ࡱ> oqn "ybjbjR|R| 400p%<<<<<PPP8<P%0"&%(%(%(%(%(%(%$&)L%<<<<L%<<a%<<<&%<&%r#T$LϟY$%w%0% $ * *$ *<$TL)6_,L%L%`|%<<<< * : Teaching Notes: The Peoples Forest by Linda Moon Stumpff, PhD 鶹 Issues/Topics case includes: Interdisciplinary land use issues in a tribal context Basic principles of sustainable forest practices Sovereignty: cultural and environmental issues Natural resource policy and planning in a changing tribal context Indigenous knowledge, silvicultural techniques and forestry science Restoration ecology and indigenous knowledge. Learning Objectives include: Understand complexity of environmental decision-making for tribes including issues of sustainability, restoration, land tenure, forestry science, economics and culture under the threat of catastrophic forest fires. Gain comprehension of the sovereign rights of Indian Tribes in relation to tribal lands. Engage students in thinking about environmental issues using an interdisciplinary framework that incorporates traditional ecological knowledge and tribal science, community knowledge and western science. Understand the basic science behind forestry decisions. Understand the application of silvicultural prescriptions, forestry science and indigenous knowledge. Gain a basic understanding of methods to estimate forest growth and harvest levels and how this methodology can be applied to understand economic impacts f adjusting the harvest levels. This case offers a broad set of teaching objectives and issues/topics. It allows teachers to emphasize and select those that reference their own goals and teaching strengths. Opportunities to attain all of the objectives are present in the case, and each one of us is probably stronger on one or two than another. It also offers the opportunity for student groups to add in their knowledge, especially those familiar with natural resources and/or the tribal context. Intended Audience: This case is suitable for use in undergraduate or graduate courses in Native American and Indigenous Studies, Tribal Forestry, General Forestry, Botany Environmental Science, Public Policy and Administration, and Environmental Planning. Updates and Additional Information (9-5-16): Mescalero has continued to lead in forestry planning and in the areas of tribal input into forest plans and collaboration with Forest Service programs. The Mescalero Natural Resources Department now extends management operations on new areas of Forest Service lands. They completed a unique thinning program on Forest Service lands that succeeded in reducing disease and problems from mistletoe. Contracts with the Forest Service provide jobs and opportunities for contributing to the health of surrounding forests. Mescaleroapachetribe.com BIA Forestry: BIA.gov Teaching Approaches and use: As a teacher, you are responsible for setting out a framework for understanding the basic history, context and issues presented by this case. Depending on the level of knowledge and familiarity with tribal affairs, forestry and natural resources on the part of students, it may be necessary to prepare a pre-assignment and/or provide a lecture in advance so the students will have the basic knowledge to work a case about forestry set in Indian Country. A list of additional resources is provided at the end of the case that may be useful. Several approaches to teaching this class are possible. Class discussions and a series of group presentations on topical areas may help when time periods are limited. Another approach described below demonstrates a scenario that students would play out, applying a basic forestry equation. The case can be used to initiate follow-up research for undergraduates or to complete advanced research and writing assignments for graduate students as a kind of opus that includes forestry science and indigenous knowledge. This is a more advanced option and assumes that students have a basic knowledge of forestry science, indigenous knowledge, statistics and research skills. Advanced students might read the complete Integrated Natural Resources Plan and analyze how it shapes up as a restoration plan. Student research may cover additional watershed issues, science, cultural, hydrological and forestry factors as well as completing comparative studies using other tribal forest plans and INRM plans. This last approach requires independent research, group coordination and an advanced interdisciplinary approach using natural and social sciences. All of the approaches case can be integrated into building forestry and statistical skills by connecting it to an outdoor plot inventory exercise followed by statistical analysis. APPROACH #1 Class Discussion Method and Activities. . This case can be taught in a 50 minute class in its shortest form, providing that the reading has been assigned in a previous class and sufficient background or lecture material has been previously presented to give students a basic familiarity with the tribal context and some basic issues and practices in forestry. In this format, students read the case before class and participate in a discussion around some of the questions listed below. However, the case has many components and to develop more of the potential skills, knowledge bases and learning opportunities within, it can be attached to additional research. At least one additional class session is recommended if the goal is to attain greater depth. Longer blocks of time allow coverage of more components: it requires more than one session if you plan to have students prepare in-depth class presentations and do research. At the upper-division or graduate levels, it is expected that students would do independent research on topics