This bibliography is reformatted and customized by the Center for Positive Practices for the Positive Universe: Earth Protection Team website. Some of the authors featured on this page include Alexa Scully, Marjane Ambler, Elizabeth Yeager Washington, Washington Bureau of Indian Affairs (Dept. of Interior), Michael Smith, Frederick C. Wilson, Betsy Lee, Washington National Council on Indian Opportunity, Dick Disney, and Sheilah E. Nicholas.
(1977). Barriers to Health Care: The Unique Problems Facing American Indians, Civil Rights Digest. Poverty, discrimination, and physical and cultural isolation are among the problems which prevent American Indians from receiving adequate health care. The Federal government has special responsibilities and legal obligations to the Indian people. To meet these responsibilities and obligations, the government must improve the access to and availability of health services. Descriptors: American Indians, Cultural Isolation, Economic Factors, Federal Legislation
(1979). Charles Eastman: The Story of an American Indian. Dr. Charles Alexander Eastman was a product of two worlds–the Indian and the White. A member of the Santee Sioux Tribe, he was respected and admired in both of these worlds for the work he did on behalf of American Indians, first as a young doctor caring for the sick on the Reservation, and later as a writer and speaker, showing the richness of native American culture to white Americans. He was the most famous American Indian of his time. As a very young child he was among the Sioux driven from their Minnesota homeland in 1863 into Canada. There he was raised by his grandmother and uncle. For most of his childhood the boy Ohiyesa thought he was an orphan, but when he was fifteen his father found him after a long search and brought him back to the United States. There he was baptized, given his new name, and started to school. Eighteen years later he graduated from Boston University with a degree in medicine. Eastman's first job was as a doctor to the people of the Sioux Pine Ridge Reservation, where he quickly became frustrated and angered at the callous, inhumane treatment his people received. The rest of his life was spent speaking on behalf of the American Indians, imploring Washington officials to respect treaty rights, writing and lecturing about Indian ways and trying to preserve their fast-disappearing culture. Although he lived during a time of terrible change for his people, Eastman also lived to see the resurgence of Indian rights in the 1930's. This book is one of a series of biographies of famous American Indians. It is written for grade 5 and up. Descriptors: Acculturation, American History, American Indian Reservations, American Indians
(2010). What the White "Squaws" Want from Black Hawk: Gendering the Fan-Celebrity Relationship, American Indian Quarterly. Americans in the East were great fans of Black Hawk, whose popularity on tour overtook that of Andrew Jackson's parallel tour of the Northeast. Undoubtedly, then, Black Hawk was a celebrity. He remained popular even in 1837, when he attended Catlin's gallery opening in New York, which included his 1832 painting of Black Hawk. Black Hawk may also have been a conduit through which white women could imagine escape from the confining and "polite" parlors of eastern cities that Black Hawk toured. To these female fans Black Hawk may not have been just Jackson's official symbol to show that savagery could no longer threaten the civilization of America and its right to internally colonize the North American continent. But no matter how his female fans actually felt, their identities were used to further a political, nationalist agenda that actively denied miscegenation as a method for becoming a unified American culture. As part of that agenda, Black Hawk's identity was also constructed, commodified, circulated, and consumed through the culture via newspaper editors and his own autobiographical response. The relationship between celebrity and fans is, at least in Black Hawk's case, culturally important as a public manifestation circulated through the media. [More] Descriptors: Whites, American Indians, Tribes, United States History
(2012). The Effect of Arizona Language Policies on Arizona Indigenous Students, Language Policy. This article discusses the effect of Arizona's language policies on school districts serving Native American students. Although these policies were designed to restrict the access of Spanish-speaking immigrant and citizen students to bilingual education programs, their reach has extended into schools and school districts serving Native Americans. Arizona's coercive and contradictory language and education policies for English language learners thus provide an instructive example of the "phenomenon of unintended consequences". Nonetheless, that such policies may be unintentional make them no less egregious. The authors argue that Arizona's language policies, together with the difficult reporting mandates of the federal No Child Left Behind Act, have compromised tribal efforts to revitalize endangered Indigenous languages and abrogated their federally recognized, though frequently ignored, rights to self-determination and sovereignty. The article discusses these and other inconsistencies between federal and state-supported policies that both create and foreclose educational opportunities and spaces for Indigenous communities. [More] Descriptors: Federal Legislation, American Indians, Bilingual Education, Second Language Learning
