5Th Six Weeks Project: Indigenous Culture and Globalization

LASA WG

5th Six Weeks Project: Indigenous Culture and Globalization

Part 1: The ABCs of an Ethnic Group

ABC’S OF CULTURE OR BASIC ELEMENTS TO USE IN STUDYING A CULTURE A. APPEARANCE: clothing, jewelry, type of material, hairstyle, physical features, etc. B. BELIEF SYSTEM: religion, superstitions, taboos, mores, etc. C. COMMUNICATION: language, signs, body language, formal, informal, slang, etc. D. DATES: history, ancestry, heritage, holidays, etc. E. ENTERTAINMENT: art, music, crafts, dance, sports, storytelling, etc. F. FOOD: types, staples, spices, preparation, eating times, utensils, taboos, etc. G. GOVERNMENT: laws, values, social roles and order, how the people act towards each other, marriage customs, etc. H. HOUSING: style, materials, use of rooms, shape, etc. I. INFORMATION: education from parents, peers, schools, formal, informal, etc. J. JOBS: technology, economy, ways of making a living, gender roles, etc. K. KIND OF ENVIRONMENT: location, climate, physical features, vegetation, etc. L. LEFTOVERS: leftover information that doesn’t fit into one of the above categories

For this part of the project, you and a partner will make a study of an indigenous ethnic group using the ABC’s of Culture. You and your partner will choose an ethnic group and will: 1. Type up a paper listing information on at least 10 of the 12 ABC’s of Culture. For each of those 10 you must give at least 2 examples. You can find information on more than 10 for extra credit. Label the sections A,B,C,D and so forth and write short paragraphs in complete sentences for each section. 2. You will create a collage/artistic representation of the culture of your tribe based on the information you found. The art must reflect the 10 categories of the ABC’s of Culture that you are using in some way. It can be a colored drawing or you can cut out pictures, use computer-designed artwork, or it can be a mixture of all three. If you have other ideas, have them approved by me! Your art must have an original title that includes key words that reflect a main theme of your ethnic group.

Part 2: ABCs Presentation

You and your partner will present your art to the class. Using the art as a visual aid you will briefly explain the 10 ABCs of your ethnic group. Presentations must be no longer than 4 minutes. I will cut your presentation short if you exceed the four minutes so make sure to rehearse.

1 Globalization - term used to describeLASA the changes WG in societies and the world economy that result from dramatically increased international trade and cultural exchange. It describes the increase of trade and investing due to the falling of barriers and the interdependence of countries. In specifically economic contexts, the term refers almost exclusively to the effects of trade, particularly trade liberalization or "free trade." More broadly, the term refers to the overall integration, and resulting increase in interdependence, among global actors (be they political, Part 3: Model United Nations Simulation economic, or otherwise).

The third part of the project will be a Model U.N. simulation. Specifically, you and your partner will be representing a country and your indigenous group in the U.N. Economic and Social Council’s Permanent Forum on Indigenous Issues. The topic for debate in the committee will be “The Effects of Globalization on Indigenous Peoples.” In order to be prepared for the simulation, you and your partner are required to do the following:

1.) Prepare two position papers- one from the perspective of the country’s government and one from the perspective of the indigenous group. (One partner writes one paper, the other partner writes the other. If anyone opts to work individually they must choose one perspective or the other). The purpose of a position paper is to let the other delegates in the room know your stance on the topic. Stances will vary from indigenous group to indigenous group and from country to country. If you are the government representative, then your stance should represent that of your country’s government. For example, the Brazilian government may have friendlier relations with their indigenous tribes than Indonesia does with theirs and that needs to be taken into account. If you are the indigenous group representative, your stance should represent that of your tribe/people. Both of you will also need to prepare an approx. 1min 30 sec. speech that briefly summarizes your position on the issue from your character’s perspective. (See guidelines for speeches) You must use the formats for the position papers that are attached.

