Arizona Commission of Indian Affairs, Phoenix. (1992). Arizona Commission of Indian Affairs 1990-1991 Annual Report. This annual report describes the goals and activities of the Arizona Commission of Indian Affairs for fiscal year 1990-91. The commission is made up of seven tribal representatives, two non-Indians, and six ex-officio members from state government. In October 1990, the commission held a 2-day Indian Town Hall in Phoenix (Arizona) on the future of tribal government-to-government relationships. Commission members attempted to coordinate a baseline economic analysis of selected Indian reservations, but found little evidence of tribal support. In June 1991, the commission sponsored a conference on the current status of Indian diabetes programs in Arizona. In cooperation with other agencies, five seminars were held in various locations to address issues of law enforcement and jurisdiction on and off reservations. Other commission activities included compiling and disseminating information on Indian affairs, assisting Arizona Indian tribes to develop a state-tribal relationship policy, and making policy recommendations to state government. A bill in the state legislature that would have terminated the commission died in the face of broad tribal opposition. Appendices outline commission objectives 1991-93 and list tribal priority issues related to economic development, taxation, gambling, lottery proceeds, new land acquisitions by reservations, waste management facilities on reservation lands, transportation of hazardous waste through reservations, state-tribal intergovernmental relationships, health care services, water rights, fish and game laws and their enforcement, and education. Educational issues involve funding, school district jurisdiction, and integration of American Indian history into public school curriculum. Descriptors: American Indian Reservations, American Indians, Annual Reports, State Agencies

Congress of the U.S., Washington, DC. Senate Select Committee on Indian Affairs. (1981). Oversight of Indian Program Budgets. Hearing Before the Select Committee on Indian Affairs. United States Senate, Ninety-Seventh Congress, First Session on Review of Budget Submissions of the Bureau of Indian Affairs, Department of the Interior; Indian Health Service, Department of Health and Human Services; Office of Indian Education, Department of Education; and Indian Housing, Department of Housing and Urban Development. Testimony and prepared statements provide insight into the manner in which Indian affairs will be administered under the proposed 1982 fiscal year budget and compares the proposed innovations and the implementation of assistance to the Indian tribes with a general Federal policy to promote tribal self-determination. Probably because of the fragmentation of the Federal delivery system, the proposed budget reductions to Indian programs total $1,118,745,000, or a 35% reduction of a planned budget of $3.1 billion. Agencies including the Bureau of Indian Affairs, Indian Health Service, Office of Indian Education, and Department of Housing and Urban Development propose to give Indian tribes a greater role in allocation of financial resources and additional flexibility in meeting their particular reservations' needs. Appendices include statements by the Duckwater Shoshone School Board, Mississippi Band of Choctaw Indians, National Congress of American Indians, and Penobscot Nation; correspondence from the Fort Belknap Community Council, Native American Rights Fund, and Papago Tribe of Arizona; and Bureau of Indian Affairs and Department of Housing responses to written questions.   [More]  Descriptors: American Indian Education, American Indians, Budgeting, Federal Aid

Sprenger, Joyce (1992). Okiciyapo Hechel Lena Oyate Kin Nipi Kte (Help Each Other That These People May Live). Facilitating Academic Attainment in Adolescent Sioux Students in the Public School Systems in South Dakota. This paper reviews educational problems affecting American Indian students, particularly problems related to school climate, and describes efforts to improve school climate at Bennett County (South Dakota) High School. This public school serves the county and two reservations. It also accepts transfer students from Bureau of Indian Affairs schools in three states. Over half of the students are Lakotas (Sioux). As in other similar schools, problems include poor communication between teachers and some Indian students, poor relationships between the school and Indian parents, lack of Indian teachers, racial distrust, high Indian poverty rates, language problems, cultural differences between students and teachers, low participation in extracurricular activities by Indian students, alcohol abuse, student alienation, and low student self-esteem. Approaches to these problems by other school districts have included multicultural curriculum reform, efforts to make materials and course content more culturally relevant to Indian students, using more experiential teaching methods, and alcohol education. Bennett County High School instituted the following activities: (1) contracts with students not to drink or use drugs; (2) an advisor-advisee program; (3) cultural programs involving school and community; (4) school climate inventories completed by students and teachers; (5) putting arts and other extracurricular activities on an equal footing with sports; (6) serving Native American food in school lunches; (7) the Human Rights Education Program; and (8) the Student Problem Identification and Resolution Program. Descriptors: American Indian Education, American Indians, Educational Environment, High Schools

