Rehabilitation Services Administration (ED), Washington, DC. (1992). Annual Report to the President and to the Congress on Federal Activities Related to the Rehabilitation Act of 1973 as Amended. Fiscal Year 1991. This annual report (fiscal year 1991) summarizes information on mandated federal activities of the Rehabilitation Services Administration and related agencies under the Rehabilitation Act of 1973. The report is organized following the titles and sections of the Act. Under the Act's General Provisions are activities of the Office of the Commissioner, publication of American Rehabilitation Magazine, program evaluation, and operation of the Clearinghouse on Disability Information. Title I programs include the Vocational Rehabilitation Services Program, the Randolph-Sheppard Vending Facility Program, the Client Assistance Program, and the American Indian Vocational Rehabilitation Services Projects. Title II focuses on activities of the National Institute on Disability and Rehabilitation Research. Title III addresses rehabilitation training and special projects for providing vocational rehabilitation services to individuals with severe handicaps, for providing supported employment services and technical assistance, for handicapped migratory and seasonal farmworkers, and for special recreation programs. Title IV authorizes the National Council on Disability. Title V addresses the employment of people with disabilities in the Federal Government, the Architectural and Transportation Barriers Compliance Board, enforcement of the Americans with Disabilities Act, nondiscrimination in federally assisted and conducted programs, and the Interagency Coordinating Council. Title VI is about the Projects with Industry program and the Supported Employment Services Program. Finally, Title VII provides funds for: the Comprehensive Services for Independent Living program, the Centers for Independent Living, Independent Living Services for Older Blind Individuals, and Protection and Advocacy of Individual Rights. Appendices comprising half the document present data from various reports required in the Act and regulations, including financial tables, caseload statistics, charts describing characteristics of rehabilitated persons, and client assistance program statistics.   [More]  Descriptors: Advocacy, Agencies, Blindness, Compliance (Legal)

Littlejohn, Jim (2000). The Impact of the Native American Languages Act on Public School Curriculum: A Different View, Journal of Law and Education. Responds to Scott Ferrin's argument (EJ 583 598) and, as the former policy director for the U.S. Office for Civil Rights (OCR), decries both Ferrin and OCR for their relentless and, in his view, unwarranted promotion of bilingual education. Contends that no civil-rights laws, including the Native American Languages Act (NALA), support or allow federal control of local school curricula or teaching methodologies. (Contains 40 footnotes.) Descriptors: American Indian Education, American Indian Languages, Bilingual Education, Court Litigation

Tomin, Barbara; Burgoa, Carol (1986). A Multi-Cultural Women's History Elementary Curriculum Unit. This curriculum unit for elementary students contains five short biographies of American women from different cultural groups. (1) Mary Shadd Cary–teacher, newspaper editor, and lawyer–was a free Black active as an abolitionist, a proponent of black migration to Canada before the Civil War, and a suffragist; (2) Frances Willard–teacher and the first American female college president–worked for prohibition and woman's suffrage and traveled the nation speaking about the need to start kindergartens, improve prisons, and strengthen child labor and worker protection laws; (3) Tye Leung Schulze–first Chinese-American woman voter and first Chinese-American federal civil servant–worked as an interpreter with newly arrived Chinese immigrants and helped young Chinese girls escape from conditions of slavery; (4) Felisa Rincon de Gautier–first female mayor of San Juan–worked throughout her life to improve the living conditions of poor Puerto Rican people; (5) Ada Deer–first woman chief of the Menominee tribe and now a university teacher and speaker for the American Indian women's leadership network, OHOYO–lobbied Congress to pass the Menominee Restoration Act, which reestablished tribal land and rights. Follow-up lessons for each section include defining and discussing vocabulary words, finding and using root words, reading comprehension, and discussion and writing activities. Closure projects include individual, small group, and whole class activities in math, art, creative writing, public speaking, history, and geography. The unit also contains teacher's answer sheets and descriptions of other curriculum resources developed by the National Women's History Project.   [More]  Descriptors: Biographies, Class Activities, Elementary Education, Females

