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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