like silviculture, laws affecting tribal forestry, statistical methods and assumptions, the relationships between traditional ecological knowledge and science in forest management and other relevant topics. It may also be used as a companion case with other forestry cases on the Native Cases website to show regional, scientific and cultural differences. BASIC OPTION. Students should read the entire case and the appendixes in advance of the class discussion. Briefly review the main points and divide the class into small groups of 4-8 to work on the general discussion questions. If you want students to engage more deeply in the material, have them research various components of the case and make brief group presentations on their research during a second class meeting. You could pre-select the research topics, work with students to identify preferred topics or use one of several forestry challenges like the adequacy of the Austrian Formula, integrating teepee pole and cultural uses into forest management, indigenous knowledge and forestry management or climate change and fire risk as topical areas for research. The basic discussion can be successful without assigning students to read the appendixes in depth, but it is useful to have them at least review them as background material. GENERAL DISCUSSION QUESTIONS: ALL LEVELS Two questions are provided for each learning objective of this case. Teachers are encouraged to pick and chose those that best meet class needs. 1. How can scientific information be communicated to the tribal public and the tribal government? (Learning Objective-LO- #1) 2. Describe the reasons why making the best economic decisions for timber harvest is currently disengaged from making ecologically based decisions that reduce the danger of catastrophic fire? (LO #1) 3. Why do you think that the Tribe prefers to assert its sovereignty through communal ownership of natural resources, rather than federal management or individual property ownership, both of which have been resisted? What are the advantages of doing this? (LO-#2) 4. What kinds of changes occurred after the Tribe gained greater control over the management of forest reserves after self-determination. (LO #2) 5. What kinds of actions would help resolve the problems stemming from reduced timber harvest leading to reduced thinning, especially considering drought and global warming? (L0 #3) 6. If you were the Mescalero Tribal Director of Natural Resources, what bodies of knowledge could you use to convince the Tribe to keep one of the mills open? Which mill would if be? (LO #3) 7. What kinds of information might be added to the method of forest inventory used in this case? What might be lost or gained in the decision process if changes were made? (LO #4) 8. Mescalero forest planning documents such as the environmental documents that are referenced in this case, are decision-making tools that incorporate traditional knowledge and western science. What are the pros and cons of doing this, for example, in the teepee pole problem? (L #5). 9. Are the statistical assumptions made in assessing the annual allowable cut reasonable? 10. Can you suggest ways that they should be changed or adapted to better meet tribal objectives? (LO #4 and LO#5) 11. Based on the given numbers, without any further withdrawals, what is the AAC for Mescalero using the Austrian formula? What is the dollar value of that volume? (LO #6) 12. Based on a class discussion, determine a specific number of acres for withdrawal from harvest and develop an outline of the reasons for the withdrawal that justify the economic loss for presentation to the Tribal Council. (LO #6) ADVANCED DISCUSSION QUESTIONS; GRADUATE LEVEL Selection from this list of question depends on level of forestry background and knowledge of natural resource practices of Indian tribes in the class. Questions 4-7 imply a higher level of background knowledge and the ability to do research to find relevant texts and journals. 1. The goals and objectives of the Forest Management Plan may differ from the goals and objectives stated by the Tribe. What are the possible reasons for these differences and what can be done to mediate them? 2. How could local community knowledge be accessed and integrated into the forestry environmental planning process that is the basis for decision-making? 3. What are the assumptions underlying the conduct of a forest inventory and the practice of silviculture as described in Appendix I? Does the inventory cover all the important components of forest ecology? 4. How could local community knowledge be integrated into the forest inventory? What would need to be done to get those who have specific knowledge of the location of potential teepee poles to share their knowledge? 5. Can interdisciplinary collaboration be used to create better science leading to policies that reduce the danger of catastrophic fire? 6. Are the assumptions presented in the statistical analysis of the timber inventory and the annual allowable cut compatible with traditional ecological knowledge? Why or why not? 7. At what points can the deductive processes of data-collection, statistics and empirical knowledge of forestry articulated with traditional knowledge based on inductive processes of natural laws and principles gathered over time and connected with indigenous knowledge? APPROACH #2. Scenario method. This method involves teaching the case as a participatory scenario. The best start-up is a general discussion of the case using some of the discussion questions. Scientific methods of estimating forest growth and harvest levels, traditional ecological knowledge, conditions for the growth of