DOCSLIB.ORG

American Indian Contributions to Science and Technology

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
American Indian Contributions to Science and Technology Portland Public Schools Geocultural Baseline Essay Series American Indian Contributions To Science and Technology By Chris R. Landon Portland Public Schools American Indian Baseline Essays 1993 Chris R. Landon Chris Landon served in the Portland Public Schools as American Indian Resource Specialist from 1989 to 1993. Educated at the University of Washington (B.A. in General and Interdisciplinary Studies, M.Ed. in Curriculum and Instruction), Chris is a doctoral candidate in Educational Administration there. Chris has taught a variety of subjects as well as serving as an administrator in public and tribal schools in Washington State. Version: 1995-07-14 PPS Geocultural Baseline EssaybSeries AMERICAN INDIAN CONTRIBUTIONS TO SCIENCE AND TECHNOLOGY CONTENTS PAGE INTRODUCTION .............................................................................................. 1 AGRICULTURAL SCIENCE AND TECHNOLOGY ............................................... 7 An Overview of Indian Agricultural Contributions............................................. 7 American Indian Agricultural Technology......................................................... 9 Impacts of American Indian Agricultural Technology on Other Cultures..... 15 American Indian Food Processing Technology .......................................... 20 American Indian Animal Husbandry................................................................. 22 Observatories, Medicine Wheels and Instruments........................................... 32 ENGINEERING ..................................................................................................... 39 Hydraulics ........................................................................................................ 39 Hohokam Irrigation and Water Systems ..................................................... 41 Pre-Incan and Incan Irrigation and Water Systems .................................... 42 Mesoamerican Irrigation and Water Systems............................................. 45 Transportation Systems ................................................................................... 48 Trails and Road Systems ........................................................................... 49 Inca Roads and Bridges ............................................................................. 50 Mayan Roads ............................................................................................. 52 Land Transport Technology........................................................................ 53 American Indian Navigation and Vessels ................................................... 54 Urban Design................................................................................................... 60 MINING SCIENCE AND TECHNOLOGY.............................................................. 67 MEDICAL SCIENCE AND TECHNOLOGY........................................................... 69 American Indian Pharmacology ....................................................................... 73 Psychology ......................................................................................................81 Surgery and Related Techniques..................................................................... 85 AMERICAN INDIANS IN CONTEMPORARY SCIENCE....................................... 92 The American Indian Science and Engineering Society .................................. 99 Science Education Programs for American Indians......................................... 100 APPENDIX A CHRONOLOGY........................................................................... 105 APPENDIX B AMERICAN INDIAN PHARMACEUTICALS................................. 135 REFERENCES...................................................................................................... 140 Science Chronology......................................................................................... 140 Footnotes......................................................................................................... 141 Index ................................................................................................................149 American Indian Baseline Essays SUBJECT: Science INTRODUCTION This Essay is principally concerned with the discoveries, innovations, technical practices and contributions of American Indian science. American Indians are not often given credit for having a scientific culture; indeed, numerous popular books, texts and other outsider accounts of American Indian cultures have depicted Indians as invariably superstitious, ignorant and helpless in the face of the powers of Nature. Such an inaccurate picture has sometimes been used to justify a belief that American Indians are something less than fully human and thus not entitled to full human rights worthy of respect by all. It is important for teachers to have an understanding of the characteristics of American Indian scientific thought and accomplishments so that their students may be taught to appreciate the true stature of Indian people as one of the Four Colors of the Medicine Wheel of humanity. We should begin by indicating something about the traditional frame of reference used by American Indians as they conducted their investigations of the world and decided which uses of their discoveries were appropriate. (In philosophy, the concept of a frame of reference combines the concepts of epistemology - ‘ways of knowing’ - and axiology - ‘ways of valuing’.) American Indians and Alaskan Natives (the term refers collectively