Previous to Europeans coming to America, Native Americans had their own way of dealing with crime, and they had their own codes of conduct established. When someone’s rights were violated by someone else, the penalties handed down were based on each culture. Restitution was paid in crimes against others. Once the price was paid, then the issue was resolved. Penalties included public shame and humiliation, counseling by tribal elders, spiritual disenfranchisement, prohibition from participation in ceremonies, isolation and temporary banishment. Banishment was considered the ultimate punishment because of the loss of family and status, and death was almost certain in the harsh winters.
When the reservations were put into place, there was also pressure to get rid of the traditional Native American society. Formal legal systems equipped with police enforcement were put into place under civil and criminal codes created by the Secretary of the Interior. In 1883 courts of Indian Offenses, with Native American judges were established. In 1885 Congress passed a law that gave federal courts responsibility of handling major crimes on Native American reservations, a result of Crow Dog killing Spotted Tail in 1881. The courts realized that they did not have the jurisdiction to prosecute for the crime.
Criminal jurisdiction of all of Minnesota’s reservations, except Red Lake was transferred to the state under Public Law 280 in 1953. This was done partly to deal with the law enforcement problem. The issue with Public Law 280 was that it weakened tribal sovereignty and did not really lead to improved law enforcement. In 1973 Minnesota approved the request by the Bois Forte Tribe to return to federal-tribal jurisdiction in tribal matters. Bois Forte and Red Lake have their own criminal codes, tribal courts and BIA-funded police forces.
Monday, November 30, 2009
Chapter Twelve: Alcohol and the Stereotypes that Come with it (Lexy Becker)
Obviously, this chapter goes through all the various health problems that American Indians encounter. The book states that most of them are preventable and are the result of dependencies. Primarily, it talks about the infamous and destructive dependency: alcohol. They begin by saying, "The use of alcohol and the disease of chemical dependency contributed to abused in Indian-white relations and demeaning stereotypes." The truly pathetic thing is that, now more than ever, it's farther away from being defined as a stereotype in Minnesota and closer to being defined as reality. To review, a stereotype is when you're relating to all of the members of a selected group. If 95% of the Native American population is personally affected by drinking OR the aftermath of drinking, then that means only a meager 5% is holding up the borderline between the two.
In the book, they give all the various ways in which the communities and their treatment programs are improving the situation. I have two response questions for you (just in case you still need your secondary post grade points):
1. After reviewing the book, do you think that the current stereotype is a fair assessment of the Minnesota American Indian Population. Why or Why not?
2. What do you think would be the easiest or most efficient way to resolve the chemical dependency problem? What would the communities need to change or how much money would individual tribes have to receive?
In the book, they give all the various ways in which the communities and their treatment programs are improving the situation. I have two response questions for you (just in case you still need your secondary post grade points):
1. After reviewing the book, do you think that the current stereotype is a fair assessment of the Minnesota American Indian Population. Why or Why not?
2. What do you think would be the easiest or most efficient way to resolve the chemical dependency problem? What would the communities need to change or how much money would individual tribes have to receive?
Saturday, November 28, 2009
Ch. 14 - The Criminal Justice System by Kendra Rasmuson
Before the immigration of Europeans to America, Indian tribes had well-established codes of conduct and ways of dealing with crime; when the price was paid, the matter was settled. This changed when the federal and state governments introduced their courts with a different set of laws and punishments, which imposed an alien culture and form of government on Indian society. But the problems do not end there; today there are confusing procedures and issues like racial bias and profiling that plague the system causing Indian people to stop reporting crimes, or even showing up to hearings.
We have learned about sovereignty and how confusing it is with the three governments trying to govern simultaneously over one people. This confusion seeps into the legal system and complicates matters to the point that no one knows how to deal with criminal actions anymore. In 1968, the Indian Civil Rights Act was passed to extend most of the U.S. Constitution's Bill of Rights to individual Indians on reservations and to limit the powers of tribal governments over their members.
In conclusion, tribes are taking responsibility for their own law enforcement and punishments, but in doing so, must face tremendous legal, jurisdictional, and financial challenges. The strong correlation between criminal behavior and other social problems means that improvements in Indian education, employment, housing, and chemical dependency prevention/treatment are essential to reducing crime in Indian communities. I believe that the legal dominions over Indian people and their reservations needs to be simplified and re-structured so that it may be more useful and effective. It is good that we see more Indians in high-powered jobs, and the crime rate falling a little, but if those numbers are to become better, then something needs to be done for education and housing.
We have learned about sovereignty and how confusing it is with the three governments trying to govern simultaneously over one people. This confusion seeps into the legal system and complicates matters to the point that no one knows how to deal with criminal actions anymore. In 1968, the Indian Civil Rights Act was passed to extend most of the U.S. Constitution's Bill of Rights to individual Indians on reservations and to limit the powers of tribal governments over their members.