(1986). American Indians Today: Answers to Your Questions. This booklet attempts to answer briefly the most common questions about American Indians asked by students, people who believe they have Indian ancestors, individuals who want to visit or volunteer to work on a reservation, or those who want to know the current Indian policy. Separate sections outline President Reagan's American Indian policy; current federal appropriations for Indian affairs; statistics about the 1,418,195 American Indians, Eskimos, and Aleuts from about 504 federally recognized tribes who occupy about 300 federal Indian reservations and 53 million acres of trust lands; programs and responsibilities of the Bureau of Indian Affairs; and demographic information on Indian birth rates, infant death rates, life expectancy, causes of death, and suicide rates. A section of questions and answers defines/describes what an Indian is, what a tribe is, how Indians become tribal members, what an Indian reservation is, the number of Indian languages, military service of Indians, relationship to the federal government, citizenship and voting rights, legal rights and obligations, treaty relationships, and tribal governments. Among additional information sources presented are a selected 61-item bibliography, 5 sources of Indian photographs, a list of Bureau of Indian Affairs Area Offices, and a list of 14 national Indian organizations. [More] Descriptors: American Indian Culture, American Indian Education, American Indian Reservations, American Indians
(2011). "Dine Bikeya": Teaching about Navajo Citizenship and Sovereignty, Social Studies. The Navajo Nation, comprising the largest land area allocated mainly to a Native American jurisdiction in the United States, offers a unique opportunity to enhance students' understandings of citizenship rights and sovereignty. For example, what does sovereignty mean on the reservation? What is the relationship between the Navajo Nation and the U.S. government? What is the relationship between the Navajo people and the U.S. Constitution? In this article, the authors provide a brief overview of the history and governmental structure of the Navajo Nation, and then offer specific ideas and resources for teaching about Navajo history and sovereignty, legislation and sovereignty, and court cases and sovereignty. The appendix includes a comprehensive list of relevant court cases, along with book and website recommendations. [More] Descriptors: Citizenship, Navajo (Nation), Governmental Structure, Court Litigation
(2014). Reclaiming Indigenous Languages: A Reconsideration of the Roles and Responsibilities of Schools, Review of Research in Education. In this chapter, the authors offer a critical examination of a growing field of educational inquiry and social practice: the reclamation of Indigenous mother tongues. They use the term "reclamation" purposefully to denote that these are languages that have been forcibly subordinated in contexts of colonization. Language reclamation includes revival of a language no longer spoken as a first language, "revitalization" of a language already in use, and "reversal" of language shift (RLS), a term popularized by Joshua Fishman (1991) to describe the reengineering of social supports for intergenerational mother tongue transmission. All of these processes involve what Maori scholar Margie Kahukura Hohepa (2006) calls "language regeneration," a term that speaks of "growth and regrowth," recognizing that nothing "regrows in exactly the same shape that it had previously, or in exactly the same direction. The causes underlying shift from a community language to a dominating one are complex and power linked. The authors' goal is to peel back the layers of that complexity. This review is organized around two foci: (1) School-based language reclamation: whether or how schools might be efficacious sites for language reclamation; and (2) Geographic: Native North America illuminates the wide range of language planning challenges and possibilities that attend the sociohistorical, educational, and sociolinguistic circumstances of diverse Indigenous peoples, as well as crosscutting themes of language education policy, sovereignty, and human rights. [More] Descriptors: Indigenous Knowledge, Educational Research, Native Language, Language Maintenance
