Native Communities - Sociology 3270

Transcription

1 Native Communities - Sociology 3270 Dr. Michèle Companion Office: Columbine 1015 Phone: Office Hours: MW 12:15 1:15 mcompani@uccs.edu Course Overview: This course provides a framework for understanding issues facing Native communities and indigenous groups world wide. Historical experiences, social structures, collective identities, access to resources, and long-term cultural survival are the essential elements of this framework. To understand where we are today and issues into the future, we will be examining the impacts of public policy and laws on these groups. In addition, we will look at the impacts of international development policy on sovereignty movements and continued access to traditional resources. Native America will be used as our base of understanding and as a base of comparison to demonstrate commonalities and differences in the development issues faced by indigenous peoples around the world. Required Readings: 1. Who Owns Native Culture Brown 2. Indigenous Peoples, Ethnic Groups and the State - Maybury-Lewis 3. Silent Victims: Hate Crimes Against Native Americans - Perry 4. Real Indians - Garroutte 5. Reading packet Segments available on Companion s Faculty Webpage

2 Course Assignments: Critical Analyses 15% Annotated Bibliography 15 Participation 10 Attendance 10 Presentation (Group) 20 Paper (Group) 30 Total 100% Additional Course Requirements: 1. Attendance: You are required to attend all class meetings, as materials not in the texts will be presented. Please be punctual. Absences may be excused with a doctor s note or verification of family emergency. However, you are still responsible for obtaining the materials presented in class. Three unexcused absences will result in the loss of one full grade. If you are a military student with the potential of being called to military service and /or training during the course of the semester, please contact me no later than the first week of class 2. Classroom Etiquette: Cell Phones MUST BE OFF during the lecture period. There is a Zero Tolerance Policy in place for this course. Computer/Technology use: Unless there is demonstrated need for technology due to a documented learning or physical disability from Student Disability Services, use of computers for note taking or tape recorders or Iphones for recording is not allowed in the classroom. Unfortunately, previous technology users have been tempted to multi-task. Surfing the web, checking Face Book, and IMing are not appropriate classroom uses for computers. Neither is pod-casting or You-tubing edited selections of the lecture. These actions result in distractions to other students sitting in the area near the computer user, inappropriate use of classroom resources, and privacy violations. To facilitate the ability of everyone in the class to be free of such disruptions and distractions, there will be no computer or technology use without proper documentation.

3 3. Class Preparation: Each student is expected to come to class prepared to discuss the daily reading assignments. Students may be called upon to summarize critical issues in the readings. Students will hand in a total of FIVE 1-2 page analytical summary of the major points of the readings on Mondays. Be critical, analytical, and concise! 4. Class Participation: This class provides a great opportunity to be exposed to a wide array of values and opinions on a number of important social issues. Given the diversity of backgrounds and opinions in the class, not everyone will agree on many things. I remind you that discussions should be kept civil at all times. Tentative Course Schedule: N.B.: Regardless of where we are in lecture content, you are still responsible for keeping up with the weekly readings. Due dates as listed in this syllabus are firm and not subject to change. Historical Background Week 1 (Jan. 22): Review of Syllabus; Introductory concepts For next week, Maybury-Lewis: 1-77 Week 2 (Jan ): Next week: historical overview continued Maybury-Lewis: Economic Consequences of National Policies/ Differential Access to and Exclusion from Resources Week 3 (Feb. 3 5): historical overview continued In Segment 1, read Larson, Fletcher, Frickey page 1175

4 Week 4 (Feb ): Social Pathologies Finish Frickey, Perry page 1-74 Week 5 (Feb ): Physiological Pathologies: Malnutrition Finish Perry, Read Companion: IRD Report Week 6 (Feb ): Physiological Pathologies: Diseases AIDS, Malaria, Diabetes Read Segment 2 folder Week 7 (March 3 5): Responses to disease Read Segment 3 folder Week 8 (March 10 12): Economics Read Segment 4 folder Due Monday: Summary and reflection - Return to the readings from the past 7 weeks and address the following 3 questions: 1) What topics have the readings and lectures introduced to you that you had no previous knowledge about? 2) Where there topics that you thought you knew about, but were introduced to new information? 3) Have there been topics that you were aware of but had never thought about in the way they were presented? Week 9 (March 17 19): Politics and Political Disenfranchisement Read Brown: 1-42 Week 10 (March 24 26): NO CLASSES Spring Break! Read Brown: Positive Changes! The Sovereignty Movement Week 11 (March 31 April 2): Sovereignty Movement and Laws in the United States/U.N. Decade of Indigenous Peoples Finish Brown Wednesday April 2: Team Research Day in the Library

