy, Marshall (1985). To Promote the General Welfare: The Purpose of Law. Law in Social Studies Series. This student booklet is part of a curriculum designed for infusion into secondary U.S. history courses to help students explore the purposes of American law. The booklet contains student readings and discussion questions and suggests learning activities. There are five units. Unit 1, "Law in a New World," examines processes used to make legal decisions during the American colonial period. Students compare the consensual process used by the Iroquois Indians with those processes used during the Salem witch trials. Set in New Orleans during the War of 1812, Unit 2, "Patriots and Pirates," involves students in evaluating whether Jean Lafitte was a patriot or a pirate. They apply criminal law standards to actual cases in which Lafitte was involved. In Unit 3, "During the Late Wicked Rebellion," students study about Lambdin Milligan's resistance to the War between the States and learn that the protection of individual liberty is a primary purpose of the U.S. Constitution. In Unit 4 students examine legislation aimed at ending "Child Labor in America." Unit 5, "The Twenties in Turmoil," examines the nature, purpose, and consequences of Prohibition.   [More]  Descriptors: American Indians, Child Labor, Citizenship Education, Civil Liberties

Savage, Marsha K. (1995). The 1994 Carter G. Woodson Book Awards, Social Education. Presents an annotated bibliography of six books that won the 1994 Carter G. Woodson Book Award presented by the National Council for the Social Studies. States that the award was established to inspire contemporary authors to continue to write books related to ethnic minorities. Descriptors: Adolescent Literature, American Indians, Artists, Black Culture

South Dakota State Advisory Committee to the U.S. Commission on Civil Rights. (1977). Liberty and Justice for All. In order to assess the quality of justice available to Native Americans in Pennington and Charles Mix counties, South Dakota, investigations were conducted from June through November 1976 with a two-day informal hearing and 130 interviews around the state. Despite progress made during the last few years, Indian people continue to face problems in South Dakota's criminal justice system which place them at a severe disadvantage. Evidence exists of widespread abuse of police power throughout the state, including selective law enforcement, search and arrest without cause, harassment and brutal treatment, arrest of intoxicated persons on disorderly conduct charges, and simple discourtesies. Inexperience, difficulties in communication, and inherent conflicts of interest on the part of defense attorneys often hamper Native American defendants. Rarely do Native Americans serve on juries. This, along with prejudicial attitudes of juries, makes it very difficult to obtain an impartial jury. State-imposed trial delays, a high number of guilty pleas, and possible abuse of the plea bargaining system also testify to inadequacies in the criminal justice system. Twenty-two recommendations are made to alleviate disparities. These include hiring more Native Americans as law enforcement officers to improve communication, reviewing complaints of police misconduct, improving treatment and rehabilitation of alcoholics, training and employing Native American paralegal personnel to assist Indian defendants, and broadening the jury selection system to include a representative proportion of Native Americans on jury panels. Descriptors: Alcoholism, American Indians, Civil Rights, Community Attitudes

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Bibliography: American Indians Rights (page 73 of 75)

This bibliography is reformatted and customized by the Center for Positive Practices for the Water Protectors . Info website. Some of the authors featured on this page include North Dakota Advisory Committee to the U.S. Commission on Civil Rights., Education Journal of the Institute for the Development of Indian Law, Vine Deloria, Gregory D. Squires, Sally E. James, Integrated Education, Nancy Oestreich Lurie, Irving W. Stout, Joyce M. Erdman, and Karen D. Harvey.

Garner, Van Hastings (1976). The Treaty of Guadalupe Hidalgo and the California Indians, Indian Historian.   [More]  Descriptors: American Indians, Civil Rights, Conflict, Government Role

Lurie, Nancy Oestreich (1971). Menominee Termination, Indian Historian. Descriptors: American Indians, Civil Rights, Cultural Influences, Economics

Integrated Education (1972). Metis and Non-Status Indians in Canada. The text of a statement presented to the Honorable Gerard Pelletier, Secretary of State Government of Canada, by the Native Council of Canada and its associated members, June 6, 1972.   [More]  Descriptors: American Indian Reservations, Canada Natives, Civil Rights, Educational Problems

North Dakota Advisory Committee to the U.S. Commission on Civil Rights. (1993). Native American Students in North Dakota Special Education Programs. Based on background research and information submitted at a public hearing in Bismarck, North Dakota, on December 13, 1991, this report addresses the extent to which Native American students are treated equally in North Dakota special education programs. It was found that in some schools and special education units, Native American students in special education far exceeded their proportion in the total student population. Statistics reinforce beliefs of special education personnel and others that the placement of some Native American students in special education programs results from questionable placement procedures and from the misunderstanding and misinterpretation of socioeconomic, linquistic, and cultural factors. Allegations were also made that racial prejudice was a factor in some placement decisions. Corrective action is urged to assure that evaluation and placement procedures use valid criteria and consider only nondiscriminatory factors. Achieving this objective requires inplementation of a more comprehensive and detailed data collection system, more meaningful parent participation in placement procedures, and reassessment and revision of the training of teachers and program administrators. Reporters recommend selective review of North Dakota schools and school districts to determine compliance with the Education for All Handicapped Children Act and other statutes requiring nondiscrimination. Data tables present information for North Dakota and for Bismarck public schools on enrollments and special education placements, school personnel, and expenditures and revenues. Appendices list North Dakota Special Education Administrative Units and detail Native American enrollment in North Dakota schools for 1991-92.   [More]  Descriptors: American Indian Education, American Indians, Compliance (Legal), Cross Cultural Training

Indian Historian (1972). Text of Judge's Decision: The Intermountain Student Suit. Descriptors: American Indians, Boarding Schools, Civil Rights, Conflict Resolution

Stout, Irving W. (1970). The Evolution of Parental Control of Schools on an Indian Reservation, Contemp Indian Aff. Descriptors: American Indians, Board of Education Role, Civil Rights, Community Involvement

Deloria, Vine, Jr. (1973). Indian Treaties A Hundred Years Later, Education Journal of the Institute for the Development of Indian Law.   [More]  Descriptors: Activism, American History, American Indian Reservations, American Indians

Education Journal of the Institute for the Development of Indian Law (1974). Tribal Jurisdiction and the Future... Pending legislation would allow those tribes, who have had their civil and criminal jurisdictional powers taken without their consent, to regain those powers if the tribes so desired. Descriptors: American Indian Reservations, American Indians, Change Strategies, Civil Rights Legislation

Duran, Elizabeth Chidester (1970). Clinton Rickard, Chief of the Tuscaroras, Contemp Indian Aff. Descriptors: American Indians, Biographies, Civil Rights Legislation, Educational Legislation

Arizona Commission of Indian Affairs, Phoenix. (1974). Arizona Commission of Indian Affairs 1973-74 Annual Report. The 1973-74 Arizona Commission of Indian Affairs Annual Report provides information on the conditions and problems confronting Arizona Indians. The Commission recognizes its responsibility to provide solutions to such problems as attaining a status of social, economic, and political equality with other citizens of the State and nation. Commission progress in its program of cooperation with State and Federal agencies, tribal councils, legislators, and others in developing harmonious working relationships and trust is shown. Included are: statistical charts as well as a map of the population and acreage of Arizona reservations; listings of Commission members and meetings, projects completed, and published materials distributed; a discussion of Commission highlights; and a financial report. A profile of the Yavapai-Apache Nation describes: the origin and history of the tribe; size and location; tribal government, employment, and economic development; education, health, and welfare; and other tribal activities. The appendixes include the Commission's Enabling Legislation, the Havasupai Resolution, the Hiring of Indian Counselors Resolution, and the Indian Village Site Resolution. A summary concludes the report.   [More]  Descriptors: Accountability, American Indian Reservations, American Indians, Annual Reports

Harvey, Karen D. (1991). Vanquished Americans, Social Education. Presents an interdisciplinary unit for middle school students, focusing on the removal of the Cherokee and other tribes from Georgia to so-called Indian Territory, also known as the Trail of Tears. Outlines cooperative learning activities addressing whether or not this act constituted genocide. Uses excerpts from the novel, "The Education of Little Tree." Descriptors: American Indian History, American Indian Studies, American Indians, Childrens Literature

Squires, Gregory D. (1978). Bridging the Gap: A Reassessment. This reassessment of a 1975 report on issues in Indian education and employment in the Twin Cities indicates that little progress has been made. Indians are less than half as likely to complete high school as the total Twin Cities' school population, they are three times as likely to be unemployed, and six times as likely to live in poverty. The income of Indian families is approximately one-half the income of other families. The most successful educational program has been the Indian scholarship program which currently enrolls 850-1000 students in college and vocational programs. Although substantiating data is not available, it appears that two alternative schools created to serve Indian students have lower dropout rates and greater parental approval than public schools and an effort to concentrate Indian students within specific public schools is meeting with success. While civil service practices such as Minneapolis'"rule of one" and the maintenance of "promotion only" jobs in St. Paul perpetuate the effect of prior discriminatory employment practices, new policies have opened employment opportunities in the Federal Government and the Minneapolis public schools. The Comprehensive Employment and Training Act (CETA) has placed Indian jobseekers. Recommendations include establishment of alternative Indian education programs, Indian studies curriculum, accurate assessment of educational programs, recording Indian labor force data, active recruitment of Indian employees, and development of a formula to encourage state departments of employment services to more actively place minority job seekers. Descriptors: Academic Achievement, Adjustment (to Environment), American Indian Education, American Indians

Bahr, Howard M.; And Others (1972). Discrimination Against Urban Indians in Seattle, Indian Historian.   [More]  Descriptors: Civil Rights, Housing Discrimination, Nonreservation American Indians, Racial Relations

Erdman, Joyce M. (1966). Handbook on Wisconsin Indians. Due to the changing status of Indians in Wisconsin, the 1966 handbook provides a new study of their present day situation. Leadership from among the Indians has generated new interest in Indian conditions. Although their economic position has not improved significantly, their psychological climate is now characterized by optimism. Questions of the identity of the Indians and their aspirations are discussed. History and present conditions of reservation tribes are presented by individual tribes. Working relationships between Wisconsin Indians and state and Federal agencies are identified. Some Wisconsin organizations working with Indians are listed and some of the more important Wisconsin statutes pertaining to Indians are reproduced.   [More]  Descriptors: American Indians, Economic Factors, Educational Needs, Federal Programs

James, Sally E.; Brooks, Joseph T. (1974). Report on Indian Education; State of Washington. Most treaties negotiated with Indian tribes between 1778 and 1868 contain a clause insuring that the federal government will provide Indians with full educational opportunity in exchange for their ceded lands. This promise has not been fulfilled. Indian students are dropping out of Washington schools at rates estimated between 38-60 percent; schools have not been meeting the apparent needs of Indian children. This failure is attributed to several factors. Parents have been discouraged or excluded from school decision making policy; in two districts where Indians have had some control, dropout rates dropped appreciably. Many teachers are ignorant or indifferent to their Indian students' needs and backgrounds; necessity exists for preparing more Indian teachers and sensitizing non-Indian teachers. Disparity exists over funding. Because of existing federal regulations, over half the Indian students are ineligible for funds specifically designed to help them, yet most local and state school systems are unresponsive to their needs unless federal funds are available. Among the eight recommendations concluding the report are: establishing responsibility in one state agency for improvement of Indian education; developing and expanding teacher training programs specifically related to the needs of Indian children; and enacting legislation to ensure that both urban and reservation Indians participate fully in state and local educational systems. Descriptors: American Indian Education, Civil Rights, Cultural Awareness, Cultural Education

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Bibliography: American Indians Rights (page 72 of 75)

This bibliography is reformatted and customized by the Center for Positive Practices for the Water Protectors . Info website. Some of the authors featured on this page include Marshall Croddy, H. Prentice Baptiste, Andrew L. Aoki, Todd Oto, Keri Doggett, Lehman Brightman, Jerry Rosiek, Education Journal of the Institute for the Development of Indian Law, Michael L. Lawson, and I. Phillip Young.

Schultz, Jeffrey D., Ed.; Haynie, Kerry L., Ed.; McCulloch, Anne M., Ed.; Aoki, Andrew L., Ed. (2000). Encyclopedia of Minorities in American Politics. Volume 2: Hispanic Americans and Native Americans. The American Political Landscape Series. The last 30 years of U.S. political history have seen dramatic strides in the impact that minorities play in U.S. politics. This second volume of a two-volume set addresses the historical and contemporary impact of two of the largest minority groups in the United States. Divided into two sections, the encyclopedia addresses the political struggles of Hispanic Americans and Native Americans. The work draws attention to those events, people, and ideas that have shaped, and will continue to shape, the political dialogue of a diverse country. The entries cover people, events, court cases, movements, and organizations that have shaped the political struggles of these 2 groups. Longer entries address some of the key issues that face minorities in U.S. politics today. These "issue entries," such as those on affirmative action, immigration, bilingual education, and political participation were written to give context to current politics and to show how these issues might be resolved. For example, the entry for education features a discussion of bilingual education, assimilation, boarding schools for Indian children, the Meriam Report of 1928, and the Bureau of Indian Affairs. Every entry has a bibliography that can serve as the next step for further research by the user of the volumes. In addition to bibliographies, entries are cross-referenced internally through the use of bold-faced type and "See also" listings at the end of the entry to offer other areas the reader may want to investigate. Appendixes include reprints of selected important documents and speeches; a directory of organizations that are directly or indirectly involved in politics is provided for each minority group; and a timeline. Descriptors: American Indians, Citizenship, Civil Rights, Encyclopedias

Office for Civil Rights (DHEW), Washington, DC. (1973). Availability Data: Minorities and Women. Sources and type of data concerning minority groups and women are listed in an effort to assist employers and institutions of higher education. Excerpts and statistics from various sources are presented. Reproduced from best available copy.   [More]  Descriptors: American Indians, Blacks, Degrees (Academic), Employment Opportunities

Shannon, Albert (1970). An Interview with Rev. James Groppi, Marquette University Education Review. Descriptors: American Indians, Blacks, Civil Rights, Mexican Americans

Brightman, Lehman (1973). Education of the Native American? A Brief Overview, Journal of Non-White Concerns in Personnel and Guidance. A disucssion of the conditions and atmosphere at federal boarding schools for Indian children which make them examples of what education should not be. Descriptors: American Indians, Boarding Schools, Civil Rights, Educational Environment

McCullough, Julie, Ed. (2004). Our Documents: A National Initiative on American History, Civics, and Service. Teacher Sourcebook, Volume III, National Archives and Records Administration. Thousands of educators are using America's most important historic documents to help students learn the story of their nation and its citizens, thanks to the Our Documents initiative. This was one of the main objectives of Our Documents, which is part of the "National Initiative on American History, Civics, and Service," launched by President George W. Bush in September 2002. It is co-sponsored by the National Archives and Records Administration (NARA), National History Day (NHD), and the USA Freedom Corps.  Since the launch, teachers around the country have been tapping into the resources on the "Our Documents" web site, directing their students to it, and encouraging students to produce National History Day projects based on the documents. The "Our Documents" web site (www.ourdocuments.gov) features full-color images of one hundred milestone documents, drawn primarily from the holdings of the National Archives; transcriptions; brief essays that place the documents in their historical context; and resources for teachers. In addition to viewing the documents, visitors to the site can access the Teacher Sourcebooks. This volume provides suggestions for using the milestone documents in the classroom. It contains the list of one hundred milestone documents, an explanation of key themes in the documents, a timeline putting the documents in chronological order, lesson plans and classroom exercises, information on the student and teacher competitions, and a bibliography of works related to the documents. [Support for this document was provided by The History Channel and Siemens. For Volume II, see ED512023.]   [More]  Descriptors: United States History, Civics, Archives, History Instruction

