ࡱ> ^`]b sRjbjb{x{x "jML%@@@@@@@,8$ 4,L:"qssssss,R@@@@@qTT@@@@q%@@q@ j<p=q0E,q@,,,,TEACHING NOTES BACK TO THE BISON, PART I By Linda Moon Stumpff The Back to the Bison case involves national perceptions and politics, intergovernmental relations, restoration ecology, genetics and a strategic vision for restoring a tribal homeland along with future implications of contemporary decisions. The teaching notes include a scenario for Part I and a scenario for Part II that may be taught in sequence .Part I and II offer students the opportunity to construct and evaluate a long-term strategy in which the decisions in each scenario impact the next across time. Part I and its accompanying scenario could stand alone in a course curriculum, or both Part I and Part II could extend over a large time period in a term. Both Part I and Part II are suitable for class discussion and written assignments as well as scenarios. A related case on the Native Cases website, Sovereign Still from the Forest to the Plains ( HYPERLINK "http://www.tribal/cases/collection/environmental studies)" http://www.tribal/cases/collection/environmental studies) may also be used in conjunction with this case Issues/Topics from Teaching Back to the Bison Part I 1. Politics and land use 2. Intergovernmental relations/international relations 3. Wildlife management and genetics 4. Restoration ecology/conservation biology 5. Strategic political action and national politics 6. Tribes, media and public relations Case Learning Objectives 1. Increase understanding of how Indian tribes develop a plan for gaining influence in national and local arena by role-playing a key environmental event. 2. Develop skills in implementing a strategy in a politically-charged situation that revolves around restoring a sustainable ecosystem 3. Broaden understanding of intergovernmental authorities and tribal decision-making 4. Develop ability to envision strategies and plans for media relations and public input 5. Understand uses of traditional ecological knowledge and western science in decision- making Intended Audience This case is suitable for placement in curriculum and courses in Political Science, Public Administration and Public Policy, Tribal Administration and Governance, Native Studies, Forestry, Wildlife Management, Wilderness, Environmental Studies and Law, and Cultural Resources at graduate and undergraduate levels depending on the issues emphasized. Implementation and Use This case opens a window on the Confederated Salish Kootenai Tribes (CSKT) as they interact in the larger political and scientific arenas to achieve a sustainable landscape that corresponds to traditional culture and knowledge. This interrupted case moves through two major decision points. Part I with the first scenario can be taught independently, but the first case is richer in two parts that correspond to the realities of the Tribes journey through the science and policy issues of working with a government agency to manage the National Bison Range. This case can provide a successful experience for a learning community with limited knowledge and experience in tribal issues. However, some significant preparation will be necessary. For those with limited knowledge about the political context of American Indian tribes, traditional knowledge and science, it is recommended that the faculty read the case and integrate some of the main ideas like sovereignty, treaties, trust lands and traditional ecological knowledge into the curriculum before teaching the case. The bibliography and suggested reference sections include relevant readings for that purpose. The teaching case can then function as a summary exercise where students apply the theory, concepts and ideas they have been learning during the term. Two different ways of teaching the first case are described below: the scenario method, small group discussions. It may also be taught as a connected case with Sovereign Still as the first case to give an overarching views of the Tribes long-term vision. The Scenario Method of Teaching the Case This case illuminates the Tribes journey through the larger political and scientific arenas to achieve a sustainable landscape that corresponds to traditional culture and knowledge. Part I offers the first tribal decision scenario. You are about to advise them on this journey. The scenario below provides a structured option for a class to work through the main issues of the case. It is designed to work well at all levels, even for those classes who have less background in tribal issues. In a more advanced class with more background in tribal and wildlife issues, especially tribal natural resources and wildlife concerns, some of the detail of the scenario could be left to the students. For example, the class could decide what roles they should play. Later, they might develop their own set of alternatives from the case. Scenario I: Description of the Meeting Scenario. A meeting has been called by Tribal elected officials including the Chair and Council, tribal employees from the natural resources, forestry, wilderness, wildlife, and recreation departments and tribal attorneys and public information officers in preparation for a conference on the management of the National Bison Range with the Department of Interiors Deputy for Fish and Wildlife The deputy is basically supportive of the Tribes wish to regain management authority over the bison range. At the same time, all are aware that local USFWS employees and many at other refuges are against the proposal. A decision must be made at this meeting on one of the three alternatives stated in the case. The decision will be based on whether the alternative is politically, ecologically and economically feasible. This time they must consider the national political scene as well as the tribal-federal relationship and local interests. The timeline is critical since the CSKT is asking itself how long it can afford to commit major leadership, legal, planning and tribal employee resources to an alternative. CSKT must chose how best to use its resources to implement a strategy before the meeting with the Deputy for Fish and Wildlife. Strategies include, but are not limited to litigation, government-to-government relations, organizing for co-management, media campaigns, decision-making based on tribal knowledge and professional scientific capacities to manage the herd. Before the meeting, different groups are working on presentations for the Council meeting. Playing the Scenario Students should break into small discussion groups of around four to six to review the case. If you want these discussion groups to continue into the next stage of six role-playing groups, you will need to be sure that you have six discussion groups at this stage. The six role-playing groups may also be formed later if you wish. It may be useful for the discussions groups to make a timeline while they are discussing the case, since the sequence of events is important to understanding the questions. After students have read Part I and faculty leads a brief discussion of the main issues in the case, the scenario can be used as a way to consider pre-scenario assumptions and questions The scenario assumes that the CSKT has three alternatives: . 