National Indian Council on Aging, Albuquerque, NM. (1983). "Indian Elders: A Tribute." Proceedings of the National Indian Conference on Aging (4th, Reno, Nevada, August 23-25, 1982). Attracting over 550 Indian and Alaska Native participants representing 139 tribes, the conference focused on formulation of a National Indian Policy on Aging and paying tribute to American Indian and Alaskan Native elders. Section I of the proceedings presents an introduction with background information on the conference and conference format highlighting special events (picnic, traditional dress revue). Section II is devoted to participants who received Elder of the Year awards in their region. Section III presents excerpts from Wendell Chino's (President of the Mescalero Apache Tribe) keynote address. An overview of main issues and concerns expressed at the conference is presented in Section IV. Workshop descriptions are included in Section V. Topics of workshops presented are: federal and local Indian aging policy development; fundraising for aging programs; intergenerational programs; recording and teaching tribal traditions; an overview of Title VI; maintaining your health; basics of the Older American Act; Civil Rights of Indian Elders; wake up to exercise; the aging process; and money management. Concluding is the summary of the project, National Indian Council of Aging, Inc. Appendices contain 17 resolutions adopted and passed at the conference and Indian issues of the 1981 White House Conference on Aging. Descriptors: Aging (Individuals), Alaska Natives, American Indians, Civil Liberties

Smith, Thomas M. (1997). Minorities in Higher Education. Findings from "The Condition of Education, 1996," No. 9. This report presents data on the plans and expectations, preparation and course-taking patterns, college enrollment rates, and college persistence and completion of minorities in comparison with the majority, white population. The data reported show the following: (1) that while almost all high school seniors expect to complete at least some college, Hispanic seniors are less likely to plan to attend college right after high school; (2) that black and Hispanic graduates are less likely than white peers to make an immediate transition to college with Hispanics more likely to enroll in two-year colleges; (3) that white and Asian/Pacific Islanders are more likely than black and Hispanic counterparts to persist toward a bachelor's degree; (4) that black and American Indian/Alaskan Native graduates are less likely than white and Asian/Pacific Islanders to earn a bachelor's degree in 4 years or less; (5) that while several minority groups major in fields that will help them recoup college costs, black, Hispanic, and Asian/Pacific Islanders are less likely than whites to major in education, with the last-named group more likely than whites to major in computer science and engineering. The report also reviews an alternative approach to assessing these data. (Contains 35 references.) Descriptors: Academic Persistence, Alaska Natives, American Indians, Asian Americans

Deloria, Vine, Jr. (1977). A Better Day for Indians. Vesting Congress with implied powers over American Indians produces attitudes and assumptions which are extremely influential. There are seven such controlling assumptions: Congress is presumed to act in good faith toward Indians; the belief that past policies were based upon some intelligent criteria that incorporated an understanding of conditions, the approval of Indians, and a farsighted intention of Congress; the paternalistic assumption that the solution of Indian problems is a simple matter of adjustment of already existing programs; the perception of Indian lands and communities as laboratories which can be used to test various theories of social engineering; the Federal government can use Indian lands at its discretion; sanction of the privilege of the Federal establishment to avoid difficult decisions; and tribal rights are nuisances that can be abated as need be. In view of the impact of these assumptions, the following specific recommendations are offered to affect fundamental shifts in direction, simplification of complex problems to their elemental factors, and expansion of the manner in which Indians believe they perceive themselves today: uniform recognition of Indian communities; clarification of tribal membership; a standard definition of the status of an Indian tribe; creation of a "Court of Indian Affairs"; arbitration of long-standing Native claims; rejuvenation of the Indian land base; and universal eligibility for government aid based on need.   [More]  Descriptors: American Indians, Attitudes, Beliefs, Change Strategies

Bernalillo Public Schools, NM. (1970). Tri-Cultural Sensitivity In-Service Training Program Report. The Tri-Cultural Sensitivity In-Service Training Program, funded by the Federal government under the provisions of Title IV, Public Law 88-352 (Civil Rights Act) of 1964, was developed in response to the results of a system-wide survey of the staff in 1967. Eighty-five percent of the teachers granted that a deficiency in knowledge, understanding, and the know-how of communication among the cultures of Mexican Americans, Indians, and Anglo Americans could be the reason for failure to meet the needs of the students. Among the objectives of the program were: to conduct training for the professional staff, the student population, the community, and non-certified personnel with regard to human values by means of in-service programs geared to the specific needs of each respective group; to conduct highly concentrated beginning-of-the-year orientation in-service sessions according to the individual needs of the staff; and, to prepare long-range sequential procedures, which will lead to a balanced curriculum and provide for relevancy in the instructional program, so that students will get more meaning by being able to relate their home environment to their school environment, at least partially.   [More]  Descriptors: American Indian Culture, Cultural Awareness, Curriculum Development, Human Relations Programs

