Background
"Who decides who benefits in New Mexico?" The answer to that question will be worked out in my government and economics class at Capital High School in Santa Fe, New Mexico as part of my commitment to teach 'values'.1
My curriculum will take a comparative view of decision making and wealth distribution. My course covers many basics of United States democracy and economics, state, local and pueblo governments. However, my students' lens of analysis will be an ethical inquiry using these questions: What decisions are being made in Santa Fe and New Mexico, right here and right now, which effect my community and school? Who is making those decisions? How did they get to a position of making them? What values do the key players have? and, How can I, as a participant in these processes, contribute to the overall outcome for my own benefit and the benefit of others?
This curriculum unit features student investigations on the proposal of legislation, the ensuing debate and the final enactment. This process is unique in Native American government to include deliberation by a tribal council and its members. At the city level, the mayor and city council members review proposals, listen to public debate and decide upon priorities.
This curriculum unit culminates in a class visit to the Pueblo of Pojoaque about 10 miles north of Santa Fe, and New Mexico's film office and Legislature, known as "the Roundhouse." Mayor David Coss of Santa Fe will visit our school and discuss "The Angelou Report: Cultivating Santa Fe's Future: Economic Development Strategy 2004."2
Students will be able to review all the steps in these democratic actions, debate their merit and review their costs and benefits. Students apply their knowledge by listening, observing and asking questions of presenters. Applying an ethical lens of analysis, they bring their questions full circle to grade and evaluate the decisions made by their governments. As a final result, I hope they will remain engaged in political decision making.
Santa Fe: The City Different
Santa Fe dates its origins back to about 1050 when the Pueblo cultures established villages near Santa Fe. Two important New Mexican figures, Don Juan de Oñate and Don Pedro de Peralta became governors of the New Mexican territory under Spanish rule. Later in the 1600's, Native Americans expelled those Spanish settlers from Santa Fe in what is known as the Pueblo Revolt.3
Santa Fe now calls itself the oldest capital city in North America (1607) and the oldest European colony west of the Mississippi. This history, sans the expulsion of the Spaniards in 1680, and the consequent brutality, murder and retaliation on both sides, is commemorated annually in a city reenactment. Every September, teachers and students alike stop everything to watch and participate in "The Fiestas" which celebrate the reoccupation of Santa Fe by the Spanish. The burning of the "Zozobra," a huge, 49 foot tall marionette during this celebration, signifies the burning away of our troubles and cares, supposedly giving us a fresh start on the year—and we hadn't even started school! It is one of those historical events, the memory of which brings joy and pride to some, and horror to others.
Santa Fe is the capital of New Mexico and is home to our citizen legislature4 and third largest urban population. It is an ethnic mix of Mexicans and New Mexicans, whites, Asians and blacks. However, it is also a destination to many others including those who yearn for refuge from big cities, those who seek work from unemployment in Mexico, and those who are actively involved in spirituality, art, opera, Native American culture and the citizen legislature.
Modern day conquistadors?
Entered into statehood in 1912, New Mexico has a fascinating history cutting across time of ancient civilizations, Spanish colony, Mexican territory, US territory and state. Who owns this land and its wealth? How was it distributed then? How have the former spoils of conquest become the current resource development which fosters education for my students? Has inequality become so imbedded in our society that we ignore it and refocus on the goals of meritocracy?
Integral to my students' study of government and economic development are the foundations of American democracy, federalism, economics and civics. Are we a democracy or republic? Do we have full participation of the masses of people at the federal, state and local level? Do a selected few representatives and elites make choices for us on our behalf? Does a 'citizen legislature' make decisions that more adequately reflect our wishes?
Schumpeter's work Capitalism, Socialism and Democracy5 is a lynchpin in teaching my unit on the relationship between government and economics. It conveys the emerging political and economic tension in our society from the 1950's. Schumpeter brings new insight into Rousseau's idea of the volonté generale in saying that there is no such thing as the general will of the people. Rather, says Schumpeter, the public has many different volitions. This concept has evolved into a materialistic struggle between the economic motivations for profit versus the political motivation for votes. If we take a simple diagram6 to explain this phenomenon to students, it will bring their knowledge of democratic principles in line with their quest for understanding economic and political realities for their state.
New Mexican Government
New Mexico's government, like almost all other states, has executive, legislative and judicial branches. The Governor and his staff address priority issues by promulgating an agenda at the beginning of each legislative session. New Mexico has a volunteer and part time, unpaid 'citizen legislature.' Legislators come from a wide variety of backgrounds including ranchers, attorneys, realtors and businesswomen.
