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 Teresa Davis LaFromboise, Madison. Wisconsin State Dept. of Public Instruction, Phoenix. Arizona Commission of Indian Affairs, Patricia Ames, Kit Boesch, Mark Monroe, Washington Congress of the U.S., Carolyn Reyer, Paulette Fairbanks Molin, and Kathryn Oneita.
(1996). Wisconsin Indian Treaties and Tribal Sovereignty. Classroom Activities. This guide contains information and learning activities for teaching elementary and secondary school students about federal-Indian relations, treaty rights, and tribal sovereignty in Wisconsin. The guide was developed to meet provisions of the 1989 Wisconsin Act 31 that required social studies curriculum to include instruction on treaty rights and tribal sovereignty. The first three sections are self-contained teaching sections for elementary, middle, and high school students that begin with a brief overview of Wisconsin Indian cultures, political structures, and relationships to the environment. Each section includes nine learning activities that address the nature of the federal-Indian relationship up to the end of the treaty-making era, examine reservations established for Wisconsin Indians and the status of nonreservation Indians, consider the relationship of acculturation to treaty rights, and explore the reaffirmation of treaty rights and the status of Wisconsin Indian peoples today. Each lesson consists of objectives, concepts, fundamentals, treaties, procedures, and a list of additional resources. The fourth section of the guide provides fundamental materials for each learning activity including pretests, maps, primary source materials such as treaty journals and manuscripts, and information on tribal life; the federal-Indian relationship; Indian gaming and economic development; and other matters concerning American Indian tribes in Wisconsin. The fifth section includes the 29 treaties that were negotiated between the Indians of Wisconsin and the United States government, 1795-1856. Appendices include a glossary, a list of Wisconsin Native American Tribal and Intertribal Offices, and a bibliography. [More] Descriptors: Acculturation, American Indian Culture, American Indian History, American Indians
(1994). Indian Country: A History of Native People in America and Indian Country: Teacher's Guide. Appropriate for the middle grades through junior high school, this book and accompanying teacher's guide provide a curriculum for teaching American Indian history. Following an overview of the European encounter and the early years of White penetration into North America, the book focuses on five distinct periods of U.S. government policy toward American Indians: (1) separation–removing Indians from the land that Whites desired and drawing boundaries between the two peoples; (2) coercive assimilation–replacing Indian ways with White ways and pushing Indians to become self-sufficient farmers under conditions dictated by Whites; (3) tribal restoration, phase one, during which Whites made an about-face and encouraged Indians to maintain their corporate tribal existence; (4) termination–breaking off all relationships of protection and assistance by the federal government; and (5) tribal restoration, phase two, during which tribal corporate adaptation to American society was again encouraged and cultural choice was reaffirmed. The last chapter of the book addresses contemporary issues affecting Native Americans, including development of political influence and economic self-sufficiency; restoration of tribal lands and artifacts; recognition and reclamation of U.S. treaty rights and trust responsibilities; and other issues pertaining to culture, language, health, and education. Each chapter includes lesson plans, supplementary readings, and a summary. The book also includes additional references and resources for each chapter, a bibliography, and an index. The teacher's guide provides maps, graphs, and documents that may be duplicated for classroom use; sections on the interpretation of history; lesson plans on Native American culture and spirituality; biographies of contemporary Indian people; guidelines for selecting books on Native Americans; suggestions and guidelines for arts, crafts, and activities; and an annotated bibliography of resources on Native Americans. Descriptors: Acculturation, American Indian Culture, American Indian Education, American Indian History
(1999). Report on Tribal Priority Allocations. As part of Bureau of Indian Affairs (BIA) funding, Tribal Priority Allocations (TPA) are the principal source of funds for tribal governments and agency offices at the reservation level. According to their unique needs and circumstances, tribes may prioritize funding among eight general categories: government, human services, education, public safety, community development, resources management, trust services, and general administration. In 1997, Congress directed the BIA to examine options on other methods of distributing TPA funds based on identified tribal need. This report summarizes findings of a BIA/tribal workgroup on this issue. Chapter 1 describes background issues: wide variations among Indian tribes and lands that impede