Politics, Indian Law, and the Constitution
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Conference Native Land Acknowledgement
2021 Massachusetts & Rhode Island Land Conservation Conference Land Acknowledgement It is important that we as a land conservation community acknowledge and reflect on the fact that we endeavor to conserve and steward lands that were forcibly taken from Native people. Indigenous tribes, nations, and communities were responsible stewards of the area we now call Massachusetts and Rhode Island for thousands of years before the arrival of Europeans, and Native people continue to live here and engage in land and water stewardship as they have for generations. Many non-Native people are unaware of the indigenous peoples whose traditional lands we occupy due to centuries of systematic erasure. I am participating today from the lands of the Pawtucket and Massachusett people. On the screen I’m sharing a map and alphabetical list – courtesy of Native Land Digital – of the homelands of the tribes with territories overlapping Massachusetts and Rhode Island. We encourage you to visit their website to access this searchable map to learn more about the Indigenous peoples whose land you are on. Especially in a movement that is committed to protection, stewardship and restoration of natural resources, it is critical that our actions don’t stop with mere acknowledgement. White conservationists like myself are really only just beginning to come to terms with the dispossession and exclusion from land that Black, Indigenous, and other people of color have faced for centuries. Our desire to learn more and reflect on how we can do better is the reason we chose our conference theme this year: Building a Stronger Land Movement through Diversity, Equity and Inclusion. -
Federal Constitution of Malaysia
LAWS OF MALAYSIA REPRINT FEDERAL CONSTITUTION Incorporating all amendments up to 1 January 2006 PUBLISHED BY THE COMMISSIONER OF LAW REVISION, MALAYSIA UNDER THE AUTHORITY OF THE REVISION OF LAWS ACT 1968 IN COLLABORATION WITH PERCETAKAN NASIONAL MALAYSIA BHD 2006 Laws of Malaysia FEDERAL CONSTITUTION First introduced as the Constitution … 31 August 1957 of the Federation of Malaya on Merdeka Day Subsequently introduced as the … … 16 September 1963 Constitution of Malaysia on Malaysia Day PREVIOUS REPRINTS First Reprint … … … … … 1958 Second Reprint … … … … … 1962 Third Reprint … … … … … 1964 Fourth Reprint … … … … … 1968 Fifth Reprint … … … … … 1970 Sixth Reprint … … … … … 1977 Seventh Reprint … … … … … 1978 Eighth Reprint … … … … … 1982 Ninth Reprint … … … … … 1988 Tenth Reprint … … … … … 1992 Eleventh Reprint … … … … … 1994 Twelfth Reprint … … … … … 1997 Thirteenth Reprint … … … … … 2002 Fourteenth Reprint … … … … … 2003 Fifteenth Reprint … … … … … 2006 Federal Constitution CONTENTS PAGE ARRANGEMENT OF ARTICLES 3–15 CONSTITUTION 17–208 LIST OF AMENDMENTS 209–211 LIST OF ARTICLES AMENDED 212–229 4 Laws of Malaysia FEDERAL CONSTITUTION NOTE: The Notes in small print on unnumbered pages are not part of the authoritative text. They are intended to assist the reader by setting out the chronology of the major amendments to the Federal Constitution and for editorial reasons, are set out in the present format. Federal Constitution 3 LAWS OF MALAYSIA FEDERAL CONSTITUTION ARRANGEMENT OF ARTICLES PART I THE STATES, RELIGION AND LAW OF THE FEDERATION Article 1. Name, States and territories of the Federation 2. Admission of new territories into the Federation 3. Religion of the Federation 4. Supreme Law of the Federation PART II FUNDAMENTAL LIBERTIES 5. Liberty of the person 6. Slavery and forced labour prohibited 7. -
Malaysia's Constitution of 1957 with Amendments Through 2007