Hakim, Joy (1993). From Colonies to Country. A History of US. Book Three. This book covers U.S. history from the French and Indian War to the Constitutional Convention. The story of the United States is told in a form that is conversational and easily understandable to children. The book is divided into 41 brief chapters and an additional 5 features. A chronology of events, list of additional reading, picture credits, and an index conclude the book. Among the topics highlighted are freedom of the press, wars among the European powers for control of land in the Americas, the loyalty of the native Americans and the slave, sugar, and plantation trade. Individuals focused on include American Indians, women, and military leaders. The politics and propaganda of Colonial dissatisfaction and the Revolution are discussed. Historically well known events such as the Boston Massacre, and Paul Revere's ride are included. The waging of the war in different areas of the country is described. Chapter 22 focuses on the role of women and children in the American Revolution. The establishment of the states and the writing of their constitutions is included. The Revolutionary War is detailed from the soldiers who made up the fighting forces, to the battles, to the experiences of the populace. The final chapters are devoted to the writing of the Constitution, ideas of democracy, civil rights, and liberty, and the personalities of those who took part in the debate and writing of the Constitution, and the formation of the United States. Descriptors: American Indian History, Childrens Literature, Colonial History (United States), Constitutional History

National Advisory Council on Indian Education, Washington, DC. (1974). First Annual Report to the Congress of the United States from the National Advisory Council on Indian Education, Part 2 of 2 Parts. Part 2 of the "First Annual Report of the National Advisory Council on Indian Education (NACIE) to the United States Congress presents the council's advice, opinions, and comments on the recommendations of two recent and bold federal reports on Indian education–"TIndian Education: A National Tragedy–A National Challenge" and "Between Two Milestones." The complete text of both reports is given. The recommendations, indexed by subject, pertain to: self-determination, Indian policies and goals, legislation, federal funding, the Indian educational system, Johnson-O'Malley programs, Indian culture, local control and accountability, civil rights, health, and information dissemination. Part 2 also contains: (1) A Statistical Profile of the Indian: The Lack of Numbers; (2) Title IV–The Indian Education Act of 1972; (3) Opportunity to Improve Indian Education in Schools Operated by the Bureau of Indian Affairs–Department of the Interior; (4) A New Era for the American Indians; (5) Secretary of the Interior Morton Reports on Indian Matters; (6) Tribal Unity for Self-Determination; and (7) Title IV Programs: Case Histories and Reports.   [More]  Descriptors: Academic Achievement, Accountability, Administration, American Indians

Orr, Paul G. (1974). Perspective on Manpower Planning. Among the philosophical premises which should undergird manpower planning and training for American Indian elementary and secondary education are: (1) opportunity to alleviate educational disadvantage; (2) realization that prior attempts to design programs for Indians have been fragmented or unworkable; (3) realization of the right to determine one's own destiny based on knowledge of and access to alternatives; (4) realization of man's increasing interdependence and the necessity for higher levels of tolerance; (5) the necessity for opportunities to dramatically increase Indian personnel competencies in leadership positions at all levels; (6) the necessity for a massive manpower development program for people working with Indian children; (7) development of programs for Indian people at institutions which have the capability of providing innovations for specific Indian needs. Indian education should include: (1) schools which provide cultural pride, extensive counseling, career education, behavioral models of both interculturalism and pride in heritage, and community based education; (2) teacher preparation programs emphasizing skills in development of instructional objectives, indepth cultural studies, individualized programs, and utilization of community resources; and (3) research and training programs for non-school personnel. Descriptors: American Indians, Community Education, Community Involvement, Cultural Awareness

Rodriguez, Esther M.; Nettles, Michael T. (1993). Achieving the National Education Goals: The Status of Minorities in Today's Global Economy. A Policy Report of the State Higher Education Executive Officers Minority Student Achievement Project. Goal Five of the National Education Goals states that by the year 2000, every American will be literate and will possess the knowledge and skills to compete in a global economy and exercise the rights and responsibilities of citizenship. This report examines the challenges and progress of minorities compared to Whites in reaching Goal 5, focusing on educational achievement and workplace success. Overall performance of American students on national literacy assessments is low, and this is especially true for minority students. African American, Latino, and American Indian students take fewer mathematics and science courses than do their White and Asian American counterparts and are less likely to be in academic programs. Minority students are less likely to participate in postsecondary education and have less information about its importance. Young workers, especially minority workers, have the greatest difficulty in finding and keeping jobs, and are greatly underrepresented in professional jobs and technical specialities. Further research and evaluation show that new initiatives, such as apprenticeship programs and innovative occupational training, are necessary to close the gaps between minorities and the White mainstream. Seven tables and two figures present study data. An appendix contains the "Leadership Statement of Nine Principles on Equity and Educational Testing and Assessment."   [More]  Descriptors: Academic Achievement, American Indian Students, Black Students, Disadvantaged Youth