(1975). Student Rights and Responsibilities. A Law Focused Curriculum for American Indian High School Students. Curriculum Bulletin No. 18.01. The guide outlines a course to provide high school students with learning experiences in the political/governmental and legislative process. Designed as a semester course, the course aims to teach American Indian youth their rights and responsibilities under the U.S. Constitution and under their respective state and tribal governments, and to develop an awareness and an understanding of the concepts, principles, and functions of student rights and responsibilities both within the school and community environment. Consisting of 11 units, the course covers basic types of educational systems and laws, jurisdiction of courts, sources of law, the Bill of Rights, the right to privacy, student body constitution, due process in the school and in the community, the Indian Bill of Rights, voter education, fair trial/free press, consumer rights and responsibilities, and sources of authority for Indian schools and programs relating to American Indians. Briefly discussed are the course objectives, student competencies, student evaluation, and teaching strategies for law focused education (small groups, peer teaching, films, field trips, speakers, simulation games, and case studies). Also included are a 19-item bibliography and lists of 6 law-related audiovisuals (source, series, film title, and level) and 6 supplemental materials. [More] Descriptors: American Indians, Audiovisual Aids, Civil Liberties, Course Content
(1973). The Constitutional Status of American Indians: The Legal Position of Native Americans, Civil Rights Digest. Argues that an understanding of the unique legal status of American Indians is essential to appreciating the myriad of problems faced by the more than 300 tribes in the U.S.: Indian law is a complex field based upon numerous treaties, statutes, regulations, and court decisions. Descriptors: American Indian Reservations, American Indians, Civil Rights, Constitutional History
(1983). The Rights of Indians and Tribes. An American Civil Liberties Union Handbook. Published in cooperation with the American Civil Liberties Union, the guide sets forth the rights of American Indians under the present law and offers suggestions on how these rights can be protected. Using a question and answer format, the book covers the changes in Indian policies from the Northwest Ordinance of 1787 to the present day, explaining the complex pattern of tribal, state, and federal laws which govern American Indians. Seventeen chapters discuss the history of federal Indian policy; definitions of "Indian,""Indian tribe,""Indian country," and Indian title;" trust responsibility; Indian treaties; federal power over Indian affairs; tribal self-government; state power over Indian affairs; criminal jurisdiction in Indian country; civil jurisdiction in Indian country; taxation; hunting, fishing, and gathering rights; Indian water rights; civil rights of Indians; the Indian Civil Rights Act; special status of certain Indian groups; government services to Indians; and judicial review. Five appendices excerpt passages from the Indian Civil Rights Act, Public Law 83-280, the General Crimes Act, the Major Crimes Act, and Title 18, U.S. Code, (the section defining "Indian Country.") An effort has been made to note those parts of the law where changes may occur. Descriptors: American Indian History, American Indians, Civil Liberties, Civil Rights
(2012). Decolonization, Reinhabitation and Reconciliation: Aboriginal and Place-Based Education, Canadian Journal of Environmental Education. Aboriginal/Indigenous education is being increasingly emphasized in Faculties of Education across Canada. Through self-study as an instructor of a mandatory course in Aboriginal education in a Faculty of Education, the author is exploring the use of local, place-based education in the fostering of cross-cultural understanding of Aboriginal and non-Aboriginal Canadians as having interrelated histories and contemporary realities in Canada. Place-based education has the potential to further the goals of Aboriginal education: to serve Aboriginal learners as a tool of resurgence and sovereignty, to disrupt racialized perceptions of Aboriginal peoples, to create awareness of the cultural location of all peoples and pedagogies, and to create right relation between the peoples and the lands of Canada through decolonization, reinhabitation, and reconciliation. [More] Descriptors: Foreign Countries, Teacher Educators, Self Evaluation (Individuals), Canada Natives
