Volume I: Trail Maps, Research Methods & Historical Accounts
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Indian Country Welcome To
Travel Guide To OREGON Indian Country Welcome to OREGON Indian Country he members of Oregon’s nine federally recognized Ttribes and Travel Oregon invite you to explore our diverse cultures in what is today the state of Oregon. Hundreds of centuries before Lewis & Clark laid eyes on the Pacific Ocean, native peoples lived here – they explored; hunted, gathered and fished; passed along the ancestral ways and observed the ancient rites. The many tribes that once called this land home developed distinct lifestyles and traditions that were passed down generation to generation. Today these traditions are still practiced by our people, and visitors have a special opportunity to experience our unique cultures and distinct histories – a rare glimpse of ancient civilizations that have survived since the beginning of time. You’ll also discover that our rich heritage is being honored alongside new enterprises and technologies that will carry our people forward for centuries to come. The following pages highlight a few of the many attractions available on and around our tribal centers. We encourage you to visit our award-winning native museums and heritage centers and to experience our powwows and cultural events. (You can learn more about scheduled powwows at www.traveloregon.com/powwow.) We hope you’ll also take time to appreciate the natural wonders that make Oregon such an enchanting place to visit – the same mountains, coastline, rivers and valleys that have always provided for our people. Few places in the world offer such a diversity of landscapes, wildlife and culture within such a short drive. Many visitors may choose to visit all nine of Oregon’s federally recognized tribes. -
EMPIRE COMPREHENSIVE PLAN Coquille Indian Tribe
EMPIRE COMPREHENSIVE PLAN Coquille Indian Tribe FINAL JULY 2018 This project is partially funded by a grant from the Transportation and Growth Management (TGM) Program, a joint program of the Oregon Department of Transportation and the Oregon Department of Land Conservation and Development (DLCD). This TGM grant is financed, in part, by deferral Fixing America’s Surface Transportation Act (FAST Act), local government and the State of Oregon Funds. The contents of this document do not necessarily reflect views or policies of the State of Oregon. ACKNOWLEDGEMENTS TRIBAL COUNCIL Brenda Meade, Chairperson Kippy Robbins, Vice Chair Donald Ivy, Chief Linda Mecum, Secretary-Treasurer Toni Ann Brend – Representative No. 1 Don Garrett – Representative No. 2 Eric Metcalf, Representative No. 3 COMPREHENSIVE PLAN WORK TEAM Loretta Kuehn, CEDCO Kassie Rippee, CIT Robin Harkins, CIT Lyman Meade, CIHA Anne Cook, CIHA Mark Healey, CIT Darin Jarnaghan, CIT Scott Perkins, Charleston Sanitary District Jill Rolfe, Coos County Planning Tom Dixon, City of Coos Bay Virginia Elandt, ODOT Rebecca Jennings, CCAT Sergio Gamino, CCAT Chelsea Schnabel, City of North Bend Mick Snedden, Charleston Fire District Matt Whitty, Coos Bay North Bend Water Board STAFF Mark Johnston, Executive Director Todd Tripp, Property and Project Manager Matt Jensen, Land Use Planner CONSULTANTS 3J Consulting Kittelson and Associates Parametrix Leland Consulting TABLE OF CONTENTS INTRODUCTION...........................................................1 Process Vision and Mission EXISTING -
Growing up Indian: an Emic Perspective
GROWING UP INDIAN: AN EMIC PERSPECTIVE By GEORGE BUNDY WASSON, JR. A DISSERTATION Presented to the Department of Anthropology and the Graduate School of the University of Oregon in partial fulfillment of the requirements for the degree of Doctor of Philosophy june 2001 ii "Growing Up Indian: An Ernie Perspective," a dissertation prepared by George B. Wasson, Jr. in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Anthropology. This dissertation is approved and accepted by: Committee in charge: Dr. jon M. Erlandson, Chair Dr. C. Melvin Aikens Dr. Madonna L. Moss Dr. Rennard Strickland (outside member) Dr. Barre Toelken Accepted by: ------------------------------�------------------ Dean of the Graduate School iii Copyright 2001 George B. Wasson, Jr. iv An Abstract of the Dissertation of George Bundy Wasson, Jr. for the degree of Doctor of Philosophy in the Department of Anthropology to be taken June 2001 Title: GROWING UP INDIAN: AN EMIC PERSPECTN E Approved: My dissertation, GROWING UP INDIAN: AN EMIC PERSPECTN E describes the historical and contemporary experiences of the Coquille Indian Tribe and their close neighbors (as manifested in my own family), in relation to their shared cultures, languages, and spiritual practices. I relate various tribal reactions to the tragedy of cultural genocide as experienced by those indigenous groups within the "Black Hole" of Southwest Oregon. My desire is to provide an "inside" (ernie) perspective on the history and cultural changes of Southwest Oregon. I explain Native responses to living primarily in a non-Indian world, after the nearly total loss of aboriginal Coquelle culture and tribal identity through v decimation by disease, warfare, extermination, and cultural genocide through the educational policies of the Bureau of Indian Affairs, U.S. -
