This bibliography is reformatted and customized by the Center for Positive Practices for the Positive Universe: Earth Protection Team website. Some of the authors featured on this page include New York Ford Foundation, Melody McCoy, Washington Congress of the U.S., Mary Ground, Western Regional Environmental Education Council., David R. McDonald, Ray Ramirez, Roger Philbrick, Moses Lukaczer, and Richard West.
(1999). Federal and State Laws Regarding Tribal Education Departments, 1984-1999. Indian Education Legal Support Project: "Tribalizing Indian Education.". The Indian Education Legal Support Project emphasizes the legal rights of tribes to control the formal education of their members. The project's work includes developing tribal education laws and reforming state and national Indian education legislation. This document examines federal and state statutory provisions on tribal education departments and details their legislative history. Following a brief overview of tribal education departments in the 1980s and 1990s, specific provisions of various federal laws are reviewed, including the Education Amendments of 1984 to the Indian Self-Determination and Education Assistance Act of 1975, the Augustus F. Hawkins-Robert T. Stafford Elementary and Secondary School Improvement Amendments of 1988, Goals 2000: Educate America Act of 1994, the Improving America's Schools Act of 1994, and other public laws and resolutions. These laws are primarily concerned with federal funding of tribal education departments, their treatment as local education agencies, provision of training and technical assistance, research on at-risk students, access to the Internet, and collaboration among tribes and other educational institutions and agencies. Wisconsin is the only state with legislation specifically mentioning tribal education departments. This law calls for tribal input in the appointment of an advisory committee on American Indian language and culture programs. Descriptors: American Indian Education, Educational Legislation, Elementary Secondary Education, Federal Aid
(1971). A Proposed Course in Law, Sociology, or History. "The American Indian and the Constitution" is a proposed course in law, sociology, or history. The document gives a course justification and intended audience. The course outline covers: 1) the sovereignty of Native American Tribes, especially as demonstrated in "Cherokee Nation" and "Worchester v. Georgia"; 2) criminal jurisdiction; 3) civil jurisdiction; 4) citizenship for Native Americans; 5) water rights as detailed in the Winters Doctrine; 6) hunting and fishing rights; 7) state taxing authority; 8) the U.S. Bill of Rights; and 9) the Indian Bill of Rights. Noted court cases and judges' opinions are given for all sections. [More] Descriptors: American Indian Reservations, American Indians, Beliefs, Constitutional History
(1983). Fiscal Year 1984 Budget. Hearings before the Select Committee on Indian Affairs, United States Senate, Ninety-Eighth Congress, First Session on the Fiscal Year 1984 Budget (February 23, 24, and 25, 1983). The Senate Select Committee on Indian Affairs met in Washington, D.C. on February 23-25, 1983, to discuss the implications of the proposed budget for the 1984 fiscal year. Testimony by representatives of government agencies and American Indian tribes and organizations focused on five main topics: closure of the Intermountain (Utah) and Mount Edgecumbe (Alaska) Indian Schools; transfer of the Administration for Native Americans (ANA) to the Bureau of Indian Affairs (BIA); termination of some educational assistance provided under the Indian Education Act; provision of housing, water, and sewer facilities on American Indian reservations; and provision of health care to American Indians. Government witnesses included representatives of the BIA, ANA, Office of Indian Education, Department of Housing and Urban Development, Indian Health Service, and Department of Education. Outside witnesses included representatives from the INMED Program, National Indian Health Board, American Indian Health Care Association, United Tribal Educational Technical Center, North Carolina Department of Public Instruction, Native American Rights Fund, Intermountain Inter-Tribal School Board, National American Indian Housing Council, National Tribal Chairmen's Association, National Congress of American Indians, three reservations, and eight tribes. [More] Descriptors: Allied Health Occupations Education, American Indian Education, American Indian Reservations, American Indians
(1997). Education and Attitudes toward Native Americans. A survey of 123 students enrolled in Introduction to Social Psychology at the University of Wisconsin–Green Bay examined attitudes toward Native Americans. The research assessed the effects of educational programs at the secondary and postsecondary level on attitudes toward Native Americans and Native American treaty rights, and also measured the effects of positive contacts between American Indians and respondents on specific attitudes toward treaty rights. Results indicate that either high school or college coursework about Native Americans was related to greater self-reported understanding of treaty rights, knowledge of American Indian culture, and accuracy of that knowledge. Students with high school coursework also reported more direct contact with Native Americans than those without such coursework. Students with coursework about American Indians were less likely to view European culture as superior and less likely to feel that treaties should be abolished, indicating that high school or college coursework may reduce prejudicial attitudes toward Native Americans. Women reported higher quality contacts with Native Americans and were more likely to agree that a nearby Indian nation should win its treaty rights case. Neither high school nor college coursework had any influence on these variables. Only college coursework influenced feelings regarding specific treaty-rights issues: taxation of casino profits and removal of trust lands from property tax roles. A cautionary note points out that the direction of causality between coursework and attitudes and between contact and attitudes is unknown. [More] Descriptors: American Indian Studies, American Indians, College Students, Cultural Awareness
