Brody, William A., Comp.; Aberle, Sophie D., Comp. (1966). The Indian, America's Unfinished Business; Report of the Commission on the Rights, Liberties, and Responsibilities of the American Indian. The Civilization of the American Indian Series, Vol. 83. Because a 1953 Congressional resolution established the policy of terminating the special relationship between American Indians and the Federal government, a review of historical information on this relationship is in order so that recommendations can be made with respect to the termination of services, funds, and authority. Termination should occur only after adequate information is available and solutions have been found to existing problems of health, education, economy, and government. The Indian must be motivated to participate in solving his own problems, and he should have the right to determine his own form of government. Tribal judicial systems should be integrated with state systems. The Bureau of Indian Affairs should make experts in economic planning available to Indian tribes, as its function should be to counsel and assist, not to control or regiment. The power of the Secretary of the Interior should be reduced to allow tribes to operate to the full extent of their abilities. Tribes should assume greater responsibility for health and sanitation. School personnel should have special training in dealing with Indian children, and adult education programs must be expanded and strengthened. Descriptors: Acculturation, American Indians, Citizenship Responsibility, Cultural Influences

Tiger, Georgianna (1980). An Analysis of Current Indian Legislation and Its Impact On Schools On or Near American Indian Reservations. Significant 1970's federal legislation regarding American Indian education includes the Tribally Controlled Community Colleges Act; the Gifted and Talented Children's Act (Title IX Elementary and Secondary Education Act, or ESEA) which focuses in part on economically disadvantaged children; the Bilingual Education Act (Title VII ESEA); and the Indian Basic Education Act (IBEA) of 1978 (Title XI ESEA). The IBEA, the result of several years of Congressional work, mandates Bureau of Indian Affairs (BIA) reform in ten areas: academic standards, boarding situations, school construction, educational functions, funding, parental participation, education personnel, information management, technical assistance, and recruitment. The IBEA addresses student rights within BIA schools and Indian control of Indian educational affairs. The law also gives the Director of the Office of Indian Education Programs line authority over all education personnel. Teachers are removed from civil service and placed under local control. Possibly the greatest impact on Indian education would result not from these new laws, but from the transferral of Indian education to the newly created Department of Education. For Indian education to remain under the authority of the BIA the IBEA must be successful.   [More]  Descriptors: Academic Standards, American Indian Education, American Indian Reservations, Bilingual Education

Baker, Catherine A.; Hamm, Russell L. (1980). The American Indian: A Teaching-Learning Unit. Studies in Curriculum Development No. 4, 1980. One in a series of studies of selected aspects of curriculum development, this monograph utilizes an historical approach in a guide for teaching a unit on American Indian background and presents suggestions to use as follow-up measures after the study. Six specific objectives focus on the purposes of the course: (1) to point out the misleading stereotyped white concept of "Indian"; (2) to survey various Indian nations and chart their U.S. geographical distribution; (3) to describe major cultural differences between whites and Native Americans; (4) to outline problems unique to Native Americans and some approaches for their solutions; (5) to trace major historical events in Native American struggles for survival, identity, and freedom; and (6) to take a look at the history and cultural legacy of Native Americans in Indiana. Contents include discussions on the following: eight separate language families (Algonkin, Iroquois, Caddo, Muskhogean, Sioux, Penutian, Dene, Uto-Aztecan); the gulf in world view between white Americans and Native Americans; the Native American struggle for civil rights; and a focus on the history of Indians in Indiana. Questions for research and discussion and a list of activities for classroom use provide suggestions for further study, and a selected reading list includes books about Native Americans in categories of education, the past, and the present. Descriptors: American Indian Culture, American Indian Languages, American Indian Studies, American Indians

Lawton, Stephen B. (1993). The Impact of Gaming Revenue on American Indian Education: A Case Study. This paper reviews historical and legal factors contributing to the development of gaming as a source of tribal revenue, and assesses the impact on education from revenue generated from the Mystic Lake Casino near Minneapolis, Minnesota. Corporate shareholders of the casino are members of the Shakopee Mdewakanton Sioux Community. Although U.S. law supports the status of Indian tribes as sovereign nations, the state of Florida took the Seminole tribe to court after the tribe opened a bingo parlor in 1976. In this case and a similar case in California, the Supreme Court upheld the rights of reservation American Indians to establish their own ordinances for regulating bingo games, but dissenting justices argued that unless Congress authorized and regulated tribal gaming, the State had a legitimate law enforcement interest. As a result, in 1988 Congress passed the Indian Gaming Regulatory Act to assist tribes in regulating gambling. Soon thereafter, the Minnesota Indian Gaming Association was established and reached an agreement with the State concerning gaming regulations. Monies generated from the Mystic Lake Casino have funded an after-school program, a cooperative education program, an advocate for students, an alternative school for students with special needs, and adult education training programs. Currently, Canada's First Nations are fighting the provincial government of Saskatchewan to allow a casino to remain open on the White Bear Reserve. Although the future of tribal gaming is uncertain in Canada, developments in the United States could establish a precedent regarding tribal gaming.   [More]  Descriptors: Adult Education, American Indian Education, American Indian History, Canada Natives