Berkey, Curtis (1976). John Collier and the Indian Reorganization Act, American Indian Journal of the Institute for the Development of Indian Law.   [More]  Descriptors: American Indians, Civil Rights, Federal Legislation, Land Acquisition

Croddy, Marshall; Degelman, Charles; Doggett, Keri; Hayes, Bill (1997). Adventures in Law and History. Volume I: Native Americans, the Spanish Frontier, and the Gold Rush. A Law and Civic Education Curriculum for Upper Elementary Grades with Units on Rules and Laws, Property, and Authority. This is volume one of a two-volume civics curriculum on law and effective citizenship for upper-elementary students. The lessons, set in American historical eras, engage students in cooperative-learning activities, role plays, simulations, readers theater, stories, and guided discussions, which introduce and reinforce law-related and civic education concepts and skills. Designed to meet the needs of a multi-centered student population, this curriculum features step-by-step teaching procedures, reproducible worksheet and activity masters, lessons linking the historical and law-related content to the present, and service-learning opportunities. This volume contains 3 units and 18 lessons in total. In unit 1, "Rules and Laws," students visit a Native American Chumash village and discover how rules and laws derived from myth and tradition help the Indians govern tribal life and resolve conflict. In unit 2, "Property," students meet Luisa, a girl living in a pueblo on the California Spanish frontier in the early 19th century. Students explore the concept of property and how law helps resolve conflicts over property. In unit 3, "Authority," students experience a hypothetical mining camp in California's Gold Rush era and discover what life might be like without effective authority. Students also examine executive, legislature, and judiciary roles.   [More]  Descriptors: American Indian History, American Indians, Citizenship Education, Grade 4

Dahl, Eric William (1990). Native American Religious Freedom and Federal Land Management, Northeast Indian Quarterly. Explains the importance of specific locations to the performance of ceremonies and rituals in traditional Native American religions. Discusses recent court decisions in favor of federal land management agencies denying protection to sacred sites because of economic or development considerations. Contains 15 references. Descriptors: American Indian Culture, American Indians, Civil Liberties, Civil Rights Legislation

Education Journal of the Institute for the Development of Indian Law (1974). Public Law 280: Behind the Trail of Termination. Public Law 280, enacted in 1953, dealt with termination but resulted in challenges to tribal jurisdiction. Practically no legislation has been enacted since then which would help with the question of jurisdiction in civil and criminal areas.   [More]  Descriptors: American Indian Reservations, American Indians, Background, Civil Rights

Russell, William Benedict, III, Ed. (2010). International Society for the Social Studies Annual Conference Proceedings (Orlando, Florida, February 25-26, 2010). Volume 2010, Issue 1, International Society for the Social Studies. The "ISSS Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. (Individual papers contain references.) [For the 2009 proceedings, see ED504973.]   [More]  Descriptors: Social Studies, Proverbs, Social Justice, Global Approach

Baptiste, H. Prentice; Michal, Emil J., Jr. (2004). Influences of Three Presidents of the United States on Multicultural Education: A Series of Research Studies in Educational Policy–Third Installment: Examining Presidents John Quincy Adams, Theodore Roosevelt, and Harry S. Truman, Multicultural Education. The recognition, development and implementation of multicultural education in America is a relatively new and emerging idea. Prior to the middle of the previous century, the concept of addressing and providing a meaningful educational experience for all students, including students of color, was non-existent. In recent years, through the work of numerous educators (Banks, 1993; Banks, J. & Banks, C., 2004; Baptiste, 1979/1986/ 1994; Bennett, 1995; Boyer & Baptiste, 1996; Garcia, R.L., 1982; Gay, 1988/1994, 2004; Gollnick & Chinn, 1990; Nieto, 1992), not only has the concept of multicultural education begun to become a reality, it has become a driving force in curricular development. While these efforts by educators are important, the commitment of this country to multicultural education in American schools and on the international scene has not been significant (Spring, 2000). Part of this absence must be attributed to the lack of support and leadership from the President of the United Sates and his administration. Through the policies and actions of each President's individual administration, the role of multicultural education in this country is affected, both positively and negatively. In this paper, three presidents, John Quincy Adams, Theodore Roosevelt, and Harry S. Truman, was examined as to their roles in multicultural education. While considering these three men, it may appear that there is no common theme connecting them other than that all of them occupied the office of President of the United States. There are, however, connections that can be made among them. One thread was the political backgrounds of these men. Each would reflect the beginnings, evolution, and change of political parties in this country. [For the Second Installment in this series, see EJ783087.]   [More]   [More]  Descriptors: Multicultural Education, Educational Policy, Presidents, Educational Innovation

American Indian Journal of the Institute for the Development of Indian Law (1976). A History of Indian Jurisdiction.   [More]  Descriptors: American Indians, Civil Rights, Definitions, Federal Legislation

Rosiek, Jerry (2003). Emotional Scaffolding: An Exploration of the Teacher Knowledge at the Intersection of Student Emotion and the Subject Matter, Journal of Teacher Education. The practical knowledge that enables good teaching has emerged over the past decade as an area of critical interest to educational researchers. This article reports on insights gathered during a series of teacher practical knowledge research projects that took place over a 10-year period with more than 40 teacher interns and experienced teachers. The groups were convened for the purpose of critiquing and refining the concept of pedagogical content knowledge. One practice that became a focus of inquiry in these groups was the tailoring of pedagogical representations to influence students' emotional response to some specific aspect of the subject matter being taught. This practice was named "emotional scaffolding". Several examples of emotional scaffolding are provided and a typology of approaches to emotional scaffolding is offered. Possible implications for teacher knowledge theory and teacher education curriculum are explored.   [More]  Descriptors: Scaffolding (Teaching Technique), Emotional Response, Pedagogical Content Knowledge, Classification

Young, I. Phillip; Oto, Todd (2004). The Impact of Age for Asian, Hispanic, and Native American Teacher Candidates on Principals' Screening Decisions as Viewed from a Social Distance Perspective, Leadership and Policy in Schools. A national random sample of senior high school principals evaluated the paper credentials of hypothetical teacher candidates varying both in national origin (Asian, Hispanic, or Native American) and in chronological age (control condition, 29 years old, or 49 years old) for a focal teacher position either in their building (proximal) or in their district (distal). Evaluations were cast in a 3x3x2 completely crossed factorial design and submitted to a MANOVA. Results lend partial support for social distance theory as a framework for explaining screening decisions for certain ethnic groups reporting their chronological age as being either 29 or 49 and increase current knowledge about the teacher selection process.   [More]  Descriptors: Teacher Competencies, Age Differences, American Indians, Principals

Lawson, Michael L. (1976). The Navajo Indian Irrigation Project: Muddied Past, Clouded Future, Indian Historian.   [More]  Descriptors: American Indian Reservations, American Indians, Civil Rights, Economic Development

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Bibliography: American Indians Rights (page 71 of 75)

This bibliography is reformatted and customized by the Center for Positive Practices for the Water Protectors . Info website. Some of the authors featured on this page include Civil Rights Digest, John Baugh, William Byler, Suzanne Crowell, Bradford R. White, William Oandasan, Connie Flanagan, Joseph Muskrat, Vine Deloria, and June Jackson Christmas.

Brown, Kathleen Sullivan; Mullin, Christopher M.; White, Bradford R. (2009). The Illinois Class of 2002 and Race/Ethnicity: A Descriptive Summary Four Years after High School. Policy Research: IERC 2009-5, Illinois Education Research Council. The Illinois High School Class of 2002 is part of the third generational wave of American students following the landmark Supreme Court decision in "Brown v. Board of Education of Topeka," which outlawed segregation in public education. This longitudinal study allows the authors to examine the long-term impacts of this monumental education and legal policy in the state of Illinois. An examination of data on how students of various races and ethnicities participate in public and private postsecondary education can provide insights into their subsequent success and challenges in pursuing the American Dream through educational advancement. Presented are results for the cohort as a whole. The authors display data by fall, spring, and summer semesters to capture the annual rhythms of educational participation.   [More]  Descriptors: Court Litigation, Educational Policy, Racial Differences, Postsecondary Education

Witt, Shirley Hill (1976). The Brave-Hearted Women. The Struggle at Wounded Knee, Civil Rights Digest. Gives a profile of Anna Mae Picton Squash, an Indian woman devoted to the service of the Indian people and Reports on her tragic death.   [More]  Descriptors: American Indians, Biographies, Females, Government Role

Deloria, Vine, Jr. (1971). The New Exodus, Civil Rights Digest. A discussion of the shift of the focus of minority group action from assimilation on equal terms with individual majority group members to ethnic identity and redistribution of power among ethnically-based communities. Descriptors: American Indians, Black Power, Civil Rights, Community Influence

Baugh, John (2006). Linguistic Considerations Pertaining to "Brown v. Board": Exposing Racial Fallacies in the New Millennium, Yearbook of the National Society for the Study of Education. "Brown v. Board of Education" reminds this author, a linguist, of the linguistic diversity among black Americans, be they descendants of enslaved Africans–as he is proud to be–or Africans who escaped slavery. There is as much linguistic diversity among their race as among any other racial or ethnic group in the United States. When the Supreme Court handed down its landmark decision, "Brown" was hailed as the case that would lead to educational equality for all African Americans. That vision, however, has yet to be realized. In part, that is because, since "Brown," they have come to understand that racial segregation was only one obstacle standing in their way. This paper seeks to introduce some neglected linguistic dimensions into this realm, with particular attention to the "Brown" ruling and the growing linguistic diversity of black America.   [More]  Descriptors: African Americans, Equal Education, Racial Segregation, Linguistics

Aleiss, Angela (1987). Hollywood Addresses Postwar Assimilation: Indian/White Attitudes in "Broken Arrow.", American Indian Culture and Research Journal. Examines Western films in context of post-World War II attitudes regarding racial equality. Film "Broken Arrow" and Eliott Arnold's novel "Blood Brother," both recounting story of Apache chief Cochise, examined as benchmark works in national racial attitudes. Films generally seen as supporting Indian assimilation into White culture. Descriptors: Acculturation, American Indian Culture, American Indian History, Civil Rights

McCoy, Robert G. (1978). The Doctrine of Tribal Sovereignty: Accommodating Tribal, State, and Federal Interests, Harvard Civil Rights – Civil Liberties Law Review. Tribal political independence is dependent on the ability of tribes to assert their powers of self-government over their members and territory. The tribal sovereignty doctrine can resolve the conflicts tribes face with State and Federal interests. Descriptors: American Indian Culture, American Indian Reservations, American Indians, Civil Rights

Crowell, Suzanne (1973). Life on the Largest Reservation: Poverty and Progress in the Navajo Nation, Civil Rights Digest. Discusses problems of daily life, jobs, education, and government at the capital of the Navajo Nation, Window Rock, focusing on such local institutions as the Navajo tribal administration, the Tribal Council, the Navajo Tribal Utility Authority, the Bureau of Indian Affairs, and Tohatchi High School. Descriptors: American Indian Reservations, American Indians, Civil Rights, Community Organizations

Witt, Shirley Hill (1974). Native Women Today, Civil Rights Digest. Suggests that when the commonalities between minority and majority women are recognized, a national movement for the equalities of peoples and sexes will be underway. Descriptors: Acculturation, American Indians, Educationally Disadvantaged, Ethnic Groups

Byler, William (1977). Removing Children, Civil Rights Digest. The Indian child welfare crisis is critical, and Indian families face greater risks of involuntary separation than is typical of society as a whole. One of the reasons for this is a lack of rational federal and state standards governing child welfare matters. Descriptors: American Indians, Child Welfare, Family (Sociological Unit), Family Structure

Muskrat, Joseph (1973). Thoughts on the Indian Dilemma: Backgrounding the "Indian Problem", Civil Rights Digest. Argues that the core of the Indians' problem is the inability of their community to achieve a sense of control over its own destiny, and explores ways in which the Indians can organize to gain the necessary internal cohesion, resources, and capabilities in order to create a satisfactory position within American society. Descriptors: Activism, Administrative Policy, American Indian Reservations, American Indians

Flanagan, Connie; Gallay, Leslie (2008). Adolescent Development of Trust. CIRCLE Working Paper 61, Center for Information and Research on Civic Learning and Engagement (CIRCLE). The purpose of this project was to gain a better understanding of dimensions of trust and inter-relationships between those dimensions during the adolescent years. Drawing from survey data collected at the beginning and end of a semester in eighty middle- and high-school social studies classes, relationships were assessed between: social trust, trust in elected officials, trust in the responsiveness of government to ordinary people, trust in the American promise, and trustworthiness of the media. The study was designed as a randomized evaluation of a civics curriculum called Student Voices in the Campaign, with data gathered from two waves of surveys with 1,670 students ages 12-19 during the fall of 2004. Students from ethnic minority backgrounds were less likely than their ethnic majority peers to trust elected officials or people in general or to believe that the government was interested in ordinary people. However, ethnic minority students were not less likely to believe in the general tenets of that all people, regardless of background, had an equal opportunity to succeed in America. Controlling for social class, age, and ethnicity, adolescents' trust in the American promise and their civic commitments were found to be significantly predicted by the youths' proximate experiences of social inclusion in their communities and, particularly for ethnic minority students) by their reports that teachers practiced a democratic ethos at school.   [More]  Descriptors: Adolescent Development, Social Class, Trust (Psychology), Minority Groups

Christmas, June Jackson (1977). How Our Health System Fails Minorities: Systemic Defects and Systemic Discrimination, Civil Rights Digest. According to several indicators of health status, minorities are less healthy than whites. The health care system not only fails these minorities through the omission of essential health services. It also actively discriminates against them in manifold ways that place them at a continuing disadvantage. Descriptors: American Indians, Blacks, Health Personnel, Health Services

Civil Rights Digest (1973). Indians and the Media: A Panel Discussion. An exploration of communications and the approximately one million Indian people who live in the U.S., by people in film, television, radio, and print news; condensed from the transcript of a panel discussion held July 6, 1973 in conjunction with the Smithsonian Institution's Folklife Festival in Washington, D.C. Descriptors: American Indians, Broadcast Industry, Broadcast Television, Films

US Department of Education (2007). 27th Annual Report to Congress on the Implementation of the "Individuals with Disabilities Education Act," 2005. Volume 2. This 2005 Annual Report to Congress has two volumes. This volume consists of tables that also were compiled from data provided by the states. Such data are required under the law. In fact, collection and analysis of these data are the primary means by which the Office of Special Education Programs (OSEP) monitors activities under the "Individuals with Disabilities Education Act" ("IDEA"), thereby helping to ensure the free appropriate public education of all children with disabilities. Data tables in Volume 2 cover a multitude of topics regarding states' implementation of "IDEA," Parts B and C. In the analysis of data presented in Volume 1, there are frequent references to specific tables in Volume 2 as sources. In that sense, Volume 2 can be used as an appendix to Volume 1. However, the tables in Volume 2 provide much more extensive data than are referenced in Volume 1. As such, they may be used by anyone interested in doing further analysis of state activities funded under "IDEA." Appended are: (1) Part C Data Notes; (2) Part B Data Notes; (3) Population Data; (4) Enrollment Data; (5) 2002 Child Count by Disability and Race/Ethnicity; and (6) Budget Data. (Contains 51 tables.) [For Volume 1 of the 27th Annual Report to Congress, see ED499021.]   [More]  Descriptors: Disabilities, Public Education, Special Needs Students, Federal Legislation

Oandasan, William (1981). Critique of NEH Code of Ethics, American Indian Culture and Research Journal. The National Endowment for the Humanities' Code of Ethics for research of Native Americans, based on the Indian Religious Freedom Act (P.L. 95-561, 1978) and the National Historic Preservation Act (P.L. 96-515), is a model for awarding research grants. The Code will stimulate improved relations between scholars and Native Americans.   [More]  Descriptors: American Indians, Civil Rights, Codes of Ethics, Communication (Thought Transfer)

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Bibliography: American Indians Rights (page 70 of 75)

This bibliography is reformatted and customized by the Center for Positive Practices for the Water Protectors . Info website. Some of the authors featured on this page include Paul Riede, John J. Fialka, Joe Muskrat, Ronald Roach, Gene Leitka, Hani Morgan, American Indian Journal, Southern Education Foundation, Susan Brooker-Gross, and Michelle J. Nealy.