In conclusion, tribes are taking responsibility for their own law enforcement and punishments, but in doing so, must face tremendous legal, jurisdictional, and financial challenges. The strong correlation between criminal behavior and other social problems means that improvements in Indian education, employment, housing, and chemical dependency prevention/treatment are essential to reducing crime in Indian communities. I believe that the legal dominions over Indian people and their reservations needs to be simplified and re-structured so that it may be more useful and effective. It is good that we see more Indians in high-powered jobs, and the crime rate falling a little, but if those numbers are to become better, then something needs to be done for education and housing.
Friday, November 20, 2009
Ch. 12 - Health by Kendra Rasmuson
Minnesota Indians have greater health needs than the general population. They die younger, with higher rates of infant death and deaths from violence and alcohol abuse. Diabetes, cardiovascular disease, suicide, and HIV/AIDS rates continue to be much higher for Indians in Minnesota than for the rest of the state's population.
In 1954, responsibility for Native health services was transferred from the BIA to the Indian Health Service, which is under the Department of Health and Human Services. Through this exchange, positive signs have shown a rise in funding for prevention programs and medical help for the sick. Reservations are now having the means to build medical and rehabilitation facilities so their people may live longer, healthier lives. A recent survey suggested that 70% of Indians were more likely to abstain when in culturally specific programs, compared to the 54% enrolled in traditional, general population programs. So in 2002, the Minnesota Department of Health allocated 6% of its budget to give Indian people in need access to medicine men and women, healing ceremonies and practices such as vision quests, sweat lodges, talking circles, making crafts and powwow regalia, drumming, and singing. Despite these gains, great disparities in health still exist between Indians and all other people groups.
In conclusion, Indians' health care is highly dependent upon services provided by governments, and its quality and availability has declined as programs have failed to keep up with needs or have been limited or cut. Even so, as reservations increasingly run their own health programs, tribes are identifying their own priorities and delivering health care in more culturally meaningful ways. There are several initiatives being taken for the Indian population's health, and I believe that even if the road getting there may be mountainous and difficult, that as long as no one gives up, one day Native Americans may live to be the average age of life expectancy here in America.
In 1954, responsibility for Native health services was transferred from the BIA to the Indian Health Service, which is under the Department of Health and Human Services. Through this exchange, positive signs have shown a rise in funding for prevention programs and medical help for the sick. Reservations are now having the means to build medical and rehabilitation facilities so their people may live longer, healthier lives. A recent survey suggested that 70% of Indians were more likely to abstain when in culturally specific programs, compared to the 54% enrolled in traditional, general population programs. So in 2002, the Minnesota Department of Health allocated 6% of its budget to give Indian people in need access to medicine men and women, healing ceremonies and practices such as vision quests, sweat lodges, talking circles, making crafts and powwow regalia, drumming, and singing. Despite these gains, great disparities in health still exist between Indians and all other people groups.
In conclusion, Indians' health care is highly dependent upon services provided by governments, and its quality and availability has declined as programs have failed to keep up with needs or have been limited or cut. Even so, as reservations increasingly run their own health programs, tribes are identifying their own priorities and delivering health care in more culturally meaningful ways. There are several initiatives being taken for the Indian population's health, and I believe that even if the road getting there may be mountainous and difficult, that as long as no one gives up, one day Native Americans may live to be the average age of life expectancy here in America.
Saturday, November 14, 2009
Ch. 10 - Education by Kendra Rasmuson
"In the present state of our country, one of two things seems to be necessary; either that those sons of the forest should be moralized or exterminated." This was the mindset of early America, but is far from the truth today. Minnesota's government is working hard to create education programs for Native students in hopes that they will remain in the school system long enough to earn a high school and college degree.
Although Indians know they need the skills taught by schools, acquiring those skills often means sacrificing Indian identity. Therefore, students drop-out to return to their original lifestyles. Minnesota has one of the worst Indian high school graduation rates in the country, 42.8%. This loss of talent and promise can never be regained. These statistics have launched an increasing acceptance that Indians must both maintain their culture as well as acquire the necessary education to succeed in this society. Schools and colleges have begun adding Indian studies into their curriculum for that very reason: allowing Native Americans to learn necessary skills for life, but also to keep their culture intact when they graduate.
I think that Minnesota is doing a good job with their programs for Indian students, but they could be great. Perhaps if the schools hire Native American teachers, incorporate a little bit more Indian history into the history books, and allow families to receive financial aid, we would see a greater Indian population in schools, and higher graduation rates.
