American Indian Journal (1978). IDIL's Legal Training Program: Understanding Federal Indian Law and the Special US-Indian History. Founded in 1971, the Institute aims to strengthen rights of Indian people, their governments, and societal institutions so that they can govern themselves and secure their future as sovereign nations. The Indian Legal Curriculum and Training Project informs Indian leaders about the historical and legal context in which they make decisions.   [More]  Descriptors: American Indian Education, American Indians, Federal Legislation, Leadership Training

Wilson, James (1976). The Original Americans: U.S. Indians. Confusion, fear, maladjustment, apathy and loss of self-respect are only some of the effects of the historically contemptuous and disparaging treatment of Native Americans by white people. Beginning with the original European colonization and continuing through often forceful attempts at absorption into the U.S. society as a whole, such treatment is based less on actual knowledge of the Indian than on the myth of the ignorant and incompetent savage. This is a view which conveniently assuages the guilt of white people over the continued use of the Indian to political advantage, the usurpation of well over 50% of his land and the near-extermination of a native people, and which significantly contributes to the "Indian Problem" today. It is the basis of an economic and political system, essentially represented by the poorly organized and unresponsive Bureau of Indian Affairs, that has made the Indians "the poorest and most depressed ethnic group in the United States". Since the 1960's, increased political knowledge, ethnic self-awareness and growing militancy on the part of the Indians have emphasized the need for "ideological acceptance" if the Indian is to be truly integrated into the U.S. society. Descriptors: Activism, American Indians, Disadvantaged, Federal Indian Relationship

Porter, Frank W., III (1990). In Search of Recognition: Federal Indian Policy and the Landless Tribes of Western Washington, American Indian Quarterly. Traces the efforts of seven landless tribes in western Washington to maintain their tribal identity, establish their treaty rights in court, secure allotments of land, and achieve federal recognition of their tribal status. The absence of trust land holdings among these tribes is the federal government's justification for nonrecognition. Descriptors: American Indian History, Court Litigation, Federal Indian Relationship, Nonreservation American Indians

American Indian Journal (1979). Rule of Repression in Chile. This report on the current condition of the Mapuche Indians of Chile is edited from a document on the "Situation of Human Rights in Chile" and details the repressive and inhumane treatment of the largest indigenous ethnic minority in the country.   [More]  Descriptors: American Indians, Colonialism, Disadvantaged, Genocide

