Simon, Paul L.; Simon, Regina A. (1978). Cherish Our Differences: A Source Book for Cincinnati's Ethnic Heritage. A Bibliographical Guide. This selective bibliography lists books and some dissertations and theses relating to ethnicity. It is intended for junior and senior high school students, undergraduate college students, and the general public. The objective is to help ethnic groups, community agencies, and individuals in Cincinnati locate relevant source material concerning ethnicity and their ethnic heritage. Citations are included on geneology, immigration, and individual ethnic groups. These groups include Afro-Americans, American Indians, Appalachian-Americans, Arab-Americans, Asian-Americans, Dutch-Americans, Eastern European Americans, English and Scottish-Americans, French-Americans; German Americans, Hispano-Americans, Irish-Americans, Italian-Americans, Jewish-Americans, Near and Middle Eastern Americans, Greek-Americans, Scandinavian-Americans, and Swiss-Americans. A brief ethnic historical sketch of greater Cincinnati is also presented. The citations are arranged alphabetically by author and include title, publisher, date, and the library in which they can be found. To be listed, the sources must be in a local library, must be in the English language, and must have been published since 1920. No personal narratives, biographies, books on race relations, religion, civil rights, slavery, or suffrage are listed. An author index and addresses and hours of the libraries are appended. Descriptors: Adult Education, American Indians, Anglo Americans, Arabs

Whiting, Albert N. (1968). General University Obligations to the Disadvantaged Student. The civil rights movement and legislative efforts of the "New Frontier" and "Great Society" served to accelerate acceptance of the idea that universal opportunity also applies to higher education. Many colleges and universities designed experimental and compensatory programs for Negro students with deficient pre-college backgrounds, but few institutions are fulfilling their social obligations. Colleges should conduct open recruiting among high school students to include other disadvantaged groups such as American Indians, Mexican Americans, Puerto Ricans, and poor whites in rural and mountain areas, particularly in the South. Academic requirements should be adjusted and techniques should be developed for systematic evaluation of compensatory programs, and dull remedial courses replaced by a new set of stimulating curricular experiences that motivate rather than discourage low-achieving students. The university's obligation extends to the individual student. A broad academic and social counseling and guidance program is necessary, along with provisions for adequate financial aid, for the added burden of loan and job obligations makes scholastic improvement unrealistic. An integrated environment is an important component of equal educational opportunity and minimizes the extent to which disadvantaged students are made to feel rejected or on display.   [More]  Descriptors: College School Cooperation, Compensatory Education, Disadvantaged Youth, Educational Administration

Szasz, Margaret Connell, Ed. (1994). Between Indian and White Worlds: The Cultural Broker. During the five centuries of contact between Native and non-Native peoples of the Americas, thousands of intermediaries have moved across the continents' cultural frontiers. These cultural brokers have included traders, missionaries, persons of mixed race, diplomats, Indian schoolchildren attending missionary or government boarding schools, White advocates for Indian rights, Wild West showmen, teachers, scholars, ethnographers, linguists, and artists. Divided into four parts covering the colonial world, the expanding republic, the Wild West, and the 20th century, this book contains the following chapters: (1) "The Ways and Words of the Other: Diego de Vargas and Cultural Brokers in Late Seventeenth-Century New Mexico" (John L. Kessell); (2) "'Faithful, Knowing, and Prudent': Andrew Montour As Interpreter and Cultural Broker, 1740-1772" (Nancy L. Hagedorn); (3) "Samson Occom: Mohegan As Spiritual Intermediary" (Margaret Connell Szasz); (4) "Red-Head's Domain: William Clark's Indian Brokerage" (James P. Ronda); (5) "An Alternative Missionary Style: Evan Jones and John B. Jones among the Cherokees" (William G. McLoughlin); (6) "American Indian School Pupils As Cultural Brokers: Cherokee Girls at Brainerd Mission, 1828-1829" (Michael C. Coleman); (7) "Helen Hunt Jackson As Power Broker" (Valerie Sherer Mathes); (8) "Interpreting the Wild West, 1883-1914" (L. G. Moses); (9) "Female Native Teachers in Southeast Alaska: Sarah Dickinson, Tillie Paul, and Frances Willard" (Victoria Wyatt); (10) "Three Cultural Brokers in the Context of Edward S. Curtis's 'The North American Indian'" (Mick Gidley); (11) "Jesse Rowlodge: Southern Arapaho As Political Intermediary" (Donald J. Berthrong); (12) "D'Arcy McNickle: Living a Broker's Life" (Dorothy R. Parker); (13) "Speaking Their Language: Robert W. Young and the Navajos" (Peter Iverson); and (14) "Pablita Velarde: The Pueblo Artist As Cultural Broker" (Sally Hyer). A conclusion by Margaret Connell Szasz points outs similarities among cultural brokers in personality, educational experience, and circumstances. Contains references in notes, an extensive bibliography, notes on contributors, photographs, and an index. Descriptors: Acculturation, Alaska Natives, American Indian Education, American Indian History