National Center for Educational Statistics (DHEW/OE), Washington, DC. (1973). The American Indian in School: Answers to Questions–Advance Statistics for Management. Graphs, maps, and data tables are used to answer various questions about the elementary, secondary, and higher education of the American Indians. Answers to the following questions are given: (1) How many Indian children are in school? Public? Private? Bureau of Indian Affairs (BIA)? (2) Where are the Indian pupils enrolled in the public schools? (3) What is the concentration of Indian enrollment in each state at the elementary, secondary, and college levels? (4) How do patterns of "racial isolation" differ for Indian and Black pupils? (5) To what extent are Indian pupils in our public schools racially isolated? (6) What is the concentration of Indian enrollment in the large cities? (7) How well do Indian pupils score on achievement tests? (8) In which states are the BIA pupils enrolled? (9) How many Indians are in college? and (10) Where do the Indians go to college? The data used to answer these questions were collected by the Department of the Interior's Bureau of Indian Affairs and the Department of Health, Education, and Welfare's Office for Civil Rights.   [More]  Descriptors: Academic Achievement, American Indians, Black Students, Elementary Education

Anderson, Owanah P., Comp.; Verble, Sedelta D., Comp. (1981). Resource Guide of American Indian and Alaska Native Women, 1980. A resource listing of 678 prominent American Indian and Alaska Native women representing 159 tribes throughout the United States provides the following information: name, address, date and place of birth, tribal membership, field of interest, current occupation, Indian activities, women's advocacy, educational background and professional interest. The following are the majority of professional and advocacy skills the women possess: administration (federal, tribal and urban), cultural advocacy and arts (arts and humanities, traditional arts and crafts), economic development (program planning/management), education (adult/vocational, bilingual, curriculum development, early childhood, educational equity, higher education, Native American studies, teacher training, tribal education), employment (affirmative action/EEO, women's employment advocacy), health (administration, alcohol/drug abuse, Indian health advocacy), legal advocacy (legislative change/testify/lobby, treaty rights/legal advocacy/sovereignty, tribal council membership), media and communications, social and human services (child advocacy, domestic violence, Indian Child Welfare Act), skills for change (commission on status of women, conference/workshop speakers, published authors). Also included are indexes by tribe, state, and resource skills.   [More]  Descriptors: Advocacy, Alaska Natives, American Indian Education, American Indians

Warner, Linda Sue (1994). The Impact of Federal Legislation on the Education of American Indian Students. This paper discusses some of the ramifications of federal laws and associated court decisions that provide the legislative foundation for education of American Indians. The legislation reviewed includes the Johnson O'Malley Act, Impact Aid laws, the Elementary and Secondary Education Act, the Indian Elementary and Secondary School Assistance Act, the Indian Civil Rights Act, the Education for All Handicapped Children Act, the Indian Self-Determination and Educational Assistance Act, the Indian Child Welfare Act, the Elementary and Secondary Improvements Amendments, and the Native American Languages Act. The effects of these laws on Bureau of Indian Affairs (BIA) schools and the level of control permitted to tribes and parents are evaluated. Most federal legislation that impacts the education of Indian children has been targeted at educational policies and practices for all children. This includes the Goals 2000 legislation because it requires the BIA to establish a panel to oversee implementation in BIA schools. While authority for overseeing the federal trust responsibility for Indian people remains with the BIA, contemporary education agendas have been directed to include laws and regulations that impact public school districts as well. References include 11 public laws, 7 court cases, and 7 books and articles.   [More]  Descriptors: American Indian Education, American Indian Reservations, American Indians, Categorical Aid