Using information gleaned from the Internet and direct interviews with officials in the NM government, I have learned that a centerpiece of NM's economic development plan is to use a portion of the taxes on the extraction of resources of New Mexico's oil, gas and minerals to fund new initiatives such as the NM Film Industry.7
One such initiative, the Film Office, is undergoing a windfall because of the increase in oil and gas leases and the taxes paid on extraction of these resources. One cannot help but wonder is that equitable? It sounds beneficial that 82% of those taxes go for educational initiatives, but, are the Film Office and investment brought into the state from outside, monies that directly assist our students?
Incentives from other states such as Florida, California and New York make film industry dollars quite competitive and attractive. According to Trish Lopez of the NM Film Office, the number of employees in film has increased from 80 in 2002 to 1500 in 2008. In addition, 6 training programs in film now exist at New Mexican colleges. Investment in the NM's film industry increased from $ 8 million to $ 200 million in 2004.
Attracting film production in the United States is both a federal and individual state program. No Country for Old Men, the 2008 Academy Award won by Miramax and made in New Mexico, grossed $ 61.3 million. Also filmed in NM, 3:10 to Yuma, grossed $ 68 million including international receipts for Lionsgate Corporation. Its production budget was $ 55 million. Did the NM incentives package return 25% of the investment back to the producers and help Lionsgate's bottom line by adding an additional $ 11 million to a California-based coffer? Where do the proceeds end up? Do they revert to California, or New Mexico's fledgling economy for reinvestment in other economic priorities?
A big challenge is if New Mexico can develop its own film companies so that capital which comes from New Mexico stays in New Mexico. What remains to be seen is whether the windfall profit for the oil and gas exploration will directly and equitably be shared in New Mexico, either for future development and fiscal reserve, or for education and school development projects, which benefit the average citizen. A formal evaluation of the costs and benefits has been promised by the Legislature for the end of the year.
Tribal Government
In comparison, students will learn about the Pueblo of Pojoaque, one of nineteen northern Pueblos in New Mexico. Each Pueblo is different, and Pojoaque, a few miles north of Santa Fe, is a tiny, yet sovereign nation. 'Pueblo' is Spanish word for stone masonry village dweller, and refers to one of the oldest cultures in the Americas. Pueblo ancestors, the Anasazi (Navajo for 'ancient ones'), have a history dating back 7000 years. The Anasazi were first nomadic and changed over into cliff dwellers, making their homes out of natural caves and mesas. They settledin Southeastern Colorado, New-Mexico, Utah and Arizona, also known as the Four Corners region. Today, the Pueblo population in New Mexico is about 8500. In the 1500's, Spanish priests and explorers' diaries record their contact with the Pueblo Indians
Pojoaque is one of the smallest (227 members) and yet, most aggressive in economic development by building a hotel, spa and casino called Buffalo Thunder. Navajos, which are the largest Native American group (97,470 members), only recently voted to have a casino in their territory. The Buffalo Thunder, mega-project, in Pojoaque, is a development over which the tribe has apparent control. The tribal council and Pojoaque's governor, George Rivera make decisions on behalf of its membership in a direct democracy. Evidently, the proceeds from the profit of the mega-project are divided up among tribal members in the form of scholarships, educational assistance, health care and social programs. It remains to be seen how this new initiative and to what extent it will directly benefit the population.
My student's visit to the Pueblo will be hosted by Daniel Moya, an interpreter for the Pueblo and the Poeh Museum. Daniel speaks to the students from his heart about challenges and opportunities growing up in New Mexico. Daniel spends about one hour explaining the establishment of the Pueblos (there are eight northern Pueblos in New Mexico). He discusses with the students the polity of the Pueblos: its governor, tribal council and judiciary. The unique feature of the Pueblo is the tribal council; where issues are open to debate from registered tribal members. However, there is no written constitution. Pojoaque's focus is sharing and cooperation from youth to old age.
Seniors need more than jobs, they need careers!
In any case, New Mexico has a very low unemployment rate (3.9% in 2008 lower than 43 other states). Santa Fe has very attractive minimum wage and job opportunities promoted and encouraged by the State. The connections to NM's Legislative Office, the Film Office, the colleges and universities that have film education programs offer a hopeful opportunity for my students. Trish Lopez says that there are a myriad of jobs ranging from builders, caterers and peripheral businesses of carpentry, accounting, hair design, chauffeurs, set design, makeup, directing—and yes, even acting!
The topic for my classroom is timely and provocative. Most of my seniors already have part time jobs. Seniors are beginning to feel the pinch of the gas crisis. One student said on a Tuesday he did not think he could come on a Friday again because he had no more money to fuel his vehicle. So important is this curriculum to the education of seniors at Capital High that the 2008 valedictorian speech by senior Robert Migliori was entitled "US Freedom from Addiction to Non-Renewable Resources." Administrators, teachers and students alike gave him a standing ovation.8
"If you don't know where you are going, any road will take you there," says Lewis Carroll in Alice in Wonderland. I intend to help students forecast where they are going by assessing social, political and economic skills necessary to achieve their goals and beyond.
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