to the Inuit (‘Eskimo’), Aleut and American Indian peoples of Alaska) have long been careful observers of reality from a vantage point of great intimacy with Nature. From what they have learned over centuries of observation, empirical experiments, technical discoveries and continuous questing for visions to show the appropriate relationship of humans to those truths, American Indians have produced a distinctive body of scientific knowledge. American Indian scientific and technical knowledge is profoundly imbued with a great sense of ethical responsibility. It marries knowledge and wisdom (knowing what S 1 American Indian Baseline Essays SUBJECT: Science can be done and what is appropriate to do) to produce a holistic sense of virtue (limiting oneself to doing the appropriate thing). This sense of virtue in making choices about how to apply knowledge has persisted to a great extent even after 500 years of continuing contact with a different system of beliefs and understandings about the world. The system of beliefs brought to the Americas by Europeans was similarly drawn from observation, experiment and reflection upon the nature of reality, but it differed (and still does in some ways) from Indian views in several important respects. Many of the developments of the modern European-American system of scientific thought took place after Contact between American Indian and European cultures. However, the basic features of both systems were in place at the time Europeans and American Indians learned that the world had a larger physical and cultural dimension than either had experienced prior to Contact. The generalized distinctions between the European-American and American Indian scientific worldviews are briefly compared in the table below. Traditional American Indian Scientific Traditional European Scientific Worldview Worldview Circularity of spacetime as a unified Linearity of both space and time as quality of reality separate qualities of reality Unified view of material and spiritual Dichotomous view of material and spiritual reality; organic worldview aspects of reality; mechanistic worldview Synthesis the predominant cognitive Analysis the predominant cognitive process; holism the predominant scientific process; reductionism the predominant paradigm scientific paradigm Humans seen as equals to all the other Humans seen as a distinct and superior beings in reality type of being as compared to others American Indians today use many symbols to express the fundamentals of their S 2 American Indian Baseline Essays SUBJECT: Science worldviews. The different symbols result from the enormous diversity that exists between the hundreds of Indian cultures and languages and between environments separated by hundreds and thousands of miles across two great continents. Differences also arise from the degrees to which traditional worldviews have survived among Indian cultures subjected to a variety of destructive and assimilative pressures over the past 500 years. Space does not permit an exhaustive survey here of the major traditional Indian worldviews. However, it is appropriate to offer one illustration. A symbol that is widely used and to which many references exist in the literature on Indian cultures is introduced below. Consider the Medicine Wheel. This symbol is used by many tribes, particularly on the Great Plains of North America. It is well-known elsewhere in various forms. The illustration of the Medicine Wheel given here presents two variants in the form of a hoop and of a disc. There are S 3 American Indian Baseline Essays SUBJECT: Science numerous variations in the choice, orientation, positioning and interpretation of the symbolic colors, so the representation here is not intended to be definitive or exhaustive. The four colors and their orientation to the cardinal (or semicardinal, as shown in the disc) directions, sometimes called the Four Quarters, represent many things in addition to the meanings suggested above. Among these other
Load more

Recommended publications
  • Aspects of Pit River Phonology
    ASPECTS OF PIT RIVER PHONOLOGY Bruce E. Nevin A DISSERTATION in Linguistics Presented to the Faculties of the University of Pennsylvania in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy 1998 _____________________________ Supervisor of Dissertation _____________________________ Graduate Group Chairperson iii iv To the Pit River people In memory of Yámá·litwí·daá Dísdí sí·sá·dumá má céá suwí tús dit·é·wi, amxágam táxábáà tól·ím dáx cú wíc stíjéuwí?à Qa ßís ßú wóá dis·i ßuwá·géá ß tyánuwí,á toljana winá·ji·wíní. iii iv Abstract Aspects of Pit River Phonology Bruce Nevin Eugene Buckley Until recently, it has seemed that the Pit River language (“Achumawi”) was reasonably well documented by de Angulo & Freeland (1930), Uldall (1933), and Olmsted (1956, 1957, 1959, 1964, 1966). My own fieldwork in 1970-74 disclosed fundamental inadequacies of these publications, as reported in Nevin (1991). We substantiate this finding, investigate its probable bases, and establish why my own data are not subject to the same difficulties. After this cautionary tale about the perils of restating a published grammar, we define a phonemic representation for utterances in the language and introduce Optimality Theory (OT). We then apply OT to a series of problems in the phonological patterning of the language: features of syllable codas, restrictions and alternations involving voiceless release and aspiration, and reduplicative morphology. Appendix A describes the physiology and phonetics of laryngeal phenomena in Pit River, especially epiglottal articulation that has in the past been improperly described as pharyngeal or involving the tongue radix (the feature RTR).
