ࡱ> DFC }1bjbj .D{{W)%0008h$,00"$ZA   AV0 ^ i<'|L67,cAA     :  Teaching Notes Desert Rock: Should the Navajo Nation Build a Coal-Fired Power Plant on its Reservation? Learning Objectives: 1. To become familiar with the issues surrounding natural resource development on the Navajo Nation Reservation. 2. To understand the specific issues on the Navajo Nation Reservation in relation to the construction of a coal-fired power plant. 3. To learn about the reasons some Navajo tribal members support and others oppose the construction of the plant. 4. To examine a specific example of U.S. Environmental Protection Agency (EPA) delegation of regulatory authority to Indian tribes and understand the process and its implications. 5. To compare the issues related to economic development versus environmental concerns on an Indian reservation. Case Update (May 2016) Since the case ended in 2008, the Desert Rock Project continued to face challenges. Declining markets for coal, the permitting process, and ongoing challenges from opponents all played a role in making the project problematic. In 2010 High Country News wrote a propitiously titled article The Life and Death of Desert Rock: The Navajo Nations proposed coal plant always rested on shaky ground. Now, it may collapse entirely. Controversial from the start Navajo officials had hoped the Desert Rock Energy Facility, which would have been one of the largest generating stations in the country, would bring in $50 million in tribal revenue by providing power to heavily populated Las Vegas and Phoenix. Desert Rock was, in later stages of permitting, supposed to use clean technologies, including carbon sequestration, which captures and stores carbon dioxide. Amid concerns that the plant would still have emitted 12 million tons of carbon dioxide each year, the EPA revoked its air permit in 2009. That same year, San Juan County, where the plant is located, withdrew industrial bonds slated to fund construction of Desert Rock because of the lack of permits. (Rebecca Fairfax Clay, Tribe at a Crossroads: The Navajo Nation Purchases a Coal Mine, Environmental Health Perspectives, April 2014). Nevertheless, scrapping Desert Rock did not end the debate about coal and sustainable energy in the Navajo Nation. More recent newspaper articles sum up the ongoing debate in their headlines: Monster Slayers: Can the Navajo Nation Kick the Coal Habit? (Indian Country Today, Winona LaDuke 7/31/13), A Path paved in coal: Navajo Nation look to old energy to break from past (Durango Herald, 1/27/13), and Tribe at a Crossroads: The Navajo Nation Purchases a Coal Mine (Environmental Health Perspectives, (April 2014). In 2014 the Navajo Nation took a big new step by purchasing the Navajo Plant from BHP Billiton New Mexico Coal. In the past the Navajo coal operations had always been done through leases. The Navajo said this was a step to preserve jobs since the company was planning to close the operation. Some regarded it as an important step in their quest for tribal sovereignty. Signing a waiver of liability became an issue almost immediately as well as the continuing concern about continuing on the path of coal rather than renewable, clean resources. (Clay, Tribe at a Crossroads, Environmental Health Perspectives. 2014) Intended Audience This case is appropriate for students at any level of college or graduate courses. It is particularly appropriate for classes in environmental studies, natural resources studies, political science, sociology, anthropology, education, public administration, economics, physical science, health, and American Indian Studies. Implementation The case can be taught in a variety of ways. Two options are suggested here. Small Groups and Discussion Questions: A three hour class session can be conducted in the following way. First, Depending on the size of the class, divide the students into small groups (four to a maximum of eight students each is ideal) to facilitate discussion. If they have not read the case in advance, instruct the students to carefully read the case. After everyone has read the case, each group is given their discussion questions. Each small group receives a different set of themes and questions about the case. (See below where five possible themes and questions are provided). Each group appoints a recorder and spokesperson who will report back to the entire class at the end of the small group discussion. The students record their conclusions on butcher paper. In the final part of the class, each small group presents their topics and conclusions to the larger group. This is followed by a general discussion about the case in which the teacher helps the students unpack important points. Questions: Group #1 Why does the Navajo Nation want to build the Desert Rock project? 