GEOGRAPHY / AIS 322 FINAL EXAM STUDY GUIDE 20 points Map Quiz (page 3); 30 points Matching/Multiple Choice/True-False; 50 points Essay I; 50 points Essay II = 150 points total The Final Exam will be on Monday, Dec. 13, 1:00-2:50 pm. You will have 1 hour and 50 minutes for the Final, so be more thorough in your responses than in the midterms. A Final Exam cannot be rescheduled by the Professor, only by your Dean. Essays You will write 2 out of 3 essay questions offered. Studying for each essay question will help you in the non-essay sections. Answer each question embedded within the essay directions. Be specific and detailed; don’t be vague! 1. Tribal sovereignty, or self-rule, is centered on the territory of the reservation. Views of Indian reservations are usually framed by one of three “maps” : Ethnohistorical, Legal/Proprietary, and Political/Jurisdictional. Within the Legal/Proprietary view, what are the main categories of land ownership on a modern reservation? How can private “fee” lands pass into tribal “trust,” and how can such a move affect or not affect relations with local non-Indian governments? What challenge increasingly faces Indian private landholders within the limited and allotted space of reservations? 2. Within the Political/Jurisdictional view of reservation territory, what are the main areas of authority of tribal, federal, state and local governments on a reservation? Explain how local non-Indian residents have challenged the extent of reservation boundaries, or opposed the return of a reservation to its original boundaries (offer specific examples). Explore boundary or jurisdictional friction between state and tribal governments (offer specific examples). Discuss how these jurisdictional question affect the effort of tribes to develop their economies, referring to Wilkins chapter 6. 3. Environmental Justice is the blending of ecological concerns with social/ethnic justice concerns. How is the Native American experience with environmental injustice similar to and different from that of other U.S. “minority” groups? What have been commonalities and differences between American Indian environmentalists and non-Indian environmental groups? What have been some recent gains for the Native environmental justice movement? 4. Why does Indian Country have so many nuclear “hotspots”? What have been the impacts on Native American lands through each stage of the nuclear cycle: uranium mining, nuclear power plants, nuclear weapons testing, existing radioactive waste dumps, and proposed radioactive waste dumps? Offer specific case studies of Native peoples affected by each stage in the nuclear cycle, referring to lectures and LaDuke chapter 5. 5. Countermapping is the use of cartography as a tool to gain community empowerment and defend community territory. How has countermapping been used by Native peoples throughout the hemisphere to gain recognition for their treaty rights, sovereignty, and land claims? How have Native perceptions of territorial boundaries and ecological knowledge clashed with Western conceptions through the countermapping process, or adapted to these conceptions? Offer specific examples, referring to the lectures and Warhus chapter 6. 6. In recent years, some Native peoples have joined with local rural white farmers, ranchers, or fishers to protect a natural resource (such as fish or water) that had previously been a source of conflict between them, in response to an outside “threat” from a corporate or military project. Review the alliances against mining in Montana, South Dakota, and northern Wisconsin. Also review the alliances against bombing ranges in Nevada, South Dakota and southern Wisconsin. In what ways have the alliances helped build “common ground” in an inclusive territorial “home”? In what ways have whites continued to hold an advantage within some alliances? In the case studies, has the Native assertion of treaty and sovereign rights harmed or facilitated the building of alliances with white neighbors? 7. Briefly define Geographic Information Systems (GIS) as a mapping technology. Review the debate over the use of GIS by Indigenous communities. What are objections to the use of GIS, and how has the use of the technology been defended or revised? What have been the main uses of GIS by Native nations in the U.S., Canada, and Central America? How have community members participated in GIS projects, and how have they helped build sustainable development in their communities? 8. Opposition to the construction or continued operation of hydroelectric dams was an early impetus for Native American environmentalism. Compare and contrast case studies of the Winter Dam on the Lac Courte Oreilles Reservation in Wisconsin, the large dams on Cree territory in Quebec and Manitoba, and the dams on the Columbia-Snake river system. What have been the main Native objections to each of these four dam projects? What common ground has been developed with non-Indian communities, consumers or governments in these four case studies? For the multiple choice section, know the general area of the treaty cessions of each Wisconsin tribe, how many cessions were made by each tribe, and the major resource secured by the treaty. Map of Southwestern U.S. reservations for the map matching section. (Wait a few seconds for the map to load.) Each reservation will be designated with A, B, C, D or E. (If no parentheses, the reservation name is the same as the tribe’s name) NEW MEXICO Taos (Pueblo) Isleta (Pueblo) Laguna (Pueblo) Acoma (Pueblo) Zuni (Pueblo) Jicarilla (Apache) Mescalero (Apache) ARIZONA Navajo (or Diné) Hopi Hualapai Kaibab (Paiute) White Mountain (Apache) San Carlos (Apache) Tohono O’odham (formerly Papago) Gila River (Akimel O’odham/Maricopa) Colorado River (Mojave/Chemehuevi) CALIFORNIA Tule River (Yokuts) UTAH Gosiute (Skull Valley Goshute) NEVADA Pyramid Lake (Paiute) Walker River (Paiute) NEBRASKA Omaha Winnebago (Ho-Chunk) KANSAS Potawatomi OKLAHOMA Osage COLORADO Southern Ute