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 MEYER WEINBERG, Washington Congress of the U.S., Susan Dion, Joyce Sprenger, Paul L. Sward, Robert W. Young, Kathleen Beckmann, Michael M. Ames, Lawrence Haskell Indian Junior Coll., and Louis Seig.
(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
(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
(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
(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
(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
(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
(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
(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
(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
(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
(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
(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
(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
(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
(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