Ames, Michael M. (1986). Indians as Resources: The Changing Relationship between Indians and Anthropologists, Wicazo Sa Review. Traditional academic or curatorial associations with North American Indians–treating them as informants, subjects, students, or specimens–is no longer sufficient because these associations imply unequal relations with anthropologists and curators in the superior position. Indians now want, expect, and demand equality; and new relationships are therefore evolving between Indians and anthropologists and museums. One obvious development is the resource bank relationship in which anthropologists and museums become resource centers for Indians. One British Columbia museum, for example, devotes a major portion of its research resources to the documentation of contemporary Indian ceremonials, makes results available to Indian families, and loans ceremonial objects for use at potlatches. Other museums co-sponsor programs and exhibitions with Indian organizations. During the past 10 years many Indian communities have opened their own museums and cultural centers. Non-native museums are beginning to exhibit Indian work as fine art on a par with the other fine art of the world and to exhibit contemporary Indian art in the same way as contemporary white art. These changes introduce many questions and problems for anthropologists and museums. As Indian intellectuals regain control over their own images and destinies, they will claim as well the right to provide the answers and solutions. Descriptors: American Indian Culture, American Indians, Anthropology, Art Products

Young, Robert W., Comp. (1969). Historical Backgrounds for Modern Indian Law and Order. Focusing on the development of American Indian law and order, this monograph presents basic historical data chronologically ordered under the following headings: (1) Indian America (tribal and linguistic groups, migration, the American cultural zones); (2) Colonial America (early colonization, Indian legal land title vs. title of occupancy, Indian external and internal sovereignty, the French and Indian Wars, development of Indian Affairs after 1763); (3) The War of Independence and the Post Revolutionary Period (Indian neutrality and Indian Affairs, the erosion of tribal sovereignty with adoption of the U.S. Constitution, creation of the Bureau of Indian Affairs–BIA); (4) The Period of National Expansion (forced removal of tribes to new lands and the "Trail of Tears," treaties, Indian Wars of the 1860's); (5) The Post Civil War Period (western Indian reservations established, breakdown of tribal economy and the "feeding policy," Federal paternalism, the allotment system and further loss of land, and the Competency Act of 1906); (6) The Indian of the 20th Century (voting rights, the Meriam Report and reform, the Indian Reorganization Act of 1946); (7) The Administration of Justice by Tribal Governments (limited internal and external sovereignty, tribal vs European-American concepts of justice, tribal vs. State and municipal governments).   [More]  Descriptors: American Indian Reservations, American Indians, Criminal Law, Cultural Background

Deloria, Vine, Jr. (1975). Legislative Analysis of the Federal Role in Indian Education. Legislation pertaining to American Indian affairs is highly dependent upon the events and movements of history. No purified legal theory such as contract law or the law of damages emerges from the field of Indian law. While some of the legal theory must come from the ratified treaties, statutes, and case law defining the relationship of the United States and the Indian tribes, a great deal of the legal theory must come in tracing developments of a continuing nature in the actions of the U.S in fulfilling its legal obligations about which no doubt whatsoever exists. This paper presents: (1) a chronology of the Federal-Indian relationship; (2) an analysis of treaty responsibility for education of Indians; (3) a chronology of delegation of legal responsibility of the U.S. to government departments and agencies; and (4) interpretation of the legal responsibility of the Federal government in the field of Indian education. Some historical developments which were relevant in determining the Federal government's legal obligations in Indian education are traced. Discussion of the development of Federal policy in the field of Indian affairs deals specifically with the gradual merger of 2 different forms of obligations–treaty rights and the general concern for Indian welfare as seen in statutory law.   [More]  Descriptors: Agency Role, American Indian Education, American Indian Reservations, American Indians

Sward, Paul L., Comp. (1975). BIA Chief Area Office Education Officers' Quarterly Conference (Sacramento, California, July 21-24, 1975.) Research and Evaluation Report Series No. 34.01. Highlights from the Bureau of Indian Affairs' (BIA) fourth quarterly conference of Chief Area Education Officers (July, 1975) are briefly described in this report. Included in the report are: (1) a list of participants; (2) "The Year Ahead–'76", an address Dr. Clennon Sockey, Director of Indian Education Programs; (3) eleven BIA Area Office reports; and (4) Appendices. The Appendices include: (1) Evaluation Chief Area Education Officers' Conferences, Fiscal Year 1975 (Secretarial Objective on School Management Options); National American Indian Women's Association Report; Career Development; Budget and Personnel Ceilings; Accountability Objective; Enrollment Trends in Off Reservation Boarding Schools; School Facilities Objectives; School Construction Standards; Community Facilities and School Construction; Review and Interpretation of Revised Johnson-O'Malley (JOM) Regulations; Review of Proposed Manual to Accompany Revised JOM Regulations; JOM Contracting Procedures; Auditing, Monitoring, Reporting of JOM Programs; Indian Self Determination and Educational Assistance Act; and Student Rights and Responsibilities); (2) Albuquerque Indian School Functional Statement Chart; (3) Title VI Public Law 93-380 Compliance; (4) Fiscal Year 1976 Departmental Objectives; (5) BIA Manual; (6) School Construction Priorities; (7) Tribal Resolution, Pauma Band of Mission Indians.   [More]  Descriptors: Accountability, American Indians, Budgets, Career Development

