Office of Education (DHEW), Washington, DC. (1979). A Brief History of the Federal Responsibility to the American Indian. As tribes and individuals, Indians claim dual rights in American society. Granted full citizenship in 1924, Indians are entitled to all protections and benefits enjoyed by other citizens, including free public education for their children. As the original inhabitants of the United States, Indians also claim rights accruing to no other population groups based on treaties signed between individual tribes and the Federal Government between 1778 and 1871, acts of the U.S. Congress to implement the treaties and provide for the general welfare of Indian people, and court decisions upholding the validity of treaties and special legislation to deal with Indian matters. This summary, written for the layman with special emphasis on education, reviews the treaty guarantees made by the Federal Government and the services actually provided under the guarantees. It summarizes congressional intent, from the end of the treaty period to the present, in assigning responsibilities for Indian affairs to a number of Federal agencies. Finally, it examines the consistency with which the courts have upheld the concept of dual Federal responsibility to Indian citizens, as expressed in treaties and general law. As the nation seeks to redress past failures and to develop a Federal policy responsive to Indian needs in the years ahead, it should be recognized that the legal and judicial history tends to support the Indian claim of dual rights–both by treaty and special Congressional acts and by inherent rights of citizenship.   [More]  Descriptors: American Indian Education, American Indian Reservations, American Indians, Educational Needs

LaCourse, Richard (1988). Native Media Environments: More on the Genesis of American Indian Journalism, Northeast Indian Quarterly. Describes the characteristics of two distinct Native American news environments: urban Indian populations, and reservations and Alaskan villages. Discusses the extension of the right of free press to tribal lands, and the financing of Indian newspapers, magazines, radio, and television. Descriptors: Alaska Natives, American Indian Reservations, American Indians, Federal Indian Relationship

Callahan, Carolyn M.; McIntire, Jay A. (1994). Identifying Outstanding Talent in American Indian and Alaska Native Students. This report reviews and synthesizes the most promising practices used to identify exceptionally talented students from the Native American population. Preliminary information includes an Indian Student Bill of Rights, discussion of the problem of talent identification, and discussion of special issues including diversity within the Native American population and cultural assimilation versus accommodation. Eight principles of identification are then presented. These include, among others, using assessments that go beyond a narrow conception of talent; using appropriate instruments with underserved populations; and using a multiple-measure/multiple-criteria approach to identification. Specific practices are then considered, which address: balancing the ideal and the practical; deciding on a concept of talent; recognizing the issues of a particular school; identifying traits that may influence manifestations of talent; recognizing behaviors that distinguish some Native American students from the general population; looking for manifestations of talent potential, alternative behaviors, situations, and interpretations; selecting and constructing appropriate assessment tools; and using the collected student data to make decisions. Recommendations address technical assistance, professional development, assessment portfolios, experimental programs, and program funding. Five appendices include technical information concerning evaluation measures, two sample case studies, and a list of assessment instruments. (Contains 77 references.)   [More]  Descriptors: Ability Identification, Alaska Natives, American Indians, Cultural Differences

Ogletree, Earl J. (1976). Perspectives and Issues in Bilingual-Bicultural Education. Whether bilingual-bicultural education will become a change agent and secure equal status with other programs as a desirable and essential aspect of the American educational process is still a question. Like all socio-political issues, its future depends upon the attitudes and beliefs of the populace. One of the current stumbling blocks for the acceptance and implementation of bilingual education is the question of ethnic group status. To provide a compromise between the nativists and the immigrants, current bilingual education is being developed and funded on the basis of the transitional model. Bilingual schooling is not a new phenomena in the United States; since the 1700's, various ethnic groups have established their own schools teaching English as a subject. However, during and after World War I, restrictive legislation and nationalistic and isolationist foreign policies led to the "English only" policy in schools. But by 1975, 383 classroom demonstration projects in 42 languages (23 in American Indian and Eskimo languages) existed and $68,000,000 in Elementary and Secondary Education Act (ESEA) Title VII funds were expended for bilingual education. Significant legislation and court decisions that provided a foundation for bilingual education were Meyer v. Nebraska (1923), Farrington v. Tokusnige (1927), ESEA Title VII, Title VI of the Civil Rights Act (1964), the Bilingual Education Act (1968), Lau v. Nichols (1974), and Serna v. Portales (1964). Descriptors: Biculturalism, Bilingual Education, Bilingualism, Court Litigation

Rothman, Jack, Ed. (1971). Promoting Social Justice in the Multigroup Society: A Casebook for Group Relations Practitioners. This volume represents a modest effort to meet the critical need for teaching materials of all sorts relating to work with racial and ethnic groups, both in social work and other human service professions. The approach taken here is to produce a range of source materials which illustrate and illuminate aspects of group relations practice. Such a source book, composed of cases, documents, episodes of practice, agency reports, etc., is intended to highlight issues and techniques and to provoke systematic analysis relative to this area of practice. Its purpose is both to teach and to stimulate further conceptualization concerning this very important field of work. The framework concerning group relations practice which is reflected in the book is broad and eclectic. The field is defined in terms of a series of functions designated Group Rights, Group Solidarity and Power, Intergroup Attitudes and Relationships, and Group Welfare. The term "group relations" is used to describe intervention in the ethnic and racial field and in other group relations areas. Material is included on a wide range of American groups: American Indians, blacks, Chicanos, Puerto Ricans, Catholics, Jews, Protestants, whites in the suburbs, blue-collar ethnic nationalities, and women. Descriptors: Case Studies, Change Agents, Community Services, Ethnic Relations