    [Show full text]
  • Introduction Since Time Immemorial, Human Beings Have Used Narrative
    Chapter 1 – Introduction Since time immemorial, human beings have used narrative to help us make sense of our experience of life. From the fireside to the theatre, from the television and silver screen to the more recent manifestations of the virtual world, we have used storytelling as a means of providing structure, order, and coherence to what can otherwise appear an overwhelming infinity of random, unrelated events. In ordering the perceived chaos of the world around us into a structure we can grasp, narrative provides insight and understanding not only of events themselves, but on a more fundamental level, of the very essence of what it means to live as a human being. As the primary means by which historical writing is organized, narrative has attracted a large body of historians and philosophers who have grappled with its impact on our understanding of the past. Underlying their work is the tension between historical writing as a reflection of what took place in the past, and the essence of narrative as a creative, imaginative act. The very structure of Aristotelian narrative, with its causal link between events, its clearly defined beginning, middle and end, its promise of catharsis, its theme or moral, reflects an act of imagination on the part of its author. While an effective narrative first and foremost strives to draw us into its world of story and keep us there until the ending, the primary goal of historical writing, in theory at least, is to increase our understanding about the past. While these two goals are not inherently incompatible, they do not always work in concert.
    [Show full text]
  • Abstract Drilling Away the Sprits: a Worldwide Study of Trepanation By
    Abstract Drilling Away the Sprits: A Worldwide Study of Trepanation by Lara Frame May, 2010 Director: Holly Mathews DEPARTMENT OF Anthropology Trepanation is a worldwide phenomenon that is most often studied on a case-by-case basis, with few comparisons cross-culturally or through time and with no agreement as to why it was practiced. Earlier theories have suggested ritualistic and magico-therapeutic purposes and have proposed a higher frequency of trepanations in adult males as a result of injuries sustained in warfare and gender-specific ritual practices. A compilation of case reports and information on trepanation is, therefore, vital for a bioarchaeological study of the procedure. This research catalogues and describes 297 incidences of trepanation in the extant literature in order to present a worldwide comparison of the practice and ascertain reasons for its performance. This thesis collects and reviews all of the cases of trepanation reported in the English-language scholarly literature to look for overall patterns that might lend credence to one explanation or another and to examine temporal and geographic variation. This study is of potential significance because it establishes a baseline review of all cases that others can use to draw conclusions about the reasons for this fascinating practice worldwide or in specific localities. Four questions are answered in the Discussion section. Are more men than women trepanned because men are more likely to be involved in warfare as the literature suggests? Yes, in fact more than twice the number of males than females were trepanned. Is there any evidence to support cultural explanations or is this a residual category used for when skeletal remains show no evidence of pathology? It is difficult to determine if a procedure was done for cultural reasons, especially when there are no written records.
    [Show full text]
  • Lessons in Bronze
    LESSONS IN BRONZE Why Good History Matters Patricia Lord July 10, 2018 Thank you to the many local historians, activists, and leaders, who freely shared their knowledge, gave support, and made this paper possible. 2 In mid-March 2018, a plaque honoring the heroics of a man during one of the deadliest periods of Shasta County’s history was proposed. The plaque, containing only a few sentences, is one of the best examples of the need for the careful study of history. Titled “Pioneer Courage,” the plaque memorializes “... the rescue and protection from vigilante revenge on this ground of twelve innocent Yana First Nation people following the Allen-Jones pioneer family murders of 1864.” The bronze plaque attributes the salvation of the individuals to a man who owned a farm near the Sacramento River. Even though the text is presented as a straightforward account of an important but less known event from local history, conversations with community members and research reveals much more (Benda, 2018). The plaque has become an important example that can help clarify what ideals we should uphold, who we acknowledge, and what a vibrant community that values its history looks like. Most histories of the Allen-Jones massacres start from the same place, the murder of two women, though the murders are closer to the middle of the story than the start. On September 8, 1864, a woman by the name of Catherine Allen (née Boyes) (Janice, 2007) who lived just east of Millville was attacked and killed reportedly by two Native American men. Her four children were also attacked, though they all recovered.