(1977). Native American Fishing/Hunting Rights: An Annotated Bibliography. An attempt to provide ready access to publications dealing with the controversy over American Indian fishing and hunting rights, this annotated bibliography includes 37 citations (law journals, books, government documents, and other publications excluding newspapers and court cases). The earliest citation is a 1915 speech to the Washington Legislature defending the fishing/hunting rights of the Native Americans of Tulalip Agency, and the most recent citations are 1975 citations. [More] Descriptors: American Indians, Annotated Bibliographies, Court Litigation, Land Use
(1993). Freedom of Religion: A Time for Justice. Second Special Edition, NARF Legal Review. This special theme issue outlines the history of discrimination against traditional Native American religions, including recent Supreme Court decisions. "Discrimination and Native American Religious Rights," by Senator Daniel K. Inouye, discusses the compelling government interest in eradicating discrimination and describes two Supreme Court decisions denying constitutional protection of tribal sacred sites and the practices of minority religions. "The Repression of Indian Religious Freedom," by Patricia Nelson Limerick, examines the history of federal policies suppressing Indian religious liberty. Public policy long assumed that the "civilization" of the Indians and their conversion to Christianity were inseparable. During the 19th century, a missionary movement swept through the United States, and federal funds for Indian education provided partial support for missionary schools. The question of religious liberty was viewed as a matter among Christian churches and not applicable to Indian spiritual practices. In the 1880s, the Department of the Interior created courts of Indian offenses, which targeted both religious practices and customs that were considered antithethical to the work ethic (such as sharing property). The campaign against Indian religions was ultimately a campaign against the Indian family because it sought to assimilate the younger generation by removing the influence of the elders. This issue also includes an explanation of the Native American Free Exercise of Religion Act of 1993, introduced by Senator Inouye, and a list of publications on federal Indian education laws, tribal government, and tribal economic development. [More] Descriptors: Alaska Natives, American Indian Culture, American Indian History, American Indians
(1981). Oversight of Indian Program Budgets. Hearing Before the Select Committee on Indian Affairs. United States Senate, Ninety-Seventh Congress, First Session on Review of Budget Submissions of the Bureau of Indian Affairs, Department of the Interior; Indian Health Service, Department of Health and Human Services; Office of Indian Education, Department of Education; and Indian Housing, Department of Housing and Urban Development. Testimony and prepared statements provide insight into the manner in which Indian affairs will be administered under the proposed 1982 fiscal year budget and compares the proposed innovations and the implementation of assistance to the Indian tribes with a general Federal policy to promote tribal self-determination. Probably because of the fragmentation of the Federal delivery system, the proposed budget reductions to Indian programs total $1,118,745,000, or a 35% reduction of a planned budget of $3.1 billion. Agencies including the Bureau of Indian Affairs, Indian Health Service, Office of Indian Education, and Department of Housing and Urban Development propose to give Indian tribes a greater role in allocation of financial resources and additional flexibility in meeting their particular reservations' needs. Appendices include statements by the Duckwater Shoshone School Board, Mississippi Band of Choctaw Indians, National Congress of American Indians, and Penobscot Nation; correspondence from the Fort Belknap Community Council, Native American Rights Fund, and Papago Tribe of Arizona; and Bureau of Indian Affairs and Department of Housing responses to written questions. [More] Descriptors: American Indian Education, American Indians, Budgeting, Federal Aid