British Columbia Human Rights Commission, Vancouver. (2001). Equality through Access. Annual Report, 2000/01. This report describes the British Columbia Human Rights Commission's activities during 2000-01. The Commission held public hearings to learn about barriers that prevent Aboriginal students from full participation in the British Columbia education system, and published a report on the findings with recommendations for improving educational opportunities for Aboriginal students. Workshops were held to instruct non-profit groups in assisting people filing human rights complaints, and to let the public hear about the Commission's work and what they can do to promote human rights in their communities. The Commission hosted the annual conference of the International Association of Official Human Rights Agencies and received the Association's International Award for successfully raising international awareness about human rights issues. A report was released calling for a renewed employment equity strategy for the public service sector that included a detailed implementation and monitoring plan. A program was sponsored in which students submitted works of art showing how promoting human rights can help prevent bullying, discrimination, and homophobia. The Commission lobbied the government to introduce legislation to end discrimination faced by people living in poverty and those who use assistive animals. A guide was published to assist employers in developing and implementing anti-harassment policies. The Commission's public interest program produced three research reports. The complaints process is described, and statistics for the year 2000-01 are presented. Sidebars describe cases the Commission pursued.   [More]  Descriptors: American Indian Education, Annual Reports, Attitudes toward Disabilities, Bullying

Whaley, Rick; Bresette, Walter (1994). Walleye Warriors: An Effective Alliance against Racism and for the Earth. Each spring when the ice clears, the Anishinabe (Chippewa) harvest fish from Wisconsin and Minnesota lakes. Their ancient subsistence fishing and hunting tradition is protected by treaties and reinforced by federal court rulings, but for years they were met by stones, racial epithets, and death threats hurled by local sports fishermen, resort and cottage owners, and other White neighbors. This book tells the story of how a multiracial alliance of Anishinabe, local residents, and activists defused these confrontations by witnessing and documenting them. The "walleye warriors" were successful at protecting Chippewa sovereignty and are continuing the struggle for environmental justice by striving to stop corporate attempts to mine (and so destroy) northern Wisconsin. In addition to tracing the events in these struggles, chapters also provide a brief history of the Anishinabe and discuss: (1) the development of anti-Indian backlash in Wisconsin in the mid-1980s (owing, in part, to the lack of education about American Indian history and culture in Wisconsin public schools); (2) training of nonviolent "witnesses"; (3) one activist's "leadership training"–learning about activist politics from family, friends, and tribal governments; (4) parallels to the Civil Rights Movement of the 1960s; (5) Indian treaty rights as a tool against mining interests; (6) reconciliation–respect for cultural differences and finding common ground; (7) Anishinabe leadership today; and (8) sustainable economic development. Contains 89 references, an index, political cartoons, photographs, and lists of publications and organizations related to indigenous resistance. Descriptors: Activism, American Indian History, Chippewa (Tribe), Consciousness Raising

Elam, Stanley, Ed. (1993). The State of the Nation's Public Schools. A Conference Report. This book contains 16 papers presented at a conference on the state of America's public schools. Phi Delta Kappa, the Institute for Educational Leadership, and the Educational Excellence Network sponsored the conference held in Washington, D.C., on February 4-5, 1993. The authors of the papers were asked to comment on what is right and what is wrong with the public schools, and to offer a vision for the future. Following the introduction by Jack Kosoy, the 16 chapters in part 1 include: (1) "Strengths and Weaknesses of American Education" (Michael W. Kirst); (2) "American Education: The Good, the Bad, and the Task" (Harold Hodgkinson); (3) "American Schools: Good, Bad, or Indifferent?" (Denis P. Doyle); (4) "Mythology and the American System of Education" (David C. Berliner); (5)"What's In? What's Out? American Education in the Nineties" (John Murphy); (6) "American Public Education: The Relevance of Choice" (Nathan Glazer); (7) "From Tinkering to True Reform" (Keith Geiger); (8) "The Task Before Us" (Albert Shanker); (9) "Quickening the Pace: The Need for Faster Improvement in Public Education" (Ted Sanders); (10) "Perfect Policies and Imperfect People: What Happens When They Collide?" (Kati Haycock); (11) "Keeping Our Promise to America's Children: A Standards-Based Vision for School Reform" (Pascal D. Forgione, Jr.); (12) "A Case Study in Systemic Reconstruction: The Struggle to Transform the Schools in Springfield, Massachusetts" (Peter J. Negroni); (13) "The Butterfly Effect–Small Changes with Big Consequences: Challenges for Public Education" (Sally B.  Kilgore); (14) "Reclaiming American Indian Education" (Norbert S. Hill, Jr.); and (15) "Revitalizing America's Public Schools Through Systemic Change" (Gene R. Carter). Part 2 contains the keynote address by Harold Hodgkinson; a summary of what's right and what's wrong with America's educational vision; a summary of discussion session; group summaries of the plenary session; information on the Clinton Administration, the 103rd Congress, and education; and the principal conference themes and participants. Descriptors: Conference Proceedings, Educational Change, Educational Trends, Elementary Secondary Education