1. Status quo. Take no action and rely on government-to-government consultation to influence management of the National Bison Range. 2. Change. Begin a political campaign to gain full title for the return of the National Bison Range to the Tribes for all time, initiating a Congressional action. 3. Co-Management. Begin an initiative to regain formal management authority over the National Bison Range rather than gain full ownership by working side-by-side with the USFWS. This requires consensus-based decisions on governance, science and policy. Students break into groups with different perspectives to assess the alternatives. Note: as previously mentioned these can be the same discussion groups established to review and discuss the case, or you may wish to form new groups. The role-playing groups represent different perspectives. Work in Role-Playing Groups.. Groups take on the perspective of their role to assess the alternatives. At least five groups represent different perspectives and the Council provides the overall perspective. It is useful to have a sign with the group name, i.e. Tribal Natural Resource Department, for the tables or areas where each group will work. 1) Tribal Natural Resource Department employees who have a strong commitment to managing the bison range. They are involved at the practical implementation of co- management and they also have concerns about the reputation of their department . 2) Tribal Attorneys who advise the CSKT of legal rights and strategies 3) Tribal Public Information employees who work with media and seek to advocate the Tribes position and polish the public image 4) Tribal Cultural Committee members dedicated to preserving the Tribes culture and traditions 5) Tribal Council and Chair who are concerned with all aspects of the Tribes welfare and success for the long and short-run and who stand for election 6) Descendents of the original CKST families who worked with the bison before the establishment of the NBR and continue to have concerns about the bisons destiny. Each group assesses the three alternatives, develops a rationale for selecting one, and creates a timeline as an action plan from the perspective of their role. They prepare to report these out at the upcoming meeting role-playing scenario where they present the rationale for their choice and the strategy that supports it. They must also choose key strategies to accompany the choice. Each group should prepare a poster explaining their choice of alternatives and a verbal or PowerPoint presentation on their action plans. Once they complete these tasks, they are ready to role-play the meeting. Each group makes a timeline while they are discussing the case, since the sequence of events is important to understanding the questions. After reading Part I, groups consider the alternatives and chose the one that seems best from their groups perspective. Some questions to consider are: 1. Who are the key players/interests at play? 2. What are the advantages of keeping the status quo or changing it? 3. What are some of the key components of the indigenous view of the buffalo that might shape the CSKTs political undertakings in considering whether or not to consider managing the NBR? Why is this important to them? Groups can use the timeline to show the next steps that will lead to explaining their choice of strategies. The main tasks are to discuss the possibilities, chose an alternative, explain why it is the best choice, and create a strategy to implement it. Each group assesses the three alternatives, develops a rationale for selecting one, and provides action plans for public input, media and intergovernmental relations in support of their chosen alternative. Groups prepare to report out on their rationale/strategy that supports it. Each group should prepare a poster explaining their choice of alternatives and action plan with a verbal presentation that explains their action plan. Role Playing the Meeting Each group now selects one person to role-play the tribal officials for the meeting. They will run this meeting with the goal of selecting the best course of action for the Tribes from the three alternatives. The tribal officials call on each group to present their rationale and action plan. Next, they lead discussions between the groups about the alternatives. The officials will make the final recommendation to take to Tribal Council, based upon what is presented by the groups. Alternative Discussion-Based Teaching Method Additional options can be pursued with a written assignment to build research skills and deepen understanding. The first step is to discuss the case in class per some of the options below under Tier I and Tier II. . After the class discussion, the second step is to assign students, or allow them to chose, one question from the discussion questions and prepare a research paper that delves deeper into the questions. They prepare a 3-4 page paper, based on the case and their reading of journal articles on bison science, cultural resources and traditional ecological knowledge, and/or co-management positions taken by Salish-Kootenai or other tribes. If Internet resources are available, participants may post their papers for other students to would be to have students discuss their findings from the assignment in class. Most. questions are intertwined with understanding bison behavior and genetics. Within the debate, discussions about cultural differences, challenging scientific questions are behind the different objectives of the government and the Tribes as stated in this case. Some questions include nature versus nurture as the basis for the debate on the best stewardship practices for bison. For example, how closely were the social relationships of the bison tied to their genetics and how integral were the social relationships to their survival? Tier One Questions: 1. What are some of the key components of the indigenous view of the buffalo that shape the Tribes political undertakings to consider managing the NBR? Why is this important to them? 2. Once the Bison Range issue is settled, what do you think that the Tribes next step in restoring their homeland might be? What are other American Indian tribes doing to restore their homelands through co-management, land claims purchase or other means? 