Wisconsin State Dept. of Public Instruction, Madison. (1996). Wisconsin Indian Treaties and Tribal Sovereignty. Classroom Activities. This guide contains information and learning activities for teaching elementary and secondary school students about federal-Indian relations, treaty rights, and tribal sovereignty in Wisconsin. The guide was developed to meet provisions of the 1989 Wisconsin Act 31 that required social studies curriculum to include instruction on treaty rights and tribal sovereignty. The first three sections are self-contained teaching sections for elementary, middle, and high school students that begin with a brief overview of Wisconsin Indian cultures, political structures, and relationships to the environment. Each section includes nine learning activities that address the nature of the federal-Indian relationship up to the end of the treaty-making era, examine reservations established for Wisconsin Indians and the status of nonreservation Indians, consider the relationship of acculturation to treaty rights, and explore the reaffirmation of treaty rights and the status of Wisconsin Indian peoples today. Each lesson consists of objectives, concepts, fundamentals, treaties, procedures, and a list of additional resources. The fourth section of the guide provides fundamental materials for each learning activity including pretests, maps, primary source materials such as treaty journals and manuscripts, and information on tribal life; the federal-Indian relationship; Indian gaming and economic development; and other matters concerning American Indian tribes in Wisconsin. The fifth section includes the 29 treaties that were negotiated between the Indians of Wisconsin and the United States government, 1795-1856. Appendices include a glossary, a list of Wisconsin Native American Tribal and Intertribal Offices, and a bibliography.   [More]  Descriptors: Acculturation, American Indian Culture, American Indian History, American Indians

Harvey, Karen D.; Harjo, Lisa D. (1994). Indian Country: A History of Native People in America and Indian Country: Teacher's Guide. Appropriate for the middle grades through junior high school, this book and accompanying teacher's guide provide a curriculum for teaching American Indian history. Following an overview of the European encounter and the early years of White penetration into North America, the book focuses on five distinct periods of U.S. government policy toward American Indians: (1) separation–removing Indians from the land that Whites desired and drawing boundaries between the two peoples; (2) coercive assimilation–replacing Indian ways with White ways and pushing Indians to become self-sufficient farmers under conditions dictated by Whites; (3) tribal restoration, phase one, during which Whites made an about-face and encouraged Indians to maintain their corporate tribal existence; (4) termination–breaking off all relationships of protection and assistance by the federal government; and (5) tribal restoration, phase two, during which tribal corporate adaptation to American society was again encouraged and cultural choice was reaffirmed. The last chapter of the book addresses contemporary issues affecting Native Americans, including development of political influence and economic self-sufficiency; restoration of tribal lands and artifacts; recognition and reclamation of U.S. treaty rights and trust responsibilities; and other issues pertaining to culture, language, health, and education. Each chapter includes lesson plans, supplementary readings, and a summary. The book also includes additional references and resources for each chapter, a bibliography, and an index. The teacher's guide provides maps, graphs, and documents that may be duplicated for classroom use; sections on the interpretation of history; lesson plans on Native American culture and spirituality; biographies of contemporary Indian people; guidelines for selecting books on Native Americans; suggestions and guidelines for arts, crafts, and activities; and an annotated bibliography of resources on Native Americans. Descriptors: Acculturation, American Indian Culture, American Indian Education, American Indian History

Bureau of Indian Affairs (Dept. of Interior), Washington, DC. (1999). Report on Tribal Priority Allocations. As part of Bureau of Indian Affairs (BIA) funding, Tribal Priority Allocations (TPA) are the principal source of funds for tribal governments and agency offices at the reservation level. According to their unique needs and circumstances, tribes may prioritize funding among eight general categories: government, human services, education, public safety, community development, resources management, trust services, and general administration. In 1997, Congress directed the BIA to examine options on other methods of distributing TPA funds based on identified tribal need. This report summarizes findings of a BIA/tribal workgroup on this issue. Chapter 1 describes background issues: wide variations among Indian tribes and lands that impede development of one funding formula; American Indians' severely disadvantaged status; Federal trust responsibilities to Indians; and the right of tribal governments to have their priorities respected. Chapter 2 recounts the historical and legal basis for federal services to tribes. Chapter 3 discusses measures of tribal need and finds that current funding meets only one third of identified needs. Chapter 4 covers measures of tribal revenue, noting that revenue must be used not only for current operations but also to repair 150 years of neglect. Chapter 5 presents results of tribal consultation. There is no support for reallocation of resources, and given that fewer than 10 percent of tribes have enough revenue to provide a full range of services to their citizens, reallocation of base funds is not cost effective. Chapter 6 presents conclusions: base funding to tribes should not be redistributed; the same principles for determining state and local eligibility for federal funds should be applied to tribes; and an appeal process must be established for tribes affected by any change in TPA policies. Appendices describe TPA programs and list federal domestic assistance programs for which tribes may or may not apply.   [More]  Descriptors: American Indians, Disadvantaged, Elementary Secondary Education, Federal Indian Relationship