Guarneri; Carl, Ed.; Davis, James, Ed. (2008). Teaching American History in a Global Context, M.E. Sharpe Inc. This comprehensive resource is an invaluable aid for adding a global dimension to students' understanding of American history. It includes a wide range of materials from scholarly articles and reports to original syllabi and ready-to-use lesson plans to guide teachers in enlarging the frame of introductory American history courses to an international view. The contributors include well-known American history scholars as well as ordinary classroom teachers, and the book's emphasis on immigration, race, and gender points to ways for teachers to integrate international and multicultural education, America in the World, and the World in America in their courses. The book also includes a "Views from Abroad" section that examines problems and strategies for teaching American history to foreign audiences or recent immigrants. A comprehensive, annotated guide directs teachers to additional print and online resources. This book contains five parts. Part I, Calls for Change, contains: (1) The National Standards for History, National Center for History in the Schools; (2) The La Pietra Report: Internationalizing the Study of American History, "Organization of American Historians"; (3) Preparing Citizens for a Global Community, National Council for Social Studies; and (4) Internationalizing Student Learning Outcomes in History, American Historical Association/American Council on Education. Part II, Widening the Horizons of American History, contains: (5) In Pursuit of an American History (Carl N. Degler); (6) The Autonomy of American History Reconsidered (Laurence Veysey); (7) No Borders: Beyond the Nation-State (Thomas Bender); (8) Atlantic History: Definitions, Challenges, and Opportunities (Alison Games); (9) Environment, Settler Societies, and the Internationalization of American History (Ian Tyrrell); (10) American Studies in a Pacific World of Migrations (Henry Yu); (11) The African Diaspora and the Re-Mapping of U.S. History (Robin D.G. Kelley); and (12) American Freedom in a Global Age (Eric Foner). Part III, Teaching American History in a Global Context Concepts, Models, Experiences, contains: (13) Internationalizing the U.S. Survey Course: American History for a Global Age (Carl Guarneri); (14) Continental America, 1800-1915: The View of an Historical Geographer (Donald W. Meinig); (15) International Baccalaureate History of the Americas: A Comparative Approach (Maurice Godsey); (16) Teaching the United States in World History (Peter Stearns); and (17) Integrating United States and World History in the High School Curriculum (Mark Wallace). Syllabi includes: (18) America and the World: From the Colonial Period to 1900 (Ken Cruikshank); (19) The United States in World History (Alan Dawley); (20) The United States and the World: A Globalized U.S. History Survey, Center for World History, University of California, Santa Cruz; (21) The North and South Atlantic Core (Erik Seeman); and (22) Teaching Comparative U.S. and South Africa Race Relations (Derek Catsam). Topics and Strategies contains: (23) Internationalizing Three Topics in the U.S. History Survey Course (Thomas Osborne); (24) America on the World Stage, OAH Magazine of History; (25) AP Central Articles on Internationalized U.S. History, The College Board; (26) Teaching Gender Relations in Settler Societies: The United States and Australia (M. Alison Kibler); (27) Sisters of Suffrage: British and American Women Fight for the Vote (Barbara Winslow); (28) From Immigration to Migration Systems: New Concepts in Migration History (Dirk Hoerder); (29) Rethinking Themes for Teaching the Era of the Cold War (Norman L. and Emily S. Rosenberg); and (30) A World to Win: The International Dimension of the Black Freedom Movement (Kevin Gaines). Lesson Plans includes: (31) EDSITEment Lesson Plans, National Endowment for the Humanities; (32) Spanish Colonization of New Spain: Benevolent? Malevolent? Indifferent? (Melinda K. Blade); (33) Disease in the Atlantic World, 1492-1900 (Karen E. Carter); (34) Witches in the Atlantic World (Elaine Breslaw); (35) New York was Always a Global City: The Impact of World Trade on Seventeenth Century New Amsterdam (Dennis J. Maika); (36) The Code Noir : North American Slavery in Comparative Perspective (Kevin Arlyck); (37) Indian Removal: Manifest Destiny or Hypocrisy? (David L. Ghere); (38) Mexico's Loss of Land: Perspectives from Mexico and the U.S., Resource Center of the Americas; (39) Comparing the Emancipation Proclamation and the Russian Emancipation Manifesto (Clair W. Keller); (40) Italians Around the World: Teaching Italian Migration from a Transnational Perspective (Dennis J. Townsend); (41) Eleanor Roosevelt and the Declaration of Human Rights: A Simulation Activity (Sally Gilbert and Kathy Schollenberger); (42) Martin Luther King, Jr.'s "Beyond Vietnam" (Erin Cook and Stan Pesick); (43) Comparing U.S. and Vietnamese Textbooks on the Vietnam War (John J. DeRose); (44) Borderlands, Diasporas, and Transnational Crossings: Teaching LGBT Latina and Latino Histories (Horacio N. Rocque Ramirez); (45) America Held Hostage: The Iran Hostage Crisis of 1979-1981 and U.S.-Iranian Relations (Lawrence A. Wolf); and (46) Cultural Aspects of American Relations with the Middle East (Paul R. Frazier). Part IV, Views from Abroad, contains: (47) American History Lessons Around the World (Brett Berliner); (48) "And We Burned Down the White House, Too": American History, Canadian Undergraduates, and Nationalism (James Tagg); and (49) Being the "Other": Teaching U.S. History as a Fulbright Professor in Egypt (Maureen A. Flanagan). Part V, Additional Resources, contains: (50) Additional Resources to Support Teaching U.S. History in a Global Context (Carl Guarneri and James Davis). An index is included.   [More]  Descriptors: World History, United States History, Courses, Race

American Indian Journal (1979). Interview with Forrest J. Gerard. Focusing on the current policy, organization and direction of the Bureau of Indian Affairs, this edited interview addressed such issues as BIA reorganization, delivery systems, PL 93-638, Indian Water Rights, Senate Select Committee on Indian Affairs, PL 95-561 and Indian Education.   [More]  Descriptors: Agency Role, American Indians, Federal Government, Federal Indian Relationship

