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 Vine Deloria, Michael T. Nettles, NM. Bernalillo Public Schools, Inc. Killalea Associates, Thomas M. Smith, Garnet McDiarmid, Paul G. Orr, Mary A. Graves, David Pratt, and Washington National Advisory Council on Indian Education.
(1983). "Indian Elders: A Tribute." Proceedings of the National Indian Conference on Aging (4th, Reno, Nevada, August 23-25, 1982). Attracting over 550 Indian and Alaska Native participants representing 139 tribes, the conference focused on formulation of a National Indian Policy on Aging and paying tribute to American Indian and Alaskan Native elders. Section I of the proceedings presents an introduction with background information on the conference and conference format highlighting special events (picnic, traditional dress revue). Section II is devoted to participants who received Elder of the Year awards in their region. Section III presents excerpts from Wendell Chino's (President of the Mescalero Apache Tribe) keynote address. An overview of main issues and concerns expressed at the conference is presented in Section IV. Workshop descriptions are included in Section V. Topics of workshops presented are: federal and local Indian aging policy development; fundraising for aging programs; intergenerational programs; recording and teaching tribal traditions; an overview of Title VI; maintaining your health; basics of the Older American Act; Civil Rights of Indian Elders; wake up to exercise; the aging process; and money management. Concluding is the summary of the project, National Indian Council of Aging, Inc. Appendices contain 17 resolutions adopted and passed at the conference and Indian issues of the 1981 White House Conference on Aging. Descriptors: Aging (Individuals), Alaska Natives, American Indians, Civil Liberties
(1997). Minorities in Higher Education. Findings from "The Condition of Education, 1996," No. 9. This report presents data on the plans and expectations, preparation and course-taking patterns, college enrollment rates, and college persistence and completion of minorities in comparison with the majority, white population. The data reported show the following: (1) that while almost all high school seniors expect to complete at least some college, Hispanic seniors are less likely to plan to attend college right after high school; (2) that black and Hispanic graduates are less likely than white peers to make an immediate transition to college with Hispanics more likely to enroll in two-year colleges; (3) that white and Asian/Pacific Islanders are more likely than black and Hispanic counterparts to persist toward a bachelor's degree; (4) that black and American Indian/Alaskan Native graduates are less likely than white and Asian/Pacific Islanders to earn a bachelor's degree in 4 years or less; (5) that while several minority groups major in fields that will help them recoup college costs, black, Hispanic, and Asian/Pacific Islanders are less likely than whites to major in education, with the last-named group more likely than whites to major in computer science and engineering. The report also reviews an alternative approach to assessing these data. (Contains 35 references.) Descriptors: Academic Persistence, Alaska Natives, American Indians, Asian Americans
(1977). A Better Day for Indians. Vesting Congress with implied powers over American Indians produces attitudes and assumptions which are extremely influential. There are seven such controlling assumptions: Congress is presumed to act in good faith toward Indians; the belief that past policies were based upon some intelligent criteria that incorporated an understanding of conditions, the approval of Indians, and a farsighted intention of Congress; the paternalistic assumption that the solution of Indian problems is a simple matter of adjustment of already existing programs; the perception of Indian lands and communities as laboratories which can be used to test various theories of social engineering; the Federal government can use Indian lands at its discretion; sanction of the privilege of the Federal establishment to avoid difficult decisions; and tribal rights are nuisances that can be abated as need be. In view of the impact of these assumptions, the following specific recommendations are offered to affect fundamental shifts in direction, simplification of complex problems to their elemental factors, and expansion of the manner in which Indians believe they perceive themselves today: uniform recognition of Indian communities; clarification of tribal membership; a standard definition of the status of an Indian tribe; creation of a "Court of Indian Affairs"; arbitration of long-standing Native claims; rejuvenation of the Indian land base; and universal eligibility for government aid based on need. [More] Descriptors: American Indians, Attitudes, Beliefs, Change Strategies
(1970). Tri-Cultural Sensitivity In-Service Training Program Report. The Tri-Cultural Sensitivity In-Service Training Program, funded by the Federal government under the provisions of Title IV, Public Law 88-352 (Civil Rights Act) of 1964, was developed in response to the results of a system-wide survey of the staff in 1967. Eighty-five percent of the teachers granted that a deficiency in knowledge, understanding, and the know-how of communication among the cultures of Mexican Americans, Indians, and Anglo Americans could be the reason for failure to meet the needs of the students. Among the objectives of the program were: to conduct training for the professional staff, the student population, the community, and non-certified personnel with regard to human values by means of in-service programs geared to the specific needs of each respective group; to conduct highly concentrated beginning-of-the-year orientation in-service sessions according to the individual needs of the staff; and, to prepare long-range sequential procedures, which will lead to a balanced curriculum and provide for relevancy in the instructional program, so that students will get more meaning by being able to relate their home environment to their school environment, at least partially. [More] Descriptors: American Indian Culture, Cultural Awareness, Curriculum Development, Human Relations Programs
