Policy

History Thesis (Ph.D.)--Rutgers, The State University of New Jersey, 2001.

American Studies and The Center for the Americas Thesis (Ph.D.)--The State University of New York at Buffalo, 2007.

Looks at changes in strategy and political behaviour of minority or underprivileged groups in respect to leadership and public focus.

Overview of fishing rights protests during 1960s and 1970s in Washington State

History Thesis (M.A.)--Georgia State University, 2013

Exhibit focuses on the evolution of government responsibilities and policies.

Anthropology Thesis (M.A.)--University of Cincinnati, 2000.

Profiles Native American communities, tribal sovereignty and relationship to the federal government, and explains the No Child Left Behind (NCLB) Act of 2001.

Discussion on the disparities in public education, policies intended to improve and enhance equity, and recommendations for accountability & policy reform.

Comments on a program, involving teachers, parents and students, designed to increase the reading proficiency of children on the Pine Ridge Indian Reservation.

Looks at the implementation of Project Inquiry-Based Math in the Great Plains City school district in order to decrease achievement gaps between American Indian and non-Indian students.

Teacher at the government boarding school operated on the Pima Indian Reservation, Arizona describes the personalities of individual students and relays anecdotes from the classroom. Reflects the attitudes and policies of the time.

Discusses how "Blood Run" exposes the limitations of repatriation legislation, most significantly, how NAGPRA's current definition of American Indian identity falls short of sovereign tribal conceptions of identity and tribal responsibility for the repatriation of ancestral remains.

Provides examples of contradictory concepts in the laws affecting the management of Indigenous sacred lands.

History Thesis (Ph.D.)--University of Notre Dame, 2008.

Author, relates a story of his experience with land allotments to the Omaha Indians.

History Thesis (Ph.D.)--Marquette University, 1981.

Discusses how Native American musicians have fused native music styles with other musical traditions to assimilate into United States culture.

Teacher Education Thesis (Ph.D.)--University of Oregon, 1993.

Curriculum unit developed for high school students. Objective is for students to be able to answer the following questions: What is assimilation and its variety of terms and how are these sociological concepts related to Native American people? How was assimilation used as a discrimination tool against Native American people? How have Native American people resisted these assimilation attempts? and How have Native American people demonstrated their resilience to these assimilation policies over time?

Compares the forced removal of American Indian and Aboriginal children in the nineteenth and twentieth centuries, arguing that governments intentionally removed indigenous children to institutions as acts of colonial control, not assimilation. Chapter from Boarding School Blues: Revisiting American Indian Educational Experiences edited by Clifford E. Trafzer, Jean A. Keller, Lorene Sisquoc.

A 2-4 day lesson plan for Grades 11 and 12; focuses on the American experience.

Discusses the standards for adoptive placement of Indigenous children and enables tribes and families to be involved in child welfare cases.

Literature relating to U.S. legislation which governs the jurisdiction over removal of children from their families. Lists audiovisual material, conference proceedings, journal articles, books, reports and agreements.

Policy and procedural guidelines to prevent arbitrary removal of Indian children from their families.

Educational Leadership Thesis (Ph.D.)--Pennsylvania State University, 2010.

Examines Indigenous ceremonial practices, government and missionary attempts to suppress Indian dances, and cultural notions about what constitutes "religion".

Subcommittee produced extensive report which examined the history of residential, tribal and public education and made numerous recommendations to improve the system.

Presents three positions papers: Reflections on Contemporary Indian Education by Vine Deloria. An Historical Overview of Indian Education with Evaluations and Recommendations by Lehman L. Brightman. Eastern American Indian Communities by Robert K. Thomas.

Discussion on Indian education and the reauthorization of the No Child Left Behind Act.

Discusses the need for the Indian Child Welfare Act (ICWA) to be fully honoured and implemented in order to meet its intention.

Looks at the process of eviction, of Indigenous peoples, from lands that the American government itself had previously "secured" for them.

American Studies Thesis (Ph.D.)--University of Kansas, 2000.

Thesis (Ph.D.)--University of Pennsylvania, 1908.

Argues that a consistent, fair, and equitable policy of land restoration, in the United States, is the only way to resolve Indigenous land claims.

History Thesis (Ph.D.)--Indiana University, 1997.

"National publication for the Indians of Canada". Focus on Indigenous issues, events at residential schools and legal decisions. Articles reflect the attitudes and policies of the time.

Book review of Indian Policies in the Americas by William Y. Adams.

Outlines Abraham Lincoln's policy priorities, his interpersonal relations with Indians during his administration, the direct impact on Indians of the signing of the Homestead Act in May 1862, the Santee Sioux uprising in Minnesota, the removal and confinement of Navajos and Mescaleros on a reservation in New Mexico Territory, the Sand Creek Massacre in southeastern Colorado, and his relationship with the Pueblo Indians in New Mexico Territory.

Reflects attitudes and policies of the time.

History Thesis (M.A.)--University of South Carolina, 2013.

History Thesis (M.A.)--University of Kansas, 1902.

Rationalizes need for boarding school system, describes school and its curriculum, and includes list of staff. Reflects attitudes and policies of the time

Monthly magazine was produced by the U.S. Indian Service and published at the United States Indian Training School, Chilocco, Oklahoma. On cover: A Magazine Printed by Indians. Articles reflect the attitudes and policies of the time.

Monthly magazine was produced by the U.S. Indian Service and published at the United States Indian Training School, Chilocco, Oklahoma. Articles reflect the attitudes and policies of the time. Document cannot be downloaded, but can be viewed. .

Monthly magazine was produced by the U.S. Indian Service and published at the United States Indian Training School, Chilocco, Oklahoma. Articles reflect the attitudes and policies of the time.

Monthly magazine was produced by the U.S. Indian Service and published at the United States Indian Training School, Chilocco, Oklahoma. Articles reflect the attitudes and policies of the time.