Ganter, Granville (2007). Red Jacket and the Decolonization of Republican Virtue, American Indian Quarterly. History has not always been kind to Sagoyewatha, or, as he is more commonly known, Red Jacket. One of the most eloquent spokesmen for Native sovereignty in the early national period, Sagoyewatha was nonetheless accused by his peers of cowardice, alcoholism, and egotism. Fortunately, this picture is beginning to change. Christopher Densmore's recent biography has helped to clear away the cloud of demonization that obscured Red Jacket's life. Literary scholars and historians have begun to frame Sagoyewatha's career as an influential contribution to discourse about Native sovereignty. In this article, the author focuses on one of Red Jacket's best-documented performances, the Ogden Council of July 1819, where the Senecas rejected the offer of the Ogden Land Company to buy most of their remaining reservations. In addition to being one of Sagoyewatha's finest performances–and most effective–it is also one of his least known, the text not seeing formal publication until more than ten years after his death in William Leete Stone's 1841 biography. The author argues that Red Jacket's accomplishment at the 1819 Ogden Council was to wear the ethos of republican virtue more effectively than his opponents, who initially claimed the same mantle. In this sense Red Jacket was one of many marginalized "others" of the early U.S. political and literary tradition, including oratorical African Americans and women, who extended the egalitarian promise of republican virtue to include those who were initially excluded from mainstream national thought. But rather than employing republicanism strictly as a political philosophy, Red Jacket interpreted and dramatized republicanism as a performative literary rhetoric. Sagoyewatha not only reminded his audiences of Washington's promises of fidelity to the Indians but also presented himself and his nation–not his Euroamerican auditors–as the fitting heirs of the tradition of virtue for which Washington stood.   [More]  Descriptors: Biographies, Historians, American Indians, American Indian History

Parellada, Alejandro, Ed.; And Others (1994). The Indigenous World 1993-94 = El Mundo Indigena 1993-94. This book addresses the oppression and discrimination that indigenous populations face and discusses their efforts to regain basic rights to control their own cultural, economic, political, and social development. The first section discusses the social status and living conditions of indigenous populations in the Arctic (including Saamiland and Russia), North America, Mexico and Central America, South America, Melanesia, the Pacific and Australia, East Asia, Southeast Asia, South Asia, and Africa. Each chapter describes the progress of indigenous populations in securing basic rights such as self-determination, self-government, cultural integrity, access to education, control over education and child welfare, and input into political and economic issues. Discussions also address the role of various governments in perpetuating the oppression of indigenous groups. The second section outlines articles of the draft declaration on the rights of indigenous peoples as agreed upon by members of the United Nations Working Group. This document was designed to provide states with an opportunity to make a Declaration of Intent that they will strive to improve the atrocious conditions in which many indigenous peoples live. This section also includes a report discussing suggestions of the International Work Group for Indigenous Affairs (IWGIA) for strengthening the rights of indigenous peoples and a report concerning indigenous peoples' right to use renewable resources for subsistance and how this right has been threatened by colonialism. Also included is a listing of IWGIA publications in English and Spanish. Descriptors: Access to Education, Alaska Natives, American Indians, Canada Natives

Gonzalez, Margaret Freedson; Perez, Elias Perez (1998). Indigenous Rights and Schooling in Highland Chiapas, Cultural Survival Quarterly. Educational reforms in Mexico to preserve indigenous linguistic and cultural rights often originate in Mexico City and lack grassroots support. Although native language instruction improves literacy development and preserves culture, Native parents may reject it because Spanish is the language of status. However, some indigenous communities in Chiapas recently replaced government teachers with local community educators. Descriptors: American Indian Education, Bilingual Education, Cultural Maintenance, Culturally Relevant Education

Opekokew, Delia (1980). Indians of Canada Seek a Special Status, American Indian Journal. Changes in government policy during the 1960s caused Canada's Indians to lose much of their special status as well as certain treaty and aboriginal rights. Article looks at past and present of Indian law, present status of the government-Indian relationship, and struggle of the Indians to achieve self-determination.   [More]  Descriptors: American Indians, Canada Natives, Court Litigation, Federal Government

Rhodes, Robert W. (1988). Holistic Teaching/Learning for Native American Students, Journal of American Indian Education. Using the Native American learning styles of haptic, right brained, and holistic learning, teachers could develop appropriate classroom activities and expectations that would increase the likelihood of success for more Native American students. Individualization, peer teaching, non-threatening evaluations, incubation time, and private practice time would all be appropriate strategies. Descriptors: American Indian Culture, American Indian Education, American Indians, Cognitive Style