5 Week 12 (April 7 April 9): Identity and Cultural Reclamation Garroutte: 1 81 * Annotated Bibliography Due Wednesday April 9* Week 13 (April 14 16): Identity and Language reclamation Finish Garroutte Week 14 (April 21 23): Identity issues, cont. Segment 5 folder Week 15 (April 28 30): Economic Development Gaming Read Mason PAPERS ARE DUE ON FRIDAY MAY 2 AT 12:00 *Peer reviews must be turned in by this time* Week 16 (May 5-7): * Presentations* Annotated Bibliography This exercise is designed to help you start linking the information you have discovered in your resource search with some issues of law, policy, and/and or theory. For this exercise, you will need to review 5 sociological journal articles. Each annotated bibliography should contain the following: 1. The full citation of the piece you are using. 2. A brief paragraph describing the content of the piece. 3. A summary of the social or legal issues in the piece. 4. A link to relevant theory that has been assigned in the readings or discussed in class. Requirements 3 & 4 should be the primary focus of this assignment. In this section, you will apply the critical and analytical skills you ve been working on. Describe the issues of law and/or the larger social or political issues. How would any of the theory that

6 you ve read so far relate to this piece? How does this relate to your topic? How might it inform the framework for analysis? This section does not have to be pages long. Be concise and analytical. Be specific about what theories might apply and how. Upon reading your annotated bibliography, I should be able to have a good idea about how each piece relates to your larger topic and what issues it clarifies. NO Newspaper or magazine articles for this assignment NO WIKIPEDIA EVER!!! Final Paper/Presentation This paper represents the culmination of your research effort. This paper should flow together as one concise piece of work. This means that it will be presented in standard essay format, with a cover page, introduction, conclusion, and references. Proper citation methodology must be used cite your quotes and paraphrasing. What I am looking for is a concise, critical analysis of your topic. Your grade will be based on the clarity of the writing, the logic of the arguments you make, and depth of analysis. The paper should incorporate theory from both class and the readings. The paper should be no more than 15 pages long. Be concise with your arguments. You may use newspaper and magazine articles and books for the paper. Presentations: You have worked really hard on these projects, so the presentations give you the chance to share your work and insights with the rest of the class. Presentations should be NO MORE than 10 minutes. You should summarize the key findings of your research and the theoretical applications to it. You will be graded on your ability to stay within your time frame, the theoretical application, the analysis of the issue, and the clarity and quality of your presentation. NO WIKIPEDIA EVER!!!!! Wikipedia is NOT a valid source in any way, shape, or form. If you cite this source, it is an automatic 5 point deduction.

7 Timeline of American Indian Peoples 1000 Approximate date of the formation of the Iroquois League, the oldest political alliance in North America. [Visit the Tree of Peace on Campus!] Pre-Constitutional Precedents ( ) 1638 The first reservation is established in Connecticut (for Quinnipiac Tribe) 1775 Colonists declare war against Great Britain. The Continental Congress establishes Department of Indian Affairs, charged with preserving amiable relations with indigenous tribes. Many tribes join forces with the British with whom they already have treaties U.S. Articles of Confederation assume authority over Indian affairs except when the legislative right of any State within its own limits [is] infringed or violated First treaty is signed with the Delaware Nation. In exchange for access to Delaware land by US troops, the US promises to defend and admit the Delaware Nation as a state Northwest Ordinance (Ch. 8, 1 Sta. 50) is the first policy statement addressing the US government s interpretation of Native American political status US Constitution: Article 1, section 8 grants Congress power to regulate commerce among foreign nations and Indian tribes Congress places Indian affairs under the War Department. The Formative Years ( ): Land Rights Issues, Treaties, and Sovereignty 1802 Congress appropriates over $10,000 for the civilization of Indians Louisiana Purchase: US acquires land on which numerous tribes reside Fletcher v. Peck, 10 US (6 Cranch) 87 (1810), addressed the question of the legal status of Native land. They limit Native land rights based on the doctrine of discovery, allowing tribes the right to occupy their land but not cede it to foreign nations, a strong reduction in tribal sovereignty 1815 US begins process of removing Indians to western lands.