Nelson, Mary Carroll (1972). Annie Wauneka: The Story of an American Indian. Annie Dodge Wauneka, daughter of a great Navajo leader, is in her own right a respected leader of her people. The first woman ever to be elected to the Navajo Tribal Council, she has worked tirelessly to improve the health and welfare of the Navajos. Ever since she, as a young schoolgirl, helped nurse her classmates through a disastrous flu epidemic, Annie Wauneka has fought the diseases that were killing so many of her people. The fact that tuberculosis is no longer the main cause of death on the reservation is largely due to her efforts. Because she emphasizes the importance of preventing disease as well as curing it, much of her work is aimed at improving the Navajo's living conditions and educating them on the causes and prevention of disease. In 1963 she was awarded the Medal of Freedom, America's highest civilian honor. This biography is written for grades five and up and is part of a series on famous Indian people. While summarizing her years of growing up on the Reservation and her political involvement and service to her Navajo people, this document also explores the customs, history, and religious beliefs of the Navajo, while providing a sensitivity to the problems encountered by the Navajo as they have been forced to adjust to the ways of the white man's world that surrounds them. Descriptors: Adolescent Literature, American Indian Reservations, American Indians, Aspiration

Copenhaver, John (2007). Bureau of Indian Education (BIE), Albuquerque Service Center (ASC) Due Process Hearing Officer Manual. Resolution Session and Due Process Hearing Procedures in Special Education. Revised, Mountain Plains Regional Resource Center (MPRRC). Due process is a set of procedures that seeks to ensure fairness of education decisions and accountability, for both parents and educational professionals. The due process hearing provides a forum where disagreements about the identification, evaluation, educational placement, and provision of a free appropriate public education for students with disabilities may be adjudicated. Usually parents and school personnel assume their responsibilities in regard to the education of children with disabilities. They usually have little or no difficulty in reaching mutual agreement about the initiation, continuation, or termination of special education services. When disagreements arise, due process is available to bring in an impartial special education due process hearing officer to make a ruling. Ultimately, the intent of federal special education due process requirements is to protect the rights of students from inappropriate actions by schools or by parents. Due process rights begin when educational professionals or the parents request an evaluation to determine whether a student is eligible and needs special education and related services. Examples are providing Prior Written Notice to parents; obtaining informed parent consent when required; and conducting meetings for initial evaluation, reevaluation when needed, Individualize Education Program (IEP) development, and educational placement. Ideally, educators and parents will work together and agree on what is appropriate for the student. All parent-school contacts can be used to communicate openly about the student's situation. Parents and education professionals should be willing to consider various services or approaches to benefit the student. However, if differences of opinion occur, both the educators and the parents should try to resolve those differences through mediation and/or a resolution session. Only as a last resort should the legal method of a special education due process hearing and appeal procedure beused. The purpose of this manual is to review procedures by which the Bureau of Indian Education (BIE) Albuquerque Service Center (ASC) will appoint contract hearing officers and operate the administrative hearing mandated by the requirements of Part B of the Individuals with Disabilities Education Act (IDEA) or its implementing regulations. Due process activities, hearing officer qualifications, checklists, guidelines for the hearing and post-hearing tasks, questions and answers, sample forms, and reimbursement and travel procedures are discussed. Step-by-step description and graphic is included for the following areas: (1) Parent Initiation of Hearing; (2) Non-Parent Initiation of Hearing (School or Public Agency); (3) Timelines; (4) Filing and Procedure for a Due Process Hearing; (5) Appointment of Hearing Officers: (6) Scheduling of Resolution Session and Hearing: (7) Scope of Hearing; (8) Access to Records and Information; (9) Conducting the Hearing; (10) Issuance of Hearing Decision; and (11) Student Status during Procedures. [Cover title varies.]   [More]   [More]  Descriptors: Related Services (Special Education), Special Education, Public Education, Civil Rights

Krumm, Bernita L. (2005). Women in History–Dr. Susan LaFlesche Picotte: American Physician and Heroine, Journal of Women in Educational Leadership. This article profiles Susan LaFlesche Picotte, the first Native American woman doctor in the United States. Several accounts record that at a very young age Picotte witnessed an incident involving a Caucasian doctor who refused to care for a dying Native American woman. Picotte was inspired by that incident to become a physician, ultimately becoming the first Native American woman to earn a medical degree. In addition to her medical career, Dr. Picotte was a public health advocate and a civil rights activist. Picotte became a spokesperson for her people, battling government bureaucracy and working for economic, social, and spiritual advancement of Native Americans. Picotte dedicated her life to the service of others; Picotte is without a doubt the true American heroine.   [More]  Descriptors: Medical Education, Civil Rights, Physicians, American Indians

General Accounting Office, Washington, DC. Program Evaluation and Methodology Div. (1993). Vocational Rehabilitation. Evidence for Federal Program's Effectiveness Is Mixed. Report to the Chairman, Subcommittee on Select Education and Civil Rights, Committee on Education and Labor, House of Representatives. A study gathered information on the estimated population eligible to be served by the federal-state vocational rehabilitation (VR) program. It contrasted those accepted and those not, described services clients received, and evaluated the program's outcomes. The study found that, in national surveys in the 1980s, 14-18 million people reported work limitations that made them potentially eligible for VR, but a much smaller group was actually served by the state-federal VR program: in any one year, 5-7 percent of those potentially eligible. Those accepted were generally similar to those who applied, except that those accepted were much more likely to be classified as having a severe disability. Most VR clients received only modest services. Less than half received any type of education or training services, the total value of purchased services averaged only $1,573 per client, and just under half received purchased services costing less than $500. States purchased more services for clients with physical than with mental disabilities, more for clients with severe than with nonsevere disabilities, and more for White clients than for Black, Hispanic, or American Indian clients. Evaluation of long-term outcomes found that rehabilitants' gains in employment and earnings faded after about 2 years. (Appendixes include a list of major disabling conditions of VR clients, racial differences on variables, regression analyses for long-term outcomes, 19 references, and a glossary.)   [More]  Descriptors: Adult Vocational Education, American Indians, Blacks, Client Characteristics (Human Services)