(1971). A Guide to the Rights of the American Indian to Food Programs — In Federal Schools for American Indian Children and in Public Schools Subsidized by the Bureau of Indian Affairs. Written for all American Indians and Alaska Natives, this guide is designed to provide information relative to the Native American's rights to food programs in Federal schools and in public schools subsidized by the Bureau of Indian Affairs (BIA). Aimed at stimulating Native Americans to assume a more active role in the development and assessment of these food programs, this handbook presents the following information: (1) Food Programs in Schools and Dormitories Operated by the BIA (number of federally recognized Indian children of school age; different kinds of BIA schools; BIA nutrition responsibilities; unknown nutritional status of "other" Indian children; BIA boarding schools, dormitories, and day schools; general food policy issues–tests, monitoring, and surplus foods); (2) Food Programs in Public Schools Funded by Authority of the Johnson O'Malley Act (JOM), (Indian children covered; service standards vs JOM regulations; parent costs; definitions of selected federally funded food programs; BIA regulation needs for administration of JOM lunch monies; BIA responsibility for Indian children in JOM funded schools; inequities in JOM fund administration; unaggressive use of JOM funding device; findings of the U.S. Commission on Civil Rights' survey of JOM schools; the School Breakfast Program; phasing out JOM funding; policy considerations). Descriptors: Alaska Natives, American Indian Reservations, American Indians, Boarding Schools
(1973). Maliseet and Micmac Rights and Treaties in the United States. Written for purposes of furthering aid to the Association of Aroostook Indian (AAI) in procuring Maliseet and Micmac American Indian rights, this essay provides historical documentation of U.S. treaties verifying Native American rights. This essay asserts that although about 4,000 Micmacs and Maliseets live in New England (1,000 in Maine), they have not been formally recognized by the Federal Government and had not been given state recognition until the AAI was formed in 1967 and began to further their cause; that since they generally live off-reservation but do have reservations in Canada, they are often considered both Canadian and alien and are not, consequently, afforded government services. Arguing that these people are free to cross borders and are entitled to certain rights under a series of treaties established between the Indians and the U.S. during and after the American Revolution, this essay presents the historical basis for the following rights: (1) the right to come to the U.S. from Canada and to acquire employment without having to register as an alien; (2) full hunting/fishing rights comparable to those of other Maine Indians; (3) the right to settle on either Passamaquoddy reservation with due reservation rights; (4) full services comparable to those of other off-reservation Indians; (5) full rights of citizenship, including the right to vote. Descriptors: American Indian Reservations, American Indians, Civil Rights, Equal Opportunities (Jobs)
(1977). Ford Foundation Assistance to Native Americans. During the past decade the Ford Foundation has assisted American Indians to improve their educational opportunities, assert their legal rights, and preserve their traditional culture and way of life. The Foundation has funded various efforts in the areas of school planning and finance, leadership development, undergraduate and graduate fellowships, establishment of Indian colleges, legal challenges, economic and community development, communications, and culture. Among the numerous Foundation-supported programs have been the Leadership Development Program which has given promising young Native American teachers and community workers from rural areas opportunities for innovative and advanced training; programs to help talented young Indians serve as links between their own culture and the larger society by assuming leadership positions in school systems and community agencies; an Upper Division Scholarship Program to help talented graduates of community colleges go on for bachelor's degrees at four-year colleges and universities; a one-year advanced study fellowship to faculty members with some graduate work who want to study full-time for their doctorates; a doctoral fellowship program designed for students entering graduate school and planning careers in higher education; the Native American Rights Fund, a nonprofit legal organization which has helped Indians throughout the country launch a comprehensive litigation campaign to secure and protect their rights. Appended is a listing of Ford Foundation grants concerning Native Americans. Descriptors: Alaska Natives, American Indians, Community Development, Cultural Awareness
(1998). Cooperative Agreements in Indian Education. Indian Education Legal Support Project: "Tribalizing Indian Education.". The Indian Education Legal Support Project emphasizes the legal rights of tribes to control the formal education of their members. The project's work includes developing tribal education laws and reforming state and national Indian education legislation. This document compiles 10 voluntary cooperative agreements among federal, public, and tribal schools and between Indian organizations with regard to various Indian education matters as of October 1, 1998. The agreements are voluntary because, while federal, state, and tribal laws may authorize such agreements, no law requires them. Summaries of the 10 agreements are presented, followed by the full text of the agreements. Five agreements between a public school district and a tribe, tribal school, or Bureau of Indian Affairs (BIA) school address creation of a joint school board; joint operation of a public school, a tribal or BIA school, and a new program for at-risk tribal students; and distribution of state funding for American Indian students in a public school district. Three agreements among tribal schools address cooperative arrangements for student bus transportation, cooperative sponsorship of student sports, and shared special education services. The other two agreements establish an interdistrict consortium of six public school districts to meet the needs of Native students, and formalize the relationship of two national Indian organizations on Indian education matters. Descriptors: American Indian Education, Educational Cooperation, Elementary Secondary Education, Institutional Cooperation
