Map of the Middle East and Birthplace of Religion - 1/30

This morning students labeled a map of the Middle East with country names.  This should have been finished this morning in class. If not, students must finish it for homework.

Middle East country Posters are due tomorrow:

Instruction:
1. Research the geography and basic societal information of ONE Middle Eastern country.
2. The geography of the country will be displayed on a map.
3. The basic societal information will be displayed on a separate sheet of paper, or "information sheet."
4. As the student, you will create a map and information sheet for your country.
5. Your maps and information sheets will be displayed in class on Friday, January 30, 2014.

My country is:_________________

Required Items:
Your map must be hand drawn, and it must contain (at least) the following features:
DRAWN
1. Capitol city
2. Two other important cities
3. Physical features: rivers, oceans, lakes, mountains, valleys, deserts, etc.

On a separate sheet of paper please write about the following societal/cultural features:
WRITTEN
4. Important religions
5. Political Structure of your country
6. Main economic activities of your country
7. Any wars or conflicts that are happening or have happened in your country.
Each feature must contain an explanation at least 2 sentences long.

Good Sources:
 CIA World Factbook
BBC
NPR
United Nations

Civilization - 1/29

This morning we studied the Fertile Crescent. Ancient man spent a lot of time looking for food.  In the crescent of three rivers, the Tigris, Euphrates, and the Nile, people had an abundance, or surplus (extra) food.  They were able to have more time to pursue things like education, art, military, religion, specialized jobs, etc.

Posters of countries are due Friday.

Middle East Introduction - 1/28

Students brainstormed everything they thought about when they heard the name: Middle East.  Miss Skinner shared her example.  Students chose a country to research.

Activism Test - 1/27

Test taken.
Assignments and Extra Credit were due today.
Test being graded.

Due Monday, Jan. 27th - Assignments: 10 Vocabulary Words Sheet and Reflection Paper

(Due Monday, Jan. 27th) Vocabulary Sheet:

Create a one-page Vocabulary Sheet of Activism words.  Write the word and the definition.  It should be neat and legible.

(Due Monday, Jan. 27th) Reflection Paper:

Think about the topics we have covered in our Activism unit:

Social and Environmental Activism
• Feminist movement, “women’s liberation”
Betty Friedan, National Organization for Women
Roe v. Wade
Failure of the Equal Rights Amendment
• Cesar Chavez, United Farm Workers
• American Indian Movement
Second Wounded Knee
Federal recognition of Indian right to self-determination
• Emergence of environmentalism
Rachel Carson, Silent Spring
Environmental Protection Agency, Endangered Species Act, Clean Air and Water Acts
Disasters such as Love Canal, Three Mile Island, Chernobyl, Exxon Valdez

What have you learned?  What was surprising? How are you different today because of what you learned? Will your behavior or attitudes be different in the future regarding these topics?  Apply the questions: Who? What? When? Where? Why? How?

Write a one-page reflection paper answering the above questions.  Use specific examples.

EPA - Clean Water Act/Clean Air Act/Endangered Species Act - 1/23

This morning students performed skits about environmental disasters.  Next, they were split into groups to  learn about the EPA and the following acts:

1. Clean Water Act
2. Clean Air Act
3. Endangered Species Act

Homework follows:
Study your act.  What is its purpose?  How is it enforced?  Can you find an example of how it is helping the environment?

Using the group you were split into, create a logo and slogan for your specific act.  Make it neat, colorful, and visually appealing.

Logos and slogans will be presented tomorrow.

Environmental Skits - 1/22

The Love Canal Group has already presented their skit.  If you belong to the other groups, please plan to perform your skits at the beginning of class tomorrow.

Thanks for going on the field trip today.  Hope you learned something you didn't know before.  Take a fresh breath of air and go drink a glass of water!

Mrs. Wahl

Tuesday - 1/21 - Rachel Carson and Environmental Activism

This morning we defined "social" and "environmental" activism.  Students  gave lots of examples of the latter, being putting a bridge over Utah Lake, owls and forestry, etc.

We watched a student made movie, rich in primary sources, about Rachel Carson and took notes of important facets of the impact of her book, Silent Spring.

For homework, students were divided into one of four groups to research for tomorrow's class. Please find, watch, and listen to youtube videos and find a couple of newspaper articles or other primary sources about your disaster. Students should bring in a prop or two that might help them create a skit to present to the class.  Skits will be formulated tomorrow.