Svensson, Frances (1973). The Ethnics in American Politics: American Indians. Critical Issues in Political Science. The cornerstones of the Indian perspective on their relationship to American government and society lie in the fact that the Indians are the aboriginal owners of the New World and that their formal association with the U.S. is based on formal treaties. Indian tribes consider themselves as separate and sovereign nations. In early American history, their status was so recognized. Through treaties, the embryonic U.S. offered fair treatment in recognition of Indian independence and equality of military potential. Later came the assaults on Indian autonomy. In 1831 the Supreme Court definition of Indians as "domestic, dependent nations" accelerated attacks by both Federal and state governments on Indian rights, many of which were cloaked in the guise of assisting Indian people to make a better adjustment to interaction with non-Indians. In ensuing years tribal governments were destroyed, lands lost, and cultures threatened. However, in 1924 Indians were granted citizenship and gained the right to vote. The Indian Reorganization Act of 1934 began steps toward self-determination. As Indians from all tribes joined together to form political groups, the growth of Pan-Indianism spread. "Red Power" emerged in the late 1960's as Indian people responded politically with organization of issue-oriented action groups, political mobilization, and militance. Today they are working together to define a political system where they can be free to pursue their dream of tribal self-determination. Descriptors: American Indians, Attitudes, Cultural Pluralism, Culture Conflict

Stoebner, Kerry; And Others (1978). Alaska Native Water Rights as Affected by the Alaska Native Claims Settlement Act, American Indian Journal. A strong legal claim exists for retained Native water rights on Alaska Native-selected lands which are paramount to subsequent competing users. Water rights are critical to the maintenance of Native subsistence economies and continued commercial developments. These water rights can and must be asserted and secured now.   [More]  Descriptors: Alaska Natives, American Indian Reservations, Civil Liberties, Development

Harrison, David (2002). Preparing for the People To Come: Secwepemc Activism in British Columbia, Journal for Living. Opposition to ongoing theft and degradation of their land has unified the Secwepemc community, bringing together elders and youth in both direct-action resistance and a cultural rebirth. Elders not only lead and support resistance to corporate encroachment of their lands that violates treaty rights, but also teach Native youth the Secwepemc language and culture and indigenous knowledge about the land and its resources. Descriptors: Activism, American Indian Culture, Canada Natives, Corporations

Phelps, Glenn A. (1985). Representation without Taxation: Citizenship and Suffrage in Indian Country, American Indian Quarterly. Reviews history of Arizona Indian voting rights. Details current dispute over voting rights in Apache County (Arizona). Explores three unanswered questions in light of current constitutional interpretation. Stresses solution to political disputes will require climate of mutual trust, awareness of constitutional rights/obligations of all concerned, and spirit of political experimentation. Descriptors: American Indians, Constitutional Law, Court Litigation, Federal Indian Relationship

Harness, Karen (2002). The Trial of Standing Bear. Eighth Grade Activity. Schools of California Online Resources for Education (SCORE): Connecting California's Classrooms to the World. In 1877, Standing Bear and his people, the Ponca (Indians), were forcibly removed from their land in northern Nebraska and sent to Indian Territory. Since no provision for food or shelter had been made for them, a number of the tribe, including Standing Bear's son, did not survive the harsh winter. In defiance of the relocation order, Standing Bear decided to return to Nebraska with his people. Not long after visiting relatives near Omaha, the Ponca were arrested. With the help of local Indian rights activists, Standing Bear sued in district court for the right to return home. The judge found in favor of Standing Bear, giving the rights of a U.S. citizen to a Native American for the first time. The scenario asks the student to become part of a team of four investigative reporters working for an eastern newspaper. The assignment is to assemble a portfolio of interviews and background information relevant to the case for newspaper publication. The story's background includes a look at the policy of Indian removal, the current state of the war with the Plains Indians, and the 14th Amendment to the U.S. Constitution. Learning advice details four steps to follow: (1) gather information; (2) create a graphic organizer; (3) write your story; and (4) interview your subject. The teacher notes section defines grade/unit; addresses California history/social science standards; and discusses history/social science analysis skills. Resource lists appear throughout the activity guide.   [More]  Descriptors: American Indian History, American Indians, Evaluation Criteria, Grade 8