PDF generated: 26 Aug 2021, 16:39 constituteproject.org Malaysia's Constitution of 1957 with Amendments through 2007 Subsequently amended This complete constitution has been generated from excerpts of texts from the repository of the Comparative Constitutions Project, and distributed on constituteproject.org. constituteproject.org PDF generated: 26 Aug 2021, 16:39 Table of contents PART I: THE STATES, RELIGION AND LAW OF THE FEDERATION . 12 1. Name, States and territories of the Federation . 12 2. Admission of new territories into the Federation . 12 3. Religion of the Federation . 12 4. Supreme law of the Federation . 13 PART II: FUNDAMENTAL LIBERTIES . 13 5. Liberty of the person . 13 6. Slavery and forced labour prohibited . 14 7. Protection against retrospective criminal laws and repeated trials . 14 8. Equality . 14 9. Prohibition of banishment and freedom of movement . 15 10. Freedom of speech, assembly and association . 15 11. Freedom of religion . 16 12. Rights in respect of education . 17 13. Rights to property . 17 PART III: CITIZENSHIP . 17 Chapter 1: Acquisition of Citizenship . 17 14. Citizenship by operation of law . 17 15. Citizenship by registration (wives and children of citizens) . 18 15A. Special power to register children . 18 16. Citizenship by registration (persons born in the Federation before Merdeka Day) . 19 16A. Citizenship by registration (persons resident in States of Sabah and Sarawak on Malaysia Day) . 19 17. Repealed . 19 18. General provisions as to registration . 19 19. Citizenship by naturalisation . 20 19A. Repealed . 21 20. Repealed . 21 21. Repealed . 21 22. Citizenship by incorporation of territory . 21 Chapter 2: Termination of Citizenship . -
Brf Public Schools
BRF PUBLIC SCHOOLS HISTORY CURRICULUM RELATED TO AMERICAN INDIAN STUDIES GRADES 8-12 COMPONENT The following materials represent ongoing work related to the infusion of American Indian history into the History curriculum of the Black River Falls Public Schools. Our efforts in this area have been ongoing for over 20 years and reflect the spirit of Wisconsin Act 31. SEPTEMBER 2011 UPDATE Paul S Rykken Michael Shepard US History and Politics US History BRFHS BRF Middle School Infusion Applications 1 INTRODUCTION AND OVERVIEW The Infusion Task Force was established in December of 2009 for the purpose of improving our efforts regarding the infusion of American Indian history and cultural awareness throughout the BRF Public School K-12 Social Studies Curriculum. This action occurred within the context of several other factors, including the signing of a Memorandum of Understanding between the Ho-chunk Nation and the School District and the establishment of a Ho-chunk language offering at BRFHS. Our infusion efforts go back to the early 1990s and were originally spurred by the Wisconsin Legislature’s passage of Act 31 related to the teaching of Native American history and culture within Wisconsin’s public schools. The following link will take you to a paper that more fully explains our approach since the early 1990s: http://www.brf.org/sites/default/files/users/u123/InfusionUpdate09.pdf THE 8-12 COMPONENT As with any curriculum-related project, what follows is not the final word. We do our work in an ever- changing environment. The lessons and information included here, however, reflect the most recent (and complete) record of what we are doing within our 8-12 curriculum. -
Indigenous People of Western New York
FACT SHEET / FEBRUARY 2018 Indigenous People of Western New York Kristin Szczepaniec Territorial Acknowledgement In keeping with regional protocol, I would like to start by acknowledging the traditional territory of the Haudenosaunee and by honoring the sovereignty of the Six Nations–the Mohawk, Cayuga, Onondaga, Oneida, Seneca and Tuscarora–and their land where we are situated and where the majority of this work took place. In this acknowledgement, we hope to demonstrate respect for the treaties that were made on these territories and remorse for the harms and mistakes of the far and recent past; and we pledge to work toward partnership with a spirit of reconciliation and collaboration. Introduction This fact sheet summarizes some of the available history of Indigenous people of North America date their history on the land as “since Indigenous people in what is time immemorial”; some archeologists say that a 12,000 year-old history on now known as Western New this continent is a close estimate.1 Today, the U.S. federal government York and provides information recognizes over 567 American Indian and Alaskan Native tribes and villages on the contemporary state of with 6.7 million people who identify as American Indian or Alaskan, alone Haudenosaunee communities. or combined.2 Intended to shed light on an often overlooked history, it The land that is now known as New York State has a rich history of First includes demographic, Nations people, many of whom continue to influence and play key roles in economic, and health data on shaping the region. This fact sheet offers information about Native people in Indigenous people in Western Western New York from the far and recent past through 2018. -