The groups were:

1.Love Canal
2. 3 Mile Island
3 Chernobyl
4. Valdez/Exxon oil spill

Miss Skinner will be teaching tomorrow.

1/18 - Wax Museum Presentation

Thank you so much for doing such a good job on your presentations.  The students were orderly as they moved around to your displays.  Some kids in my class were brainstorming things they would want to change in the world after your show.

Read, read, read this weekend.  Middle-School students are the examples for the rest of the school.  Be excited about it!  You will have plenty of reading opportunities next week as we learn about Environmental Activism.  If you want a headstart, you may want to research the following:

Rachel Carson - Silent Spring
Environmental Protection Agency
Clean Water Act
Clean Air Act
Endangered Species Protection
Environmental Disasters

Have a great weekend, and don't forget to celebrate the SOCIAL ACTIVIST whose life work gets you an extra day to sleep in!!!

1/15/2014 - List of things to bring for tomorrow's Wax Museum

Students,

Please let your friends, parents, grandparents, etc., know about our Activist Wax Museum tomorrow at 12;00 noon.  They will want to come and take pictures!

Here are some things you will want to remember to bring:

1. Your typed, final draft of the speech.
2. Your 3 x 5 cards, to use as prompts.
3. Your finished backdrop to tape to your table.
4. Your objects or articles to put near you as part of your display (maps, rocks, clipboard, document, etc.)
5.  Your costume (clothes, hair, wig, make-up) etc.
6. Your button or indicator of instructions to let the audience know how to get you to say your speech. (We will be working on these tomorrow, but if you have something at home you would like to use for this, please bring it.)

IF YOU ARE LOOKING FOR SOMETHING, LIKE GILTAE'S SUIT OR JARON'S WIG, PLEASE EMAIL ME TONIGHT, SO I CAN PUT IT IN MY CAR FOR TOMORROW.

Mrs. Wahl

Tuesday, 1/14/14 - Rough Draft due tomorrow

We researched more about our activists and began writing our rough drafts.  Important is to have an exciting opening statement.

Please have your speech typed (or neatly written) by 9:15 a.m. tomorrow, so I can review it for grammar and details before it becomes a final draft.

Tomorrow we will be working on the final draft and beginning our backdrops.  You should be considering artifacts and costumes for the wax museum on Friday.

Monday, 1/13 - Research your activist

Today we reviewed social activism, which is changing the circumstances of people for the better.  We researched our activists for the wax museum on Friday.  We will be writing our rough drafts tomorrow. Please refer to the Wax Museum post for details.

Friday, 1/10/14 - Wax Museum Activists Chosen and Project Guide (research due Monday and Tuesday next week)

We will be presenting our Activists Wax Museum to parents and the school Friday, January 17th, at 12:00 Noon.

Students selected activists to research:

Hyun - Nelson Mandela
Giltae - Martin Luther King, Jr.
Nick - Martin Sheen
Kaylie - Michelle Obama
Thais - Margaret Sanger
Nathan G - Jimmy Carter
Jaron - Bob Marley
Nathan L. - John Lennon
Emma - Dai Qing
Monet - Eleanor Roosevelt
Chloe - Eleanor of Aquitaine
Snow - Mahatma Gandhi
Irene - Abigail Adams
Noelle - Zitkala-Sa

Name________________

Wax Museum Project Guide

You are a wax sculpture living in the World Activists Room of the Madame Tussauds Museum in London, England, which is visited by many school groups each day.  You will write a speech informing visiting students of your life and accomplishments, to inspire them to be aware and involved in changing their own social and/or environmental conditions.

Part	Content	Attributes
Speech	Full Name of Activist Birth date and place Family Childhood Education Discrepancies with system Reason(s) for involvement in resolving issues History as activist Accomplishments/Awards Interesting facts Death date and place Other, etc.	Written in “First Person” point of view 2-3 minutes long Typed 12 font Correct heading Includes dates, events, people, places of importance Personality (humor, sadness, anger, etc.) displayed Questions asked Strong conclusion
Oral Presentation	Memorized with prompt help 3 x 5 cards or prompt poster	Clear, loud voice Accent/cultural idioms used
Costume	Clothing Make-up/Hair Body Language	Depicts culture or an experience of the activist Appropriate posture stances
Props/Artifacts	3-Dimensional surroundings Pictures/posters Objects	From the time period or culture of the activist Shows clearly the issues of the activist Shows that the activist is involved
Backdrop	Title (Name and Description of Activist, e.g., Hone Heke - Defender of New Zealand) Setting for speech (fighting field, jail, office, etc.)	Writing is large and bold Colorful Neat and inviting
Start Card	3 x 5 card Simple instruction to start the “show”	Border drawn Typed or neatly written in large print

Friday - NO HISTORY - Field trip Instead!!!

