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types of articles and content work--notable biographies, events, legislation, case law, bibliographies, literature, etc. Addtionally, as a direct result of the review and analysis the grad students should be able to publish in the article space a comphensive annotated bibliography of
Federal Indian Law and Policy and an Outline of Federal Indian Law and Policy (ie mapping all the related articles on the subject in WP).
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As part of the literature review, the grad students will identify the major gaps in WP articles and content relative to the course goals. This analysis will become the basis for establishing individual undergraduate assignments. What we expect to flow out of this review and analysis will be several
140:
In this course, we cover some of the most important issues affecting
American Indian lives and livelihoods, the histories of these issues from a legal perspective, and the generations of actors who have pursued, and continue to pursue, resolution of these issues through legal, legislative, and other
171:
There are many details to work out but we'll be taking the following approach to creating
Knowledge (XXG) assignments for ~24 undergraduates and 6 graduate students. The class will be introduced to this approach in Monday, January 24th. Once the entire class understands the basic approach, the
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The
Knowledge (XXG) Campus Ambassadors office is on the 4th floor, room 414, of Renne Library. It is easily accessible from elevator or stairs, and has a Knowledge (XXG) Ambassadors sign on the door. We ask all students to remember the office is located in a “quiet study” area.
178:
Using the 4 course goals in the syllabus as a basis, the 6 graduate students will collaboratively produce a comprehensive literature review on the subject of
Federal Indian Law and Policy. This will be produced most likely as a subpage to this course page
428:
Move your sandbox article into main space. * Compose a one-sentence "hook," nominate it for "Did you know," and monitor the nomination for any issues identified by other editors. * Begin expanding your article into a comprehensive treatment of the
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25:
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Analyze Indian legal issues from the different perspectives involved (e.g., Indian, non-Indian…), and draw conclusions based on often complex and confusing sets of facts rather than assumptions and stereotypes.
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Write a 3-4 paragraph summary version of your article (with citations) in your sandbox * Begin working with mentor to polish short starter article and make sure it matches
Knowledge (XXG) norms.
21:
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This is a list of the students in your class (or rather their
Knowledge (XXG) usernames), along with their Knowledge (XXG) articles (which students will select at the appropriate time).
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Once assignments for undergraduates become clear, each graduate student will also take a mentoring role (subject matter wise) for a small number of undergraduates.
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Research & list 3-5 articles on your user page that you will consider working on as your main project. Ask your Online
Ambassador mentor for comments.
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Critically evaluate an existing
Knowledge (XXG) article related to this course and leave suggestions for improving it on the article's discussion page.
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Decide the article you will work on & list it next to your user name on the course page. Compile a bibliography and begin studying the sources
162:
Recognize the relative nature of all legal systems, and apply this recognition to your growing appreciation of the ideal of a pluralistic society.
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Montana State
University Knowledge (XXG) Ambassador Office Hours will start on Wed. Feb.9th. The Knowledge (XXG) Ambassador Office Hours are:
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An additional outcome of the review and analysis may be the opportunity to write WP articles on key and important literature on the subject.
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Add final touches to Knowledge (XXG) article * Write a reflective essay (2-5 pages) about your experiences editing Knowledge (XXG)
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Understand the ongoing influences and consequences of colonialism for indigenous as well as non-indigenous people/s.
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Further improve your article based on peers' feedback. * Nominate article for “Good Article” status.
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Peer review two classmates' articles (on article discussion pages) * Copy-edit peers' articles
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Read for next class: Wilkins & Stark, Ch. 5, pp. 189-210. Goldberg, et al. Intro, pp 1-25
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Read for next class: Wilkins & Stark, Ch. 10, pp. 229-239. Wiki assignments (due week 8)
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Read for next class: Goldberg, et al., Ch. 13, pp. 421-450. Wiki assignments (due week 15)
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Read for next class: Wilkins & Stark, Ch. 9, pp. 211-228. Wiki assignments (due week 7)
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Read for next class: Wilkins & Stark, Ch. 5, pp. 135-164. Wiki assignments (due week 5)
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Read for next Class: Goldberg, et al., Ch. 11, pp. 359-388. Wiki assignments (due week 14)
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Read for next Class: Goldberg, et al., Ch. 9, pp. 297-324. Wiki assignments (due week 13)
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Read for next Class: Goldberg, et al., Ch. 7, pp. 229-260. Wiki assignments (due week 12)
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Read for next Class: Goldberg, et al., Ch. 5, pp. 149-188. Wiki assignments (due week 11)
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Campus Ambassador will meet separately with the 6 graduate students to get them moving.
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Lyng v. Northwest Indian Cemetery Protective Association, 1988, re: Judge Abby Abinanti
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Lyng v. Northwest Indian Cemetery Protective Association, 1988, re: Judge Abby Abinanti
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Expand your article into an initial draft of a comprehensive treatment of the topic
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Read for next Class: Goldberg, et al., Ch. 4, pp. 109-145. Wiki lab workshop TBA.