History SS Federalism Today Complex Project
Item Name: Federalism Today Item Type: Complex Project Subject and/or U.S. Government/Civics, Grade 11-12 Course: CCSS.ELA-LITERACY.RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources… CCSS.ELA-LITERACY.RH.11-12.9 Compare and contrast treatments of the same topic in several primary and secondary sources… Common Core CCSS.ELA-Literacy.WHST.11-12.1 Write arguments focused on discipline-specific content…. Standards: CCSS.ELA-Literacy.WHST.11-12.7 Conduct short as well as more sustained research projects to answer a question… CCSS.ELA-Literacy.WHST.11-12.8 Gather relevant information from multiple authoritative print and digital sources… Published by Summit Public Schools (some modifications Developer/Source: made.) Administration: Curriculum-embedded Length of time for response: Multiple weeks Item Features: Method of scoring: Analytic Rubric Opportunity for student collaboration: Once a week Opportunity for teacher feedback and revision: Daily Collection of performance assessment items compiled by Overview This learning module will prepare you to write an argument over which level of government, federal or state, should have the authority and power when making and executing laws on controversial issues. You will research an issue of your choice, write an argument in support of your position, and then present it to a panel of judges. Standards AP Standards: APS.SOC.9-12.I Constitutional Underpinnings of United States Government APS.SOC.9-12.I.D - Federalism Objective: Understand the implication(s) -
The Soviet View on International Law
101 THE SOVIET VIEW ON INTERNATIONAL LAW Leon S. Lipson The background of Marxist-Leninist International law in a bourgeois theory with which Soviet international setting, so the theory ran, was sanc law began permitted, and indeed re tioned by the transverse power of the quired, an analysis of the contemporary global bourgeoisie up to the point where nation-state system from without. So imperialistic conflict, caused by the long as a Soviet analyst could in thought growing contradictions of capitalist remain outside the system, he found not society and capitalist economics, was much difficulty with the conundrum expected to lead to a breakdown of the that has troubled so much of the writing system and open the way for a pro about international law since the fic letarian revolution and the establish tions of medieval universality broke ment of socialism. Under this analysis, down; that is, the problem to which you international law is trivial until the addressed yourselves yesterday after moment it becomes obsolete. noon, of the efficacy and even the Before and for some time after its existence of international law in the occurrence, the Russian revolution was absence of a single compelling enforce expected to touch off a continuing ment machinery. That problem has series of revolutions in the more indus seemed especially acute to Western trial countries of, at least, continental seholars under the influence of what Europe. As Taracouzio put it: they thought to be the implications of With ... the advent of a single Austinian positivism. It was taken care world-wide denationalized, class of in early Soviet terms by a theory of less society, there [would] be no the organization of society which re place for a system of law regu fused to look on states as the ultimate lating the international life of aggregates of legitimatized power. -
Outline of United States Federal Indian Law and Policy