Have a great weekend!  And thanks for the essays.

AIM - American Indian Movement - 1/9 14 (Paper due Monday, Jan 13th)

Assignment:  American Indian Movement Survey

Conduct a survey about the issues that American Indians protested during their Wounded Knee marches.  Ask an adult neighbor, parent, grandparent, etc., what they know about American Indian conditions and complaints with the government.  (DO NOT ASK A CHILD OR FELLOW STUDENT)  If the adult mentions an issue below, mark a tally next to it.

When the adult is finished telling you the issues, find four more adults to question.  ESL STUDENTS CAN ASK ONLY 2 ADULTS. EXCEPT GILTAE.   Make tally marks next to the issues they mention.

Write a short paragraph summary based on your findings and turn in your tally sheets with the summary on Monday.  Be sure to make the proper heading.

• poverty, housing, treaty issues, and police harassment.
• long-term leasing of American Indian land
• tribal land in upstate New York for use in a state hydropower project to supply New York City
• After the discovery of gold, the federal government took the Native American Reservation land of the Black Hills where Mt. Rushmore is in 1877 and sold it for mining and settlement to European Americans.
• 11 pieces of legislation, American Indian political prisoners, forced relocation at Big Mountain, the Navajo Nation, etc.
• protection of American Indian sacred sites, tribal sovereignty, environmental protection and action to stop global warming
• opposes national and collegiate sports teams using figures of indigenous people as mascots and team names, such as the Cleveland Indians, the Atlanta Braves, the Chicago Blackhawks, the Kansas City Chiefs and the Washington Redskins, and has organized protests at World Series and Super Bowl games against these teams. Protesters held signs with slogans such as "Indians are people not mascots," or "Being Indian is not a character you can play."[17]
• Although sports teams had ignored such requests by individual tribes for years, AIM received attention in the mascot debate. NCAA schools such as Florida State University,University of Utah, University of Illinois and Central Michigan University have negotiated with the tribes whose names or images they had used for permission for continued use and to collaborate on portraying the mascot in a way that supposedly honors Native Americans.
• In 1972, Raymond Yellow Thunder, a 51-year-old Oglala Lakota from Pine Ridge Reservation, was murdered in Gordon, Nebraska, by two brothers, Leslie and Melvin Hare, younger white men. After their trial and conviction, the Hares received the minimal sentence for manslaughter. Members of AIM went to Gordon to protest the sentencing, as it was part of a pattern of law enforcement in border counties that did not provide justice to Native Americans.[19] In the winter of 1973, Wesley Bad Heart Bull, a Lakota, was stabbed to death at a bar in South Dakota by Darrell Schmitz, a white male. The offender was jailed, but released on a $5000 bond and charged with second degree manslaughter. In protest of the charges, a group of AIM members and leaders from Pine Ridge Reservation and leaders went to the county seat of Custer, South Dakota, to meet with the prosecutor. Police in riot gear allowed only four people to enter the county courthouse. The talks were not successful, and tempers rose over the police treatment; AIM activists caused $2 million in damages by attacking and burning the Custer Chamber of Commerce building, the courthouse, and two patrol cars. Many of the AIM demonstrators were arrested and charged; numerous people served sentences, including the mother of Wesley Bad Heart Bull.[2

• Richard A. "Dick" Wilson's corrupt governing on the reservation. U.S. government would not get involved. Many people were killed.

• They have challenged the ideological foundations of US national holidays, such as Columbus Day[22] and Thanksgiving. AIM argues that Thanksgiving should be a National Day of Mourning, and protests what it perceives to be the continuing theft of indigenous peoples' territories and natural resources.[citation needed] AIM has helped educate people about the full history of the US, and advocates for the inclusion of Indigenous American perspectives in U.S. history. Its efforts are recognized and supported by many institutional leaders in politics, education, arts, religion, and media.[23]
• being exploited by those marketing the sales of replicated Native American spiritual objects and impersonating sacred religious ceremonies as a tourist attraction.
• In December 2008, a delegation of Lakota Sioux, including Talon Becenti, delivered to the U.S. State Department a declaration of separation from the United States citing many broken treaties by the U.S. government in the past, and the loss of vast amounts of territory originally awarded in those treaties, the group announced its intentions to form a separate nation within the U.S. known as the Republic of Lakotah.[26]
• Food
• Work
• Education
• spearfishing
• Training
• Gangs
• Alcohol

American Indian Movement (AIM) Lesson

To teach:

American Indian Movement
-Native American/American Indian are the same thing

Second Wounded Knee
-Marches on Washington D.C. made the government aware of the many issues the American Indians had with how they had been treated.

