Thayer, Donald, Ed. (1989). Annual Report of the Rehabilitation Services Administration to the President and to the Congress on Federal Activities Related to the Rehabilitation Act of 1973, as Amended. Fiscal Year 1989. This report describes fiscal year 1989 activities of the Rehabilitation Services Administration (RSA) and other federal agencies in meeting the legislative mandates of the Rehabilitation Act of 1973. The first section of the report covers general provisions relating to the Office of the Commissioner, "American Rehabilitation" (RSA's quarterly magazine, the RSA task forces, the information clearinghouse and the evaluating procedures mandated under the Act. Ensuing sections cover: the Vocational Rehabilitation Services program; Client Assistance Program; American Indian Rehabilitation Services Projects; National Institute of Disability and Rehabilitation Research; rehabilitation training; the National Council on Disability; employment of handicapped individuals; architectural and transportation barriers; nondiscrimination under Federal grants and programs; the Interagency Coordinating Council; projects with industry; supported employment services; and independent living services. Appendices include a glossary of terms and data relating to federal and state expenditures, historical national trends and current activity by state agencies, characteristics of persons rehabilitated, post-employment services, ineligibility determinations, the client assistance program, client and applicant appeals, independent living services, and services to and outcomes for persons with severe disabilities and persons with non-severe disabilities.   [More]  Descriptors: Accessibility (for Disabled), Agency Cooperation, Civil Rights Legislation, Compliance (Legal)

Blanks, Raymond S., Ed. (1982). The Inequality of Justice: A Report on Crime and the Administration of Justice in the Minority Community. This report provides information on the impact of crime and the criminal justice system on minorities in the United States. The report is presented in two parts. Part one focuses on the historical perspective of crime and minority experience concerning crime, law enforcement, and the criminal justice system, with specific reference to blacks, Hispanic Americans, American Indians, and Asian Americans. Part two examines the inequality of justice as practiced in such institutions as the police forces, courts, and correctional facilities, and briefly discusses education, research, and community anti-crime efforts that affect minority groups. The report suggests that: 1) race is an important factor in the operation of the criminal justice system which seems to discriminate against minority racial/ethnic groups; 2) incarceration is applied primarily to the poor and minorities, while diversion, restitution, and other alternative programs are considered more appropriate for whites; 3) although minorities are more often victims of crime than whites, their involvement in the criminal justice system is disproportional to their numbers in population, and they have been virtually excluded from participation in policy-making activities against crime. Recommendations to correct the current situation and provide equal treatment for minorities within the criminal justice system are presented.   [More]  Descriptors: American Indians, Asian Americans, Blacks, Civil Rights

Nevada Indian Affairs Commission, Carson City. (1972). Report to the Governor and the Legislature by the Nevada Indian Affairs Commission for the Period, 1 July 1968 thru 30 June 1972. The administration and activities of the American Indian Affairs Commission for the State of Nevada are covered in this fourth report, which also gives an accounting of funds for which the Commission is responsible. The report discusses problems in the following 5 areas: (1) national Indian policy; (2) jurisdiction of the Indian reservations; (3) public assistance for Nevada Indians; (4) population and income information; and (5) education and the Nevada Indian. Recommendations are made concerning Indian reservations, population and income, and education, including (1) that whatever degree of law and order authority over their reservations the individual tribes agree they can assume should be returned to them; (2) that tribal judges on Indian reservations be made justices of the peace in order that they may hear cases of non-Indians who are arrested for committing crimes on Indian land; (3) that the legislature initiate some controls for checks and balances to insure personal accountability of department heads and supervisors, especially in regard to equal employment opportunity; (4) that whenever an Indian tribe desires to be the agency to administer Johnson O'Malley Funds, the state contract directly with Indian Tribal Councils to administer such funds; and (5) that courses related to Indian culture and arts, Indian tribal law and government, and Indian history be added to the public school curriculum.   [More]  Descriptors: American Indian Reservations, American Indians, Civil Rights, Income

New, William; Petronicolos, Loucas (2001). Spear Fishing in Wisconsin: Multicultural Education as Symbolic Violence, Race, Ethnicity and Education. Describes how multicultural teacher education can preserve familiar institutional and ideological mechanisms that validate social inequalities, analyzing student discourse collected during activities concerning recent conflict between Native American groups and groups opposed to the exercise of their treaty rights to fish on nonreservation lakes. Discusses differences between positions taken by state university students and liberal arts college students. Descriptors: American Indians, Cultural Differences, Diversity (Student), Elementary Secondary Education