Lavelle, Robert, Comp. (1995). America's New War on Poverty: A Reader for Action. Companion to the Public Television Series "America's War on Poverty.". Companion to a five-part public television documentary, this book describes efforts across the United States to fight poverty, and also prescribes that we all take responsibility for a fight against economic inequality. The book's goal is to contribute to a meaningful discussion about poverty in America, a topic that cannot be broached today without noisy, bitter debate. Short stories, fiction excerpts, and personal essays are at the heart of the book. Policy-oriented discussions are limited to prologue and conclusion. Stories and essays were chosen to show the many manifestations of poverty today and a glimpse of the human faces usually hidden behind statistics and policies. Selections are arranged in three parts: (1) the poverty of children; (2) of families; and (3) of communities. The experience of poverty is examined in diverse places (inner cities, rural areas, farm communities) and among diverse groups (Whites, Blacks, Hispanics, American Indians, migrant workers, homeless people). Many items deal with the experiences of poor children at home and in school. Selections also seek to demythologize the War on Poverty that began in the 1960s, document the enormous human potential and leadership that came out of that period, and profile leaders and activists struggling with poverty today. The selected writings are framed by graphs, facts, and statistics. Scattered throughout the book are 42 profiles of programs involving volunteer service, financial or food assistance, preschool education, civil rights advocacy, dropout prevention, youth job training or community service, literacy education, family support, housing improvement, and community development. Appendices contain 17 additional resources for action, a bibliographic review of sources on poverty and public policy, and an annotated bibliography of 35 novels on poverty-related themes, to continue the dialogue. Descriptors: Advocacy, Capitalism, Child Welfare, Civil Rights

Janovicek, Nancy (2003). "Assisting Our Own": Urban Migration, Self-Governance, and Native Women's Organizing in Thunder Bay, Ontario, 1972-1989, American Indian Quarterly. This article discusses how Native women in Thunder Bay, Ontario, organized services and programs to help women adapt to urban life in the 1970s and 1980s. It investigates the founding of Beendigen, an emergency hostel for Native women and their children. In 1978, Thunder Bay Anishinabequek, a chapter of the Ontario Native Women's Association (ONWA), opened Beendigen because they believed Native women in crisis and their children, most of whom were fleeing violent families, should not be further isolated in non-Native environments. Beendigen, Ojibwa for "welcome," offered emergency shelter for women whose connection to their home reserve had been severed, and who subsequently faced hostility in the city. Anishinabequek insisted on Aboriginal control over services for Aboriginal people, and their programs emphasized cultural retention and promoted pride in Indigenous culture. Native women's organizing in Thunder Bay developed during a dynamic period in the broader histories of the Aboriginal rights movement and the women's movement. The debates that shaped these histories simultaneously opened up spaces for Native women's organizing and constrained their political goals. To provide a context for Anishinabequek's local initiatives, the author begins with a brief overview of the Indian rights movement and Native women's organizing in Canada in the late 1960s and 1970s. The author then discusses the general activities of ONWA to explain why women organized independently of the Native movement. The examination of the founding of Beendigen demonstrates how Thunder Bay Anishinabequek and ONWA countered the negative impact of government policies that tried to assimilate Aboriginal peoples by organizing services that drew on Aboriginal knowledge, cultures, and values. This research is based on the records of Beendigen and ONWA. Few documents remain from the founding years of the shelter, and there were not many direct references to family violence in the ONWA documents in the 1970s and 1980s. Thus, the author's interpretation of the evidence relies on oral histories with two women who were active in the founding years of ONWA and Beendigen.   [More]  Descriptors: Family Violence, Females, Canada Natives, Emergency Shelters

Benson, Diane E. (2003). Standing up against the Giant, American Indian Quarterly. On December 12, 2000, one of the top three headlines on the front page of the "Anchorage Daily News" ("ADN") read, "Student Attacks Professor's Poem." The subtitle read, ""Indian Girls" described as racist, insulting." One of the two primary photos on the front page that garnered attention was the beleaguered look of a challenged local university professor postured amongst her books. Somehow, what seemed like a rather normal school semester and typical enough poetry class ended with a tidal wave of divisive controversy and inflamed a community already teetering from volatile race relations. The author was central to the controversy. She was the student. Tlingits have a story about the Cannibal Giant who at one time preyed on the people when they were weakened. The Cannibal Giant was once a woman but through evil became a monster. Even when she was seemingly destroyed by fire, the flame transformed her carnivorous essence from cannibal to mosquito, and thus she continues to plague the people to this day. Some say it is a metaphor for those things that would devour their sanity or their spirit. A University of Alaska classroom became another breeding ground of racial tension, an ostensible haven to a literary cannibal that feeds on the weakness of racial hatred. The author had the audacity to defend her tribal clan through e-mail by directing the attention of family and friends to a published poem she found particularly insulting if not libelous. Much to her surprise, a reporter from the "ADN" contacted her two days after she sent the e-mail. Therein began the very public battle she would have for a year with the University of Alaska-Anchorage (UAA) and with her Department of Creative Writing and Literary Arts (CWLA) poetry professor. The entire experience would cause her to postpone her long sought after master of fine arts (MFA) degree and the complete and painful alienation from her classmates. In addition would follow a public protest on campus; grade retaliation (prompting further disputes); a flurry of newspaper articles, endless letters to the editor, online hate mail, and threats; spurious charges by national, extreme right-wing, antimulticultural media; a futile human rights grievance; and, ultimately, not only a complete change of her thesis committee but an agonizing self-evaluation and question of self-worth. In this article, the author details some highlights of the experience and comments about its impact and what she learned from it.   [More]  Descriptors: Racial Bias, Race, Creative Writing, Racial Relations