Federal recognition of Indian right to self-determination
-Has this really happened?  Is it resolved?

Note:  There is so much information about this topic, I have narrowed it down to the issues the American Indian has with the government.

AIM Song

https://www.youtube.com/watch?v=JgJNwXzwdBA

http://en.wikipedia.org/wiki/American_Indian_Movement

Go for a WALK around the block with sacred staffs, Write issues on the staffs.  collecting bits of information about the native American activist issues.  Issues for kids to write on their staffs are:

• poverty, housing, treaty issues, and police harassment.
• long-term leasing of American Indian land
• tribal land in upstate New York for use in a state hydropower project to supply New York City
• After the discovery of gold, the federal government took the Native American Reservation land of the Black Hills where Mt. Rushmore is in 1877 and sold it for mining and settlement to European Americans.
• 11 pieces of legislation, American Indian political prisoners, forced relocation at Big Mountain, the Navajo Nation, etc.
• protection of American Indian sacred sites, tribal sovereignty, environmental protection and action to stop global warming
• opposes national and collegiate sports teams using figures of indigenous people as mascots and team names, such as the Cleveland Indians, the Atlanta Braves, the Chicago Blackhawks, the Kansas City Chiefs and the Washington Redskins, and has organized protests at World Series and Super Bowl games against these teams. Protesters held signs with slogans such as "Indians are people not mascots," or "Being Indian is not a character you can play."[17]
• Although sports teams had ignored such requests by individual tribes for years, AIM received attention in the mascot debate. NCAA schools such as Florida State University,University of Utah, University of Illinois and Central Michigan University have negotiated with the tribes whose names or images they had used for permission for continued use and to collaborate on portraying the mascot in a way that supposedly honors Native Americans.
• In 1972, Raymond Yellow Thunder, a 51-year-old Oglala Lakota from Pine Ridge Reservation, was murdered in Gordon, Nebraska, by two brothers, Leslie and Melvin Hare, younger white men. After their trial and conviction, the Hares received the minimal sentence for manslaughter. Members of AIM went to Gordon to protest the sentencing, as it was part of a pattern of law enforcement in border counties that did not provide justice to Native Americans.[19] In the winter of 1973, Wesley Bad Heart Bull, a Lakota, was stabbed to death at a bar in South Dakota by Darrell Schmitz, a white male. The offender was jailed, but released on a $5000 bond and charged with second degree manslaughter. In protest of the charges, a group of AIM members and leaders from Pine Ridge Reservation and leaders went to the county seat of Custer, South Dakota, to meet with the prosecutor. Police in riot gear allowed only four people to enter the county courthouse. The talks were not successful, and tempers rose over the police treatment; AIM activists caused $2 million in damages by attacking and burning the Custer Chamber of Commerce building, the courthouse, and two patrol cars. Many of the AIM demonstrators were arrested and charged; numerous people served sentences, including the mother of Wesley Bad Heart Bull.[2]

Richard A. "Dick" Wilson (April 29, 1934 - January 31, 1990) was elected chairman (also called president) of the Oglala Lakota Sioux of the Pine Ridge Indian Reservation inSouth Dakota, where he served from 1972–1976, following re-election in 1974. Following complaints about his favoring friends and family in award of jobs and suppressing political opponents with his private militia, Guardians of the Oglala Nation (GOONs), members of the tribal council brought impeachment charges against him in February 1973. The prosecution was unprepared when Wilson said he was ready to go to trial, and the hearing closed without trial. No impeachment proceedings were renewed.

Several hundred Lakota people marched in protest, demanding the removal of Wilson from office. US Marshals were assigned to protect Wilson and his family. AIM leaders and Lakota supporters occupied the town of Wounded Knee, and a 71-day armed siege resulted, known as the Wounded Knee Incident. Two Native Americans were shot and killed and a US Marshal severely wounded during this period. Wilson remained in office and, following the occupation, violence increased on the reservation, with residents reporting attacks by his GOONs. More than 50 of Wilson's opponents died violently in the next three years.