Goldstein, Jerry R. (1980). For Those without Grant Writers.., American Indian Journal. Helps explain the process of getting and keeping a grant from the more than 70 federal programs making funds and/or services available to Indian tribes. Describes the sources and types of assistance available, details how to apply, and explains rights and remedies following a grant award. Descriptors: Agency Role, American Indians, Federal Aid, Federal Indian Relationship

Simons, Marlise (1978). Army Killings in Indian Village Shock Guatemala, American Indian Journal. Detailing accounts of what the State Department officials have said privately (that Guatemala has one of the worst human rights records in this hemisphere): mass murders of men, women, and children ("Panzos Massacre" in a Nekchi Indian village) with the wealthy landowners exploiting the natural resources at the expense of 6.3 million Indians.   [More]  Descriptors: American Indians, Culture Conflict, Genocide, Maya (People)

Grimes, Ronald L. (1996). This May Be a Feud, but It Is Not a War: An Electronic, Interdisciplinary Dialogue on Teaching Native Religions, American Indian Quarterly. Describes an electronic discussion on three listservs about whether European Americans should teach courses on Native religions; if not, what would result; if so, how to proceed. Responses discuss issues of cultural imperialism and appropriation, academic freedom, cultural property rights and control, qualifications (and disqualifications) for teaching, and ethical and reflective approaches to teaching Native religions. Descriptors: Academic Freedom, American Indian Culture, American Indian Studies, American Indians

Bayers, Peter L. (2008). Charles Alexander Eastman's "From the Deep Woods to Civilization" and the Shaping of Native Manhood, Studies in American Indian Literatures. Malea Powell has argued that Charles Alexander Eastman "imagined new possibilities for Native resistance and survival in the face of violent assimilation strategies." To Eastman, Natives had little choice but to acculturate to white society if they were going to resist white domination and survive. But gaining full equality in U.S. society proved difficult in the Progressive Era, given continued white paternalistic regard for Native peoples, as well as enduring negative white stereotypes of Natives, particularly the notion that they were racially childlike, boyish savages incapable of measuring up to the standards of racially superior, "manly" civilized white men. Although scholars have noted the role of gendered discourse in Eastman's writings, it deserves much more critical attention, for it is an essential site of his resistance to white domination. Eastman fully recognized that Natives had to overcome white racist ideologies that circumscribed their manhood if they were to gain full equality in U.S. society. In this article, the author explores Eastman's "From the Deep Woods to Civilization." In his book, Eastman challenges this racism by negotiating the values of white middle- and upper-middle-class manhood, as well as stereotypes of Native manhood. Drawing equivalences between Santee and middle- and upper-middle-class white manhood, Eastman illustrates that Santee–and by extension all Native males–are intrinsically equal to white males in their manly attributes and thus capable of full and equal U.S. citizenship.   [More]  Descriptors: Citizenship, Ideology, Males, American Indians

Wyoming State Advisory Committee to the U.S. Commission on Civil Rights, Cheyenne. (1978). The Emergence of Civil Rights in Wyoming. Local, state, and federal government representatives and private citizens participated in a two-day consultation on civil rights in Wyoming. Panel discussions focused on the difficulties of civil rights enforcement in the areas of housing and economic opportunity, medical care, education, the handicapped, employment discrimination, and women's rights. The conference found civil rights enforcement in Wyoming to be fragmented and uneven; among the problems discussed were the lack of a state fair housing law, overly restrictive eligibility guidelines for medicaid services, and confusion about the implementation of affirmative action to end sex discrimination in education. Based on the findings of the conference, the Advisory Committee recommended the following actions: (1) creation by statute of a state human rights commission with powers to rectify discrimination in housing, public accommodations, and employment; (2) appropriation of funds to increase staffing of the Wyoming Fair Employment Practices Commission; (3) creation of public health centers in each county of the state; (4) expansion of medicaid services to include marginal income persons; (5) development by the University of Wyoming of an effective affirmative action plan; and (6) effective monitoring of laws protecting the rights of the handicapped. Descriptors: American Indians, Civil Liberties, Civil Rights, Disabilities

Akula, Vikram (1992). Promising Initiatives: Drawing the Line, World Watch. Canada and Brazil have set a precedent for aboriginal lands rights cases in recent decisions to set aside homelands for indigenous peoples. Discusses these decisions, land claims settlements, ramifications, and outstanding issues in need of resolve. Descriptors: American Indians, Canada Natives, Environmental Education, Indigenous Populations