DBS Corp., Arlington, VA. (1986). Elementary and Secondary Schools Civil Rights Survey, 1984. State Summaries. This 1984 survey was conducted to obtain data on the characteristics of public school students in the 50 states and the District of Columbia. The 3,510 school districts selected to participate were statistically sampled from approximately 16,000 U.S. school districts, and the schools within the selected districts were subsampled: (1) all special education, vocational, and disciplinary schools, and (2) a statistical sample of remaining schools. The state summaries of data are divided into seven statistical tables. Two lines of data are presented for each state: actual reported, computed by aggregating the district level from each state (Tables B-G), and projected data, computed from the reported data using sampling weights for each district (Table A). The data are summarized by Office of Civil Rights client populations–American Indian or Alaskan Native; Asian or Pacific Islander; Hispanic; Black; White; male; and female. Table A (projected) and Table B (reported) present state-by-state summaries in the following areas: enrollment; suspensions; corporal punishment; gifted-talented; educable mentally retarded (EMR); trainable mentally retarded (TMR); speech impaired; seriously emotionally disturbed; specific learning disability (data on students with limited English proficiency given in these five areas of special education only); bilingual programs (not broken down by sex); and graduates. Special education is further subdivided by children: awaiting evaluation; identified as requiring special education; and receiving special education either in the school district or in a nondistrict facility. Also provided is enrollment by sex in both single-sex and mixed-sex classes for: home economics; industrial arts; and physical education in grades 7-9. Full-time and part-time projected enrollment data is given in these areas of special education: EMR; TMR; hard of hearing; deaf; speech impaired; visually handicapped; seriously emotionally disturbed; orthopedically impaired; other health impaired; specific learning disability; deaf-blind; and multihandicapped programs. Table B additionally presents classroom data by race/ethnicity. Table C examines school desegregation. Tables D, E, and F examine minority/non-minority participation in various programs or activities (suspensions and corporal punishment, gifted/talented, and special education). Table G presents the amount of time students and schools reportedly spent in special education programs. Appendices include the survey instruments, and an explanation of the creation of the District Universe File.   [More]  Descriptors: Academically Gifted, Bilingual Education Programs, Civil Rights, Corporal Punishment

DBS Corp., Arlington, VA. (1986). Elementary and Secondary Civil Rights Survey, 1984. National Summaries. This 1984 survey was conducted to obtain data on the characteristics of public school students in the 50 states and the District of Columbia. The 3,510 school districts selected to participate were statistically sampled from approximately 16,000 U.S. school districts, and the schools within the selected districts were subsampled: (1) all special education, vocational, and disciplinary schools, and (2) a statistical sample of remaining schools. The national summaries of data are divided into 12 statistical tables. Two lines of data are presented: actual reported, computed by aggregating the district level from each state (Tables 2-12), and projected data, computed from the reported data using sampling weights for each district (Table 1). The data are summarized by Office of Civil Rights client populations–American Indian or Alaskan Native; Asian or Pacific Islander; Hispanic; Black; White; male; and female. Table 1 (projected) and Table 2 (reported) present summaries in the following areas: enrollment; suspensions; corporal punishment; gifted-talented; educable mentally retarded; trainable mentally retarded; speech impaired; seriously emotionally disturbed; specific learning disability (data on students with limited English proficiency–LEP–given in these five areas of special education only); bilingual programs (not broken down by sex); and graduates. Full-time and part-time projected enrollment data is given for programs in the above five areas of special education and in: hard of hearing; deaf; visually handicapped; orthopedically impaired; other health impaired; deaf-blind; and multihandicapped. Special education is further subdivided by children: awaiting evaluation; identified as requiring special education; and receiving special education either in the school district or in a nondistrict facility. Also provided is enrollment by sex in both single-sex and mixed-sex classes for: home economics; industrial arts; and physical education in grades 7-9. Table 2 additionally presents classroom data by race/ethnicity. Table 3 examines school desegregation. Tables 4-6 examine minority/non-minority participation in various programs or activities (suspensions and corporal punishment, gifted/talented, and special education). Tables 7-12 present data on: classroom desegregation; analysis of LEP pupils needs and services; special education needs and services by percent of enrollment; amount of time spent in special education programs; and analysis of the distribution of single-sex classes. Survey instrument is appended.   [More]  Descriptors: Academically Gifted, Bilingual Education Programs, Civil Rights, Corporal Punishment

