You Decide
Julie Cajune, Naida Lefthand, and Regina Sievert
Flathead Indian Reservation, Pablo, Montana

Summary
Students explore the implications of land management through a simulation of a Tribal Council meeting.

Grade level
Fourth

Time required
1½ hours

Materials
Satellite image of the Flathead Reservation - see Resources
Mission Mountain Tribal Wilderness map
Tribal Council Vision and Mission Statement
Mission Mountain Tribal Wilderness document
Tribal Council minutes and Char-Koosta articles (accessed at charkoosta.com)

Goals
By completing this lesson, students will

1. discover impacts of land use,
2. learn about the operation of tribal government,
3. become aware of the importance of getting appropriate information to inform decisions regarding land management and
4. develop skills in research and scientific inquiry.

Science standards addressed
National Science Standards

• Abilities necessary to do scientific inquiry
• Changes in Environments
• Science and Technology and local challenges
• Science as a Human Endeavor

American Indian Science Standards

• Observations and understandings of nature and ecological relationships traditionally formed an essential base of knowledge among American Indian cultures
• Various forms of scientific and technological work currently engaged in by American Indian men and woman and in what ways their fields require the process of problem identification, design and solution
• Local challenges in medicine and environmental protection and how traditional Indian knowledge, practices and philosophies have been and continue to be called upon for solutions
• Elements of science and technology in the fields of medicine, botany, psychology and ecology which have benefited from the contributions of American Indians

Teacher tips
Read through the tribal council minutes and Char-Koosta articles to get an understanding of the responsibilities and activities of the Tribal Council.   Familiarize yourself with the history of the Mission Mountain Tribal Wilderness by reading the attached document.   Tell students that they are going to engage in a simulation of the process of decision making within the Confederated Salish and Kootenai Tribal Government.   The process and decision will involve a simulation in which the Tribe recently acquired some land bordering the Mission Mountain Tribal Wilderness. Transfer the following roles onto individual index cards:

Role #1 - Tribal Forestry
You work for tribal forestry and have just learned about a piece of land that the tribe has just bought.   The land is a prime piece of forest habitat.   Knowing that the tribe is looking for new businesses to develop, you think you have a good idea for one using this new piece of land.   Your idea is to selectively log the land and use the lumber to begin a mill that makes hardwood flooring.   You begin to write up your idea to take to the Tribal Council.

Role #2 - Recreation Enthusiast
You are tribal members that have been researching different ideas for beginning a new business.   The tribe's new land purchase is just the thing you've been waiting for.   You think the land is in a great location to create an inexpensive ski resort.   Knowing that many people go to ski resorts near the reservation, you think you could create a unique environment that would draw many skiers to this site.   You begin to write up your idea to take to the Tribal Council.

Role #3 - Naturalist/Ethnobotanist
You are a tribal member with knowledge about local plants and their traditional uses.   For the past ten years you have been trying to interest younger tribal members in learning about local plants and their uses.   Because of the variety of plants within this new piece of land just bought by the tribe, you develop an idea for a culture camp that would serve as an outdoor classroom, and also help make money for the tribe.   You also think a series of educational trails could be built for tourists to use in the summer.   Students could be trained as naturalist guides to teach visitors about the importance of the land and stewardship of its resources.   You begin to write up your idea to take to the Tribal Council.

Role # 4 - Culture Committee Member
You are tribal members that work for the Kootenai and Salish Culture Committees.   You have been monitoring several sites within the tribe's new land purchase.   For several years you have been working with the landowner to protect these historic sties.   You are very happy that the tribe has bought this land and want to make sure that it is protected from development that might disturb the sites.   You begin to write up a presentation of your idea for the Tribal Council.

Role # 5 - Tribal Housing Board Member
You are a board member of the Salish & Kootenai Housing Authority.   For several years the housing board has been discussing developing housing projects that don't locate houses all together in a single development.   Some tribal members have complained that they don't have the opportunity to live in a home with a nice piece of land in some of the most beautiful locations on the reservation.   After hearing of the new land acquisition, and knowing how beautiful the site is, you believe it is an ideal location for this new type of housing project.   You want to build 10 to 20 homes on large lots spread out across this piece of land.   You begin to write up your idea to give to the housing board and Tribal Council.

Background information
The Confederated Salish and Kootenai Tribes transitioned from their traditional forms of government that included the leadership roles now referred to as "chief", "subchief" and councils.   The role of the traditional chief has been commonly misunderstood as being similar to that of a king or monarchy.   In reality, Salish, Pend d'Oreille, and Kootenai chiefs provided leadership through guidance, advice, example, and service. Leaders sought to build consensus within their bands and often sought the counsel of other knowledgeable and trustworthy tribal members.