trees for tepee poles and possibly even an outdoor forestry inventory plot measurement exercise. From that point, students break into groups to play out the scenario. Note: the Tribal Natural Resources Team has the greatest challenge here, as they do in actual operations. It would be best to have at least one student in this team who is familiar with tribal government and natural resources. If this is not possible, faculty lecture/discussions on key aspects should precede doing the scenario. Scenario A forms the main framework for class participation. Discussion B adds an option to follow Scenario A. If A and B are used together, it creates an interrupted case where the additional issues of policy meet the scientific analysis of the first scenario. PART I: THE WHOLE ENCHILADA SCENARIO (This title comes from a common Southwest expression. The whole enchilada is used to express the idea of taking in a large number of diverse issues to solve a problem in a holistic way.) Working the scenario: the class divides into teams of 4-8 members. Each of the teams takes on the role of one of the actual departments or institutions that would actually be involved in resolving the problem. Each team can refer to additional information about forestry in the Appendix to develop or critique the presentation on the AAC alternatives to the Tribal Council. The teams will need to develop at least two alternatives recommending different levels of withdrawalsin other words leaving out a stated number of acres in order to provide for threatened and endangered species, cultural purposes and habitat for wildlife. By substituting the reduced number of acres in N of the equation, they can calculate an adjusted AAC. It is suggested that they use percentages to express the amount of acres for withdrawals, since that will aid the discussion, though numbers of acres are plugged into the equation. . FORESTRY TEAM. One of the problems for forestry today is the significant excess in the numbers of small diameter trees in comparison to the target stand structure and a deficit in the larger diameter tree component. Forest management proceeds under scientific guidance, but results are impacted by tribal needs and economic realities. The professional forestry team sets out to apply scientific forestry formulae to explain the results to the Council as to how it will address the decision. The Austrian Formula is the current method in use of calculating allowable harvest for the uneven aged forest strata. They will make a presentation to Council on how the annual allowable cut is assessed. The team should include a thorough explanation of the equation and how it defines how the annual volume adjustment converts an existing stand to a target stand over a period of time. The Austrian formula uses per acre growth and volume data. As a result the allowable annual cut (AAC) yielded by the formula is multiplied by the commercial forest acreage to determine the total volume of the AAC. ((Timberland Inventory p.1, BIA). The Austrian Formula can be illustrated as follows: V meas. V pred. AAC+ is found by filling in I+ ( _________________________) specific numbers, working out the ratio and adding it to I, and finally n multiplying the result by the number of acres. Another forestry equation called the Briegliev modification incorporates factors for dynamic nature of growth and periods of time. For the purpose of this exercise, the Austrian equation is all that is required. By placing the following values in the equation, an approximation of the AAC can be calculated. I = 150BF--the volume of annual net growth per acre: (150 board feet per acre per year times the number of acres available for harvest) V measure= 5000 (volume (board ft per acre) in the year from which the inventory data was collected. V predicted= 8000 (board feet per acre predicted: i.e. desired, volume per acre at the end of the adjustment period n= 60 years conversion period or number of years accepted as a desired period in which to develop the target level of growing stock (assumes that all forestry management treatments and rotations are completed) Acres: 100,000 acres assumed available in forest reserves to be managed for conversion to target conditions. This is the acreage that can be adjusted in calculating I for estimating specific withdrawals. In addition, the economic value of the AAC can be estimated once the actual number is found if it is assumed that the stumpage value is $100 for 1,000 board feet. This team should prepare a table to show the AAC and related profit levels derived from the AAC formula based on the full extent of timber reserves based on 100,000 acres. Biologists have recommended a 15 percent acreage withdrawal for wildlife as the preferred alternative to protect fish and wildlife or a 10% minimum. The forestry team chooses one of these levels and explains to the tribal council what alternative is best from their perspective --an alternative with a withdrawal for fish and wildlife with an added 10 per cent for full protection and 5 per cent minimum protection. Threatened and endangered species withdrawals are recommended at 9 percent for 80 per cent confidence and 6% for 70% confidence. The team is charged to prepare two additional alternatives, selecting withdrawal levels and adjusting the Austrian formula by reducing acreage accordingly. They also demonstrate the change in profit levels to the Council by calculating the stumpage rate values. MESCALERO NATURAL RESOURCES DEPARTMENT TEAM. For this team, the devil is in the details. The forestry science Austrian calculation and silvicultural practices may not fully address concerns about forest fires in