THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL
SCHOOL OF SOCIAL WORK
COURSE NUMBER:
SOWO 799
COURSE TITLE:
COMMUNITY DEVELOPMENT IN AMERICAN INDIAN COMMUNITIES
INSTRUCTOR:
Amy Locklear Hertel, JD, MSW, PhD
American Indian Center & School of Social Work
Address: 113A Abernethy Hall
Phone: 919-843-4189
Fax: 919-843-4024
Email: amy_hertel@unc.edu
OFFICE HOURS:
Tuesdays 2-4pm and by appointment
SEMESTER:
Spring 2016
COURSE DESCRIPTION
North Carolina has the largest American Indian population east of the Mississippi River
including eight tribes and four urban Indian organizations. Serving these tribes and communities
requires a culturally competent, tailored and decolonized approach to engagement and service.
COURSE OBJECTIVES
1. Articulate and define social work roles, and effective engagement, communication skills and
use of self in working with American Indian organizations, Tribal Nations and Native
communities.
2. Relate social work roles in Tribal Nations, Native organizations and communities to the
NASW Code of Ethics, particularly concerning social justice, self-determination, cultural
competence and social and political action.
3. Understand basic explanatory theories and perspectives that guide social work practice with
American Indians, Native organizations and Tribal Nations.
4. Demonstrate how to assess Native community issue(s), including the strengths and needs of
Tribal Nations, Native communities and American Indians.
5. Understand Tribal government structures, cultures, power and decision-making processes in
systems affecting social, political and economic development.
6. Distinguish, appraise and integrate multiple sources of knowledge, including research-based
knowledge, practice wisdom and indigenous knowledge.
7. Demonstrate effective oral and written communication in working with Tribal Nations, Native
communities and American Indian individuals, families, groups and organizations.
8. Recognize the extent to which a culture’s structures and values may oppress, marginalize,
alienate, or create or enhance privilege and power.
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9. Gain sufficient self-awareness to eliminate the influence of personal biases and values in
working with diverse groups within Tribal Nations, Native communities and American
Indians.
EXPANDED DESCRIPTION
This course provides social workers and other interested students with knowledge and
skills concerning the process of community development in Native Nations and communities. It
addresses opportunities and challenges facing Tribal Nations and Native communities throughout
the US, specifically in North Carolina. Readings and discussions introduce the perspectives of
scholars, tribal leaders and Native practitioners.
Course content will: 1) broaden students’ awareness of current economic, political, social
and cultural issues facing American Indian communities; 2) provide students with an
understanding of current community development theories and practices; 3) present a sample of
intervention strategies and tactics for effective community development in American Indian
communities; and 4) prepare students for community development practice through strengthened
analytical and communication skills.
REQUIRED TEXTS/READINGS
Weaver, H. (Ed.) (2014). Issues in contemporary Native America: Reflections from Turtle
Island. Burlington, VA: Ashgate.
Jorgensen, M. (Ed.) (2007). Rebuilding Native Nations: Strategies for governance and
development. Tucson, AZ: University of Arizona Press.
These texts are available in the student bookstore. Other required readings are listed by the class
sessions and will be posted on Sakai. All course lectures, syllabus, and other useful materials
electronic materials will be available on Sakai, at https://sakai.unc.edu/portal
TEACHING METHODS
This success of this course depends on the full participation and regular contributions of
each student, including the instructor. We all have a role to play in creating a challenging yet
supportive learning environment. We also have a responsibility to each other in creating this
environment. You can help foster our learning environment by listening to the ideas of others,
being able to appreciate other’s point of view, taking risks, being vulnerable, and being willing to
grow intellectually and professionally. Articulating your point of view by linking it to personal
experiences, readings and assignments will help to create a safe and respectful learning
environment.
This course will use a variety of teaching methods, including brief lectures, group
discussions based on reflection memoranda, videos, audios and guest speakers. You will find
this course to be a reciprocal exchange of information and learning; the more you give in time,
participation and preparation, the more you will receive from the readings, guest lectures and
class discussions.
CLASS ASSIGNMENTS
Reflection Memoranda (50%)
Each student is expected to write five reflection papers, one per week as listed in this
syllabus. The reflection paper should be in the form of a memo addressed to your
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classmates. The memos should be double-spaced, 3-5 pages in length (excluding references).
In particular, the memo should: link the readings to previous class discussions, the current
week’s readings, and to any aspect of Native Nation building and community development
that come to mind. You should also link your memo and analysis to a North Carolina Native
Nation or American Indian urban organization. A sample memo format can be found on the
class Sakai website.