Martinson, Tom, Ed.; Brooker-Gross, Susan, Ed. (1992). Revisiting the Americas: Teaching and Learning the Geography of the Western Hemisphere. Pathways in Geography Series, Title No. 4. This book, issued in observance of the Columbus Quincentennial and on the occasion of the 27th International Geographical Congress, addresses a broad range of contemporary topics including environmental change, dynamics of the world economy, human needs, wants and rights, political order and change, and contemporary cultures. The format is one of essays and complementary learning activities, including one essay and two activities in Spanish. Divided into five sections, section 1, "Environmental Change," contains the following essays: (1) "The Changing Use of Water in the Americas" (Lee); (2) "Streamflow" (Bock); (3) "The Effects of Volcanoes on the Landscapes and Peoples of the Americas" (Romey); (4) "Volcanoes and Human Activities in the Caribbean (Bencloski); (5) "The Global Effect of El Nino" (Caviedes); (6) "Teaching El Nino" (Prorok); (7) "Tropical and Temperate Rainforests" (Hansis); (8) "Humans, Owls, and Trees" (Beaman and Osborne); and (9) "Deforestation on Trial" (Sandmeier). Section 2, "World Economy," contains the following: (1) "United States Regions and the Global Economy" (Warf); (2) "Prisms of Promise–Selected Regions of the United States" (Marran); (3) "What is an 'American' Car? Global Interdependency in the Automotive Industry" (Rubinstein); (4) "The Automobile Worksheet" (Willman); (5) "Transportation and Urban Life" (Hodge); (6) "Planning a Light Rail System" (Speer); (7) "The Drug Industry in the Americas: The Andean Cocaine Connection" (Gerlach); (8) "Eradicating Coca" (S. Bednarz; R. Bednarz; and Walk) (9) "Editor's Note to Accompany 'A Planter's Day' by John G. Stedman" (Martinson); and (10) "Owning Slaves in Caribbean Colonial Plantation Culture" (Prorok). Section 3, "Human Needs and the Political Order," contains the following: (1) "Engendering the Discovery of the New World" (Momsen); (2) "Rural to Urban Migration in the Americas" (Whitsell); (3) "Regional Variation in Quality of Life in the Americas" (Greenow); (4) "Teaching the Quality of Life" (Crews); (5) "The Far South of the New World: South American Antarctica and the Southern Islands" (Child); (6) "The Development of Antarctica" (Sandmeier); (7) "Migration Trends in the Americas" (Conway); (8) "The Exponential Factor and Population Growth" (Pierson); (9) "The World in a Grain of Sand: Global Restructuring and Neighborhood Activism in Tucson, Arizona" (Marston); and (10) "Tucson Neighborhoods:" (Priest). Section 4, "Contemporary Cultures," lists the following: (1) "Reading the City Landscape as a Primary Document" (Salter); (2) "How to Read a City" (Salter); (3) "Steel Drums of Trinidad" (Dendinger); (4) "The Recipe for Steel Bands" (Willman); (5) "Geography of Religious Belief Systems" (Weightman); (6) "Scales of Religious Diversity" (Prorok); (7) "Women and Food in the Caribbean: A Study of St. Lucia" (Fredrich); and (8) "Do You Know Where Your Next Meal Is Coming From?" (Sharma). Section 5, "Voices from the South," contains: (1) "Ciudades Primadas y Regiones en la America Latina" (Elbow); (2) "Buenos Aires: Poblacion, Desarrollo y Futuro" (Barros); and (3) "Los Andes y el Regionalismo en el Ecuador" (Guillen). Contains a selected bibliography and a list of contributors.   [More]  Descriptors: American Indian History, American Indians, Area Studies, Cross Cultural Studies

Canadian Journal of Native Education (1983). Cases of Discrimination against Native People and Settlements of These Cases: From the Files of the Ontario Human Rights Commission, 1978-1982. In connection with Ontario Ministry of Education high school curriculum guidelines on teaching about Native peoples, eight case studies of discrimination against Canada Natives, and court settlements of these cases, can be used with nine suggested learning activities to help students recognize the effects of prejudice, stereotyping, and discrimination. Descriptors: American Indians, Canada Natives, Case Studies, Court Litigation

Southern Education Foundation (2014). Just Learning: The Imperative to Transform Juvenile Justice Systems into Effective Educational Systems. A Study of Juvenile Justice Schools in the South and the Nation. Special Summary. This brief summarizes the findings of the larger study, "Just Learning: The Imperative to Transform Juvenile Justice Systems into Effective Educational Systems. A Study of Juvenile Justice Schools in the South and the Nation." With awareness growing that schools are disciplining and suspending minority students at alarming rates, the report provides powerful evidence that young people placed in the juvenile justice system–predominately minority males incarcerated for minor offenses–are receiving a substandard education. The report, "Just Learning: The Imperative to Transform Juvenile Justice Systems into Effective Educational Systems," argues that education for the 70,000 students in custody on any given day is setting them even further back in their ability to turn their lives around. Drawing upon the most recently available data from the nation's largest database on teaching and learning in juvenile justice systems, the report finds that the quality of the learning programs for incarcerated youth have had "little positive, enduring impact on the educational achievement of most children and youth in state custody." In 2009, for example, most "longer-term" students (those enrolled for 90 days or more) whose progress was documented failed to make any significant improvement in learning and academic achievement. Incarcerated youth in smaller facilities closer to their local communities actually made less progress than students enrolled in state systems. That was particularly true in the 15 Southern states, where the proportion of students enrolled in local facilities increased from 21 percent of all incarcerated students in 2007 to almost 60 percent in 2011. Part of the problem, the report says, is that the programs, which serve youth with serious learning and emotional problems, provide young people with limited supports. Taken as a whole, the report found that effects of juvenile justice programs are "profound and crippling," and set young people back when they should be turning lives around. However, it says that education in juvenile justice programs can be successful. It cites programs such as the Maya Angelou Academy in Washington, D.C., that use teaching and learning approaches that have proven to be effective for many high-risk students and in the general population. It also highlights research on an innovative educational program in Chicago demonstrating that cognitive behavior therapy resulted in a 44 percent reduction in violent crime arrests among participants during the program, as well as gains in schooling, measured by days in attendance, GPA, and school persistence. The report closes by describing a key strategy for creating positive turning points, potential economic gains from effective education, and by providing recommendations. [For the full report, see ED555854.]   [More]  Descriptors: Juvenile Justice, Minority Group Students, Disproportionate Representation, Institutionalized Persons

Muskrat, Joe (1972). Assimilate–or Starve!, Civil Rights Digest. Reviews two recent U.S. Supreme Court decisions on Indian hunting and fishing, arguing that if Indians want to fish commercially they must join white society and fish according to the rules of that society.   [More]  Descriptors: American Indian Culture, American Indian Reservations, American Indians, Fisheries

Suitts, Steve; Dunn, Katherine; Sabree, Nasheed (2014). Just Learning: The Imperative to Transform Juvenile Justice Systems into Effective Educational Systems. A Study of Juvenile Justice Schools in the South and the Nation, Southern Education Foundation. With awareness growing that schools are disciplining and suspending minority students at alarming rates, the report provides powerful evidence that young people placed in the juvenile justice system-predominately minority males incarcerated for minor offenses-are receiving a substandard education. The report, "Just Learning: The Imperative to Transform Juvenile Justice Systems into Effective Educational Systems," argues that education for the 70,000 students in custody on any given day is setting them even further back in their ability to turn their lives around. Drawing upon the most recently available data from the nation's largest database on teaching and learning in juvenile justice systems, the report finds that the quality of the learning programs for incarcerated youth have had "little positive, enduring impact on the educational achievement of most children and youth in state custody." In 2009, for example, most "longer-term" students (those enrolled for 90 days or more) whose progress was documented failed to make any significant improvement in learning and academic achievement. Incarcerated youth in smaller facilities closer to their local communities actually made less progress than students enrolled in state systems. That was particularly true in the 15 Southern states, where the proportion of students enrolled in local facilities increased from 21 percent of all incarcerated students in 2007 to almost 60 percent in 2011. Part of the problem, the report says, is that the programs, which serve youth with serious learning and emotional problems, provide young people with limited supports. Taken as a whole, the report found that effects of juvenile justice programs are "profound and crippling," and set young people back when they should be turning lives around. However, it says that education in juvenile justice programs can be successful. It cites programs such as the Maya Angelou Academy in Washington, D.C., that use teaching and learning approaches that have proven to be effective for many high-risk students and in the general population. It also highlights research on an innovative educational program in Chicago demonstrating that cognitive behavior therapy resulted in a 44 percent reduction in violent crime arrests among participants during the program, as well as gains in schooling, measured by days in attendance, GPA, and school persistence. The report closes by describing a key strategy for creating positive turning points, potential economic gains from effective education, and by providing recommendations. The following are appended: (1) Youth in Residential Placement in Juvenile Justice Systems By Race, State, and Region: 2010; (2) A Void and Confusion of Data in Juvenile Justice Systems; (3) Calculations and Methodology; and (4) Measures of Academic Achievement-Neglected, Delinquent, and At-Risk Youth by State and Region: 2011. [Foreword by Kent McGuire. For the summary of this report, see ED555853.]   [More]  Descriptors: Juvenile Justice, Minority Group Students, Disproportionate Representation, Institutionalized Persons

Morgan, Hani (2009). Gender, Racial, and Ethnic Misrepresentation in Children's Books: A Comparative Look, Childhood Education. How children's books portray various groups is very important for educators to consider. In many literate cultures, values and attitudes are transmitted through storytelling, often involving the use of children's books. Young children usually enjoy having a book read to them. Unfortunately, children's literature traditionally has not been authentic in representing the experiences of many ethnic and racial minority groups. This comparative review of research discusses findings of selected studies concerning gender, racial, and ethnic misrepresentation in children's books. In addition, it offers suggestions for educators on how to deal with this concern.   [More]  Descriptors: Childrens Literature, Minority Groups, Racial Factors, Racial Bias

Riede, Paul (2001). More Than a Mascot, School Administrator. Describes how several school districts have coped with protracted and contentious community debate over the retirement of high school Native American team names and mascots, when Native American sensibilities clash with high school rituals and traditions. Offers tips on how to deal with the Native American mascot issue. Descriptors: American Indians, Civil Rights, Court Litigation, High Schools

Fialka, John J. (1978). The Indians, the Royalties, and the BIA: Billions in Coal and Uranium Could End Poverty, Civil Rights Digest. Discusses the relationship between Indians and the Bureau of Indian Affairs concerning coal and uranium supplies in three areas: Window Rock, Arizona; Crow, Montana; and Washington, D.C.   [More]  Descriptors: American Indian Reservations, American Indians, Economic Factors, Energy

Nealy, Michelle J.; Pluviose, David; Roach, Ronald (2008). 10 Diversity Champions II, Diverse: Issues in Higher Education. Introducing the "Champions of Diversity" in the Academic Kickoff issue proved a timely reminder of the mission of Diverse during the lead up to the 25th anniversary of Cox, Matthews and Associates, the founder of the former Black Issues in Higher Education and publisher of Diverse. In this edition, the editors at Diverse unveil its second slate of Champions, defining further the promise and vision committed organizations and individuals have put forth to bring about an inclusive U.S. society. By now, it's more than clear that Champions bring diversity and excellence together as harmonious and complementary values. It should also be clear that Champions deserve recognition for the transformative and vital work that they do.   [More]  Descriptors: Higher Education, Cultural Differences, American Indians, Civil Rights

Reyes, Augustina H. (2010). The Immigrant Children of Katrina, Peabody Journal of Education. In August 2005, Hurricane Katrina displaced the largest number of public school children ever affected by any disaster. Approximately 370,000 children, including 15,000 Latino/Hispanic children from Louisiana, were scattered throughout the 48 U.S. states (Landrieu, 2010; Louisiana Department of Education, 2004). Although much of the media attention, policy, and research have focused on the effects of race–primarily Black/White–in New Orleans disaster relief, Latino immigrant children were the silenced, invisible victims of the evacuation, policy, relief, and recovery services. The largely unreported immigrant evacuation from Louisiana was along a silent underground railroad of sorts, using a network of relatives and countrymen whenever they could (Plocek, 2006). The findings of this article illustrate the theoretical implications and consequences of identifying immigrant children as racially White. This study documents the intersections of local, state, and federal policy regarding schools and recovery relief showing that access to disaster relief and recovery were framed in context of immigration status often placing citizen children in at-risk conditions. Children have become the victims of anti-immigrant sentiment rising from the much symbolic and actual harassment that constitute the daily, shadow lives of the undocumented population.   [More]  Descriptors: Politics of Education, Immigrants, Immigration, At Risk Persons

American Indian Journal (1977). The Legal Status of Indians in Brazil.   [More]  Descriptors: American Indians, Civil Rights, Foreign Countries, Governance

Payne, Diane (1979). A Brief History of Leonard Peltier vs. US: Is there Recourse for Justice?, American Indian Journal. Asserting the fact that Leonard Peltier is a contemporary element in a stream of Native American genocide, this article outlines the events and presents a picture of the abuses which precipitated a continuous 24 hour vigil at the U.S. Supreme Court.   [More]  Descriptors: American Indians, Civil Liberties, Civil Rights, Due Process

Leitka, Gene (1971). Search for Identity Creates Problems for Indian Students, Journal of American Indian Education. Descriptors: Activism, American Indians, Courts, Schools

Diverse: Issues in Higher Education (2010). Emerging Scholars: The Class of 2010. Every year, the Emerging Scholars edition features a diverse group of rising researchers, thinkers and leaders in various fields. Their credentials and accomplishments distinguish them, but it's the level of social consciousness among the members of this year's class that makes them truly excellent. Whether it's lending a hand to society's struggling Black men or training lawyers in Native American law, these scholars use their work to build upon the cornerstones of societal change. Their research represents the fruit of decades of diversity advocacy that has expanded the depth and breadth of knowledge in higher education. These scholars use their specializations to intercede on behalf of the nation's most vulnerable communities. As academicians, these scholars are stretching the limits of research, inquiry, technology and public policy to include all peoples while remaining faithful to unraveling the injustices of the society. This article introduces 12 emerging scholars for the class of 2010 and presents vignettes that applaud the work of these scholars. These scholars include: (1) Brendesha Tynes; (2) Shedra Amy Snipes; (3) Yaohang Li; (4) Luis Urrieta Jr.; (5) David Treuer; (6) Michael Dorsey; (7) Angelique EagleWoman; (8) Madhavi Sunder; (9) Erika Tatiana Camacho; (10) Gonzalo E. Torres; (11) Said Sewell III; and (12) Stephanie Y. Evans.   [More]  Descriptors: College Faculty, Researchers, Lawyers, Administrators

Wittstock, Laura Waterman (1973). The Bureau of Indian Affairs: Its Origins and Current Activities, Civil Rights Digest. Presents a context for such criticisms of the Bureau of Indian Affairs as: insufficient numbers of Indians in high positions; insensitivity toward Indians and their problems; mishandling of the funding of programs; inability or unwillingness to protect Indian interests; and, refusal to serve nonreservation Indians. Descriptors: Administrative Policy, American Indian Reservations, American Indians, Civil Rights

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Bibliography: American Indians Rights (page 69 of 75)

This bibliography is reformatted and customized by the Center for Positive Practices for the Water Protectors . Info website. Some of the authors featured on this page include Washington National Advisory Council on Indian Education, Hugh O'Shaughnessy, Roxanne Dunbar Ortiz, Laura Chin, Washington Commission on Civil Rights, Roger Ochse, Karen McGill Arrington, Agnes Grant, Carole A. Williams, and Wendy S. Wilson.

