ࡱ> kmjc 6jbjb(p(p "lBB0NNNNNNN****$N/> ///////,0R2C/NC/NNX/  NN/bd@NNNN/y,NN. -*&E-.4x/</_-334.N$**Blowing in the Wind: The Navajo Nation and Uranium Teaching Notes Jovana Brown and Lori Lambert Learning Objectives: Learn about the element Uranium and its use in nuclear power plants. Learn about health issues associated with uranium mining and milling. Understand the impacts of uranium mining and milling on the Navajo Nation and on other American Indian nations. Understand ethical issues surrounding uranium mining on American Indian lands. Learn about the potential impacts of in situ leach uranium mining. Understand tribal sovereignty and tribal jurisdiction over checkerboard lands. Learn about future plans to mine for uranium on or near tribal lands. Case Update In the middle of June, 2010 the 10th Circuit Court of Appeals ruled in a 6 to 5 decision that the U.S. Environmental Protection Agency (EPA) was in error when it ruled that Hydro Resources parcel of land near Church Rock was Indian country. This means that Hydro Resources, Inc. need only obtain an underground injection control permit from the state of New Mexico, rather than from the EPA which has permitting authority on Indian land. Unless this decision is appealed, Hydro Resources, Inc. can now move forward with their plans for in situ leach uranium mining immediately adjacent to the Navajo community of Church Rock. Audience: Suitable for college students, undergraduate through graduate studies. This case is especially useful for study in environmental studies, natural resource policy, public health, biology/chemistry/geology, American Indian studies, sociology, anthropology, political science, history, and public administration. Implementation: Small group discussions are particularly useful for addressing the key questions in the case. The case can be taught in a variety of ways. A three hour class session would work in the following way. First, Depending on the size of the class, randomly divide the students into six small groups (four to a maximum of seven students in each group is ideal) to facilitate discussion. Four to seven groups maximizes participation. Random assignment can be accomplished quickly through counting off. If the class is larger, create two sets of groups doing each set of questions. If they have not read the case in advance (which is always preferable), instruct the students to carefully read the case. After everyone has read the case, each group is given their list of discussion questions. Each group discusses their questions after appointing a recorder who records the groups conclusions on butcher paper. The class then reconvenes to hear presentations from each of the groups.. This is followed by a general discussion about the significant issues in the case in which the teacher emphasizes the key points. If time permits, using one of the films listed below would add an additional dimension to this case Discussion questions: Group #1: US Energy needs and American Indian Lands. President Obama has stated that the United States will have to build a new generation of safe, clean, nuclear power plants in the U.S. What are the purported benefits of investing more in nuclear power? Why might this be important? Is it a benefit or detriment to the Navajo Nation that their lands are located on the Colorado Plateau which has 55% of the U.S. uranium deposits? How has the Navajo Nations control over its natural resources changed over time? What does it mean to say that the Navajo Nation is now in control of its own natural resources? Are they? How would you define the term tribal sovereignty? Should the need for a domestic supply of uranium override tribal sovereignty? Proponents of building new nuclear power plants to generate electricity say that this will cut down on carbon emissions from coal-fired plants and address global warming. Is this a sufficient reason to over ride tribal sovereignty? Group #2 Mining and Milling Uranium on the Navajo Nation. Draw a timeline of the history of uranium mining on the Navajo reservation. What were the