Arizona Commission of Indian Affairs, Phoenix. (1974). Report On: Arizona Indian Water Rights Conference (White Mountain Apache Reservation, August 21-23, 1973). Established by the Arizona Legislature in 1953, the Arizona Commission on American Indian Affairs serves as the official link between the tribal autonomies and the State government, its legislature, and elected officials. Its primary purpose has been to study conditions among Indians residing within the State. Among the commission's goals are: (1) improving communications, understanding, and working relationships between all concerned; (2) promoting understanding and fellowship in the area of Indian affairs; and (3) cooperating and assisting tribes in developing self-determination. The commission sponsored the first Arizona Indian Water Rights Conference to discuss water rights which affect Indian reservations. Attending the conference were tribal leaders, State and Federal government officials, and leaders of State and national Indian organizations. Tribal leaders from the Ak-Chin, Camp Verde, Colorado River Tribes, Fort McDowell, Navajo, Hualapai, Kaibab-Paiute, Fort Mohave, Salt River, Fort Yuma, and Gila River Indian Reservations discussed their status on water rights. Legislation and other areas of concern on the national level which affect Arizona tribes were also discussed. This report presents the discussions held at the conference.   [More]  Descriptors: Agency Role, American Indian Reservations, American Indians, Conference Reports

LaFromboise, Teresa Davis (1982). Assertion Training With American Indians: Cultural/Behavioral Issues for Trainers. Assertiveness training, a current preferred method of training appropriate communication skills, strives to teach a behavior which enables a person to act in his/her own interests, to express honest feelings comfortably, or to exercise one's own rights without denying the rights of others. Assertion training could be envisioned as an intervention strategy for Indians to create conditions for a new era in which their future is determined by Indian acts and Indian decisions in pursuit of entitlement to services rather than their need for services. Designed to aid educators, human development specialists, and mental health professionals in developing assertion training programs with American Indian people, the manual discusses assertive behavior; elements of Indian culture and Indian thinking; a selected assertion training model composed of instruction, modeling, behavior rehearsal and feedback; application of assertion training to express Indian rights and responsibilities; aspects of communicating messages involving combined influences, perceptions, and interpretations of mutual role expectations of Indian and white and cultural differences. Other chapters discuss Indian non-verbal communications; assertion training with Indian adults; practical and ethical considerations for trainers; and assessment of Indian assertive behavior. Appendices provide references, a workshop agenda, and suggested exercises for assertion training.   [More]  Descriptors: American Indian Culture, American Indian Education, Assertiveness, Behavior

Navajo Tribe Public Relations and Information Dept., Window Rock, AZ. (1964). THE NAVAJOS. A STUDY OF NAVAJO AMERICAN INDIANS IS PRESENTED. INCLUDED ARE THE TRIBE'S HISTORY, RESOURCES, ECONOMIC SITUATION, AND WAYS TO IMPROVE IT. THE NAVAJOS ARE DIFFERENT FROM OTHER AMERICAN INDIAN TRIBES IN THAT THEY ARE RAPIDLY INCREASING, THEY HAVE INCREASED THE SIZE OF THEIR RESERVATION, THEY STILL LIVE IN ISOLATION AND IN A PRIMITIVE FASHION, AND THEY STILL SPEAK THEIR NATIVE TONGUE. UNTIL WORLD WAR II, DESPITE PRESIDENTIAL ORDERS WHICH GAVE THEM MORE LAND, THEY STILL DID NOT HAVE ENOUGH AND KEPT TO THEIR OLD WAYS OF EKING OUT LIVINGS FROM SHEEP RAISING, MELON AND SQUASH CULTURE, RUG WEAVING, SILVERSMITHING, AND PART-TIME FARM AND RAILROAD WORK OFF THE RESERVATION. AT THE END OF THE WAR AND AFTER CONTRIBUTING TO THE WAR EFFORT, THE LIVES OF THE NAVAJOS WERE CHANGED BY THE DISCOVERY OF OIL ON THEIR LAND AND THE PAYMENT BY DRILLING COMPANIES OF HUGE SUMS FOR THE LEGAL RIGHTS, AND BY THE VOTING OF FEDERAL FUNDS FOR THE REHABILITATION OF NAVAJOS AND HOPIS. A REVOLUTION WAS CREATED IN EDUCATION WHEN UNIVERSAL SCHOOLING WAS ACHIEVED AND IN HEALTH SERVICES WHEN THE U.S. PUPLIC HEALTH SERVICE INTERVENED. SUGGESTIONS FOR IMPROVING THE LIFE OF THE PEOPLE RESTS ON THE EXPLOITATION OF THEIR ECONOMIC POTENTIALITY. THEIR INCREASING POPULATION MAY BECOME A POOL OF VALUABLE MANPOWER. THE TOURIST INDUSTRY SHOULD BE DEVELOPED, BECAUSE THEIR SPECTACULAR SCENERY WOULD ATTRACT MILLIONS AND MAKE MOTELS, RESTAURANTS, AND SHOPS VERY PROFITABLE VENTURES. VAST COAL DEPOSITS CAN BE DEVELOPED TO PROVIDE TRIBAL INCOME AND A BASIS FOR A FIRM ECONOMY. IF A PENDING GOVERNMENT DAM AND IRRIGATION PROJECT MATERIALIZES, THERE WILL BE 100-ACRE FARMS FOR 1,200 FAMILIES AND MANY ALLIED SERVICE INDUSTRIES. INDUSTRIAL DEVELOPMENT AND MANAGEMENT ASSISTANCE IS BADLY NEEDED. Descriptors: Economic Climate, Education, Navajo, Occupations