Dyck, Noel (1997). Differing Visions: Administering Indian Residential Schooling in Prince Albert, 1867-1995. This book details the history of Indian residential schooling in the Prince Albert region of Saskatchewan from the early 19th century to 1995. Following a foreword by Grand Chief Alphonse Bird of the Prince Albert Grand Council, the book overviews the five distinct institutional periods of Indian residential schooling in Saskatchewan: (1) Presbyterian and Mission School and Emmanuel College (1867-1908); (2) St. Alban's and All Saints Indian Residential Schools (1944-51); (3) Prince Albert Indian Residential School (1951-69); (4) Prince Albert Student Residence (1969-85); and (5) Prince Albert Indian Student Education Centre (1985-present). From the outset, Indian residential schooling in Saskatchewan was shaped by underlying political, economic, and cultural relations between First Nations and the representatives of church and state. The activities of early Christian missionaries who traveled to the Canadian West and North were guided by what they believed to be the spiritual and social needs of Aboriginal peoples. Within this framework, Indian residential schooling was engineered, first and foremost, to advance cultural assimilation. Although they had quite different aspirations for their children, Indian communities did not deny the possible utility of a formal education. The efforts of Indian leaders to take over residential schooling in Prince Albert were undertaken in the absence of support by federal officials for the principles of Indian control of Indian education or for Indian parents' rights to determine what was best for their children. The book attributes the survival, development, and success of the Prince Albert Indian Student Education Centre to the people of the Prince Albert Grand Council. (Contains a bibliography, index, photographs, and chapter notes.) Descriptors: Acculturation, American Indian Education, Boarding Schools, Canada Natives

Brazeau, Karen; And Others (1992). Special Education and Student Services. This report examines the current status and plans for special education, student services, and special projects and studies in Oregon. The first section offers an overview of special education long-range planning in secondary and transition programs, the student population with severe emotional disturbance, low incidence populations, families, the talented and gifted program, early intervention, and supported education. The comprehensive system of personnel development is briefly described. Third, supervision of special education is discussed, including special reviews, complaints and due process, comprehensive reviews, comprehensive application for special education funds, and annual local education agency applications for federal funds. School-based programs for students with mental retardation, severe emotional disturbance, specific learning disability, speech/language impairment, and special gifts and talents are then described. State-operated and state-supported programs examined include hospital programs, regional programs, private agency education programs, the Education Evaluation Center, early intervention and early childhood special education, and Oregon schools for students with blindness and deafness. The section on compensatory education covers the Chapter 1 program, Indian education, programs for limited English proficient children, migrant education, the State Disadvantaged Child Project, civil rights, and homeless children. Also described are the parent education program, the Oregon prekindergarten program, primary programs, the school-age child care project, the child development specialist program, comprehensive guidance and counseling programs, peer counseling/helping, student activities, health services, teen parent and child development program, residential youth care center program, the student accounting system, and home schooling. Four special projects and studies address traumatic brain injury, Very Special Arts, Medicaid and third party billing, and assistive technology. An appendix summarizes findings of the Oregon Follow-Along Project.   [More]  Descriptors: American Indian Education, Compensatory Education, Disabilities, Disadvantaged Youth

O'Shaughnessy, Hugh (1973). What Future for the Amerindians of South America? Minority Rights Group Report 15. Accounts of massacres, rumors of slavery, reports of exploitation and the fashionable preoccupation with ecology have all combined to create a conscience about the Amerindian peoples of South America. There now seems to be generalized feelings in Western Europe and elsewhere that something ought to be done about these peoples. The purpose of this report is to give a brief summary of the conditions of the various peoples, to sketch out what policies–if any–the governments of their various republics are adopting towards them, and to suggest ways in which their lot might be improved. The situation of the Indians in the Altiplano of Ecuador, Peru and Boliva, and of the Mapuches in Chile and Argentina differs in character from that of South America's other autochthonous people. This report is concerned with the jungle and plain dwellers of the Amazon basin and adjacent lowlands, excluding the Guyanas and Argentina in detail. It covers the dimensions of the problem; church, army, and state attitudes toward native peoples; and future policy. A select bibliography and The 1971 Declaration of Barbados for the Liberation of the Indians (see RC007427) end the document.   [More]  Descriptors: American Indians, Area Studies, Armed Forces, Attitudes

Arrington, Karen McGill; Williams, Carole A. (1983). Statement on the Fiscal Year 1984 Education Budget. United States Commission on Civil Rights Clearinghouse Publication 79. Reviewing the administration's fiscal year 1984 education budget, this statement outlines the proposals to reduce federal funding for education and lessen the federal government's involvement in education programs. The statement specifically addresses education programs for the disadvantaged, minorities, women, and the handicapped. Criticizing the budget for limiting educational opportunities for these groups, the report points out the inappropriate timing of these proposed budget cuts since three independent commission reports have recently expressed grave concerns about the state of the American educational system. Included in the report are three appendixes. Appendix A provides brief descriptions of existing elementary and secondary education programs that are earmarked for incorporation into block grants and/or budget cuts. These programs include Title I, Emergency School Aid, Bilingual Education, Training and Advisory Services, Indian Education, Education for All Handicapped Children, and Women's Educational Equity. Appendix B includes descriptions of 13 higher education programs also earmarked for budet cuts, replacement by new programs, or elimination. Appendix C includes tables of funding levels for selected programs.   [More]  Descriptors: American Indian Education, Bilingual Education, Block Grants, Disabilities

Anagnopoulos, Cheryl L., Ed.; Ochse, Roger, Ed.; Wolff, Roger, Ed. (1997). Black Hills State University Research and Scholarly Work Symposium Proceedings (Spearfish, South Dakota, April 11, 1994). This proceedings contains papers from a symposium conducted to promote the professional sharing of scholarly accomplishments of Black Hills State University faculty and students. The symposium also provided a forum for discussion of current issues related to the presentations. The papers, representing a variety of disciplines, are as follows: "The Internationalization of Geography Departments in American Colleges and Universities" (Roger Miller); "Increasing Teaching Effectiveness with the Physical Education Assertive Teaching Instrument" (Betsy Torrence); "An Investigation of the Student Journal as a Tool for Identifying and Resolving Writing Problems of Undergraduate Students" (Roger Ochse); "Effect of Patriarchal Structuring on Diagnosis of Mental Illness" (Elanor Pearson-Mizel); "Choosing the Snake Husband: Moskogee Watersnake Mythology in Joy Harjo's 'Flood'" (Alice Bedard Voorhees); "Raman Spectroscopic Investigations of Alkali Silicate Glasses at Ultra-High Pressures" (Dan Durben); "The Status of Native American Hunting and Fishing Rights as a Product of Historical Use and Judicial Interpretation" (Cheryl Cosenza-Weiand and John Glover); "South Dakota Principals' Perceptions About, Attitudes Toward, and Knowledge of Law-Related and Civic Education Practices in Their Schools" (Roger Wolff); "Reader Response: The Affective Side of Critical Thinking" (Carol Hess); "Using Qualitative Research in Education (Kristi Pearce); "Modified Oligonucleotide Viability Assays Through the Use of Flanked Homopolymer Sequences" (Doug Dellinger, Peter deLannoy, and Joseph Howell); "Working Memory Limitations on Older Adults' Sentence Production" (Cheryl Anagnopoulos); and "Death, Taxes and Change: A Look at Life Transitions from a Counseling Perspective" (Mimi Tschida).   [More]  Descriptors: Administrator Attitudes, Affective Behavior, American Indians, Citizenship Education

Ortiz, Roxanne Dunbar; Davies, Tom (1978). Indian Tribal Sovereignty and Treaty Rights–Indian Sovereignty in the Americas and in the International Community, La Confluencia. The political experience of the indigenous peoples of the United States, Canada, and Latin America are discussed.   [More]  Descriptors: American Indians, Civil Liberties, International Relations, Political Power

Wilson, Wendy S.; Herman, Gerald H. (1994). American History on the Screen: A Teacher's Resource Book on Film and Video. For many students, films and television provide not only a chief source of entertainment, but their only glimpse of history outside of a formal classroom. This book aims to stimulate media awareness and critical viewing skills in students through lessons in critical analysis and historical interpretation of selected films. The films chosen for examination are presentations of history rather than documentations of history. These historical presentation films may present historical content in four ways: (1) as factual record; (2) to convey atmosphere; (3) to suggest analogy; or (4) as a lesson in historiography. The book is organized into a beginning teacher's guide and information section followed by 15 units on specific historic periods. The teacher's section includes an introduction, bibliography, video sources, master index of feature films, and reproducible student material. Most units also have reproducible student pages consisting of a guide of what to watch for in a film, and a worksheet that includes a vocabulary list and questions based on the film. The units offer background, plot synopsis and ideas for class discussion of the suggested film. These units and films include: (1) "The Colonial Experience: 'Three Sovereigns for Sarah'" (1986); (2) "The American Revolution: '1776'" (1972); (3) "The Expansion of the New Nation: 'The Buccaneer' (1958)"; (4) "The Civil War: 'Glory'" (1989); (5) "The West: 'Dances with Wolves'" (1990); (6) "World War I: '1918'" (1985); (7) "The Twenties: 'Matewan'" (1987); (8) "The Great Depression: 'The Grapes of Wrath'" (1940); (9) "World War II: 'Air Force'" (1943); (10) "The Cold War: 'Dr. Strangelove or: How I Learned to Stop Worrying and Love the Bomb'" (1964); (11) "Civil Rights Movement: 'The Long Walk Home'" (1991); (12) "Life in the Fifties and Sixties: 'American Graffiti'" (1972); (13) covers the Vietnam War with a teacher's guide to films and documentary sources; and (14) "The End of the Twentieth Century: 'Nightbreaker'" (1988). Unit 15, "Teaching Media Literacy Through Film: The OK Corral Gunfight–A Case Study," is a comparative study of the same event as shown by three films: "My Darling Clementine" (1946), "Gunfight at the OK Corral" (1957), and "Doc" (1971). Descriptors: American Indians, Audience Response, Blacks, Colonial History (United States)

Chin, Laura, Ed.; And Others (1975). The Farmington Report: A Conflict of Cultures. A Report of the New Mexico Advisory Committee to the United States Commission on Civil Rights….. In response to numerous complaints from Navajo leaders, the New Mexico Advisory Committee undertook this study of the complex social and economic relationships that bind the city of Farmington and the Navajo Reservation. This report examines issues relating to community attitudes; the administration of justice; provisions of health and medical services; alcohol abuse and alcoholism; employment; and economic development on the Navajo Reservation and its real and potential impact on the city of Farmington and San Juan County. From testimony of participants during a three-day open meeting in Farmington and from extensive field investigation, the Advisory Committee has concluded that Native Americans in almost every area suffer from injustice and maltreatment. Recommendations are addressed to local, county, State, and Federal agencies. They include: establishing a human relations committee in Farmington; developing a comprehensive alcohol abuse and alcoholism program; coordination between public and private health facilities to provide adequate services to Navajos; upgrading the community relations program of the Farmington Police Department; affirmative action by private and public employers; and compliance with the "Indian Preference" clause by private employers on the reservations.   [More]  Descriptors: Alcoholism, American Indian Reservations, American Indians, Civil Rights

National Advisory Council on Indian Education, Washington, DC. (1984). The Indian Education Act: Indian Students Have the Right to Excellence in Education. The Tenth Annual Report to the Congress of the United States. Fiscal Year 1983. The 10th annual report to Congress from the National Advisory Council on Indian Education (NACIE) is dedicated to Olympic athlete Jim Thorpe, and details activities during fiscal year 1983. Part I contains an overview of the Council; the report introduction; legislative history; and lists of council members, committees, and NACIE functions. Part II provides the Council's recommendations to Congress and the Secretary of Education which include reauthorizing and appropriating the Indian Education Act of 1972, Title IV; amending the Act to provide "Indian Preference" employment policies for staffing the Title IV Indian Education Programs Office in the Department of Education; continuing support for the Tribally Controlled Community Colleges Assistance Act; urging the Bureau of Indian Affairs to place high priority on the study of Indian arts and culture; and supporting legislation to meet the rapidly emerging need for contemporary, high-quality vocational/technical education for Indians and Alaska Natives. Part III describes Council Activities. Part IV furnishes profiles of Title IV programs and fellowships for 1983. Part V consists of five tables showing a state-by-state distribution of funds awarded to Title IV grantees. Also included is a map showing the locations of the 48 full NACIE meetings. (NEC).   [More]  Descriptors: Advisory Committees, Agency Role, American Indian Education, American Indians

Grant, Agnes (1996). No End of Grief: Indian Residential Schools in Canada. This book documents and comments on what is known about the Indian residential school era in Canada. The aftermath of this era has exacted a huge toll, both in the human suffering of First Nations and on Canadian society in general, but understanding the impact of residential schools can aid the healing process. Chapters are: (1) "Examining the Past" (reflections on pursuing painful history); (2) "Traditional Education" (aboriginal societies, education of early and middle-years children, adolescence, discipline and testing, missionary perceptions); (3) "Early History" (United States 1568-1934, Canada prior to 1870, Canada 1870-1900); (4) "Canada: The 20th Century" (questioning the system, Canadian Welfare Council System, the Federation of Saskatchewan Indians Study); (5) "The Church and the State" (colonialism, government policies, bureaucrats, federally funded church schools for Natives); (6) "Health" (facilities, food, tuberculosis, school health care, illnesses in the schools, professional health care, treatment of sick students, death statistics); (7) "Staff" (staffing patterns, qualifications, turnover, children's concerns, Indian staff, parental visits, staff at farm schools, positive recollections); (8) "Curriculum" (reading and language arts, social studies, arithmetic, music and dancing, religion, physical activities and recreation, age-grade placement, record keeping, high school); (9) "Language" (school policies, impact of language suppression on culture, implications for child development, school practices, English instruction, aftermath of language suppression); (10) "Resistance" (appeals to the government, challenges to the school, student resistance); (11) "Abuse" (roots of the problem, human rights abuses, physical abuse, sexual abuse, spiritual abuse, psychological abuse); (12) "Aftermath" (leaving the schools, inability to express feelings, feelings of inferiority, apathy and unwillingness to work, values confusion and culture shock, antireligion attitudes, impacts on children of survivors, changes in roles of elders, Indian education today); and (13) "Conclusion" (boarding school practices as genocide, benefits of the residential school era, present discussion and future healing). An appendix includes writings of residential school inspectors and students. Contains references, a bibliography, numerous quotes from former students, and photographs. Descriptors: Acculturation, American Indian Education, Boarding Schools, Canada Natives