Overview of the Environment of Native Inhabitants of Southwestern Oregon, Late Prehistoric Era
Overview of the Environment of Native Inhabitants of Southwestern Oregon, Late Prehistoric Era Research and Writing by Reg Pullen Pullen Consulting RR 2 Box 220 Bandon,OR 97411 TELEPHONE: (503) 347-9542 Report Prepared for USDA Forest Service Rogue River National Forest, Medford, Oregon Siskiyou National Forest, Grants Pass, Oregon DOI Bureau of Land Management Medford District Office, Medford, Oregon 1996 ACKNOWLEDGMENTS This project was directed by Janet Joyer of the United States Forest Service (Grants Pass), and Kate Winthrop of the Bureau of Land Management (Medford). Both provided great assistance in reviewing drafts of the manuscript, as did Jeff LeLande of the United States Forest Service (Medford). Individuals from three southwest Oregon Native American tribes participated in the collection of ethnographic and historic data contained in the report and appendix. Robert Kentta of the Confederated Tribes of Siletz Indians reviewed ethnographic material from the John Harrington collection. Don Whereat of the Confederated Tribes of Coos, Lower Umpqua, and Siuslaw Indians provided extensive help with records from the National Archives, Bancroft Library, and the Melville Jacobs collection. Troy Anderson of the Coquille Tribe helped to review materials relating to his tribe found in the Melville Jacobs collection. The staff of the Bancroft Library at the University of California at Berkeley helped to track down several early journals and diaries relating to the historic exploration of southwest Oregon. Gary Lundell of the University of Washington helped to locate pertinent materials in the Melville Jacobs collection. The staff at the Coos Bay Public Library assisted in accessing sources in their Oregon collection and through interlibrary loan. -
Tenmile Lakes Watershed Assessment Produced by The
Tenmile Lakes Watershed Assessment Produced by the Tenmile Lakes Basin Partnership Table of Contents Chapter 1 ........................................................................................................................1-1 Introduction................................................................................................................1-1 Chapter 2 ........................................................................................................................2-1 Fish & Fish Habitat ....................................................................................................2-1 Introduction ........................................................................................................2-1 Critical Questions ..............................................................................................2-2 Fish Presence......................................................................................................2-3 Species of Concern............................................................................................2-8 Life History ..........................................................................................................2-9 Hatcheries, Stocking Programs, Illicit Introductions..........................2-9 Conclusions........................................................................................................2-11 Channel Habitat Types............................................................................................2-12 Channel Modifications .............................................................................................2-20 -
Student Magazine Historic Photograph of Siletz Feather Dancers in Newport for the 4Th of July Celebration in the Early 1900S
STUDENT MAGAZINE Historic photograph of Siletz Feather dancers in Newport for the 4th of July celebration in the early 1900s. For more information, see page 11. (Photo courtesy of the CT of the Coos, Lower Umpqua, and Siuslaw). The Oregon Historical Society thanks contributing tradition bearers and members of the Nine Federally Recognized Tribes for sharing their wisdom and preserving their traditional lifeways. Text by: Lisa J. Watt, Seneca Tribal Member Carol Spellman, Oregon Historical Society Allegra Gordon, intern Paul Rush, intern Juliane Schudek, intern Edited by: Eliza Canty-Jones Lisa J. Watt Marsha Matthews Tribal Consultants: Theresa Peck, Burns Paiute Tribe David Petrie, Confederated Tribes of Coos, Lower Umpqua and Siuslaw Indians Angella McCallister, Confederated Tribes of the Grand Ronde Community Deni Hockema, Coquille Tribe, Robert Kentta, Confederated Tribes of Siletz Indians Susan Sheoships, Confederated Tribes of the Umatilla Indian Reservation and Museum at Tamástslikt Cultural Institute Myra Johnson, Confederated Tribes of the Warm Springs Reservation Louis La Chance, Cow Creek Band of Umpqua Tribe of Indians Perry Chocktoot, The Klamath Tribes Photographs provided by: The Nine Federally Recognized Tribes Oregon Council for the Humanities, Cara Unger-Gutierrez and staff Oregon Historical Society Illustration use of the Plateau Seasonal Round provided by Lynn Kitagawa Graphic Design: Bryan Potter Design Cover art by Bryan Potter Produced by the Oregon Historical Society 1200 SW Park Avenue, Portland, OR 97205 Copyright -