Millbrae School District, CA. (1970). Multicultural Education Guide for Grades 4, 5, and 8. This resource guide, prepared by teachers, is designed to incorporate minority group studies into the district's social studies curriculum at levels 4, 5, and 8 as a start toward goals specified in the state law. Introductory material discusses the California Education Code requirements, local district policy, and the work of the curriculum development committee. The goal of this course is to offer children more complete information about five minority groups in the United States: Afro-Americans, American Indians, Chinese-Americans, Japenese-Americans, and Mexican-Americans, with an additional unit on Prejudice. Each unit is concept oriented; various topics to be explored are outlined with the appropriate grade level indicated. Objectives for the unit are given; materials of instruction and learning activities are described. Some teaching techniques used are: observation, field trip experiences, dramatizations and role playing, individual research, small and large group activities, educational games, critical thinking and comparative analysis. Resource materials are listed in the guide with student materials included for some units; in addition, a district bibliography, Materials Pertaining to Three Minority Groups: Negro-Americans, Mexican-Americans, and Oriental-Americans, is to be used.   [More]  Descriptors: Affective Objectives, American Indians, Black Studies, Chinese Americans

Oregon State Dept. of Education, Salem. (1972). Racial and Ethnic Survey, 1972. Reports submitted by local school districts and intermediate education district offices were reviewed, analyzed, and compared to previous surveys. Information was obtained about all students K-12 and all school personnel, including aides and community agents. The survey information was analyzed to determine what, if any, changes had been made in the racial and ethnic composition of students and school district employees. Information regarding the racial and ethnic distribution of students by district and county, the racial and ethnic distribution of school personnel, the enrollment patterns of minority students in 10th, 11th, and 12th grades by district and county, and the total K-12 statewide minority enrollment as compared to the statewide number of seniors were presented in tabular form. A summary of the data indicated (1) that Spanish-surname and Russians showed the greatest increase in enrollment patterns; (2) that over the past 2 years, the proportion of Black students remained consistently segregated, particularly at the elementary level; (3) that Spanish-surname and American Indians were also racially isolated; (4) that the number of minority educators was low; (5) that there was an urgent need for the establishment of a statewide data collection system pertinent to school achievement, reading and mathematics scores, dropout rate, and follow-up on minority students; and (6) that there had been a stabilization in enrollment patterns over the past year.   [More]  Descriptors: American Indians, Annual Reports, Blacks, Civil Rights Legislation

Civil Service Commission, Washington, DC. Manpower Statistics Div. (1970). Minority Group Employment in the Federal Government, May 31, 1970. Minority employment surveys in the Federal Government are conducted as a part of the overall equal employment opportunity program under Executive Order 11478 issued by the President on August 8, 1969. Data in this report are based on a census of minority group employment in the Federal Government as of May 31, 1970. The census included Negroes, Spanish-surnamed persons, American Indians, Orientals, and in Alaska, Aleuts and Eskimos. Geographically, the survey covered all states (except Hawaii), foreign countries, and United States territories (except the Commonwealth of Puerto Rico). Foreign nationals overseas were excluded, as were all Federal civilian employees not in a full-time status as of May 31, 1970. Data in this report represent world-wide agency summaries, and there intended only as an indicator of overall changes in the status of employment among minority groups at the agency level. Although total Federal civilian employment decreased by nearly 8700 positions from November 1969 to May 1970, minority group employees in Federal jobs increased by nearly 1400. There are now 501,900 minority group employees, comprising 19.4 percent of the 2,593,000 full-time Federal employees, up from 19.2 percent in Nov. 1969.   [More]  Descriptors: American Indians, Asian Americans, Bias, Black Employment

Kanu, Yatta (2006). Getting Them through the College Pipeline: Critical Elements of Instruction Influencing School Success among Native Canadian High School Students, Journal of Advanced Academics. As a consequence of the Civil Rights Movement and related social movements, the past 30 years have witnessed an unprecedented rise in higher education enrollments among ethnic minority groups, women, and low-income students, as well as increases in the financial aid available to these groups. However, certain ethnic minority populations, such as Native American and Native Canadian students, still experience difficulty in the transition from the K-12 school system to higher education, despite policies enacted to increase access. The research literature cites the disjuncture between the home cultures of these students and the environments of the school as a major cause of the failure of Native students to make the transition from the K-12 school system to higher education institutions. These findings have prompted calls for the integration of Native cultural knowledge and perspectives into the school curriculum. This Canadian study examined the outcomes of consistently integrating Native perspectives into the high school social studies curriculum throughout the 2003-2004 academic year. The teachers integrated Native cultural learning objectives, resources, and instructional methods. Critical elements of the integration processes that appeared to increase academic achievement, class attendance, and participation among Native students are discussed. Teachers can draw on these elements to implement effective teaching strategies for the preparation of Native students along the college pipeline.   [More]   [More]  Descriptors: Instructional Effectiveness, Civil Rights, Attendance Patterns, Student Participation

