Ferree, Robert F.; And Others (1971). Who Am I?. The report encompasses a joint student-faculty 2-year project (funded under Title III of the Elementary and Secondary Education Act) conducted in an effort to decrease problems of the educationally handicapped students coming to Bacone College. In better preparing the student with low ACT scores for college level work, specialized or modified courses were offered in freshman English and mathematics as well as in core courses. In furthering the college program to relate to the unique student body that consisted of Negro, Caucasian, and American Indian students, a "philosophical core theme" concept of class organization was implemented. Units within the core concept included Discovering Who I Am, I Participate in Society, Understanding Myself, Math-Science for Me, My Right to Read, Personality Through Speech, I Compete with Myself, Developing My Language Tools, and Writing for My Now and My Future. Descriptions of these units, projections for continued development of Bacone's program, and comments by former Bacone Students are presented in the Document, as well as results of a follow-up study of 51 Bacone students who transferred to Northeastern State College. As a result of the follow-up, conducted to determine whether grades earned at Bacone could be used to indicate a student's ability to do college work elsewhere, it is believed that students from Bacone can do college work in other institutions.   [More]  Descriptors: Academic Achievement, American Indians, Blacks, College Curriculum

Women's Bureau (DOL), Washington, DC. (1975). Report on Conference on Employment Awareness for Indian Women. An informal coalition of the North American Indian Women's Association, the New Mexico Commission on the Status of Women, and the Women's Bureau of the U.S. Department of Labor presented a two-day program in Shiprock, New Mexico, to provide employment awareness for Indian women. The July 24-25, 1975 program was attended by 200 Navajo and Hopi women who participated in a day of workshops which provided them with basic employment information (such as interviewing techniques, resume writing, employee rights, benefits awareness, and child care) and also provided each woman with answers to specific employment concerns. The second day was devoted to a panel consisting of an employee and an employer from all the major firms in the Farmington-Shiprock area. Employees responded to employer presentations of practices and problems regarding the employment of Indians, and both sought solutions to specific problems and concerns. Recommendations of conference attendees included the Bureau of Indian Affairs implementation of a paid Federal Women's Program coordinator at each agency on the reservation; the establishment of a youth center in the Shiprock area; and the building of an all-vocational school on the Navajo reservation.   [More]  Descriptors: Agency Role, American Indian Reservations, American Indians, Career Awareness

Abbott, Douglas A.; Meredith, William H. (1985). Minority Families: Strengths of Four Ethnic Groups. While healthy families and minority family systems are two areas of family research currently getting attention, little is known about what various ethnic families consider to be important traits of healthy families. To examine this issue and to assess family strengths and marital and parenting satisfaction for different ethnic samples, parents from four American ethnic groups (57 American Indians, 80 Hmong refugees, 105 Chicanos, 103 Blacks), and a white comparison group (N=210) were surveyed by questionnaire and by interview concerning those characteristics that promote a strong and healthy family. The results showed that the majority of parents across all ethnic groups considered a strong family to be one in which trust, support, and effective communication are present and in which a sense of right and wrong behavior are taught. Family members reported feeling responsibility for the welfare of each other, yet expressed respect for individuality and personal privacy. Strong families were reported to spend time together. Though not reported by the white parents, other ethnic parents valued financial security and respect for elders as additional sources of family strength. The parents also evaluated their own marital and parental satisfactions and their family strength. The white and Hmong parents reported the highest scores on all family measures, while the Indian parents had the lowest levels of family satisfaction. The interpretation of these results, however, is tentative because the validity of these family scales for ethnic parents has not been established.  Descriptors: American Indians, Blacks, Cross Cultural Studies, Ethnic Groups

Harkins, Arthur M.; And Others (1970). The Formal Education of Menominee Indian Children: Recent Educational Background Conditions. What the Menominee Indian parents and their friends think are the problems with American Indian education in Shawano Joint School District No. 8, Minnesota, is treated in this document, in which, the authors state, the brief text is to be followed by extensive appendixes carefully constructed to provide scarce and relevant materials documenting the generalizations made in the text. The text includes the Menominee Educational Bill of Rights and a summary describing the consolidation of the Shawano School District, the stable school board membership, the school district conditions, the school administrators, the financial situation, a Title III Elementary and Secondary Education Act project, a statement of need, and the Menominee Indian student test performance characteristics. The summary describes generally the educational background conditions pertinent to understanding the problems of Menominee Indian education. The appendixes include a document on the "Operations of Office of Education (Conflict of Interest–Proposed Grant for Computerized Classroom)"; an article, "Cultural Absorption Threatens Tribe"; further test performance data on Menominee Indian children; and newspaper clippings dating from the summer of 1966 to July 20, 1970.   [More]  Descriptors: Achievement, American Indians, Community Action, Cultural Background