Killalea Associates, Inc., Alexandria, VA. (1980). Distribution of Minority Pupils by Minority School Composition. This report presents tables that show the distribution of minority group students in schools of different racial/ethnic composition. Distribution tables are presented for the nation as a whole, for five regions, and for each of the States, including the District of Columbia. Within each of these geographical subdivisions, there is a table that indicates the distribution of all minority pupils and one or more other tables that show the pupil distribution by the following specific minority categories: 1) American Indian or Alaskan Native; 2) Asian or Pacific Islander; 3) Hispanic; and 4) black. In each table, schools are categorized by the percentage of minority pupils enrolled. The table shows the number of pupils in each of the percentage groups, the percent that this number is of all minority pupils, and the number and percent of schools in each percentage group. Data are provided for each even-numbered year within the period 1968 to 1978. The report is based on information collected in the Fall Elementary and Secondary Civil Rights Surveys for the years for which data are shown. Descriptors: Alaska Natives, American Indians, Asian Americans, Blacks

1974 (1974). Supysaua: A Documentary Report on the Conditions of Indian Peoples in Brazil. Given in this documentary report are 4 reports which discuss American Indian policy and practice in Brazil since 1970. They factually document what is happening to Brazilian Indian tribes in the name of "progress", "integration", and "growth". The articles are entitled: (1) "Genocide"; (2) "Y-Juca-Pirama"; (3) "The Policy of Genocide Against the Indians of Brazil"; and (4) "The Rape of Indian Territory: Foreign Aid and Investment in the Brazilian Amazon". The first report is an abridged version of Norman Lewis's article on "Genocide" which created the original international scandal about Indian policy in Brazil. "Y-Juca-Pirama", written by a group of Brazilian bishops and clerics, documents the contemporary nature of Indian policy in Brazil. The third report is an abridged version of a report presented at the XLI International Congress of Americanists in Mexico City, September 1974. The final report is a chart of foreign aid and investment programs in the Amazon region. Also included are: (1) listings of organizations in support of Amazonian Indian rights and Brazil's Indian groups and (2) a map of Indian groups, culture areas, and the trans-Amazonic road system. Descriptors: American Indians, Conflict, Developing Nations, Disadvantaged

McDiarmid, Garnet; Pratt, David (1971). Teaching Prejudice: A Content Analysis of Social Studies Textbooks Authorized for Use in Ontario. This report of a study, undertaken at the request of the Ontario Human Rights Commission, details: 1) precedents and historical backgrounds in textbook analysis; 2) the methodology of the present study; and, 3) recommendations based on the findings. Groups selected for study were: Jews, immigrants, Moslems, Negroes, and American Indians. The research design called for quantitative analysis of "evaluative assertions" made about the above groups in all textbooks authorized for use in grades 1-12, and in print on June 1, 1968. Findings indicate that facts and theories which are outmoded, even false, still find their way into textbooks, dealing a heavy dose of "un-themism." Further, there is little attempt in school texts to discuss in any detail basic issues concerning racial differences or prejudice. Given the strong reliance on textbook teaching which still prevails, these are serious faults. It is recommended that: 1) for errors of commission, the publishers be asked to make appropriate revisions; 2) for errors of omission, books be sought or commissioned which provide scholarly, up-to-date information on minorities and the dynamics of prejudice; and, 3) that these be approved for use on the Ontario schools. Appendices contain a listing of the textbooks analyzed, as well as a technical discussion of the investigative technique which can be used by students, teachers, and other researchers. Descriptors: American Indians, Blacks, Ethnic Groups, Ethnic Stereotypes