Native American Rights Fund, Boulder, CO. (1983). Native American Rights Fund: 1982 Annual Report. The 1982 annual report of the Native American Rights Fund (NARF), a non-profit organization specializing in the protection of Indian rights, explains the organization, its structure, its priorities, its activities, and its financial status. Opening statements by the chairman, Roger Jim, and the executive director, John Echohawk, note that despite $270,000 less in federal funds in fiscal 1982, NARF achieved significant decisions in major legal cases involving Indian treaty fishing rights in the Great Lakes and prevention of flooding of the Fort McDowell Mohave-Apache Reservation. The report continues with a description of the founding and development of NARF and an explanation of its priorities: preservation of tribal existence, protection of tribal natural resources, promotion of human rights, accountability of governments, and development of Indian law. Following descriptions of NARF's organization, administration, financial accountability, and national support committee, the report presents a detailed account of the organization's activities in 1982 in the areas of tribal status clarification, tribal governmental authority, protection of Indian lands, Eastern Indian land claims, tribal water rights, Indian hunting and fishing rights, Indian education, the Indian law support center, and the National Indian Law Library. A 9-page treasurer's report and financial statement complete the illustrated report. Descriptors: Accountability, American Indian Culture, American Indian Education, American Indian Reservations

National Advisory Council on Indian Education, Washington, DC. (1975). Through Education: Self Determination–A Bicentennial Goal for American Indians. The Second Annual Report to the Congress of the United States from the National Advisory Council on Indian Education. The second annual report of the National Advisory Council on Indian Education (NACIE) presents NACIE's major 1974 activities and recommendations; the council's letter to Albert H. Quie, House of Representatives (a summary of the council's progress-to-date in which Chairman Will Antell explains in great detail the complexities and problems of implementing Title IV of the Indian Education Act of 1972); a discussion of Title IV program progress including grassroots feedback, summary statements from the council members' field evaluations, and the responses of school officials; and discussion of education in terms of business, housing, health, and culture. Among the activities reported are: reading and recommending of 548 Title IV proposals and grants under the Indian Education Act of 1972; efforts to alter the budget gap from an authorized $224,000 to the requested $692,548; continuous communication of the national policy of self-determination and its achievement via education; numerous field visits to Title IV grantee locations for purposes of evaluation and assistance; monitoring of the Department of Health, Education, and Welfare civil rights requirements relative to Indian education; and program development for regional conferences/workshops to disseminate detailed Title IV program information to local Indian communities.   [More]  Descriptors: Advisory Committees, American Indians, Annual Reports, Budgeting

Education Journal of the Institute for the Development of Indian Law (1973). Indian Legal Service Field Spans Wide Scope of Action. The Native American Legal Defense and Education Fund, in Albuquerque, New Mexico, is directed toward cases which involve education, civil rights, equal employment opportunities, Indian land problems, health services, and tribal sovereignty.   [More]  Descriptors: American Indians, Civil Rights, Community Control, Court Litigation

American Indian Journal (1978). Seminole Land Rights. Establishing that the Seminoles have present, treaty-guaranteed rights to the lands where they live and other Florida lands, this article details the Seminole claims prosecuted in the Indian Claims Commission, maintaining it was unauthorized by the traditional Seminole, unlawful, and in some respects fraudulent.   [More]  Descriptors: American Indians, Federal Government, Federal Legislation, Hearings

American Indian Journal (1979). NCAI to GAO: Legislative Quanitification of Indian Water Rights Is Not the Answer. Responding to GAO's report to Congress entitled "Water Rights Reserved for Federal and Indian Reservations: A Growing Controversy in Need of Resolution", this article asserts GAO's discussion is incomplete and sometimes inaccurate, while placing the burden of compromise on the Indian.   [More]  Descriptors: American Indians, Federal Government, Federal Indian Relationship, Natural Resources

Johnston, Tom (1980). 'Otherness' Expressed Indian Music in Mexico Today, Wassaja, The Indian Historian. Discusses history of various Central American musical instruments, how the instruments were used then, and how they are used now. Much Indian music today serves to bolster Indian rights, express community pride, and serves as a badge of otherness. Descriptors: American Indians, Cultural Activities, Dance, Latin American History