National Advisory Council on Indian Education, Washington, DC. (1990). Open Discussion with NACIE and Task Force Members. INAR/NACIE Joint Issues Sessions. National Indian Education Association (NIEA) Annual Conference (22nd, San Diego, California, October 16, 1990). This report summarizes an open discussion between members of the Indian Nations At Risk Task Force and the National Advisory Council on Indian Education (NACIE) and conference attenders following 2 days of testimony about issues in Native American education. An administrator outlined the loss of educational opportunity for Native Americans during the 1980s due to decreased federal funding, disregard of treaty rights, and bureaucratic entanglements, and outlined recommendations for tribally controlled teacher education, alternative education programs, increased funding, substance abuse prevention, and bilingual education programs. An attorney urged the Task Force and the NACIE to draft federal policy supporting tribal government control of public schools on the reservation, and outlined educational ramifications of the Supreme Court's recent refusals to support tribal sovereignty in other areas. Other topics of discussion included the need for additional programs for handicapped and gifted students; the need for teacher training in American Indian culture, substance abuse prevention, and suicide prevention; Indian identity and tribal sovereignty as resources to use in negotiations with the federal government; encouraging political involvement of community members at the local level; poverty, welfare, lack of self-esteem, and the need to pursue self-sufficiency on the reservations. The responsibilities of the Task Force were described.   [More]  Descriptors: American Indian Education, American Indians, Dropouts, Educational Policy

Wopat, Priscilla (1970). "To Civilize the Indian…": A Survey of the Educational Philosophy and Programs of the Bureau of Indian Affairs Since 1928. An examination of the varied approaches to educate and assimilate the American Indian into the mainstream of American life by the Federal Government from 1928 through 1964 is presented in this thesis which provides background regarding programs initiated by each Federal administration in office during this period. Notable changes occurring during this 36-year period are pointed out by the study and are divided into 4 major phases: (1) the years of the Meriam study, 1928-1933, which recommended a change in point of view for the Indian in the process of education; (2) the John Collier administration of the Bureau of Indian Affairs (BIA), during 1933-1944, which brought about the Indian Reorganization Act that provided self-governing rights for the Indians; (3) the period of 1945-1960, which is noted for reorganization of the administrative structure of the BIA and the suggestion of termination of Federal responsibility; and (4) the early 1960's with a new administration and a new evaluation of BIA programs by the Federal Task Force.   [More]  Descriptors: Administration, Agency Role, American Indians, Education

Canipe, Stephen L. (1982). Human Succession. Learning Activities for Environmental Education. Materials contained in this activity package are designed to provide teachers with a method of approaching a complex environmental question. That question centers on the return to the "good life" of the country. The two activities in the package provide a different view of this question than the most commonly accepted one. The first activity ("Human Succession: The Utterly Dismal Theory") focuses on American Indian culture as related to the theory which states that while people dominate at this moment in time, they are altering their environment and, at some future point, will become extinct, giving way to dominance by another organism. The second activity ("Primitive Cultures: A Return to the Good Life?") focuses on the relationships between primitive cultures and their environments. There are no right or wrong ways to approach the issues considered in the activities since there are different points of view. The procedure for using the activities is simple, involving use of values clarification strategies. Behavioral objectives, general activities, values clarification strategies, and a list of resource materials are provided for each activity. In addition, a list of suggested study/discussion questions and related activities are provided in an appendix for the first activity only. Descriptors: American Indian Culture, Anthropology, Elementary Secondary Education, Environmental Education

Peshkin, Alan (1997). Places of Memory: Whiteman's Schools and Native American Communities. Sociocultural, Political, and Historical Studies in Education. "Indian High School" is a nonpublic off-reservation boarding school in New Mexico serving over 400 American Indian students. The large majority of the students come from the 19 Pueblo tribes, whose governors appoint school board members with authority to hire all personnel. The Bureau of Indian Affairs provides funding but acknowledges Pueblo rights to local control. Based on 3 years of qualitative research at Indian High School, this book focuses on the lives of Pueblo adolescents in school and seeks to explain why they achieve only limited academic success, despite the school's relatively abundant resources, its congenial atmosphere for Indian students, the good intentions of school personnel, and the aspirations of parents and students. A central theme in this exploration is the dual-world character of students' lives. At home, Pueblo students learn to place their tribal communities at the center of their loyalty, affect, responsibility, and support. But they attend a school whose origins and rationale are in non-Indian society. It is a school designed for becoming effective in mainstream America, an effectiveness that Pueblo students and their parents accept as requisite for their economic well-being. However, this process of becoming economically effective is problematic and ambiguous for Pueblo students as it often clashes with traditional cultural ideals that are at the heart of Pueblo communities' struggle for cultural survival. Contains 193 references and subject and author indexes. Descriptors: Academic Achievement, American Indian Culture, American Indian Education, Cultural Differences