Women's Bureau (DOL), Washington, DC. (1978). A Guide to Conducting a Conference With American Indian Women in Reservation Areas. Among the major concerns of the Women's Bureau are the special needs of women of various racial and ethnic backgrounds who encounter double discrimination because of their sex and their racial or ethnic origin. For those who speak English as a second language, a further barrier is added. American Indian women are one group in need of special programs to create an awareness of their job rights and to increase the accessibility of employment and training opportunities for them. In response to a successful conference on "Employment Awareness for Indian Women" held on the Shiprock, New Mexico, Navajo Reservation, this guide has been prepared to aid in conducting similar projects elsewhere. While not intended to be a comprehensive "how-to" instrument, the guide is adapted to the status of Indian women and highlights those parts of the conference program needing special consideration: strong community participation in planning phases, an opening session speaker who is a known leader, availability of bilingual interpreters, minimal or no expense to participants, briefing sessions for resource people, and follow-up mechanisms. In planning such programs, it is essential to have a knowledge of the unique legal status of Indian tribes so that provision can be made to have that issue addressed. Situations and conditions vary from reservation to reservation, making flexibility and adaptability a major requirement for the use of this guide.   [More]  Descriptors: American Indian Reservations, American Indians, Career Awareness, Conferences

Collier, John, Jr. (1970). Film Evaluations of Eskimo Education. The National Study of American Indian Education, Series III, No. 4, Final Report. As a part of the Final Report of the National Study of American Indian Education, the educational environments of schools in 2 Alaskan tundra villages, in a state-consolidated school in Bethel, and in Anchorage public schools were filmed to provide empirical evidence for the evaluation of Eskimo education. This film study was pointed toward ascertaining whether schools operated by the Bureau of Indian Affairs are singularly different from other schools educating Indians. In addition, the film sample ranged from the most undisturbed environment to the most un-Eskimo environment in Alaska in an attempt to determine how the relative learning pace of children changed. Among the conclusions in the document, it is noted that there is little difference between the quality of BIA and state-operated schools; there is a need for a more culturally appropriate school curriculum and more relative subject matter; native teachers should be recruited; the number of community school programs should be increased; and there should be a restrengthening of the legal status of Eskimos with social rights and services from the Federal Government. Descriptors: American Indians, Classroom Observation Techniques, Community Characteristics, Community Organizations

Almeida, Deirdre A. (1996). Countering Prejudice against American Indians and Alaska Natives through Antibias Curriculum and Instruction. ERIC Digest. Teaching from an antibias perspective means going beyond conventional multicultural education and introducing students to a working concept of diversity that challenges social stereotypes and discrimination. This digest describes current inadequacies in teaching about Native Americans, suggests ways to avoid common pitfalls, and provides guidelines for detecting anti-Indian bias in instructional materials. Three obstacles to providing better instruction about American Indians and Alaska Natives are lack of training in teacher education programs, ongoing racist portrayals of Native Americans in the larger society, and difficulties in locating sources of trustworthy materials. When teaching about Native Americans, teachers often favor approaches that portray Native Americans as extinct, or that allow students to experience only the exotic components of a Native culture. Both approaches teach simplistic generalizations about other peoples and lead to stereotyping rather than understanding. Teachers must begin by examining their own underlying beliefs about Native Americans and by critically questioning cultural images in books and the mass media, then use this knowledge to develop an antibias curriculum. Antibias learning may be integrated into the entire curriculum through a technique called webbing. Types of instructional materials to avoid are those that make sweeping generalizations about Native Americans, present only colonizers' perspectives, exploit Native American cultural and spiritual traditions for profit, or lack respect for Native intellectual property rights and indigenous knowledge. Contains 15 references and resources.   [More]  Descriptors: Alaska Natives, American Indians, Consciousness Raising, Cultural Awareness

Kochanczyk, Judy (2000). Indiana's Best Practices Celebrating Diversity: Many Communities…One Indiana. A Resource Manual of Diversity Programs & Activities. Update 2000. This updated resource manual of racial diversity programs and activities should help promote racial reconciliation and understanding among diverse communities. It includes 72 new programs, and six new Indiana communities actually embracing this challenge have been included: Crawfordsville, New Castle, Plainfield, Seymour, Valparaiso, and Wawasee. Three new categories have been added to the resource manual: Indian-American Services and Events, Persons with Disabilities, and Sexual Orientation. 14 new resources have been listed. The updated manual is not inclusive of all activities and resources occurring in Indiana, nor does the Indiana Civil Rights Commission endorse one resource over another, but it is reflective of some of the diversity programs developed and practiced by Hoosiers. The manual is divided into the following sections: "Index by Activity"; "Index by Location"; "Description of Best Practices, 1999 Edition"; and "Description of Best Practices, 2000 Update." Appendixes contain "Dialogue Guides"; "Additional Resources"; and "Supplemental Materials."   [More]  Descriptors: Community Involvement, Community Resources, Creative Thinking, Cultural Pluralism

