Viterbo University Graduate Credit Course Proposal
Course Title:
Minwaajimo: Telling a Good Story, Preserving Ojibwe Treaty Rights.
It will capture the story of Great Lakes Indian Fish & Wildlife Commission (GLIFWC) member tribes and their efforts to secure and implement their rights in the last 25-40 years. Presentations will highlight the enduring importance and value of the rights, their impacts on tribal and surrounding communities, and of the specific story of GLIFWC tribes struggles and successes in this particular context. This will include presentations and/or papers by scholars, tribal representatives, community members, and others who were involved over the years.
Credits: 1 graduate credit option
Instructor: Susan A. Masterson, District Director
Washburn School District
411 W. 8th Street
Washburn, WI 54891
715-373-6199 Ext. 222
Approved Viterbo Instructor YES (Credentials on file)
Description:
This symposium captures the story of GLIFWC member tribes and their efforts to secure and implement their rights in the last 25-40 years. Presentations will highlight the enduring importance and value of the rights, their impacts on tribal and surrounding communities, and of the specific story of GLIFWC tribe’s struggles and successes in this particular context. This would include presentations and/or papers by scholars, tribal representatives, community members, and others who were involved over the years.
As a result of participating in this three-day symposium, participants will have gained new content knowledge that will be integrated into their classroom practice. Evidence of participant learning will be demonstrated through the completion of the course requirements listed below.
This three-day symposium will focus on:
1) enhancing the breadth and depth of teachers’ content knowledge and classroom applications for preserving Ojibwe Treaty rights;
2) provide a high quality professional development opportunity for PK-16 teachers;
3) create a context for developing local PK-16 collaborations.
The majority of course activities will enable participants to demonstrate INTASC standard #9. The teacher is a reflective practitioner who continually evaluates the effect of his her choices and actions on pupils, parents, and professionals in the learning community and others who actively seek out opportunities to grow professionally.
Outline of course content:
- Legal Issues/History – The story of the various court cases in recent times that have reaffirmed the rights. Contributors include Charles Cleland, Michigan State University, whose book on the treaty rights cases in Michigan, Minnesota and Wisconsin is due out later this year, and others involved with the early court cases.
- Socio-Economic Issues – The story of how treaty rights implementation took place in the face of the myths and misconceptions that fueled the anti-treaty movement and stirred unfounded controversy. Empirical data will be presented to lay these myths and misconceptions to rest. Patricia Loew, University of Wisconsin-Madison, has agreed to head this panel. Various experts will be asked to conduct research and present data related to the economic and other social impacts of treaty rights.
- Biological/Natural Resource Management Impacts – The story of the facts/data behind the biological impacts of treaty rights implementation and the overall implications for natural resource management in the ceded territories. George Spangler, University of Minnesota, has agreed to spearhead this panel.
- Tribal Communities – The story of the importance and impact of modern-day treaty rights affirmation/implementation efforts to tribal communities. Larry Nesper, University of Wisconsin-Madison, has agreed to contribute to this panel.
- Overall Perspective/Symposium Facilitation – Rick St. Germaine, University of Wisconsin-Eau Claire, has agreed to serve as the symposium “emcee.” He also will be asked to provide a general overview/background paper that would help set the stage for each of the specifically-themed panels.
- Keynote Speakers – A variety of speakers will be present at meals to continue the sharing of experiences and stories related to the symposium themes.
Objectives:
• Demonstrate an understanding of Ojibwe Treaty rights from both a historical and present-day view by submitting a two-page paper on why it is important to know about and understand treaty rights from both a historical and present-day point of view.
• Demonstrate reflective writing skills as they pertain to the daily journal.
• Develop a learning project that can be implemented in your teaching practice or a plan for activities that can be implemented in your organization as a result of attending the symposium.
Methodology:
Inquiry-based learning through the use of hands-on activities
Experiential learning through direct participation in ceremonies and dramatizations
Lecture/panel presentations
Collegial networking to promote ongoing collaboration
Readings and use of professional dialog groups
Assignments & Requirements:
Credit #1: •2 days @9.0hrs/day attendance
Submit a typed project proposal by Friday, August 7, 2009, which includes:
- A description of the project and its intended outcomes
- A list of strategies for achieving those outcomes
- A description of formal and informal assessment strategies to be used to evaluate student learning
- A completed Daily Reflection Log detailing thoughts regarding each day of the symposium experience.
An annotated bibliography of literature that supports the proposed project. The bibliography must include at least five entries, only two of which may be web sites.
Evaluation Method:
Participants who develop a classroom project, lesson, activity or unit should design it with implementation in mind in the subsequent school year. Please see attached rubric for evaluating coursework.
Texts/Readings/Bibliography
Ojibwe Journeys - Treaties, Sandy Lake and the Waabanong Run. Charlie O Rasmussen. Great Lakes Indian Fish and Wildlife Commission, Odanah, WI. 2003.
A Guide to Understanding Chippewa Treaty Rights: Minnesota Edition, Great Lakes Indian Fish and Wildlife Commission, Odanah, WI. 1995.
Casting Light Upon the Waters, A Joint Fishery Assessment of the Wisconsin Ceded Territory. U.S. Department of the Interior, Bureau of Indian Affairs. 1991.
1991 Chippewa Spearing Season: Building Cooperation and Bridging Conflicts, Great Lakes Indian Fish and Wildlife Commission, Odanah, 1991.
Walleye Warriors. Rick Waley and Walt Bresette. Philadelphia: New Society Publishers. 1994.
Conflict Over the Exercise of Chippewa Indian Treaty Rights: Racism, Self Interest, or Community Structure? T.A. Heberlein, T.M. Beckley. 1993.
Chippewa Treaty Rights: The Reserved Rights of Wisconsin’s Chippewa Indians in Historical Perspective. Transactions of the Wisconsin Academy of Sciences, Arts and Letters. Ronald N. Satz. 1991.
The Chippewas of Lake Superior. Edmund J Danziger, Jr. University of Oklahoma Press. 1979.
Discrimination Against Chippewa Indians in Northern Wisconsin. Wisconsin Advisory Committee to the United States Commission on Civil Rights summary report. December, 1989.
Moving Beyond Argument, Racism and Treaty Rights. Great Lakes Indian Fish and Wildlife Commission, Odanah, WI. 1999.
A Guide to Understanding Ojibwe Treaty Rights. Great Lakes Indian Fish and Wildlife Commission, Odanah, WI. 2007 edition.
Ojibwe Treaty Rights, Understanding and Impact. Great Lakes Indian Fish and Wildlife Commission, Odanah, WI. March 2006. |
Legal Issues / History