Outline of United States federal Indian law and policy The following outline is provided as an overview of and topical guide to United States federal Indian law and policy: Federal Indian policy – establishes the relationship between the United States Government and the Indian Tribes within its borders. The Constitution gives the federal government primary responsibility for dealing with tribes. Law and U.S. public policy related to Native Americans have evolved continuously since the founding of the United States. David R. Wrone argues that the failure of the treaty system was because of the inability of an individualistic, democratic society to recognize group rights or the value of an organic, corporatist culture represented by the tribes.[1] U.S. Supreme Court cases List of United States Supreme Court cases involving Indian tribes Citizenship Adoption Mississippi Band of Choctaw Indians v. Holyfield, 490 U.S. 30 (1989) Adoptive Couple v. Baby Girl, 530 U.S. _ (2013) Tribal Ex parte Joins, 191 U.S. 93 (1903) Santa Clara Pueblo v. Martinez, 436 U.S. 49 (1978) Mississippi Band of Choctaw Indians v. Holyfield, 490 U.S. 30 (1989) South Dakota v. Bourland, 508 U.S. 679 (1993) Civil rights Oliphant v. Suquamish Indian Tribe, 435 U.S. 191 (1978) United States v. Wheeler, 435 U.S. 313 (1978) Congressional authority Ex parte Joins, 191 U.S. 93 (1903) White Mountain Apache Tribe v. Bracker, 448 U.S. 136 (1980) California v. Cabazon Band of Mission Indians, 480 U.S. 202 (1987) South Dakota v. Bourland, 508 U.S. 679 (1993) United States v. -
African Journal of Criminology and Justice Studies: AJCJS, Vol.4, No.1
African Journal of Criminology and Justice Studies: AJCJS, Vol.8, Special Issue 1: Indigenous Perspectives and Counter Colonial Criminology November 2014 ISSN 1554-3897 Indigenous Feminists Are Too Sexy for Your Heteropatriarchal Settler Colonialism Andrea Smith University of California Abstract Within the creation myths of the United States, narratives portray Native peoples as hypersexualized and sexually desiring white men and women. Native men in captivity narratives are portrayed as wanting to rape white women and Native women such as Pocahontas are constituted as desiring the love and sexual attention of white men at the expense of her Native community. In either of these accounts of settler colonialism, Native men and women’s sexualities are read as out of control and unable to conform to white heteropatriarchy. Many Native peoples respond to these images by desexualizing our communities and conforming to heteronormativity in an attempt to avoid the violence of settler-colonialism. I interrogate these images and provide sex-positive alternatives for Native nation building as an important means of decolonizing Native America. Keywords Indigenous feminists, heteropatriarchy, settler colonialism, anti-violence. Introduction . Sexy futures for Native feminisms. Chris Finley (2012) Chris Finley signals a new direction emerging out of the Indigenous anti-violence movement in Canada and the United States. This strand of the anti-violence organizing and scholarship builds on the work of previous indigenous anti-violence advocates who have centered gender violence as central to anti-colonial struggle. However, as the issue of violence against Indigenous women gains increasing state recognition, this strand has focused on building indigenous autonomous responses to violence that are not state-centered. -
Beyond Blood Quantum: the Legal and Political Implications of Expanding Tribal Enrollment
American Indian Law Journal Volume 3 Issue 1 Article 8 12-15-2014 Beyond Blood Quantum: The Legal and Political Implications of Expanding Tribal Enrollment Tommy Miller Harvard Law School Follow this and additional works at: https://digitalcommons.law.seattleu.edu/ailj Part of the Cultural Heritage Law Commons, and the Indian and Aboriginal Law Commons Recommended Citation Miller, Tommy (2014) "Beyond Blood Quantum: The Legal and Political Implications of Expanding Tribal Enrollment," American Indian Law Journal: Vol. 3 : Iss. 1 , Article 8. Available at: https://digitalcommons.law.seattleu.edu/ailj/vol3/iss1/8 This Article is brought to you for free and open access by the Student Publications and Programs at Seattle University School of Law Digital Commons. It has been accepted for inclusion in American Indian Law Journal by an authorized editor of Seattle University School of Law Digital Commons. For more information, please contact [email protected]. Beyond Blood Quantum: The Legal and Political Implications of Expanding Tribal Enrollment Cover Page Footnote Tommy Miller is a 2015 J.D. Candidate at Harvard Law School and a member of the Colville Confederated Tribes. He would like to thank his family for their constant support and inspiration, Professor Joe Singer for his guidance, and the staff of the American Indian Law Journal for their hard work. This article is available in American Indian Law Journal: https://digitalcommons.law.seattleu.edu/ailj/vol3/iss1/8 AMERICAN INDIAN LAW JOURNAL Volume III, Issue I – Fall 2014 BEYOND BLOOD QUANTUM THE LEGAL AND POLITICAL IMPLICATIONS OF EXPANDING TRIBAL ENROLLMENT ∗ Tommy Miller INTRODUCTION Tribal nations take many different approaches to citizenship. -