Wroblewski, Michael (2010). Voices of Contact: Politics of Language in Urban Amazonian Ecuador, ProQuest LLC. This dissertation is a study of diverse linguistic resources and contentious identity politics among indigenous Amazonian Kichwas in the city of Tena, Ecuador. Tena is a rapidly developing Amazonian provincial capital city with a long history of interethnic and interlinguistic contact. In recent decades, the course of indigenous Kichwa identity formation has been dramatically altered by increasing urban relocation, a burgeoning international eco-tourism industry, a generational language shift toward Spanish monolingualism, and the introduction of bilingual and intercultural education into native communities.   The current era of nationalistic Ecuadorian "interculturality" and cultural tourism have heightened the public visibility of threatened indigenous practices. Paralleling these national social currents has been a growing indigenous activist movement in Ecuador that has very recently introduced a controversial new Kichwa language-planning project in Napo province. The national standard, "Unified Kichwa", is currently being socialized into a young population of indigenous students in the Tena region in an effort to create cultural and political solidarity among geographically separate communities. The move has been met with considerable backlash from Tena Kichwas who believe local Amazonian language identity and "natural" socialization practices are under threat of displacement.   As part of this fracturing of ideologies surrounding language production and socialization, Tena Kichwas are creating innovative strategies for objectifying marked linguistic forms in order to use them for specific political purposes. The city of Tena has been reconceptualized as an indigenous space for publicly exhibiting opposing identity construction strategies, particularly through the use of new semiotic media, including folkloric performance and mass-communications technology. Language choice, variation and change are becoming very apparently politicized in this unique socio-cultural milieu, where new and old varieties are being symbolically elevated and denigrated through high-profile semiotic work. Language has become a critical site for the intellectualization of cultural change and a key vehicle for asserting rights to self-representation and self-determination.   This dissertation combines theoretical and methodological approaches in linguistic anthropology, ethnographic sociolinguistics and discourse analysis to examine language variation, change and ideologization in progress. It attempts to illuminate aspects of the process by which language forms emerge and transform as products of social experience.   [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/dissertations/individuals.shtml.%5D   [More]  Descriptors: Socialization, Multicultural Education, Language Planning, Tourism

Casey, Marion Therese (1976). Ethnic Minorities in America: Past, Present, Future. This paper investigates the nature of ethnic prejudice and examines the treatment of four ethnic minorities in the United States–American Indians, blacks, Chinese Americans, and Mexican Americans. The hypothesis is that, despite inequality, ethnic minorities in the United States enjoy a better lot than ethnic minorities elsewhere. Two forms of prejudice against ethnic minorities are recognized–legal (involving qualification for citizenship and for jobs and educational opportunities) and personal (involving personal relations in neighborhood and community situations, for example). Several types of evidence are offered in support of the contention that ethnic minorities are relatively well off in the United States. These include general observation of historical events and contemporary society, literature reviews, analysis of census figures, citation of court decisions, and examination of activism among minority groups with regard to their civil rights. A brief overview of the discrimination/acculturation experiences of each of the four ethnic groups under study indicates that there are currently fewer ethnic biases and fewer obstacles to equality and full social participation in the United States than at any other time in history and that the United States compares well with other nations generally regarding treatment of ethnic minorities. Specific freedoms and privileges enjoyed by ethnic minorities in the United States, which are often not offered in other nations, include the right to practice their own religion, have their own customs, keep their own names, strive for a good education, and live in a relatively free class structure. The conclusion is that America has made great strides in wiping out flagrant legal and personal prejudice against ethnic minorities. Descriptors: Acculturation, American Indians, Blacks, Case Studies

DeJong, David H. (2004). Forced to Abandon Their Farms: Water Deprivation and Starvation among the Gila River Pima, 1892-1904, American Indian Culture and Research Journal. This article discusses the water problems faced by the people of the Pima tribe. On June 17, 1902, after more than a decade of political debate and maneuvering, the National Reclamation Act became law. This legislation provided direct federal subsidies for the development of irrigation projects across the arid West. The Reclamation Act generated challenges across much of Indian Country in the West as non-Indians began appropriating the remaining flow of many western streams, including the Gila River. There are several reasons why the Indian Service ignored the rights of its Indian charges. First, westerners were opposed to federal involvement in Indian resource development because they perceived such potential projects as giving Indians leverage over them since they were categorically excluded in such legislation. Second, and equally important, neither Congress nor the courts ever sanctioned a principle of Indian water rights outside of state prior appropriation laws. When Congress enacted into law the National Reclamation Act in 1902, it assumed the first federal reclamation project would be for the benefit and relief of the Pima on the Gila River Indian reservation. Yet no sooner had the bill become law than political maneuvering in the Salt River Valley and Washington, DC, persuaded the newly formed Reclamation Service to support what became known as the Salt River Project. The loss of water resulted in the Pima's becoming completely displaced from their traditional economy and economically dependent. There was little immediate hope they could join the growing economy of central Arizona without protection of their water, a modern irrigation system to replace the one they had abandoned because of water loss, and financial assistance to compensate for the years of starvation. Without such support the Pima would remain marginalized from the local economy.   [More]  Descriptors: Courts, Water, Earth Science, American Indians

