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Show THE GOSHUTES W E S H A L L R E M A I N : U TA H I N D I A N C U R R I C U L U M G U I D E 55 TEACHER BACKGROUND The Skull Valley Band of Goshute Reservation, located approximately forty-five miles southwest of Salt Lake City, was established by executive order in 1912 and covers 17,248 acres. With limited land holdings in a sparse, secluded landscape, the Skull Valley Band has struggled to develop a viable economic base. In the 1990s, the nation's executive council undertook efforts to locate a temporary nuclear waste storage site on the reservation. The history of this controversial issue highlights the Goshutes' struggle for sovereignty, economic independence, and environmental security. Objecti ve The student will be able to comprehend how tribal sovereignty is complicated by disagreements over land use, economic development, and state vs. federal control. They will also understand the econom-ic and ecological variables that have shaped the Skull Valley Band of Goshute's attempted acquisition of a nuclear waste storage facility. Student Materials Debate: Should the Goshutes Build a Temporary Nuclear Waste Storage Site on the Skull Valley Reservation? YES: Forrest Cuch NO: Margene Bullcreek Time Frame - versatile Two block periods with homework Three standard periods with homework Teacher Materials At a Glance: Goshute Sovereignty and the Contested West Desert We Shall Remain: The Goshute (chapter 4, 18:37-22:05) the SKULL VALLEY GOSHUTES AND THE NUCLEAR WASTE STORAGE CONTROVERSY Procedure Using information from At a Glance: Goshute Sovereignty and the Contested West Desert and clips from We Shall Remain: The Goshute, teach your students about the controversy over nuclear waste storage on the Skull Valley Band of Goshute Reservation. Emphasize the way these issues are related to tribal sovereignty and economic stability. Split your students into debate teams and assign each team a position either for or against temporary nuclear waste storage on the Skull Valley Band of Goshute Reservation. Provide each "debate team" with a starter oral history excerpt and have them search for at least three additional credible sources of their own. Remind them to keep the focus of their arguments on sovereignty. Have students debate their topics and judge as is appropriate for your classroom. |
