Four Alaska Native Arts Events
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The Ch'u'itnu Traditional Cultural Landscape
The Ch’u’itnu Traditional Cultural Landscape: A District Eligible for the National Register of Historic Places Submitted by The Native American Rights Fund On behalf of The Native Village of Tyonek By Alan S. Boraas, Ronald T. Stanek, Douglas R. Reger, and Thomas F. King April 3, 2015 Acknowledgments Many people have helped with the preparation of this report, and we are indebted to all of them. In particular, we would like to thank Shina DuVall, Archaeologist in the Alaska State Historic Preservation Office, for her guidance and feedback; Doug Tosa, GIS Analyst with the Alaska Center for the Environment, for his mapping and technical assistance; and NARF staff Shay Elbaum and Jill Rush, for their editorial contributions. 1 Executive Summary The intent of this document is to explain why the Ch’u’itnu (Chuitt River) drainage1 of Cook Inlet, Alaska constitutes a Traditional Cultural Landscape (TCL) associated with the indigenous Tyonek Dena’ina, or Tubughna,2 people. The Ch’u’itnu TCL as described in this paper should be recognized as eligible for the National Register of Historic Places (NRHP or “National Register”), for purposes of assessing and resolving adverse effects on it under Section 106 of the National Historic Preservation Act (NHPA) and its implementing regulations in 36 C.F.R. Part 800. The Tubughna people have used and occupied the Ch’u’itnu drainage as an essential part of their traditional territory since time immemorial. The landscape along the river, including the river mouth, has been and continues to be a place where the Tubughna carry out subsistence resource harvests, settlement, celebrations of life, and travel to accomplish these purposes. -
GET out the NATIVE VOTE Shareholderspotlight Clara Amidon the U.S
SHAREHOLDER NEWSLETTER OCTOBER 2020 2019 2020 Virutal Youth Art Contest ANCs Denied Potlatch 03 Winners 05 CARES Act Funding 06 President's Message .................... 2 October: Celebrating Heritage ..... 4 Winners' Circle .............................. 6 Board Corner ................................. 2 Shareholder Awards ..................... 4 Important Dates ............................ 7 2021 Board Recruitment ............... 2 Youth Educational Prizes .............. 5 Quarter 4 Distributions ................. 7 Nonprofit Spotlight ....................... 3 Recipe ............................................ 5 Missing Shareholders ................... 8 In Touch .......................................... 4 In Memory ..................................... 6 Stock Forfeiture ............................ 8 GET OUT THE NATIVE VOTE SHAREHOLDERSPotlight Clara Amidon The U.S. General Election is Tuesday, Nov. 3! CIRI shareholder Clara Amidon (Yup’ik and Unangan) never dreamed she’d be teaching virtually during a pandemic. In fact, growing up in Alaska’s Bristol Bay region in the 1960s and early ‘70s, her family didn’t even own a television. “We moved to Anchorage when I was 13, after my father passed away,” Clara recalls. “The city was a culture shock, and it took me a long while to get my footing. There were roads, homes, color TV… And not just one store—there were many! “How to fit in, how to adapt—it’s a learning process, and I remember it well,” Clara continued. “And then that survival mechanism kicks in. You figure things out quickly as a young person, especially as a young Native person, because Our People are taught to observe.” Those early memories helped prepare Clara for a career in teaching, first in Anchorage School District (ASD) public schools and then, for the last 13 years, at the Alaska Native Cultural Charter School (ANCCS). A K-8 school, the mission of the ANCCS is to build student excellence through traditional cultural learning. -
2010 NAISA Program U of Arizona
2 Welcome to NAISA 2010 On behalf of American Indian Studies, many individuals and units of the University of Arizona, and the generous sponsors listed below, we welcome you to the second annual meeting of the Native American and Indigenous Studies Association/NAISA! American Indian Studies, as a GIDP/Graduate Interdisciplinary Program at the University of Arizona: • seeks to develop a strong understanding of the languages, cultures, and sovereignty of American Indians/Alaska Natives, which honors our ancestors and their wisdom. • maintains productive scholarship, teaching, research, and community development; and provides unique opportunities for students and scholars to explore issues from American Indian perspectives which place the land, its history and the people at the center. • promotes Indian self-determination, self-governance, and strong leadership as defined by Indian nations, tribes, and communities, all of which originated from the enduring beliefs and philosophies of our ancestors. The AIS Master’s program, established in 1982, was the first of its kind in the United States. By 1984, a minor in AIS at the doctorate level was approved by the Graduate College, and in 1997, the Arizona Board of Regents approved the PhD program, the first free-standing AIS doctoral program in the United States. We are proud to welcome you to the fourth gathering of international scholars brought together by NAISA (the second since the organization incorporated) at the Westin La Paloma in Tucson. Southern Arizona falls within the homelands of the Tohono O’odham nation, and the name Tucson derives from the O’odham chukson (spellings vary), meaning black basin place or black stone place, referring to the volcanic outcroppings of Sentinel Peak, also known as “A” Mountain. -