(1978). Grass Woman Stories. Blackfeet Heritage Program. During her lifetime Mary Ground, whose Indian name is Grass Woman, has experienced extreme changes in the life of Blackfeet Indians. Born in 1883, she remembers the travois and teepee days as well as the change to reservation life when the reservation was a fenced compound patrolled by the U.S. military. She has seen the decline in the use of Blackfeet language and ceremonies as well as the recent resurgence of interest in Native American rights and traditions. The 14 stories in this volume, told in her own words, are a blend of customs, folklore, and real-life events. Many of the tales reflect the culture from a woman's point of view. Two stories tell of marriage customs and the procedures surrounding the birth of a child. Other stories tell of magical events and contain elements closely parallel to certain fairy tales of European cultures. In one story a maiden lives in a beautiful land in the sky, but when she digs up a forbidden turnip she must then return to her people on the earth below. A Hansel and Gretel theme predominates another tale in which two abandoned children, a girl and a boy, are about to be eaten by a wicked old woman. Through trickery they manage to escape her and a magic buffalo carries them across a river to safety. In other magical experiences a man lights his pipe from the sun, and a coyote and a bear save the life of a wounded warrior. Other stories are true life stories of events in the tribe and on the reservation. Descriptors: American Indian Culture, American Indian Literature, American Indians, Birth
(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
(1989). Indians of Washington and the Environment. A Collection of Information and Curriculum Lessons To Assist Educators in Teaching about Tribal Natural Resource Relationship. The American Indian tribes of Washington have a unique relationship with natural resources, one of reverence and reliance. While non-Indian people traditionally approach natural resources from the perspective of ownership, tribal peoples view natural resources as components of life and culture. The survival of Washington tribes depends upon a sustainable natural resource base. This booklet contains lesson plans and classroom activities that help students become aware of tribal ways of life and historical and contemporary interactions with the natural world and non-Indian people. Major curriculum concepts include: (1) the diversity and importance of Washington's natural resources; (2) diverse uses of natural resources by people; (3) the influence of natural resources on cultures; (4) the role of culture in the development of controversial issues and the communication process for resolving such issues; (5) the finite nature of resources and related decision making; and (6) values clarification about the web of interrelationships among humans, fish, wildlife, and the environment. Lessons cover Washington geography, climate, and wildlife; daily life of Indians and first White settlers; sources of clothing; treaties; watershed, wildlife, and forest management; water quality; salmon fishing and Native fishing rights; American Indian reservations; historical timelines; and history, culture, and legends of the Quinault, Nisqually, Squaxin, and Tulalip tribes. Twenty-three additional resources are listed. This booklet contains maps, data tables, and graphics. [More] Descriptors: American Indian Culture, American Indians, Class Activities, Conservation (Environment)
(1973). Menominee Restoration Act: H.R. 7421–To Repeal the Act Terminating Federal Supervision Over the Property and Members of the Menominee Tribe of Wisconsin as a Federally Recognized, Sovereign Indian Tribe; and to Restore to the Menominee Tribe of Wisconsin Those Federal Services Furnished to American Indians Because of Their Status as American Indians; and for Other Purposes. Hearings Before…, 93d Congress, 1st Session…. Presenting reports, statements, letters, and additional information, these hearings of the Menominee Restoration Act (HR 7421) deal with restoration of Federal services to the Menominee tribe via repeal of the 83d Congress' (1953) termination policy. Testimony includes statements from representatives of the: Federal Government, National Congress of American Indians; Menominee Tribe; Menominee County Highway Department, Drugs and Alcoholism Program, Housing Authority, and Council of Chiefs; Wisconsin Schools; and the like. Some of the additional information presented includes: (1) an employment analysis for December 1967-June 1973; (2) Lake Moshawquit Property Owners Association agreements; (3) Native American Rights Fund's Memorandum re Restoration Act; (4) Menominee County Community Action Program's Impact Study (table); (5) Menominee Enterprises' financial analysis-ratios for March 1973 and summary of forestry and mill operations for 1961-72; (6) profile chart for averages on the Iowa Tests for basic skills; (7) Report 272 of the 87th Congress on lessening the impact of Federal services termination; (8) Bureau of Indian Affairs' report on termination (1965); (9) tables on: population and economic characteristics of tribes; county population and Wisconsin per capita taxable income (1969); and travel distances from community to service center; (10) Wisconsin Assembly bills, amendments, and fiscal notes. [More] Descriptors: American Indians, Demography, Economically Disadvantaged, Federal Aid