(1993). From Colonies to Country. A History of US. Book Three. This book covers U.S. history from the French and Indian War to the Constitutional Convention. The story of the United States is told in a form that is conversational and easily understandable to children. The book is divided into 41 brief chapters and an additional 5 features. A chronology of events, list of additional reading, picture credits, and an index conclude the book. Among the topics highlighted are freedom of the press, wars among the European powers for control of land in the Americas, the loyalty of the native Americans and the slave, sugar, and plantation trade. Individuals focused on include American Indians, women, and military leaders. The politics and propaganda of Colonial dissatisfaction and the Revolution are discussed. Historically well known events such as the Boston Massacre, and Paul Revere's ride are included. The waging of the war in different areas of the country is described. Chapter 22 focuses on the role of women and children in the American Revolution. The establishment of the states and the writing of their constitutions is included. The Revolutionary War is detailed from the soldiers who made up the fighting forces, to the battles, to the experiences of the populace. The final chapters are devoted to the writing of the Constitution, ideas of democracy, civil rights, and liberty, and the personalities of those who took part in the debate and writing of the Constitution, and the formation of the United States. Descriptors: American Indian History, Childrens Literature, Colonial History (United States), Constitutional History
(1974). First Annual Report to the Congress of the United States from the National Advisory Council on Indian Education, Part 2 of 2 Parts. Part 2 of the "First Annual Report of the National Advisory Council on Indian Education (NACIE) to the United States Congress presents the council's advice, opinions, and comments on the recommendations of two recent and bold federal reports on Indian education–"TIndian Education: A National Tragedy–A National Challenge" and "Between Two Milestones." The complete text of both reports is given. The recommendations, indexed by subject, pertain to: self-determination, Indian policies and goals, legislation, federal funding, the Indian educational system, Johnson-O'Malley programs, Indian culture, local control and accountability, civil rights, health, and information dissemination. Part 2 also contains: (1) A Statistical Profile of the Indian: The Lack of Numbers; (2) Title IV–The Indian Education Act of 1972; (3) Opportunity to Improve Indian Education in Schools Operated by the Bureau of Indian Affairs–Department of the Interior; (4) A New Era for the American Indians; (5) Secretary of the Interior Morton Reports on Indian Matters; (6) Tribal Unity for Self-Determination; and (7) Title IV Programs: Case Histories and Reports. [More] Descriptors: Academic Achievement, Accountability, Administration, American Indians
(1974). Perspective on Manpower Planning. Among the philosophical premises which should undergird manpower planning and training for American Indian elementary and secondary education are: (1) opportunity to alleviate educational disadvantage; (2) realization that prior attempts to design programs for Indians have been fragmented or unworkable; (3) realization of the right to determine one's own destiny based on knowledge of and access to alternatives; (4) realization of man's increasing interdependence and the necessity for higher levels of tolerance; (5) the necessity for opportunities to dramatically increase Indian personnel competencies in leadership positions at all levels; (6) the necessity for a massive manpower development program for people working with Indian children; (7) development of programs for Indian people at institutions which have the capability of providing innovations for specific Indian needs. Indian education should include: (1) schools which provide cultural pride, extensive counseling, career education, behavioral models of both interculturalism and pride in heritage, and community based education; (2) teacher preparation programs emphasizing skills in development of instructional objectives, indepth cultural studies, individualized programs, and utilization of community resources; and (3) research and training programs for non-school personnel. Descriptors: American Indians, Community Education, Community Involvement, Cultural Awareness