Wheeler, Adade Mitchell; Wortman, Marlene Stein (1977). The Roads They Made: Women in Illinois History. This book discusses women's roles in Illinois history from the Indian period and the frontier through the Civil War, the Progressive Era, world wars and depressions to the 1970's. It relates these roles to the larger process of historical development. The authors wrote the book for all those seeking to enlarge their understanding of Illinois history. Chapters one through five describe (1) the varied work and the status of American Indian women and the marriage customs of these early times; (2) the hardships and harsh hazards faced by frontier women in Illinois; (3) women's efforts during the Civil War; (4) the period from 1870 to 1920 when women actively sought to improve their legal, economic, and social position; and (5) the women's movement from the 1920s to the present. The last chapter describes and provides information on the Carbondale Women's Center, the Institute of Women Today, the Illinois Women's Agenda, women's health care, the Coalition of Labor Union Women, and the Equal Rights Amendment in Illinois. A bibliography of books which treat the activities of Illinois women is also included.   [More]  Descriptors: Adult Education, American Indians, Bibliographies, Civil War (United States)

Shevitz, Linda Pollack; Shaffer, Susan Morris (1997). Women's Journeys, Women's Stories: In Search of Our Multicultural Future. Units in U.S. Women's History. Student Manual. This collection of curriculum units in U.S. history tells some of the untold women's stories that describe some of the historical events and social settings of the past and illustrate some trends for the future. These stories are intended to encourage middle school and junior high school students to explore contemporary women's history themes that correlate with themes previously highlighted in "In Search of Our Past," also from the Women's Educational Equity Act Resource Center. Three main units on contemporary topics are presented in both the "Teacher's Guide" and this "Student Manual." Each unit contains an introduction to the topic and background on the topic, profiles of individual women, interviews with individual women, readings about the unit topic, student activities, selected resources, and a vocabulary (some units). Units are presented on native women, women of the South (southern United States), and immigrant women, and these units encompass sections on the following cultural or historical groups: (1) American Indian women; (2) native Hawaiian women; (3) women of the South (from Civil War to civil rights); (4) Gullah women; (5) immigrant women; (6) Latinas; (7) Soviet Jewish women; and (8) contemporary women from Southeast Asia (Vietnamese).   [More]  Descriptors: American Indians, Asian Americans, Curriculum, Females

COLEMAN, JAMES S.; AND OTHERS (1966). EQUALITY OF EDUCATIONAL OPPORTUNITY. THE PRODUCT OF AN EXTENSIVE SURVEY REQUESTED BY THE CIVIL RIGHTS ACT OF 1964, THIS REPORT DOCUMENTS THE AVAILABILITY OF EQUAL EDUCATIONAL OPPORTUNITIES IN THE PUBLIC SCHOOLS FOR MINORITY GROUP NEGROES, PUERTO RICANS, MEXICAN-AMERICANS, ORIENTAL-AMERICANS, AND AMERICAN INDIANS, AS COMPARED WITH OPPORTUNITIES FOR MAJORITY GROUP WHITES. COMPARATIVE ESTIMATES ARE MADE ON A REGIONAL AS WELL AS ON A NATIONAL BASIS. SPECIFICALLY, THE REPORT DETAILS THE DEGREE OF SEGREGATION OF MINORITY GROUP PUPILS AND TEACHERS IN THE SCHOOLS AND THE RELATIONSHIP BETWEEN STUDENTS' ACHIEVEMENT, AS MEASURED BY ACHIEVEMENT TESTS, AND THE KINDS OF SCHOOLS THEY ATTEND. EDUCATIONAL QUALITY IS ASSESSED IN TERMS OF CURRICULUMS OFFERED, SCHOOL FACILITIES SUCH AS TEXTBOOKS, LABORATORIES, AND LIBRARIES, SUCH ACADEMIC PRACTICES AS TESTING FOR APTITUDE AND ACHIEVEMENT, AND THE PERSONAL, SOCIAL, AND ACADEMIC CHARACTERISTICS OF THE TEACHERS AND THE STUDENT BODIES IN THE SCHOOLS. ALSO IN THE REPORT IS A DISCUSSION OF FUTURE TEACHERS OF MINORITY GROUP CHILDREN, CASE STUDIES OF SCHOOL INTEGRATION, AND SECTIONS ON HIGHER EDUCATION OF MINORITIES AND SCHOOL NONENROLLMENT RATES. INFORMATION RELEVANT TO THE SURVEY'S RESEARCH PROCEDURES IS APPENDED. NOTABLE AMONG THE FINDINGS ON THE SURVEY ARE THAT NEGRO STUDENTS AND TEACHERS ARE LARGELY AND UNEQUALLY SEGREGATED FROM THEIR WHITE COUNTERPARTS, AND THAT THE AVERAGE MINORITY PUPIL ACHIEVES LESS AND IS MORE AFFECTED BY THE QUALITY OF HIS SCHOOL THAN THE AVERAGE WHITE PUPIL. THIS DOCUMENT IS ALSO AVAILABLE FROM THE SUPERINTENDENT OF DOCUMENTS, U.S. GOVERNMENT PRINTING OFFICE, WASHINGTON, D.C. 20402, FOR $4.25.   [More]  Descriptors: Achievement, Achievement Tests, Black Teachers, Blacks

