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