(1993). Achieving the National Education Goals: The Status of Minorities in Today's Global Economy. A Policy Report of the State Higher Education Executive Officers Minority Student Achievement Project. Goal Five of the National Education Goals states that by the year 2000, every American will be literate and will possess the knowledge and skills to compete in a global economy and exercise the rights and responsibilities of citizenship. This report examines the challenges and progress of minorities compared to Whites in reaching Goal 5, focusing on educational achievement and workplace success. Overall performance of American students on national literacy assessments is low, and this is especially true for minority students. African American, Latino, and American Indian students take fewer mathematics and science courses than do their White and Asian American counterparts and are less likely to be in academic programs. Minority students are less likely to participate in postsecondary education and have less information about its importance. Young workers, especially minority workers, have the greatest difficulty in finding and keeping jobs, and are greatly underrepresented in professional jobs and technical specialities. Further research and evaluation show that new initiatives, such as apprenticeship programs and innovative occupational training, are necessary to close the gaps between minorities and the White mainstream. Seven tables and two figures present study data. An appendix contains the "Leadership Statement of Nine Principles on Equity and Educational Testing and Assessment." [More] Descriptors: Academic Achievement, American Indian Students, Black Students, Disadvantaged Youth
(1980). Distribution of Minority Pupils by Minority School Composition. This report presents tables that show the distribution of minority group students in schools of different racial/ethnic composition. Distribution tables are presented for the nation as a whole, for five regions, and for each of the States, including the District of Columbia. Within each of these geographical subdivisions, there is a table that indicates the distribution of all minority pupils and one or more other tables that show the pupil distribution by the following specific minority categories: 1) American Indian or Alaskan Native; 2) Asian or Pacific Islander; 3) Hispanic; and 4) black. In each table, schools are categorized by the percentage of minority pupils enrolled. The table shows the number of pupils in each of the percentage groups, the percent that this number is of all minority pupils, and the number and percent of schools in each percentage group. Data are provided for each even-numbered year within the period 1968 to 1978. The report is based on information collected in the Fall Elementary and Secondary Civil Rights Surveys for the years for which data are shown. Descriptors: Alaska Natives, American Indians, Asian Americans, Blacks
(1974). Supysaua: A Documentary Report on the Conditions of Indian Peoples in Brazil. Given in this documentary report are 4 reports which discuss American Indian policy and practice in Brazil since 1970. They factually document what is happening to Brazilian Indian tribes in the name of "progress", "integration", and "growth". The articles are entitled: (1) "Genocide"; (2) "Y-Juca-Pirama"; (3) "The Policy of Genocide Against the Indians of Brazil"; and (4) "The Rape of Indian Territory: Foreign Aid and Investment in the Brazilian Amazon". The first report is an abridged version of Norman Lewis's article on "Genocide" which created the original international scandal about Indian policy in Brazil. "Y-Juca-Pirama", written by a group of Brazilian bishops and clerics, documents the contemporary nature of Indian policy in Brazil. The third report is an abridged version of a report presented at the XLI International Congress of Americanists in Mexico City, September 1974. The final report is a chart of foreign aid and investment programs in the Amazon region. Also included are: (1) listings of organizations in support of Amazonian Indian rights and Brazil's Indian groups and (2) a map of Indian groups, culture areas, and the trans-Amazonic road system. Descriptors: American Indians, Conflict, Developing Nations, Disadvantaged
(1971). Teaching Prejudice: A Content Analysis of Social Studies Textbooks Authorized for Use in Ontario. This report of a study, undertaken at the request of the Ontario Human Rights Commission, details: 1) precedents and historical backgrounds in textbook analysis; 2) the methodology of the present study; and, 3) recommendations based on the findings. Groups selected for study were: Jews, immigrants, Moslems, Negroes, and American Indians. The research design called for quantitative analysis of "evaluative assertions" made about the above groups in all textbooks authorized for use in grades 1-12, and in print on June 1, 1968. Findings indicate that facts and theories which are outmoded, even false, still find their way into textbooks, dealing a heavy dose of "un-themism." Further, there is little attempt in school texts to discuss in any detail basic issues concerning racial differences or prejudice. Given the strong reliance on textbook teaching which still prevails, these are serious faults. It is recommended that: 1) for errors of commission, the publishers be asked to make appropriate revisions; 2) for errors of omission, books be sought or commissioned which provide scholarly, up-to-date information on minorities and the dynamics of prejudice; and, 3) that these be approved for use on the Ontario schools. Appendices contain a listing of the textbooks analyzed, as well as a technical discussion of the investigative technique which can be used by students, teachers, and other researchers. Descriptors: American Indians, Blacks, Ethnic Groups, Ethnic Stereotypes