Johansen, Bruce E. (1997). The BIA As Banker: "Trust" Is Hard When Billions Disappear, Native Americas. The federal government's trust responsibility toward Native Americans involves protection of their lands, resources, and right to self-government and provision of services (including education). However, the Bureau of Indian Affairs has misplaced billions of dollars owed Native American individuals and tribes and now faces class-action litigation. Proposed Congressional "reforms" may mask new efforts to terminate treaty rights. Descriptors: American Indians, Federal Government, Federal Indian Relationship, Money Management

American Indian Journal (1979). U.N. Withholds Action on a Report of Human Rights Violations in the United States. A panel of seven international jurists and lawyers has found a pattern of human and legal rights violations against Native Americans and other minorities in the United States. Their three-week investigation focused on political prisoners and discovered abuses of both the activists and the criminal process.   [More]  Descriptors: Activism, American Indians, Civil Liberties, Court Litigation

Erni, Christian, Ed. (1998). The Indigenous World, 1997-98 = El Mundo Indigena, 1997-98. This annual publication (published separately in English and Spanish) examines political, legal, social, environmental, and educational issues concerning indigenous peoples around the world during 1997-98. Part I highlights news events and ongoing situations in specific countries in nine world regions. In the Arctic and North America, these include a U.S. Supreme Court ruling that "Indian Country" does not exist in Alaska; funding cuts for education, health, and social services in the Northwest Territories; planning for the creation of the new Canadian territory of Nunavut; a Canadian Supreme Court decision affirming aboriginal land rights in the absence of treaties; threats by developers, mining, and drilling to Indian sacred sites and lands used for subsistence activities; cultural and environmental education for Western Shoshone youth; and the Leonard Peltier case. Other sections cover Mexico and Central America, South America, the Pacific and Australia, East Asia, Southeast Asia, South Asia, and Africa. Indigenous issues in these regions include violations of human rights, proposed reforms to education and language policy, environmental threats and indigenous opposition, legal and political reforms, intellectual property rights, land rights, preservation of traditional knowledge, a historical report on Australian Aboriginal children removed from their families, indigenous self-determination, and global indigenous networking and cooperation. Part II examines indigenous women's issues covered by the First African Indigenous Women's Conference, the Second Asian Indigenous Women's Conference, the Conference of Indian Tribal/Indigenous Women, and the Pacific Families' Network. Part III describes international work on behalf of indigenous rights and includes three articles: "UN Declaration Enters Third Year at the UN Commission on Human Rights" (Andrew Gray, Jens Dahl); "The 54th Session of the UN Commission on Human Rights" (Jens Dahl, Lola Garcia-Alix); and "Towards a European Policy on Indigenous Peoples and Development Cooperation" (Birgitte Feiring). Includes maps and photographs. Descriptors: Activism, American Indians, Civil Liberties, Conservation (Environment)

Nickeson, Steve (1974). The Indian Water Wars, Education Journal of the Institute for the Development of Indian Law. Government failure to protect Indian water rights has grown so serious in the arid regions of the West that the very existence of Indians as Indians is now in peril. Descriptors: Agency Role, American Indian Reservations, American Indians, Conflict

Northian (1976). The Dene Speak for Themselves. The Dene Declaration of Rights affirms the Native unity and Native separateness from the rest of Canadian society while making Native land settlement claims that refute the colonial position of the Canadian government.   [More]  Descriptors: American Indians, Canada Natives, Colonialism, Cultural Differences

Sendor, Benjamin (1997). A Setback for Religious Freedom, American School Board Journal. In "City of Boerne v. Flores, Archbishop of San Antonio," the U.S. Supreme Court struck down the 1993 Religious Freedom Restoration Act. RFRA was not intended to overrule a 1990 Supreme Court decision forbidding use of peyote in Native American religious ceremonies, but to "enforce" 14th-Amendment free-exercise rights. The "Boerne" decision gives schools little guidance with "hybrid rights." Descriptors: American Indians, Court Litigation, Elementary Secondary Education, Federal Legislation

American Indian Journal (1979). Resource Management: The Key to Success. Gary Kimble, past staff attorney of the Senate Select Committee on Indian Affairs, cites resource management as one of the most important current issues in Indian affairs. Discusses water rights, coordination of energy efforts between tribes, and the need for Indians to know all the ramifications of reservation energy development.   [More]  Descriptors: American Indian Reservations, American Indians, Coordination, Energy Conservation