the Southwest. Catastrophic fires in recent years on reservations have heightened fears. Tree disease, mistletoe, and insect infestation contribute to high fire danger. They will explain concerns that current calculations and silvicultural prescriptions may not be enough to allow them to reduce fire risks. The team is charged to prepare an additional alternative, selecting withdrawal levels and adjusting the Austria equation to meet tribal objectives. This team may also discuss projects based on new models based on forestry science informed by traditional ecological knowledge that include concerns such as high levels of fire risk and the desire to maintain healthy populations of cultural plants and fish and wildlife. They apply the Austrian equation, but they will choose a different level of withdrawal to meet their concerns. If this is done in more than one class meeting, this team can research articles about thinning and silviculture with an eye to fire danger and integrate the fact that appropriate treatments to assure healthy forests through thinning and other practices costs an additional $600 an acre into their calculations. This team prepares to comment on the alternatives prepared by the Forestry Team and question the withdrawals for fish and wildlife and cultural uses. They review the two alternatives provided by the forestry team and develop their own alternative based on the same equation, with a withdrawal level based on their best ideas of how to meet tribal cultural needs and any other withdrawals they see necessary to do such things as apply traditional ecological knowledge. They should be prepared for questions from the Council and other teams. TRADITIONALIST TEAM This team represents the thoughts of those who want to apply traditional ecological knowledge to the forest. They believe that increasing fire will help to return the forest to its traditional productive levels. Their raise the question that fire may be a better tool than timber harvest to accomplish this and to allow many of the traditional plants used for medicine and food, to return to their normal cycle. They have concerns about traditional plants and foods and cultural trees that carry meanings as trail markers or have other cultural meanings, and the need for teepee poles, yet these cultural resources are not covered by equations based on current inventory. They present the idea that applying uniform equations to achieve the best results for the whole forest can miss important components. This team may develop ideas for a more detailed review of the forest inventory and its assumptions, including the addition of indigenous aspects, and a management plan that allows for the involvement of tribal members in decision-making at a fairly detailed level. If done in two class meetings, this team can research articles on traditional ecological knowledge and present ideas on how traditional ecological knowledge can help this situation. They comment on the problem of teepee poles, since current forestry practices allow trees desirable for teepee poles to be cut down, especially when clear-cutting is prescribed to eradicate forest diseases or during timber harvest. Also, areas where trees for teepee poles are left after harvests and treatments may be far from residence areas and hard to access. This group comments on the impacts of the process of scientific sampling in the timber inventory and how it relates to local community knowledge and communication to shape suggestions that resolve issues. This team should be familiar with forestry practices, timber inventory methods and statistical applications with an eye to critiquing them. They will surely want larger withdrawals for cultural uses including fish and wildlife, large trees and teepee poles and they will create their own alternative with levels of withdrawals that may reflect cultural areas, prescribed burn areas or other areas of concern. TRIBAL COUNCIL TEAM. This team reviews all of the materials that other teams present and the Appendix to gain a general familiarity with the methodology that the other groups will explain. After hearing the evidence, Tribal Council members must chose from the three administrative reductions to the allowable annual cut based on goals for maintaining more large trees, wildlife management deferrals, cultural resource emphasis deferrals, timber harvest goals with employment impacts, and the problem of teepee poles and wildland-urban interface. They must also consider the relationships of the different organizations like the BIA, the Forest Service, local businesses and nearby towns and tribal businesses that are involved. The Council will hear deferral percentages and the actual acreage withdrawals presented by the other teams and then consider their relationship to dollar costs and short and long-term impacts for tribal lands and people. They will question the teams and hear the additional relevant arguments from the other groups that present other challenges. They will make a decision on a preferred alternative and explain their decision to the tribal public. . Part II. SCIENCE MEETS POLICY IN THE PERFECT STORM Follow-up discussion or continue scenario method as an interrupted case scenario with teams The Problem After the Tribal Council makes its decision about the level of the timber harvest that balances the ecological and cultural needs of the Tribe, their work is not over. The Tribe owns two sawmills and they are losing money in the context of low global prices for lumber. One sawmill, located off-reservation, is outfitted to cut small logs. The capacity to cut small logs is important to the health of the forest. Years of fire