Maine State Dept. of Indian Affairs, Augusta. (1974). A Compilation of Laws Pertaining to Indians. State of Maine, January 1974. Compiled from the Maine Revised Statutes of 1964 (including amendments through 1973), the Constitution of Maine, and the current Resolves and Private and Special Laws, this compilation of laws pertaining to American Indians includes statutes relative to the following: (1) Constitution of Maine (bond issues; guaranteed loans for Indian housing; qualifications of voters); (2) Department of Indian Affairs; (3) Education (scholarships; reservation schools and school committees); (4) Elections (apportionment of Indian voting districts–state senators and representatives; state, county and Federal; tribal–Passamaquoddy and Penobscot; voting rights); (5) Fish and Game (free licenses; hunting and trapping; tribal ordinances re hunting, fishing, and trapping); (6) Forestry (duties of foresters); (7) Health and Welfare (destitute–Passamaquoddy, Penobscot, and non-tribal members); (8) Highway (reservation roads and bridges); (9) Housing Authorities; (10) Indians (Indians and tribes generally; Passamaquoddy; Penobscot); (11) Legislature: Indian Representatives (election of Passamaquoddy and Penobscot; general provisions; special license plates); (12) Miscellaneous Provisions (dogs; Off-Reservation Office of Indian Development; ordinances; Penobscot Baptist Church; public dump–Indian Township; zoning); (13) Motor Vehicles (excise taxes and trailers); (14) Treaties and Act of Separation.   [More]  Descriptors: American Indians, Education, Elections, Forestry

Montana State Univ., Bozeman. Cooperative Extension Service. (1974). The Land Is Our Mother. A Summary, Statewide Indian Land Use and Policy Meeting (Crow Agency, Montana, November 14-15, 1974). Summarized in this brief report are proceedings of the Statewide Indian Land Use Policy Meeting, a meeting planned by American Indians in response to their perceptions of constraints on effective management of Indian lands and one which drew 135 people, including representatives from every reservation in Montana and Wyoming. This booklet outlines: (1) concerns and situations which led to the meeting; (2) activities prior to the meeting; (3) pertinent participant comments; (4) follow-up activities; (5) resolutions; and (6) participant and resource staff names and affiliations. Representative statements are reported covering such issues as: Indian land philosophy; problems of urban relocation and imported reservation industry; responsibilities of the Bureau of Indian Affairs and the Indian people; loss of Indian lands via individual sales; Indian legal needs; tribal court capabilities; zoning; Indian jurisdiction; agricultural development; credit; Indian representation in government agencies; water rights; soil surveys; land use ordinances; policy implementation plans, etc. The resolutions which are reported call for Indian jurisdiction over lands within the boundaries of Indian reservations and the exchange of state school lands for public domain lands outside the reservation or legislation leading to Indian control over state school lands within reservation boundaries.   [More]  Descriptors: Administration, American Indian Reservations, American Indians, Conference Reports

Beckmann, Kathleen (1968). New Indian Tribalism. Working Paper. The purposes of this paper are to identify the problems Washington State Indians face and to provide considerations that might assist in promoting the welfare and well-being of American Indians. It is stated that the major barrier to the Indian's success in American society is the attitude of the Anglo towards the Indian. Thus, the programs and legislative proposals designed for the Indian are usually irrelevant to reservation life. Supported by statistics, this condition is apparent in health, education, economic development, and unemployment. Education is the prime concern in achieving a new Indian life style. Obstacles to adequate education are found in the home, the environment, and the educational process. Specific obstacles in the home include inadequate study facilities, an oppressive social environment caused by crowded living conditions, inadequate income for clothing and recreation, and minimal educational heritage. The report concluded that non-Indians must be more responsive to a heterogeneous population and recognize the right of the Indian to decide his own future.   [More]  Descriptors: Acculturation, American Indians, Children, Disadvantaged Youth

Dion, Susan (1990). Indian-White Relations: Historical Foundations. Wisconsin Woodland Indian Dissemination Project. Bulletin No. 0407. This curriculum unit introduces students to the long and complex history of American Indian-White relations in the area that is now Wisconsin. Five historical narratives cover: (1) a general background to Indian-White relations, initial culture contact, and items of cultural exchange; (2) trade, peaceful relations, and intermarriage between the Ojibway and Menominees and the French; (3) sovereign Indian nations (Ojibway, Menominees and Potawatomi) and European power politics in the 1700s; (4) Wisconsin Indian tribes (along with relocated New York Indians–Stockbridge Munsel, Oneida and Brotherton) and the United States from 1776 to 1900, establishment of reservations, and land allotment; and (5) 20th century issues in Indian-White relations, termination, specific treaty rights, and self-determination. Each narrative is accompanied by a student worksheet that contains definitions and questions. This document also contains guidelines for instruction, a historical overview and list of major points for teachers, a list of 10 selected readings for teachers, tribal contacts, definitions of key concepts, and suggestions for dramatic role-playing to develop students' sense of historical empathy.   [More]  Descriptors: American Indian History, American Indians, Culture Contact, Federal Indian Relationship