LaFromboise, Teresa; Boesch, Kit (1986). Circles of Women. Professionalization Training for American Indian Women. A Manual for Counselors, Teachers, Workshop Leaders and Trainers. This manual is a resource guide for leadership training workshops for American Indian women. Section I of the manual presents an overview of critical issues involved in the professionalization of American Indian women, including (1) the traditional roles of Indian women, and their precedent for contemporary professional roles; (2) the major issues and problems facing Indian women today, particularly in terms of acculturation stress, difficulties in maintaining the extended family, and pressures for bicultural competence; and (3) professionalization as an extension of traditional roles and as a means of coping with contemporary problems. This section identifies obstacles faced by Indian women interested in professional careers and clarifies the need for skills training in various areas. Section II of the manual is a complete workshop series on: enhancing self-esteem, acquiring culturally appropriate assertiveness skills, planning careers both on and off the reservation, and developing financial management abilities. The workshop materials include a brief overview of the issue, options for presentation of a one-day or three-day agenda, specific training instructions and exercises with training worksheets, references, and suggested readings. Activities, modeling, feedback, and homework assignments are included along with a brief list of preparatory activities, logistics, and a workshop evaluation form.   [More]  Descriptors: Adult Education, American Indian Education, Assertiveness, Behavior Patterns

Reyhner, Jon (1996). Rationale and Needs for Stabilizing Indigenous Languages. Although American Indian and Alaska Native communities have largely won the legal right to maintain their languages and cultures, they lack the "effective right" to do so. The effective right means access to the tools for getting the job done–the knowledge, strategies, and resources necessary to resist destruction of languages and cultures. This rationale and needs statement documents the importance of indigenous languages as an irreplaceable cultural knowledge and as a cornerstone of indigenous community and family values. It reviews past government policies to eradicate indigenous languages and the reversal of those policies with the new federal policy of Indian self-determination over the last quarter century. In the 1990s, support for self-determination and for the maintenance of Native languages and cultures has been demonstrated by the Native American Languages Act of 1990, the work of the Indian Nations At Risk Task Force and the White House Conference on Indian Education, and the United Nations International Year for the World's Indigenous People. Following a summary of tribal educational and language policies, several courses of action are recommended to assist Native communities in developing the effective right to maintain their languages. These actions focus on fostering innovative community-based strategies, directing research toward analyzing community-based successes, fostering cooperation between communities and organizations, and promoting heightened consciousness of the catastrophic effects of language loss for both language minorities and the mainstream population. Contains 27 references.   [More]  Descriptors: Alaska Natives, American Indian Education, American Indian Languages, American Indians

Berman, Edward H. (1977). Ethnic Heritage Project General Bibliography. The document lists approximately 280 ethnic heritage-related materials. Bibliographic citations for anthologies, plays, speeches, autobiographies, films, filmstrips, study guides, curriculum outlines, learning activities, and critical and historical studies for works published from 1950 through 1976 are annotated. The materials consider cultural conflicts, chronicle the history of cultural groups in the United States, and present the art, music, dance, literature, and religion of ethnic groups. The general bibliography categories are American Indian, Asian, Australian, Black American, Caribbean, Chinese, French, German, Greek, Irish, Italian, Japanese, Jewish, Latin American, Polish, Puerto Rican, Russian, Spanish/Portugese, General, and Professional. Entries are organized alphabetically by author according to type of material.   [More]  Descriptors: American Culture, American Indians, Annotated Bibliographies, Blacks