Tenmile Lakes Watershed Water Quality Management Plan (WQMP)
Tenmile Lakes Watershed Water Quality Management Plan (WQMP) Prepared by: Oregon Department of Environmental Quality February 2007 Submissions by: Oregon Department of Forestry Oregon Department of Agriculture Oregon Department of Transportation Tenmile Lakes Basin Partnership TENMILE LAKES WATERSHED WATER QUALITY MANAGEMENT PLAN FEBRUARY 2007 TABLE OF CONTENTS TABLE OF CONTENTS ........................................................................................I FIGURES AND TABLES.................................................................................... IV ACRONYMS........................................................................................................ V CHAPTER 1 – BACKGROUND AND INTRODUCTION ......................................1 1.1 TMDL WATER QUALITY MANAGEMENT PLAN GUIDANCE ..................................2 1.2 WQMP REQUIRED ELEMENTS - OAR 340-042-0040 (4)(I)(A-O) .....................3 CHAPTER 2 - CONDITION ASSESSMENT AND PROBLEM DESCRIPTION OAR 340-42-0040(4)(I)(A)....................................................................................5 2.1 WATER QUALITY IMPAIRMENT .........................................................................5 2.1.1 Aquatic Weeds (Macrophytes) ...................................................................................................... 5 2.1.2 Phytoplankton (floating algae) ...................................................................................................... 6 2.1.3 Chlorophyll a................................................................................................................................ -
Ecological Baselines for Oregon's Coast
Ecological Baselines For Oregon’s Coast A report for agencies that manage Oregon’s coastal habitats Roberta L. Hall, Editor Thomas A. Ebert Jennifer S. Gilden David R. Hatch Karina Lorenz Mrakovcich Courtland L. Smith Ecological Baselines For Oregon’s Coast A report for agencies that manage Oregon’s coastal habitats for ecological and economic sustainability, and for all who are interested in the welfare of wildlife that inhabit our coast and its estuaries. Editor: Roberta L. Hall, Emeritus Professor, Department of Anthropology, Oregon State University Contributing Authors: Thomas A. Ebert, Emeritus Professor, Department of Biology, San Diego State University Jennifer S. GilDen, Associate Staff Officer, Communications anD Information, Pacific Fishery Management Council Roberta L. Hall, Emeritus Professor, Department of Anthropology, Oregon State University DaviD R. Hatch, FounDing member, the Elakha Alliance; member, the ConfeDerateD Tribes of the Siletz InDians Karina Lorenz Mrakovcich, Professor, Science Department, U.S. Coast GuarD AcaDemy CourtlanD L. Smith, Emeritus Professor, School of Language, Culture, anD Society, Oregon State University Corvallis, Oregon April 2012 To request additional copies, or to contact an author, e-mail the editor: [email protected] Printed by the Oregon State University Department of Printing and Mailing Services, Corvallis, Oregon, April 2012. Contents Baselines for Oregon’s coastal resources 5 Shifting baselines .................................................................................................................... -
Request for Proposals (Rfp) Develop Sb13 Coquille Indian Tribe Culture Curriculum Coquille Indian Tribe January 15, 2020
REQUEST FOR PROPOSALS (RFP) DEVELOP SB13 COQUILLE INDIAN TRIBE CULTURE CURRICULUM COQUILLE INDIAN TRIBE JANUARY 15, 2020 Section I: Request for Proposals Purpose The Tribe invites qualified contractors to submit proposals based on the scope of work and conditions contained in this RFP. The purpose of this request for proposals (RFP) is to obtain a contractor(s) to develop culturally relevant, place based curriculum units for 6th and 11th grade about the Coquille Indian Tribe. Curriculum units/lesson plans must follow the attached lesson plan format, and be aligned with the academic content standards adopted under ORS 329.045. The units must be unique to Coquille Tribe experiences, including tribal history, sovereignty, culture, treaty rights, government, socioeconomic experiences, and current events. About The Coquille Indian Tribe is comprised of bands that historically spoke Athabaskan, Miluk, and later, Chinuk Wawa. Since time immemorial, they flourished among the forests, rivers, meadows, and beaches of a homeland encompassing well over 750,000 acres. In the mid 1850’s the United States negotiated treaties with the Coquille people. The U. S. Senate never ratified these treaties. The Coquille tribal homeland was subsequently taken without their consent. The Coquille were included in the now repudiated Western Oregon Indian Termination Act of 1954. On June 28, 1989, they were restored and tribal sovereignty was federally recognized. The Coquille Restoration Act authorized the Secretary of the Interior to take land in to trust for the Tribe. The Tribe’s land base is now approximately 10,200 acres, of which 9,800 acres are proudly managed using sustainable forestry practices. -
Coastal Lifeways Grade 4