Haskell Indian Junior Coll., Lawrence, KS. (1973). Student Handbook–Haskell Indian Junior College, Lawrence, Kansas. Designed for prospective and in-coming American Indian students, this handbook on Haskell Indian Junior College presents information relative to the following: (1) School Calender; (2) Office Directory; (3) History and Traditions (school hymn and song, historical development, and statement of school philosophy), (4) Academic Life (degree programs, vocational programs, what it means to be a college student, academic honors, credit and grading system, academic procedures, and the Haskell Library); (5) Living at Haskell (campus housing, dormitory directory, suggested annual budgets for students, off campus housing, child care center, and student dining facilities); (6) Student Lifeat Haskell (student activities, student senate, campus actvity board, school newspaper and yearbook, HIJC bookstore, student bank, Haskell Indian Club, and religious affairs); (7) Haskell's Helping Services (counseling, testing, legal aid, campus security program, financial aid program, health services, and dental program); (8) Student Rights (stipulations, definitions, and procedural due process); (9) Student Responsibilities (student responsibility guidelines, student conduct code, automobiles, and campus car ownership): (10) Appendices (information about the community and the University of Kansas and the 1973 Haskell football, basketball, and track schedules).   [More]  Descriptors: American Indians, Ancillary School Services, Degree Requirements, Financial Support

Seig, Louis (1976). The Spatial Implications of the Navaho-Hopi Land Dispute. Analysis of the spatial organization of Northeastern Arizona and the Navajo-Hopi land dispute affords the geographer ample opportunity to investigate the concepts of: cultural confrontation; spatial competition; the politics of enclaves and exclaves; the herding vs the farming economy; cross-cultural perceptions of boundaries and territories; the intrusion of a first world culture; and the survival of a fourth world culture. Historically, Anglo-Saxon policy has been one of forcing the American Indian to assimilate to the European ethic of land cultivation. Traditionally, the Navajo and the Hopi have had very different perceptions of territory, for the Navajo have been herders living in dispersed settlements, while the Hopi have been more sedentary living in nucleated villages.  Failing to distinguish between the two cultures, the Federal government has imposed Anglo law upon differing Indian belief systems, resulting in perpetual conflict between the two tribes and a general distrust of the Federal government. Although this dispute will be settled via the 1974 Public Law 93-531 (final settlement of the conflicting rights and interests of the Hopi and Navajo tribes), the difficulties inherent in this dispute should be further analyzed to promote an understanding of the problems of cultural and spatial confrontation encountered in land settlement and acquisition.   [More]  Descriptors: American Indian Reservations, American Indians, Anglo Americans, Conflict

WEINBERG, MEYER (1967). SCHOOL INTEGRATION–A COMPREHENSIVE CLASSIFIED BIBLIOGRAPHY OF 3,100 REFERENCES. THIS BIBLIOGRAPHY OF 3,100 REFERENCES ON SCHOOL INTEGRATION IS BASED PRIMARILY ON SHORT BIBLIOGRAPHIES WHICH HAVE APPEARED IN THE JOURNAL "INTEGRATED EDUCATION" FROM 1963 TO 1967. THE BIBLIOGRAPHY IS CLASSIFIED AND UNDER SEPARATE HEADINGS INCLUDES REFERENCES ON SUCH RELEVANT ISSUES AS THE EFFECT OF SEGREGATION ON CHILDREN, DESEGREGATION AND INTEGRATION PRACTICES IN SPECIFIC AREAS OF THE COUNTRY, AND NEW APPROACHES TO REMEDY THE DISADVANTAGEMENT WHICH IS THE RESULT OF SEGREGATION. OTHER SECTIONS DEAL WITH CIVIL RIGHTS EFFORTS AND LEGISLATION AND GOVERNMENTAL ACTION TO BRING ABOUT INTEGRATION. REFERENCES ON THE EFFECTS OF SEGREGATED SCHOOLING ON EMPLOYMENT OPPORTUNITIES AND THE ROLE OF THE CHURCH AND THE COMMUNITY IN BRINGING ABOUT INTEGRATION ARE INCLUDED IN OTHER SECTIONS. IN ADDITION THERE ARE REFERENCES ON THE SEGREGATION OF SPANISH-AMERICANS AND AMERICAN INDIANS AND A SECTION ON SEGREGATION IN FOREIGN COUNTRIES. FINALLY A LONG GENERAL SECTION ENCOMPASSES MANY RELATED ISSUES AND ANOTHER LISTS NEW RELEVANT PERIODICALS. LISTINGS OF RELATIVELY UNAVAILABLE WORKS INCLUDE THE STREET ADDRESSES OF THEIR SOURCES WHEREVER POSSIBLE, AND A COMPLETE AUTHOR INDEX LISTS THE NAME OF EVERY PERSON WHOSE WORK IS CITED. AVAILABLE FROM INTEGRATED EDUCATION ASSOCIATES, 343 SOUTH DEARBORN ST., CHICAGO, ILL., 60604-PRICE-$1.95 PAPER, $3.95 HARD-COVER. Descriptors: American Indians, Bibliographies, Church Role, Civil Rights