THE CITIZENSHIP ACT of 1924 WAS an INTEGRAL PILLAR of the COLONIZATION and FORCED ASSIMILATION POLICIES of the UNITED STATES in VIOLATION of TREATIES
THE CITIZENSHIP ACT OF 1924 WAS AN INTEGRAL PILLAR OF THE COLONIZATION and FORCED ASSIMILATION POLICIES OF THE UNITED STATES IN VIOLATION OF TREATIES INTRODUCTION: The Onondaga Nation and the Haudenosaunee have never accepted the authority of the United States to make Six Nations citizens become citizens of the United States, as claimed in the Citizenship Act of 1924. We hold three treaties with the United States: the 1784 Treaty of Fort Stanwix, the 1789 Treaty of Fort Harmor and the 1794 Treaty of Canandaigua. These treaties clearly recognize the Haudenosaunee as separate and sovereign Nations. Accepting United States citizenship would be treason to their own Nations, a violation of the treaties and a violation of international law, as recognized in the 2007 United Nation Declaration on the Rights of Indigenous Peoples. This paper will briefly review the history of land theft, removal and forced assimilation by the United States and how the 1924 Citizenship Act is woven into this disgraceful pattern of deceit and destruction. It will examine the true purposes of the Act and its history. Finally, we will review the contemporaneous resistance to the Act by the Onondaga Nation, on behalf of the Confederacy. For centuries, the European settlers and then the United States, have struggled with what they have called “the Indian problem”. This “problem” was largely defined as: how to take the Indians’ land and how to deal with the Indians still surviving and continuing to populate their own communities. In spite of the European and American efforts to the contrary, the Haudenosaunee have remained in sovereign control of some of their land, and all of their language and culture. -
United South and Eastern Tribes, Inc. Scholarship Application Checklist
United South and Eastern Tribes, Inc. Scholarship Application Checklist Completed application Three (3) letters of recommendation Verification of tribal enrollment in a USET Tribe (copy of ID card or verification letter from Tribal Clerk) Incoming Freshman or First Year Grad Student A copy of your high school or college transcript Letter of acceptance from college Transfer Students Letter of acceptance from college Transcripts from any other colleges attended Continuing Students Most recent college transcript Personal Statement Undergrad – 250 word minimum (State any future goals, obstacles overcome, challenges, etc.) Grad – 500 word minimum (State any future goals, reasons for attending graduate school, obstacles overcome, challenges, etc.) United South and Eastern Tribes, Inc. Scholarship Application Please type or print. All fields must be complete. (Incomplete applications will not be considered.) I. Personal Information First name Last M.I. Mailing address City State ZIP Phone number Date of birth SSN USET Member Tribe Tribal Enrollment # II. Academic Information High School Graduation attended or GED date Other Post- secondary Dates institution attended attended School year New Student applying for Continuing Student Term applying for Fall Spring Summer Winter College/University you will attend College/University address Undergrad: Full-time (12 credits or more) Part-time (11 credits or fewer) Status Grad: Full-time (9 credits or more) Part-time (8 credits or fewer) Year level Freshman Sophomore Junior Senior Graduate College major Expected graduation date Expected degree AA AS AAS BA MA MS PhD JD Number of college credit hours to date Current GPA Cumulative GPA United South and Eastern Tribes, Inc. Scholarship Application III.