Margolin, David, Ed.; Ortiz, Roxanne Dunbar, Ed. (1979). Economic Development in Indian Reservations in New Mexico. Final Report from the Seminar (Albuquerque, New Mexico, May 4-5, 1979). Proceedings from a seminar on economic development for American Indian reservations include reports on panel discussions and an analysis of a questionnaire responded to by 113 Indian seminar participants. The report on Session One, "Traditional Indian Economies in New Mexico: Values," covers a discussion on traditional roles and patterns which have affected Indian economic development; proceedings from Session Two, "Indian Economic Development and the Role of Experts," discuss an apparent lack of communication and coordination between Indian governments and outside experts in dealing with economic decisions within communities; the summary of Session Three, "New Mexico State Legislation and Its Effects," deals with Indian rights and sovereignty which are affected by political and governmental influence; and the recording of Session Four, "Federal Trust Obligations and Conflicts of Interest," narrates concerns on issues of development on reservations in which the federal government is involved. A report on the concluding session covers discussions of various topics of interest and concern which were not covered during the four seminar panels. Five major concerns emerged from an analysis of the questionnaire responses: local input into planning; general knowledge; effectiveness of experts and planning; control of development and planning; and development. Descriptors: American Indian Reservations, American Indians, Change Strategies, Community Control

Parker, Alan; And Others (1975). Indian Tribes as Governments. An Analysis of Governing Institutions of Selected Indian Tribes: Report on a Research Project Conducted by a Team of Indian Lawyers and Law Students–June through August, 1974. Study objectives were to assess the status of a representative number of American Indian tribal governments and to share that information with other members of the national Indian community. Sixteen Indian law students, assisted by 8 Indian lawyers, worked on 17 different Indian reservations during the summer of 1974. Generally working on their own reservations, students performed an objective and systematic evaluation of each tribal government, assisted tribal governments in forming remedial objectives, and prepared substantive research reports. The research reports focused on the following areas: (1) tribal governing structure; (2) economic development of tribal resources and the tribal governing structure; (3) tribal court structure; (4) administration of governing services; (5) relationship of tribal government structure to the Bureau of Indian Affairs; and (6) the Indian Civil Rights Act and the Federal Government. While specific recommendations proved unrealistic due to the diverse complexity of individual tribes, broad recommendations included: (1) establishment of a tribal resource center for purposes of providing technical assistance in developing and exercising governing powers and (2) development of evaluation standards by which various agencies and individual tribal governments might be effectively evaluated.   [More]  Descriptors: Administration, Agency Role, American Indian Reservations, American Indians

Arnold, Robert D.; And Others (1975). Alaska Native Land Claims. [Textbook]. Written for students at the secondary level, this textbook on Alaska Native land claims includes nine chapters, eight appendices, photographs, maps, graphs, bibliography, and an index. Chapters are titled as follows: (1) Earliest Times (Alaska's first settlers, eighteenth century territories, and other claimants); (2) American Indians and Their Lands (the dispossessed, three centuries earlier, European attitudes, treaties, congressional action, and Federal services); (3) Alaska Natives and Their Lands (new migrants, encroachments, unacknowledged title, renewed promise); (4) The Land Claims Struggle (new threats to land rights, alternative solutions, organization, proposed legislation, a strengthened case, improved prospects, a legislative settlement); (5) The Alaska Native Claims Settlement Act: An Introduction (land and money, the corporation as vehicle, Alaska Native corporations; (6) Settlement Act organizations (regional business corporations, local business corporations, and other organizations); (7) The Money Settlement (sources, payments to individuals, funding for village corporations, and funding for regional corporations); (8) The Land Settlement (village corporation selections, limitations on selections, individuals and some others, regional corporations, corporations as land owners, and the public); (9) Shaping the Future (self-determination, goals of corporations, and responsibilities). Descriptors: Accountability, Alaska Natives, American Indians, Cultural Background

O'Connor, John P.; Rosall, Judith (1979). "Our Vision: A Journey to Better Health": Proceedings of the National Indian/Alaska Native Health Conference (3rd, Spokane, Washington, July 22-26, 1979). Nearly 1,500 Indian representatives from across the United States attended the 4-day conference, sponsored by the National Indian Health Board (NIHB), to discuss and learn more about significant issues regarding the delivery of health services to American Indians. Each day participants attended workshop sessions to discuss and debate issues related to one of three major conference topics. The major themes and related workshop issues were: legislative issues (National Health Planning and Resources Development Act, PL 93-641; Indian health manpower development; contracts, grants, and intergovernmental personnel assignments; Indian provisions of the Good Stamp Act of 1977; tribal specific health plans; traditional Indian medicine; implementation of the Health Services and Centers Amendments of 1978, PL 95-626; and 1980 Census); human services (alcohol and drug abuse; emergency medical services; patient rights; Indian Child Welfare Act; Indian elderly; urban Indian health care); and mental health (child abuse and neglect; battered spouses; mentally and physically handicapped; mental health; nuclear power development on the reservations). Reports, recommendations, and resolutions of the workshops were delivered to general assembly sessions the following day. Thirty two of the resolutions were officially adopted by NIHB in January, 1980. Descriptors: Alaska Natives, Alcoholism, American Indian Culture, American Indians

