Huckleberry Mountain Traditional-Use Study, 2002
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Click Here to Download the 4Th Grade Curriculum
Copyright © 2014 The Confederated Tribes of Grand Ronde Community of Oregon. All rights reserved. All materials in this curriculum are copyrighted as designated. Any republication, retransmission, reproduction, or sale of all or part of this curriculum is prohibited. Introduction Welcome to the Grand Ronde Tribal History curriculum unit. We are thankful that you are taking the time to learn and teach this curriculum to your class. This unit has truly been a journey. It began as a pilot project in the fall of 2013 that was brought about by the need in Oregon schools for historically accurate and culturally relevant curriculum about Oregon Native Americans and as a response to countless requests from Oregon teachers for classroom- ready materials on Native Americans. The process of creating the curriculum was a Tribal wide effort. It involved the Tribe’s Education Department, Tribal Library, Land and Culture Department, Public Affairs, and other Tribal staff. The project would not have been possible without the support and direction of the Tribal Council. As the creation was taking place the Willamina School District agreed to serve as a partner in the project and allow their fourth grade teachers to pilot it during the 2013-2014 academic year. It was also piloted by one teacher from the Pleasant Hill School District. Once teachers began implementing the curriculum, feedback was received regarding the effectiveness of lesson delivery and revisions were made accordingly. The teachers allowed Tribal staff to visit during the lessons to observe how students responded to the curriculum design and worked after school to brainstorm new strategies for the lessons and provide insight from the classroom teacher perspective. -
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. -
Native American Languages, Indigenous Languages of the Native Peoples of North, Middle, and South America
Native American Languages, indigenous languages of the native peoples of North, Middle, and South America. The precise number of languages originally spoken cannot be known, since many disappeared before they were documented. In North America, around 300 distinct, mutually unintelligible languages were spoken when Europeans arrived. Of those, 187 survive today, but few will continue far into the 21st century, since children are no longer learning the vast majority of these. In Middle America (Mexico and Central America) about 300 languages have been identified, of which about 140 are still spoken. South American languages have been the least studied. Around 1500 languages are known to have been spoken, but only about 350 are still in use. These, too are disappearing rapidly. Classification A major task facing scholars of Native American languages is their classification into language families. (A language family consists of all languages that have evolved from a single ancestral language, as English, German, French, Russian, Greek, Armenian, Hindi, and others have all evolved from Proto-Indo-European.) Because of the vast number of languages spoken in the Americas, and the gaps in our information about many of them, the task of classifying these languages is a challenging one. In 1891, Major John Wesley Powell proposed that the languages of North America constituted 58 independent families, mainly on the basis of superficial vocabulary resemblances. At the same time Daniel Brinton posited 80 families for South America. These two schemes form the basis of subsequent classifications. In 1929 Edward Sapir tentatively proposed grouping these families into superstocks, 6 in North America and 15 in Middle America. -
The Phonemes of Mary's River Kalapuyant Analyzing an Extinct Languagel Yvonne Hajda Lortland State University Introduction This
The Phonemes of Mary's River Kalapuyant Analyzing an Extinct Languagel Yvonne Hajda lortland State University Introduction This paper is a preliminary report on the phonology of Kalapuyan. It is a brief summary of my M. A. thesis, which is a descriptive account of the segmental phonemes of Mary's River, a dialect of the central Kalapu- yan language. While work is still in progress on the phonology and other aspects of the three Kalapuyan languages, no linguistic description of any of them has yet appeared; therefore, it seems worthwhile to present my re- suIts, even though they are incomplete. The three Kalapuyan languages, formerly spoken in the Willamette Valley of Oregon, form one branch of the Takelman family, classified as Oregon Penutian. Mary's River and Santiam are the two best known of an undetermined number of dialects which form the language spoken in the cen- tral v'iillamette Talley. The northern language consisted of two dialects, Tualatin and Yamhill; the southern, YODcalla, is known to have included more than one dialect, but there is very little material available for Yoncalla. These three languages were treated as a language family in the Powell classification, while the related Takelma was considered a language isolate, and was so treated by Toegelin as recently as 1966. The rela- tionship of Takelma and Kalapuyan was suggested by Frachtenberg in 1918 and by Sapir" in 1921. ;:iwadesh grouped Kalapuyan and TRkelma in a "Takel man" family in 1956, and Shipley has more recently (1969, 1910) attempted phonemic reconstructions of Proto-Takelman and Proto-Kalapuyan. -
Mary's River Kalapuyan: a Descriptive Phonology