The Coquille Tribe: Coastal Lifeways Grade 4 LESSON 5 The Coquille Tribe: Coastal Lifeways Overview ESSENTIAL UNDERSTANDINGS • History The Coquille Indian Tribe flourished on Oregon’s • Lifeways southwestern coast for thousands of years in a homeland encompassing more than a million LEARNING OUTCOMES acres. The Tribe’s ancestral and modern lands of • Students will learn important informa- interest include significant portions of Oregon’s tion about the coastal living traditions Coos, Curry, Douglas, Jackson, Josephine, and of the Coquille Tribe (e.g., fishing weirs, Lane counties. The Coquille traditional lifeways are canoe transportation, tools, basketry, deeply tied to the coastal environment. This lesson and first foods). provides students with the opportunity to gain • Students will explain why making specific knowledge about important elements of predictions is an important comprehension strategy. the Coquille coastal lifeways. • Students will analyze informational Students will develop their reading comprehension text and identify key details to skills by learning to make predictions. Making pre- support predictions. dictions activates students’ prior knowledge about • Students will confirm and a topic and helps them make connections between revise predictions. new information and what they already know. Stu- dents will work in cooperative groups to analyze ESSENTIAL QUESTIONS informational text and visuals about the Coquille • How did the coastal environment influ- Tribe’s coastal lifeways. They will also reflect on the ence the daily life of the Coquille Tribe? accuracy of their predictions. LOGISTICS • Where does the activity take place? Classroom • How are the students organized? Whole class Teams: 3 – 5 Pairs Individually TIME REQUIRED Approximately 1 to 2 hours The Coquille Tribe: Coastal Lifeways Grade 4 Background for teachers STANDARDS COASTAL LIVING Oregon social studies standards Teachers should become familiar with the coastal Ethnic Studies – 4.10 lifeways of the Coquille Tribe. -
Read the Plan
2016 ROADWAY INVENTORY & LONG RANGE TRANSPORTATION PLAN TRIBAL TRANSPORTATION PROGRAM Coquille Indian Tribe Northwest Regional Office ‐ Bureau of Indian Affairs Prepared by: 2016 1 1 TABLE OF CONTENTS INTRODUCTION I‐1 ORGANIZATION OF THE STUDY ........................................................................................ 4 I‐2 TRANSPORTATION PLANNING .......................................................................................... 5 I‐3 TRIBAL TRANSPORTATION PLANNING ......................................................................... 5 I‐4 GOVERNING REGULATIONS AND FUNDING SOURCE ............................................. 6 I‐5 PROJECT SCOPE OF WORK .................................................................................................... 6 I‐5.1 IRR/TTP INVENTORY UPDATE ......................................................................... 7 I‐5.2 LONG RANGE TRANSPORTATION PLAN ..................................................... 7 I‐5.3 TRIBAL TRANSPORTATION IMPROVEMENT PROGRAM ...................... 9 I‐6 THE COQUILLE INDIAN TRIBE .......................................................................................... 13 I‐6.1 PHYSICAL DESCRIPTION AND LAND OWNERSHIP ............................... 16 I‐6.2 CLIMATE ................................................................................................................. 16 FIGURE 1 – LOCATION MAP ...................................................................................... 17 I‐6.3 DEMOGRAPHICS ................................................................................................ -
Tenmile Lakes Nutrient Study Phase 2 Report
TENMILE LAKES NUTRIENT STUDY Phase II Report November, 2002 TENMILE LAKES NUTRIENT STUDY Phase II Report Submitted by Joseph Eilersa Kellie Vachéb and Jacob Kannc E&S Environmental Chemistry, Inc. Corvallis, OR to the Tenmile Lakes Basin Partnership Lakeside, OR November, 2002 Current Affiliations _______________________ a JC Headwaters, Inc., 1912 NE 3rd Street, PMB 341, Bend, OR 97701 b Oregon State University, Dept. of BioResources Engineering, Corvallis, OR 97331 c Aquatic Ecosystem Sciences, LLC, 232 Nutley Street, Ashland, OR 97520 Tenmile Lakes Nutrient Study - Phase II Report November, 2002 Page 2 TABLE OF CONTENTS LIST OF TABLES.............................................................4 LIST OF FIGURES............................................................5 ACKNOWLEDGMENTS .......................................................8 EXECUTIVE SUMMARY......................................................9 A. INTRODUCTION ........................................................12 B. STUDY AREA ...........................................................14 C. METHODS ..............................................................19 1. Sampling Design......................................................19 2. Site Selection ........................................................19 3. Field Instrumentation ..................................................21 4. Field Methods ........................................................21 5. Analytical Methods ....................................................23 6. Plankton ............................................................24