Meyer, Katherine; And Others (1980). National Self-Consciousness and Minority Images. This paper examines the portrayal of blacks, Asians, and native Americans in Fourth of July political cartoons from the 1870's to the 1970's in five American newspapers–the New York Times, Chicago Tribune, Atlanta Constitution, Washington Post, and the Columbus Dispatch. Images of these racial and ethnic groups were compared with images of women over the same period. Specific purposes were to determine the frequency of images of racial minorities and caucasians and to identify various aspects of minorities images such as dominance, appearance, and role. Of a total of 577 political cartoons, 378 had specific July Fourth themes. Of these, 354 portrayed women and 24 portrayed racial minorities. Fourth of July cartoons were selected for study because they are one of the few cultural artifacts that have been around for 100 years and because they often reflected the "U.S. as melting pot" rhetoric which might be expected to portray American cultural realities at different time periods. Findings indicated that, in general, cartoons excluded racial minorities except during specific time periods when a particular group was often discussed in the news (for example, the case of the blacks during the 1960's as a result of civil rights activism). When minority groups were represented, however, the depiction of all subjects changed from near caricature in early decades to greater directness and simplicity in later years. In spite of this progress, however, few racial minorities were shown in roles challenging the establishment. Also, minorities were seldom portrayed as equal to Caucasians. Of the groups studied, native Americans were pictured as least assimilated and women and blacks as most assimilated.   [More]  Descriptors: American Indians, Asian Americans, Blacks, Captions

Commission on Civil Rights, Washington, DC. (1983). Equal Opportunity in Presidential Appointments. A Statement of the United States Commission on Civil Rights. This detailed examination of the representation of women and minorities in the most responsible positions in the Federal Government shows that such representation in the Reagan administration is below the levels achieved in the Carter administration. It is shown that, although representation levels during the Carter years were in some cases low, these did carry forward a positive trend begun during previous administrations. A number of tables are presented to show that under Reagan, fewer women have been appointed to top fulltime positions at most departments and agencies, and that a sharp drop in the appointments of blacks has also occurred. Also illustrated is a lower representation of women and minority men among presidential appointments to the Federal judiciary, to U.S.  attorney and U.S. marshal positions, to ambassadorships, and to top Foreign Service and other positions at the State Department.   [More]  Descriptors: Alaska Natives, American Indians, Asian Americans, Blacks

La Confluencia (1978). Indian Tribal Sovereignty and Treaty Rights–Sovereignty, Fact or Fiction? A Debate Between Congressman Lloyd Meeds and Vine Deloria, Jr.   [More]  Descriptors: American Indians, Conflict, Debate, Government Role

Commission on Civil Rights, Washington, DC. (1973). Demographic and Socio-Economic Characteristics of the Navajo. Staff Report, Office of the General Counsel, U. S. Commission on Civil Rights, October 1973. The demographic and socioeconomic development of the Navajo Tribe is presented. The demographic data is based on the 1970 Census report. The other 5 topics are: (1) a short history of the Navajos; (2) a description of tribal government structure and its legal status of partial sovereignty; (3) education, covering Bureau of Indian Affairs (BIA) and public schools and Federal aid programs; (4) employment, detailing the acute unemployment rate; and (5) economic development, such as land and water resources, industrial development, and barriers to economic development. For further clarification, 8 appendices are included–e.g., treaty between the U. S. and the Navajo Tribe, reservation manpower analysis, and Federal programs.   [More]  Descriptors: American Indian Reservations, American Indians, Census Figures, Demography

Commission on Civil Rights, Washington, DC. (1977). School Desegregation in Tempe, Arizona: A Staff Report of the U.S. Commission on Civil Rights. This is a report on school desegregation in Tempe, Arizona. The desegregation plan focused on the Guadalupe community, specifically, the Veda B. Frank Elementary School. In 1972-73 this school had a minority student enrollment of 92%, of which 90% were Mexican Americans. The reassignment of students required by the plan affected Mexican American and Yaqui children. Approximately 68% of the children who had been attending Frank school were bused to other schools, and approximately 40% of the white students originally enrolled at other schools were bused to Frank. This reassignment of students at the beginning of the 1974-75 school year reduced the minority students population at Frank from 92% to 36%. The greatest travel distance involved for any student in the transportation plan was three and one half miles. Another result of the desegregation plan was the reassignment of approximately 22% of the Frank faculty to one of the other target schools. The Tempe school district desegregation plan was implemented within a very short time. The superintendent's leadership was an important element in the smooth implementation of the plan. District personnel involved in implementing the plan perceived it to be workable and simple. Several interviewees, however, stated that very few staff members had been involved with the superintendent in the development of the plan. Despite initial apprehensions regarding student disciplinary problems, teachers were generally cooperative and supportive of the plan. Descriptors: American Indians, Black Students, Desegregation Effects, Desegregation Methods

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Bibliography: American Indians Rights (page 68 of 75)

This bibliography is reformatted and customized by the Center for Positive Practices for the Water Protectors . Info website. Some of the authors featured on this page include Joel Spring, Clara Sue Kidwell, Sally Lubeck, Christian Stuhr, Mabel Schleif, Ed Castillo, Keith H. Basso, John H. Hylton, Patricia McGeshick, and Renate B. Viertler.

Congress of the U.S., Washington, DC. House Committee on Education and Labor. (1984). A Compilation of Federal Education Laws. Volume II–Elementary and Secondary Education, Education of the Handicapped, and Related Programs as Amended through December 31, 1984. The second of four volumes, this document compiles federal laws concerning elementary and secondary education and related programs, as amended through December 31, 1984. Organized in seven parts, contents specifically focus on elementary and secondary programs, education and training of the handicapped, Indian education programs, refugee and immigrant education, adult education, additional programs to improve elementary and secondary instruction, and public libraries and other public property. Statutes contained in the volume include the: Snyder Act of November 2, 1921; Johnson-O'Malley Act of April 16, 1934; Adult Education Act; Allen J. Ellender Fellowship Program; Bilingual Education Act; Developmental Disabled Assistance and Bill of Rights Act, Section 204; Education Amendments of 1978, Title XI, Indian Education; Education Consolidation and Improvement Act of 1981; Education for Economic Security Act; Education of the Handicapped Act; Elementary and Secondary Education Act of 1965; Emergency Immigrant Education Act of 1984; Federal Property and Administrative Services Act of 1949; Gallaudet College Act; Human Services Reauthorization Act (Title IX); Indian Education Act; Indian Education Assistance Act; Indian Elementary and Secondary School Assistance Act; Indian Self-Determination and Education Assistance Act; Kendall School Act; Library Services and Construction Act; Model Secondary School for the Deaf Act; National Commission on Libraries and Information Sciences Act; National Technical Institute for the Deaf Act; Omnibus Budget Reconciliation Act of 1981, Section 505; Public Law 95-134 (Consolidation Grants to Insular Areas); Public Law 815, 81st Congress (Impact Aid); Public Law 874, 81st Congress (Impact Aid); Refugee Education Assistance Act of 1980; and Women's Educational Equity Act of 1978.   [More]  Descriptors: Adult Education, American Indian Education, Disabilities, Educational Legislation

Kidwell, Clara Sue; Castillo, Ed (1978). Indian Tribal Sovereignty and Treaty Rights–Case Studies: How Sovereignty Works in the U.S. Today, La Confluencia. The variety of definitions of Indian tribal sovereignty may stem from the fact that there are so many differences in situation and problems from one reservation to the next. Three cases are briefly surveyed: the White Earth Chippewa Reservation in Minnesota, the Choctaw Reservation in Philadelphia, Mississippi, and the Makah Reservation in Neah Bay, Washington.   [More]  Descriptors: American Indian Reservations, American Indians, Definitions, Self Determination

Hylton, John H., Ed. (1994). Aboriginal Self-Government in Canada: Current Trends and Issues. Purich's Aboriginal Issues Series. This book contains 13 chapters analyzing important practical issues that must be addressed as Aboriginal self-government becomes fully operational in Canada. These issues are related to social problems and policies, criminal justice, community services, education, employment and job training, finance, the land base of government, women's rights and concerns, and Metis political structures. Of particular educational interest are chapters examining Aboriginal education in Australia, four models applicable to development of Aboriginal postsecondary education, and an Aboriginal training and employment initiative in which decisions are made by community boards. Chapters are: "Aboriginal Peoples and Euro-Canadians: Two World Views" (Murray Sinclair); "The Case for Aboriginal Self-Government: A Social Policy Perspective" (John H. Hylton); "Aboriginal Self-Government: Implications of the Australian Experience" (John Ekstedt); "Community Healing and Aboriginal Self-Government: Is the Circle Closing?" (John D. O'Neil, Brian D. Postl); "Education for Self-Determination" (Eber Hampton, Steven Wolfson); "Self-Government and Criminal Justice: Issues and Realities" (Carol La Prairie); "Pathways to Success: Aboriginal Decision-Making in Employment and Training" (Tina Eberts); "The Financing of Aboriginal Self-Government" (Allan M. Maslove, Carolyn Dittburner); "The Geographies of Aboriginal Self-Government" (Evelyn J. Peters); "Aboriginal Women and Self-Government" (Margaret A. Jackson); "Aboriginal Self-Government and the Metis Nation" (Clem Chartier); "Attitudes toward Aboriginal Peoples and Aboriginal Self-Government in Canada" (J. W. Berry, M. Wells); and "Future Prospects for Aboriginal Self-Government in Canada" (John H. Hylton). Contains references in each chapter, an index, and contributor profiles. Descriptors: American Indian Education, American Indians, Canada Natives, Community Health Services

Gasman, Marybeth; Nguyen, Thai-Huy; Conrad, Clifton F. (2015). Lives Intertwined: A Primer on the History and Emergence of Minority Serving Institutions, Journal of Diversity in Higher Education. In this article, we provide an overview–a primer–of the rise of Minority Serving Institutions (MSIs) as context for understanding the contemporary place of these institutions in our broader system of higher education. We also demonstrate how the emergence and the evolution of MSIs stem from our nation's struggle to provide equal educational opportunities to minority communities. Throughout the article, we interweave the shared and individual struggles as well as the successes across these 4 major types of MSIs. Woven throughout this narrative, we explore in-depth (a) the role of the federal government in both suppressing and elevating higher education for minorities, and (b) the impact of various groups and individuals on the growth of MSIs. It is through the historical legacy of MSIs that we showcase how these institutions came to represent the voices and concerns of minority communities to take control and manage their own education. We conclude the article with a snapshot of the place of each of the 4 types of MSIs in contemporary higher education and recommendation for future research.   [More]  Descriptors: Minority Group Students, Institutional Characteristics, Educational Opportunities, Equal Education

Parent, Sydney B.; Bunderson, Eileen D. (1996). Educational Expectations in a Democratic Society Held by Navajo Parents and Their Children. Navajo students have a 31% dropout rate, and it has been getting worse. Although considerable research has examined the reasons behind this dropout rate, little attention has been given to parental expectations of their children's education. Interviews with 45 parents of students attending Montezuma Creek Elementary School, a public school on the Navajo Reservation in San Juan County, Utah, investigated what parents expected of schools and how these expectations were being met. Education of these parents ranged from no formal education to associate degrees; most had attended a combination of public school and boarding school. All parents wanted their children to go to school, but no parent described any thought or action involving threats, rewards, bribes, or other manipulations in order to persuade a child to continue or complete schooling. When asked what they expected from their child's education, every parent answered, "a good job." In exploring the meaning of a good job, it became obvious that the real objective was a secure survival. In contrast, becoming an educated person did not have a high priority. The Navajo parents viewed the utilitarian aspects of schooling as desirable, but these aspects do not include a vision of who the child is, the child's place in the community, and what the community can become with the child's help. The results indicate that far too little educational attention has been given to the rights and responsibilities of dual citizenship in the Navajo Nation and the United States. Schools could become more relevant by acquainting children with community needs and paths to community service. Six tables summarize interview responses, and an appendix contains sample interview questions. Contains 12 references.   [More]  Descriptors: American Indian Education, Dropouts, Educational Attitudes, Elementary Secondary Education

Koppelman, Walter (1978). Indian Tribal Sovereignty and Treaty Rights–Political Ethics and Indian Advocacy, La Confluencia. The article gives some philosophical reflections on Indian self-government.   [More]  Descriptors: American Indians, Civil Liberties, Government Role, Individual Power

Torres, Angelina Moreno (1983). The Prevention and Treatment of Child Abuse and Neglect: A Focus on the Mexican American Family. Proceedings of the Annual Conference (2nd, San Antonio, Texas, September 8-10, 1982). The 26 papers focus on child abuse issues affecting the Mexican American family. The keynote address notes various issues in child abuse and neglect among Mexican Americans. Three papers discuss Mexican American families in transition, adjustment of the family into the Mexican American barrio and vice versa, and the effects of sexual assault on the Mexican American woman, her family, and the community. Five papers address child abuse in the minority community, child abuse and neglect in the Mexican American community, abuse and neglect of low-income Hispanic children and adolescents from a systems approach, ecological correlates of child maltreatment, and attitudes toward child abuse and child-rearing practices of Mexican American migrant parents. Nine papers deal with culturally relevant intervention approaches with Mexican American families, e.g., a Spanish language educational radio program, culturally sensitive group therapy, multicultural approach to clinical practice, and child advocacy and parents' rights in child abuse and neglect legal proceedings. The last eight papers discuss innovative prevention and treatment programs and delivery systems and special topics in child abuse and neglect, such as diversity of Indians as it relates to child abuse and neglect, domestic violence-crisis intervention with the Hispanic family, and implications of substance abuse among Mexican American migrants. The closing address discusses stress management. Descriptors: Adjustment (to Environment), American Indians, Child Abuse, Child Advocacy

Ground, Mary (1978). Grass Woman Stories. Blackfeet Heritage Program. During her lifetime Mary Ground, whose Indian name is Grass Woman, has experienced extreme changes in the life of Blackfeet Indians. Born in 1883, she remembers the travois and teepee days as well as the change to reservation life when the reservation was a fenced compound patrolled by the U.S. military. She has seen the decline in the use of Blackfeet language and ceremonies as well as the recent resurgence of interest in Native American rights and traditions. The 14 stories in this volume, told in her own words, are a blend of customs, folklore, and real-life events. Many of the tales reflect the culture from a woman's point of view. Two stories tell of marriage customs and the procedures surrounding the birth of a child. Other stories tell of magical events and contain elements closely parallel to certain fairy tales of European cultures. In one story a maiden lives in a beautiful land in the sky, but when she digs up a forbidden turnip she must then return to her people on the earth below. A Hansel and Gretel theme predominates another tale in which two abandoned children, a girl and a boy, are about to be eaten by a wicked old woman. Through trickery they manage to escape her and a magic buffalo carries them across a river to safety. In other magical experiences a man lights his pipe from the sun, and a coyote and a bear save the life of a wounded warrior. Other stories are true life stories of events in the tribe and on the reservation. Descriptors: American Indian Culture, American Indian Literature, American Indians, Birth