Congress of the U.S., Washington, DC. House Select Committee on Children, Youth, and Families. (1986). Native American Children, Youth, and Families. Part 1. Hearing before the Select Committee on Children, Youth, and Families. House of Representatives, Ninety-Ninth Congress, Second Session (Seattle, WA, January 7, 1986). The House Select Committee met to receive testimony from representatives of Northwest tribes about conditions affecting Native American children and their families. Eloise King of Colville Confederated Tribes (Washington) summarizes a wide range of human needs and recommends that Congress make funding available directly to tribes. John Navarro and Donna Olson discuss employment needs and opportunities including the Tribal Employment Rights Officers (TERO) ordinance. Lynne Walks-on-Top views economic and social problems facing the Spokane Tribe. Jeannette Whitfield of the Coeur D'Alene Tribe discusses the impact of the Indian Child Welfare Act. Marie and Diane Starr describe the Muckleshoot Youth Home (Washington) and other human service programs. Cheryl Henderson Peters and Lucy Shaffer-Peterson describe the Skokomish Sexual Abuse Prevention and Treatment Program. Marilyn Bentz of the American Indian Study Center focuses on urban Indians and the federal-Indian relationship. William Burke describes the Umatilla Tribe's child welfare services in Oregon. Sylvester Sahme and Bernice Mitchell outline the health services and needs of the Confederated Tribes of Warm Springs (Oregon). Janice Lopeman of the Squaxin Island Tribe (Washington) explains the use of community boards to mediate cases involving children and families. Woody Verzola describes the Indian Street Youth Program for dropouts. This report includes prepared statements, letters, and supplementary materials.   [More]  Descriptors: American Indian Culture, American Indian Reservations, American Indians, Child Welfare

Goldberg, Carole E. (1976). The Prospects for Navajo Taxation of Non-Indians. Lake Powell Research Project Bulletin Number 19, March 1976. In the past, courts have described American Indian sovereignty in ways that suggest the existence of power in the Navajo Tribe to tax the activities and property of non-Indians on their reservation. These judicial statements were made, however, at a time when tribal governments were viewed as transitional mechanisms for Indian assimilation, and contact between Indians and non-Indians on the reservation was minimal. Current efforts by non-Indians to develop energy resources on the Navajo Reservation will result in greater benefits for the Navajo people if the Navajos can exercise taxing power to the exclusion of the states. Since large-scale taxation assumes and permits the growth of a permanent, complex tribal government, legal doctrine and legislative schemes may alter as the Navajos assert themselves. Changes in the definition of tribal sovereignty and the extent of Federal and state limitations on taxing and other tribal powers should be anticipated if the Tribe begins taxing non-Indians. Navajo taxing power over non-Indians seems to have a firm basis in current judicial doctrine. There are few Federal restraints on such tribal power, but Federal restraints may be increased via the Indian Civil Rights Act, especially in terms of homogenizing tribal with state/local government wherein freedom from state taxation would require the Tribe to assume some state functions.   [More]  Descriptors: American Indian Reservations, American Indians, Court Litigation, Economic Development

DBS Corp., Arlington, VA. (1987). Elementary and Secondary School Civil Rights Survey, 1986. National Summaries. This document presents the results of a survey of the characteristics of students enrolled in public schools throughout the nation during the 1985-86 academic year. The survey instrument was comprised of an ED 101 form for school districts and an ED 102 form for individual schools. Surveyed were 3,455 districts, containing 37,313 schools and 23,544,704 students. Student data, broken down by sex and race (American Indian, Asian, Hispanic, Black, total minority, and White) are provided in the following areas: (1) enrollment; (2) suspensions; (3) corporal punishment; (4) gifted/talented; (5) educable mentally retarded; (6) trainable mentally retarded; (7) speech impaired; (8) seriously emotionally disturbed; (9) specific learning disabled; (10) language assistance programs; (11) graduation rate; (12) special education; (13) school desegregation; (14) participation in various programs (disciplinary action, gifted/talented programs, special education programs) as a function of the minority component of the school; (15) classroom desegregation; (16) limited English proficiency, pupils' needs and services; (17) special education needs and services, by percent of enrollment identified as requiring special education; (18) amount of time spent in special education programs; (19) distribution of single sex classes; and (20) selected program participation, by sex. Data are presented on 12 tables. Appendices provide the survey instrument, and detail reported and projected enrollment data by state.   [More]  Descriptors: Academically Gifted, American Indians, Asian Americans, Black Students