Downey, Matthew T., Ed. (1982). Teaching American History: New Directions. This bulletin contains suggestions to help secondary teachers teach about the histories of groups that have too often been ignored by historians and whose histories, when they were recounted at all, have been told largely from outside perspectives. It focuses on women, the family, workers, Native Americans, and other people frequently neglected in U.S. history. There are five chapters. Each chapter contains an introduction, background reading for teachers, a bibliography of additional reading resources, and specific teaching suggestions. Chapter one focuses on women's history. Suggested activities include writing an obituary for any woman chosen from the 1885 state census, exploring an "attic trunk" from the 1920s, analyzing data about women in the labor force, and debating the Equal Rights Amendment. Chapter two deals with "The Family in American History." Students research their family history, read and discuss Arthur Miller's "Death of a Salesman," and examine the problems of black family life. Social history is the topic of chapter three. Students read and discuss sources concerning childrearing in Colonial America and Europe and analyze a case study concerning retirement. Recent trends in American labor history comprise the focus of chapter four. Students read and discuss accounts that describe the shoemaking industry at different times in U.S. history, analyze data which they have gathered concerning changes in working life, and gather information from their community regarding labor unions. The concluding chapter focuses on American Indians. Students conduct research for an independent project and read and analyze books. Descriptors: American Indians, Black History, Child Rearing, Educational Change

Shevitz, Linda Pollack; Shaffer, Susan Morris (1997). Women's Journeys, Women's Stories: In Search of Our Multicultural Future. Units in U.S. Women's History. Teacher Guide. This collection of curriculum units in U.S. history tells some of the untold women's stories that describe some of the historical events and social settings of the past and illustrate some trends for the future. These stories are intended to encourage middle school and junior high school students to explore contemporary women's history themes that correlate with themes previously highlighted in "In Search of Our Past," also from the Women's Educational Equity Act Resource Center. Three main units on contemporary topics are presented in both this "Teacher's Guide" and the "Student Manual." Each unit of the teacher's guide contains an overview of the unit, an introduction to the topic and background on the topic, ideas for additional student activities, and selected annotated resources. Units are presented on native women, women of the South (southern United States), and immigrant women, and these units encompass sections on the following cultural or historical groups: (1) American Indian women; (2) native Hawaiian women; (3) women of the South (from Civil War to civil rights); (4) Gullah women; (5) immigrant women; (6) Latinas; (7) Soviet Jewish women; and (8) contemporary women from Southeast Asia.   [More]  Descriptors: American Indians, Asian Americans, Curriculum, Females