Eyak Podcast Gr: 9-12 (Lesson 1)
HONORING EYAK: EYAK PODCAST GR: 9-12 (LESSON 1) Elder Quote: “We have a dictionary pertaining to the Eyak language, since there are so few of us left. That’s something my mom neve r taught me, was the Eyak language. It is altogether different than the Aleut. There are so few of us left that they have to do a book about the Eyak Tribe. There are so many things that my mother taught me, like smoking fish, putting up berries, and how to keep our wild meat. I have to show you; I can’t tell you how it is done, but anything you want to know I’ll tell you about the Eyak tribe.” - Rosie Lankard, 1980i Grade Level: 9-12 Overview: Heritage preservation requires both active participation and awareness of cultural origins. The assaults upon Eyak culture and loss of fluent Native speakers in the recent past have made the preservation of Eyak heritage even more challenging. Here students actively investigate and discuss Eyak history and culture to inspire their production of culturally insightful podcasts. Honoring Eyak Page 1 Cordova Boy in sealskin, Photo Courtesy of Cordova Historical Society Standards: AK Cultural: AK Content: CRCC: B1: Acquire insights from other Geography B1: Know that places L1: Students should understand the cultures without diminishing the integrity have distinctive characteristics value and importance of the Eyak of their own. language and be actively involved in its preservation. Lesson Goal: Students select themes or incidents from Eyak history and culture to create culturally meaningful podcasts. Lesson Objectives: Students will: Review and discuss Eyak history. -
Fieldwork and Linguistic Analysis in Indigenous Languages of the Americas
Fieldwork and Linguistic Analysis in Indigenous Languages of the Americas edited by Andrea L. Berez, Jean Mulder, and Daisy Rosenblum Language Documentation & Conservation Special Publication No. 2 Published as a sPecial Publication of language documentation & conservation language documentation & conservation Department of Linguistics, UHM Moore Hall 569 1890 East-West Road Honolulu, Hawai‘i 96822 USA http://nflrc.hawaii.edu/ldc university of hawai‘i Press 2840 Kolowalu Street Honolulu, Hawai‘i 96822-1888 USA © All texts and images are copyright to the respective authors. 2010 All chapters are licensed under Creative Commons Licenses Cover design by Cameron Chrichton Cover photograph of salmon drying racks near Lime Village, Alaska, by Andrea L. Berez Library of Congress Cataloging in Publication data ISBN 978-0-8248-3530-9 http://hdl.handle.net/10125/4463 Contents Foreword iii Marianne Mithun Contributors v Acknowledgments viii 1. Introduction: The Boasian tradition and contemporary practice 1 in linguistic fieldwork in the Americas Daisy Rosenblum and Andrea L. Berez 2. Sociopragmatic influences on the development and use of the 9 discourse marker vet in Ixil Maya Jule Gómez de García, Melissa Axelrod, and María Luz García 3. Classifying clitics in Sm’algyax: 33 Approaching theory from the field Jean Mulder and Holly Sellers 4. Noun class and number in Kiowa-Tanoan: Comparative-historical 57 research and respecting speakers’ rights in fieldwork Logan Sutton 5. The story of *o in the Cariban family 91 Spike Gildea, B.J. Hoff, and Sérgio Meira 6. Multiple functions, multiple techniques: 125 The role of methodology in a study of Zapotec determiners Donna Fenton 7. -
Alaska OCS Socioeconomic Studies Program
Technical Report Number 36 Alaska OCS Socioeconomic Studies Program Sponsor: Bureau of Land Management Alaska Outer Northern Gulf of Alaska Petroleum Development Scenarios Sociocultural Impacts The United States Department of the Interior was designated by the Outer Continental Shelf (OCS) Lands Act of 1953 to carry out the majority of the Act’s provisions for administering the mineral leasing and develop- ment of offshore areas of the United States under federal jurisdiction. Within the Department, the Bureau of Land Management (BLM) has the responsibility to meet requirements of the National Environmental Policy Act of 1969 (NEPA) as well as other legislation and regulations dealing with the effects of offshore development. In Alaska, unique cultural differences and climatic conditions create a need for developing addi- tional socioeconomic and environmental information to improve OCS deci- sion making at all governmental levels. In fulfillment of its federal responsibilities and with an awareness of these additional information needs, the BLM has initiated several investigative programs, one of which is the Alaska OCS Socioeconomic Studies Program (SESP). The Alaska OCS Socioeconomic Studies Program is a multi-year research effort which attempts to predict and evaluate the effects of Alaska OCS Petroleum Development upon the physical, social, and economic environ- ments within the state. The overall methodology is divided into three broad research components. The first component identifies an alterna- tive set of assumptions regarding the location, the nature, and the timing of future petroleum events and related activities. In this component, the program takes into account the particular needs of the petroleum industry and projects the human, technological, economic, and environmental offshore and onshore development requirements of the regional petroleum industry. -