Congress of the U.S., Washington, DC. Senate Committee on Indian Affairs. (1993). American Indian Agricultural Resource Management Act. Reports To Accompany H.R. 1425, from the Committee on Indian Affairs, Senate (Calendar No. 298), and from the Committee on Natural Resources, House of Representatives, 103d Congress, 1st Session. Of the 54 million acres of Indian-owned lands held in trust by the United States, approximately 75 percent is used for agricultural production. Nevertheless, in 1993 over 1.1 million acres of Indian agricultural lands lay idle. The American Indian Agricultural Resource Management Act seeks to establish a viable system for management and administration of Indian owned agricultural lands, enhance the production capabilities of Indian ranchers and farmers, affirm the authority of tribal governments in the management of Indian agricultural lands, and enhance educational opportunities for Indian students in the management of Indian natural resources. These two reports recommend passage of the act, and describe demographic and historical background for Indian agricultural programs; Bureau of Indian Affairs (BIA) agriculture programs and their staffing; educational and employment opportunities for Native students; and committee and tribal concerns about bureaucratic delays, civil trespass on Indian lands, leasing of Indian agricultural lands, and the rights of Indian landowners. Title II of the act creates: (1) 20 federally funded internship positions for American Indian and Alaska Native students enrolled full-time in an agricultural resources study program; (2) a cooperative education program with tribal colleges to recruit Native agricultural students for employment in federal agencies; (3) scholarships for Indians enrolled in accredited agriculture-related programs; (4) an agricultural resource education outreach program for Indian youth; and (5) federal employment for Indian graduates of tribal or BIA agriculture programs, possibly in exchange for assumption of student loans. Includes section-by-section analysis of the act and a cost estimate by the Congressional Budget Office.   [More]  Descriptors: Agricultural Education, Alaska Natives, American Indian Education, American Indian Reservations

Monroe, Mark; Reyer, Carolyn, Ed. (1994). An Indian in White America. In his autobiography, Mark Monroe relates his life experiences as a Lakota Sioux Indian in White America. The book begins with Monroe reminiscing about his happy childhood on the Rosebud Reservation in South Dakota. In 1941 his family moved to Alliance, Nebraska, and his father Dakota. In 1941 his family moved to Alliance, Nebraska, and his father got a job picking potatoes on a farm. It was here that Monroe felt the first sting of White America's racism from signs outside local businesses that read "No Indians or dogs allowed." For many years, his family lived in poverty. When he became of age, Monroe enlisted in the military, and for the first time in his life he experienced acceptance and respect. Upon his return to the United States, he worked as a baker. During this same time, Monroe fell into a life of alcoholism, begun years earlier with social drinking. Eventually, he became physically ill and was unable to keep his job. Following rehabilitation, he ran for Police Magistrate and was the first Indian to have filed for public office in Alliance. Though he lost the election, he gained community support and a growing sense of dignity from the campaign. From his own experience, Monroe became aware of the cultural differences between Indian alcoholism and White alcoholism. This understanding led to his work with Indian alcoholics at the Panhandle Mental Health Center in Scottsbluff, Nebraska. Since his recovery, Monroe has been an active participant in his community and continues to fight for the legal rights of American Indians. In 1973, he founded the American Indian Council, an organization that offers a variety of health, educational, and social programs, including a nutrition program, a hospital busing program, GED classes, job training and placement services, and alcohol counseling. Descriptors: Activism, Alcoholism, American Indian Culture, American Indian Education

Bureau of Indian Affairs (Dept. of Interior), Albuquerque, NM. (1974). Student Rights and Responsibilities. A Review of the Draft of Program Guidelines. Research and Evaluation Report Series No. 25-A. The Bureau of Indian Affairs (BIA) has undertaken a general program development activity in the area of student rights and responsibilities. In August 1973 a committee of professional educators was appointed to develop guidelines for the Student Rights and Responsibilities Program. During December 1973 and January 1974, the draft of the guidelines was circulated to 195 BIA schools, the 12 area offices, who distributed it to tribal leaders, the American Indian Law Students Association at the University of New Mexico, and the National Indian Youth Council. Items used to elict response were: suggested changes and additions, weakest features, strongest features, and general comments. This report is important to the total thrust in the Student Rights and Responsibilities Program since it shows that each step of the program's development was reviewed in some form or another at the grassroots level of education. A brief analysis of reactions to the draft guidelines, a copy of the instrument used relative to the review, actual comments, and a copy of the draft are included in this report.   [More]  Descriptors: American Indians, Federal Programs, Guidelines, School Policy