The eight state recognized Native Nations and four urban American Indian organizations
are identified below. You will meet citizens, residents and leaders from some of these
nations and communities over the course of the semester. You may also consult the
American Indian Center staff, electronic and written resources for these communities as
references in your reflection memoranda.
The eight North Carolina state recognized Tribal Nations are:
 Coharie Tribe of North Carolina
 Meherrin Indian Nation
 Eastern Band of Cherokee
 Occaneechi Band of the Sapponi
Indians
Nation
 Haliwa Saponi Indian Tribe
 Sappony
 Lumbee Tribe of North Carolina
 Waccamaw Siouan Tribe
The four state recognized urban American Indian Organizations are:
 Triangle Native American
 Guilford Native American
Society
Association
 Metrolina Native American
 Cumberland County Association
Association
for Indian People
The reflection memoranda will be evaluated based on the completeness and quality of the
integration of course learning into Native Nation building and American Indian community
development. You are encouraged to cite course readings, guest speakers, and class
discussions as evidence of integration.
You should come to class with eight copies of your memorandum weekly to distribute to
your fellow classmates. If you email me your memorandum by noon each Monday before
class, I will print eight copies and bring them to class with me.
Each week will have required readings. Students will be required to read the materials
before class and turn in their reflection memos at the beginning of class. Our weekly
discussions will be based on the readings, brief lecturers, previous guest speakers and the
memoranda submitted and distributed by classmates.
Writing in this class will be held to a high standard, since facility with the written word is
a critical skill for 21st century professionals. In terms of style, expectations for the papers are
as follows:
- Be within the page length specified (references do not count in the page limit)
- Be double-spaced, with acceptable margins
- Use APA citation methods
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-
Use headings and sub-headings to enhance organization
Use topic sentences in paragraphs to anchor thoughts
Use correct grammar and spelling
In terms of content, expectations for the papers are that they will:
-
-
Address the issue(s) raised in the readings
Contain logically presented arguments
Present primary or secondary research, as required to substantiate arguments
Properly cite research (Due care should be given to assessing the credibility of Internet
sources. Students also should not plagiarize. It is strongly recommended that all students
acquaint themselves with UNC’s academic standards regarding plagiarism; violations
carry academic consequences).
Draw conclusions from research presented and from arguments made (i.e., demonstrate
critical thinking). It is not enough to report ideas; it is expected that you evaluate and
assess the information as well.
Avoid repetition
Oral Presentation (30%)
Oral presentations will be made on the last day of the semester and will be evaluated
based on the quality of the presentation and presentation skills (organization, clarity, and
audibility, etc.). Students will focus their presentation on one NC Tribal Nation or urban
American Indian community.
-
Brief history and scope of the community issue/concern (including relevant information
about community structure, conditions that affect the issue, the interests of community
subparts, etc.)
-
Goals for community development (as they relate to the problem—that is, what is the hoped
for outcome of the intervention? Who will benefit? How will the community change?)
-
Basic change strategies, tactics, and values (How will the intervention work? Why? Who
will be involved? What role do practitioners, like social workers, have? How must those
who benefit be engaged for this to work? That is, what action do beneficiaries have to take,
if any?)
-
Evidence of success (What milestones along the path of change would indicate that the
intervention is succeeding? What ultimate evidence would there be that the goal was
achieved?)
-
Assessment/critique—why is this an appropriate intervention given your knowledge of the
community? What are its strengths and weaknesses? What specific considerations should
implementers take into account (what should they be paying attention to, what issues might
arise, what external currents might affect their work, etc.)? How should they best prepare
to face those possible weaknesses or concerns?
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The presentations will be evaluated based on the completeness and quality of their
answers to these questions. The presentations should be considered a professional
presentation, with citations as necessary. You are encouraged to cite course readings and
class discussions as evidence that you have integrated course learning. New and specialized
sources of information are welcomed as well. Your oral presentation will be evaluated on the
quality of your presentation skills (organization, clarity, audibility, etc.). Please plan on a 20minute presentation, with 5 minutes for questions.
Participation (20%)
Each student will be assessed based on class attendance and contributions to class
discussions.