The 1974 tribal chairman election was disputed, and a US Civil Rights Commission investigation showed electoral abuses amid fear and violence, and reported the election as invalid. A federal court upheld the results of the election and Wilson won. Political violence continued on the reservation. After being strongly defeated in the 1976 election for tribal chairman, Wilson moved with his family off the reservation. By 1990 Wilson had returned to Pine Ridge; he was campaigning for a seat on the tribal council at the time of his death.

• They have challenged the ideological foundations of US national holidays, such as Columbus Day[22] and Thanksgiving. AIM argues that Thanksgiving should be a National Day of Mourning, and protests what it perceives to be the continuing theft of indigenous peoples' territories and natural resources.[citation needed] AIM has helped educate people about the full history of the US, and advocates for the inclusion of Indigenous American perspectives in U.S. history. Its efforts are recognized and supported by many institutional leaders in politics, education, arts, religion, and media.[23]
• being exploited by those marketing the sales of replicated Native American spiritual objects and impersonating sacred religious ceremonies as a tourist attraction.
• In December 2008, a delegation of Lakota Sioux, including Talon Becenti, delivered to the U.S. State Department a declaration of separation from the United States citing many broken treaties by the U.S. government in the past, and the loss of vast amounts of territory originally awarded in those treaties, the group announced its intentions to form a separate nation within the U.S. known as the Republic of Lakotah.[26]
• Food
• Work
• Education
• spearfishing
• Training
• Gangs
• Alcohol

THIS IS MORE INFORMATION IF YOU ARE INTERESTED:

1. Background

1960s[edit]

Presidents John F. Kennedy and Lyndon B. Johnson both made efforts to reform the damage done to Indian nations. On March 6, 1968, Johnson signed Executive Order 11399, establishing the National Council on Indian Opportunity (NCIO). President Johnson said “the time has come to focus our efforts on the plight of the American Indian,” and NCIO’s formation would “launch an undivided, Government-wide effort in this area.” While knowing little of the American Indian issues, Johnson tried to connect the nation’s trust responsibility to the tribes and nations to civil rights, an area with which he was much more familiar.[3]

In Congress, the Democratic chairman of the House Subcommittee on Indian Affairs, James Haley from Florida, supported Indian rights; for example, he thought Indians should participate more in “policy matters,” but “the right of self-determination is in the Congress as a representative of all the people.”[4] In the 1960s Haley met with presidents Kennedy and Johnson, and pressed for Indian self-determination and control in transactions over land. One struggle was over the long-term leasing of American Indian land.[5] Non-Indian businesses and banks said they could not invest in leases of 25 years, even with generous options, as the time was too short for land-based transactions. Relieving the long-term poverty on most reservations through business partnerships by leasing land was seen as infeasible. A return to the 19th century 99-year leases was seen as a possible solution. But, an Interior Department memo said, “a 99-year lease is in the nature of a conveyance of the land.” These battles over land had their beginnings in the 1870s when federal policy often related to wholesale taking, not leases. In the 1950s, many Native Americans believed that leases were too frequently a way for outsiders to control Indian land.

Main article: Tuscarora Reservation

Wallace "Mad Bear" Anderson was a Tuscarora leader in New York in the 1950s. He struggled to resist the New York City planner Robert Moses' plan to take tribal land in upstate New York for use in a state hydropower project to supply New York City. The struggle ended in a bitter compromise.[6]

2.  Events

During ceremonies on Thanksgiving Day 1970 to commemorate the 350th anniversary of the Pilgrims’ landing at Plymouth Rock, AIM seized the replica of the Mayflower in Boston. In 1971, members occupied Mount Rushmore for a few days, as it was created in the Black Hills of South Dakota, long sacred to the Lakota. This area was within the Great Sioux Reservation as created by the US Treaty of Fort Laramie in 1868. After the discovery of gold, the federal government took the land in 1877 and sold it for mining and settlement to European Americans.

3. The Longest Walk

1978[edit]

"The Longest Walk" (1978) was an AIM-led spiritual walk across the country to support tribal sovereignty and bring attention to 11 pieces of anti-Indian legislation; AIM believed that the proposed legislation would have abrogated Indian Treaties, quantified and limited water rights, etc. The first walk began on February 11, 1978, with a ceremony on Alcatraz Island, where a Sacred Pipe was loaded with tobacco. The Pipe was carried the entire distance. This 3,200-mile (5,100 km)-Walk's purpose was to educate people about the US government's continuing threat to Tribal Sovereignty; it rallied thousands representing many Indian Nations throughout the United States and Canada. Traditional spiritual leaders from many tribes participated, leading traditional ceremonies. International spiritual leaders, primarily from Japan, also supported the Walk.