Carlson, Dennis, Ed.; Roseboro, Donyell L., Ed. (2011). The Sexuality Curriculum and Youth Culture. Counterpoints, Volume 392, Peter Lang New York. The book aims to change the conversation about sexuality education for adolescents, making it consistent with a democratic cultural politics that is attuned to changes in youth and popular culture. Traditional sex education is nearly obsolete; sexuality curriculum is now primarily learned through popular culture and youth culture, which teach young people what it means to be a man and a woman, gay and straight, white, black, and Latino, rich and poor–and what sexuality has to do with it. Ultimately, this book conceptualizes democratic sexuality education as a commitment to the idea that sexuality education should affirm the right of all young people to construct their own sexual selves and relations as much as possible, so long as they are non-exploitive, consensual, and informed. Contents of this book include: (1) Introduction (Dennis Carlson and Donyell L. Roseboro); (2) Constructing the Adolescent Body: Cultural Studies and Sexuality Education (Dennis Carlson); (3) The Place of Mutuality and Care in Democratic Sexuality Education: Incorporating the Other Person (Sharon Lamb); (4) What's Love Got to Do with It?: The Imperative of Authentic Desire (Tema Okun and C. P. Gause); (5) Alone in the Presence of Others: Autistic Sexuality and Intimacy Reconsidered (Glenn M Hudak); (6) The Politics of Information: Prevention Education, Individual Choice and the Gendered Politics of Blame (Kristen Luschen); (7) LGBTQ Youth and the Hidden Curriculum of Citizenship Education: A "Day of Silence" in a Suburban High School (Joe Wegwert); (8) Youth Constructing Meanings of Gender in the Sexuality Education Classroom (Odile Mattiauda); (9) Where Are the White Girls?: A Qualitative Analysis of How Six African American Girls Made Meaning of Their Sexuality, Race and Gender through the Lens of Rap (Bettina L. Love); (10) Adolescent African American Males and Hegemonic Aggressive Masculinity (Ajamu A. Banjoko); (11) Building a Navajo Curriculum for Life: Iina (Vivian Arviso, Shirley Waterhouse, Susie A. John, Gloria Hale, Glojean Todacheene, Janet Slowman-Chee, Dorinda Welle); (12) The Prom as a Spectacle of Heteronormativity (Pamela K. Smith); (13) Sexuality Education: Lessons from Drag Kings (Leslee Grey); (14) Teenage Sexuality, Body Politics, and the Pedagogy of Display (Henry A. Giroux); (15) The Celluloid Sexuality Curriculum: Deconstructing Teen Films (Shirley Steinberg); (16) She's the Man: Deconstructing the Gender and Sexuality Curriculum at "Hollywood High" (Elizabeth J. Meyer); (17) The Cautionary Whale, Viking, Vessel, Planet or Saint? Adolescence and Maternal Configuration in "Juno" and Beyond (Stephanie Troutman); (18) The "Twilight" of Sexual Liberation) Undead Abstinence Ideology (Carol Siegel); (19) Coming Back to the Text Again: Leslie Fiedler on Popular Culture, Sexuality, and Pedagogy (Greg Dimitriadis); (20) Undressing the Hidden Curriculum: Sexuality Education and Middle School Literature (Nicole Aydt Klein, Linda J. Markowitz, Laurel Puchner, Jill Kirsten Anderson); (21) Teachers' Perceptions of Adolescent Sexuality: Hip Hop and BET vs. Mayberry and the Moral Majority (Regina Rahimi, Deloris D. Liston); (22) Breaking through the Baby-Mama Drama (Kathalene A. Razzano); (23) Hip Hop, Sexuality, and Online Magazines (Donyell L. Roseboro); and (24) The Self-Porning of American Youth (Joshua Garrison).   [More]  Descriptors: Hidden Curriculum, Sex Education, Popular Culture, Citizenship Education

Skibine, Alex (1980). The Courts, American Indian Journal. Overview of some of the most important Indian court cases of the last decade, including ones regarding treaty rights, tribal jurisdiction and sovereignty, tax jurisdiction, land claims, and hunting and fishing rights.   [More]  Descriptors: American Indians, Court Litigation, Federal Courts, Federal Indian Relationship