Graves, Mary A. (). Financial Aid. This workbook assists college and vocational school bound American Indian students in determining their financial needs and in locating sources of financial aid. A checklist helps students assess the state of their knowledge of financial programs; a glossary defines terms pertinent to the realm of financial aid (i.e., graduate study programs, stipend, tuition waiver); a budget form permits students to determine their exact financial expense and income; steps direct students to read catalogs of colleges to select the right school for their needs and then to discuss plans with minority counselors; and directions explain how and when to apply for financial aid, including the completion of the Financial Aid Form. Separate sections outline eligiblity requirements, maximum amount, and percentage rates (where applicable) for various forms of financial aid: federal loans (National Direct Student Loan, Guaranteed Student Loan, Nursing Student Loan, Health Education Assistance Loan, Law Enforcement Education Program, and Health Professions Student Loan); grants (Basic Educational Opportunity Grant, Supplemental Educational Grant, Student State Incentive Grant Program, and Law Enforcement Education Program); the College Work-Study Program; Veterans Administration and Social Security benefits; and Bureau of Indian Affairs (BIA) grants. A sample letter requesting funding, a directory of BIA agency and field offices, and a bibliography of financial aid publications provide additional assistance. Descriptors: American Indian Education, American Indians, Educational Finance, Eligibility

National Advisory Council on Indian Education, Washington, DC. (1977). An Indian Parental Responsibility: The Obligation to Determine an Indian Educational Destiny. The Fourth Annual Report to the Congress of the United States from the National Advisory Council on Indian Education. Reflecting the concerns of the National Advisory Council on Indian Education (NACIE) regarding issues that improve and promote American Indian and Alaska Native self-determination as mandated by the Indian Self-Determination and Educational Assistance Act, this annual report documents NACIE's 1976 activities and presents NACIE's 1976 recommendations and resolutions. Describing major meetings (held in Nevada, Maryland, Virginia, Wisconsin, Washington, D.C., and North Carolina), this report indicates that during 1976 the Council also recommended re: Title IV program applications; recommended nominees to the U.S. Commissioner of Education for the position of Deputy Commissioner of the Office of Indian Education (OIE); evaluated the Department of Health, Education, and Welfare programs and projects in which Indian children or adults might be able to participate; and attempted to provide technical assistance to educational agencies and Indian organizations. Among the recommendations presented are: that NACIE request the Congress, OIE, and other Federal agencies to fully review Federal assistance to public education of Indian children; that NACIE seek clarifications in existing legislation (re: a broader description of Indian education; more stress on Indian community control; Indian officers in parent committees; the definition of "Indian"; recognition of the special cultural rights of Indians regarding information dissemination).   [More]  Descriptors: Accountability, Advisory Committees, Agency Role, Alaska Natives

Nachbar, Cornelia, Ed.; Timpte, Robert, Ed. (1974). Human Relations Guide I: Inter and Intracultural Education. K-12. Curriculum Guide No. 39. This guide is intended to assist the educational system with curriculum in the area of racial minorities. It was developed by the Minnesota State Department of Education and provides guidelines for developing a K-12 curriculum in intercultural and intracultural education with attention to four designated minority groups in the state: American Indians; Black Americans; Mexican Americans; and Asian Americans. Thirteen goals for human relations are outlined along with a brief explanation of them. Student objectives and instructional activities are outlined for each goal. Under each goal are objectives and activities for primary, intermediate, junior high, and senior high school age groups. This is followed by a brief history of the four ethnic target groups in the state. Lengthy appendices discuss the legislative record on Civil Rights in Minnesota, demographic data on minority groups in the state, other Minnesota human relations curriculum guides, periodicals, books, and articles relating to intracultural education, and organizations representing various minority groups. An appraisal of national social studies projects as they relate to human relations education and a task force report on racism are also included.   [More]  Descriptors: American Indians, Asian Americans, Blacks, Cross Cultural Training

Jones, Myron (1974). Indian Education in Public Schools: Confused Responsibilities — Predictable Results. Discussing Indian education in public schools, the paper explains that the new Johnson O'Malley (JOM) regulations will be one of the first major tests of the new Bureau of Indian Affairs (BIA) administration's resolve to put the interests of the American Indian people first. The first section presents discussions on: Tuition Payments and JOM; JOM and Public Law 874; Title I and the Indian Education Act. Section 2 covers 2 issues that are the most highly supported and least controversial in the Indian community: treaty rights and Federal trust responsibility, emphasizing who is responsible for federally connected Indians in public schools. The appendices, which comprise the majority of the report, cover: (1) Arizona JOM Program FY 70-71; (2) a discussion paper on JOM in relation to PL 92-318; (3) JOM funding outside of schools; (4) Indian Education Act, 1973-74 School Year, Gallup-McKinley County Public Schools (New Mexico); (5) JOM comparison of state funding; (6) expected distribution of JOM funds; (7) Title IV, Part A — Education Committees; (8) an overall summary of the Arizona, Utah, and Oregon JOM Programs; (9) proposed JOM regulations; and (10) a brief conclusion signed by various Indian tribes and organizations.   [More]  Descriptors: Administrative Change, American Indians, Area Studies, Educational Change