McGeshick, Patricia (1995). Tribal Authority for Prevention and Treatment of Child Abuse: Rights and Responsibilities. Since 1987, the Fort Peck Assiniboine and Sioux Tribes have been actively combating child abuse by implementing programs for prevention and treatment. This paper outlines the history of this effort and current programs and procedures for countering child abuse and neglect. Sections cover: (1) recognition of child abuse problems on the Fort Peck Reservation in the 1980s; (2) federal funding of a sexual abuse victims treatment program on the reservation in 1990; (3) the interagency agreement child protection team and its assessment and evaluation processes; (4) child protection helping agencies and the process for resolution of interagency conflict; (5) definitions of child abuse and neglect in the Fort Peck Tribes Comprehensive Code of Justice; (6) an informal process for referral of children at risk of abuse or neglect, aimed at family strengthening and preservation; (7) the formal process for court hearings and decisions; (8) four tribal prevention and treatment programs for families and children at risk (providing culturally relevant counseling and therapy to children and family members, legal advocacy, and preparation for court); and (9) the influence of welfare payments and public housing regulations on family behavior.   [More]  Descriptors: At Risk Persons, Child Abuse, Child Neglect, Child Welfare

Viertler, Renate B. (1976). Greeting, Hospitality, and Naming among the Bororo of Central Brazil. Working Papers in Sociolinguistics Number 37. Hospitality patterns of the Bororo Indians are illustrated in two examples: the etiquette due to a visiting chief from another Bororo village, and the etiquette due any common visitor from another Bororo village. Formal hospitality differs greatly from the usual etiquette. At a visiting chief's arrival, he enters as the last of his group and waits in a central location until the village chief arrives to have an oral duel with him, which establishes their wisdom and rights; the last to speak is the winner. In this duel the importance of names, titles, ornaments, and other social codes of ownership symbolic of survival is expressed. A common visitor goes to the central plaza and shouts out all his personal names and waits to be invited into the meetingplace of the men's council for a long and detailed interview, focusing on his family's names, in order to be placed properly for eating and sleeping in a home of his name-category ("mother,""father,""godmother,""godfather"). Name categories also determine seating. Every person a Bororo may call by a kinship term is inserted into a system of food, shelter, and gift reciprocity. The origin of the kinship ties is in the tradition that a Bororo is not just a descendant of an ancestor but a representative of a mythological hero associated with the name-category. In naming a child the Bororo attempt not to "lose names." A hierarchy of social prestige is expressed in kin terms. However, naming practices do not reflect any formal kinship system–kinship is a secondary effect of naming practices.   [More]  Descriptors: American Indians, Foreign Countries, Indigenous Populations, Interpersonal Communication

Stuhr, Christian (1987). Fear and Guilt in Adult Education: A Personal Account of Investigations into Students Dropping Out. A CHCC Research Service Publication. A study sought to discover several general principles of student attrition, based on investigations into students dropping out of school carried out between 1973 and 1986. These investigations included a survey of 21 head instructors and 289 students at an Ontario community college, impressions gained from students dropping out of adult basic education as well as postsecondary programs in northern Alberta, and a description of how a change in curriculum was responsible for a significant reduction in the high school dropout rate on a Saskatchewan Indian Reserve. The study concluded that there are many possible reasons for which students drop out, and skill and experience are needed to identify the right reasons and prescribe the correct remedy. Some of the reasons are special problems of clearly defined groups; two of them are: (1) the identity crisis of late adolescence and young adulthood; and (2) cultural problems encountered by Indian students working with Caucasian teachers. Other reasons for which students drop out are related to institutional flaws and may include a failure of institutional policies, a poorly designed curriculum, inadequate pre-enrollment counseling and student selection, poor instruction, poor communication within the institution, and incomplete or misleading information about students. Although the subject of attrition is always painful, the study suggests that some unnecessary pain and guilt can be avoided by remembering that not all dropouts can be prevented and not all attrition is necessarily bad. The study of attrition should be recognized as a legitimate specialty within the larger discipline of education. The appendixes include survey forms for instructors and students as well as numerous tables analyzing the students' responses. Descriptors: Adolescents, Adult Education, Adult Students, American Indians

Swadener, Beth Blue, Ed.; Lubeck, Sally, Ed. (1995). Children and Families "At Promise." Deconstructing the Discourse of Risk. SUNY Series, The Social Context of Education. This collection challenges the metaphor of the "at risk" discourse about minority groups, situating it in the context of the struggle over the power to define language and policy, and the right of all groups to material and psychological well being. Some chapters reframe oppressed groups in terms of "promise" and the potential for excellence. Following "The Social Construction of Children and Families 'at Risk': An Introduction" by Beth Blue Swadener and Sally Lubeck, contributions include: (1) "Children and Families 'at Promise': Deconstructing the Discourse of Risk" (Beth Blue Swadener); (2) "Mothers at Risk" (Sally Lubeck); (3) "The Politics of Who's 'at Risk'" (Michelle Fine); (4) "Voice Unaltered: Marginalized Young Writers Speak" (Elizabeth Quintero and Mary Kay Rummel); (5) "'Motherwit': Childrearing Lessons from African American Mothers of Low Income" (Donelda A. Cook and Michelle Fine); (6) "Exploding the Myths: African American Families at Promise" (Mary Smith Arnold); (7) "Native Americans at Promise: Travel in Borderlands" (Carolyne J. White); (8) "Learning in and out of School: Critical Perspectives on the Theory of Cultural Compatibility" (B. Robert Tabachnick and Marianne N. Bloch); (9) "Creating a Classroom Culture of Promise: Lessons from a First Grade" (Mary E. Hauser and Cynthia Thompson); (10) "Student Success: A Matter of Compatibility and Expectations" (Joyce S. Waldoch); (11) "Advocating for Aric: Strategies for Full Inclusion" (Lisa Leifield and Tina Murray); and (12) "Epilogue. Naming and Blaming: Beyond a Pedagogy of the Poor" (Valerie Polakow). References follow each chapter. (Contains four tables.) Descriptors: Academic Achievement, American Indians, At Risk Persons, Blacks

Basso, Keith H. (1996). Wisdom Sits in Places: Landscape and Language among the Western Apache. This book of essays draws on a cultural geography project in which an ethnographer and Apache consultants mapped the area around Cibecue, on the Fort Apache Reservation (Arizona). The essays focus on different Apache individuals and examine the ways that Apache constructions of place reach deeply into other cultural spheres. Many Apache place names evoke vivid images of places, and since these names were given by the ancestors as they explored and settled the land, they provide a path by which local people may reconstruct, imagine, and draw meaning from the past. A name that no longer matches a place's appearance provides evidence of environmental change over time and further material for local historical interpretation. Clan names are based on these descriptive names. Other place names allude to historical events that illuminate causes and consequences of wrongful social conduct. These names are linked to traditional stories used to instruct young people and admonish those who transgress social rules. So tight is the link between place and story that both are said to "stalk" transgressors, causing them to attend to "living right" every time they see the place or imagine it in their mind. This linkage between place, name, and story promotes a form of discourse called "speaking with names," a subtle conversational practice that exploits the evocative power of place names to comment tactfully, with few words, on others' moral conduct. The final essay outlines Apache conceptions of wisdom, the qualities of mind that the seeker of wisdom must cultivate, and the crucial role of knowledge of places and sense of place in the attainment of wisdom. (Contains 101 references, notes, and an index.) Descriptors: American Indian Culture, American Indian History, Apache, Discourse Analysis

Spring, Joel (1994). Deculturalization and the Struggle for Equality: A Brief History of the Education of Dominated Cultures in the United States. This book provides background for understanding contemporary issues and problems in multicultural education by examining the history of education of four dominated groups in the United States: Native Americans, African Americans, Puerto Ricans, and Mexican Americans. The book focuses on three concepts: deculturalization–attempts to strip away the cultures of conquered peoples and replace them, through education, with European American culture; segregation; and resistance and activism by dominated cultures in response to deculturalization and segregation. Chapter 1 outlines the history of education of Native Americans, including early federal Indian education policies; the Civilization Fund Act of 1819, which supported missionary schools; the success of Cherokee and Choctaw tribal educational systems; the development of reservations and boarding schools; and the Meriam Report. Chapter 2 discusses the colonization and Americanization of Puerto Rico, public school practices to build loyalty to the United States, and Puerto Rican resistance. Chapter 3 examines Black education during slavery and the Reconstruction Era; segregation of public schools to reconcile southern Whites and as a means of maintaining an inexpensive source of labor; and resistance to segregation by W. E. B. DuBois, a founder of the NAACP. Chapter 4 describes the treatment of Mexicans in conquered Mexican territories, the great Mexican immigration during the early 1900s, development of segregated schools with English-only policies, and support for bicultural bilingual education by LULAC (League of United Latin American Citizens). Chapter 5 discusses educational aspects of the Great Civil Rights Movement of the 1950s-70s; effects on the four minority groups; and development of bilingual, ethnocentric, and bicultural education. Contains references and an index. Descriptors: Acculturation, American Indian Education, American Indians, Black Education

Webster, Loraine; Schleif, Mabel (1972). [Read Aloud Stories Series: A Product of a Project to Create Stories and Beginning Reading Materials for Pre-School Indian Children in South Dakota.]. The "Read Aloud Stories" series in this document consists of 10 booklets, each containing an illustrated story of Sioux origin which is intended to be read to preschool and early elementary non-proficient readers (grades 1.9 to 3.4). Each story is designed to convey a simple concept concerning the child's Indian heritage as well as to improve use of English by building larger speaking and reading vocabularies. A description of each story follows: "Little Kitten Earns a Name" illustrates early Sioux naming practices; "A Different Kind of Calendar" depicts the Sioux lunar calendar; "The Story of the Peace Pipe" presents a traditional Indian legend; "Tommy's Vision" shows the importance of spirits and the vision guest among the Sioux; "A Visit to the Zoo" shows the importance of the buffalo to the early culture of the Plains Indians; "An Old Indian Game" depicts a common game of the Sioux and shows the importance of the horse to the Plains Indians; "An Indian Artist" portrays the role of men and women in the important Indian arts and crafts; "The Wacipi" shows the importance of traditional Indian dances and how the pow-wow of today provides continuity for the Wacipi; and "Winning the Eagle Feather: portrays the importance of the eagle and the honor conferred upon the individual who earned the right to wear an eagle feather.   [More]  Descriptors: American Indians, Books, Childrens Literature, Cultural Awareness

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Bibliography: American Indians Rights (page 67 of 75)

This bibliography is reformatted and customized by the Center for Positive Practices for the Water Protectors . Info website. Some of the authors featured on this page include Salem. Compensatory Education Section. Oregon State Dept. of Education, Susan Gann, Ottawa (Ontario). Ministry of the Solicitor General, Donnarae MacCann, Gloria Woodard, James A. Wilson, Doris Jones, Robert M. Worthington, Linda K. Kerber, and Joel Spring.

de Varona, Frank; And Others (1989). Hispanics in U.S. History. Volume 1: Through 1865. Volume 2: 1865 to the Present. The Newcomers Series. Each of these two textbooks on Hispanic-American history contains 4 units divided into 20 chapters. Each chapter includes an overarching question; text; reading comprehension questions; study tips; an activity involving geography skills, links between past and present, or daily life; an activity involving arts and technology or using primary sources; a short biography; and questions for critical thinking. Volume 1 units cover: (1) Spain and the New World, Spanish explorers in North America, conquest of Mexico and Peru, and Spanish colonies; (2) the settlement of La Florida, New Mexico, Arizona, Texas, and California; (3) Spanish gain and loss of Louisiana, 18th-century Spanish explorers, Spanish heroes in the American Revolution, and daily life in Spanish America; and (4) U.S.  acquisition of Florida, independence of Mexico, independence of Texas, the Mexican War, and Hispanics in the Civil War. Volume 2 units cover: (1) post-Civil War, the Spanish-American War, Hispanic immigration, and World War I; (2) the Great Depression, World War II, progress after World War II, and the Korean and Vietnam Wars; (3) the civil rights movement, Cuba and the Dominican Republic, and contributions and present status of Puerto Ricans, Mexican-Americans, Cuban-Americans, and other Hispanics; and (4) Hispanic-Americans in public life, including business and labor, politics, federal government, arts, sports, and science and technology. Each volume contains an index, a glossary, timelines, maps, graphs, and many photographs. Descriptors: American Indian History, Answer Keys, Hispanic American Culture, Hispanic Americans

Brazeau, Karen; And Others (1990). Special Education and Special Student Services. Status Report. The four sections of this report use text, graphs, and tables to present the status of Oregon programs providing special education, compensatory education, student services, early childhood education, and special projects. The first section, on special education, provides the mission statement and the state's goals for special education and then presents data for school-based programs for students with mild mental retardation, serious emotional disturbance, specific learning disabilities, and speech/language impairments. Additional state-operated and/or state-supported programs including hospital programs, regional programs, private agency education programs, trainable mental retardation programs, the talented and gifted program, and early intervention are also described. Data on the two state schools for individuals with blindness or deafness are presented next. The second section covers compensatory education programs including the Chapter I program, the Indian education program, programs for limited English proficient students and for migrant education, the state disadvantaged child project, Title IV civil rights programs, and measures for homeless children and youth. Section III on student services and early childhood education describes the Child Development Specialist position, residential youth care centers, student retention activities, the parent education program, the Oregon prekindergarten program, guidance and counseling programs, student activities, and health services. The last section covers special projects such as Oregon's secondary special education and transition program, the Study of Serious Emotional Disturbance, and the Very Special Arts Program. Descriptors: American Indian Education, Ancillary School Services, Compensatory Education, Disabilities

Alberta Dept. of Education, Edmonton. (1985). Native Education in Alberta Schools. This two-part document outlines the Alberta government's proposed policy statement and presents Native peoples' views on the education of the more than 23,000 Native students that attend Alberta provincial schools. Based on discussions with Native people, information gathered from 180 meetings, and letters and papers, Alberta's Native Education Policy Statement outlines ways in which educational needs and personal aspirations of Native students can be met, opportunities for Native people to help shape the education of their children and help young people reach their potential, and opportunities for all students in schools throughout Alberta to develop an awareness and appreciation of various Native cultures and their contributions to society. Consensus of Native educational perspectives is reflected in sections describing the purpose of education and the role of the school for Native students, the programs of studies for Native students, the delivery of education to Native students, and the roles, rights and responsibilities in Native education. Each section of this portion of the report presents a brief review of the discussions and submissions received, along with statements of principles, recommendations, and implications.   [More]  Descriptors: Access to Education, American Indian Education, Canada Natives, Citizen Participation

Franco, Jere (1993). Empowering the World War II Native American Veteran: Postwar Civil Rights, WICAZO SA Review. "Promised" by the Dawes Act of 1887, U.S. citizenship was finally granted to all Native Americans in 1924 and reaffirmed in 1940 as World War II and military service loomed. Nevertheless, six states prevented Indians from voting until the 1950s. Since then, Indian political participation and voting power have grown, particularly in some western states. Descriptors: American Indian History, American Indians, Citizenship, Empowerment

Sanders, Beverly (1979). Women in American History: A Series. Book One, Women in the Colonial Era and The Early American Republic 1607-1820. The document, one in a series of four on women in American history, discusses women in the Colonial Era and the Early American Republic (1607-1820). Designed to supplement high school U.S. history textbooks, five chapters are devoted to women who were both famous and those who were not well known. Chapter I focuses on women in the founding days. Pocahontas, poet Anne Bradstreet, and religious dissenter Anne Hutchison are discussed. The plight of female indentured servants and black slaves is portrayed through writings and advertisements from that period. Chapter II covers women, family, and home in colonial times. The lives of black, white, and Native American women are contrasted. Chapter III focuses on colonial occupations of women. Diary excerpts depict lives of female shopkeepers, plantation managers, printers, doctors and midwives, innkeepers, and school mistresses. Chapter IV, "Women in the American Revolution," discusses the Daughters of Liberty groups and the role of women in the war effort. Chapter V is concerned with the rights of women during this era. Letters and diaries portray women who questioned their subordinate role in society, marriage, and education. The chapter concludes, however, that by the 19th century, the passive, ornamental lady set forth in ladies' books and female academies was becoming the ideal of femininity. Questions and suggested activities are provided at the end of each chapter.   [More]  Descriptors: American Indians, Blacks, Colonial History (United States), Females