Levitan, Sar A.; Miller, Elizabeth I. (1993). The Equivocal Prospects for Indian Reservations. Occasional Paper 1993-2. This paper analyzes and evaluates federal assistance to Indians on or near reservations and recommends public policies to promote self-determination through economic development. Most Indian tribes rely on federal funds for basic necessities and services. At current funding levels, reservation residents lead lives of deprivation or opt for outmigration to achieve personal self-sufficiency. The goal of federal policy should be to raise the standard of living on reservations by expanding opportunities for individuals to function independently of the federal welfare system. A precondition to achieving this goal is the creation of effective tribal governments. The key to tribal economic success lies in taking advantage of all available federal, human, and natural resources. In particular, a comprehensive reform of reservation educational and training systems is necessary to expand self-governance initiatives. Tribes that achieve self-sufficiency will face conflicts between economic development and cultural identity. This paper provides overviews of: (1) American Indian demography; (2) the history of federal Indian policies; (3) reservation economies (employment and welfare); (4) land resources and land use (agriculture, mining, water rights, and environmental issues); (5) federal economic development programs, private investments, and reservation gambling; (6) education (schools, funding, educational attainment, achievement, tribal colleges, and use of new technologies); (7) job training programs; and (8) tribal government, courts, and taxation issues.    [More]  Descriptors: American Indian Education, American Indian Reservations, Economic Development, Elementary Secondary Education

Morris, Donald (1976). Interdependence–Spirit of 1976: A Special Bicentennial Edition of "Teaching about Interdependence in a Peaceful World.". Methods and resource materials are suggested for teaching elementary level students about the concept of interdependence in terms of the Bicentennial. The rationale lies with a belief in human interrelatedness and the universality of human rights for which the signers of the Declaration of Independence struggled. Students are encouraged to explore American history and find events and individuals that worked to unite Americans and foster peace among ethnic groups, races, religions, and the government and American Indians. For example, Benjamin Franklin is cited as a significant contributor to cooperation between the colonies. To celebrate the festival of the Bicentennial, activities are suggested which involve students in making collections of poetry and essays about their reactions to life today and in making colonial costumes. Awareness of new horizons can be deepened by discussing basic human needs, writing poetry relating the past to the future, and studying critical global issues such as energy, population, and mass transportation. A bibliography of 14 books and journals provides resource materials for all activities described in the kit.   [More]  Descriptors: American History, Civil Liberties, Concept Teaching, Elementary Education

Cabinet Committee on Opportunities for Spanish Speaking People, Washington, DC. (1971). The Spanish Speaking in the United States: A Guide to Materials. The bibliography cites more than 1,300 books, bibliographies, essays, and other materials dealing with the Spanish speaking population (i.e., Mexican Americans, Puerto Ricans, and Cuban refugees) and their role in the social, political, educational, and institutional development of the U.S. Published between 1900 and 1971, the materials represent a broad range of perceptions, philosophies, and approaches. The bibliography is divided into nine sections: (1) Bibliographies; (2) Books and Monographs; (3) Articles, Reports, Speeches; (4) Dissertations and Other Unpublished Materials; (5) Government Publications: State and Federal; (6) Audio-Visual Materials; (7) Project Leer Listing of U.S. Producers or Distributors of Spanish Audio-Visual Material; (8) Listing of Currently Published Serials (State-by-State); and (9) Listing of Spanish Language Radio and TV Stations and Programs (State-by-State). Topics covered include: acculturation, American Indians, Aztecs, border disputes and towns, braceros, California history, civil rights, community development, culture, explorations, education, the family, farm problems, folk medicine, the grape strike, health problems, housing, immigration, marriage, literature, Mexican history and influences, migratory labor, minority groups, racial problems, politics, social conditions, language problems, and folklore. A subject index is provided.   [More]  Descriptors: Acculturation, Annotated Bibliographies, Audiovisual Aids, Books

South Dakota State Div. of Elementary and Secondary Education, Pierre. Office of Curriculum and Instruction. (1981). South Dakota Social Studies Curriculum Guide, Kindergarten-Twelve. This K-12 social studies curriculum guide was developed to provide local schools in South Dakota with a point of departure for their own curriculum development. There are five sections to the guide. Section one, "Social Studies Standards of Excellence," discusses shared decision making and commitment, community support for the social studies, staffing and staff development, organizing, instructional activities, evaluation, social studies resources, and curriculum planning. Goals for each area of the K-12 curriculum are outlined in section two. These areas include American Indian education, anthropology, career education, citizenship, consumer education, contemporary issues, drug/alcohol education, economics and free enterprise, environmental education, geography, government, historical and cultural impact of religion, multi-cultural education, psychology, rights and responsibilities, social behavior, sociology, South Dakota studies, and world and American history. Section three provides an overview of the K-12 social studies scope and sequence and section four examines the problem-solving and critical-thinking skills integrated throughout the curriculum. The final section presents and discusses the six major steps in curriculum development. Quotes from research are presented. Included in the appendices are a glossary of terms and recommendations of the National Council of Social Studies. Descriptors: Critical Thinking, Curriculum Development, Educational Objectives, Elementary Secondary Education