Simon, Paul L.; Simon, Regina A. (1978). Cherish Our Differences: A Source Book for Cincinnati's Ethnic Heritage. A Bibliographical Guide. This selective bibliography lists books and some dissertations and theses relating to ethnicity. It is intended for junior and senior high school students, undergraduate college students, and the general public. The objective is to help ethnic groups, community agencies, and individuals in Cincinnati locate relevant source material concerning ethnicity and their ethnic heritage. Citations are included on geneology, immigration, and individual ethnic groups. These groups include Afro-Americans, American Indians, Appalachian-Americans, Arab-Americans, Asian-Americans, Dutch-Americans, Eastern European Americans, English and Scottish-Americans, French-Americans; German Americans, Hispano-Americans, Irish-Americans, Italian-Americans, Jewish-Americans, Near and Middle Eastern Americans, Greek-Americans, Scandinavian-Americans, and Swiss-Americans. A brief ethnic historical sketch of greater Cincinnati is also presented. The citations are arranged alphabetically by author and include title, publisher, date, and the library in which they can be found. To be listed, the sources must be in a local library, must be in the English language, and must have been published since 1920. No personal narratives, biographies, books on race relations, religion, civil rights, slavery, or suffrage are listed. An author index and addresses and hours of the libraries are appended. Descriptors: Adult Education, American Indians, Anglo Americans, Arabs

Whiting, Albert N. (1968). General University Obligations to the Disadvantaged Student. The civil rights movement and legislative efforts of the "New Frontier" and "Great Society" served to accelerate acceptance of the idea that universal opportunity also applies to higher education. Many colleges and universities designed experimental and compensatory programs for Negro students with deficient pre-college backgrounds, but few institutions are fulfilling their social obligations. Colleges should conduct open recruiting among high school students to include other disadvantaged groups such as American Indians, Mexican Americans, Puerto Ricans, and poor whites in rural and mountain areas, particularly in the South. Academic requirements should be adjusted and techniques should be developed for systematic evaluation of compensatory programs, and dull remedial courses replaced by a new set of stimulating curricular experiences that motivate rather than discourage low-achieving students. The university's obligation extends to the individual student. A broad academic and social counseling and guidance program is necessary, along with provisions for adequate financial aid, for the added burden of loan and job obligations makes scholastic improvement unrealistic. An integrated environment is an important component of equal educational opportunity and minimizes the extent to which disadvantaged students are made to feel rejected or on display.   [More]  Descriptors: College School Cooperation, Compensatory Education, Disadvantaged Youth, Educational Administration

Szasz, Margaret Connell, Ed. (1994). Between Indian and White Worlds: The Cultural Broker. During the five centuries of contact between Native and non-Native peoples of the Americas, thousands of intermediaries have moved across the continents' cultural frontiers. These cultural brokers have included traders, missionaries, persons of mixed race, diplomats, Indian schoolchildren attending missionary or government boarding schools, White advocates for Indian rights, Wild West showmen, teachers, scholars, ethnographers, linguists, and artists. Divided into four parts covering the colonial world, the expanding republic, the Wild West, and the 20th century, this book contains the following chapters: (1) "The Ways and Words of the Other: Diego de Vargas and Cultural Brokers in Late Seventeenth-Century New Mexico" (John L. Kessell); (2) "'Faithful, Knowing, and Prudent': Andrew Montour As Interpreter and Cultural Broker, 1740-1772" (Nancy L. Hagedorn); (3) "Samson Occom: Mohegan As Spiritual Intermediary" (Margaret Connell Szasz); (4) "Red-Head's Domain: William Clark's Indian Brokerage" (James P. Ronda); (5) "An Alternative Missionary Style: Evan Jones and John B. Jones among the Cherokees" (William G. McLoughlin); (6) "American Indian School Pupils As Cultural Brokers: Cherokee Girls at Brainerd Mission, 1828-1829" (Michael C. Coleman); (7) "Helen Hunt Jackson As Power Broker" (Valerie Sherer Mathes); (8) "Interpreting the Wild West, 1883-1914" (L. G. Moses); (9) "Female Native Teachers in Southeast Alaska: Sarah Dickinson, Tillie Paul, and Frances Willard" (Victoria Wyatt); (10) "Three Cultural Brokers in the Context of Edward S. Curtis's 'The North American Indian'" (Mick Gidley); (11) "Jesse Rowlodge: Southern Arapaho As Political Intermediary" (Donald J. Berthrong); (12) "D'Arcy McNickle: Living a Broker's Life" (Dorothy R. Parker); (13) "Speaking Their Language: Robert W. Young and the Navajos" (Peter Iverson); and (14) "Pablita Velarde: The Pueblo Artist As Cultural Broker" (Sally Hyer). A conclusion by Margaret Connell Szasz points outs similarities among cultural brokers in personality, educational experience, and circumstances. Contains references in notes, an extensive bibliography, notes on contributors, photographs, and an index. Descriptors: Acculturation, Alaska Natives, American Indian Education, American Indian History

