ࡱ> @B?y bjbj ;0{{MmFFFFFZZZ8,Zy&"%%%%%%%$#(*j&F&FF3&FF%%r0#T0$7N.#%I&0y&#?+|?+0$?+F0$"%&&4y&?+ : Teaching Notes Environmentalism Across Cultural Borders: Social and Economic Challenges for Native Nation Building and Cultural Survival in a Coal Economy Sarah S. Works, J.D. Learning Outcomes: Students will be able to explain how multiple strategies exist for protecting the environment through both legal action and traditional practices. Students will demonstrate an understanding of the importance of finding resolutions to environmental problems that respect legal outcomes, traditional practices, and cultural survival. Students will be able to explain the dilemmas that Native Nations and tribal communities face when trying to build economies that rely on natural resource development. Students will be able to describe the importance of consultation with tribal communities in natural resource decision making, and will understand the need for consideration of tribal economic survival in the consultation process. Intended Audience: This case is appropriate for students at any college-level class or with advanced high school students. It is appropriate particularly for classes in environmental studies, applied economics, sociology, education, public administration, and Native American studies. Reflection Questions Appearing at the End of the Case Study: How would you balance the financial needs for cultural survival against the need to comply with federal environmental laws that aim to protect air quality by limiting emissions from coal fired electric plants? Does the federal governments trust responsibility to manage and develop natural resources for Indian tribes require the federal government to advocate in favor of more or less coal mining? What responsibility do environmental advocacy groups have to consider the economic impacts of their legal strategies on the welfare of Indian people? Quantitative Reasoning Research Assignment: Have the students gather quantitative and qualitative information from at least 3 additional sources to develop pro and con arguments about coal mining on the Hopi reservation including information on such factors as employment, health, environmental impacts, etc. Reflection on the Connection to Broader Issues: Although this case deals specifically with the coal economy in the Southwestern United States, the lessons learned from the struggle between competing perspectives about environmental protection strategies on Native lands have application to issues such as timber and salmon in the Pacific Northwest, and issues related to destruction of rain forest areas inhabited by indigenous people throughout the world. Students may be challenged to think of constructive strategies that would protect the natural resource at issue, while also respecting and preserving the native culture and economy impacted by such protections. Group Debate/Role Play Exercise 1: Split the class into the following four groups: The Tribal Council (up to 12 people) Lawyers from the Advocacy Groups (up to 3 people) Grass roots activists who are tribal members (up to 5 people) General Public at a tribal council meeting This exercise will have the students think through the issues as they would arise in the context of a tribal council meeting. Ask each group of students to study the perspectives and values of their assigned characters, and represent those perspectives and values in the course of a meeting called by the Tribal Council to consider whether or not to ban the Advocacy Groups from the Reservation. Group Debate/Role Play Exercise 2 (Advanced): Split the class into the following four groups: Representatives from the Advocacy Groups (up to 3 people) Representatives from the two impacted Indian Tribes (up to 4 people) Representatives from grass roots activist groups who are tribal members (up to 2 people) Representatives from the owners of the electric generating station (up to 6 people) This exercise will have the students think through the issues as they would arise in the context of negotiations to reach consensus among the divergent groups. Ask each group of students to study the perspectives and values of their assigned characters and represent those perspectives and values in the course of negotiations under the following circumstance: Imagine that the owner of the electric generating station will receive $50 million dollars in funds generated by selling the sulfur allowances used by its closed plant under a cap and trade system. The owner is a for-profit, publicly traded company that must defend its decisions to its shareholders. The Advocacy Groups believe that much of these windfall funds should be used to develop environmentally friendly power sources, such as solar power and wind power. The tribal governments believe that much of these windfall funds should be used to replace tribal government revenues that were lost when the coal mine was shut down and to create jobs for tribal members who used to work at the coal mines and are no longer employed. Assessment: To assess student learning through this case the instructor might have students write research papers, position papers, do powerpoint presentations, or write short in class responses to several set questions about the case. Contributions to the group discussion can also be assessed through evaluation forms. Suggested Further Readings Wilkinson, C. F. (2004) Fire on the plateau: Conflict and endurance in the American Southwest. Island Press. Kiameh, P. (2002) Power generation handbook: selection, applications, operation and maintenance. McGraw-Hill. Nequatewa, E. (2008) Truth of a Hopi. Wilder Publications. Waters, F. (1977) Book of the Hopi. Penguin.     Environmentalism Across Cultural Borders Teaching Notes Sarah S. 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