Benham, William J. (1975). An Indian Education Resources Center. An Indian Education Resources Center has been established in Albuquerque, New Mexico, to improve educational opportunities for American Indian students. Part of the Bureau of Indian Affairs' Central Office of Indian Education Program, the center was established after a thorough review of the Bureau's Central Office education operations revealed a need to locate some Washington, D.C. office services closer to the scene of action. Therefore, a Field Service Office was established in Albuquerque, and part of the Washington-based education staff located there. In August 1972 the name was changed from Field Services to the Indian Education Resources Center. The center's main goal is to serve Indian education by providing leadership or help for change, and resources for improvement and advocacy of Indian rights. It provides services to Indian students enrolled in public and Federal schools and colleges and universities. The center includes five divisions: (1) the Division of Evaluation, Research and Development; (2) the Division of Continuing Education; (3) the Division of Educational Assistance; (4) the Division of School Facilities; and (5) the Division of Educational Audio-Visual Services. This paper discusses the services provided by each division.   [More]  Descriptors: Agency Role, American Indians, Audiovisual Centers, Education Service Centers

Americans for Indian Opportunity, Inc., Albuquerque, NM. (1975). Real Choices in Indian Resource Development: Alternatives To Leasing. AIO Report-Billings Conference (Billings, Montana, January 30, 31, and February 1, 1975). Identifying the purpose of the Conference on Real Choices in Indian Resource Development: Alternatives to Leasing (Billings, Montana, January 1975) as exploring options available to American Indian tribes in the Great Plains re: the development of their own natural resources, this paper presents excerpts from participant speeches and comments regarding the following: (1) the problem and the challenge of conserving and developing Indian resources; (2) the foreign analogy wherein use of Indian resources is compared with the developing countries and their attempts to control and manage resources; (3) comparative mining agreements ("The Indian mineral leases I have seen are among the worst mineral agreements in the world."); (4) water rights (discussion of a new bill proposed by the Justice Department to allow the Secretary of the Interior over a five year period to administer the quantification of water in the U.S. without a mechanism for appeal); (5) a colonial experience (a professor from Ceylon asserts, "The necessity to assert cultural autonomy is critical at the initial stages…because it is going to take us forward into a new sense of human community."); (6) Environmental Protection Agency (it was the consensus that EPA and Indian people have common interests and should develop better communications).   [More]  Descriptors: Agency Role, American Indian Reservations, American Indians, Comparative Analysis

1975 (1975). Indian Woman Today; Southwest Indian Women's Conference (Window Rock, Arizona, September 24-25, 1975). Describing the activities and responses of American Indian women attending the 1975 Southwest Indian Women's Conference in Window Rock, Arizona, these proceedings present the following: (1) the keynote address (focus is on program funding and Indian female civil rights, self-concept, and cultural background); (2) observations derived from interviews of 20 conference participants; (3) a description of participant characteristics (most were traditional homemakers and about 66% were Navajo); (4) the basic attitudes of educated Indian women re: special problems of being a woman, the women's liberation movement; and expanding the role of Indian women; (5) recommendations coming out of the seven workshops (Funding and Resources; Legal and Jurisdictional Issues; Self-Identity; Special Problems of Aged Indian Women; Special Needs for Handicapped Indian Women; Relationship between Tribal, State, and Federal Governments; and Navajo Speaking Groups); (6) an evaluation (criticism of participants' contrasting expectations, the conference format, conference facilities, and unequal tribal representation); (7) speeches on: the problems of Indian women; the need for Indian women to work; the special problems of Indian women in the Southwest; the employment status of Indian women; the Phoenix Indian women; and a counseling center for women. Descriptors: Agency Cooperation, American Indians, Civil Rights, Conference Reports

Arizona Commission of Indian Affairs, Phoenix. (1992). Arizona Commission of Indian Affairs 1990-1991 Annual Report. This annual report describes the goals and activities of the Arizona Commission of Indian Affairs for fiscal year 1990-91. The commission is made up of seven tribal representatives, two non-Indians, and six ex-officio members from state government. In October 1990, the commission held a 2-day Indian Town Hall in Phoenix (Arizona) on the future of tribal government-to-government relationships. Commission members attempted to coordinate a baseline economic analysis of selected Indian reservations, but found little evidence of tribal support. In June 1991, the commission sponsored a conference on the current status of Indian diabetes programs in Arizona. In cooperation with other agencies, five seminars were held in various locations to address issues of law enforcement and jurisdiction on and off reservations. Other commission activities included compiling and disseminating information on Indian affairs, assisting Arizona Indian tribes to develop a state-tribal relationship policy, and making policy recommendations to state government. A bill in the state legislature that would have terminated the commission died in the face of broad tribal opposition. Appendices outline commission objectives 1991-93 and list tribal priority issues related to economic development, taxation, gambling, lottery proceeds, new land acquisitions by reservations, waste management facilities on reservation lands, transportation of hazardous waste through reservations, state-tribal intergovernmental relationships, health care services, water rights, fish and game laws and their enforcement, and education. Educational issues involve funding, school district jurisdiction, and integration of American Indian history into public school curriculum. Descriptors: American Indian Reservations, American Indians, Annual Reports, State Agencies