    [Show full text]
  • Languages of the World--Native America
    REPOR TRESUMES ED 010 352 46 LANGUAGES OF THE WORLD-NATIVE AMERICA FASCICLE ONE. BY- VOEGELIN, C. F. VOEGELIN, FLORENCE N. INDIANA UNIV., BLOOMINGTON REPORT NUMBER NDEA-VI-63-5 PUB DATE JUN64 CONTRACT MC-SAE-9486 EDRS PRICENF-$0.27 HC-C6.20 155P. ANTHROPOLOGICAL LINGUISTICS, 6(6)/1-149, JUNE 1964 DESCRIPTORS- *AMERICAN INDIAN LANGUAGES, *LANGUAGES, BLOOMINGTON, INDIANA, ARCHIVES OF LANGUAGES OF THE WORLD THE NATIVE LANGUAGES AND DIALECTS OF THE NEW WORLD"ARE DISCUSSED.PROVIDED ARE COMPREHENSIVE LISTINGS AND DESCRIPTIONS OF THE LANGUAGES OF AMERICAN INDIANSNORTH OF MEXICO ANDOF THOSE ABORIGINAL TO LATIN AMERICA..(THIS REPOR4 IS PART OF A SEkIES, ED 010 350 TO ED 010 367.)(JK) $. DEPARTMENT OF HEALTH,EDUCATION nib Office ofEduc.442n MD WELNicitt weenment Lasbeenreproduced a l l e a l O exactly r o n o odianeting es receivromed f the Sabi donot rfrocestarity it. Pondsof viewor position raimentofficial opinions or pritcy. Offkce ofEducation rithrppologicalLinguistics Volume 6 Number 6 ,Tune 1964 LANGUAGES OF TEM'WORLD: NATIVE AMER/CAFASCICLEN. A Publication of this ARC IVES OF LANGUAGESor 111-E w oRLD Anthropology Doparignont Indiana, University ANTHROPOLOGICAL LINGUISTICS is designed primarily, butnot exclusively, for the immediate publication of data-oriented papers for which attestation is available in the form oftape recordings on deposit in the Archives of Languages of the World. This does not imply that contributors will bere- stricted to scholars working in the Archives at Indiana University; in fact,one motivation for the publication
    [Show full text]
  • 2010 Census CPH-T-6. American Indian and Alaska Native Tribes in the United States and Puerto Rico: 2010
    2010 Census CPH-T-6. American Indian and Alaska Native Tribes in the United States and Puerto Rico: 2010 Description of Table 1. This table shows data for American Indian and Alaska Native tribes alone and alone or in combination for the United States. Those respondents who reported as American Indian or Alaska Native only and one tribe are shown in Column 1. Respondents who reported two or more American Indian or Alaska Native tribes, but no other race, are shown in Column 2. Those respondents who reported as American Indian or Alaska Native and at least one other race and one tribe are shown in Column 3. Respondents who reported as American Indian or Alaska Native and at least one other race and two or more tribes are shown in Column 4. Those respondents who reported as American Indian or Alaska Native in any combination of race(s) or tribe(s) are shown in Column 5, and is the sum of the numbers in Columns 1 through 4. For a detailed explanation of the alone and alone or in combination concepts used in this table, see the 2010 Census Brief, “The American Indian and Alaska Native Population: 2010” at <www.census.gov/prod/cen2010/briefs/c2010br-10.pdf>. Table 1. American Indian and Alaska Native Population by Tribe1 for the United States: 2010 Source: U.S. Census Bureau, 2010 Census, special tabulation. Internet release date: December 2013 Note: Respondents who identified themselves as American Indian or Alaska Native were asked to report their enrolled or principal tribe. Therefore, tribal data in this data product reflect the written tribal entries reported on the questionnaire.
    [Show full text]
  • Ishi, the Last Wild Indian, 2001 Peabody Essex Museum David P
    Ishi, the Last Wild Indian, 2001 Peabody Essex Museum David P. Bradley, White Earth Ojibwe (1954 - ) Salem in History, 2006 Ishi, the Last Wild Indian, 2001 David P. Bradley, White Earth Ojibwe (1954 - ) Santa Fe, N.M. Mixed Media on Board Gift of Mr. & Mrs. James N. Krebs, 2001 E301825 H I S T O R I C A L C O N T E X T Ishi (c.1860-1916) was the last living member of the Yahi tribe, the southernmost tribe of the Yana people who inhabited northern California and the Sacramento Valley.The California gold rush and influx of foreign- ers contributed to the quick demise of the Yana tribes through conflict and disease. Apparently the last surviving Yahi, Ishi journeyed into white society, and was brought to the Museum of Anthropology in San Francisco by anthropologist Alfred Lewis Kroeber. He worked as both a janitor and as a “living exhibit,” making arrowheads in front of paying museum visitors and helping researchers record the Yana language.This survivor did not divulge information about his deceased family, however, and he did not even reveal his own name. “Ishi” means “man” in Yana. The mysterious person known as Ishi did in 1916, a victim of tuberculosis, which was foreign to the Yahi. Rumors spread that Ishi’s brain had been preserved after his death, but it wasn’t until 1999 that his pickled brain was found in a Smithsonian museum warehouse.This prompted much controversy and political debate.The Smithsonian agreed to return Ishi’s brain to surviving Native American tribes closely related to the Yahi, and it was buried with Ishi’s body in 2000.