WRITING SKILLS
Communicating clearly through the written word is a professional skill that is essential to
every aspect of social work. The School of Social Work provides students with access to a wide
array of resources for improving writing skills:
- All SOSW students can use the UNC Writing Center http://www.unc.edu/depts/wcweb/
- Students can work independently to improve skills by reviewing the series of PowerPoint
presentations available at http://ssw.unc.edu/students under the “Writing Resources” tab
- Students interested in individual help can schedule an appointment to meet with one of the
School’s academic editors: Diane Wyant (dwyant@email.unc.edu) or Susan White
(sewhite@email.unc.edu)
- Drop-in help is available Tuesdays 12-2pm office 548E
COURSE EVALUATION
Reflection Memoranda
Oral Presentation
Participation
50%
30%
20%
GRADING SYSTEM
H = 94-100
P = 80-93
L = 70-79
F = 69 and below
POLICY ON INCOMPLETES AND LATE ASSIGNMENTS
A grade of “Incomplete” will be given in extenuating circumstances in and accordance
with SSW and University policy. Assignments are due in class on the days noted in the course
outline. Late assignments (i.e., those not handed in at the beginning of class on the day they are
due) will be reduced by 10 points for each day they are late unless we have agreed on an
extension. Please plan to have your work completed on time and be sure to keep me informed if
any problems arise.
POLICY ON ACADEMIC DISHONESTY
You should refer to the APA Style Guide, The SSW Manual, and the SSW Writing Guide
for information on attribution of quotes, plagiarism and appropriate use of assistance in preparing
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assignments. All written assignments should contain a signed pledge from you stating that, "I
have not given or received unauthorized aid in preparing this written work".
In keeping with the UNC Honor Code, if reason exists to believe that academic
dishonesty has occurred, a referral will be made to the appropriate University authority for
investigation and further action as required.
POLICY ON ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES
Students who have disabilities that affect participation in the course should notify me if
they need special accommodations considered.
POLICIES ON THE USE OF ELECTRONIC DEVICES IN THE CLASSROOM
While notetaking on computers can be an appropriate learning tool, it can also detract
from attention to class discussions and the quality of participation. The instructor retains the
right to ask students not to use computers during portions of the class. At all times, students are
encouraged to consider the impact of their in-class use of computers on the learning environment
for themselves, their classmates and the instructor. Texting, checking e-mail, or using the
computer or internet for personal or non-class related purposes during class time is never
appropriate and will be immediately addressed by the instructor.
OTHER POLICIES/GENERAL INFORMATION
You are encouraged to reach me each week during office hours or by email with the
subject “SOWO 799”. I will search emails weekly by this subject to avoid missing any
communications from students. You may also reach me at the American Indian Center by
calling 919-843-4189 and speaking with Jillian Ransom, the Center’s Administrative Support
Associate. Administrative and community development work often keeps me in meetings or
away from the Center. Emailing me and/or calling the American Indian Center as described
above will ensure that your communications reach me in a timely fashion.
CORSE OUTLINE
The class format is based on the understanding that you are prepared and active learners.
Reading the assignment materials prior to the date they are due is a prerequisite to getting the
most out of the class sessions and successfully meeting course objectives. You will also need to
read before class to write your reflection memoranda.
READINGS AND COURSE OUTLINE
1. MONDAY, MARCH 7: SETTING THE POLITICAL STAGE
Introductions and Course Overview
Federal Indian Policy
Sovereignty, self-determination, and Nation Building
North Carolina Native Nations
In Class
Lecture
Guest speaker(s)
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Readings
Harvard Project on American Indian Economic Development. (2008). Introduction. In
The State of the Native Nations: Conditions under U.S. policies of selfdetermination (pp. 1-14). New York, NY: Oxford University Press.
Tamburro, A. (2013). Including decolonization in social work education and practice.
Journal of Indigenous Social Development, 2(1), 1-16.
Tamburro, A. & Tamburro, P. (2014). Social services and Indigenous peoples of North
American: Pre-colonial to contemporary times. In H. Weaver (Ed.). Issues in
contemporary Native America: Reflections from Turtle Island (pp. 45-58).
Burlington, VA: Ashgate.
Weaver, H. (2014). Sovereignty, dependency, and the spaces in between: An
examination of the United States social policy and Native Americans. In H.
Weaver (Ed.). Issues in contemporary Native America: Reflections from Turtle
Island (pp. 7-22). Burlington, VA: Ashgate.
2. MONDAY, MARCH 21: COMMUNITY DEVELOPMENT – WHY “DEVELOP”
Explore our understandings of “community development”
Assess the baselines (economic and non-economic) for Native Nations
Assignment Due
Reflection memorandum 1
In Class
Memoranda discussion
Video
Guest speaker(s)
Readings
Bell, R. (2004). Health issues facing the state’s American Indian population. North
Carolina Medical Journal, 65(6), 353-355.