Congress of the U.S., Washington, DC. Senate Select Committee on Indian Affairs. (1981). Oversight of Indian Program Budgets. Hearing Before the Select Committee on Indian Affairs. United States Senate, Ninety-Seventh Congress, First Session on Review of Budget Submissions of the Bureau of Indian Affairs, Department of the Interior; Indian Health Service, Department of Health and Human Services; Office of Indian Education, Department of Education; and Indian Housing, Department of Housing and Urban Development. Testimony and prepared statements provide insight into the manner in which Indian affairs will be administered under the proposed 1982 fiscal year budget and compares the proposed innovations and the implementation of assistance to the Indian tribes with a general Federal policy to promote tribal self-determination. Probably because of the fragmentation of the Federal delivery system, the proposed budget reductions to Indian programs total $1,118,745,000, or a 35% reduction of a planned budget of $3.1 billion. Agencies including the Bureau of Indian Affairs, Indian Health Service, Office of Indian Education, and Department of Housing and Urban Development propose to give Indian tribes a greater role in allocation of financial resources and additional flexibility in meeting their particular reservations' needs. Appendices include statements by the Duckwater Shoshone School Board, Mississippi Band of Choctaw Indians, National Congress of American Indians, and Penobscot Nation; correspondence from the Fort Belknap Community Council, Native American Rights Fund, and Papago Tribe of Arizona; and Bureau of Indian Affairs and Department of Housing responses to written questions.   [More]  Descriptors: American Indian Education, American Indians, Budgeting, Federal Aid

Sprenger, Joyce (1992). Okiciyapo Hechel Lena Oyate Kin Nipi Kte (Help Each Other That These People May Live). Facilitating Academic Attainment in Adolescent Sioux Students in the Public School Systems in South Dakota. This paper reviews educational problems affecting American Indian students, particularly problems related to school climate, and describes efforts to improve school climate at Bennett County (South Dakota) High School. This public school serves the county and two reservations. It also accepts transfer students from Bureau of Indian Affairs schools in three states. Over half of the students are Lakotas (Sioux). As in other similar schools, problems include poor communication between teachers and some Indian students, poor relationships between the school and Indian parents, lack of Indian teachers, racial distrust, high Indian poverty rates, language problems, cultural differences between students and teachers, low participation in extracurricular activities by Indian students, alcohol abuse, student alienation, and low student self-esteem. Approaches to these problems by other school districts have included multicultural curriculum reform, efforts to make materials and course content more culturally relevant to Indian students, using more experiential teaching methods, and alcohol education. Bennett County High School instituted the following activities: (1) contracts with students not to drink or use drugs; (2) an advisor-advisee program; (3) cultural programs involving school and community; (4) school climate inventories completed by students and teachers; (5) putting arts and other extracurricular activities on an equal footing with sports; (6) serving Native American food in school lunches; (7) the Human Rights Education Program; and (8) the Student Problem Identification and Resolution Program. Descriptors: American Indian Education, American Indians, Educational Environment, High Schools

Ames, Michael M. (1986). Indians as Resources: The Changing Relationship between Indians and Anthropologists, Wicazo Sa Review. Traditional academic or curatorial associations with North American Indians–treating them as informants, subjects, students, or specimens–is no longer sufficient because these associations imply unequal relations with anthropologists and curators in the superior position. Indians now want, expect, and demand equality; and new relationships are therefore evolving between Indians and anthropologists and museums. One obvious development is the resource bank relationship in which anthropologists and museums become resource centers for Indians. One British Columbia museum, for example, devotes a major portion of its research resources to the documentation of contemporary Indian ceremonials, makes results available to Indian families, and loans ceremonial objects for use at potlatches. Other museums co-sponsor programs and exhibitions with Indian organizations. During the past 10 years many Indian communities have opened their own museums and cultural centers. Non-native museums are beginning to exhibit Indian work as fine art on a par with the other fine art of the world and to exhibit contemporary Indian art in the same way as contemporary white art. These changes introduce many questions and problems for anthropologists and museums. As Indian intellectuals regain control over their own images and destinies, they will claim as well the right to provide the answers and solutions. Descriptors: American Indian Culture, American Indians, Anthropology, Art Products

Young, Robert W., Comp. (1969). Historical Backgrounds for Modern Indian Law and Order. Focusing on the development of American Indian law and order, this monograph presents basic historical data chronologically ordered under the following headings: (1) Indian America (tribal and linguistic groups, migration, the American cultural zones); (2) Colonial America (early colonization, Indian legal land title vs. title of occupancy, Indian external and internal sovereignty, the French and Indian Wars, development of Indian Affairs after 1763); (3) The War of Independence and the Post Revolutionary Period (Indian neutrality and Indian Affairs, the erosion of tribal sovereignty with adoption of the U.S. Constitution, creation of the Bureau of Indian Affairs–BIA); (4) The Period of National Expansion (forced removal of tribes to new lands and the "Trail of Tears," treaties, Indian Wars of the 1860's); (5) The Post Civil War Period (western Indian reservations established, breakdown of tribal economy and the "feeding policy," Federal paternalism, the allotment system and further loss of land, and the Competency Act of 1906); (6) The Indian of the 20th Century (voting rights, the Meriam Report and reform, the Indian Reorganization Act of 1946); (7) The Administration of Justice by Tribal Governments (limited internal and external sovereignty, tribal vs European-American concepts of justice, tribal vs. State and municipal governments).   [More]  Descriptors: American Indian Reservations, American Indians, Criminal Law, Cultural Background