Hirschfelder, Arlene; Molin, Paulette Fairbanks; Oneita, Kathryn; Wakim, Yvonne B. (1997). Women of Hope: Native American/Hawaiian. Study Guide. This study guide accompanies a poster series and documentary video about 12 American Indian, Alaska Native, and Native Hawaiian "women of hope." The women vary by age, education, profession, and geographic locale, but they share an unwavering commitment and dedication to their people's struggle to survive and flourish as distinct cultures. The women are Lori Arviso Alvord (Navajo), a surgeon who straddles two cultures; Charlotte A. Black Elk (Lakota), a scholar who supports Lakota traditional stories with Western scientific evidence; Carrie and Mary Dann (Western Shoshone), sisters involved in a 20-year legal battle with the federal Bureau of Land Management; Joy Harjo (Muscogee Creek/Cherokee), poet, musician, and professor; Pualani Kanahele (Hawaiian), teacher and preserver of Hawaiian culture and language; Winona LaDuke (Anishinaabe), Chippewa activist whose work focuses on land rights and environmental issues; Wilma Mankiller (Cherokee), activist and first woman Chief; Muriel Miguel (Kuna/Rappahannock), dancer, actress, and founder of Spiderwoman Theater; Janine Pease-Pretty on Top (Crow), founder and president of Little Big Horn College; Joanne Shenandoah (Oneida), singer and storyteller; Jaune Quick-to-See Smith (Flathead), artist; and Rosita Worl (Tlingit), anthropologist active in cultural preservation. Following biographical profiles of the 12 women, the guide includes reading materials and student activities related to tribal sovereignty, the political role of Haudenosaunee (Iroquois) women, Native women in leadership positions, preservation of Native languages, oral tradition, environmental issues, conservation, music and dance, overcoming negative expectations in school and society, American Indian stereotypes, and creating a "circle of strength" in the classroom. Also included are census facts about Native Americans and a 129-item bibliography.   [More]  Descriptors: Activism, Alaska Natives, American Indian Culture, American Indian Education

Philbrick, Roger (1975). American Indian Education in Wisconsin: A Report. In spring 1973 the State of Wisconsin mandated the Council on Indian Education in an effort to involve Indian people, not only as advisors but as a working committee, to assess and promote quality Indian educational opportunities. Objectives outlined at the first meeting included collecting information from state agencies concerning Native Americans; disseminating program information to the public; determining responsiveness of state agencies; compiling recommendations to Wisconsin's Equal Rights Council for proposed legislation; recommending improved quality of education and equal employment for Native Americans; and recognizing Native American individual rights and tribal self-determination. Limitations experienced by the Council included: Indian involvement, personnel selection, non-support of educators and public officials; lack of community support and public schools; understanding of tribes and local Indian education committees; and little communication among Council members. The Council submitted 18 recommendations, of which 4 were prioritized. They recommended continuing research of Indian educational needs; improving and enriching educational efforts in the state by teaching Indian history and culture; requesting from state agencies how Indian education can be improved and supplemented through ongoing program efforts; and designing legislation to upgrade the quality of education for American Indians in Wisconsin. Appendices include meeting minutes, budget requests, and handouts. Descriptors: American Indian Education, Committees, Cultural Enrichment, Curriculum Evaluation

Ames, Patricia (2012). Language, Culture and Identity in the Transition to Primary School: Challenges to Indigenous Children's Rights to Education in Peru, International Journal of Educational Development. This paper analyses a "critical moment" in the educational trajectories of young indigenous children in Peru: the transition to primary school. It addresses the inequalities in educational services that affect indigenous children, before looking at the micro-level processes that take place in school settings, through a focus on two selected case studies from the Young Lives study of childhood poverty. Using longitudinal information collected in two consecutive years, the case studies show how the children's language and culture are excluded from school premises and their very identity as children and indigenous people is disregarded, negatively affecting their educational performance.   [More]  Descriptors: Indigenous Populations, Childrens Rights, Foreign Countries, Case Studies

Lynch, Patrick D. (1993). Educational Vouchers: Vouchers in the American Indian Educational System. This paper examines the legal and historical background of school choice by American Indian parents and its implications for school choice for a wider public. In the 19th century, American Indian parents had no choice about whether or where their children would be schooled. On many reservations, children were forcibly removed from their parents and taken to Bureau of Indian Affairs (BIA) boarding schools, where harsh methods were used to erase their language and culture. Some reservation mission schools were favored by Indian parents because they were nearby, the children were treated better than at BIA schools, and Indian languages were not forbidden. In 1904, federal support was withdrawn from sectarian schools on reservations. After a Sioux parent brought suit, the Supreme Court ruled that tribes had the right to use their own trust funds to support reservation sectarian schools. This opinion is the basis of Indian parental choice of many kinds of schools, any of which might be supported by Indian people collectively in accord with tribal policy. By the 1970s, this choice included BIA day schools and boarding schools, public school attendance with residence in a BIA peripheral dormitory, cooperative schools (public schools with a majority of Indian students), and tribally controlled schools. BIA school enrollments declined considerably in the face of attractive alternatives. Since then, school choice has forced major reforms of BIA schools, to the point that they are now competing successfully for Indian students. In many respects, the Indian schools are now "lighthouse" schools with the potential to help the rest of the American educational system to change.   [More]  Descriptors: American Indian Education, American Indian History, Court Litigation, Educational Change