Jones, Doris; And Others (1997). Working with Navajo Parents of Exceptional Children. Undergraduate students at Northern Arizona University interviewed and surveyed 20 staff members at Kayenta Unified School District (KUSD) on the Navajo Reservation and 14 parents of exceptional Navajo children enrolled in KUSD. Both groups were asked to identify challenges affecting the working relationship between parents and school on a rural reservation, the effective techniques used by KUSD in contacting and working with parents, and potential elements that could strengthen school-parent interactions. The staff indicated that the major challenges were geographic distance and sensitivity to cultural differences in discourse. Parents were generally satisfied with the district's efforts but indicated a need for more communication at the secondary level. Staff and parents felt that the use of home liaisons, bilingual Navajo staff members who make home visits, was a powerful technique for enhancing active communication between school and parents. Treating parents with respect, encouraging their continued assistance in their child's education, and assisting them in understanding parental rights were considered essential. The parents appreciated KUSD efforts to meet transportation needs of exceptional students and to connect families with related services or medical attention through local agencies. Among staff's seven suggested improvements were increased training for parents, obtaining parents' viewpoints and feelings, and including a parent participation component in school activities. Among parents' four recommendations were having more informational meetings and providing more pamphlets, handouts, and awareness training to parents.   [More]  Descriptors: American Indian Education, Cultural Awareness, Disabilities, Elementary Secondary Education

Bureau of Indian Affairs (Dept. of Interior), Window Rock, AZ. (1979). Elementary Guidance Program. Navajo Area. A program designed to assist guidance staff in working with Navajo elementary school students, particularly boarding school students, is presented in this booklet with emphasis directed toward meeting both individual and group needs in the areas of home living, student activities, and counseling. The first section gives 14 separate functions of student guidance (develop a positive self-image, promote a safe, pleasant environment, provide career/vocational awareness experience, etc.) and lists the elements inherent in each function. The section on home living discusses such topics as dormitory administration and operation, in-service staff training, personal development of students, and parental and community involvement. Minimum standards for the boarding school are outlined, including those for furniture, equipment, and desirable qualities for sleeping quarters, living rooms, rumpus areas, and kitchens. The section on student activities seeks to develop an understanding of the functions of a student activities program and to indicate ways of concentrating and coordinating efforts. It discusses the operational philosophy of such programs and suggests total school cooperation in such activities as clubs, student government, intra-mural activities, trips, arts and crafts, and social activities. The final sections discuss counseling responsibilities and techniques, exceptional children, student rights and responsibilities, suggested guidance activities, and elements of evaluation.   [More]  Descriptors: American Indian Education, Ancillary School Services, Boarding Schools, Counseling

Worthington, Robert M. (1984). Report to the Secretary on the Department of Education's Rural Education Activities: Fiscal Year 1984. Volume I. Highlights listed for the Department of Education's Intra-Agency Committee on Education's third year include issuance of the national rural education policy statement (October 1984), sponsorship of a national forum on rural education with 697 attendees (June 1984), formation of a Subcommittee on Rural Education Data, continued liaison with other departments and organizations interested in rural education, and increased activities resulting from the Committee's leadership and the policy statement. This volume includes the policy statement, entitled "Rural Education and Rural Family Education Policy for the 80's," a list of Committee members, and minutes of FY84 Committee meetings. The major part of the document consists of reports from 15 Department of Education offices listing their rural education activities and including: the title of each activity and its purpose; the section(s) of the rural education policy statement addressed by the activity; the scope, starting/ending dates, target audience, and procedure; products; legislation/administrative authority; and funding sources. The offices represented are: vocational and adult education; elementary/secondary education; special education and rehabilitative services; bilingual education and minority languages affairs; educational research and improvement; postsecondary education; legislation and public affairs; The Under Secretary; management; planning, budget, and evaluation; FICE/Rural Education Subcommittee; private education; regional liaison unit; General Counsel; and civil rights.   [More]  Descriptors: Adult Programs, Agency Cooperation, American Indian Education, Bilingual Education Programs

Sandoval, Carmel, Comp.; Gann, Susan, Comp. (1977). Bilingual Education Resource Guide. Reference and Resource Series. The successful implementation of bilingual/multicultural education programs depends, at least in part, on the availability of information on legislation, funding, teacher education, and program evaluation. This volume contains current descriptions and listings of resources essential to the functioning of any bilingual education program. Contents include a discussion of bilingual education in Public Law 93-380, a consideration of state bilingual education programs, an outline for a comprehensive education plan, background leading to Lau vs. Nichols, a directory and discussion of the activities of the CACTI (Cultural Awareness Center Trilingual Institute) Advisory/Evaluative Committee, a review of the Emergency School Aid Act funding of bilingual programming, a list of bilingual programs and grants in institutions of higher education and of civil rights activities general assistance centers, selective educational bibliographies of information and resources useful in Mexican American education and Native American education, and a guide to teacher education programs for bilingual-bicultural education in U.S. colleges and universities.   [More]  Descriptors: American Indians, Bibliographies, Biculturalism, Bilingual Education

Oregon State Dept. of Education, Salem. Compensatory Education Section. (1976). Racial & Ethnic Survey '75-'76. Based on data obtained from a statewide survey conducted in the fall of 1974, this report documents the 1975-76 racial and ethnic distribution of pupils and employees in Oregon public education agencies. All school districts provided data concerning pupil distribution in each school and staff distribution in 115 districts (73% of the schools) and various intermediate education districts. Tabular data include: enrollment patterns for statewide totals from 1969 through 1975; comparison of students in K-12 with students in grade 12; school districts with "substantial racial minority student enrollments" and staffing patterns (administration and certified staff); schools which are "racially isolated"; schools nearing "racial isolation"; totals by county, grade, and school district; and full-time and part-time staff totals. A section on equal educational opportunity and perspectives provides information on desegregation, integration, and the law, State authority, and the State education department's responsibility. This section focuses on the development and rationale of contemporary equal educational opportunity themes and the relationship of the concept to current Oregon Department of Education–Title IV Civil Rights Act activities.   [More]  Descriptors: American Indians, Asian Americans, Black Students, Enrollment

Kerber, Linda K. (1983). The Impact of Women on American Education. Intended for use in preservice teacher education programs, this unit provides an overview of the role that women have played as educators. The publication is designed to help future teachers become knowledgeable about issues of sexism and skilled in approaches to alleviating this problem in schools. The sections are chronological. Section 1, "Colonial Women as Educators, 1600-1776," examines early private schools and differences in educating females and males. Section 2, "Educating Citizens for the Republic, 1776-1860," discusses the development of mass education, the growth of the female seminary, the role of women in teaching, women's rights, and educating black children in antebellum America. The third section, "The Reshaping of Mass Public Education, 1865-1900," deals with the feminization of teaching, vocational education, women's access to higher education, the social settlement house, and the rise of the kindergarten. In section 4, "Teaching as a Career in the Twentieth Century, 1900-1960," teachers' organizations, progressive education, new opportunities for black women and racial integration of public schools are discussed. The fifth section, "Toward Non-Sexist Schools, 1960-1980," deals with sex discrimination in teaching and changes in educational policy. Section 6 contains a brief summary. Discussion questions and related activities are provided at the conclusion of the publication. Ninety-seven references are included.   [More]  Descriptors: American Indians, Blacks, Colonial History (United States), Educational Change

Ministry of the Solicitor General, Ottawa (Ontario). (1996). Community Development and Research. Aboriginal Peoples Collection = Developpement Communautaire et Recherches. Collection sur les Autochtones. This report provides Canadian Aboriginal communities with information and resources for carrying out participatory action research and applying the results to community development. Presented in English and French, the report is based on a literature review and a 2-day focus group involving 14 community development experts, Aboriginal community members, academic researchers, and federal agency staff. Part 1 defines the elements of community-controlled development, discusses the role of the federal government in Aboriginal community development, and recommends community action materials. Examples include innovative community-based solutions to family violence and abuse and development of a tribal justice system and a community-based youth court. Part 2 examines research issues, focusing on the community's relationship with outside researchers and consultants, decisions about research needs and relevance, funding, and research ethics. This section also presents steps in doing a community research project: deciding on what research and why; getting started (community involvement and conflicts, research setting, university technical assistance); applying research to community development (politics of research, perils of publication, using community resources); and using consultants and outside resources. A short directory defines typical funding criteria and lists funding guides, funding sources for Aboriginal communities, financial assistance for Aboriginal people pursuing legal studies or human rights education or research, and funding for cross-cultural training related to Aboriginal justice. Focus group participants and their addresses are listed.   [More]  Descriptors: Action Research, American Indian Education, Canada Natives, Community Action

Wilson, James A., Comp. (1974). Tejanos, Chicanos & Mexicanos: A Partially Annotated Historical Bibliography for Texas Public School Teachers. Intended for classroom teachers on the secondary level, the historical bibliography cites 581 publications which can be obtained from bookstores, public and university libraries, and through inter-library loans. Although the materials, published between 1899 and 1973, stress Texas themes, material on the greater Southwest and the nation is included. The materials are divided into 10 sections. The first two sections consider reference works and general studies. Sections three through nine are devoted to the following chronological periods: the period before the white man came to Mexico and Texas; 1519-1821; 1821-1836; 1837-1848; 1848-1920; 1920-1945; and 1945 to the present. The concluding section is a catch-all which presents sociological and literary works, as well as classroom aids. Each section includes an introduction which conveys some general knowledge of the period and its significance. Entries are numbered and, in most cases, annotated; volumes available in paperback form are identified by the symbol (p). Topics include myths, missions, settlements, life and law, Indian policy, politics, government, the War of 1836 in Texas, manifest destiny, Anglo-American colonization, economics, immigration and labor, depression and deportation, educational conditions and needs, civil rights, attitudes, trends of and reactions to immigration, self-images, and mental health. An author index is provided.   [More]  Descriptors: American Indians, Biculturalism, Bilingualism, Braceros

MacCann, Donnarae, Ed.; Woodard, Gloria, Ed. (1977). Cultural Conformity in Books for Children: Further Readings in Racism. In this book, multicultural education, book selection criteria, racism in specific books, and methods of handling racist materials are discussed from Chicano, Puerto Rican, Asian, Black and Native American perspectives. The 26 selections were written by librarians, anthropologists, community planners and educators. All of the articles expose monocultural and biased practices in the educational system. In Part I, educators summarize the arguments against conformity, while the Council on Interracial Books for Children relates such arguments to the children's library profession. In Part II, members of the Third World, or those working in conjunction with them, talk about criteria and about specific books. Selected reviews illustrate the method of criticism employed by many Third World members. The final section deals with the complex problem of handling racist children's books. The readings show how librarians are taking specific action to increase cultural authenticity, reduce discrimination, and cope with the complexities of censorship and community participation. A culturally pluralistic orientation is advocated for libraries, based on a realistic assessment of cultural bias, the rights of the community, and the essential ingredients in the child's developing self esteem. A selected bibliography of additional readings on racism and multicultural education is also included. Descriptors: American Indians, Asian Americans, Bias, Blacks

Spring, Joel (1994). The American School 1642-1993. Third Edition. This comprehensive and up-to-date history of American education encourages critical thinking by offering alternative interpretations of each major historical period. It shows how educational history is nested within and shaped by the larger forces, including mass media, that shape the dissemination of knowledge and power within society. Discussions by other scholars and everyday citizens are integrated to help contextualize the narrative. New chapters in this edition describe and analyze the social, political, and economic forces behind the policies that govern how African Americans, Native Americans, Asian Americans, Mexican Americans, and Puerto Ricans have been and are being educated in the United States. An expanded analysis examines the role of mass media; and current discussions consider issues such as national standards, school choice, and equal education. Chapter 6, "Education as Deculturalization: Native Americans and Puerto Ricans," and chapter 7, "Education and Segregation: Asians, African Americans, and Mexican Americans," highlight issues of concern in a discussion of urban schools, as does chapter 13, "The Great Civil Rights Movement." Chapter 14, "Education and National Policy," considers the cold war and the war on poverty and their effects on national educational policy. Descriptors: American Indians, Asian Americans, Black Education, Economic Factors

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Bibliography: American Indians Rights (page 66 of 75)

This bibliography is reformatted and customized by the Center for Positive Practices for the Water Protectors . Info website. Some of the authors featured on this page include William Kilpatrick, Cynthia M. Chambers, Edmonton (Alberta). Human Resources Development Authority, Russell Lawrence Barsh, Washington General Accounting Office, Las Vegas Clark County School District, Dan Vicenti, Michael Kallam, Washington Congress of the U.S., and Frances Densmore.

Congress of the U.S., Washington, DC. Senate Committee on Labor and Human Resources. (1987). Guaranteed Job Opportunity Act. Hearings on S. 777 to Guarantee a Work Opportunity for All Americans, and for Other Purposes before the Subcommittee on Employment and Productivity of the Committee on Labor and Human Resources. United States Senate, One Hundredth Congress, First Session (Washington, D.C., March 23, 1987 and Moline, Illinois, April 3, 1987). Part 1. The Guaranteed Job Opportunity Act would make major changes in federal policy on the unemployed. The bill would allow hard core unemployed persons to work on government projects until they find a job in the private sector. The participants would work four days per week for minimum wages or 10% more than welfare or 10% more than unemployment compensation. The testimony for this bill given to the Senate Subcommittee on Employment and Productivity in Washington, D.C., provided by government officials and leaders of civil rights and social justice organizations, covered the following issues: (1) maintenance of infrastructure as an appropriate project for these workers; (2) conditions of the labor market; (3) education and training considerations; (4) economic strategies for full employment; (5) the multi-billion dollar cost of the program; and (6) positive and negative aspects of creating public sector jobs. When the subcommittee reconvened in Illinois, testimony was given by unemployed workers, union members, and representatives of the private sector.   [More]  Descriptors: American Indians, Employed Parents, Employment Problems, Employment Programs

Kilpatrick, William; And Others (1994). Books That Build Character. A Guide To Teaching Your Child Moral Values through Stories. A Make a Difference Foundation Book. This book is a family guide to classic novels, historical fiction, fables and fairy tales, contemporary fiction, myths and legends, science fiction and fantasy, folktales, sacred texts, picture books, biographies, books for holiday/holy days, and many other books that celebrate virtues and values. Included are more than 300 titles, each featuring a dramatic story and memorable characters who explore moral ground and attempt to find the difference between what is right and what is wrong. Some of the titles included in the book are "Where the Wild Things Are"; "Lord of the Flies"; "The Wind in the Willows"; and the stories of real-life characters like Frederick Douglass and Anne Frank. Titles are arranged by category and reading level with books suitable for readers from preschool to teenagers, and readers with a wide variety of tastes. Each entry features a complete plot summary and publisher information so that the book can be found with ease in libraries and bookstores. Descriptors: Adolescent Literature, American Indian Literature, Annotated Bibliographies, Anthologies