Deloria, Vine, Jr. (1975). Legislative Analysis of the Federal Role in Indian Education. Legislation pertaining to American Indian affairs is highly dependent upon the events and movements of history. No purified legal theory such as contract law or the law of damages emerges from the field of Indian law. While some of the legal theory must come from the ratified treaties, statutes, and case law defining the relationship of the United States and the Indian tribes, a great deal of the legal theory must come in tracing developments of a continuing nature in the actions of the U.S in fulfilling its legal obligations about which no doubt whatsoever exists. This paper presents: (1) a chronology of the Federal-Indian relationship; (2) an analysis of treaty responsibility for education of Indians; (3) a chronology of delegation of legal responsibility of the U.S. to government departments and agencies; and (4) interpretation of the legal responsibility of the Federal government in the field of Indian education. Some historical developments which were relevant in determining the Federal government's legal obligations in Indian education are traced. Discussion of the development of Federal policy in the field of Indian affairs deals specifically with the gradual merger of 2 different forms of obligations–treaty rights and the general concern for Indian welfare as seen in statutory law.   [More]  Descriptors: Agency Role, American Indian Education, American Indian Reservations, American Indians

Sward, Paul L., Comp. (1975). BIA Chief Area Office Education Officers' Quarterly Conference (Sacramento, California, July 21-24, 1975.) Research and Evaluation Report Series No. 34.01. Highlights from the Bureau of Indian Affairs' (BIA) fourth quarterly conference of Chief Area Education Officers (July, 1975) are briefly described in this report. Included in the report are: (1) a list of participants; (2) "The Year Ahead–'76", an address Dr. Clennon Sockey, Director of Indian Education Programs; (3) eleven BIA Area Office reports; and (4) Appendices. The Appendices include: (1) Evaluation Chief Area Education Officers' Conferences, Fiscal Year 1975 (Secretarial Objective on School Management Options); National American Indian Women's Association Report; Career Development; Budget and Personnel Ceilings; Accountability Objective; Enrollment Trends in Off Reservation Boarding Schools; School Facilities Objectives; School Construction Standards; Community Facilities and School Construction; Review and Interpretation of Revised Johnson-O'Malley (JOM) Regulations; Review of Proposed Manual to Accompany Revised JOM Regulations; JOM Contracting Procedures; Auditing, Monitoring, Reporting of JOM Programs; Indian Self Determination and Educational Assistance Act; and Student Rights and Responsibilities); (2) Albuquerque Indian School Functional Statement Chart; (3) Title VI Public Law 93-380 Compliance; (4) Fiscal Year 1976 Departmental Objectives; (5) BIA Manual; (6) School Construction Priorities; (7) Tribal Resolution, Pauma Band of Mission Indians.   [More]  Descriptors: Accountability, American Indians, Budgets, Career Development

Maine State Dept. of Indian Affairs, Augusta. (1974). A Compilation of Laws Pertaining to Indians. State of Maine, January 1974. Compiled from the Maine Revised Statutes of 1964 (including amendments through 1973), the Constitution of Maine, and the current Resolves and Private and Special Laws, this compilation of laws pertaining to American Indians includes statutes relative to the following: (1) Constitution of Maine (bond issues; guaranteed loans for Indian housing; qualifications of voters); (2) Department of Indian Affairs; (3) Education (scholarships; reservation schools and school committees); (4) Elections (apportionment of Indian voting districts–state senators and representatives; state, county and Federal; tribal–Passamaquoddy and Penobscot; voting rights); (5) Fish and Game (free licenses; hunting and trapping; tribal ordinances re hunting, fishing, and trapping); (6) Forestry (duties of foresters); (7) Health and Welfare (destitute–Passamaquoddy, Penobscot, and non-tribal members); (8) Highway (reservation roads and bridges); (9) Housing Authorities; (10) Indians (Indians and tribes generally; Passamaquoddy; Penobscot); (11) Legislature: Indian Representatives (election of Passamaquoddy and Penobscot; general provisions; special license plates); (12) Miscellaneous Provisions (dogs; Off-Reservation Office of Indian Development; ordinances; Penobscot Baptist Church; public dump–Indian Township; zoning); (13) Motor Vehicles (excise taxes and trailers); (14) Treaties and Act of Separation.   [More]  Descriptors: American Indians, Education, Elections, Forestry