Ferree, Robert F.; And Others (1971). Who Am I?. The report encompasses a joint student-faculty 2-year project (funded under Title III of the Elementary and Secondary Education Act) conducted in an effort to decrease problems of the educationally handicapped students coming to Bacone College. In better preparing the student with low ACT scores for college level work, specialized or modified courses were offered in freshman English and mathematics as well as in core courses. In furthering the college program to relate to the unique student body that consisted of Negro, Caucasian, and American Indian students, a "philosophical core theme" concept of class organization was implemented. Units within the core concept included Discovering Who I Am, I Participate in Society, Understanding Myself, Math-Science for Me, My Right to Read, Personality Through Speech, I Compete with Myself, Developing My Language Tools, and Writing for My Now and My Future. Descriptions of these units, projections for continued development of Bacone's program, and comments by former Bacone Students are presented in the Document, as well as results of a follow-up study of 51 Bacone students who transferred to Northeastern State College. As a result of the follow-up, conducted to determine whether grades earned at Bacone could be used to indicate a student's ability to do college work elsewhere, it is believed that students from Bacone can do college work in other institutions.   [More]  Descriptors: Academic Achievement, American Indians, Blacks, College Curriculum

Women's Bureau (DOL), Washington, DC. (1975). Report on Conference on Employment Awareness for Indian Women. An informal coalition of the North American Indian Women's Association, the New Mexico Commission on the Status of Women, and the Women's Bureau of the U.S. Department of Labor presented a two-day program in Shiprock, New Mexico, to provide employment awareness for Indian women. The July 24-25, 1975 program was attended by 200 Navajo and Hopi women who participated in a day of workshops which provided them with basic employment information (such as interviewing techniques, resume writing, employee rights, benefits awareness, and child care) and also provided each woman with answers to specific employment concerns. The second day was devoted to a panel consisting of an employee and an employer from all the major firms in the Farmington-Shiprock area. Employees responded to employer presentations of practices and problems regarding the employment of Indians, and both sought solutions to specific problems and concerns. Recommendations of conference attendees included the Bureau of Indian Affairs implementation of a paid Federal Women's Program coordinator at each agency on the reservation; the establishment of a youth center in the Shiprock area; and the building of an all-vocational school on the Navajo reservation.   [More]  Descriptors: Agency Role, American Indian Reservations, American Indians, Career Awareness

Abbott, Douglas A.; Meredith, William H. (1985). Minority Families: Strengths of Four Ethnic Groups. While healthy families and minority family systems are two areas of family research currently getting attention, little is known about what various ethnic families consider to be important traits of healthy families. To examine this issue and to assess family strengths and marital and parenting satisfaction for different ethnic samples, parents from four American ethnic groups (57 American Indians, 80 Hmong refugees, 105 Chicanos, 103 Blacks), and a white comparison group (N=210) were surveyed by questionnaire and by interview concerning those characteristics that promote a strong and healthy family. The results showed that the majority of parents across all ethnic groups considered a strong family to be one in which trust, support, and effective communication are present and in which a sense of right and wrong behavior are taught. Family members reported feeling responsibility for the welfare of each other, yet expressed respect for individuality and personal privacy. Strong families were reported to spend time together. Though not reported by the white parents, other ethnic parents valued financial security and respect for elders as additional sources of family strength. The parents also evaluated their own marital and parental satisfactions and their family strength. The white and Hmong parents reported the highest scores on all family measures, while the Indian parents had the lowest levels of family satisfaction. The interpretation of these results, however, is tentative because the validity of these family scales for ethnic parents has not been established.  Descriptors: American Indians, Blacks, Cross Cultural Studies, Ethnic Groups

Harkins, Arthur M.; And Others (1970). The Formal Education of Menominee Indian Children: Recent Educational Background Conditions. What the Menominee Indian parents and their friends think are the problems with American Indian education in Shawano Joint School District No. 8, Minnesota, is treated in this document, in which, the authors state, the brief text is to be followed by extensive appendixes carefully constructed to provide scarce and relevant materials documenting the generalizations made in the text. The text includes the Menominee Educational Bill of Rights and a summary describing the consolidation of the Shawano School District, the stable school board membership, the school district conditions, the school administrators, the financial situation, a Title III Elementary and Secondary Education Act project, a statement of need, and the Menominee Indian student test performance characteristics. The summary describes generally the educational background conditions pertinent to understanding the problems of Menominee Indian education. The appendixes include a document on the "Operations of Office of Education (Conflict of Interest–Proposed Grant for Computerized Classroom)"; an article, "Cultural Absorption Threatens Tribe"; further test performance data on Menominee Indian children; and newspaper clippings dating from the summer of 1966 to July 20, 1970.   [More]  Descriptors: Achievement, American Indians, Community Action, Cultural Background