suppression and human intervention led to dense overgrowth of young trees creating fire-prone conditions. These conditions will only intensify with climate change and drought: significant wildfire fires have occurred in recent years. Thinning the dense, overcrowded areas of single-age trees is important to reduce fire danger and the sawmill helps make this possible. by processing a larger volume of small logs from thinning. But today, climate change, cyclical drought and low global prices disrupt the balance that came from thinning through timber harvest that used to achieve some economic and reduced fire risk benefits and was connected to receiving funds for restoration. The second sawmill is located on the reservation, and this one employs tribal members while the off-reservation mill does not. This is a function of location and tribal preference to live on the MAIR. Unfortunately, this mill is outfitted to harvest large logs. The harvest level the council previously decided on in the scenario includes the removal of most large second growth and old-growth forested areas. Yet how can the Tribe close this mill, when tribal workers are dependent on the income. They have tried bringing in logs from Forest Service areas, but that supply is increasingly limited. Both BIA and Mescalero Natural Resources have concerns about this situation. In this second scenario, the teams from the previous scenario get to question the Tribal Council. This problem can be held as a follow-up class discussion or as a continuance of the first scenario. Some general discussion questions are: What mill should the Tribal Council close? Why? Which mill do you think that the Tribal Council will close? What will happen if the off-reservation mill is closed? Can a non-tribal organization assist the Tribe in getting funds and coming up with a different alternative that preserves jobs while providing for the future ecological health of the forest? What other alternatives might the Tribe consider to help resolve this situation that pits tribal jobs against environmental benefit so that the Tribe can continue to protect and restore the forests? POSSIBILITIES FOR ADDITIONAL RESEARCH ACTIVITIES AND ASSIGNMENTS Depending on the amount of time available for this teaching case, students could complete one or more of the following research assignments after the case discussion. Students can present findings to the full class in small groups, or in the form of a written paper posted on a class website to share with other students. Students might also comment on two or more papers of their peers. Additional activities might include: Interview a tribal forester or environmental planner about balancing forestry practices with tribal needs. Complete research on current silvicultural prescriptions used in the Southwest in non-tribal areas and compare them to the prescriptions applied by the BIA. Compare the Mescalero land tenure scenario with that of another Tribe. What similarities or differences exist? What are the impacts for economics, culture, forestry and politics? Research the legislative history of tribal forestry and make recommendations for pending or future legislation. What were the milestones in legislation affecting tribal forestry? Research more about the history of forest ecology and ecosystem management as practiced on the Mescalero Apache Indian Reservation. Research whether tribal forestry has developed along the path of general professional forestry or is it different? Why or why not? Research how the indigenous science is changing ideas about forestry. Research different ways in which various nations (tribal and non-tribal) are making decisions about forest resources and brainstorm alternatives. Is this a global problem? Research legislative and administrative decisions that impact fire risk on drought-stressed Southwestern forests. Is there sufficient planning for climate change? Write a short essay about tribal forest resources in a Tribe other than Mescalero based on your individual research. What are the similarities and/or differences? Research forestry texts on different types of equations that are used to establish the annual allowable cut in different environments. Why do you think the Austrian equation was chosen? What are the strengths and weaknesses of different forestry equations? Advanced Research Activities. Follow-up activity. Students can read a Tribes Integrated Resource Management Plan and complete additional research on the issues it raises for forestry and watersheds. The students can then write a research paper that analyzes this document as a forest restoration plan. Issues such as watersheds, soil, harvest succession, cultural issues, hydrological factors, fire, tree species, and wildlife and fish habitat are appropriate research topics. Individual or small group findings can then be presented to the entire class. Field Testing This case has been field tested with a graduate class in Tribal Governance in two sessions. This class had strong expertise and knowledge of tribal governance and the tribal context. At least half the students had experience with some form of tribal natural resource management. The class read the case and met in teams for 20 minutes before beginning the first scenario. The results were particularly successful in terms of the teams coming up with original, innovative solutions and using an interdisciplinary framework to solve complex problems. Two teams had difficulty with the math in working the equation. An example of how to work the equation has been added at the end of Appendix I.     PAGE  PAGE 2 $%();@_`  V W > ? 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