Sweeney, Thomas W.; Toledo, Alejandro (2003). Peru's Gentle Revolutionary, National Museum of the American Indian. Alejandro Toledo, the first Native person to be elected president of Peru, talks about his Quechua roots; his proposed constitutional amendment to ensure equal rights for indigenous peoples; financial support for Native cultural preservation efforts; and his number one priority–to fight poverty through education, focusing on basic education, women's education, rural education, and bilingual education at all levels. Descriptors: American Indians, Civil Rights, Cultural Awareness, Cultural Maintenance

Harvey, James (1972). Minorities and Advanced Degrees. The Agitation for civil rights by black Americans during the 1960's caused many colleges and universities to reassess their recruitment and admissions policies. This reassessment took place primarily at the undergraduate level. Many articles, monographs, and books appeared that considered the merits of preferential admissions for disadvantaged students and described procedures for recruitment and remedial programs. Within the last few years, the discussion has moved to the involvement of graduate and professional schools in the education of minority group students in general, including blacks, Chicanos, and American Indians. This paper examines some of the literature that deals with efforts to increase the numbers of minority students enrolling in post-baccalaureate medical, legal, and graduate programs.   [More]  Descriptors: Black Education, Ethnic Groups, Graduate Study, Higher Education

Congress of the U.S., Washington, DC. House Committee on Education and Labor. (1979). Reauthorization of the Higher Education Act and Related Measures, Part I. Hearings Before the Subcommittee on Postsecondary Education of the Committee on Education and Labor, House of Representatives, Ninety-Sixth Congress, First Session (March 20, 28, 29; April 10 and 26, 1979). The transcript of the March 1979 hearings in the U.S. House of Representatives on the reauthorization of the Higher Education Act and related measures are compiled in this document. The hearings were held to review not only the programs that expire in 1979 but all higher education programs that come under the jurisdiction of the House Subcommittee on Postsecondary Education. Included in the testimony are discussions concerning: state educational opportunity programs, equal opportunity in higher education, student services, veterans programs, civil rights, Upward Bound Project, United States Student Association, college assistance migrant program, American Indian higher education, minorities in higher education, cooperative education, community and junior colleges, adult education, interinstitutional programs, library schools, developing institutions, and student financial aid programs. Testimony is presented by both government officials and institutional representatives.   [More]  Descriptors: Access to Education, College Students, Colleges, Developing Institutions

White House Conference on Youth, Washington, DC. (1971). Profiles of Youth. 1971 White House Conference on Youth. This resource book is a compilation of data about youth which was prepared for the participants of the White House Conference on Youth. The tabular data are divided into eleven sections. In the first section, the youth population, ages 14 through 24, is contrasted with the general population with respect to geographic location, race, marital status, and other demographic characteristics. In successive sections, age-related data, wherever possible, is presented on each of the ten issue areas of the 1971 Youth Conference — Foreign Relations; Environment Race and Minority Groups Relations; Drugs, Education; The Draft, National Service and Alternatives; Poverty; Legal Rights and Justice; Economy and Employment; and Values; Ethics and Culture. Preceding the tables, is a brief graphic presentation, which highlights some of the data in chart form. There are some unavoidable gaps in the statistics on minority group populations such as Spanish Americans, Orientals, and American Indians.   [More]  Descriptors: Demography, Drug Abuse, Education, Employment

Michigan State Civil Rights Commission, Lansing. (1967). Vocational Preparation and Race in Michigan Higher Education. The data used in this study were obtained from students registering in Michigan institutions in the fall of 1966. Approximately 65% of college students attending the 68 institutions completed survey cards. Objectives of the study were to determine the racial composition of Michigan college students, to identify major fields of study and vocational choice, to observe student residential patterns, and to determine the extent of student participation in Federal programs. Data for Negro, American Indian, and Oriental students are analyzed separately. Graphs and tables show enrollments by type of institution, minority group, and vocational intention.   [More]  Descriptors: American Indians, Black Students, Career Choice, College Students

