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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