National Advisory Council on Indian Education, Washington, DC. (1990). Open Discussion with NACIE and Task Force Members. INAR/NACIE Joint Issues Sessions. National Indian Education Association (NIEA) Annual Conference (22nd, San Diego, California, October 16, 1990). This report summarizes an open discussion between members of the Indian Nations At Risk Task Force and the National Advisory Council on Indian Education (NACIE) and conference attenders following 2 days of testimony about issues in Native American education. An administrator outlined the loss of educational opportunity for Native Americans during the 1980s due to decreased federal funding, disregard of treaty rights, and bureaucratic entanglements, and outlined recommendations for tribally controlled teacher education, alternative education programs, increased funding, substance abuse prevention, and bilingual education programs. An attorney urged the Task Force and the NACIE to draft federal policy supporting tribal government control of public schools on the reservation, and outlined educational ramifications of the Supreme Court's recent refusals to support tribal sovereignty in other areas. Other topics of discussion included the need for additional programs for handicapped and gifted students; the need for teacher training in American Indian culture, substance abuse prevention, and suicide prevention; Indian identity and tribal sovereignty as resources to use in negotiations with the federal government; encouraging political involvement of community members at the local level; poverty, welfare, lack of self-esteem, and the need to pursue self-sufficiency on the reservations. The responsibilities of the Task Force were described.   [More]  Descriptors: American Indian Education, American Indians, Dropouts, Educational Policy

Wopat, Priscilla (1970). "To Civilize the Indian…": A Survey of the Educational Philosophy and Programs of the Bureau of Indian Affairs Since 1928. An examination of the varied approaches to educate and assimilate the American Indian into the mainstream of American life by the Federal Government from 1928 through 1964 is presented in this thesis which provides background regarding programs initiated by each Federal administration in office during this period. Notable changes occurring during this 36-year period are pointed out by the study and are divided into 4 major phases: (1) the years of the Meriam study, 1928-1933, which recommended a change in point of view for the Indian in the process of education; (2) the John Collier administration of the Bureau of Indian Affairs (BIA), during 1933-1944, which brought about the Indian Reorganization Act that provided self-governing rights for the Indians; (3) the period of 1945-1960, which is noted for reorganization of the administrative structure of the BIA and the suggestion of termination of Federal responsibility; and (4) the early 1960's with a new administration and a new evaluation of BIA programs by the Federal Task Force.   [More]  Descriptors: Administration, Agency Role, American Indians, Education

Canipe, Stephen L. (1982). Human Succession. Learning Activities for Environmental Education. Materials contained in this activity package are designed to provide teachers with a method of approaching a complex environmental question. That question centers on the return to the "good life" of the country. The two activities in the package provide a different view of this question than the most commonly accepted one. The first activity ("Human Succession: The Utterly Dismal Theory") focuses on American Indian culture as related to the theory which states that while people dominate at this moment in time, they are altering their environment and, at some future point, will become extinct, giving way to dominance by another organism. The second activity ("Primitive Cultures: A Return to the Good Life?") focuses on the relationships between primitive cultures and their environments. There are no right or wrong ways to approach the issues considered in the activities since there are different points of view. The procedure for using the activities is simple, involving use of values clarification strategies. Behavioral objectives, general activities, values clarification strategies, and a list of resource materials are provided for each activity. In addition, a list of suggested study/discussion questions and related activities are provided in an appendix for the first activity only. Descriptors: American Indian Culture, Anthropology, Elementary Secondary Education, Environmental Education

Peshkin, Alan (1997). Places of Memory: Whiteman's Schools and Native American Communities. Sociocultural, Political, and Historical Studies in Education. "Indian High School" is a nonpublic off-reservation boarding school in New Mexico serving over 400 American Indian students. The large majority of the students come from the 19 Pueblo tribes, whose governors appoint school board members with authority to hire all personnel. The Bureau of Indian Affairs provides funding but acknowledges Pueblo rights to local control. Based on 3 years of qualitative research at Indian High School, this book focuses on the lives of Pueblo adolescents in school and seeks to explain why they achieve only limited academic success, despite the school's relatively abundant resources, its congenial atmosphere for Indian students, the good intentions of school personnel, and the aspirations of parents and students. A central theme in this exploration is the dual-world character of students' lives. At home, Pueblo students learn to place their tribal communities at the center of their loyalty, affect, responsibility, and support. But they attend a school whose origins and rationale are in non-Indian society. It is a school designed for becoming effective in mainstream America, an effectiveness that Pueblo students and their parents accept as requisite for their economic well-being. However, this process of becoming economically effective is problematic and ambiguous for Pueblo students as it often clashes with traditional cultural ideals that are at the heart of Pueblo communities' struggle for cultural survival. Contains 193 references and subject and author indexes. Descriptors: Academic Achievement, American Indian Culture, American Indian Education, Cultural Differences