Texas Coll. and Univ. System, Austin. Coordinating Board. (1986). Summary of Student Financial Aid in Texas. Data on student financial aid in Texas are presented. Tables cover financial aid resources for students in Texas postsecondary institutions by program for 1982-1983, 1984-1985 and 1985-1986. For 17 state aid programs and 6 federal programs, the amount of funding is indicated for the state as a whole and for the following categories of colleges: public general academic teaching institutions, public health science centers, public junior and/or community colleges, Texas state technical institutes, private colleges, and proprietary schools and other Texas schools. Each of the state and federal programs is also briefly described. Additional tables summarize student financial aid by the ethnic origin of recipients, as part of the Office of Civil Rights Report. The amount of awards for 1982-1983 and 1983-1984 for grants, loans, scholarships, and work are specified for Blacks, American Indians, Oriental Americans, Hispanic Americans, and Whites, and for the total. Descriptors: American Indians, Asian Americans, Black Students, College Students

State Univ. of New York, Albany. Central Staff Office of Institutional Research. (1969). Enrollment, Housing and Financial Aids of Minority Group Students. Fall 1968. This report is a summary of the State University of New York's (SUNY) response to the Fall 1968 federal census of certain student minority groups. This census is in its second year as a means of institutional certification of compliance with the non-discriminatory provisions of the Civil Rights Act of 1964. Data were collected only on full-time credit course students attending institutions of SUNY during Fall 1968. All part-time credit students, as well as those in noncredit programs and other special opportunity and summer programs were excluded. Students from 4 minority groups were included–Negro, American Indian, Oriental, and Spanish-surnamed Americans. Foreign students were not included, regardless of their race or nationality. Tables contain statistics on enrollment, on the students' use of University-owned or University-supported housing, and on the number of recipients of institutionally controlled financial aid.   [More]  Descriptors: Census Figures, College Housing, Financial Support, Higher Education

Marker, Michael (2006). After the Makah Whale Hunt: Indigenous Knowledge and Limits to Multicultural Discourse, Urban Education. This article examines the racist backlash against the Makah tribe for their treaty-protected right to hunt whales. It then explains some core epistemological aspects of indigenous peoples' struggles that are outside discussions in multicultural education. This article also offers a contribution to our understanding of schools as political institutions in cross-cultural situations. Indigenous values foreground the moral principles that are presented in the interrelationships between human, natural, and spiritual worlds. Culturally responsive education from an indigenous perspective is sublimely ecological and place based. Such perspectives tend to detonate most multicultural assumptions about modernity, postmodernity, and progress while asserting pedagogies drawn from the "sentient landscape."   [More]  Descriptors: Culturally Relevant Education, American Indians, Indigenous Knowledge, Multicultural Education

Oregon State Dept. of Education, Salem. (1991). Oregon American Indian/Alaska Native Education State Plan. The Oregon State Plan for American Indian and Alaska Native (AI/AN) education was developed by AI/AN communities and educators, the State Board of Education, and the State Department of Education. The plan includes 11 major educational goals: (1) the Oregon Department of Education (ODE) should promote effective education for AI/AN children; (2) educational programs shall be developed to address the needs of all AI/AN children; (3) AI/AN parents and community leaders shall have an opportunity to provide input regarding programs for AI/AN students; (4) ODE shall develop data gathering process systems to collect and disseminate uniform and comprehensive data on AI/AN students; (5) teachers, counselors, administrators, and other ancillary personnel should be knowledgeable about and responsive to AI/AN students and their needs; (6) historical and contemporary curriculum materials that are culturally specific and age and developmentally appropriate shall be used; (7) ODE shall identify and implement nonbiased, culturally appropriate instruments to assess achievement levels of AI/AN students; (8) high quality early childhood education programs shall be developed to meet the needs of AI/AN students; (9) AI/AN students shall have equal access to all public school programs; (10) ODE shall implement strategies for reducing the AI/AN student dropout rate; and (11) the state board of education shall support the state board of higher education's policies and practices that ensure that AI/AN students are provided equal access and opportunities for postsecondary education in the state. Each major and secondary goal is accompanied by strategies for achieving the objective and related ODE responsibilities. This document also contains the Indian student bill of rights, a statement of ODE philosophy on American Indian education, and a glossary of acronyms.   [More]  Descriptors: Advisory Committees, Alaska Natives, American Indian Education, American Indians