Where We Found a Whale"
______ __.,,,,--- ....... l-:~-- ~ ·--~-- - "Where We Found a Whale" A -~lSTORY OF LAKE CLARK NATlONAL PARK AND PRESERVE Brian Fagan “Where We Found a Whale” A HISTORY OF LAKE CLARK NATIONAL PARK AND PRESERVE Brian Fagan s the nation’s principal conservation agency, the Department of the Interior has resposibility for most of our nationally owned public lands and natural and cultural resources. This includes fostering the wisest use of our land and water resources, protect- ing our fish and wildlife, preserving the environmental and cultural values of our national parks and historical places, and providing for enjoyment of life Athrough outdoor recreation. The Cultural Resource Programs of the National Park Service have respon- sibilities that include stewardship of historic buildings, museum collections, archaeological sites, cultural landscapes, oral and written histories, and ethno- graphic resources. Our mission is to identify, evaluate, and preserve the cultural resources of the park areas and to bring an understanding of these resources to the public. Congress has mandated that we preserve these resources because they are important components of our national and personal identity. Published by the United States Department of the Interior National Park Service Lake Clark National Park and Preserve ISBN 978-0-9796432-4-8 NPS Research/Resources Management Report NPR/AP/CRR/2008-69 For Jeanne Schaaf with Grateful Thanks “Then she said: “Now look where you come from—the sunrise side.” He turned and saw that they were at a land above the human land, which was below them to the east. And all kinds of people were coming up from the lower country, and they didn’t have any clothes on. -
2004-Final-Program.Pdf
2004 Hawaii International Conference on Arts and Humanities Honolulu, Hawaii Welcome to the Second Annual Hawaii International Conference on Arts & Humanities Aloha! We welcome you to the Second Annual Hawaii International Conference on Arts & Humanities. This event offers a rare opportunity for academics, artists, performers and other professionals from around the world to share their broad array of perspectives. True to its primary goal, this conference provides those with cross-disciplinary interests related to arts and humanities to meet and interact with others inside and outside their own discipline. The international attendees to this conference bring a variety of viewpoints shaped by different cultures, languages, geography and politics. This diversity is also captured in the Hawaii International Conference’s unique cross-disciplinary approach. The resulting interaction energizes research as well as vocation. With Waikiki Beach, Diamond Head and the vast South Pacific as the backdrop, this venue is an important dimension of this conference. For centuries a stopping place of explorers, Hawaii has historically been enriched by the blend of ideas that have crossed our shores. The Hawaii International Conference on Arts & Humanities continues this tradition in the nurturing spirit of Aloha. Along with its ideal weather and striking beauty, the Hawaiian Islands provide natural elements to inspire learning and dialogue. The 2003 conference was a great success. We hosted more than 900 participants representing more than 40 countries. Thank you for joining the 2004 Hawaii International Conference on Arts & Humanities! Planning Committee Members Dr. William Pearman Dr. David Alethea Dr. Terry Gregson Dr. David Yang The 2005 Hawaii International Conference on Arts and Humanities is scheduled for January 13 – 16, 2005. -
Eyak Hellos Gr: Prek-2 (Lesson 1)
HONORING EYAK: EYAK HELLOS GR: PREK-2 (LESSON 1) Elder Quote: “The Eyak came from far upriver, in boats made of something like cottonwood. They came down the Copper River...When they felt like it they would go to the mouth of the river, to the breakers, to get seals. Over where they had come down the river there are no seals. Nor are there many salmon that swim up that far. When they came down they found out about all these things. They saw seals, ripe salmon, cockles, eggs, birds, geese, mallards.” - Anna Nelson Harryi Grade Level: PreK-2 Overview: Approximately 3,000 years ago, the ancestors of the Eyak people separated from the early Athabaskan people. They traveled south to the Copper River Delta from Alaska’s interior and discovered the rich marine resources of the delta land with salmon and seals in great abundance. Isolated by numerous glaciers and the rugged Chugach Mountains, the Eyak people developed a distinctive culture and unique language. Standards: AK Cultural: AK Content: CRCC: B1: Acquire insights from other cultures Geography B1: Know that places L1: Students should understand the value without diminishing the integrity of their own. have distinctive characteristics and importance of the Eyak language and be actively involved in its preservation. Lesson Goal: Students learn about the origins of the Eyak people and the development of their unique language, reflective of their unique culture. Lesson Objectives: Students will: Locate Eyak territory on the map of Alaska Discuss the time and isolation required to develop a new language and culture. -
Strategies of Language Revitalization in Alignment with Native Pedagogical Forms: Examples from Ahtna Alaska