National Congress of American Indians, Washington, DC. (1978). Official Policy Positions of the National Congress of American Indians for Convention Year 1977-1978. During its convention year of 1977-78, the National Congress of American Indians held an annual convention in Dallas in September, 1977, an executive council meeting in Washington in January, 1978, a special conference on federal recognition and the impact of the Oliphant decision in Nashville, Tennessee in March, 1978, and a mid-year conference in Spokane, Washington in June, 1978. At the Dallas convention sixty-six resolutions were passed in such areas as reservation development, legislation, education, housing, sovereignty, health, and welfare. The January executive council meeting featured resolutions supporting individual tribes in such efforts as distribution of federal funds, land acquisition, educational and health facilities, housing, and disaster assistance. The Native American Economic Stimulus Program was hailed as innovative, creative, and the most promising new program in recent years to further the Indian Self-Determination and Education Act of 1973. The March meeting yielded a Declaration of Principles on Tribal Recognition by the U.S. Government. Resolutions adopted in Spokane included ones on religious freedom, water rights, and public works projects. The official resolutions as well as excerpts from key convention speeches are included in the report. Descriptors: Alaska Natives, American Indian Education, American Indian Reservations, American Indians

Willard, William (1986). The Ninth Inter-American Indian Congress Historical Overview, Wicazo Sa Review. The Ninth Congress of the Inter-American Indian Institute (IAII) was held October 28-November 1, 1985 in Santa Fe, New Mexico, and was–for several reasons–a major event in the history of the indigenous people of this hemisphere. First, it was the first Congress held in the United States in the 45 years since the Institute was organized. Second, holding the Congress in New Mexico was an unofficial recognition that the origins of the Institute and Congress are in the Santa Fe- and Taos-based organization of political action to save Pueblo land and water rights in the 1920s. Third, the meeting had a larger contingent of Indian delegates and observers, and Indian participants took a larger role than in the past when non-Indian government representatives controlled the proceedings.  Fourth, the emergence of trans-national political power of indigenous people was apparent in the movement to establish a fifth committee consisting of non-governmental Indian delegates as an official component of the Congress. The IAII is recognized as a specialized Inter-American organization of the Organization of American States. Its primary purposes include dissemination of information to its 17 member nations in planning for the economic, social, education, and cultural improvement of Indians throughout the hemisphere. This paper concludes with results of a brief poll concerning the reactions to the Congress of a sampling of people connected with U.S. and Canadian universities. Descriptors: American Indians, Federal Indian Relationship, Indigenous Populations, International Cooperation

Congress of the U.S., Washington, DC. Senate Select Committee on Indian Affairs. (1978). Meetings of the American Indian Policy Review Commission (January 6, 7, February 4 and 5, 1977). Volume 5. The meetings of the American Indian Policy Review Commission on January 6, 1977, were concerned with the markup of the first draft of the final report, the status of the Commission extension, training, distribution of task force reports, and transition coordination. The session on February 4 opened with the announcement that the Senate had passed the joint resolution introduced by Senator Abrouzek for an extension of three months for the Commission. The Commission questioned sovereignty and constitutional rights and contemplated the issue of defining "Indian" and "tribe". During the discussion on trust responsibility, Commissioner Whitecrow expressed the Indian's viewpoint of "land–as the Mother Earth, the sustenance of life, giving life with growth and minerals of that specific soil and it gives life and it takes life". He stressed trust responsibility as the Government's obligation to fulfill responsibility in delivery of services and protect those services agreed to provide the Indian tribes. A brief session discussed social services, specifically child placement, health services, and education.   [More]  Descriptors: Agency Role, American Indian Education, American Indians, Compliance (Legal)

Dupris, Joseph C. (1980). American Indian Community Controlled Education: "Determination for Today, Direction for Tomorrow". The reemergence in the 1960's of the traditional Indian philosophy of education as preparation for societal productivity coincided with a movement within Indian communities toward more active participation in and self-control of the education of their people. By recognizing the historical right of American Indians to control their own education, the Basic Indian Education Act (PL 95-561) and the Indian Self-Determination Education Assistance Act (PL 93-638) have made these goals a reality and paved the way for the casting off of the policy of coercive assimilation which has characterized most previous national Indian education programs and led to academic failure among Indians. In the 1980's the focus of Indian community controlled education will center on the consolidation of school contracting procedures in PL 93-638, including obtaining a centralized contractive authority under the Bureau of Indian Affairs; curriculum development in the area of cultural education; and parental and tribal participation in the public schools. This will require a united effort among Indian communities to explore the potential of federal legislation and utilize it to its fullest. Indian communities must also determine how to strengthen community control, sustain educational successes, establish Indian education priorities, and strengthen internal and external resources.   [More]  Descriptors: American Indian Culture, American Indian Education, Community Control, Educational Change

