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

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

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

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

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

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

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

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

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

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

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

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

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

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

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