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

Share on FacebookShare on Google+Email this to someoneTweet about this on TwitterPin on Pinterest

Leave a Reply

Your email address will not be published. Required fields are marked *