2.) Participate in the simulation. You need to be prepared to: a. give an opening statement, i.e. join the speakers list b. formally and informally caucus c. help in writing resolutions d. know and use the basics of U.N. parliamentary procedure

Outside of your own research, there are some crucial sources to take a look at in preparing yourselves for this simulation: http://www.minorityrights.org/directory http :// www . survivalinternational . org /tribes http :// www . un . org / esa / socdev / unpfii / documents / SOWIP _ web .pdf - “State of the World’s Indigenous Peoples” Report - UN Economic and Social Affairs http :// www . un . org / esa / socdev / unpfii / - UN Permanent Forum on Indigenous Issues www . iwgia .org – you can search by region by clicking on “The Indigenous World” tab www . wikipedia .org – (to be used as a launching pad towards other quality sources) In Wikipedia, search “indigenous peoples.” The web page has a lot of information, and at the bottom there are many links. Try google and google news searches with varied keywords such as “indigenous tribes,” “indigenous peoples,” “endangered ethnic groups,” etc. Quality news websites can be helpful also – BBC, New York Times, Slate, The Guardian, etc.

2 Projects are due B – Tuesday, 3/22 and A – Wednesday, 3/23 This project will be worth 225 points. LASA WG

Position Paper Writing Guidelines for Government Representative

UN-PRIDE This is the format to use in writing position papers. A. UN= UNderstanding the problem Explain the problems/issues that indigenous/tribal groups face in your country. These may include social, economic, political, health, civil and human rights, and/or land issues. a. Who is involved? b. What are the causes of the problems? How are these problems related to globalization? c. What have been the effects of the problems? d. What issues need resolving? e. Why discuss this now? This section should show knowledge of the history of the problems and the current situation.

B. PR= Policy Review What has been done previously by your country’s government to address these issues? What has been done by the United Nations that your government has or has not supported? Include specific plans by your government, actions of non-governmental organizations (NGOs), UN resolutions, current actions under consideration, etc..

C. I= Initiatives What policies does your government want to initiate and/or oppose that would benefit your indigenous groups? How does this translate to a policy or human right that all indigenous peoples should be entitled to or not entitled to?

D. D= Delegate What UN agencies and/or NGOs should get involved in the solution? What nations need to be engaged?

E. E= Explanation Explain why your country has taken the positions it has on the various initiatives. What are the underlying reasons for supporting or opposing the initiatives?

****Important tip for government representative**** - During the simulation make sure you represent your home governments’ interests. In the position paper, sections A and B should contain objective, research-based, unbiased information. In sections C, D, and E your government’s opinions/position need to stand out. Sections C,D,E should also be most heavily relied upon in drafting your opening speech. You need to be fully aware of how indigenous peoples in your country are treated by your government and during the simulation the stance of your govt. towards its indigenous peoples and the topic needs to become your stance. Example of a mistake: The US delegate would never say that they think Native Americans deserve all of their land back and billions of dollars in reparations. That would be unrealistic. Keep that example in mind in respect to your own country’s government.

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Position Paper Writing Format for Indigenous Group Representative

UNPRIDE This is a format to use in writing position papers. A. UN= UNderstanding the problem Explain the problems/issues that your indigenous group faces in your country. These may include social, economic, political, health, civil and human rights, and/or land issues. a. Who is involved? b. What are the causes of the problems? How are these problems related to globalization? c. What have been the effects of the problems? d. What issues need resolving? e. Why discuss this now? This section should show knowledge of the history of the problems and the current situation.

B. PR= Policy Review What has been done previously by the country’s government to address these issues? What has been done by the United Nations? Has the country supported or not supported UN initiatives. Include specific plans by the country’s government, actions of non-governmental organizations(NGOs), UN resolutions, current actions under consideration, etc.

C. I= Initiatives What policies does your indigenous group want to initiate and/or oppose that would benefit your group? How does this translate to a policy or human right that all indigenous peoples should be entitled to?

D. D= Delegate What UN agencies and/or NGOs should get involved in the solution? What nations and/or groups need to be engaged?