Chambers, Cynthia M. (1992). (Other) Ways of Speaking: Lessons from the Dene of Northern Canada. Western European forms of discourse have been foisted upon the world as the universal value-neutral reference point. External standards have been used to assess aboriginal discourse, particularly in public contexts such as schools and courtrooms. These standards assume that there is one single correct way to proceed (to talk, write, argue, teach), and that ways of knowing and proceeding are universal and foundational. The Dene remind us that all knowledge is "storied," that is, knowing and communicating are always partial (no one knows the whole story) and contextualized (all stories are rooted in a particular time, place, and set of sociocultural conditions). Ethical forms of communication (including teaching/learning) require a balance between narration and listening. Dene elders criticize schooling for teaching children to talk too much. Dene discourse emphasizes restraint, silence, and discernment of the right moment for speaking/writing or listening/interpretation. Dene ways of speaking equalize power differences between speaker and listener. A speaker does not state the point or argument directly. In such a communicative context, the audience assumes much of the responsibility of interpretation. Story, personal experience, and culture must form the basis of curriculum for aboriginal education. This paper contains Dene testimony before the MacKenzie Valley Pipeline Inquiry and a detailed rhetorical analysis of that testimony.   [More]  Descriptors: American Indian Culture, Canada Natives, Cognitive Structures, Cultural Differences

Vicenti, Dan; And Others (1972). The Law of the People (Dine Bibee Haz'Aannii): A Bicultural Approach to Legal Education for Navajo Students, Volume 3. Volume 3 in a 4-volume bilingual bicultural law-related curriculum concerns Navajo traditional law as it pertains to the family, and compares these laws and customs to those of Anglo society. Case histories (gathered using anthropological field techniques) were compiled by paraprofessional legal advocates, and provide materials to be used in classrooms for role playing and discussions. Legal aspects that affect Navajo family members are presented and compared to those of the Anglo law and cover such areas as: marriage; parent and child relationships; divorce–division of property, custody of children, and their support; role of family members in the division of labor; and inheritance patterns–water rights, land, houses, livestock. The type of land Navajos live on are described in terms of: reservation lands (majority live on reservations); satellite reservation areas; allotted lands (individually owned); Navajo tribal trust lands; United States Government lands; lands leased by the tribe; and tribal ranches. Teachers are encouraged to have the students (high school or college level) read and discuss the materials and use them for role playing, as well as compare their own family customs to those presented in the text. Descriptors: American Indian Culture, Biculturalism, Bilingual Education, Case Studies

Clark County School District, Las Vegas, NV. (1981). Executive Abstracts, 1980-81. Presented here is a collection of assessment and evaluation abstracts of local, State and Federal programs in the Clark County School District in Nevada. In the first section, the district-wide aptitude and achievement testing measures are described, and the results of testing are presented. Section two provides information on program evaluations in the areas of desegregation, student characteristics and absentee patterns, instructional computing, measurement of achievement gains in Title I reading and math programs, the Office for Civil Rights Compliance Plan, and the Structure of Intellect Pilot Program. The abstracts of Federal projects include reports on the following: (1) Elementary and Secondary Education Act (ESEA) Title I; (2) ESEA Title IV-B: Library and Media Resources Project; (3) ESEA Title IV-C: Developmental Therapy for the Handicapped Program and Fine Arts Project; (4) ESEA Title VII; Bienvenido Bilingual Education Project; and (5) the Clark County Teachers Center Project. Also presented is an abstract for the Indian Education Comprehensive Program. A description of services successfully completed during the 1980-81 school year is appended. Descriptors: Academic Achievement, Achievement Gains, American Indian Education, Bilingual Education

Hand, Carol A. (1988). Ethnic Enrollments at Major Urban Universities. Report No. 89-11. This report focuses on ethnic enrollment percentages at major urban institutions for fall 1984 and 1986. Information is also provided for selected urban and land-grant universities in the southeast United States and for Atlanta, Georgia, area institutions. The data consist of enrollment information gathered for the Office of Civil Rights every 2 years, most recently in 1986. The major findings of the report include: (1) Georgia State University's (GSU) black student enrollment was 16.1%, and of the 26 urban universities selected for the study, 21 had lower percentages of black students, and 4 had higher percentages, (2) there were 11 Atlanta-area institutions whose percentages of black students were lower than that of GSU, and 5 had higher percentages (excluding predominantly black schools); (3) total enrollment at GSU rose from 21,366 in 1984 to 21,835 in 1986, with 15 of the selected 26 urban institutions experiencing enrollment increases in the 2-year period; and (4) ethnic enrollments in general at GSU and other urban institutions varied little over the 2-year period. It is noted that while many institutions have experienced declines in the enrollment of black students, GSU has maintained its enrollment of this minority group, but to do so in future years will be more difficult due to fewer black students participating in higher education and the availability of other competitive sources of postsecondary education.   [More]  Descriptors: American Indians, Asian Americans, Black Students, Comparative Analysis

Vicenti, Dan; And Others (1972). The Law of the People (Dine Bibee Haz'Aannii): A Bicultural Approach to Legal Education for Navajo Students, Volume 4. Volume 4 of a 4-volume bilingual bicultural law-related curriculum examines Navajo community life as it is affected by certain laws. Getting a job, obtaining assistance from welfare and other agencies, and preserving one's individual rights as an employee or as a student are all aspects of daily living with important legal ramifications. This unit explores each of these relationships, as well as important laws that help to shape them. Some of the laws discussed are Social Security, workmen's compensation, unemployment compensations, the food stamp program and other government health and child care programs, as well as child employment regulations in the State of New Mexico. The casebook contains examples of actual instances which are to be utilized in teaching this unit, but it is also suggested that the teacher write the Employment Security Commission and other Federal and State agencies to get forms and applications to be used in the classroom as teaching aids. Video tapes on food stamps and on the fair hearing process are available from the Ramah Bilingual Project (New Mexico), and should also be used in conjunction with this unit. Descriptors: American Indian Culture, Biculturalism, Bilingual Education, Case Studies

Human Resources Development Authority, Edmonton (Alberta). (1969). [Metis Study Tour Report.]. A 14-day tour by field workers was designed to obtain a minimum of information for purposes of policy making by the Indian Association of Alberta. The principal Metis centers in the Province of Alberta were visited, and interviews were conducted in Edmonton with government and private agencies. Fact and opinion are intermingled throughout this presentation, which points out the serious problems currently affecting the Metis community in Alberta. Observations of the recording secretaries of the tour are presented on community development programs, culture, education, health, housing, jobs, land, law, Metis attitude, organization, welfare, white attitude, alcoholism, human resources, extension services, cooperative services, human rights, manpower, and rehabilitation. On the basis of 14 days of intense observation and discussion, 22 recommendations were formulated and are presented in the document. The appendix is a brief report presented by a university student relevant to education of Natives at the grade school, high school, and university levels. [Not available in hard copy due to marginal legibility of original document.]   [More]  Descriptors: Agency Role, Alcoholism, American Indians, Attitudes

Barsh, Russell Lawrence (1978). Understanding Indian Treaties as Law. The unit of study is intended to bring information and rational thought to the controversial Native American treaty issue. It begins with an explanation of the concepts behind the unit's minimal student learning expectations. Fifteen lesson plans are organized into three one-week sub-units consisting of an introductory game illustrating the sub-unit concept, 4 lesson plans, and a short essay-type evaluation. The format of the one-page lessons presents student material on one side of the page and a suggested lesson plan (goals, vocabulary, "debriefing" questions) on the other. The student materials are intentionally brief and the teacher is expected to expand on them. The sub-units and their lessons are: Government (reason for government, Constitutional government, federalism, pluralism); Treaties and Indian Treaties (Indian treaties, treaty power and enforcement, future of Indian treaties); and Fishing Rights Controversy (property, Northwest salmon fishing industry, Indian fishing, future of Northwest fishing). Appendices include Article I Section 8 of the United States Constitution, the 1783 Treaty of Paris, the 1854 Treaty of Medicine Creek, and pictures of Puget Sound salmon fishing gear.   [More]  Descriptors: American Indians, Constitutional Law, Educational Games, Federal Government

Kallam, Michael; And Others (1988). Perceptions and Opinions of the Membership of the Council for Exceptional Children on Ethnic and Multicultural Issues Related to Council for Exceptional Children Publications. A study was conducted to determine special educators' sense of concern or awareness about ethnic/multicultural issues. A questionnaire, sent to 1,000 members of the Council for Exceptional Children (CEC), achieved only a 17.5% response rate but was felt to represent adequately the entire group. Respondents were asked their opinions regarding the amount of content coverage on ethnic/multicultural issues in "Exceptional Children,""Teaching Exceptional Children," and specialty-area periodicals. Specific ethnic groups of focus included: Blacks, Native Americans, Hispanics, Asians, Pacific Islanders, and bilingual/English as a second language students. For most of the publications, coverage was felt to be between "too little" and "about right." Generally, respondents felt that there was too little coverage of issues dealing with Native Americans but acceptable coverage for Blacks. When the actual amount of content material contained within certain CEC publications was analyzed and compared to the content of one non-CEC publication, "Kappan," none of the three publications met standards of "adequacy" suggested for multicultural content. Respondents welcomed the inclusion of additional information on ethnic/multicultural concerns in CEC publications. Appendices contain the survey instrument, comments made by the respondents, and 24 graphs illustrating demographics and characteristics of respondents and participants' opinions about publications.   [More]  Descriptors: American Indians, Asian Americans, Blacks, Content Analysis

Vicenti, Dan; And Others (1972). The Law of the People (Dine Bibee Haz'Aannii): A Bicultural Approach to Legal Education for Navajo Students, Volume 2. Volume 2 of a 4-volume bilingual bicultural law-related curriculum deals with the evolution of a Navajo legal system. Navajo "law" was referred to by Navajos as "religion", thus Anglos viewed the Navajo as having no "law." Because of the complexity of this topic, it is suggested that the first sections covering this view be read and digested by teachers and professionals only, who then convey sufficient information to give the student a flavor of Navajor law, thus laying the basis for discussions of other units that focus on specific disputes. Among subjects covered in the first section are: Anglo influence on Navajo law; the Indian Bill of Rights; Navajo torts; "Navajo Legal Vocabulary: A Critical Analysis" defines and compares Navajo and Anglo terms such as law; the system and its players–a Navajo view; the parties and their functions; and roles (judge, jury, police). The third section deals with legal institutions and roles on the reservation as they have evolved, such as the: Navajo Tribal Police; courts and judges (including an interview with The Honorable Judge Tom B. Becenti, Courts of the Navajo Tribe); and role of the lay advocate (which includes interviews with Peterson Zah and Leonard B. Jimson). It is suggested that teachers have the students read and discuss the interview section. Descriptors: American Indian Culture, Biculturalism, Bilingual Education, Case Studies

Densmore, Frances (1979). Chippewa Customs. Reprint Edition. Using information obtained between 1907 and 1925 from members of the Chippewa tribe, the Bureau of American Ethnology, and the United States National Museum, the book describes various Chippewa customs. Information, collected on six reservations in Minnesota and Wisconsin and the Manitou Rapids Reserve in Ontario, Canada, is provided concerning the tribe's name; totemic system; phonetics; dwellings; clothing; treatment of the face; hair care and arrangement; food; health measures; care, naming, government, pastimes, and playthings of children; puberty; courtship and marriage; death, burial, and mourning; significance of dreams; Midewiwin; stories and legends; music; dances; charms; games; the industrial year; chiefs; right of revenge; war customs; transportation; methods of measuring time, distance, and quantity; exchange of commodities within the tribe; payment of annuity; traders and trading posts; making and using fire; pipes; bows and arrows; snowshoes; making of pitch; torches; canoes; twine; fish nets; weaving mats, bags, bands, blankets of rabbit skin, and head ornament of moose hair; netting of belts; basketry; pottery; dyes; tanning; glue; musical instruments (drum, rattle, flute, clapper); articles made of stone, bone, and wood; applique work; memory devices; picture writing; decorative arts; and beadwork. Portraits, black and white illustrations, and reminiscences of the informants are provided throughout the book. Descriptors: American Indian Culture, Beliefs, Child Rearing, Clothing

General Accounting Office, Washington, DC. (1986). Foster Care: Use of Funds for Youths Placed in the Rite of Passage Program. This report reviews the use of federal foster care funds under Title IV-E of the Social Security Act for emotionally disturbed and delinquent adolescent boys placed in the Rite of Passage (ROP) program which operates three facilities on Indian land in Nevada. The report indicates: (1) California counties paid about $434,000 in Title IV-E funds for 39 placements claimed as federally eligible as of May 31, 1986; (2) while the program is licensed and is a nonprofit, private institution, the Department of Health and Human Services has not yet determined whether the facility is operated primarily for reasons other than the detention of delinquents; (3) the Indian tribes use California and tribal standards (admission policies, safety, sanitation, and protection of civil rights) to license facilities but do not document inspection for compliance with all their licensing standards; (4) California counties generally meet case review and reunification service requirements; and (5) California monitors its foster care program through the Foster Care Information System, quality control case reviews, audits, and on-site monitoring by counties. Appendices, tables, and figures provide a chronology of investigation of abuses, placements, expenses, licensing history, comparison of personnel files, reasons youth left ROP and subsequent placements, and location of facilities.   [More]  Descriptors: Accountability, Adolescents, American Indian Reservations, Certification

Washington, Bryce; And Others (1977). Native Americans in the Southwest. In theory Arizona Indian tribes can be represented by five major cultural groups: Athapascan, Pueblo, Yuman, Plateau Rancheria, and Desert Rancheria tribes. Each of these tribes has its own distinctive way of life or culture. They do not want to lose their cultural identity, nor do they want to become "like Anglos". They "do" want to pass on to posterity their heritage, their lands, their past and the ability to get along in both worlds–the Anglo world and the Indian world. Therefore, an educator must have some understanding of the lifestyle, religion, historical background, and the political, economic and social conditions of those living within the area served by his school. The educator should know that the economic and political emphases in the Southwest center about two major areas–water, land and mineral rights, and the sovereignty of the reservations. He should also know that the social conditions of Native Americans in the Southwest are strongly affected by stereotypes which have persisted since the pioneer days. This paper discusses the history of Arizona Indians, the current litigation between various tribes and various levels of government, political and economic conditions, the "integrity" of tribal officials, the Navajo-Hopi joint-use land dispute, the controversial Central Arizona Project, the water allocations disputes, the problems found in Indian education, the social conditions, and the current Indian educational conditions. Descriptors: Acculturation, American Indians, Cultural Awareness, Cultural Background

Bergsland, Knut, Ed. (1976). Atkan Historical Traditions: Told in 1952 by Cedor L. Snigaroff. [The Aleuts of the Eighteenth Century, Social Studies Unit,] Book VI. A historical narrative relates Atkan traditions as experienced and recalled by an Atkan native who lived from 1890 to 1965. The narrative was recorded in 1952 and translated and transcribed with the help of his daughter. In this booklet, the Atkan dialect is printed on the left-hand pages, and the translation appears opposite on the right-hand pages. The narrative is divided into three parts. "Life in the Russian Period" discusses food-gathering expeditions, storage of food and other goods in a communal house built solely for that purpose, and limited interaction with the "Russian Company" which encouraged the Aleuts to grow potatoes as food to supplement their native diet. Comparisons are made between conditions under Russian and American rule in "The End of the Russian Rule and the Coming of the Americans." Americans provided food, guns, and ammunition to the natives. Woven clothing replaced birdskin garments. Sea otter became extinct in 1910 because Americans placed no limit on the number that could be killed in one year; thus, fox became the focus of the hunt. The relationship between Atkans and Eastern Aleuts is described in "The Ancient Life." Originally friendly relations due to intermarriage deteriorated, and many battles are described vividly. The narrative is to be used as part of the social studies unit, The Aleuts of the Eighteenth Century.   [More]  Descriptors: American Indians, Cultural Background, Cultural Education, Cultural Influences

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