critical events in this timeline including actions by the Navajo people and recent Congressional actions? What specific dangers were the Navajo miners exposed to in the uranium mines of the 1950-1980s? What dangers were uranium mill workers exposed to? Why didnt the miners and mill workers know about these dangers? The uranium mills left enormous amounts of tailings on NN lands. Why have they been and continue to be a health risk? What ethical standards were used to justify uranium mining practices in the past? What standards should apply in the future? What are the ethical issues involved in choices available in impoverished communities? What would informed consent mean in this situation? Group #3 Aftermath The Impacts of the Uranium Era How did the Navajo people learn about the continuing impacts of the era of uranium mining? Why was it important for Congress to pass the Radiation Exposure Compensation Act (RECA)? What specific issues did it address? Has RECA accomplished what it was intended to do? List and discuss what RECA has accomplished and what it has not. The people of the Navajo Nation initiated and implemented responses to the consequences of the uranium mining which took place on Navajo Nation lands in the period 1950-1980. Has the U.S. government done enough to address the aftermath and impact of uranium mining on the NN? NN President Joe Shirley has called this era and its aftermath genocide. What do you understand the word genocide to mean? Is this the correct term for President Shirley to use? Explain the reasons to use this term or to not use it. What would do you think the next four specific steps should be to continue to address the aftermath of uranium mining and milling on the Navajo Nation. Why are these four steps important? Group #4 Moving Forward Why are the mill tailings such a large problem? List and explain four reasons. Five federal agencies (EPA, DOE, NRC, BIA, and HIS ) have jointly submitted a joint 5-year clean up plan. What do you think this plan can achieve? Do you think it can address the remaining problems on the NN left from the uranium mining and milling era? Why has it taken so long for the U.S. government to address these issues in this fashion? Has the U.S. government sufficiently acknowledged its role in creating this tragedy? What is an appropriate action in this regard? What should the U.S. government be doing now? Offer specific suggestions and explain why these are important. How can the Navajo Nation keep the need to address these issues at the forefront so that they are eventually resolved? What specific strategies might be effective? Group #5 The Threat of New Mining Why is the pattern of land ownership on the eastern border of the Navajo Nation critical to the issue of potential new mines? How is in situ leach mining (ISL) different than traditional uranium mining and milling? Why do advocates of in situ leach (ISL) uranium mining regard this as a more environmentally friendly technology? This is the first time that the Nuclear Regulatory Commission has issued a license for ISL mining near a high quality drinking water aquifer. What is the potential impact of ISL on an aquifer? Is there agreement on these potential impacts? What are the different views? Considering that there is a continuing debate about ISL technology, why do you think the U.S. Nuclear Regulatory Commission issued a license to Hydro Resources? Explain. Why is it significant to the Navajo Nation that ISL technology is considered processing rather than mining? Group #6 Uranium Mining on other American Indian Lands In what ways are the experiences of uranium mining on Laguna Pueblo lands and the Spokane Indian Reservation similar to what occurred on the Navajo Nation? Explain the similarities. In what ways have they been different? Discuss and explain why these experiences are different. Why is it significant that the Havasupai and Hualapai Tribes have banned uranium mining on their lands? What does this ban really mean? How can these tribes implement this ban? The Spokane Indian Tribe has not banned