development of one funding formula; American Indians' severely disadvantaged status; Federal trust responsibilities to Indians; and the right of tribal governments to have their priorities respected. Chapter 2 recounts the historical and legal basis for federal services to tribes. Chapter 3 discusses measures of tribal need and finds that current funding meets only one third of identified needs. Chapter 4 covers measures of tribal revenue, noting that revenue must be used not only for current operations but also to repair 150 years of neglect. Chapter 5 presents results of tribal consultation. There is no support for reallocation of resources, and given that fewer than 10 percent of tribes have enough revenue to provide a full range of services to their citizens, reallocation of base funds is not cost effective. Chapter 6 presents conclusions: base funding to tribes should not be redistributed; the same principles for determining state and local eligibility for federal funds should be applied to tribes; and an appeal process must be established for tribes affected by any change in TPA policies. Appendices describe TPA programs and list federal domestic assistance programs for which tribes may or may not apply. [More] Descriptors: American Indians, Disadvantaged, Elementary Secondary Education, Federal Indian Relationship
(1974). Report On: Arizona Indian Water Rights Conference (White Mountain Apache Reservation, August 21-23, 1973). Established by the Arizona Legislature in 1953, the Arizona Commission on American Indian Affairs serves as the official link between the tribal autonomies and the State government, its legislature, and elected officials. Its primary purpose has been to study conditions among Indians residing within the State. Among the commission's goals are: (1) improving communications, understanding, and working relationships between all concerned; (2) promoting understanding and fellowship in the area of Indian affairs; and (3) cooperating and assisting tribes in developing self-determination. The commission sponsored the first Arizona Indian Water Rights Conference to discuss water rights which affect Indian reservations. Attending the conference were tribal leaders, State and Federal government officials, and leaders of State and national Indian organizations. Tribal leaders from the Ak-Chin, Camp Verde, Colorado River Tribes, Fort McDowell, Navajo, Hualapai, Kaibab-Paiute, Fort Mohave, Salt River, Fort Yuma, and Gila River Indian Reservations discussed their status on water rights. Legislation and other areas of concern on the national level which affect Arizona tribes were also discussed. This report presents the discussions held at the conference. [More] Descriptors: Agency Role, American Indian Reservations, American Indians, Conference Reports
(1982). Assertion Training With American Indians: Cultural/Behavioral Issues for Trainers. Assertiveness training, a current preferred method of training appropriate communication skills, strives to teach a behavior which enables a person to act in his/her own interests, to express honest feelings comfortably, or to exercise one's own rights without denying the rights of others. Assertion training could be envisioned as an intervention strategy for Indians to create conditions for a new era in which their future is determined by Indian acts and Indian decisions in pursuit of entitlement to services rather than their need for services. Designed to aid educators, human development specialists, and mental health professionals in developing assertion training programs with American Indian people, the manual discusses assertive behavior; elements of Indian culture and Indian thinking; a selected assertion training model composed of instruction, modeling, behavior rehearsal and feedback; application of assertion training to express Indian rights and responsibilities; aspects of communicating messages involving combined influences, perceptions, and interpretations of mutual role expectations of Indian and white and cultural differences. Other chapters discuss Indian non-verbal communications; assertion training with Indian adults; practical and ethical considerations for trainers; and assessment of Indian assertive behavior. Appendices provide references, a workshop agenda, and suggested exercises for assertion training. [More] Descriptors: American Indian Culture, American Indian Education, Assertiveness, Behavior