Margolin, David, Ed.; Ortiz, Roxanne Dunbar, Ed. (1979). Economic Development in Indian Reservations in New Mexico. Final Report from the Seminar (Albuquerque, New Mexico, May 4-5, 1979). Proceedings from a seminar on economic development for American Indian reservations include reports on panel discussions and an analysis of a questionnaire responded to by 113 Indian seminar participants. The report on Session One, "Traditional Indian Economies in New Mexico: Values," covers a discussion on traditional roles and patterns which have affected Indian economic development; proceedings from Session Two, "Indian Economic Development and the Role of Experts," discuss an apparent lack of communication and coordination between Indian governments and outside experts in dealing with economic decisions within communities; the summary of Session Three, "New Mexico State Legislation and Its Effects," deals with Indian rights and sovereignty which are affected by political and governmental influence; and the recording of Session Four, "Federal Trust Obligations and Conflicts of Interest," narrates concerns on issues of development on reservations in which the federal government is involved. A report on the concluding session covers discussions of various topics of interest and concern which were not covered during the four seminar panels. Five major concerns emerged from an analysis of the questionnaire responses: local input into planning; general knowledge; effectiveness of experts and planning; control of development and planning; and development. Descriptors: American Indian Reservations, American Indians, Change Strategies, Community Control

Parker, Alan; And Others (1975). Indian Tribes as Governments. An Analysis of Governing Institutions of Selected Indian Tribes: Report on a Research Project Conducted by a Team of Indian Lawyers and Law Students–June through August, 1974. Study objectives were to assess the status of a representative number of American Indian tribal governments and to share that information with other members of the national Indian community. Sixteen Indian law students, assisted by 8 Indian lawyers, worked on 17 different Indian reservations during the summer of 1974. Generally working on their own reservations, students performed an objective and systematic evaluation of each tribal government, assisted tribal governments in forming remedial objectives, and prepared substantive research reports. The research reports focused on the following areas: (1) tribal governing structure; (2) economic development of tribal resources and the tribal governing structure; (3) tribal court structure; (4) administration of governing services; (5) relationship of tribal government structure to the Bureau of Indian Affairs; and (6) the Indian Civil Rights Act and the Federal Government. While specific recommendations proved unrealistic due to the diverse complexity of individual tribes, broad recommendations included: (1) establishment of a tribal resource center for purposes of providing technical assistance in developing and exercising governing powers and (2) development of evaluation standards by which various agencies and individual tribal governments might be effectively evaluated.   [More]  Descriptors: Administration, Agency Role, American Indian Reservations, American Indians

Arnold, Robert D.; And Others (1975). Alaska Native Land Claims. [Textbook]. Written for students at the secondary level, this textbook on Alaska Native land claims includes nine chapters, eight appendices, photographs, maps, graphs, bibliography, and an index. Chapters are titled as follows: (1) Earliest Times (Alaska's first settlers, eighteenth century territories, and other claimants); (2) American Indians and Their Lands (the dispossessed, three centuries earlier, European attitudes, treaties, congressional action, and Federal services); (3) Alaska Natives and Their Lands (new migrants, encroachments, unacknowledged title, renewed promise); (4) The Land Claims Struggle (new threats to land rights, alternative solutions, organization, proposed legislation, a strengthened case, improved prospects, a legislative settlement); (5) The Alaska Native Claims Settlement Act: An Introduction (land and money, the corporation as vehicle, Alaska Native corporations; (6) Settlement Act organizations (regional business corporations, local business corporations, and other organizations); (7) The Money Settlement (sources, payments to individuals, funding for village corporations, and funding for regional corporations); (8) The Land Settlement (village corporation selections, limitations on selections, individuals and some others, regional corporations, corporations as land owners, and the public); (9) Shaping the Future (self-determination, goals of corporations, and responsibilities). Descriptors: Accountability, Alaska Natives, American Indians, Cultural Background