3. How is the tribal approach to bison restoration different than the USFWSs approach? 4. To improve bison genetics for the future, is it better to break up the herd to seed other herds, or continue to build strong genetics within the herd by keeping them together and increasing the size of the herd? Why? Tier Two Questions: 1. Besides genetic purity, scientists generally agree that geographically and ecologically adapted populations are important for diversity. What are the basic scientific positions on biological diversity and do they support keeping the NBR herd together? 2..It has been suggested that by moving some herd animals from the NBR herd, into which a white bison was born, to another location may have damaged the chances of having white bison born into the herd again. Does the science of genetics support this position? . 4. The supposed dichotomy between nature and nurture, between the idea that animals like bison are influenced mainly by their genetic heritage versus the idea that the evolution of animals and the processes that affect them are mainly the result of their relationships and social behavior, is present in this case. How does the acceptance of either of these ideas affect the development of a long-term strategy to conserve bison? Several related questions can be pursued. Did more experienced animals know migration routes and how to avoid the worst of winter storms? How was this knowledge passed along? Does the relationship between cows and calves support the argument for keeping family units together? 5. What are the differences between USFWS wildlife management at NBR based on set protocols and adaptive management. Note: protocols are set rules for management, while adaptive management changes in relation to conditions. Can either of these approaches incorporate traditional ecological knowledge? 6. If social behavior is found to be a key aspect of successful bison adaptation, what evidence is available to show how important is it to look at fencing patterns on the NBR? Find articles on social behavior in bison and research bison fencing issues. If Internet resources are available, participants may post their papers for other students to would be to have students discuss their findings from the assignment in class. Using a Connected Case In this approach, another case that connects the tribal landscape vision is read before beginning this case. The connected case is Sovereign Still from the Forest to the Plains (http:// HYPERLINK "http://www.tribal/cases/collection/environmental" www.tribal/cases/collection/environmental studies). The case has teaching notes for working the case hat can be used for this approach. Assuming the first case, Sovereign Still, has been worked through, students then move into working Back to the Bison. You may want to conduct a class discussion between the two cases as a transition activity. Tier One Transitional Discussion Questions for the Connected Case Approach Read Sovereign Still from the Forest to the Plains (http:// HYPERLINK "http://www.tribal/cases/collection/environmental" www.tribal/cases/collection/environmental studies) previous to beginning discussion on these transition questions. 1. Did the Tribes decision to oppose the Ashley Timber sale and establish a Tribal Wilderness places them in a better position to develop a strategy for extending their influence over the National Bison Range? 2. Is giving up some long-term objectives for full cultural and natural systems restoration under tribal management in order to gain cooperation a good working strategy? Under what conditions is cooperation the better choice? Tier Two Transitional Discussion Questions for Connected Case Approach: These questions are suggested for a graduate class or upper-division class with significant knowledge and experience in tribal affairs. 1. How does a lesser political and economic power, though sovereign, deal with national perceptions and power when it tries to initiate a strategy that furthers its interests? 2. How will future decisions be affected by the Salish Kootenai's decisions in the Back to the Bison scenario? What are the real and continuing threats to the Tribes vision of a restored homeland? 3. In what ways does tribal sovereignty resemble or differ from the international sovereignty of nation- states? How can an Indian tribe use the characteristics particular to tribal sovereignty to their strategic advantage? Field Test Results: Scenario role-play used three times. The first occasion was a meeting of teachers and experts or interested parties on Indian Education in Washington State that included a mixed audience. Observation: those with little background on tribal affairs did have to stretch to role-play the case as would be expected for students without this background: however, they were assisted by participants with more background. Second, it was used in a second-year graduate class in tribal governance. Students worked through the case with ease, emphasizing the political, cultural and policy aspects. Third, the case was used at the Case Institute with a mixed group of faculty and advanced students. They worked through the case with enthusiasm: those with a science background were stronger on the questions around genetics and wildlife management. This suggests that generally, participants emphasize their disciplinary and experiential background in working the case, while mentoring and helping others clarify questions across disciplines was also observed.     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