(1964). THE NAVAJOS. A STUDY OF NAVAJO AMERICAN INDIANS IS PRESENTED. INCLUDED ARE THE TRIBE'S HISTORY, RESOURCES, ECONOMIC SITUATION, AND WAYS TO IMPROVE IT. THE NAVAJOS ARE DIFFERENT FROM OTHER AMERICAN INDIAN TRIBES IN THAT THEY ARE RAPIDLY INCREASING, THEY HAVE INCREASED THE SIZE OF THEIR RESERVATION, THEY STILL LIVE IN ISOLATION AND IN A PRIMITIVE FASHION, AND THEY STILL SPEAK THEIR NATIVE TONGUE. UNTIL WORLD WAR II, DESPITE PRESIDENTIAL ORDERS WHICH GAVE THEM MORE LAND, THEY STILL DID NOT HAVE ENOUGH AND KEPT TO THEIR OLD WAYS OF EKING OUT LIVINGS FROM SHEEP RAISING, MELON AND SQUASH CULTURE, RUG WEAVING, SILVERSMITHING, AND PART-TIME FARM AND RAILROAD WORK OFF THE RESERVATION. AT THE END OF THE WAR AND AFTER CONTRIBUTING TO THE WAR EFFORT, THE LIVES OF THE NAVAJOS WERE CHANGED BY THE DISCOVERY OF OIL ON THEIR LAND AND THE PAYMENT BY DRILLING COMPANIES OF HUGE SUMS FOR THE LEGAL RIGHTS, AND BY THE VOTING OF FEDERAL FUNDS FOR THE REHABILITATION OF NAVAJOS AND HOPIS. A REVOLUTION WAS CREATED IN EDUCATION WHEN UNIVERSAL SCHOOLING WAS ACHIEVED AND IN HEALTH SERVICES WHEN THE U.S. PUPLIC HEALTH SERVICE INTERVENED. SUGGESTIONS FOR IMPROVING THE LIFE OF THE PEOPLE RESTS ON THE EXPLOITATION OF THEIR ECONOMIC POTENTIALITY. THEIR INCREASING POPULATION MAY BECOME A POOL OF VALUABLE MANPOWER. THE TOURIST INDUSTRY SHOULD BE DEVELOPED, BECAUSE THEIR SPECTACULAR SCENERY WOULD ATTRACT MILLIONS AND MAKE MOTELS, RESTAURANTS, AND SHOPS VERY PROFITABLE VENTURES. VAST COAL DEPOSITS CAN BE DEVELOPED TO PROVIDE TRIBAL INCOME AND A BASIS FOR A FIRM ECONOMY. IF A PENDING GOVERNMENT DAM AND IRRIGATION PROJECT MATERIALIZES, THERE WILL BE 100-ACRE FARMS FOR 1,200 FAMILIES AND MANY ALLIED SERVICE INDUSTRIES. INDUSTRIAL DEVELOPMENT AND MANAGEMENT ASSISTANCE IS BADLY NEEDED. Descriptors: Economic Climate, Education, Navajo, Occupations
(1986). Circles of Women. Professionalization Training for American Indian Women. A Manual for Counselors, Teachers, Workshop Leaders and Trainers. This manual is a resource guide for leadership training workshops for American Indian women. Section I of the manual presents an overview of critical issues involved in the professionalization of American Indian women, including (1) the traditional roles of Indian women, and their precedent for contemporary professional roles; (2) the major issues and problems facing Indian women today, particularly in terms of acculturation stress, difficulties in maintaining the extended family, and pressures for bicultural competence; and (3) professionalization as an extension of traditional roles and as a means of coping with contemporary problems. This section identifies obstacles faced by Indian women interested in professional careers and clarifies the need for skills training in various areas. Section II of the manual is a complete workshop series on: enhancing self-esteem, acquiring culturally appropriate assertiveness skills, planning careers both on and off the reservation, and developing financial management abilities. The workshop materials include a brief overview of the issue, options for presentation of a one-day or three-day agenda, specific training instructions and exercises with training worksheets, references, and suggested readings. Activities, modeling, feedback, and homework assignments are included along with a brief list of preparatory activities, logistics, and a workshop evaluation form. [More] Descriptors: Adult Education, American Indian Education, Assertiveness, Behavior Patterns
(1996). Rationale and Needs for Stabilizing Indigenous Languages. Although American Indian and Alaska Native communities have largely won the legal right to maintain their languages and cultures, they lack the "effective right" to do so. The effective right means access to the tools for getting the job done–the knowledge, strategies, and resources necessary to resist destruction of languages and cultures. This rationale and needs statement documents the importance of indigenous languages as an irreplaceable cultural knowledge and as a cornerstone of indigenous community and family values. It reviews past government policies to eradicate indigenous languages and the reversal of those policies with the new federal policy of Indian self-determination over the last quarter century. In the 1990s, support for self-determination and for the maintenance of Native languages and cultures has been demonstrated by the Native American Languages Act of 1990, the work of the Indian Nations At Risk Task Force and the White House Conference on Indian Education, and the United Nations International Year for the World's Indigenous People. Following a summary of tribal educational and language policies, several courses of action are recommended to assist Native communities in developing the effective right to maintain their languages. These actions focus on fostering innovative community-based strategies, directing research toward analyzing community-based successes, fostering cooperation between communities and organizations, and promoting heightened consciousness of the catastrophic effects of language loss for both language minorities and the mainstream population. Contains 27 references. [More] Descriptors: Alaska Natives, American Indian Education, American Indian Languages, American Indians
(1977). Ethnic Heritage Project General Bibliography. The document lists approximately 280 ethnic heritage-related materials. Bibliographic citations for anthologies, plays, speeches, autobiographies, films, filmstrips, study guides, curriculum outlines, learning activities, and critical and historical studies for works published from 1950 through 1976 are annotated. The materials consider cultural conflicts, chronicle the history of cultural groups in the United States, and present the art, music, dance, literature, and religion of ethnic groups. The general bibliography categories are American Indian, Asian, Australian, Black American, Caribbean, Chinese, French, German, Greek, Irish, Italian, Japanese, Jewish, Latin American, Polish, Puerto Rican, Russian, Spanish/Portugese, General, and Professional. Entries are organized alphabetically by author according to type of material. [More] Descriptors: American Culture, American Indians, Annotated Bibliographies, Blacks