O'Connor, John P.; Rosall, Judith (1979). "Our Vision: A Journey to Better Health": Proceedings of the National Indian/Alaska Native Health Conference (3rd, Spokane, Washington, July 22-26, 1979). Nearly 1,500 Indian representatives from across the United States attended the 4-day conference, sponsored by the National Indian Health Board (NIHB), to discuss and learn more about significant issues regarding the delivery of health services to American Indians. Each day participants attended workshop sessions to discuss and debate issues related to one of three major conference topics. The major themes and related workshop issues were: legislative issues (National Health Planning and Resources Development Act, PL 93-641; Indian health manpower development; contracts, grants, and intergovernmental personnel assignments; Indian provisions of the Good Stamp Act of 1977; tribal specific health plans; traditional Indian medicine; implementation of the Health Services and Centers Amendments of 1978, PL 95-626; and 1980 Census); human services (alcohol and drug abuse; emergency medical services; patient rights; Indian Child Welfare Act; Indian elderly; urban Indian health care); and mental health (child abuse and neglect; battered spouses; mentally and physically handicapped; mental health; nuclear power development on the reservations). Reports, recommendations, and resolutions of the workshops were delivered to general assembly sessions the following day. Thirty two of the resolutions were officially adopted by NIHB in January, 1980. Descriptors: Alaska Natives, Alcoholism, American Indian Culture, American Indians

Benham, William J. (1975). An Indian Education Resources Center. An Indian Education Resources Center has been established in Albuquerque, New Mexico, to improve educational opportunities for American Indian students. Part of the Bureau of Indian Affairs' Central Office of Indian Education Program, the center was established after a thorough review of the Bureau's Central Office education operations revealed a need to locate some Washington, D.C. office services closer to the scene of action. Therefore, a Field Service Office was established in Albuquerque, and part of the Washington-based education staff located there. In August 1972 the name was changed from Field Services to the Indian Education Resources Center. The center's main goal is to serve Indian education by providing leadership or help for change, and resources for improvement and advocacy of Indian rights. It provides services to Indian students enrolled in public and Federal schools and colleges and universities. The center includes five divisions: (1) the Division of Evaluation, Research and Development; (2) the Division of Continuing Education; (3) the Division of Educational Assistance; (4) the Division of School Facilities; and (5) the Division of Educational Audio-Visual Services. This paper discusses the services provided by each division.   [More]  Descriptors: Agency Role, American Indians, Audiovisual Centers, Education Service Centers

Americans for Indian Opportunity, Inc., Albuquerque, NM. (1975). Real Choices in Indian Resource Development: Alternatives To Leasing. AIO Report-Billings Conference (Billings, Montana, January 30, 31, and February 1, 1975). Identifying the purpose of the Conference on Real Choices in Indian Resource Development: Alternatives to Leasing (Billings, Montana, January 1975) as exploring options available to American Indian tribes in the Great Plains re: the development of their own natural resources, this paper presents excerpts from participant speeches and comments regarding the following: (1) the problem and the challenge of conserving and developing Indian resources; (2) the foreign analogy wherein use of Indian resources is compared with the developing countries and their attempts to control and manage resources; (3) comparative mining agreements ("The Indian mineral leases I have seen are among the worst mineral agreements in the world."); (4) water rights (discussion of a new bill proposed by the Justice Department to allow the Secretary of the Interior over a five year period to administer the quantification of water in the U.S. without a mechanism for appeal); (5) a colonial experience (a professor from Ceylon asserts, "The necessity to assert cultural autonomy is critical at the initial stages…because it is going to take us forward into a new sense of human community."); (6) Environmental Protection Agency (it was the consensus that EPA and Indian people have common interests and should develop better communications).   [More]  Descriptors: Agency Role, American Indian Reservations, American Indians, Comparative Analysis

1975 (1975). Indian Woman Today; Southwest Indian Women's Conference (Window Rock, Arizona, September 24-25, 1975). Describing the activities and responses of American Indian women attending the 1975 Southwest Indian Women's Conference in Window Rock, Arizona, these proceedings present the following: (1) the keynote address (focus is on program funding and Indian female civil rights, self-concept, and cultural background); (2) observations derived from interviews of 20 conference participants; (3) a description of participant characteristics (most were traditional homemakers and about 66% were Navajo); (4) the basic attitudes of educated Indian women re: special problems of being a woman, the women's liberation movement; and expanding the role of Indian women; (5) recommendations coming out of the seven workshops (Funding and Resources; Legal and Jurisdictional Issues; Self-Identity; Special Problems of Aged Indian Women; Special Needs for Handicapped Indian Women; Relationship between Tribal, State, and Federal Governments; and Navajo Speaking Groups); (6) an evaluation (criticism of participants' contrasting expectations, the conference format, conference facilities, and unequal tribal representation); (7) speeches on: the problems of Indian women; the need for Indian women to work; the special problems of Indian women in the Southwest; the employment status of Indian women; the Phoenix Indian women; and a counseling center for women. Descriptors: Agency Cooperation, American Indians, Civil Rights, Conference Reports