Wheeler, Adade Mitchell; Wortman, Marlene Stein (1977). The Roads They Made: Women in Illinois History. This book discusses women's roles in Illinois history from the Indian period and the frontier through the Civil War, the Progressive Era, world wars and depressions to the 1970's. It relates these roles to the larger process of historical development. The authors wrote the book for all those seeking to enlarge their understanding of Illinois history. Chapters one through five describe (1) the varied work and the status of American Indian women and the marriage customs of these early times; (2) the hardships and harsh hazards faced by frontier women in Illinois; (3) women's efforts during the Civil War; (4) the period from 1870 to 1920 when women actively sought to improve their legal, economic, and social position; and (5) the women's movement from the 1920s to the present. The last chapter describes and provides information on the Carbondale Women's Center, the Institute of Women Today, the Illinois Women's Agenda, women's health care, the Coalition of Labor Union Women, and the Equal Rights Amendment in Illinois. A bibliography of books which treat the activities of Illinois women is also included.   [More]  Descriptors: Adult Education, American Indians, Bibliographies, Civil War (United States)

Shevitz, Linda Pollack; Shaffer, Susan Morris (1997). Women's Journeys, Women's Stories: In Search of Our Multicultural Future. Units in U.S. Women's History. Student Manual. This collection of curriculum units in U.S. history tells some of the untold women's stories that describe some of the historical events and social settings of the past and illustrate some trends for the future. These stories are intended to encourage middle school and junior high school students to explore contemporary women's history themes that correlate with themes previously highlighted in "In Search of Our Past," also from the Women's Educational Equity Act Resource Center. Three main units on contemporary topics are presented in both the "Teacher's Guide" and this "Student Manual." Each unit contains an introduction to the topic and background on the topic, profiles of individual women, interviews with individual women, readings about the unit topic, student activities, selected resources, and a vocabulary (some units). Units are presented on native women, women of the South (southern United States), and immigrant women, and these units encompass sections on the following cultural or historical groups: (1) American Indian women; (2) native Hawaiian women; (3) women of the South (from Civil War to civil rights); (4) Gullah women; (5) immigrant women; (6) Latinas; (7) Soviet Jewish women; and (8) contemporary women from Southeast Asia (Vietnamese).   [More]  Descriptors: American Indians, Asian Americans, Curriculum, Females

COLEMAN, JAMES S.; AND OTHERS (1966). EQUALITY OF EDUCATIONAL OPPORTUNITY. THE PRODUCT OF AN EXTENSIVE SURVEY REQUESTED BY THE CIVIL RIGHTS ACT OF 1964, THIS REPORT DOCUMENTS THE AVAILABILITY OF EQUAL EDUCATIONAL OPPORTUNITIES IN THE PUBLIC SCHOOLS FOR MINORITY GROUP NEGROES, PUERTO RICANS, MEXICAN-AMERICANS, ORIENTAL-AMERICANS, AND AMERICAN INDIANS, AS COMPARED WITH OPPORTUNITIES FOR MAJORITY GROUP WHITES. COMPARATIVE ESTIMATES ARE MADE ON A REGIONAL AS WELL AS ON A NATIONAL BASIS. SPECIFICALLY, THE REPORT DETAILS THE DEGREE OF SEGREGATION OF MINORITY GROUP PUPILS AND TEACHERS IN THE SCHOOLS AND THE RELATIONSHIP BETWEEN STUDENTS' ACHIEVEMENT, AS MEASURED BY ACHIEVEMENT TESTS, AND THE KINDS OF SCHOOLS THEY ATTEND. EDUCATIONAL QUALITY IS ASSESSED IN TERMS OF CURRICULUMS OFFERED, SCHOOL FACILITIES SUCH AS TEXTBOOKS, LABORATORIES, AND LIBRARIES, SUCH ACADEMIC PRACTICES AS TESTING FOR APTITUDE AND ACHIEVEMENT, AND THE PERSONAL, SOCIAL, AND ACADEMIC CHARACTERISTICS OF THE TEACHERS AND THE STUDENT BODIES IN THE SCHOOLS. ALSO IN THE REPORT IS A DISCUSSION OF FUTURE TEACHERS OF MINORITY GROUP CHILDREN, CASE STUDIES OF SCHOOL INTEGRATION, AND SECTIONS ON HIGHER EDUCATION OF MINORITIES AND SCHOOL NONENROLLMENT RATES. INFORMATION RELEVANT TO THE SURVEY'S RESEARCH PROCEDURES IS APPENDED. NOTABLE AMONG THE FINDINGS ON THE SURVEY ARE THAT NEGRO STUDENTS AND TEACHERS ARE LARGELY AND UNEQUALLY SEGREGATED FROM THEIR WHITE COUNTERPARTS, AND THAT THE AVERAGE MINORITY PUPIL ACHIEVES LESS AND IS MORE AFFECTED BY THE QUALITY OF HIS SCHOOL THAN THE AVERAGE WHITE PUPIL. THIS DOCUMENT IS ALSO AVAILABLE FROM THE SUPERINTENDENT OF DOCUMENTS, U.S. GOVERNMENT PRINTING OFFICE, WASHINGTON, D.C. 20402, FOR $4.25.   [More]  Descriptors: Achievement, Achievement Tests, Black Teachers, Blacks