(1993). American Indian Agricultural Resource Management Act. Reports To Accompany H.R. 1425, from the Committee on Indian Affairs, Senate (Calendar No. 298), and from the Committee on Natural Resources, House of Representatives, 103d Congress, 1st Session. Of the 54 million acres of Indian-owned lands held in trust by the United States, approximately 75 percent is used for agricultural production. Nevertheless, in 1993 over 1.1 million acres of Indian agricultural lands lay idle. The American Indian Agricultural Resource Management Act seeks to establish a viable system for management and administration of Indian owned agricultural lands, enhance the production capabilities of Indian ranchers and farmers, affirm the authority of tribal governments in the management of Indian agricultural lands, and enhance educational opportunities for Indian students in the management of Indian natural resources. These two reports recommend passage of the act, and describe demographic and historical background for Indian agricultural programs; Bureau of Indian Affairs (BIA) agriculture programs and their staffing; educational and employment opportunities for Native students; and committee and tribal concerns about bureaucratic delays, civil trespass on Indian lands, leasing of Indian agricultural lands, and the rights of Indian landowners. Title II of the act creates: (1) 20 federally funded internship positions for American Indian and Alaska Native students enrolled full-time in an agricultural resources study program; (2) a cooperative education program with tribal colleges to recruit Native agricultural students for employment in federal agencies; (3) scholarships for Indians enrolled in accredited agriculture-related programs; (4) an agricultural resource education outreach program for Indian youth; and (5) federal employment for Indian graduates of tribal or BIA agriculture programs, possibly in exchange for assumption of student loans. Includes section-by-section analysis of the act and a cost estimate by the Congressional Budget Office. [More] Descriptors: Agricultural Education, Alaska Natives, American Indian Education, American Indian Reservations
(1994). An Indian in White America. In his autobiography, Mark Monroe relates his life experiences as a Lakota Sioux Indian in White America. The book begins with Monroe reminiscing about his happy childhood on the Rosebud Reservation in South Dakota. In 1941 his family moved to Alliance, Nebraska, and his father Dakota. In 1941 his family moved to Alliance, Nebraska, and his father got a job picking potatoes on a farm. It was here that Monroe felt the first sting of White America's racism from signs outside local businesses that read "No Indians or dogs allowed." For many years, his family lived in poverty. When he became of age, Monroe enlisted in the military, and for the first time in his life he experienced acceptance and respect. Upon his return to the United States, he worked as a baker. During this same time, Monroe fell into a life of alcoholism, begun years earlier with social drinking. Eventually, he became physically ill and was unable to keep his job. Following rehabilitation, he ran for Police Magistrate and was the first Indian to have filed for public office in Alliance. Though he lost the election, he gained community support and a growing sense of dignity from the campaign. From his own experience, Monroe became aware of the cultural differences between Indian alcoholism and White alcoholism. This understanding led to his work with Indian alcoholics at the Panhandle Mental Health Center in Scottsbluff, Nebraska. Since his recovery, Monroe has been an active participant in his community and continues to fight for the legal rights of American Indians. In 1973, he founded the American Indian Council, an organization that offers a variety of health, educational, and social programs, including a nutrition program, a hospital busing program, GED classes, job training and placement services, and alcohol counseling. Descriptors: Activism, Alcoholism, American Indian Culture, American Indian Education
(1974). Student Rights and Responsibilities. A Review of the Draft of Program Guidelines. Research and Evaluation Report Series No. 25-A. The Bureau of Indian Affairs (BIA) has undertaken a general program development activity in the area of student rights and responsibilities. In August 1973 a committee of professional educators was appointed to develop guidelines for the Student Rights and Responsibilities Program. During December 1973 and January 1974, the draft of the guidelines was circulated to 195 BIA schools, the 12 area offices, who distributed it to tribal leaders, the American Indian Law Students Association at the University of New Mexico, and the National Indian Youth Council. Items used to elict response were: suggested changes and additions, weakest features, strongest features, and general comments. This report is important to the total thrust in the Student Rights and Responsibilities Program since it shows that each step of the program's development was reviewed in some form or another at the grassroots level of education. A brief analysis of reactions to the draft guidelines, a copy of the instrument used relative to the review, actual comments, and a copy of the draft are included in this report. [More] Descriptors: American Indians, Federal Programs, Guidelines, School Policy
