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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