On July 15, 1978, "The Longest Walk" entered Washington, D.C., with several thousand Indians and a number of non-Indian supporters. The traditional elders led them to theWashington Monument, where the Pipe carried across the country was smoked. Over the following week, they held rallies at various sites to address issues: the 11 pieces of legislation, American Indian political prisoners, forced relocation at Big Mountain, the Navajo Nation, etc. Non-Indian supporters included the American boxer Muhammad Ali, US Senator Ted Kennedy and the actor Marlon Brando. The US Congress voted against a proposed bill to abrogate treaties with Indian Nations. During the week after the activists arrived, Congress passed the American Indian Religious Freedom Act, which allowed them the use of peyote in worship. President Jimmy Carter refused to meet with representatives of The Longest Walk.

4. 30 years later

2008[edit]

Thirty years later, AIM led the Longest Walk 2, which arrived in Washington in July 2008. This 8,200-mile (13,200 km)-walk had started from the San Francisco Bay area. The Longest Walk 2 had representatives from more than 100 American Indian nations, and other indigenous participants, such as Maori. It also had non-indigenous supporters. The walk highlighted the need for protection of American Indian sacred sites, tribal sovereignty, environmental protection and action to stop global warming. Participants traveled on either the Northern Route (basically that of 1978) or the Southern Route. Participants crossed a total of 26 states on the two different routes.[12]

Northern Route[edit]

The Northern Route was led by veterans of that action. The walkers used Sacred staffs to represent their issues; the group supported the protection of sacred sites of indigenous peoples, traditional tribal sovereignty, issues related to native prisoners, and the protection of children. They also commemorated the 30th anniversary of the original Longest Walk.[12]

Southern Route[edit]

Walkers along the Southern Route picked up more than 8,000 bags of garbage on their way to Washington. In Washington, the Southern Route delivered a 30-page manifesto, "The Manifesto of Change", and a list of demands, including mitigation for climate change, a call for environmental sustainability plans, protection of sacred sites, and renewal of improvement to Native American sovereignty and health.[12]

5. February 1973

In February 1973, AIM leaders Russell Means and Dennis Banks worked with Oglala Lakota people and AIM activists to occupy the small Indian community of Wounded Knee, South Dakota, on the Pine Ridge Reservation. They were protesting its corrupt government, federal issues, and the lack of justice from border counties. The FBI dispatched agents and US Marshals to cordon off the site. Later a higher-ranking DOJ representative took control of the US government's response. Through the resulting siege that lasted for 71 days, twelve people were wounded, including an FBI agent left paralyzed; in April a Cherokee and a Lakota activist died of gunfire (at this point, the Oglala Lakota called an end to the occupation.) Afterward, 1200 American Indians were arrested. Wounded Knee drew international attention to the plight of American Indians. AIM leaders were tried in a Minnesota federal court. The court dismissed their case on the basis of governmental prosecutorial misconduct.[16]

Native American Simulation of Europeans invading the Americas.  Give clear examples of what the US government did and didn’t do.  Put these as wordstrips or sentence strips on the board.

• Restore treaty-making (ended by Congress in 1871);
• Establish a treaty commission to make new treaties (with sovereign Native Nations);
• Provide opportunities for Indian leaders to address Congress directly;
• Review treaty commitments and violations;
• Have unratified treaties reviewed by the Senate;
• Ensure that all American Indians are governed by treaty relations;
• Provide relief to Native Nations as compensation for treaty rights violations;
• Recognize the right of Indians to interpret treaties;
• Create a Joint Congressional Committee to reconstruct relations with Indians;
• Restore 110 million acres (450,000 km2) of land taken away from Native Nations by the United States;
• Restore terminated rights of Native Nations;
• Repeal state jurisdiction on Native Nations (Public Law 280);
• Provide Federal protection for offenses against Indians;
• Abolish the Bureau of Indian Affairs;
• Create a new office of Federal Indian Relations;
• Remedy breakdown in the constitutionally prescribed relationships between the United States and Native Nations;
• Ensure immunity of Native Nations from state commerce regulation, taxes, and trade restrictions;
• Protect Indian religious freedom and cultural integrity;
• Establish national Indian voting with local options; free national Indian organizations from governmental controls; and
• Reclaim and affirm health, housing, employment, economic development, and education for all Indian people.[9]