Although Indians know they need the skills taught by schools, acquiring those skills often means sacrificing Indian identity. Therefore, students drop-out to return to their original lifestyles. Minnesota has one of the worst Indian high school graduation rates in the country, 42.8%. This loss of talent and promise can never be regained. These statistics have launched an increasing acceptance that Indians must both maintain their culture as well as acquire the necessary education to succeed in this society. Schools and colleges have begun adding Indian studies into their curriculum for that very reason: allowing Native Americans to learn necessary skills for life, but also to keep their culture intact when they graduate.
I think that Minnesota is doing a good job with their programs for Indian students, but they could be great. Perhaps if the schools hire Native American teachers, incorporate a little bit more Indian history into the history books, and allow families to receive financial aid, we would see a greater Indian population in schools, and higher graduation rates.
Education Strides by Jill Docter
I enjoyed chapter ten on education. Tribal schools on reservations range from Head Start programs to vocational community colleges and every school in between. The Bureau of Indian Affairs funds K through 12 schools in four tribes. When examining colleges available specifically for Native Americans, vocational community colleges are the norm. In my opinion, we are limiting them by mainly providing community colleges. I think Native Americans should be encouraged to complete a Bachelors degree. The barrier prohibiting them from this could be finances. Scholarships are plentiful, but more could always be implemented.
High school systems are in need of improvement still. The drop-out rates are much higher for Natives than for white kids. Sometimes, the students aren’t able to go in order to work to provide for their families which is unfortunate. The funding and support for quality education is available from the Casinos, tribal, state, and federal governments. So far, Native Americans are beginning to trust the public schools. I think this shows large amounts of progress, and I believe more strides are in progress.
High school systems are in need of improvement still. The drop-out rates are much higher for Natives than for white kids. Sometimes, the students aren’t able to go in order to work to provide for their families which is unfortunate. The funding and support for quality education is available from the Casinos, tribal, state, and federal governments. So far, Native Americans are beginning to trust the public schools. I think this shows large amounts of progress, and I believe more strides are in progress.
Friday, November 13, 2009
Education by Tracey Weitzel
As frustrating as it is, Minnesota has one of the worst graduation rates of Native Americans, which was most recently reported at only 42.8 percent. Native American students show below grade level performance and a high absentee rate throughout the entire state. Native American education has always had many negative parts, ever since the 1800’s when Europeans tried to “civilize” Native Americans through education.
In the 19th century, Christian missionaries who tried to convert Native Americans also offered education. Boarding schools were seen as the most effective way to “civilize the savages.” Young children were taken from their homes and put into these boarding schools which ran by strict rules. The goal was to eliminate the Native American culture within them and replace it with a white one. These boarding schools were replaced by day schools in the 1920’s after the Meriam Report of 1928 stated that the boarding schools lacked funding and were neglectful. As early as 1899, the federal government started paying for Native American students to attend Minnesota’s public schools. A contract between the state and the BIA in 1934 made Native education a full state responsibility.
Today the majority of Native students attend public school in Minnesota. In schools grades K-12, Native Americans make up about two percent of enrollment. 65 percent of Native students qualify for free or reduced lunches and 20 percent are in special education. Four of the sates tribes however, operate their own K-12 schools on their reservations, and they receive funding from the BIA. Many Native Americans believe that the reason their students do so poorly in public school is because it is still geared towards educating white students. Many parents fear that the public school system will take the heritage out of the students.
Native American education has come a long way since the 19th century, but there are still many problems. Native students are not performing as well as their white peers and there are many factors that contribute to that fact. There are however things that are being done to help Native American students, such as tribal schools and colleges. Although the graduation rate of Native American students is terribly low, it is rising and hopefully it will continue to do so.
In the 19th century, Christian missionaries who tried to convert Native Americans also offered education. Boarding schools were seen as the most effective way to “civilize the savages.” Young children were taken from their homes and put into these boarding schools which ran by strict rules. The goal was to eliminate the Native American culture within them and replace it with a white one. These boarding schools were replaced by day schools in the 1920’s after the Meriam Report of 1928 stated that the boarding schools lacked funding and were neglectful. As early as 1899, the federal government started paying for Native American students to attend Minnesota’s public schools. A contract between the state and the BIA in 1934 made Native education a full state responsibility.
Today the majority of Native students attend public school in Minnesota. In schools grades K-12, Native Americans make up about two percent of enrollment. 65 percent of Native students qualify for free or reduced lunches and 20 percent are in special education. Four of the sates tribes however, operate their own K-12 schools on their reservations, and they receive funding from the BIA. Many Native Americans believe that the reason their students do so poorly in public school is because it is still geared towards educating white students. Many parents fear that the public school system will take the heritage out of the students.
Native American education has come a long way since the 19th century, but there are still many problems. Native students are not performing as well as their white peers and there are many factors that contribute to that fact. There are however things that are being done to help Native American students, such as tribal schools and colleges. Although the graduation rate of Native American students is terribly low, it is rising and hopefully it will continue to do so.
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