Sedlacek, William E.; And Others (1972). Black and Other Minority Admissions to Large Universities: Three Year National Trends. The purpose of this study was to survey the large primarily white universities concerning freshmen entering in the fall of 1971 in order to note trends and changes in enrollment and admissions predictors. Sample population included black, American Indian, and Spanish Surname students. Returns were received from 99 percent of the admissions officers at institutions surveyed. Three year trends which have emerged indicate that black freshmen enrollment has leveled off to 4 percent in 1970 and 1971, after a rise from 3 percent in 1969. Despite the apparent intentions of many colleges and universities, fewer blacks are entering college. This study was intended: (1) to examine the amount of social change in our society as reflected by the number of blacks and other minority students entering primarily white universities as freshmen; and (2) to determine what universities are actually employing in selecting black and other minority students in order to shed light on the relationship between research and practice.   [More]  Descriptors: Admission Criteria, Admission (School), Black Influences, Black Power

Fay, George E., Comp. (1968). Charters, Constitutions and By-Laws of the Indian Tribes of North America, Part V: [The Indian Tribes of Oklahoma (Alabama-Quassarte to the Osage)]. As Part V of a series of publications of American Indian tribal governmental documents, this volume contains charters, resolutions, constitutions, and by-laws of some of the Indian tribes in Oklahoma. Twenty such documents are presented, representing the following Indian groups: Alabama-Quassarte, Caddo, Cherokee Nation and United Keetoowah, Cheyenne-Arapaho, Comanche, Delaware, Iowa, Kaw, Kialegee, Kickapoo, Miami, and Osage. Ten tribes are listed as not having developed their constitutions at the time of this writing. Presented in the initial section of the publication is the Oklahoma Indian Welfare Act, which authorized formation of self-governing bodies by the Indian tribes. As noted, the Act was also intended to promote the general welfare of Oklahoma's Indians and acknowledges the continued responsibility for guardianship and continuance of the policy of the government to establish justice for, and to promote general welfare of, Indians of the United States. Provided under the Welfare Act are sections of the statutes whereunder all Indians may be accorded all rights, opportunities, and privileges. A map shows locations of Oklahoma Indian tribes.   [More]  Descriptors: Administrative Policy, American Indians, Governmental Structure, Laws

Commission on Civil Rights, Washington, DC. (1971). The Unfinished Education; Outcomes for Minorities in the Five Southwestern States. Mexican American Educational Series. "The basic finding of this report is that minority students in the Southwest–Mexican Americans, blacks, American Indians–do not obtain the benefits of public education at a rate equal to that of their Anglo classmates. This is true regardless of the measure of school achievement used." The U.S. Commission on Civil Rights has sought to evaluate school achievement by reference to 5 standard measures: school holding power, reading achievement, grade repetitions, overageness for grade assignment, and participation in extracurricular activities. Without exception, minority students achieve at a lower rate than Anglos: their school holding power is lower; their reading achievement is poorer; their repetition of grades is more frequent; their overageness is more prevalent; and they participate in extracurricular activities to a lesser degree. In addition to an analysis of these findings, the document contains 4 tables, 12 figures, and appendixes containing a superintendents' questionnaire, a principals' questionnaire, a discussion on methodology used to estimate holding power, 7 selected tables from other sources, findings of related studies on achievement, and 6 reading levels tables (by school ethnic composition and by state). A related document is ED 052 849.   [More]  Descriptors: Academic Achievement, American Indians, Attendance, Blacks

Rix, Sara E., Ed. (1990). American Woman 1990-91: A Status Report. Third Edition. This volume provides an overview of how U.S. women and their families are faring. The contents include statistical information and articles on women's issues and documents the progress for and by women. The topics covered include: (1) African American families in the United States; (2) women and affordable housing; (3) child care; (4) gender equality and employment policy; (5) women and contingent work; (6) women in medical school; (7) women in business; (8) women in art; (9) Hispanic women; (10) Asian and Pacific American women; (11) American Indian women; (12) U.S. women's movement today; (13) women and the peace movement; and (14) emergence and growth of women's studies programs. Tables, charts, statistical data, and an extensive bibliography also are included. Descriptors: Civil Rights, Family (Sociological Unit), Family Status, Feminism