Montana State Univ., Bozeman. Cooperative Extension Service. (1974). The Land Is Our Mother. A Summary, Statewide Indian Land Use and Policy Meeting (Crow Agency, Montana, November 14-15, 1974). Summarized in this brief report are proceedings of the Statewide Indian Land Use Policy Meeting, a meeting planned by American Indians in response to their perceptions of constraints on effective management of Indian lands and one which drew 135 people, including representatives from every reservation in Montana and Wyoming. This booklet outlines: (1) concerns and situations which led to the meeting; (2) activities prior to the meeting; (3) pertinent participant comments; (4) follow-up activities; (5) resolutions; and (6) participant and resource staff names and affiliations. Representative statements are reported covering such issues as: Indian land philosophy; problems of urban relocation and imported reservation industry; responsibilities of the Bureau of Indian Affairs and the Indian people; loss of Indian lands via individual sales; Indian legal needs; tribal court capabilities; zoning; Indian jurisdiction; agricultural development; credit; Indian representation in government agencies; water rights; soil surveys; land use ordinances; policy implementation plans, etc. The resolutions which are reported call for Indian jurisdiction over lands within the boundaries of Indian reservations and the exchange of state school lands for public domain lands outside the reservation or legislation leading to Indian control over state school lands within reservation boundaries.   [More]  Descriptors: Administration, American Indian Reservations, American Indians, Conference Reports

Beckmann, Kathleen (1968). New Indian Tribalism. Working Paper. The purposes of this paper are to identify the problems Washington State Indians face and to provide considerations that might assist in promoting the welfare and well-being of American Indians. It is stated that the major barrier to the Indian's success in American society is the attitude of the Anglo towards the Indian. Thus, the programs and legislative proposals designed for the Indian are usually irrelevant to reservation life. Supported by statistics, this condition is apparent in health, education, economic development, and unemployment. Education is the prime concern in achieving a new Indian life style. Obstacles to adequate education are found in the home, the environment, and the educational process. Specific obstacles in the home include inadequate study facilities, an oppressive social environment caused by crowded living conditions, inadequate income for clothing and recreation, and minimal educational heritage. The report concluded that non-Indians must be more responsive to a heterogeneous population and recognize the right of the Indian to decide his own future.   [More]  Descriptors: Acculturation, American Indians, Children, Disadvantaged Youth

Dion, Susan (1990). Indian-White Relations: Historical Foundations. Wisconsin Woodland Indian Dissemination Project. Bulletin No. 0407. This curriculum unit introduces students to the long and complex history of American Indian-White relations in the area that is now Wisconsin. Five historical narratives cover: (1) a general background to Indian-White relations, initial culture contact, and items of cultural exchange; (2) trade, peaceful relations, and intermarriage between the Ojibway and Menominees and the French; (3) sovereign Indian nations (Ojibway, Menominees and Potawatomi) and European power politics in the 1700s; (4) Wisconsin Indian tribes (along with relocated New York Indians–Stockbridge Munsel, Oneida and Brotherton) and the United States from 1776 to 1900, establishment of reservations, and land allotment; and (5) 20th century issues in Indian-White relations, termination, specific treaty rights, and self-determination. Each narrative is accompanied by a student worksheet that contains definitions and questions. This document also contains guidelines for instruction, a historical overview and list of major points for teachers, a list of 10 selected readings for teachers, tribal contacts, definitions of key concepts, and suggestions for dramatic role-playing to develop students' sense of historical empathy.   [More]  Descriptors: American Indian History, American Indians, Culture Contact, Federal Indian Relationship

Haskell Indian Junior Coll., Lawrence, KS. (1973). Student Handbook–Haskell Indian Junior College, Lawrence, Kansas. Designed for prospective and in-coming American Indian students, this handbook on Haskell Indian Junior College presents information relative to the following: (1) School Calender; (2) Office Directory; (3) History and Traditions (school hymn and song, historical development, and statement of school philosophy), (4) Academic Life (degree programs, vocational programs, what it means to be a college student, academic honors, credit and grading system, academic procedures, and the Haskell Library); (5) Living at Haskell (campus housing, dormitory directory, suggested annual budgets for students, off campus housing, child care center, and student dining facilities); (6) Student Lifeat Haskell (student activities, student senate, campus actvity board, school newspaper and yearbook, HIJC bookstore, student bank, Haskell Indian Club, and religious affairs); (7) Haskell's Helping Services (counseling, testing, legal aid, campus security program, financial aid program, health services, and dental program); (8) Student Rights (stipulations, definitions, and procedural due process); (9) Student Responsibilities (student responsibility guidelines, student conduct code, automobiles, and campus car ownership): (10) Appendices (information about the community and the University of Kansas and the 1973 Haskell football, basketball, and track schedules).   [More]  Descriptors: American Indians, Ancillary School Services, Degree Requirements, Financial Support