8 1816 Congress restricts license for trade with Indians to American citizens Johnson v. McIntosh, 21 US (8Wheat) 543 (1823) significantly reduces Indian sovereign status and property rights Bureau of Indian Affairs (BIA) is created within the War Department Andrew Jackson pushes his Indian Removal Act through Congress (Ch. 148, 4 Stat. 411) Cherokee Nation v. Georgia, 30 US (5 Pet.) 1 (1831), holds that tribes are domestic dependent nations, not foreign nations Worcester v. Georgia, 31 US (6 Pet.) 515 (1832), ensures the sovereignty of the Cherokees. However, Andrew Jackson refuses to follow the decision and initiates the westward removal of the Five Civilized Tribes (Cherokee, Chickasaw, Choctaw, Creek, and Seminole). The name reflects the fact that these tribes modeled their governments after federal and state institutions and had assimilated key aspects of white culture Treaty of New Echota Cherokees agree to westward removal Cherokee Trail of Tears begins members are forced to march 1,300 miles by US troops during winter without sufficient food, water, or medicine. Over ¼ do not survive. Potawatomies of Indiana have a similar experience on their Trail of Death In United States v. Rogers, 45 US (4 How.) 567 (1846), USSC decides first cases to limit tribal internal sovereignty Pueblos in Taos, NM ally with Latinos to overthrow US rule Treaty of Guadalupe Hidalgo ends Mexican-American War and cedes large amounts of land to US, bringing new tribes under US jurisdiction Creation of the Department of the Interior. BIA is moved there Gadsden Purchase: more tribes under US jurisdiction Cherokee, Chickasaw, Choctaw, Muskogee, & Seminole form an alliance The Commissioner of Indian Affairs begins to advocate for fixed, permanent reservations, arguing that removal to unbounded areas is preventing Native Americans from acquiring settled habits In a concerted effort to civilize Native Americans, official policy shifts

9 away from removal by incorporating reservation clauses into treaty negotiations Civil War begins tribes align on both sides Over 8,000 Navajos are forcibly marched to Fort Sumner, NM (Navajo Longest Walk). Survivors are released three years later Indian Peace Commission finalizes treaty-making between US and tribes Congress passes legislation that ends treat-making with tribes (Ch. 120, 1, 16 Stat. 544 (codified as carried forward at 25 USC 71)) Ex parte Crow Dog, 109 US 556 (1883): government response to the court decision furthers reduction of internal tribal sovereignty Creation of the Court of Indian Offenses by the BIA Elk v. Wilkins, 112 US 94 (1884) holds that the 14 th Amendment s guarantee of citizenship to all persons born in the US does not apply to Indians Major Crimes Act (18 USC 1153, 3242) restricts the scope of tribal criminal law and places the internal affairs of tribes under the control of Congress 1886 United States v. Kagama, 118 US 375 (1886) is the first statement of the plenary power doctrine. Plenary power asserts that Congress is able to restrict tribal sovereignty even without a constitutional basis. Allotment and Assimilation ( ) 1887 General Allotment Act (a.k.a., the Dawes Act) passes (25 USC , 339, 341, 342, 349, 354, 381) Congress passes the Citizenship Act of 1901, formally granting citizenship to members of the Five Civilized Tribes Congress passes the Snyder Act (25 USC 13), appropriating money for Indians under the authority of the Secretary of the Interior, regardless of the amount of Indian blood or residence Congress passes the Indian Citizenship Act (Ch. 233, 43 Stat. 253 (codified as carried forward at 8 USC 1401).

10 Indian Reorganization ( ) 1928 Meriam Report is published: examines the impact of federal Indian policy and the Indian Bureau on tribal people. The results are staggering, reporting that poverty, disease, and hopelessness are pervasive on most reservations Congress passes the Indian Reorganization Act (Ch. 576, 48 Stat. 984 (codified as amended at 25 USC 461 et seq.), allowing for tribal selfgovernment. Concurrently, the Johnson-O Malley Act (25 USC ) provides for general assistance to Indians. Termination ( ) 1944 Denver, CO: National Congress of American Indians is founded Indians in AZ and NM win the right to vote in state elections Hoover Commission recommends termination, mandating that Congress no longer recognize Indian sovereignty Congress passes H.R. Cong. Res. 108, giving CA, MN, NE, OR, and WI legal jurisdiction over reservation, thus initiating the termination process Five nations and sixty-one bands are terminated Relocation Policy active. Self-Determination (1961 present) 1964 Under Title II of the Economic Opportunity Act of 1964 (Pub.L , 78 Stat. 508, 42 U.S.C. 2701), the Office of Economic Opportunity s Community Action Programs (OEO/CAP) are established. These programs are widely hailed as the precursor to the Self-Determination Act Congress Passes the American Indian Civil Rights Act (25 U.S.C ) American Indian Movement (AIM) is founded Indian activists occupy Alcatraz Island Trail of Broken Treaties March on Washington, D.C., ending with

11 occupation of the BIA building Wounded Knee II occupation on Pine Ridge Reservation, S.D Indian Self-Determination and Education Assistance Act (PL , 88 Sts. 2203, 25 U.S.C. 450 et seq. as amended) passes AIRFA passes (American Indian Religious Freedom Act, PL , 42 USC 1996 and 1996a) 1988 Congress officially repeals the Termination Policy Indian Gambling Regulatory Act (Pub.L , 25 U.S.C et seq.) passes NAGPRA passes (Native American Graves Protection and Repatriation Act (104 STAT PUBLIC LAW ) 1994 "The Self-Governance Act of 1994" (P.L ) passes.