Gress, Betty L. (1974). Training Needs of Indian Parent Advisory Committees. Since Title IV of the Indian Education Act of 1972 stipulates organization of parent advisory committees for input in program development and since Federal aid to American Indian education has been misused and mismanaged in the past, it is essential that parent advisory committees be trained to effectively utilize legislation affecting Indian education. Indian parents need to be thoroughly acquainted with the Johnson O'Malley Act of 1934, Title I of the Elementary and Secondary Education Act of 1965, and Title IV of the Indian Education Act of 1972 if they are to effectively serve as advisory committee members. Generally, Indian parents do not understand their rights, the kinds of information they should have access to, or how they might organize to be effective. Having tried a variety of parent training methods, the Coalition of Indian Controlled School Boards has found that sending a specialist into the home where he can meet informally with small groups has produced the best results. Generally, the specialist presents an historical review of the laws; itemizes the areas in which parents should be involved; and details legal rights relative to program operations and expenditures. Development of a statewide organization of parent advisory committees to plan for use of Johnson O'Malley funds and to produce a legislative handbook on Indian education is recommended. Descriptors: Advisory Committees, American Indians, Elementary Secondary Education, Federal Aid

Carr-Stewart, Sheila (2006). First Nations Education: Financial Accountability and Educational Attainment, Canadian Journal of Education. First Nations people have both a Constitutional and a Treaty right to education; however, the Crown's jurisdictional obligations to provide educational services have not lead to similar educational opportunities and attainment achievement for First Nations students as compared to Canadian students in provincial schools. Canada's Auditor General, in 2000, stated that Indian and Northern Affairs Canada could not demonstrate that it reached the objective to assist First Nations students on reserve in achieving their educational needs and aspirations. In 2004, the Auditor General noted a widening achievement gap. Using statistical information from the Department of Indian Affairs and the Auditor General to consider educational financial accountability, the author argues that equitable financial resources are required to support First Nations students in band-managed schools.   [More]   [More]  Descriptors: Foreign Countries, American Indians, Educational Needs, Educational Attainment

New Mexico Univ., Albuquerque. American Indian Law Center. (1976). Model Children's Code. The Model Children's Code was developed to provide a legally correct model code that American Indian tribes can use to enact children's codes that fulfill their legal, cultural and economic needs. Code sections cover the court system, jurisdiction, juvenile offender procedures, minor-in-need-of-care, and termination. Almost every Code section is supplemented with a commentary. Each comment section is divided into three subsections: law–reviews laws arising under the Indian Civil Rights Act that must be complied with by every tribe and cannot be omitted from the Code; purpose–reviews the section content and reasons for inclusion, and gives assistance in proper interpretation; and cross-reference–refers the reader to other Code sections that provide helpful information. Comment sections entitled "Law in State and Federal Courts" include only the law that is legally binding on state and Federal courts; "the law is not legally binding on tribal courts". These should not be confused with cases arising under the Indian Civil Rights Act which "are binding on tribal courts". Topics covered include: establishment, powers, duties, and authority of courts; children's court counselor, presenting officer, and guardian ad litem; original jurisdiction; transfer to adult tribal court; complaints, warrants, and custody; detention and shelter care; preliminary inquiry; investigation by the children's court counselor; the various hearings; pre-termination report and other reports. Descriptors: American Indians, Child Advocacy, Civil Liberties, Codification

American Friends Service Committee, Seattle, WA. Pacific Northwest Regional Office. (1977). Public Law 83-280 — A Report Prepared by American Friends Service Committee. Describing the "checkerboard" effect of legal jurisdiction over American Indians living on reservations currently operative under Federal, state, and local laws, this document presents a brief synthesis of the legislative history leading up to Public Law (PL) 83-280 and the Indian Self Determination Act of 1975 (PL 93-638). Specifically, this document addresses: early establishment of tribal sovereignty (the 1789 Northwest Ordinance, the 1834 Act of Congress, the case of Ex Parte Crow Dog, and the enabling acts of states) and the erosion of tribal sovereignty (1885 Major Crimes Act and the 1887 General Allotment Act); The Termination Act of 1953 and 1953 PL 83-280 (seen as an attempt by the U.S. government to end its responsibility to Indian peoples, since this law transferred civil and criminal law enforcement jurisdiction from the Federal government to the various states); the 1968 Indian Civil Rights Act (consent of tribes became mandatory for the assumption of further state jurisdiction); the 1975 Indian Self-Determination and Educational Assistance Act (recognized the right of tribes to manage their own affairs); the Indian Law Enforcement Act of 1975 (recent attempts to secure sovereignty based on the principle of local option repeal of PL 83-280); and Washington State under PL 83-280 (an illustration of the checkerboard effect of multiple jurisdiction). Descriptors: American Indian Reservations, American Indians, Court Litigation, Criminal Law

