Annotated bibliographies of more than 200 children's books provide suggested readings written to enable children to understand themselves, as well as other peoples and cultures. Separate sections include reviews and comments about books relevant to Negroes, American Indians, Spanish-speaking ethnic groups, Chinese Americans, Japanese-Americans,…

A review of the historical components of American Indian education (including missions, institutional histories, and tribal histories) was followed by an effort to identify in the literature specific problem areas accounting for the apparent failure of formal education systems imposed on Indians. Specific causal relationships for this failure were…

A study of 275 Navajos living in Albuquerque, New Mexico, showed that these individuals could be divided into 3 major cultural orientation groups: (1) permanent-resident; (2) Anglo-modified; and (3) traditional. It was found that few Navajos wanted to live permanently in the metropolitan area. For the Anglo-modified Navajos, a desirable and…

The study critically examines conditions on the San Carlos Apache Reservation that have resulted from outside manipulation done without regard for the traditional heritage of the Apaches or without provision of training for the Apaches in understanding and facilitating change. The effects of educational experiences available to the Apaches are…

This illustrated reader is intended for use in a bilingual education setting and is geared towards students on an intermediate level of proficiency in Ahtna Athabascan. A traditional story is presented in Ahtna Athabascan with interlinear English translation and is followed by a free translation in English. (AM)

This illustrated reader is intended for use in a bilingual education setting. It consists of two long stories in Koyukon Athabascan (Central Dialect). An English translation is attached. (AMH)

Designed to provide units of study that would be: relevant to American Indian students, a contribution to the eradication of misconceptions and fallacies associated with the Indian, and materials that are easily accessible and easily incorporated in existing educational programs, this social studies curriculum unit on Indians of Canada presents…

Designed for use in the evaluation of Title IV Indian Education Projects (Parts A, B, and C), this handbook presents a methodology for evaluation which has been devised specifically to address the structural and substantive variations among Title IV projects in a manner which is flexible, adaptable, and practical. This handbook is designed to…

A reading supplement to provide background material for "A Handbook on Evaluation for Title IV Indian Education Projects", this document describes and defines the following: (1) needs assessment (definition and purpose; relation of needs to Indian Education Act; approaches; surveying--population sampling, kinds of questions, etc.; group…

Objectives of the Title IV Indian Education Program were designed to meet the educational needs of the Native American students within the public school as defined by Federal program regulations. During the 1976-77 school year, the Parent Committee hired a Home/School Coordinator, the only staff position in the program. The Coordinator was to…

The study identified the barriers which prevent application, matriculation, and/or completion of allied health postsecondary education programs by blacks, Spanish-surnamed Americans, and Native Americans and recommended means of reducing or eliminating the barriers. Only those barriers which could be resolved or reduced through programs of public…

The conquest and colonization of Mexico initiated by Hernan Cortes resulted in the fusion of the Indian and Hispanic cultures. This fusion led to the "mestizo" culture. Cortes was the bearer of the Hispanic heritage just as the Aztecs and other Indians in Mexico and the Southwest were the carriers of the Indian heritage. In studying the…

Highlights from the Bureau of Indian Affairs' (BIA) fourth quarterly conference of Chief Area Education Officers (July, 1975) are briefly described in this report. Included in the report are: (1) a list of participants; (2) "The Year Ahead--'76", an address Dr. Clennon Sockey, Director of Indian Education Programs; (3) eleven BIA Area…

A model for interpreting the role of clothing in society and culture is presented. From the point of view of the wearer in any culture, the decision as to what to wear is based on two kinds of information: the nature of the occasion and the wearer's image of his social identity. People, therefore, use clothing to project information about…

Before the beginning of the summer school, a workshop was held for the teachers and aides to present ways to: (1) make migrant and American Indian children more aware of their heritage and (2) help them become more familiar with career possibilities. Objectives of the summer program were: (1) career exploration; (2) cultural enrichment (i.e., art,…