Seig, Louis (1976). The Spatial Implications of the Navaho-Hopi Land Dispute. Analysis of the spatial organization of Northeastern Arizona and the Navajo-Hopi land dispute affords the geographer ample opportunity to investigate the concepts of: cultural confrontation; spatial competition; the politics of enclaves and exclaves; the herding vs the farming economy; cross-cultural perceptions of boundaries and territories; the intrusion of a first world culture; and the survival of a fourth world culture. Historically, Anglo-Saxon policy has been one of forcing the American Indian to assimilate to the European ethic of land cultivation. Traditionally, the Navajo and the Hopi have had very different perceptions of territory, for the Navajo have been herders living in dispersed settlements, while the Hopi have been more sedentary living in nucleated villages.  Failing to distinguish between the two cultures, the Federal government has imposed Anglo law upon differing Indian belief systems, resulting in perpetual conflict between the two tribes and a general distrust of the Federal government. Although this dispute will be settled via the 1974 Public Law 93-531 (final settlement of the conflicting rights and interests of the Hopi and Navajo tribes), the difficulties inherent in this dispute should be further analyzed to promote an understanding of the problems of cultural and spatial confrontation encountered in land settlement and acquisition.   [More]  Descriptors: American Indian Reservations, American Indians, Anglo Americans, Conflict

WEINBERG, MEYER (1967). SCHOOL INTEGRATION–A COMPREHENSIVE CLASSIFIED BIBLIOGRAPHY OF 3,100 REFERENCES. THIS BIBLIOGRAPHY OF 3,100 REFERENCES ON SCHOOL INTEGRATION IS BASED PRIMARILY ON SHORT BIBLIOGRAPHIES WHICH HAVE APPEARED IN THE JOURNAL "INTEGRATED EDUCATION" FROM 1963 TO 1967. THE BIBLIOGRAPHY IS CLASSIFIED AND UNDER SEPARATE HEADINGS INCLUDES REFERENCES ON SUCH RELEVANT ISSUES AS THE EFFECT OF SEGREGATION ON CHILDREN, DESEGREGATION AND INTEGRATION PRACTICES IN SPECIFIC AREAS OF THE COUNTRY, AND NEW APPROACHES TO REMEDY THE DISADVANTAGEMENT WHICH IS THE RESULT OF SEGREGATION. OTHER SECTIONS DEAL WITH CIVIL RIGHTS EFFORTS AND LEGISLATION AND GOVERNMENTAL ACTION TO BRING ABOUT INTEGRATION. REFERENCES ON THE EFFECTS OF SEGREGATED SCHOOLING ON EMPLOYMENT OPPORTUNITIES AND THE ROLE OF THE CHURCH AND THE COMMUNITY IN BRINGING ABOUT INTEGRATION ARE INCLUDED IN OTHER SECTIONS. IN ADDITION THERE ARE REFERENCES ON THE SEGREGATION OF SPANISH-AMERICANS AND AMERICAN INDIANS AND A SECTION ON SEGREGATION IN FOREIGN COUNTRIES. FINALLY A LONG GENERAL SECTION ENCOMPASSES MANY RELATED ISSUES AND ANOTHER LISTS NEW RELEVANT PERIODICALS. LISTINGS OF RELATIVELY UNAVAILABLE WORKS INCLUDE THE STREET ADDRESSES OF THEIR SOURCES WHEREVER POSSIBLE, AND A COMPLETE AUTHOR INDEX LISTS THE NAME OF EVERY PERSON WHOSE WORK IS CITED. AVAILABLE FROM INTEGRATED EDUCATION ASSOCIATES, 343 SOUTH DEARBORN ST., CHICAGO, ILL., 60604-PRICE-$1.95 PAPER, $3.95 HARD-COVER. Descriptors: American Indians, Bibliographies, Church Role, Civil Rights

Congress of the U.S., Washington, DC. House Select Committee on Children, Youth, and Families. (1986). Native American Children, Youth, and Families. Part 1. Hearing before the Select Committee on Children, Youth, and Families. House of Representatives, Ninety-Ninth Congress, Second Session (Seattle, WA, January 7, 1986). The House Select Committee met to receive testimony from representatives of Northwest tribes about conditions affecting Native American children and their families. Eloise King of Colville Confederated Tribes (Washington) summarizes a wide range of human needs and recommends that Congress make funding available directly to tribes. John Navarro and Donna Olson discuss employment needs and opportunities including the Tribal Employment Rights Officers (TERO) ordinance. Lynne Walks-on-Top views economic and social problems facing the Spokane Tribe. Jeannette Whitfield of the Coeur D'Alene Tribe discusses the impact of the Indian Child Welfare Act. Marie and Diane Starr describe the Muckleshoot Youth Home (Washington) and other human service programs. Cheryl Henderson Peters and Lucy Shaffer-Peterson describe the Skokomish Sexual Abuse Prevention and Treatment Program. Marilyn Bentz of the American Indian Study Center focuses on urban Indians and the federal-Indian relationship. William Burke describes the Umatilla Tribe's child welfare services in Oregon. Sylvester Sahme and Bernice Mitchell outline the health services and needs of the Confederated Tribes of Warm Springs (Oregon). Janice Lopeman of the Squaxin Island Tribe (Washington) explains the use of community boards to mediate cases involving children and families. Woody Verzola describes the Indian Street Youth Program for dropouts. This report includes prepared statements, letters, and supplementary materials.   [More]  Descriptors: American Indian Culture, American Indian Reservations, American Indians, Child Welfare