    [Show full text]
  • California-Nevada Region
    Research Guides for both historic and modern Native Communities relating to records held at the National Archives California Nevada Introduction Page Introduction Page Historic Native Communities Historic Native Communities Modern Native Communities Modern Native Communities Sample Document Beginning of the Treaty of Peace and Friendship between the U.S. Government and the Kahwea, San Luis Rey, and Cocomcahra Indians. Signed at the Village of Temecula, California, 1/5/1852. National Archives. https://catalog.archives.gov/id/55030733 National Archives Native Communities Research Guides. https://www.archives.gov/education/native-communities California Native Communities To perform a search of more general records of California’s Native People in the National Archives Online Catalog, use Advanced Search. Enter California in the search box and 75 in the Record Group box (Bureau of Indian Affairs). There are several great resources available for general information and material for kids about the Native People of California, such as the Native Languages and National Museum of the American Indian websites. Type California into the main search box for both. Related state agencies and universities may also hold records or information about these communities. Examples might include the California State Archives, the Online Archive of California, and the University of California Santa Barbara Native American Collections. Historic California Native Communities Federally Recognized Native Communities in California (2018) Sample Document Map of Selected Site for Indian Reservation in Mendocino County, California, 7/30/1856. National Archives: https://catalog.archives.gov/id/50926106 National Archives Native Communities Research Guides. https://www.archives.gov/education/native-communities Historic California Native Communities For a map of historic language areas in California, see Native Languages.
    [Show full text]
  • People of the Dawnland and the Enduring Pursuit of a Native Atlantic World
    UNIVERSITY OF OKLAHOMA GRADUATE COLLEGE “THE SEA OF TROUBLE WE ARE SWIMMING IN”: PEOPLE OF THE DAWNLAND AND THE ENDURING PURSUIT OF A NATIVE ATLANTIC WORLD A DISSERTATION SUBMITTED TO THE GRADUATE FACULTY in partial fulfillment of the requirements for the Degree of DOCTOR OF PHILOSOPHY By MATTHEW R. BAHAR Norman, Oklahoma 2012 “THE SEA OF TROUBLE WE ARE SWIMMING IN”: PEOPLE OF THE DAWNLAND AND THE ENDURING PURSUIT OF A NATIVE ATLANTIC WORLD A DISSERTATION APPROVED FOR THE DEPARTMENT OF HISTORY BY ______________________________ Dr. Joshua A. Piker, Chair ______________________________ Dr. Catherine E. Kelly ______________________________ Dr. James S. Hart, Jr. ______________________________ Dr. Gary C. Anderson ______________________________ Dr. Karl H. Offen © Copyright by MATTHEW R. BAHAR 2012 All Rights Reserved. For Allison Acknowledgements Crafting this dissertation, like the overall experience of graduate school, occasionally left me adrift at sea. At other times it saw me stuck in the doldrums. Periodically I was tossed around by tempestuous waves. But two beacons always pointed me to quiet harbors where I gained valuable insights, developed new perspectives, and acquired new momentum. My advisor and mentor, Josh Piker, has been incredibly generous with his time, ideas, advice, and encouragement. His constructive critique of my thoughts, methodology, and writing (I never realized I was prone to so many split infinitives and unclear antecedents) was a tremendous help to a graduate student beginning his career. In more ways than he probably knows, he remains for me an exemplar of the professional historian I hope to become. And as a barbecue connoisseur, he is particularly worthy of deference and emulation.