Wilkinson Cragun, & Barker, Washington, DC. (1978). Review of Developments in Indian Law in the Courts, September 1, 1977 through August 31, 1978. Prepared for the National Congress of American Indians Convention in Rapid City, September 18, 1978. Recourse to the courts for resolution of conflicts has become increasingly frequent, particularly in matters concerning American Indians. Important to this upsurge is the commitment to Indian sovereignty and the awareness among Indians that their rights can be asserted and established in courts. The issues of Indian self-determination and tribal sovereignty are at the forefront of almost all Indian litigation, including that involving tribal jurisdiction, taxation, and natural resource questions. Tribal sovereignty is the ability of reservation Indians to make, enforce, and be ruled by their own laws. In the past year Supreme Court actions in the Wheeler and Martinez cases affirmed tribal rights to apply their own laws to tribal members. The Oliphant case denied Indians criminal jurisdiction over non-Indians for crimes committed within reservation boundaries. Taxation cases have included the authority of states and federal government to tax Indians as well as the taxing authority of tribes. Natural resources cases based on the tribal rights to manage, develop and conserve their own assets have been heard in such areas as water rights, hunting and fishing regulations, and property damage claims. This paper describes individual cases, summarizes trends, and comments on the future conduct of Indian litigation. Descriptors: Alaska Natives, American Indians, Conservation (Environment), Court Litigation

Schusky, E. (1965). The Right To Be Indian. A major theme of this report is that civil rights problems of American Indians are particularly complex because Indians can claim special rights deriving from historical circumstance. Special legislation will be required to ensure their civil rights as citizens. Social change on the part of the Indian minority and white majority must also occur to protect Indians from now existing prejudice and discrimination. A beginning in any effort to extend civil rights is a simultaneous attack on poverty and on lack of self-government. Indian communities must be allowed to manage their own affairs, to administer their own social services in the same way as any other American community. Outside help in learning this management is not only desirable but essential; yet the "help" must clearly be assistance in learning, not management itself which is presently the case. Social control in any small community is going to vary at points from the American ideals. American ideals of toleration and appreciation of differences should allow Indians to evolve their own procedures and standards of justice with the frame of reference provided by the United States Constitution and applicable legislation. Descriptors: American Indians, Attitudes, Boards of Education, Civil Rights

Wirtenberg, Jeana; And Others (1980). Characters in Textbooks: A Review of the Literature. Clearinghouse Publication 62. Studies on the portrayal of minorities, older persons, and females in elementary and secondary school textbooks used in the 1970s are reviewed in this publication. The studies are divided into the following categories: American Indians, blacks, Hispanics, Asian and Pacific Island Americans, religious groups, older persons, and females. In the latter section (females), reading textbooks, mathematics textbooks, science textbooks, and foreign language textbooks are discussed separately. Also included in this publication is a review of the literature on effects of textbooks on children's attitudes, personality development, academic achievement, and career aspirations and attainment.   [More]  Descriptors: American Indians, Asian Americans, Black Stereotypes, Elementary Secondary Education

Weber, Warren K., Comp. (1980). Multicultural, Nonsexist Teaching Strategies: Social Studies (K-6). Designed to help Iowa teachers implement the multicultural, nonsexist education mandated by state law, this resource book contains over 100 social studies activities for use in primary, intermediate, and junior high level classes. Exercises for each grade level focus on self, family, neighborhood, community, state, and nation. Primary grade group and individual activities involve students in making life size dolls of themselves, examining likenesses and differences, exploring adult roles and professional options, analyzing stereotypes, and realizing cultural differences. Intermediate grade students look at the lives of pioneer women, American Indians, community values, ethnic groups, and stereotypes. Junior high school students study Iowa minorities, prejudice, famous American women, the Equal Rights Amendment, and the concept of the melting pot. For each activity, skill area, time allotment, objectives, materials, description, and evaluation methods are provided. This document is one of a collection of materials from the Iowa Area Education Agency 7 Teacher Center project. Descriptors: Community Characteristics, Cross Cultural Studies, Elementary Education, Ethnic Studies

Moller, Darlene A. (1973). Social Research with Minorities: Some Rights and Responsibilities. Minority groups seeking self-determination have a need for and a right to participate in and contribute to a growing body knowledge of human development and human relationships generated by social science research that is not only scientific, hence "unbiased," but which does not perpetuate damaging stereotypes. It is the purpose of this paper to propose and describe a series of mutual rights and responsibilities of the minority community and the social researcher toward each other, and to discuss various difficulties in fulfilling such rights and responsibilities. Specific suggestions are delineated in charging Federal funding agencies with the responsibility of protecting and promoting the rights of both the minority group and the social researcher. A working model which is being used successfully in a minority (American Indian) community research and development project is described. Participatory decision-making, from the initial stages of a research project until its completion, is seen as the key to minority group utilization of social science research in society today, with such participation being facilitated by specific styles of research which are discussed.   [More]  Descriptors: Civil Rights, Community Involvement, Decision Making, Ethics