Tyler, S. Lyman (1964). Indian Affairs No. 2. A Work Paper on Termination: With an Attempt to Show its Antecedents. It was the purpose of this 1958 paper to demonstrate to the Commission on the Rights, Liberties, and Responsibilities of the American Indian how Indian tribes were first dealt with as sovereign nations and how this concept has changed through time (particularly from 1948 to 1958). When the sovereign-nations or treaty period came to a close, the Indian people were moved under the domination of Congress and the Bureau of Indian Affairs (BIA) and became wards of the U.S. Government. Next came a period when the Indians were compelled through the Allotment Act and educational influences to move toward complete acculturation and full citizenship, with those Indian people who remained on reservations being encouraged to adopt constitutions and to incorporate under charters as local communities that could bargain with business concerns, counties, states, and the Federal Government. The successes of the tribal groups led to termination of Federal responsibilities for those tribes because acculturation was assumed; however, the terminated tribes met with failure due to lack of resources. The result was fear by other Indian tribes that success meant termination. Thus, as long as the Termination Resolution remains on the books, it is felt that it will be difficult for Indian people to take full advantage of Federal programs. The paper contains 4 sections: The Historical Setting, The Recent Background to Termination Legislation, Canadian Enfranchisement Compared to Termination, and Identifying Kinds of Federal Withdrawal.   [More]  Descriptors: American Indian Reservations, American Indians, Attitudes, Community Control

Lopez, Andrew (1969). Minority Groups in New Mexico. The employment problem among minority groups (whites with a Spanish surname, American Indians, and Negroes) in New Mexico is the major consideration of this study. Minority groups are defined, and charts, maps, and graphs clarify the definition. The study brings together as much socioeconomic information as possible to aid the New Mexico State Employment Service in meeting the employment needs of minority groups. Two of the key findings isolated by the study were (1) that, despite having equal education, non-whites earned less than whites in New Mexico and (2) that there were factors other than education which seemed to prevent minority group members from obtaining jobs and salaries similar to majority group members with the same educational attainment. The document also includes reviews of basic State and Federal legislation related to equal employment opportunities of minority groups.   [More]  Descriptors: American Indians, Anglo Americans, Blacks, Civil Rights

Levitan, Sar A.; And Others (1975). Minorities in the United States: Problems, Progress, and Prospects. This book organizes and synthesizes basic factual information concerning the changing status of blacks, Puerto Ricans, Mexican Americans, and American Indians. It specifically provides the highlights of data on income, employment, and education of minorities and sketches the broad patterns as revealed through federally published statistics and other public and private resource documents. The book is divided into six chapters. Chapter one, an overview, emphasizes the need for a closer look at the difficulties of minority groups. Chapters two through five stress the particular problems of each group separately. Chapter six reviews the positive and negative aspects of the present situation and makes predictions for the future. Each chapter presents tables, charts, and graphs to accompany the text. Descriptors: American Indians, Black Education, Black Employment, Black Housing

Prucha, Francis Paul (1979). The Churches and the Indian Schools, 1888-1912. This book is about conflict between Protestants and Catholics over Indian mission schools in the late 19th and early 20th centuries. In the late 19th century, American Indian policy was dominated by Protestant humanitarian organizations that sought to Americanize the Indians in terms of the evangelical Protestant heritage from which the reformers came. The system of Catholic mission schools on Indian reservations was seen as a major obstacle to the development of a universal Indian school system maintained by the federal government. The Protestants, finding that the Protestant outlook that permeated government schools fulfilled their own goals, had largely abandoned their mission schools, while the Catholics looked upon government schools as institutions that would pervert the faith and morals of Indian children. The book begins in 1888, when it first became clear that Catholic Indian schools were the principal beneficiaries of federal funds for mission schools, and ends in 1912, with the last great Protestant-Catholic flare-up over Indian schools. Between those dates, Catholics fought for the right of Catholic Indian parents to send their children to Catholic schools, for the restoration of rations to Indian children in mission schools, for the use of Indian trust and treaty funds as mission school support, for Catholic religious instruction in government schools, and for the right of nuns to wear their religious habit when teaching. Principal actors in these struggles were the Bureau of Indian Catholic Missions, the Indian Rights Association (a Protestant organization), federal agencies and officials, and the federal courts. Appendices include a Sioux petition for a Catholic contract school, a mission school contract, and general regulations for religious worship and instruction in government Indian schools. Contains references, notes, a bibliography, photographs, and an index. Descriptors: American Indian Education, Catholic Schools, Catholics, Court Litigation

Wilkins, David (1992). Who's in Charge of U.S. Indian Policy? Congress and the Supreme Court at Loggerheads over American Indian Religious Freedom, WICAZO SA Review. At present, Congress is resuscitating the process of bilateral agreements that would restore some tribal autonomy to participating tribes. On the other hand, the Supreme Court has upheld federal-agency property rights or state interests over Indian rights to practice traditional religions and frequent sacred places. Contains 120 references. Descriptors: American Indian Culture, American Indians, Civil Liberties, Constitutional Law