Day, P. (2014). Raising Healthy American Indian Children: An Indigenous Perspective.
In H. Weaver (Ed.). Issues in contemporary Native America: Reflections from
Turtle Island (pp. 93-112). Burlington, VA: Ashgate.
Lewis, K. & S. Burd-Sharps. (2010). A Century Apart: New Measures of Well-Being for
U.S. Racial and Ethnic Groups. American Human Development Project.
Retrieved from http://ssrc-static.s3.amazonaws.com/moa/A_Century_Apart.pdf.
National Urban Indian Family Coalition. (2008). Urban Indian America: The status of
American Indian and Alaska Native children and families today. Seattle, WA.
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Retrieved from http://caseygrants.org/wpcontent/uploads/2012/04/NUIFC_Report2.pdf.
Shotton, H. J., Lowe, S. C., & Waterman, S. J. (2013). Introduction. In Shotton, H. J.,
Lowe, S. C., & Waterman, S. J. (Eds.). Beyond the asterisk: Understanding
Native students in higher education (pp.1-24). Sterling, VA: Stylus Publishing.
3. MONDAY, MARCH 28: COMMUNITY ACTION AND COMMUNITY DEVELOPMENT
Key competencies for Native community engagement
Standard development model
Nation building model
American Indian values and worldviews
Assignment Due
Reflection memorandum 2
In Class
Memoranda discussion
Video
Guest speaker(s)
Readings
Cornell, S. & Kalt, J.P. (2007). Two approaches to the development of Native Nations:
One works, the other doesn’t. In M. Jorgensen (Ed.). Rebuilding Native Nations:
Strategies for governance and development (pp. 3-33). Tucson, AZ: University of
Arizona press.
Cornell, S., Jorgensen, M, Kalt, J., & Spilde-Contreras, K. (2007). Seizing the future:
Why some Native Nations do and others don’t. In M. Jorgensen (Ed.). Rebuilding
Native Nations: Strategies for governance and development (pp. 296-320).
Tucson, AZ: University of Arizona Press.
Edwards, E.D., Drews, J., Seaman, J.R., & Edwards, M.E. (1994). Community
organizing in support of self-determination within Native American communities.
Journal of Multicultural Social Work, 3(4), 43-60.
Harris, L. D., & Wasilewski, J. (2004). Indigeneity, an alternative worldview: four R's
(relationship, responsibility, reciprocity, redistribution) vs. two P's (power and
profit). Systems Research and Behavioral Science 21(5), 489-503.
Pruie, R.E. (2014). A standpoint view of the social work profession and Indigenous
peoples. In H. Weaver (Ed.). Issues in contemporary Native America:
Reflections from Turtle Island (pp. 59-61; 70-72). Burlington, VA: Ashgate.
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4. MONDAY, APRIL 4: POLITICAL THEORIES OF COMMUNITY DEVELOPMENT
Politics and government design
Barriers to economic development
Assignment Due
Reflection memorandum 3
In Class
Memo discussions
Honoring Native Nations Honoree(s)
Guest speaker(s)
Readings
Begay, M. A., Cornell, S., Jorgensen, M. & Pryor, N. (2007). Rebuilding native nations
What do leaders do? In M. Jorgensen (Ed.). Rebuilding Native Nations:
Strategies for governance and development (pp. 275-295). Tucson, AZ:
University of Arizona Press.
Begay, M.B., Cornell, S., Jorgensen, M., & Kalt, J.P. (2007). Development, governance,
culture: What are they and what do they have to do with rebuilding Native
Nations? In M. Jorgensen (Ed.). Rebuilding Native Nations: Strategies for
governance and development (pp. 34-54). Tucson, AZ: University of Arizona
Press.
Cornell, S. & Taylor, J. “Sovereignty, devolution, and the future of tribal-state relations.”
Presentation at National Congress of American Indians June, 2000, Juneau,
Alaska. Retrieved from
https://www.innovations.harvard.edu/sites/default/files/tribal%20state%20relation
s.pdf.
Hicks, S.L. (2007). Intergovernmental relationships: Expressions of tribal sovereignty. In
M. Jorgensen (Ed.). Rebuilding Native Nations: Strategies for governance and
development (pp. 246-271). Tucson, AZ: University of Arizona Press.