Deloria, Vine, Jr. (1974). Federal Treaty Responsibility for Indian Education. In view of prior treaties and recent laws, American Indian affairs seem to fluctuate between two different problems–the extent of Federal control "over" Indians and the extent of Federal responsibility "to" Indians. Since treaty interpretations often come years after ratification, it is necessary that a treaty be liberally construed to the end that Indians retain the benefits conferred at the time the treaty was made. Given the trusteeship position of the U.S. government, there is no way that it can stand back and pretend it must deal with the tribes on a basis of equal responsibility for all citizens. Moreover, since treaties were made between tribes and the nation, there is a trust responsibility inherent in all government agencies, not just the Department of Interior. It is necessary to survey numerous treaties to determine the future probabilities of the treaty rights issue as it may arise in the field of education. While extensive research is needed to document responsibility to individual tribes, a brief survey of treaties reveals the following kinds of Federal educational obligations: (1) perpetual services; (2) implied perpetual services; (3) long-term services, subject to Presidential termination; (4) transfer of land for services or funds; (5) tribal educational funds upon ratification; (6) the right to Indian controlled schools. Descriptors: American Indians, Educational Responsibility, Federal Government, History

Kotlowski, Dean J. (2006). Out of the Woods: The Making of the Maine Indian Claims Settlement Act, American Indian Culture and Research Journal. "Maine appears out of the woods," the editor of the "Lewiston Evening Journal" opined, after President Jimmy Carter signed the Maine Indian Claims Settlement Act in 1980. That sigh of relief was heartfelt. During the 1970s, two Native American tribes, the Passamaquoddies and Penobscots, had sparked a long, statewide nightmare when they asserted claim to more than 12 million acres of land in the Pine Tree State. To the Indians, their claim and the ensuing settlement represented long-delayed justice. For private-property owners, however, the controversy unleashed great anxiety about the future of Maine's economy. To leaders in the Maine statehouse, Congress, and the White House, the matter was a conundrum pitting the demands of an aggrieved racial minority against the ire of an aroused white majority. When Congress, in 1980, granted the Passamaquoddies and Penobscots federal recognition and $81.5 million in cash, from which they could purchase up to 300,000 acres of land, all sides breathed easier. The land claims of these tribes form a compelling, albeit overlooked (by historians), story that illustrates three larger themes. The first involves the Native American rights movement, whose leadership and tactics proved quite diverse. Second, the Maine saga underscores the national scope of white backlash against Indian rights. Third, the Maine claims settlement cannot be separated from the shift in Indian policy. At its core, the Maine Indian Claims Settlement Act signaled an end more than a beginning. The tribes' expansive claim, the prospect of their victory in court, and the threat of similar suits in other eastern states made the road to restitution particularly long and tortuous. Passamaquoddy and Penobscot leaders at times used heated rhetoric to press their demands. Maine politicians–with the exception of Democratic Senator William D. Hathaway, who eventually brokered a compromise–sided with their non-Indian constituents, thus blocking a settlement. And the Carter administration, hamstrung by its own inexperience in governance generally and in Native American policy particularly, at best lurched toward a solution. Such happenings suggested that the Maine Indian Claims Settlement Act would be the last of its scale for the federal government.   [More]  Descriptors: Historians, Tribes, Federal Government, American Indians

Gerlach, Ernest (1972). Socio-Economic Profile of American Indians in Arizona and New Mexico. Staff Report #1. Giving the socioeconomic profile of American Indians in Arizona and New Mexico, the document presented data on the United States Indian population; Indian population in these 2 states; education; employment; income; housing; and health. Data were collected around 1970. Some of the information was: (1) the 1970 census reported that 827,982 Indians were living in the U. S., constituting less than 1 0/0 of the total population; (2) 44,500 Indians attend public schools in New Mexico and Arizona; (3) the majority of Indians residing on reservations in New Mexico and Arizona are either unemployed or underemployed; and (4) birth rates for indians are 2.2 times higher than for the general U.S. population.   [More]  Descriptors: American Indian Reservations, American Indians, Census Figures, Demography