1. How are Navajo coal resources used at the present time? 2. Why have the leases for the coal mines on the Reservation been unfair to the Navajo Nation? 3. What are the specific reasons the NN wants to build this coal-fired electric generating plant? 4. Do you think the construction of this plant will meet these goals? Why or why not? What are the possible risks of not meeting the goals? How can the risks associated with their decision be mitigated? Group #2 Process to build the Desert Rock plant 1. What is the NEPA process? This process mandates public meetings on the planned project and its environmental impacts. Do you think this has provided Navajo Nation tribal members with sufficient opportunity to participate in this process? Has this process built trust in the Navajo communities affected by the proposed plant? 2. The Bureau of Indian Affairs has prepared the draft EIA. Do you think the process would be different if the Navajo Nation was responsible for preparing this document? Explain any difference. 3. In addition to the NEPA process, the U.S. Environmental Protection Agency is involved in permitting the plant under the Clean Air Act. What is involved in this process? Make a diagram clarifying the NEPA process and the Clean Air Act permitting. 4. Is it significant to the Clean Air Act permitting process that the Navajo Nation has its own Environmental Protection Agency? Why? Group #3 The Navajo Nation Environmental Protection Agency (NNEPA) 1. List and discuss the environmental impacts of the existing coal mines on the Navajo Reservation and the adjacent off-reservation coal-fired electric generating plants. 2. What is TAS? Why is it important to the Navajo Nation? 3. What role does the Navajo Nation Environmental Protection Agency have in regulating the air quality of the Four Corners geographic area? 4. Why is it significant that the NNEPA issue the operating permit for the Desert Rock project? Group #4 Opposition to the plant 1. Who are the people and groups opposing the Desert Rock project? 2. What are the reasons for their opposition? 3. What should be the role of non-Navajo environmental groups in this opposition? 4. What are the strategies the opponents of the project are using to express their opinions? 5.. Does the state of New Mexico have any say in this matter? Explain your conclusions in some detail. Group # 5 Conclusions from this case. 1. What are the key issues in this case? Who are the stakeholders? 2. What are the important turning point/decision points in the case? 3. Is there any compromise possible? For example, is there any way to balance economic development goals and environmental concerns? Do you think the costs vs. benefits can be determined? How? Propose a framework for this assessment. 4. What are the five major lessons you have learned from this case? Debate Format. Debate: Another way to teach this case is in the form of a debate. Divide students into groups. Each group is asked to prepare both sides of the arguments i.e., for and against the construction of the power plant. Then each group flips a coin to see which side their team must present in the debate. Assign to several of the students the role of judges with a structured debate point system to judge against. The other debate approach we have used frequently is called the intimate debate. This is a three step debate format where students are first assignment to a pro or con position and then in small groups prepare argument. In the second stage they face off with those in an opposite position to make their case. The final step requires students in each group to prepare to reconcile their positions and report out. (See Herreid, Start with a Story). Suggestions for Additional Research 1. Find examples of other Indian reservations where coal is a significant natural resource. What is the history of the coal development on these reservations? 