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Read: Wilkins and Stark: Preface, Timeline, Introduction, Chapter 1, pp. xiii-32
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By the end of this course, students should be able to do at least the following:
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Critique current issues in Indian Country in legal and historical terms.
45:
Need help? Click the "Discussion" tab and leave a question or request,
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1285:
Klamath Indian Tribe v. the Oregon Department of Fish and Wildlife
316:
Read for next class: Wilkins & Stark, Ch. 5, pp. 165-188.
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Read for next class: Wilkins & Stark, Ch. 5, pp. 121-134
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Read for next Class: Goldberg, et al., Ch. 10, pp. 325-355.
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Continue research in preparation for expanding your article.
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Read for next class: Wilkins & Stark, Ch. 4, pp. 83-120
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Introduction, Review of Syallabus, Course Requirements, etc.
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Click the above link for useful Knowledge (XXG) information
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Read for next class: Goldberg, et al., Ch. 16, pp. 535-590
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Read for next class: Goldberg, et al., Ch. 15, pp. 489-534
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Read for next class: Goldberg, et al., Ch. 14, pp. 451-488
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Read for next class: Goldberg, et al., Ch. 12, pp. 389-420
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Read for next Class: Goldberg, et al., Ch. 8, pp. 261-296.
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Read for next Class: Goldberg, et al., Ch. 6, pp. 189-228.
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Read for next class: Wilkins & Stark, Ch. 3, pp. 51-82
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Read for next Class: Goldberg, et al., Ch. 3, pp. 81-108
18:
Knowledge (XXG):WikiProject United States Public Policy
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Conquest: Sexual Violence and American Indian Genocide
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Navajo Nation v. U.S. Forest Service, 2007 (9th Circ.)
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Read for Final: Goldberg, et al., Ch. 17, pp. 591-619
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Location of MSU Office Hours, Rm 414, Renne Library
181:Federal Indian Law and Policy Literature Review
941:Bear Lodge Multiple Use Association v. Babbitt
664:The McCarran Amendment, 43 U.S.C. § 666 (1952)
8:
1442:Montana v. United States 450 U.S. 544 (1981)
1168:Montana v. United States 450 U.S. 544 (1981)
400:EXAM #1 - Foundational Laws, Cases, Concepts
690:Native American Fish and Wildlife Society
390:The Marshall Trilogy, Midterm Exam Review
1530:or by appointment, contact Ambassadors:
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632:
200:
247:Wilkins and Stark, Chapter 2, pp. 33-50
803:Native American Languages Act of 1990
611:Delgamuukw v. British Columbia (1997)
578:Santa Clara Pueblo v. Martinez (1978)
7:
1474:(new article on Andrea Smith's book)
59:Contributions by course participants
253:Welcome to Knowledge (XXG) Booklet
32:
37:
1470:(update existing article) and
882:United States v. Navajo Nation
250:Knowledge (XXG)'s Five Pillars
1:
1416:National Indian Youth Council
470:Lone WOlf v. Hitchcock (1903)
102:/Progress Report (2011-03-23)
98:/Progress Report (2011-02-17)
90:/Progress Report (2011-01-31)
86:/Progress Report (2011-01-24)
843:Bryan vs. Itasca County 1972
497:Oliphant v. Suquamish (1978)
294:History of Fed Indian Policy
94:/Progess Report (2011-02-07)
73:Ambassador Progress Reports
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614:FINAL EXAM 8:00 - 9:50 AM
371:The Media, Wiki Ambassador
1128:United States v. Sandoval
361:President's Day - Holiday
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1524:Wed. 10:00 am - 12:00 pm
1207:Winters v. United States
589:Lyng v. Northwest (1988)
551:Morton v. Mancari (1974)
313:Tribal Political Economy
805:w/subsequent amendments
753:United States v. Kagama
422:U.S. v. Sandoval (1913)
324:Political Participation
204:Syllabus - NAS 426/530
49:#wikipedia-en-classroom
1527:Thr. 1:00 pm - 3:00 pm
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906:Undergraduate Students
567:Bryan v. Itasca (1976)
540:Williams v. Lee (1959)
411:Winters v. U.S. (1903)
272:Indigenous Governments
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1324:Arizona v. California
600:Montana v. U.S (1981)
513:Nevada v. U.S. (1983)
459:U.S. v. Kagama (1886)
1050:Idaho State v. Tinno
981:Northwest Ordinance
965:federalindianlawmsu
524:U.S. v. Dann (1985)
486:Tee-Hit-Ton v. U.S.
345:Indigenous Activism
197:Assignment timeline
167:Assignment overview
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1246:Chief Pretty Eagle
943:, 1999 (10th Cir.)
136:Course description
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212:Activity(s)
26:Spring 2011
1536:Mike Cline
1498:assignment
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925:Eire's Son
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