Webb, Vincent J. (1976). Indian Justice: A Research Bibliography. Council of Planning Librarians Exchange Bibliography 1134, October 1976. Compiled for educators, social workers, police officers, planners, and others interested in the problem of criminal justice for Native Americans, this bibliography cites 911 materials pertaining to American Indian justice. Covering the period from 1966 to 1975, citations were extracted from the following indices and abstracts: Readers' Guide to Periodical Literature, Social Sciences and Humanities Index, Index to Legal Periodicals, Crime and Delinquency Literature, Abstracts of Criminology and Penology, Crime and Delinquency Abstracts, Poverty and Human Resources' Abstracts, Psychological Abstracts, and Sociological Abstracts. The 10 sections cover: general works which deal with the socio-historical situation of Indians in the U.S.; bibliographies and indices which deal specifically with Indian justice and other relevant topics; cultural and social organization; social psychology of Native Americans; social problems, i.e., alcoholism, criminal behavior and deviance, racial discrimination, poverty, health instability, protest confrontations between Native Americans and the state and Federal government; urban problems; administration of Indian justice; Indian law and civil rights; property and resource rights; and social policy and reform. Descriptors: Administration, Agency Role, Alaska Natives, American Indian Reservations

O'Harra, Deborah (1991). The Parents' Guide to Advocating for Children in Alaska's Schools. Parents know their children better than any outside expert and can use that knowledge to advocate for their children. This handbook is designed to assist parents in Alaska in advocating for their children, with the eventual goal of helping children identify situations that need advocacy and to take responsibility for advocating for themselves. Section 1, "Rights and Responsibilities," delineates parents' rights and responsibilities regarding their children's education. Section 2, "20 Questions: Common Concerns among Parents," presents answers to specific questions ranging from whether parents can request a specific teacher to how much to tell their child's teacher about their family life. In Section 3, "When Our Children Are in Trouble," parents and professionals discuss how to handle clashes between school authorities and students and how to advocate when the child is clearly breaking a rule. Section 4, "When Our Children Have Special Needs," provides an overview of federal and Alaska state law, and advice from parents who are veterans of special education advocacy. Section 5, "When Cultures Collide," discusses how to advocate for children from Alaska Native, American Indian, African American, and Hispanic families. Section 6, "Effective Communication," offers tips on how to navigate the system of public education and presents the "Ladder of Participation," a communications model. Section 7, "Resource Guide," lists statewide agencies and organizations and hotline numbers for parents and children.   [More]  Descriptors: Alaska Natives, American Indians, Black Students, Child Advocacy

Council for Exceptional Children, Reston, VA. Information Center on Exceptional Children. (1979). Fact Sheets from the ERIC Clearinghouse on Handicapped and Gifted Children: 1979 Series. A series of 20 fact sheets is provided giving basic information on specific subjects of interest to those working with handicapped and gifted children. The fact sheets, developed by the ERIC (Educational Resources Information Center) Clearinghouse on Handicapped and Gifted Children during fiscal year 1979, are designed in question/answer format and have resource references. Following are the topics of the fact sheets: career education, how a parent group can effect legislation for the gifted and talented, the special education job market, federal resources for special education, assessment of minority students, cultural values and motivation, educational rights of American Indian and Alaska native handicapped children, special problems of handicapped minority students, multicultural education and the exceptional child, self identity and the culturally diverse child, affirmative action for the handicapped, reaching handicapped children in their early years, the argument for early intervention, the IEP (individualized educational plan) review, parents' rights and responsibilities, privacy and confidentiality, adjudicated handicapped youth, responsibilities of regular classroom teachers for handicapped students, higher education for handicapped students, and bilingual education for exceptional children. Descriptors: Alaska Natives, American Indians, Bilingual Education, Career Education

Seiferth, Berniece B. (1984). Censorship: Challenges, Concerns and Cures. While censorship pressures emanate from all points on the political spectrum at different times, the current censorship movement comes mostly from political conservatives. Censorship efforts by the Reagan administration include barring entry of foreign speakers whose views do not coincide with those of the administration, inhibiting the free flow of films between Canada and the United States, denying press coverage for controversial administration actions such as the invasion of Grenada, and enlarging the number of documents classified as secret. Social studies topics considered unacceptable by some present-day censor groups include women's suffrage, civil rights, America as a nation of immigrants, American Indian experiences, Watergate, slavery, and global education. These efforts by the present administration and private groups have serious implications for social studies education, which emphasizes the development of students' awareness of and ability to deal with social issues. Several techniques are open to social studies teachers trying to eliminate censorship in the classroom. Among these are awareness of teacher self-censorship, respect for parents' rights, and encouragement of a clearly stated district policy on censorship. Descriptors: Academic Freedom, Censorship, Classroom Environment, Controversial Issues (Course Content)

