Fernando M. Reimers et 31.

Next the teacher introduces the concepts of sovereignty and indigenous
peoples right to sovereignty. Students are split into groups, and each group
compares its own country case and eventually presents to the class on the
case of Indigenours Rights in Mexico and the United States. In their pre—
sentations, the groups should answer the following questions in particular:

— Do the constitutions of each of the nations provide for the right to
sovereignty?

~ When did the right to sovereignty come into place?

— What are some of the provisions of it?

—— How many recognized tribal governments exist in each country?

~ Are there official reservations recognized by each of the governments?

— Is there a government agency or department that specifically looks
into the affairs of indigenous people in each of the countries?

—~ What are the rights and benefits of tribes? Are there differences in
their rights from state to state? (There are in the case of the United
States.)

Students will analyze the census of Mexico, which reports not only racial
ethnicity but also political ethnicity as way to recognize the indigenous peo—
ple in the country

Activity 6.7.4

Taking Sides

(Note that this could be an optional activity based on the availability of
time and the interest of the class. Alternatively, it could be included in
activity 5, which concerns comparisons.)

In this activity, students will be introduced to the background of the
Zapatista rebellion in Mexico in 1994. Students will be divided into groups
wherein they will get information about the Puebla Panama Plan and the
criticism around it in 2001. One group will represent the government of

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