Downey, Matthew T., Ed. (1982). Teaching American History: New Directions. This bulletin contains suggestions to help secondary teachers teach about the histories of groups that have too often been ignored by historians and whose histories, when they were recounted at all, have been told largely from outside perspectives. It focuses on women, the family, workers, Native Americans, and other people frequently neglected in U.S. history. There are five chapters. Each chapter contains an introduction, background reading for teachers, a bibliography of additional reading resources, and specific teaching suggestions. Chapter one focuses on women's history. Suggested activities include writing an obituary for any woman chosen from the 1885 state census, exploring an "attic trunk" from the 1920s, analyzing data about women in the labor force, and debating the Equal Rights Amendment. Chapter two deals with "The Family in American History." Students research their family history, read and discuss Arthur Miller's "Death of a Salesman," and examine the problems of black family life. Social history is the topic of chapter three. Students read and discuss sources concerning childrearing in Colonial America and Europe and analyze a case study concerning retirement. Recent trends in American labor history comprise the focus of chapter four. Students read and discuss accounts that describe the shoemaking industry at different times in U.S. history, analyze data which they have gathered concerning changes in working life, and gather information from their community regarding labor unions. The concluding chapter focuses on American Indians. Students conduct research for an independent project and read and analyze books. Descriptors: American Indians, Black History, Child Rearing, Educational Change

Shevitz, Linda Pollack; Shaffer, Susan Morris (1997). Women's Journeys, Women's Stories: In Search of Our Multicultural Future. Units in U.S. Women's History. Teacher Guide. This collection of curriculum units in U.S. history tells some of the untold women's stories that describe some of the historical events and social settings of the past and illustrate some trends for the future. These stories are intended to encourage middle school and junior high school students to explore contemporary women's history themes that correlate with themes previously highlighted in "In Search of Our Past," also from the Women's Educational Equity Act Resource Center. Three main units on contemporary topics are presented in both this "Teacher's Guide" and the "Student Manual." Each unit of the teacher's guide contains an overview of the unit, an introduction to the topic and background on the topic, ideas for additional student activities, and selected annotated resources. Units are presented on native women, women of the South (southern United States), and immigrant women, and these units encompass sections on the following cultural or historical groups: (1) American Indian women; (2) native Hawaiian women; (3) women of the South (from Civil War to civil rights); (4) Gullah women; (5) immigrant women; (6) Latinas; (7) Soviet Jewish women; and (8) contemporary women from Southeast Asia.   [More]  Descriptors: American Indians, Asian Americans, Curriculum, Females

Levitan, Sar A.; Miller, Elizabeth I. (1993). The Equivocal Prospects for Indian Reservations. Occasional Paper 1993-2. This paper analyzes and evaluates federal assistance to Indians on or near reservations and recommends public policies to promote self-determination through economic development. Most Indian tribes rely on federal funds for basic necessities and services. At current funding levels, reservation residents lead lives of deprivation or opt for outmigration to achieve personal self-sufficiency. The goal of federal policy should be to raise the standard of living on reservations by expanding opportunities for individuals to function independently of the federal welfare system. A precondition to achieving this goal is the creation of effective tribal governments. The key to tribal economic success lies in taking advantage of all available federal, human, and natural resources. In particular, a comprehensive reform of reservation educational and training systems is necessary to expand self-governance initiatives. Tribes that achieve self-sufficiency will face conflicts between economic development and cultural identity. This paper provides overviews of: (1) American Indian demography; (2) the history of federal Indian policies; (3) reservation economies (employment and welfare); (4) land resources and land use (agriculture, mining, water rights, and environmental issues); (5) federal economic development programs, private investments, and reservation gambling; (6) education (schools, funding, educational attainment, achievement, tribal colleges, and use of new technologies); (7) job training programs; and (8) tribal government, courts, and taxation issues.    [More]  Descriptors: American Indian Education, American Indian Reservations, Economic Development, Elementary Secondary Education

Morris, Donald (1976). Interdependence–Spirit of 1976: A Special Bicentennial Edition of "Teaching about Interdependence in a Peaceful World.". Methods and resource materials are suggested for teaching elementary level students about the concept of interdependence in terms of the Bicentennial. The rationale lies with a belief in human interrelatedness and the universality of human rights for which the signers of the Declaration of Independence struggled. Students are encouraged to explore American history and find events and individuals that worked to unite Americans and foster peace among ethnic groups, races, religions, and the government and American Indians. For example, Benjamin Franklin is cited as a significant contributor to cooperation between the colonies. To celebrate the festival of the Bicentennial, activities are suggested which involve students in making collections of poetry and essays about their reactions to life today and in making colonial costumes. Awareness of new horizons can be deepened by discussing basic human needs, writing poetry relating the past to the future, and studying critical global issues such as energy, population, and mass transportation. A bibliography of 14 books and journals provides resource materials for all activities described in the kit.   [More]  Descriptors: American History, Civil Liberties, Concept Teaching, Elementary Education

Cabinet Committee on Opportunities for Spanish Speaking People, Washington, DC. (1971). The Spanish Speaking in the United States: A Guide to Materials. The bibliography cites more than 1,300 books, bibliographies, essays, and other materials dealing with the Spanish speaking population (i.e., Mexican Americans, Puerto Ricans, and Cuban refugees) and their role in the social, political, educational, and institutional development of the U.S. Published between 1900 and 1971, the materials represent a broad range of perceptions, philosophies, and approaches. The bibliography is divided into nine sections: (1) Bibliographies; (2) Books and Monographs; (3) Articles, Reports, Speeches; (4) Dissertations and Other Unpublished Materials; (5) Government Publications: State and Federal; (6) Audio-Visual Materials; (7) Project Leer Listing of U.S. Producers or Distributors of Spanish Audio-Visual Material; (8) Listing of Currently Published Serials (State-by-State); and (9) Listing of Spanish Language Radio and TV Stations and Programs (State-by-State). Topics covered include: acculturation, American Indians, Aztecs, border disputes and towns, braceros, California history, civil rights, community development, culture, explorations, education, the family, farm problems, folk medicine, the grape strike, health problems, housing, immigration, marriage, literature, Mexican history and influences, migratory labor, minority groups, racial problems, politics, social conditions, language problems, and folklore. A subject index is provided.   [More]  Descriptors: Acculturation, Annotated Bibliographies, Audiovisual Aids, Books