McCarty, Teresa L. (2008). Native American Languages as Heritage Mother Tongues, Language, Culture and Curriculum. This article examines current efforts to revitalise, stabilise, and maintain Indigenous languages in the USA. Most Native American languages are no longer acquired as a first language by children. They are nonetheless languages of identity and heritage, and in this sense can and should be considered mother tongues. The article begins with a discussion of the concept of heritage mother tongues. This is followed by an overview of the present status of Native American languages, the historical and ideological bases of Native American language shift, and the policy framework for current language reclamation efforts. I then discuss four cases of grass-roots or "bottom up" language planning that illustrate the ways in which Native American communities are working around and through historical and institutional constraints to reclaim and maintain their heritage mother tongues. I conclude with a reflection on the challenges and possibilities these efforts raise, their significance as part of a global language rights movement, and their potential to strengthen linguistic and cultural diversity in the USA.   [More]  Descriptors: Language Maintenance, Language Planning, American Indians, Cultural Pluralism

La Confluencia, Albuquerque, NM. (1978). Indian Tribal Sovereignty and Treaty Rights. Legal, philosophical, legislative, historical, and international aspects of the issue of Indian tribal sovereignty and treaty rights are presented in six articles based on transcripted proceedings of a forum held at San Diego State University April 12-14, 1978. In the introduction, Sam Deloria examines various definitions of tribal sovereignty. In "Political Ethics and Indian Advocacy" Walter Koppelman notes that after 500 years of support for the principle of Indian self-government, little Indian self-government exists and that American liberty is at stake. "Sovereignty: Fact or Fiction" is a debate between Vine Deloria, Jr., and Congressman Lloyd Meeds about recommendations of the American Indian Policy Review Commission. Clara Sue Kidwell, in "Case Studies: How Sovereignty works in the U.S. Today", reports on tribal sovereignty as observed on and by the White Earth Chippewa Reservation (Minnesota), the Choctaw Reservation (Mississippi), and the Makah Reservation (Washington). Ed Castillo speaks on the preservation of Indian heritage. The topic of "Indian Sovereignty in the Americas and in the International Community" is examined by Roxanne Dunbar Ortiz and Tom Davies; they present an international perspective and examine political experiences of indigenous peoples in Latin America. The document concludes with a poem by Simon Ortiz. Descriptors: American Indian Reservations, American Indians, Case Studies, Colonialism

Commission on Civil Rights, Washington, DC. (1982). Statement on the Fiscal Year 1983 Education Budget. Clearinghouse Publication 73. In this statement, the U.S. Commission on Civil Rights assesses the potential effects on equal educational opportunity of the Reagan Administration's proposed budget for fiscal year (FY) 1983. The statement briefly reviews the past federal role in achieving equal educational opportunity and then discusses proposals in the FY 1983 budget to change to block grants and/or reduce federal expenditures for specific programs in elementary, secondary, and higher education. The commission argues that the budget will diminish the federal role in ensuring equal educational opportunity. A lengthy appendix provides brief descriptions of programs that have helped in achieving equal educational opportunity but that are earmarked for either funding reductions or changes to block grants. Seven elementary and secondary programs are examined, including aid to disadvantaged children, civil rights assistance, and bilingual, handicapped, women's, and American Indian education. Thirteen higher education programs are reviewed, including educational opportunity grants, student loans, institutional development aid, programs for disadvantaged students, graduate and professional opportunities, land-grant and minority institutions, and migrant education.   [More]  Descriptors: Block Grants, Budgets, Educational Opportunities, Elementary Secondary Education

Aparicio, Teresa, Comp.; Dahl, Jens, Comp. (1990). IWGIA Yearbook 1989. Based on various international sources, this publication gives an overview of events affecting the indigenous peoples of the world during 1898. Part I, the International Work Group for Indigenous Affairs (IWGIA) Annual Report, describes the programs and activities of IWGIA during 1989. Part II addresses issues of political problems and progress, genocide, land disputes, health, and human rights. After an obituary for George Manuel, a great North American Indian leader, the yearbook focuses on particular geographic locations. A map for each section shows the names and locations of the indigenous people, as well as the population of the area. The report discusses the following areas: (1) the Arctic; (2) North America; (3) Central America and Mexico; (4) South America; (5) the Pacific; (6) Australia and Aotearoa (New Zealand); (7) East Asia; (8) Southeast Asia; (9) South Asia; (10) West and Central Asia; (11) Europe and North Asia; (12) Northern Africa; (13) West Africa; (14) the Horn of Africa; (15) East Africa; (16) Central Africa; and (17) South of Africa. References are listed after each section. Part III includes a series of legal documents on indigenous rights and position papers presented to IWGIA. Part IV summarizes important issues in indigenous movements, including those affecting indigenous women, indigenous people in the Soviet North, and land titling in Peru. Descriptors: American Indians, Civil Liberties, Civil Rights, Genocide