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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