E. E= Explanation Explain why your indigenous group has taken the positions it has on the various initiatives. What are the underlying reasons for supporting or opposing the initiatives?

****Important tip for indigenous group representative**** - During the simulation make sure you represent your indigenous groups’ interests. In the position paper, sections A and B should contain objective, research-based, unbiased information. In sections C, D, and E your indigenous group’s opinions/position need to stand out. Sections C,D,E should also be most heavily relied upon in drafting your opening speech. You need to be fully aware of how indigenous peoples in your country are treated by the government and during the simulation the stance of your indigenous peoples towards your country’s government and the topic needs to become your stance.

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Guidelines for Opening Speeches Your opening speech should be 1 paragraph long . . . short enough to present in about 1 minute 30 seconds. You should not try to cover everything . . .you should focus on the key issues that are most important to your country’s government or indigenous group. Here are steps:

1.) Begin with a formal greeting: Something like: “Honorable Chair, Esteemed Delegates . . .”

2.) Get the audience’s attention by writing a few powerful sentences about the basic issues involved and how they relate to your country/indigenous group (discrimination/neglect, human rights, negative or positive impact of globalization, environmental issues, religious practices, status of cultural assimilation, education, language barriers, etc.)

3.) Elaborate on your key points/problems.

4.) Write a brief summary of your country’s/indigenous group’s central suggestions and what sort of working papers/resolutions you would be willing to endorse. What suggestions would be beneficial for all indigenous peoples?

5.) Close your speech off with a sentence or two that leaves the audience with a powerful impression (Remember to keep your country’s/indigenous group’s position in mind).

6.) Thank the delegates and the chair.

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Parliamentary Procedure

Point/Motion Purpose Debat Vote e Point of To question the speaker none none information Open (close) To open (close) the speakers' list on a specific none Simple speakers' list topic. Must be approved by Chair. Speakers majority are added to the speakers' list by order of the Chair Set ( or change) To set (or change) the amount of time a none Simple limit on speaker's speaker may speak without further committee majority time approval, as well as (optionally) the number of questions and/or follow-ups the speaker may receive Allow the speaker To permit a speaker to continue speaking after none Simple to finish the predetermined time limit has expired. Must majority be approved by Chair and speaker Point of inquiry To inquire about parliamentary procedures none none Decision of no To cause the committee to assume official 2 pro Simple action positions that no action is to be taken at the and 2 majority time and that the topic should be removed from con the agenda Close debate To end debate and go to a vote 2 pro Two- and 2 thirds con majority Moderated caucus To break from speakers list, permitting none Simple delegates to speak individually in a Chair- majority moderated format Unmoderated To temporarily suspend formal debate, none Simple caucus permitting delegates to leave their seats and majority discuss matters without Chair oversight Roll-call vote To vote by roll-call and not by show of placards none none Withdraw motion To withdraw an active motion none none Consideration of To bring a working paper to the floor for none Simple working paper consideration as a draft resolution. Working majority papers must have ⅓ of delegations’ signatures to submit Recess To suspend debate and the session for a none Simple period of time majority Adjourn To end session none Simple majority

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Important aspects of procedure: Basically, each day will run as follows: 1.) I (Mr. Moody) will act as chairman and open the session.

2.) I will then ask for a vote to open the speakers’ list. You will then raise your placards and I’ll create the list.

3.) The most logical motion to make after a good amount speakers’ have been heard is one to caucus. There are two types of caucuses – moderated and unmoderated. Moderated caucus – delegates raise their placards to make a statement; somewhat like a formal dialogue run by the chair (during a moderated caucus, you can bring up an idea, create a dialogue, negotiate, debate, etc.) Unmoderated caucus – delegates meet informally with each other to discuss ideas, debate, negotiate, and/or work on working papers (when voted on, working papers become resolutions)

4.) A motion of “consideration of working paper(s)” allows the working papers to be read. In order for working papers to be read, they must have at least a 1/3

of delegates’ signatures. Working papers can be submitted to the chair only during an unmoderated caucus. One of the authors of the paper will read the paper aloud. After all working papers have been submitted and read, delegates can motion to close debate. After the motion is made but before voting, 2 pro speakers and 2 con speakers must give short statements on why

debate should (pro) or should not (con) be closed. If the vote to close debate passes, then we automatically proceed to a roll call vote.