The reservation system brought about changes in traditional governmental structures.   Tribes now had to involve outsiders in their management decisions, and some governance decisions had to be approved by the Bureau of Indian Affairs.   Reservations were assigned an Indian Agent, and far too often these agents mishandled tribal affairs both through ignorance and corrupt intention.   On the Flathead Indian Reservation, lands were opened up to homesteading and social and economic pressures were heightened by the resulting land loss and influx of outsiders who knew little of tribal social or cultural structures.   Homesteading resulted in a land loss of over 50% of the Tribes' remaining land base. Reservation land that had been set aside for the exclusive use of the Tribes was now out of tribal control and in the hands of individual non-Indians.   Indian Agents had already been illegally leasing tribal lands to non-Indians before the opening of the reservation to homesteading, and real estate speculators who had their eyes on the prime agricultural land on the reservation influenced the opening up of reservation lands.  

In 1934, Congress passed the Indian Reorganization Act (IRA). Under this legislation Tribes could immediately stop the further loss of their lands, and they could reorganize their governmental structures through passage of a tribal constitution.   Tribes were invited to voluntarily participate under the IRA.   The Confederated Salish and Kootenai Tribes chose to do so, and their Tribal Constitution was ratified in 1935.   Within the constitution, the formal governing body of the tribes was defined as a Tribal Council.   Ten elected council representatives along with Chiefs Martin Charlo and Eneas Paul Koostahtah made up the Tribal Council.   Chief Charlo and Chief Koostahtah were the last chiefs to serve with the Tribal Council.   The leadership of the traditional chiefs continued however, though they were not formally or officially recognized in governmental activities.   Councils were a part of traditional governance, but the leadership of chiefs was essential.   With the transition to a Tribal Council, the role of the chiefs diminished.  

Today's Tribal Council meets twice a week to conduct formal business.   They oversee the management of all tribal affairs.   Tribal departments and programs employ over 1,000 people.   The council oversees the management of all tribal operations by setting policy and direction for the tribal organization.   Critical decisions made by the Tribal Council include program funding within a multimillion dollar budget, determining levels of tree harvesting, setting water quality standards, and developing ordinances to effectively manage hunting and fishing.   As it was with traditional chiefs, the council relies upon the expertise of many tribal employees who work within tribal departments such as the Natural Resources and Legal Departments.   Tribal employees, the tribal membership, and elders all advise and inform the council, however significant decisions have to be decided by the council.   One decision that the council has made is to aggressively buy back reservation lands lost through homesteading.   Today the tribes own over 60% of the reservation land base.

Reading through the council minutes and CharKoosta articles will provide an overview of council duties.   Refer to the history of the establishment of the Mission Mountain Tribal Wilderness for a specific example of Tribal decision making.

Procedure
Engagement

1. Organize students into groups of three.   Provide each group with a satellite image of the reservation.   Instruct students to identify forested and mountain areas.   Have students use sticky notes to identify habitats and then let each group share with the whole class.
2. With some knowledge of reservation lands, ask students what type of land management issues the Tribes' might be faced with.   Ask students how they think land management decisions are made within a tribe.   Share basic information on the history and contemporary status of Tribal government.  

Exploration

1. Identify 10 students who will serve as Tribal Council representatives.   Students must designate a Chair, Vice-Chair and Secretary.   The Chair will run the meeting and recognize and call on each person to talk.   Provide the council with their Vision and Mission statement, Wilderness map and a brief description of all five proposals.   They should read the documents and discuss them to be able to ask interest groups appropriate questions when they make their proposal.   Instruct the council to identify at least two things they would want to know about each group's proposed project.   Council students will be engaged in this activity while the rest of the class is working in pairs or groups as follows.
2. Place the remaining students in groups of 2 - 3.   Give each pair or group one of the pre-made role cards and the Council's Vision and Mission Statement, and a map of the Mission Mountain Wilderness. You may also give them the History of the Mission Mountain Wilderness. Tell groups that they will have 30 minutes to research and write up their role's proposal for presentation to the Council.
3. After 30 minutes for research and group discussions, hold a mock tribal council meeting.    Each group will have an opportunity to present their proposal to the Council.   The Council will ask questions and may ask a group to do additional research.   This process will take about another 30 minutes.   The Council may make a decision after hearing all of the groups, or they may wait and set up a subsequent session to host a meeting and give their decision.  

Explanation
As a class, review the proposals and have students rate the one they felt was best presented.   Ask students what factors should have had the strongest influence on the council's decision.  

Elaboration
Visit a Tribal Council meeting on Tuesday or Thursday.   Call ahead to schedule with Sharon Silberman or Rene Pierre @ (406) 675-2700.  

Evaluation

1. Students making proposals will be evaluated on the quality of their proposal presentations.
2. Students serving as council representatives will be evaluated on the quality of their questions and reasoning for actions and decisions made.  

Resources
Satellite image of the Flathead Reservation
http://yoda.cec.umt.edu/sid/bin/show_newjava.plx?image=flatheadres.sid&client=
Native_Lands&section=Flathead%20Reservation&title=Native%20Lands