(1997). Women of Hope: Native American/Hawaiian. Study Guide. This study guide accompanies a poster series and documentary video about 12 American Indian, Alaska Native, and Native Hawaiian "women of hope." The women vary by age, education, profession, and geographic locale, but they share an unwavering commitment and dedication to their people's struggle to survive and flourish as distinct cultures. The women are Lori Arviso Alvord (Navajo), a surgeon who straddles two cultures; Charlotte A. Black Elk (Lakota), a scholar who supports Lakota traditional stories with Western scientific evidence; Carrie and Mary Dann (Western Shoshone), sisters involved in a 20-year legal battle with the federal Bureau of Land Management; Joy Harjo (Muscogee Creek/Cherokee), poet, musician, and professor; Pualani Kanahele (Hawaiian), teacher and preserver of Hawaiian culture and language; Winona LaDuke (Anishinaabe), Chippewa activist whose work focuses on land rights and environmental issues; Wilma Mankiller (Cherokee), activist and first woman Chief; Muriel Miguel (Kuna/Rappahannock), dancer, actress, and founder of Spiderwoman Theater; Janine Pease-Pretty on Top (Crow), founder and president of Little Big Horn College; Joanne Shenandoah (Oneida), singer and storyteller; Jaune Quick-to-See Smith (Flathead), artist; and Rosita Worl (Tlingit), anthropologist active in cultural preservation. Following biographical profiles of the 12 women, the guide includes reading materials and student activities related to tribal sovereignty, the political role of Haudenosaunee (Iroquois) women, Native women in leadership positions, preservation of Native languages, oral tradition, environmental issues, conservation, music and dance, overcoming negative expectations in school and society, American Indian stereotypes, and creating a "circle of strength" in the classroom. Also included are census facts about Native Americans and a 129-item bibliography. [More] Descriptors: Activism, Alaska Natives, American Indian Culture, American Indian Education
(1975). American Indian Education in Wisconsin: A Report. In spring 1973 the State of Wisconsin mandated the Council on Indian Education in an effort to involve Indian people, not only as advisors but as a working committee, to assess and promote quality Indian educational opportunities. Objectives outlined at the first meeting included collecting information from state agencies concerning Native Americans; disseminating program information to the public; determining responsiveness of state agencies; compiling recommendations to Wisconsin's Equal Rights Council for proposed legislation; recommending improved quality of education and equal employment for Native Americans; and recognizing Native American individual rights and tribal self-determination. Limitations experienced by the Council included: Indian involvement, personnel selection, non-support of educators and public officials; lack of community support and public schools; understanding of tribes and local Indian education committees; and little communication among Council members. The Council submitted 18 recommendations, of which 4 were prioritized. They recommended continuing research of Indian educational needs; improving and enriching educational efforts in the state by teaching Indian history and culture; requesting from state agencies how Indian education can be improved and supplemented through ongoing program efforts; and designing legislation to upgrade the quality of education for American Indians in Wisconsin. Appendices include meeting minutes, budget requests, and handouts. Descriptors: American Indian Education, Committees, Cultural Enrichment, Curriculum Evaluation
(2012). Language, Culture and Identity in the Transition to Primary School: Challenges to Indigenous Children's Rights to Education in Peru, International Journal of Educational Development. This paper analyses a "critical moment" in the educational trajectories of young indigenous children in Peru: the transition to primary school. It addresses the inequalities in educational services that affect indigenous children, before looking at the micro-level processes that take place in school settings, through a focus on two selected case studies from the Young Lives study of childhood poverty. Using longitudinal information collected in two consecutive years, the case studies show how the children's language and culture are excluded from school premises and their very identity as children and indigenous people is disregarded, negatively affecting their educational performance. [More] Descriptors: Indigenous Populations, Childrens Rights, Foreign Countries, Case Studies