South Dakota State Div. of Elementary and Secondary Education, Pierre. Office of Curriculum and Instruction. (1981). South Dakota Social Studies Curriculum Guide, Kindergarten-Twelve. This K-12 social studies curriculum guide was developed to provide local schools in South Dakota with a point of departure for their own curriculum development. There are five sections to the guide. Section one, "Social Studies Standards of Excellence," discusses shared decision making and commitment, community support for the social studies, staffing and staff development, organizing, instructional activities, evaluation, social studies resources, and curriculum planning. Goals for each area of the K-12 curriculum are outlined in section two. These areas include American Indian education, anthropology, career education, citizenship, consumer education, contemporary issues, drug/alcohol education, economics and free enterprise, environmental education, geography, government, historical and cultural impact of religion, multi-cultural education, psychology, rights and responsibilities, social behavior, sociology, South Dakota studies, and world and American history. Section three provides an overview of the K-12 social studies scope and sequence and section four examines the problem-solving and critical-thinking skills integrated throughout the curriculum. The final section presents and discusses the six major steps in curriculum development. Quotes from research are presented. Included in the appendices are a glossary of terms and recommendations of the National Council of Social Studies. Descriptors: Critical Thinking, Curriculum Development, Educational Objectives, Elementary Secondary Education

Florida State Dept. of Education, Tallahassee. Div. of Community Colleges. (1978). Report of the Distribution of Financial Assistance to Students in Florida's Community Colleges, 1976-77. Information from Office of Civil Rights (OCR) report forms pertaining to distribution of financial aid to all Florida community college students for fiscal year 1976-77 comprises this report, intended for college, state, and federal level decision- and policy-makers. Data are organized in tabular form. Table 1 is a summary of aid for the year, showing the number of awards (n=78,497), the total dollars awarded ($38,331,183), and the average amount per award for each specific award type and major category as well as the number of unduplicated recipients (n=56,088). Tables 2 and 3 summarize aid according to five racial/ethnic groups: blacks, American Indians, Asians, Hispanics, and whites. Table 4 shows the relationship between fall 1976 enrollment and financial assistance distribution by racial/ethnic group for fiscal year 1976-77. Table 5 summarizes aid by sex within the major aid groups (loan, grant, and scholarship recipients and employed students). Tables 6, 7, 8, 9, and 10 are summaries of aid by college and major aid group. Table 11 displays trends in total student assistance distribution from 1974-1977, involving increases for all years in almost every category except loans, which decreased during 1976-77 in dollar amount, number of awards, and number of recipients. Instructions for completing the OCR report forms in terms of each information category are included.   [More]  Descriptors: Community Colleges, Ethnic Groups, Federal Aid, Females

Lowe, Eugene T.; Taylor, William L. (1977). Trends in Black School Segregation, 1970-1974. Volume 1. As a statistical tabulation based on raw data collected by the Office of Civil Rights of the Department of Health, Education and Welfare, this report presents tables of data which illustrate trends in black school segregation from 1970-1974. The statistics provide a detailed profile of the pattern of black enrollment in schools with various proportions of minority students (American Indian, Asian American, Spanish Surnamed American, and others). They show the number and percentage of black students and the number and percent of the district's schools at each level of segregation or integration each year. Statistics have been gathered for all fifty states according to five regions: northeast, border, south, mid-west, west. Alaska and Hawaii have been excluded. The detailed statistical profiles of 204 school districts with more than 20,000 students enrolled permit examination of trends in middle size cities and a number of major suburban and metropolitan school systems as well as the 100 largest systems (the only ones on which DHEW data was previously available). A short introduction provides historical background and analyses of school segregation.   [More]  Descriptors: Black Education, Black Students, Educational Discrimination, Minority Group Children

Martin, Guy (1975). The Politics of Passage: One of a Series of Articles on the Native Land Claims. As one in a series of eight articles written by different professionals concerned with Alaska Native land claims, this article focuses on passage of the Alaska Native Claims Settlement Act and emphasizes the influence of political and economic interests on the legislative process. Designed to stimulate careful political/historical reading and discussion at an advanced secondary or adult level, this booklet identifies and defines such key words as: compromise, conservative, chamber, self-determination, and lobbying. Among the major events discussed in the text are: (1) the early work on behalf of American Indians by Senators Henry Jackson and Edward Kennedy; (2) the "land freeze" of 1966 which effectively bound up 90 percent of Alaska's land and prevented development of the Trans-Alaskan Pipeline; (3) strengthening of the Alaska Native position via regional and national organization; (4) development of the Native bill which demanded 60 million acres with full title, more than one billion dollars in money settlement, and a Native management system; (5) Native lobbying efforts to gain support from Indian organizations, oil and other business interests, civil rights groups, the press, and the White House; (6) differences between the final House and Senate bills; (7) change in concern from "passage at any price" to "who gets what"; (8) the ultimate compromise.   [More]  Descriptors: Alaska Natives, Curriculum Guides, Definitions, Federal Legislation