5.) The working paper becomes a resolution only by taking a roll call vote. You can vote in favor (yea), in opposition (nea), or abstain. If the working paper gets a simple majority (50% yeas plus 1) it becomes a resolution.

6.) The entire purpose of caucusing is to come to a resolution. A resolution is a written formal agreement that determines the course of action the member states of the Economic Social Council will take.

Working Papers/Resolutions should address the following: a. What is the situation and what should be done? b. What UN agencies need to be involved? c. What nations and/or non-governmental organizations need to be engaged?

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Grading Rubric for Indigenous Culture and Globalization Project

I. Collage/Artistic Representation – 50 pts ABC’s are represented and title of art is unique 20 pts _____ Objects are clear 10 pts _____ Colored 10 pts _____ Neat 10 pts _____

ABCs Paper w/ works cited page – 50 pts – Two items of information for at least ten of the “ABCs.” Each item is worth 2 pts. APPEARANCE 1.____ 2. _____ BELIEF SYSTEM 1.____ 2. _____ COMMUNICATION 1.____ 2._____ DATES 1. ____ 2._____ ENTERTAINMENT 1._____ 2._____ FOOD 1._____ 2._____ GOVERNMENT 1._____ 2._____ HOUSES 1._____ 2._____ INFORMATION 1._____ 2._____ JOBS 1._____ 2._____ KIND OF ENVIRONMENT 1._____ 2._____ LEFTOVERS 1._____ 2._____ Works Cited Page – 10 pts – alphabetized and uses correct MLA format ______

II: Mural Presentation: 25 pts Presented 10 ABCs (15 pts) _____ Mural effectively used as a visual aid in explaining ABCs (10 pts) _____

III. Govt. Rep. Position Paper w/works cited – 50 pts – all questions sufficiently addressed and paper written in correct format UN. (10 pts) ____ PR. (10 pts) ____ I. (10 pts) ____ D. (5 pts) ____ E. (10 pts) ____ Works Cited Page (5 pts) ____

III. Indig. Rep. Position Paper w/works cited – 50 pts – all questions sufficiently addressed and paper written in correct format UN. (10 pts) ____ PR. (10 pts) ____ I. (10 pts) ____ D. (5 pts) ____ E. (10 pts) ____ 8 LASA WG

Works Cited Page (5 pts) ____

Points possible: 175 Points earned: Govt. Rep. ______

Indig. Rep. ______

Participation in Simulation: IV. Participation: 50 points Points earned will be determined from a combination of the following: opening statements/speakers’ list, formally and informally caucusing, demonstration of knowledge concerning topic, knowing and using basics of parliamentary procedure

Participation Points earned: ______

Final Grade(s) Total Points Possible: 225 Total Points Earned:

Govt. Rep. ______

Indig. Rep. ______

Indigenous groups and countries to choose from: Sami (also spelled Saami), Norway Dayak, Indonesia Ainu, Japan Garifuna, Nicaragua Penan, Malaysia Inuit, Canada Tuareg, Mali Aborigines, Australia Navajo, USA Tuvans or Altai, Russia Maori, New Zealand Tibetans, China Kachin, Myanmar/Burma Aymara, Bolivia Maya, Guatemala Bedouin, Israel Tarahumara (also called Raramuri), Mexico Kayapo, Brazil Hadza (also called Hadzabe), Tanzania Batwa (also called Bambuti), Democratic Republic of the Congo San, Botswana Hmong or Lao Sung, Laos Dongria Kondh, India Mapuche, Chile Arhuaco, Columbia

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Ayoreo, Paraguay Ogiek, Kenya Lumad, Phillipines