Villari, Mary Ann (1975). The Historical Precedents and Recent Development of Maine Indians' Bid for Recognition. Presenting an historical review of policy re Maine's American Indians, this monograph documents the development of: Indian policy prior to 1965 (treaties and legislation); the initial years of Maine's Department of Indian Affairs (DIA); Indian recognition and the courts; and recognition of Maine's off-reservation Indians. Specifically, this paper asserts that: (1) denial of Federal recognition has prevented Maine Indians from participating in Federal Indian policy, seeking protection via Federal statutes, or utilizing Federal courts as a means to retribution; (2) Maine has not recognized Federal sovereignty and has, by conferring certain rights to Indians, effectively treated them as welfare recipients; (3) a large group of Maine's Indians have not been recognized by either State or Federal government; (4) on initiation of the DIA, the means for strengthening self-determination was established, but lack of proper funding has assured welfare oriented operations; (5) both Indians and State officials look to the Federal Government for the means to increase funds; (6) a recent judicial decision making the Non-Intercourse Act applicable to Maine Indians promises clarification of the Federal obligation; (7) if Indian supervision is transferred to the Bureau of Indian Affairs, Maine should retain its DIA to serve in a liaison capacity. Descriptors: Accountability, American Indians, Federal Government, History

Gale, Nancy (1990). Pass the Word. A Resource Booklet for the Native American Community Concerning New Concepts about Alcoholism. Attitudes toward alcohol abuse are changing in Indian country. A number of separate but complementary attitudes are creating a circle of support in the fight against alcohol abuse. These new attitudes hold that: (1) Native Americans are not condemned by their race to a destiny of alcohol-related problems, but, rather, have a choice; (2) abstinence is an acceptable option; (3) the non-drinker need not be isolated and lonely; (4) the community is responsible for addressing alcoholism and drug abuse and must act to offer alternative activities; and (5) success is possible. Among the new concepts about alcoholism that have emerged in the past decade are the ideas that alcoholism: (1) is a family and community disease; (2) affects multiple generations; (3) is the tip of an iceberg, riding atop a mass of other problems; and (4) often coexists with other specific problems such as depression and cultural shame. In the fight against alcohol abuse, American Indians have some special cultural attributes that can help them, including extended family networks, close-knit communities with strong identities, and holistic world views. Native Americans are headed in the right direction and must use their resources to maintain the movement against alcohol and drug abuse.   [More]  Descriptors: Alcohol Abuse, Alcohol Education, Alcoholism, American Indian Education

Weaver, Kenneth L., Ed. (1990). Reflections on Tribal Governance in Montana. This document discusses tribal governance as part of the "Native American Week" on Montana State University's Bozeman campus. The document contains a commissioned paper, a panel discussion, a speech, and a list of legal documents of tribal governments in Montana. The commissioned paper, "Federal Indian Policy: A Summary," by Walter Fleming explains how changing national policy has shaped the evolution of Montana tribal governance. Tribal presidents from each of the seven Montana Indian Reservations form the Tribal Governance Panel. They present the ongoing struggle of American Indians to achieve and sustain genuine Native American self-determination through tribal self-governance. Topics discussed include historical and current problems in cultural difference, federal-imposed policies on reservation administration, tribally controlled industries and economic development efforts, reservation schools, conservation of natural resources and claims, and water rights. The speech, "Look at the Past, Present, and Future of the Indian People," delivered by Earl Old Person, stresses education as a means to achieving self-determination, Indian leadership, and government responsibility. Finally, a list of legal documents are presented, including: the governing charters of all of Montana's seven reservations, the charter of the Little Shell Tribe of the Montana Chippewas, and the text of the Indian Reorganization Act of 1934 (which enabled these tribal charters).   [More]  Descriptors: American Indian Education, American Indian Reservations, American Indians, Cultural Differences

Maine State Dept. of Indian Affairs, Augusta. (1976). A Compilation of Laws Pertaining to Indians. State of Maine, July 1976. Compiled from the Maine Revised Statutes of 1964, the Constitution of Maine, and the current Resolves and Private and Special Laws, this document constitutes an update to a previous publication (January 1974), correcting errors and adding amendments through 1976. This compilation of laws pertaining to American Indians includes statutes on the following: Constitution of Maine (guaranteed loans for Indian housing, qualifications of voters, and trust funds); Department of Indian Affairs; Education (reservation schools and school committees); Elections (apportionment of Indian voting districts; state, county, and Federal; tribal–Passamaquoddy and Penobscot; and voting rights); Fish and Game (Atlantic Salmon; free licenses; hunting and trapping; tribal ordinances re: hunting, fishing, and trapping); Forestry (duties of foresters and Indian township forest resources); Highway (reservation roads and bridges); Housing Authorities; Human Services (destitute–Passmaquoddy, Penobscot, and non-tribal members and foster homes); Indians (Indians and tribes generally, Passamaquoddy, and Penobscot); Legislature, Indian Representatives (election of Passamaquoddy and Penobscot, general provisions, and special license plates); Liquor; Miscellaneous Provisions (dogs, off-reservation Office of Indian Development, ordinances, public dump, shade trees, and zoning); Motor Vehicles (excise taxes and trailers); Treaties and Act of Separation. Descriptors: Agencies, Alcoholic Beverages, American Indian Reservations, American Indians