uranium mining on its lands? Develop an argument in favor of the Tribe NOT banning uranium mining. Explain. Uranium mining and milling has brought a period of economic prosperity to the Navajo Nation and the Laguna Pueblo in the past. Is there a way to return to this economic prosperity without incurring the dangers of uranium mining and milling? Explain in detail Suggestions for further research Find out the major sources of uranium production in the world. What would the United States need to produce to meet the demands of future nuclear reactors? Appendix II briefly examines the history of uranium mining on other American Indian lands. Find out the history and impacts of uranium mining on additional tribal lands. Research the history of the Council of Energy Resource Tribes (CERT). How is CERT funded? What are some of CERTs accomplishments? Has CERT always been successful? Write an essay developing the concept of tribal sovereignty. Explain why the Navajo Nation has the authority to ban uranium mining on NN lands. The Nuclear Regulatory Commission has issued a generic environmental impact statement (EIS) for all in situ leach mining in the western United States. Considering the potential impact of the Hydro Resources mine on the Navajo Nation do you think that a generic EIS is sufficient, or should there be specific environmental impact statements for specific locations of in situ leach mining technique? Why? What are the National Environmental Policy Act requirements for environmental impact statements? Explain in detail and provide examples from other environmental impact statements. Research ethical theories that might be usefully applied to uranium mining on American Indian lands. Additional Resources Environmental justice for the Navajo: Uranium mining in the Southwest. Downloaded 5/22/10 from:  HYPERLINK "http://www.umich.edu/~snre492/sdancy.html" http://www.umich.edu/~snre492/sdancy.html Health and environmental impacts of uranium contamination on the Navajo Nation (2009) Zang, Douglas. Downloaded 5/22/10 from:  HYPERLINK "https://www.regonline.com/custImages/245194/Douglas%20Zang%20Presentation.pdf" https://www.regonline.com/custImages/245194/Douglas%20Zang%20Presentation.pdf Impacts of Resource Development on Native American Lands: Navajo Nation and uranium mining. Downloaded 5/22/10 from:  HYPERLINK "http://serc.carleton.edu/research_education/nativelands/navajo/index.html" http://serc.carleton.edu/research_education/nativelands/navajo/index.html New Mexico Environmental Law Center. Downloaded 5/22/10 from:  HYPERLINK "http://www.nmenvirolaw.org/" http://www.nmenvirolaw.org/ Northern Arizona University. Institute for Tribal Environmental Professionals. (2004) Uranium and radiation. Downloaded 5/22/10 from:  HYPERLINK "http://www4.nau.edu/eeop/ureo/nav.htm" http://www4.nau.edu/eeop/ureo/nav.htm Pasternak, J.(2010) Yellow dirt: An American story of a poisoned land and a people betrayed. New York: Simon & Schuster/Free Press. Forthcoming in September, 2010. Shuey, C. (2007) Uranium exposure and public health in New Mexico and the Navajo Nation: A literature summary. Downloaded 5/22/10 from:  HYPERLINK "http://www.emnrd.state.nm.us/mmd/marp/Documents/MK023ER_20081212_Marquez_NNELC-Acoma-Comments-AttachmentE-UExposureSummary.pdf" http://www.emnrd.state.nm.us/mmd/marp/Documents/MK023ER_20081212_Marquez_NNELC-Acoma-Comments-AttachmentE-UExposureSummary.pdf Southwest Research & Information Center. Uranium Impact Assessment Program: The Navajo uranium mining experience, 2003-1952 (bibliography). Downloaded 5/22/10 from:  HYPERLINK "http://www.sric.org/uranium/navajorirf.html" http://www.sric.org/uranium/navajorirf.html Uranium mining and Indigenous people. Downloaded 5/22/10 from HYPERLINK ": http://wise-uranium.org/uip.html" : http://wise-uranium.org/uip.html Uranium mining and milling. (2006, 2009) Wise Uranium Project. Slide Talk. Downloaded 5/22/10 from:  HYPERLINK "http://www.wise-uranium.org/stk.html?src=stkd01e" http://www.wise-uranium.org/stk.html?src=stkd01e Uranium Watch. Downloaded 5/22/10 from:  HYPERLINK "http://uraniumwatch.org/" http://uraniumwatch.org/ Films The Return of Navajo Boy Poison Wind Yellow Fever: The Navajo Uranium Story 23AB`vw# , d s 89MOZ^jn~/h|+ O ###c'',,,׼״פ⤜פו׍׍׍ׅ}h{{hr&)5h^3hr&)5h*_hr&)5 hV#3hr&)hV#3hr&)5h!hr&)5h6 hr&)5h7hr&)5hLhr&)H* hr&)6 hR;mhr&) hhr&)hr&) h^3hr&) hr&)5hKshr&)5h^3hjx%5h^3hA5/3B`abwx^I & FEƀ&.gdr&)I & FEƀ&.gdr&)gdr&)$a$gdr&) 6tk!I & FEƀ&.gdr&)I & FEƀ&.gdr&)I & FEƀ&.gdr&)W" # c d = > kfffffffffgdr&)I & FEƀ&.gdr&)I & FEƀ&.gdr&) > 1289OqaI & FEƀ&.gdr&)I & FEƀ&.gdr&)gdr&)gdr&) Fk!I & FEƀ&.gdr&)I & FEƀ&.gdr&)I & FEƀ&.gdr&)F/k/fI & FEƀ&.gdr&)gdr&)I & FEƀ&.gdr&)/k!I & FEƀ&.gdr&)I & FEƀ&.gdr&)I & FEƀ&.gdr&)|kfgdr&)I & FEƀ&.gdr&)I & FEƀ&.gdr&) k!I & FEƀ&.gdr&)I & FEƀ&.gdr&)I & FEƀ&.gdr&) !k!I & FEƀ&.gdr&)I & FEƀ&.gdr&)I & FEƀ&.gdr&)98fI & FEƀ&)gdr&)I & FEƀ&)gdr&)gdr&)8k!I & FEƀ&)gdr&)I & FEƀ&)gdr&)I & FEƀ&)gdr&)+ O fI & F Eƀ&)gdr&)gdr&)I & FEƀ&)gdr&) &!!"k!I & F Eƀ&)gdr&)I & F Eƀ&)gdr&)I & F Eƀ&)gdr&)"U###kfgdr&)I & F Eƀ&)gdr&)I & F Eƀ&)gdr&)#$%%k!I & F Eƀ&)gdr&)I & F Eƀ&)gdr&)I & F Eƀ&)gdr&)%^&c''kfgdr&)I & F Eƀ&)gdr&)I & F Eƀ&)gdr&)'&((y)k!I & FEƀ&.gdr&)I & FEƀ&.gdr&)I & FEƀ&.gdr&)y) *S,,k!I & FEƀ&.gdr&)I & FEƀ&.gdr&)I & FEƀ&.gdr&),,,,--..//i0j0O1P11133447585666666gdr&)^gdr&),-2-3-j-k-l-------..s.t.u...../;/*B*ph(O( ``subtitleB^@B S' Normal (Web)dd[$\$*W@!* cStrong5\H2H 7 Balloon TextCJOJQJ^JaJ0l z z z z z z? U&00p3B`abwxtW"#cd=>1 2 8 9 O q  F/k/| !98+O&U^ c!!&""y# $S&&&&&''(())i*j*O+P+++--..7/8/000000000000000@\0@\0@\0@\0@\0@\0@\ 0@\ 0@\ 0@\ 0@\ 0@\ 0@\ 0@\0@Z0@Z0@Z0@Z0@Z0@Z0@Z0@Z0@Z0@Z0@Z0@Z0@Z0@Z0@Z0@Z0@Z 0@Z 0@Z 0@Z 0@Z 0@Z 0@Z0@Z 0@Z 0@Z 0@Z 0@Z 0@Z 0@Z0@Z 0@Z 0@Z 00 00 00 0000 00 00 00 00 00 0000 00 00 00 00 00 0000 00 00 00 00 0000 00 00 00 00 00 000000000000000000000000000000000000000000000000000000000000000000000000,d156234> F/ 8 "#%'y),66 !"#$%&'()*+,-./01562'k''(t((;))) *K*g**'+M+,--8.s.../5///0<0d0}00XXXXXXXXXX _Hlt262285680 _Hlt262285681''0@@''00'')*j****\+^+--..8/S/b/w/0 003333333333 j V"ؕg@t(R$yKp,jmqU;lLD;JJlR1PT,;PrW^L.t@|J6|8XX^X`o(. ((^(`hH. L^`LhH.   ^ `hH.   ^ `hH. hLh^h`LhH. 88^8`hH. ^`hH. L^`LhH.^`o(. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.^`o(. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.^`o(. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.^`o(. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.h ^`hH)h ^`hH.h pLp^p`LhH.h @ @ ^@ `hH.h ^`hH.h L^`LhH.h ^`hH.h ^`hH.h PLP^P`LhH.^`o(. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.^`o(. ^`hH. L^`LhH.   ^ `hH. \ \ ^\ `hH. ,L,^,`LhH. ^`hH. ^`hH. L^`LhH.h ^`hH)h ^`hH.h pLp^p`LhH.h @ @ ^@ `hH.h ^`hH.h L^`LhH.h ^`hH.h ^`hH.h PLP^P`LhH.h ^`hH)h ^`hH.h pLp^p`LhH.h @ @ ^@ `hH.h ^`hH.h L^`LhH.h ^`hH.h ^`hH.h PLP^P`LhH. (R$p,j PrWmqU;g1PTt@|D;JJ6| (@Rz                                                                                         #a=c!O"0@t(H0P @UnknownTSS GTimes New Roman5Symbol3 Arial5 Tahoma"hWfWfM(UK)X!24d~10$ 2qHP)?A2Blowing in the Wind: The Navajo Nation and Uranium Jovana BrownThe Evergreen State College4          Oh+'0  DP p | '4Blowing in the Wind: The Navajo Nation and UraniumJovana BrownNormalAV2Microsoft Word 11.6.0@@z@zM( ՜.+,D՜.+,` hp|  'U~1 3Blowing in the Wind: The Navajo Nation and Uranium Title< 8@ _PID_HLINKS'A<Jhttp://uraniumwatch.org/1http://www.wise-uranium.org/stk.html?src=stkd01e4[|../Local Settings/Local Settings/Temporary Internet Files/Content.IE5/Local Settings/Temp/: http:/wise-uranium.org/uip.htmla,http://www.sric.org/uranium/navajorirf.htmlfhttp://www.emnrd.state.nm.us/mmd/marp/Documents/MK023ER_20081212_Marquez_NNELC-Acoma-Comments-AttachmentE-UExposureSummary.pdfd &http://www4.nau.edu/eeop/ureo/nav.htm7G http://www.nmenvirolaw.org/4`Jhttp://serc.carleton.edu/research_education/nativelands/navajo/index.html]Jhttps://www.regonline.com/custImages/245194/Douglas Zang Presentation.pdfZ{*http://www.umich.edu/~snre492/sdancy.html  !"#$%&'()*+,-./012345689:;<=>@ABCDEFGHIJKLMNOPQRSTUVWXY[\]^_`acdefghilRoot Entry F)rnData 71Table?4WordDocument"lSummaryInformation(ZDocumentSummaryInformation8bCompObjXObjectPool)r)r FMicrosoft Word DocumentNB6WWord.Document.8