(1979). Materials Developed from American Indian Culture-Based Curriculum Workshop (Tacoma, Washington, April 18-19, 1979). Book Three. The major thrust of the third American Indian Culture-Based Curriculum Workshop was the development of ideas and materials oriented toward American Indian stories and legends in such a manner that librarians could acquire the needed skills and knowledge to ensure their authenticity and proficiency of presentations to both Indian and non-Indian children. Materials presented in this resource include eight flannelboard stories/legends (How the Bear Lost His Tail, How Rabbit Stole Fire, I Am Raven Who Makes Things Right, Mt. Rainier and the Great Flood, Raven Helps the Indians, Skunk, The Girl Who Loved Wild Horses, and Why Bluejay Hops); a puppet story (Hand Puppet Legends); and three miscellaneous activities (Burlap Mask, Storytelling Campfire, and Portable Puppet Stage). Each entry consists of purpose of activity, materials needed, technique to use for activity, references used, narrative text of story, background information (if available), procedure to conduct activity, and patterns/illustrations to present the activity. Descriptors: American Indian Culture, American Indian Education, American Indian Literature, American Indians
(1969). Public Forum Before the Committee on Urban Indians in L.A., Calif. (Dec. 16-17, 1968); Dallas, Tex. (Feb. 13-14, 1969); Minneapolis-St. Paul, Minn. (Mar. 18-19, 1969); San Francisco, Calif. (Apr. 11-12, 1968); Phoenix, Ariz. (Apr. 17-18, 1969). The proceedings of public forums of the National Council of Indian Opportunity are recorded in these 5 documents. These forums were designed to gain information on the condition of urban American Indians living in Los Angeles, Minneapolis-St. Paul, San Francisco, Dallas, and Phoenix. Included in each of the documents are discussions on such factors as Indian education, housing, employment, recreation, social services, and justice. The council was to identify specific problems of urban Indians and make recommendations to the Office of Economic Opportunity and other Federal agencies assisting American Indians. Descriptors: American Indians, Biracial Committees, Civil Rights, Education
(2010). Revising Race: How Biracial Students are Changing and Challenging Student Services, Journal of College Student Development. This research investigates the relationship between biracial college students and race-oriented student services (e.g., Office of Black Student Services). These services are organized around conventional understandings of race that assume there are five, discrete racial categories, namely, Black/African American, Latino/a, White, Asian American, and Native American. Drawing on interviews (n = 60) with students and administrators at two universities, this article examines the problems that arise when students' racial identities are incongruent with universities' views of race. This study can assist practitioners in the development of services on campuses that are characterized by increasingly fluid racial terrains in the post-Civil Rights era. [More] Descriptors: African American Students, Race, Civil Rights, American Indians
(1994). Telecommunications: Where the Red Road Meets the Information Superhighway, First Nations Development Institute's Business Alert. This newsletter article addresses the increasing role of telecommunications and its effect on American Indian institutions. Advocates believe that telecommunications could make rural Indian reservations more viable places to live, work, educate children, and treat illnesses. Additionally, new technology could revolutionize reservation economies. However, before Indian communities leap onto the "information superhighway," they must be willing to take action to determine how the information system is designed and regulated. American Indian Telecommunications and Americans for Indian Opportunity (AIO) have attempted to educate Indian communities concerning the urgency and necessity of becoming a part of the telecommunications movement. American Indian Telecommunications was created to promote Indian use of computers and telecommunications in a culturally appropriate manner. AIO raised money and started INDIANnet, which provides subscribers with free job announcements, information from the Federal Register and several federal agencies, research services, and free access to Internet. Despite such growing involvement, Indian people must do much more at the national and local level with regard to the national telecommunications agenda. To protect their sovereign rights, tribal institutions must ensure the nation's telecommunications policies reflect various Indian concerns including privacy of data, cost sharing, safeguarding traditional tribal beliefs and values, and encouraging Indian people to become producers of media as well as consumers. [More] Descriptors: American Indian Education, American Indian Reservations, American Indians, Elementary Secondary Education