Strategies of Language Revitalization in Alignment with Native Pedagogical Forms: Examples from Ahtna Alaska Greg Holt Swarthmore College 2004 Language and the sacred are indivisible. The earth and all its appearances and expressions exist in names and stories and prayers and spells. -N. Scott Momaday (1995) "Sacred Places" in Aboriginal Voices 2 (1):29 0.0 Introduction Michael Krauss, director ofthe Alaska Native Languages Center (ANLC) for thirty years, has compiled data to predict that 90% of the world's 6,000- 7,000 languages will be moribund or dead in next 100 years (Krauss, 1992; 7).* This erosion of global cultural diversity is occurring through the spread of closed or restricted political, economic, and religious institutions which reward homogenization and subtractive cultural assimilation. l This model of integration does not allow for the full participation of multiple cultures in one society but rather requires the complete eradication of non- majority cultures. Using language shift as a measure, it is clear that current rates of cultural assimilation far outstrip any seen before in human history. In Alaska, groups and individuals are working against this trend, but until recently programs have been few. In the bilingual education programs that do exist, English speaking Native Alaskan children often learn kinship terms, color names, and seasonal • First I would like to thank all the people in Alaska who welcomed me and helped me develop these ideas, especially Siri Tuttle. Also, I thank my professors and readers at Swarthmore College for all they've taught me, David Harrison and Ted Fernald. Finally, for all their support, encouragement, and years of debating such topics, Timothy Colman, Steve Holt, Elena Cuffari, Milena Velis, Wolfgang Rougle, and Elizabeth Koerber for the computer during desperate times. -
American Book Awards 2004
BEFORE COLUMBUS FOUNDATION PRESENTS THE AMERICAN BOOK AWARDS 2004 America was intended to be a place where freedom from discrimination was the means by which equality was achieved. Today, American culture THE is the most diverse ever on the face of this earth. Recognizing literary excel- lence demands a panoramic perspective. A narrow view strictly to the mainstream ignores all the tributaries that feed it. American literature is AMERICAN not one tradition but all traditions. From those who have been here for thousands of years to the most recent immigrants, we are all contributing to American culture. We are all being translated into a new language. BOOK Everyone should know by now that Columbus did not “discover” America. Rather, we are all still discovering America—and we must continue to do AWARDS so. The Before Columbus Foundation was founded in 1976 as a nonprofit educational and service organization dedicated to the promotion and dissemination of contemporary American multicultural literature. The goals of BCF are to provide recognition and a wider audience for the wealth of cultural and ethnic diversity that constitutes American writing. BCF has always employed the term “multicultural” not as a description of an aspect of American literature, but as a definition of all American litera- ture. BCF believes that the ingredients of America’s so-called “melting pot” are not only distinct, but integral to the unique constitution of American Culture—the whole comprises the parts. In 1978, the Board of Directors of BCF (authors, editors, and publishers representing the multicultural diversity of American Literature) decided that one of its programs should be a book award that would, for the first time, respect and honor excellence in American literature without restric- tion or bias with regard to race, sex, creed, cultural origin, size of press or ad budget, or even genre. -
“Where We Found a Whale”
“Where We Found a Whale” A HISTORY OF LAKE CLARK NATIONAL PARK AND PRESERVE Brian Fagan s the nation’s principal conservation agency, the Department of the Interior has resposibility for most of our nationally owned public lands and natural and cultural resources. This includes fostering the wisest use of our land and water resources, protect- ing our fish and wildlife, preserving the environmental and cultural values of our national parks and historical places, and providing for enjoyment of life Athrough outdoor recreation. The Cultural Resource Programs of the National Park Service have respon- sibilities that include stewardship of historic buildings, museum collections, archaeological sites, cultural landscapes, oral and written histories, and ethno- graphic resources. Our mission is to identify, evaluate, and preserve the cultural resources of the park areas and to bring an understanding of these resources to the public. Congress has mandated that we preserve these resources because they are important components of our national and personal identity. Published by the United States Department of the Interior National Park Service Lake Clark National Park and Preserve ISBN 978-0-9796432-4-8 NPS Research/Resources Management Report NPR/AP/CRR/2008-69 For Jeanne Schaaf with Grateful Thanks “Then she said: “Now look where you come from—the sunrise side.” He turned and saw that they were at a land above the human land, which was below them to the east. And all kinds of people were coming up from the lower country, and they didn’t have any clothes on. When they arrived, they put on clothes, and when they did, they turned back into all kinds of animals again.