2. Peabody Coal is attempting to reopen the Black Mesa Coal Mine. Find and examine the NEPA documents on this process and discuss the implications of the reopening of this mine. 3. Opponents to the Desert Rock plant cite the health risks of another coal-fired plant in the region. Can you find and analyze information on the health impact of the existing coal-fired plants on the people in the region? What types of health problems might the people living in this region be worried about? 4. How many Indian reservations have TAS status? What areas are these delegations of enforcement authority for? What is the significance of this for these reservations? 5. The Navajo Nation Environmental Protection Agency has additional environmental responsibilities besides those outlined in this case. What are these? What impact do these have on the Navajo Nation Reservation? 6. The Navajo Nation Dine Power Authority has other projects in the planning and implementation stage. What are these projects? What is their environmental impact? 7. According to an article from News from Indian Country (July 7, 2008) more than 18,000 families on the Navajo Nation Reservation live without electricity. Can you find any evidence in the material written about the Desert Rock project (Draft EIS, etc.) that addresses this issue? Should these families receive electric power from Desert Rock? Or is it more beneficial to the Navajo Nation Dine Power Authority to sell this power off of the reservation. State the reasons for your position. 8. The Bureau of Indian Affairs (BIA) is preparing the environmental impact statement (EIS) for the Desert Rock project. Can you find examples where an Indian tribe has prepared its own EIS? What is the significance of a tribe preparing their own NEPA documents?     PAGE  PAGE 3 kl   % & ' F  $ + A > /MκzoboUohh5B*phhh6B*phhhB*phhhB*PJphh h 6h h  h h h"; h 5 hilhF2 hilh"; h";5hF2hF25 hqh| h|5h|hB+h|5CJaJhB+hKr5CJaJhB+h|5CJ aJ hKr5CJaJklu  & ' ?L!gd|dd-DM [$gdgdF2  gd|gd|$a$gd|Mo>R_`;KLz}"qy!"pklmxyeiQR| hhh|h,h|5hu hKrh|5 h|5 hg h|CJOJQJ^JaJ h oNh|h|hB+h|5 hhF2h h 6h h h h6B*phhB*phhhB*phh B*ph/!"opklmyaZ [ gd|Y Z t""$$%$-$/$K$L$M$$$$ &&&"&#&_&z&|&}&&&&&&&' ' ';'J'K'L'R'U'V'\']'m'''{)|))z..S1T1U1V1 h_uh| hXh| h|6hg h|CJOJQJ^JhB+ h oNh|hKrhKrhKr5hB+h|5 hdh|hdh|5h$h|5h,h|5 h|5h| h`dh|7[ K!!"t"u"""" #]##$$%$&$L$M$$$% & &&&|)))gd|gd|)B**.,,-Y.I0S1T1U1V1W1Y1Z1\1]1_1`1b1c1l1m1n1y1h]hgd| &`#$gd| `gd|oZgd|V1W1X1Z1[1]1^1`1a1c1d1j1k1l1n1o1u1v1w1x1y1{1|1}1hu 0JmHnHuhS hS0JjhS0JUhsPjhsPUh(y1z1{1|1}1h]hgd|,1h/ =!"#$% ^ 2 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~_HmH nH sH tH @`@ |NormalCJ_HaJmH sH tH Z@Z | Heading 1$<@&5CJ KH OJQJ\^JaJ DA`D Default Paragraph FontRiR  Table Normal4 l4a (k (No List 4 @4 |Footer  !.)@. | Page Number2B@2 | Body TextxPM@"P |Body Text First Indent `PK![Content_Types].xmlN0EH-J@%ǎǢ|ș$زULTB l,3;rØJB+$G]7O٭V$ !)O^rC$y@/yH*񄴽)޵߻UDb`}"qۋJחX^)I`nEp)liV[]1M<OP6r=zgbIguSebORD۫qu gZo~ٺlAplxpT0+[}`jzAV2Fi@qv֬5\|ʜ̭NleXdsjcs7f W+Ն7`g ȘJj|h(KD- dXiJ؇(x$( :;˹! I_TS 1?E??ZBΪmU/?~xY'y5g&΋/ɋ>GMGeD3Vq%'#q$8K)fw9:ĵ x}rxwr:\TZaG*y8IjbRc|XŻǿI u3KGnD1NIBs RuK>V.EL+M2#'fi ~V vl{u8zH *:(W☕ ~JTe\O*tHGHY}KNP*ݾ˦TѼ9/#A7qZ$*c?qUnwN%Oi4 =3N)cbJ uV4(Tn 7_?m-ٛ{UBwznʜ"Z xJZp; {/<P;,)''KQk5qpN8KGbe Sd̛\17 pa>SR! 3K4'+rzQ TTIIvt]Kc⫲K#v5+|D~O@%\w_nN[L9KqgVhn R!y+Un;*&/HrT >>\ t=.Tġ S; Z~!P9giCڧ!# B,;X=ۻ,I2UWV9$lk=Aj;{AP79|s*Y;̠[MCۿhf]o{oY=1kyVV5E8Vk+֜\80X4D)!!?*|fv u"xA@T_q64)kڬuV7 t '%;i9s9x,ڎ-45xd8?ǘd/Y|t &LILJ`& -Gt/PK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-![Content_Types].xmlPK-!֧6 0_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!0C)theme/theme/theme1.xmlPK-! ѐ' theme/theme/_rels/themeManager.xml.relsPK] })D $$$'MV1}1 ![ )y1}1!  '!!8@0(  B S  ?!)1$")1$#)1$$)1$%)1$!!~)!!~)9*urn:schemas-microsoft-com:office:smarttagsState9*urn:schemas-microsoft-com:office:smarttagsplace e[ a ^!e!W)Y)Z)\)])_)`)b)c){)~)j n  Sdg $$,%E%W)Y)Z)\)])_)`)b)c){)~)333333333_ ` K L z } " q  jkQRW)W)Z)Z)c)k)n)x)~)_ ` K L z } " q  jkQRW)W)Y)Z)Z)\)])_)`)b)c){)~)( )F2";H=9Y}[AThilKrS^gu@\|u _B+sP~!W)Y)@RRRR})@Unknown Jovana BrownG.Cx Times New Roman5Symbol3. .Cx Arial7.@CalibriA$BCambria Math"1hJE'JE'+,#K+,#K!4B)B)2qHX ?|2!xx Teaching NotesTSSBarbaraOh+'04x  $,Teaching NotesTSSNormalBarbara2Microsoft Office Word@@L.@L.+,#՜.+,0 hp  THE EVERGREEN STATE COLLEGEKB) Teaching Notes Title  !"$%&'()*+,-./012456789:<=>?@ABERoot Entry FG1Table#WordDocument.DSummaryInformation(3DocumentSummaryInformation8;CompObjr  F Microsoft Word 97-2003 Document MSWordDocWord.Document.89q