    [Show full text]
  • America, Africa, and Europe Before 1500
    DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A Module 1 America, Africa, and Europe before 1500 Essential Question Why might a U.S. historian study the Americas, Africa, and Europe before 1500? About the Photo: American buffalo were In this module you will learn the histories of three regions—the a vital food source for many Native Americas, West Africa, and Europe—whose people would come together American groups. and forever change North America. What You Will Learn … Lesson 1: The Earliest Americans.. 6 Explore ONLINE! The Big Idea Native American societies developed across North and VIDEOS, including... South America. • Mexico’s Ancient Civilizations Lesson 2: Native American Cultures .. 11 The Big Idea Many diverse Native American cultures developed • Corn across the different geographic regions of North America. • Machu Picchu Lesson 3: Trading Kingdoms of West Africa . 19 • Salt The Big Idea Using trade to gain wealth, Ghana, Mali, and Songhai • Origins of Western Culture were West Africa’s most powerful kingdoms. • Rome Falls Lesson 4: Europe before 1500.. 23 • The First Crusade The Big Idea New ideas and trade changed Europeans’ lives. Document-Based Investigations Graphic Organizers Interactive Games Interactive Map: Migrations of Early People Image with Hotspots: The Chinook Image Carousel: Empires of Gold and Salt 2 Module 1 DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A Timeline of Events Beginnings–AD 1500 Explore ONLINE! Module Events World 38,000 BC c. 38,000–10,000 BC Paleo-Indians migrate to the Americas. c. 5000 BC Communities in Mexico 5000 BC cultivate corn.
    [Show full text]
  • Historical Methods in James P. Howley's the Beothucks
    A Few Fabulous Fragments: Historical Methods in James P. Howley’s The Beothucks JEFF A. WEBB* Since it was published in 1915, James Howley’s The Beothucks has been an essential source for historians and novelists alike. Howley’s training as a geologist and surveyor shaped his scholarship. Rather than seeing his book as a history of the Beothuk, he saw it as preserving the memory of the Indigenous people of the island of Newfoundland. He deferred to philologists and ethnographers on issues of theory and most effectively marshalled his critical sense when evaluating the oral testimony he collected. This reading of the book revisits the foundational text and shows the lasting legacy of Howley’s scientific method and cultural assumptions upon the historiography and popular culture of the Beothuk. Depuis sa publication en 1915, The Beothuks de James Howley s’est révélé une source essentielle tant pour les historiens que pour les romanciers. La formation de Howley comme géologue et arpenteur transparaît dans son travail de recherche. Plutôt que de voir son livre comme une histoire des Béothuks, l’auteur l’a perçu comme un ouvrage préservant la mémoire des Autochtones de l’île de Terre-Neuve. Il s’en est remis aux philologues et aux ethnographes à propos des questions de théorie et a fait appel à son sens critique au moment d’évaluer les témoignages oraux recueillis par lui. La présente lecture de l’ouvrage permet de réexaminer ce texte fondateur et de présenter le legs durable de la méthode scientifique de Howley et de ses hypothèses culturelles sur l’historiographie et la culture populaire au sujet des Béothuks.
    [Show full text]
  • 2020 Census National Redistricting Data Summary File 2020 Census of Population and Housing
    2020 Census National Redistricting Data Summary File 2020 Census of Population and Housing Technical Documentation Issued February 2021 SFNRD/20-02 Additional For additional information concerning the Census Redistricting Data Information Program and the Public Law 94-171 Redistricting Data, contact the Census Redistricting and Voting Rights Data Office, U.S. Census Bureau, Washington, DC, 20233 or phone 1-301-763-4039. For additional information concerning data disc software issues, contact the COTS Integration Branch, Applications Development and Services Division, Census Bureau, Washington, DC, 20233 or phone 1-301-763-8004. For additional information concerning data downloads, contact the Dissemination Outreach Branch of the Census Bureau at <[email protected]> or the Call Center at 1-800-823-8282. 2020 Census National Redistricting Data Summary File Issued February 2021 2020 Census of Population and Housing SFNRD/20-01 U.S. Department of Commerce Wynn Coggins, Acting Agency Head U.S. CENSUS BUREAU Dr. Ron Jarmin, Acting Director Suggested Citation FILE: 2020 Census National Redistricting Data Summary File Prepared by the U.S. Census Bureau, 2021 TECHNICAL DOCUMENTATION: 2020 Census National Redistricting Data (Public Law 94-171) Technical Documentation Prepared by the U.S. Census Bureau, 2021 U.S. CENSUS BUREAU Dr. Ron Jarmin, Acting Director Dr. Ron Jarmin, Deputy Director and Chief Operating Officer Albert E. Fontenot, Jr., Associate Director for Decennial Census Programs Deborah M. Stempowski, Assistant Director for Decennial Census Programs Operations and Schedule Management Michael T. Thieme, Assistant Director for Decennial Census Programs Systems and Contracts Jennifer W. Reichert, Chief, Decennial Census Management Division Chapter 1.
    [Show full text]