Gercken-Hawkins, Becca (2003). "Maybe You Only Look White": Ethnic Authority and Indian Authenticity in Academia, American Indian Quarterly. In this article, the author shares her experience teaching Native American and African American literature at a top public liberal arts college. Working with a large Native American student population and growing up in Montana, the author had both seen and experienced the racism Native Americans face in their culture. As a new faculty member, the author quickly learned from colleagues and from her involvement in the Native student organization that more consequential identity conflicts were common on the campus and in the town in which the university was located, especially since many of the students, like the author, do not "look Indian." The author describes her encounters with the people which highlighted a conflict that, for the author, is always right below the surface as a professor: the author enjoys the often unquestioned authority her Indian identity gives her as a teacher of Native American literature, yet she is troubled by the knowledge that her graduate school training in American ethnic literatures, the education that enables and qualifies her–to do her job well, is, for many, a secondary consideration.   [More]  Descriptors: African Americans, American Indian Literature, African American Literature, American Indians

Clarke, John Henrik (1988). Africans Away from Home. Africans who were brought across the Atlantic as slaves never fully adjusted to slavery or accepted its inevitability. Resistance began on board the slave ships, where many jumped overboard or committed suicide. African slaves in South America led the first revolts against tyranny in the New World. The first slave revolt in the Caribbean occurred in Cuba, but the most organized revolts occurred in Haiti and Jamaica. The South American and Caribbean revolts were successful because of geography and, most importantly, because of African cultural continuity. In the United States, the African pursuit of liberty differed in various parts of the country, depending on the following factors: (1) conditions at the respective plantations; (2) relationships forged with American Indians; (3) the impact of the weather; and (4) contacts with Africans from the Caribbean. The emerging radical Black ministry set in motion several slave revolts in the first half of the nineteenth century. During the Civil War, many blacks fought on the side of the North. Following the Emancipation Proclamation and the "pseudo-racial democracy" of the Reconstructionist period, educator Booker T. Washington and intellectual leader W. E. B. Dubois emerged as prominent black spokesmen. A brief bibliography is included. Descriptors: African History, Black Culture, Black History, Blacks

Pego, David (2003). Can't Blame Anyone Else for My Problems, American Indian Quarterly. The author is a full-blood Saginaw Chippewa Indian tribal member who is trying to enter the world of academia late in life. He relates he has never been subjected to unfair treatment or criticism from others because of the color of his skin. He has taught part-time at the University of Texas College of Communications and last year at South Dakota State University's Journalism Department. But in his lifetime, much more has been given to him than has been taken away. He has one student in Texas question him after class, asking if he thought he really was qualified to teach journalism. The author looked at her and shook his head while thinking of the right thing to say. "I guess I'm not qualified to teach it, but I have been qualified to do it for more than a quarter-century," he said. "All I know is that I've probably already walked down that path you want to travel and my job here is to tell you about some of the bumps in the road." The author does think discrimination exists for many Native people, but he also thinks it is more rare than many are led to believe. He thinks people are more often than not judged on the merits of their service and past accomplishments and then criticized when they come up short.   [More]  Descriptors: Journalism Education, Social Attitudes, Social Bias, American Indians