5. MONDAY, APRIL 11: ECONOMIC THEORIES OF COMMUNITY DEVELOPMENT
Welfare policy development
Economic growth
Native asset building
Assignment Due
Reflection memorandum 4
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In Class
Memo discussions
Video
Guest speaker(s)
Readings
Broome, B. & Cromer, I. (1991). Strategic planning for tribal economic development: A
culturally appropriate model for consensus building. The International Journal of
Conflict Management, 2(3), 217-233.
Costello, J.E., Compton, S.N., Keller, G. & Angold, A. (2003) Relationships between
poverty and psychopathology: A natural experiment. Journal of the American
Medical Association, 290(15), 2023-2029.
First Nations Development Institute. (2009). Native American asset watch: Rethinking
asset building in Indian Country. Longmont, CO: First Nations Development
Institute (pp. 43-61). Retrieved from
http://www.firstnations.org/system/files/2009_NAAW_Rethinking_Asset_Buildin
g.pdf.
Hertel, A., Wagner, K., & Black, J. (2014). Building assets in tribal communities. In, H.
Weaver (Ed.). Issues in contemporary Native America: Reflections from Turtle
Island (203-218). Burlington, VA: Ashgate.
O’Connor, A. (2003). Rise in income improves children’s behavior. New York Times,
Retrieved from http://www.nytimes.com/2003/10/21/health/rise-in-incomeimproves-children-s-behavior.html.
6. MONDAY, APRIL 18: SERVICE DELIVERY AND SOCIAL CAPITAL IN COMMUNITY
DEVELOPMENT
Social capital
Cultural capital
Civic engagement and participatory processes
Assignment Due
Reflection memorandum 5
In Class
Memoranda discussions
Audio/Video
Guest speaker(s)
Readings
Adams, A. S., Lee, A. J., & Lipsky, M. (2007). Governmental Services and Programs
Meeting Citizens’ Needs. In M. Jorgensen (Ed.). Rebuilding Native Nations:
American Indian Community Development
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Strategies for governance and development (pp. 3-33). Tucson, AZ: University of
Arizona Press.
Edwards, E.D., Drews, J., Seaman, J.R., & Edwards, M.E. (1994). Community
organizing in support of self-determination within Native American communities.
Journal of Multicultural Social Work 3(4), 43-60.
Pickering, K., Mushinski, D., & Allen, J.C. (2006). The role of social capital in poverty
alleviation in Native American reservation communities. (Rural Poverty Research
Center Pub. 06-07). Columbia, MO; University of Missouri & Corvallis, OR:
Oregon State University. Retrieved from http://www.rupri.org/Forms/WP0607.pdf.
7. MONDAY, APRIL 25: CLASS PRESENTATIONS
Each student will make their presentation to the class.
MEASUREMENT OF STUDENT MASTERY OF OBJECTIVES
Course Objective
1. Articulate and define social work roles, effective engagement,
communication skills and use of self in working with American
Indian organizations, Tribal Nations and Native communities.
Is Measured by
Classes 1, 2 & 3 and
accompanying
memoranda
2. Relate social work roles in Tribal Nations, and Native
organizations and communities to the NASW Code of Ethics,
particularly concerning social justice, self-determination,
cultural competence, and social and political action.
Class 3 and
accompanying
memorandum
3. Understand basic explanatory theories and perspectives that
guide social work practice with American Indians, Native
organizations and Tribal Nations.
Classes 3, 4, 5 & 6 and
accompanying
memoranda
4. Demonstrate how to assess Native community issue(s),
including the strengths and needs of Tribal Nations, Native
communities and American Indians.
Classes 1, 2 & 3 and
accompanying
memoranda
5. Understand Tribal government structures, cultures, power and
decision-making processes in systems affecting social, political
and economic development.
Classes 1, 3 & 4 and
accompanying
memoranda
6. Distinguish, appraise and integrate multiple sources of
knowledge, including research-based knowledge, practice
wisdom and indigenous knowledge.
Classes 2, 3, 4, 5, 6, &
7 and accompanying
coursework
American Indian Community Development
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7. Demonstrate effective oral and written communication in working
with Tribal Nations, Native communities and American Indian
individuals, families, groups and organizations.
Classes 2, 3, 4, 5, 6, &
7 and accompanying
coursework
8. Recognize the extent to which a culture’s structures and values
may oppress, marginalize, alienate, or create or enhance
privilege and power.
Classes 1 & 2 and
accompanying
memorandum
9. Gain sufficient self-awareness to eliminate the influence of
personal biases and values in working with diverse groups
within Tribal Nations, Native communities and American
Indians
Class 3 and
accompanying
memoranda
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