(). Financial Aid. This workbook assists college and vocational school bound American Indian students in determining their financial needs and in locating sources of financial aid. A checklist helps students assess the state of their knowledge of financial programs; a glossary defines terms pertinent to the realm of financial aid (i.e., graduate study programs, stipend, tuition waiver); a budget form permits students to determine their exact financial expense and income; steps direct students to read catalogs of colleges to select the right school for their needs and then to discuss plans with minority counselors; and directions explain how and when to apply for financial aid, including the completion of the Financial Aid Form. Separate sections outline eligiblity requirements, maximum amount, and percentage rates (where applicable) for various forms of financial aid: federal loans (National Direct Student Loan, Guaranteed Student Loan, Nursing Student Loan, Health Education Assistance Loan, Law Enforcement Education Program, and Health Professions Student Loan); grants (Basic Educational Opportunity Grant, Supplemental Educational Grant, Student State Incentive Grant Program, and Law Enforcement Education Program); the College Work-Study Program; Veterans Administration and Social Security benefits; and Bureau of Indian Affairs (BIA) grants. A sample letter requesting funding, a directory of BIA agency and field offices, and a bibliography of financial aid publications provide additional assistance. Descriptors: American Indian Education, American Indians, Educational Finance, Eligibility
(1977). An Indian Parental Responsibility: The Obligation to Determine an Indian Educational Destiny. The Fourth Annual Report to the Congress of the United States from the National Advisory Council on Indian Education. Reflecting the concerns of the National Advisory Council on Indian Education (NACIE) regarding issues that improve and promote American Indian and Alaska Native self-determination as mandated by the Indian Self-Determination and Educational Assistance Act, this annual report documents NACIE's 1976 activities and presents NACIE's 1976 recommendations and resolutions. Describing major meetings (held in Nevada, Maryland, Virginia, Wisconsin, Washington, D.C., and North Carolina), this report indicates that during 1976 the Council also recommended re: Title IV program applications; recommended nominees to the U.S. Commissioner of Education for the position of Deputy Commissioner of the Office of Indian Education (OIE); evaluated the Department of Health, Education, and Welfare programs and projects in which Indian children or adults might be able to participate; and attempted to provide technical assistance to educational agencies and Indian organizations. Among the recommendations presented are: that NACIE request the Congress, OIE, and other Federal agencies to fully review Federal assistance to public education of Indian children; that NACIE seek clarifications in existing legislation (re: a broader description of Indian education; more stress on Indian community control; Indian officers in parent committees; the definition of "Indian"; recognition of the special cultural rights of Indians regarding information dissemination). [More] Descriptors: Accountability, Advisory Committees, Agency Role, Alaska Natives
(1974). Human Relations Guide I: Inter and Intracultural Education. K-12. Curriculum Guide No. 39. This guide is intended to assist the educational system with curriculum in the area of racial minorities. It was developed by the Minnesota State Department of Education and provides guidelines for developing a K-12 curriculum in intercultural and intracultural education with attention to four designated minority groups in the state: American Indians; Black Americans; Mexican Americans; and Asian Americans. Thirteen goals for human relations are outlined along with a brief explanation of them. Student objectives and instructional activities are outlined for each goal. Under each goal are objectives and activities for primary, intermediate, junior high, and senior high school age groups. This is followed by a brief history of the four ethnic target groups in the state. Lengthy appendices discuss the legislative record on Civil Rights in Minnesota, demographic data on minority groups in the state, other Minnesota human relations curriculum guides, periodicals, books, and articles relating to intracultural education, and organizations representing various minority groups. An appraisal of national social studies projects as they relate to human relations education and a task force report on racism are also included. [More] Descriptors: American Indians, Asian Americans, Blacks, Cross Cultural Training
(1974). Indian Education in Public Schools: Confused Responsibilities — Predictable Results. Discussing Indian education in public schools, the paper explains that the new Johnson O'Malley (JOM) regulations will be one of the first major tests of the new Bureau of Indian Affairs (BIA) administration's resolve to put the interests of the American Indian people first. The first section presents discussions on: Tuition Payments and JOM; JOM and Public Law 874; Title I and the Indian Education Act. Section 2 covers 2 issues that are the most highly supported and least controversial in the Indian community: treaty rights and Federal trust responsibility, emphasizing who is responsible for federally connected Indians in public schools. The appendices, which comprise the majority of the report, cover: (1) Arizona JOM Program FY 70-71; (2) a discussion paper on JOM in relation to PL 92-318; (3) JOM funding outside of schools; (4) Indian Education Act, 1973-74 School Year, Gallup-McKinley County Public Schools (New Mexico); (5) JOM comparison of state funding; (6) expected distribution of JOM funds; (7) Title IV, Part A — Education Committees; (8) an overall summary of the Arizona, Utah, and Oregon JOM Programs; (9) proposed JOM regulations; and (10) a brief conclusion signed by various Indian tribes and organizations. [More] Descriptors: Administrative Change, American Indians, Area Studies, Educational Change