Kepecs, Mary, Ed.; Ross, Ellen, Ed. (1970). Increasing the Options for Wholesome Peer Level Experiences Across Racial, Cultural, and Economic Lines; Highlights of the Eighth National Conference on Equal Educational Opportunity, Washington, D.C., February 19-21, 1970. This booklet is comprised of summaries of contributions to the Eighth National Conference on Equal Educational Opportunity. National Education Association President, George Fischer, expresses views about changing attitudes, cultural differences, Southern school desegregation, busing, and the Nixon administration. Mrs. LaDonna Harris, a Comanche Indian, focuses on the problems of the American Indian people, and contends that Peace Corps work with people of different cultures all over the world is futile when the problems of cultural difference in the United States remain unsolved. Leon Panetta talks of the need for leadership and clear thinking on the issue of desegregation in order to prevent worsening of relations between the races. Roy Innis offers an alternative to the Department of Health, Education and Welfare plan for desegregation. Charles Gonsales, student NEA president, enjoins educators to begin asking some basic questions about the great cleavage between "our national goals and our national behavior." Mrs. Gwendolyn Woods, National Coordinator of the National Association of Black Students discusses the recommendations that the Association proposes to create an educational experience that is relevant to the black student and to the people the black student would wish to serve. The booklet also includes the resolutions made by the participants at the Conference.   [More]  Descriptors: Administrator Attitudes, American Indians, Attitude Change, Black Students

Office for Civil Rights (DHEW), Washington, DC. (1972). Directory of Public Elementary and Secondary Schools in Selected Districts. Enrollment and Staff by Racial/Ethnic Group. Fall 1970. This directory contains reported information, as of the beginning of the 1970-71 school year, on the racial/ethnic composition of pupils and full-time classroom teachers (assigned to one school) in approximately 8,000 school districts in the continental United States including Alaska and the District of Columbia. Minority racial/ethnic categories include American Indian, Oriental, Spanish surnamed American, and Negro. White nonminority and undesignated minority groups are included in the column headed "other". All school districts with enrollments of 3,000 or more (1969-70) were surveyed. Smaller school districts were selected for inclusion in the survey in a statistically random manner based on district enrollment size in the preceding school year. The districts samples covered 44.7 percent of the Nation's public school districts with a combined enrollment of 90.3 percent of the Nation's public elementary and secondary pupils. Tables I and II show actual and projected survey enrollment data, by State. Table III shows the various racial/ethnic State enrollment totals expressed as a percentage of total State enrollment. Table IV shows the various racial/ethnic State enrollment totals expressed as a percentage of the national total enrollment of particular racial/ethnic groups. The directory is arranged in alphabetical order by school district within State. Descriptors: Civil Rights, Data Processing, Directories, Enrollment

Gareau, Marcelle Marie (2003). Colonization within the University System, American Indian Quarterly. In this essay, the author provides a word of caution to those in the social sciences where, in the name of "objective science," it becomes easy to render humans into objects. Anthropology, one of the social sciences, has often been referred to as a tool of colonization. The discipline's approach of seeing small communities as laboratories for "scientific" cultural observation has in many instances put Native people in the position of becoming objects of research. Over the years the methods and approaches have changed, but often the mandate is the same: to obtain information from Native people in any manner possible in order to enhance one's career. The author contends that members of the aboriginal community must be aware and informed as to why research is undertaken, how it is performed, and what potential impacts the research will have upon their lives and the communities to which they belong. They also need to exercise their right to say "no" to research, to decide what research they wish to have done in their communities and who will be allowed to proceed with it. The same applies to university students in anthropology, First Nation studies, and other disciplines that involve the social sciences. In an effort to resist becoming objects that are used by the dominant social structure, the author suggests to exercise caution concerning where to choose to go in this life.   [More]  Descriptors: Research Methodology, Land Settlement, Anthropology, Social Structure

Jackson, Ronald B. (1986). A Study of Y.W.C.A. Services Performed for Pregnant and Parenting High School Students of El Paso from 1982 to 1985. Questionnaires and interviews were used to study the effectiveness of programs provided for pregnant and parenting students by the Young Women's Christian Association (YWCA) of El Paso, Texas. The study focused on the School-Age Parent Center (SPC), established in 1974 by the El Paso Independent School District, and the YWCA programs and services offered there. Data on school-related variables were obtained for the 731 girls enrolled in grades 9 to 12 in the SPC programs from 1979 to 1985. The girls were primarily Spanish, Anglo, Black, and American Indian. Based on data analysis, eight recommendations were made for program improvement: (1) data gathering must be continued; (2) more girls must be served; (3) the SPC should become a diploma granting high school; (4) SPC's principal should coordinate all services for pregnant girls in the El Paso Public Schools; (5) a comprehensive program of education, medical care, and support should be provided; (6) support should begin as soon as pregnancy is recognized and continue until at least 1 year after completing high school; (7) the counseling program should be strengthened; and (8) the local Department of Human Services should make greater use of data available on cases of reported child abuse. Descriptors: Agency Cooperation, Anglo Americans, Birth Rate, Child Abuse

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