Florida State Dept. of Education, Tallahassee. Div. of Community Colleges. (1978). Report of the Distribution of Financial Assistance to Students in Florida's Community Colleges, 1976-77. Information from Office of Civil Rights (OCR) report forms pertaining to distribution of financial aid to all Florida community college students for fiscal year 1976-77 comprises this report, intended for college, state, and federal level decision- and policy-makers. Data are organized in tabular form. Table 1 is a summary of aid for the year, showing the number of awards (n=78,497), the total dollars awarded ($38,331,183), and the average amount per award for each specific award type and major category as well as the number of unduplicated recipients (n=56,088). Tables 2 and 3 summarize aid according to five racial/ethnic groups: blacks, American Indians, Asians, Hispanics, and whites. Table 4 shows the relationship between fall 1976 enrollment and financial assistance distribution by racial/ethnic group for fiscal year 1976-77. Table 5 summarizes aid by sex within the major aid groups (loan, grant, and scholarship recipients and employed students). Tables 6, 7, 8, 9, and 10 are summaries of aid by college and major aid group. Table 11 displays trends in total student assistance distribution from 1974-1977, involving increases for all years in almost every category except loans, which decreased during 1976-77 in dollar amount, number of awards, and number of recipients. Instructions for completing the OCR report forms in terms of each information category are included.   [More]  Descriptors: Community Colleges, Ethnic Groups, Federal Aid, Females

Lowe, Eugene T.; Taylor, William L. (1977). Trends in Black School Segregation, 1970-1974. Volume 1. As a statistical tabulation based on raw data collected by the Office of Civil Rights of the Department of Health, Education and Welfare, this report presents tables of data which illustrate trends in black school segregation from 1970-1974. The statistics provide a detailed profile of the pattern of black enrollment in schools with various proportions of minority students (American Indian, Asian American, Spanish Surnamed American, and others). They show the number and percentage of black students and the number and percent of the district's schools at each level of segregation or integration each year. Statistics have been gathered for all fifty states according to five regions: northeast, border, south, mid-west, west. Alaska and Hawaii have been excluded. The detailed statistical profiles of 204 school districts with more than 20,000 students enrolled permit examination of trends in middle size cities and a number of major suburban and metropolitan school systems as well as the 100 largest systems (the only ones on which DHEW data was previously available). A short introduction provides historical background and analyses of school segregation.   [More]  Descriptors: Black Education, Black Students, Educational Discrimination, Minority Group Children

Martin, Guy (1975). The Politics of Passage: One of a Series of Articles on the Native Land Claims. As one in a series of eight articles written by different professionals concerned with Alaska Native land claims, this article focuses on passage of the Alaska Native Claims Settlement Act and emphasizes the influence of political and economic interests on the legislative process. Designed to stimulate careful political/historical reading and discussion at an advanced secondary or adult level, this booklet identifies and defines such key words as: compromise, conservative, chamber, self-determination, and lobbying. Among the major events discussed in the text are: (1) the early work on behalf of American Indians by Senators Henry Jackson and Edward Kennedy; (2) the "land freeze" of 1966 which effectively bound up 90 percent of Alaska's land and prevented development of the Trans-Alaskan Pipeline; (3) strengthening of the Alaska Native position via regional and national organization; (4) development of the Native bill which demanded 60 million acres with full title, more than one billion dollars in money settlement, and a Native management system; (5) Native lobbying efforts to gain support from Indian organizations, oil and other business interests, civil rights groups, the press, and the White House; (6) differences between the final House and Senate bills; (7) change in concern from "passage at any price" to "who gets what"; (8) the ultimate compromise.   [More]  Descriptors: Alaska Natives, Curriculum Guides, Definitions, Federal Legislation

National Indian Council on Aging, Albuquerque, NM. (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

Smith, Thomas M. (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

Deloria, Vine, Jr. (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

Bernalillo Public Schools, NM. (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

Hakim, Joy (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

National Advisory Council on Indian Education, Washington, DC. (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

Orr, Paul G. (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

Rodriguez, Esther M.; Nettles, Michael T. (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

Killalea Associates, Inc., Alexandria, VA. (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 (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

McDiarmid, Garnet; Pratt, David (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

Graves, Mary A. (). 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

National Advisory Council on Indian Education, Washington, DC. (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

Nachbar, Cornelia, Ed.; Timpte, Robert, Ed. (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

Jones, Myron (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