Portland State University PDXScholar Dissertations and Theses Dissertations and Theses 5-1976 Mary's River Kalapuyan: A Descriptive Phonology Yvonne P. Hajda Portland State University Follow this and additional works at: https://pdxscholar.library.pdx.edu/open_access_etds Part of the Linguistic Anthropology Commons Let us know how access to this document benefits ou.y Recommended Citation Hajda, Yvonne P., "Mary's River Kalapuyan: A Descriptive Phonology" (1976). Dissertations and Theses. Paper 2491. https://doi.org/10.15760/etd.2488 This Thesis is brought to you for free and open access. It has been accepted for inclusion in Dissertations and Theses by an authorized administrator of PDXScholar. Please contact us if we can make this document more accessible: [email protected]. I 1. \ i I I AN ABSTRACT OF THE THESIS OF Yvonne P. Hajda for the Master of Arts in t-· .Anthropology presented May 11, 1976. Title: Mary's River Kalapuyan: A Descriptive Phonology. APPROVED BY MEMBERS OF THE THESIS COMMITTEE: Pierce David H. French The thesis is an attempt to apply procedures of aescriptive linguis- tic analysis to a body of mater~al phonetically transcribed by Leo J. Frachtenberg in the Mary's River dialect of ·the central Kalapuyan lan- guage. In 191~-14, Frachtenberg collected thirteen volumes of myth texts ~ .. in Mary's River, twelve from.William Hartless and one from Grace Wheeler; I • in addition, there were nQtes to the texts, three volumes of grannnatical notes, and some ~thnographic material. The phonetic transcription was. carried out in the pre-phonemic tr·adition of recording everything the speaker said as accurately as possible. -
Kindergarten Tribal History Curriculum
Grand Ronde TRIBAL HISTORY CURRICULUM KINDERGARTEN Copyright © 2019 The Confederated Tribes of Grand Ronde Community of Oregon. All rights reserved. All materials in this curriculum are copyrighted as designated. Any republication, retransmission, reproduction, or sale of all or part of this curriculum is prohibited. This curriculum was funded in large by The Oregon Department of Education (ODE) with the passing of Senate Bill 13 in 2017. Senate Bill 13, “ calls upon the Oregon Department of Education to develop a statewide curriculum relating to the Native American experience in Oregon, including tribal history, tribal sovereignty, culture, treaty rights, government, socioeconomic experiences, and current events” (Senate Bill 13: Tribal History/Shared History). In addition to the curriculum developed by ODE, all 9 of the federally recognized tribes in Oregon were designated funds to create their own native based curriculum to tell their story. This is Grand Ronde’s story. Introduction Welcome to the Confederated Tribes of Grand Ronde Tribal History Curriculum. To begin, we would like to thank you for taking the time to learn and teach about the Confederated Tribes of Grand Ronde. This curriculum began from the passing of Senate Bill 13 in 2017 and was funded by the Oregon Department of Education. It was brought about by the need in Oregon schools for historically accurate and culturally relevant information about Oregon Native Americans and as a response to the high volume of teacher requests for classroom-ready materials about Oregon Native Americans. The process of creating the curriculum was a tribal wide effort. Several departments including the tribe’s education department, tribal library, natural resources, cultural resources department and many other tribal staff were involved. -
38 Chapter III. Human Use and Occupation There Is Very Little
38 Chapter III. Human Use and Occupation There is very little history or other information available about the people who lived in the study area 200 years ago. The area that became coastal Douglas County enters the historical record in the 1700s; particularly during 1788 and thereafter, with the sea voyages of Captain Robert Gray and others, trading furs, hides, and other products from California (“Mexico”), the Pacific Northwest, Alaska, Canada (“New Caledonia”), and Hawaii, with China, the eastern United States, England, and Spain (Carey1971). Beginning in 1826, Hudson’s Bay Company fur trader Alexander McLeod, Scottish botanist David Douglas, and others began keeping journals and sending correspondence of their explorations throughout the interior western parts of Douglas County. In the 1830s, beaver trappers, cattlemen, and others following the “California Trail” from the Columbia River to the Sacramento Valley also began keeping journals, filing reports, and sending correspondence that added to the history of western Oregon. In 1841, a party of the US-funded Wilkes Expedition, under the leadership of George Emmons, precisely mapped, illustrated, and described their journey along the California Trail (the general route of today’s Interstate 5), traveling from north to south. In 1846, pioneers following the Applegate Trail (the “South Road” of the Oregon Trail) kept records and documented memories of their south to north travels along the same route. Douglas County visitors and immigrants in the early 1850s -- most notably George Riddle, of Cow Creek Valley (Riddle 1993) -- and participants in the “Rogue River Indian Wars” of that time (Zybach 2007) also kept records; including those kept by federal and territorial government agencies. -
The Significance of Crater Lake Among the Indians of Southern Oregon
Portland State University PDXScholar Anthropology Faculty Publications and Anthropology Presentations 2002 A Most Sacred Place: The iS gnificance of Crater Lake among the Indians of Southern Oregon Douglas Deur Portland State University, [email protected] Let us know how access to this document benefits ouy . Follow this and additional works at: http://pdxscholar.library.pdx.edu/anth_fac Part of the Anthropology Commons Citation Details Deur, D. (2002). A most sacred place: The significance of Crater Lake among the Indians of Southern Oregon. Oregon Historical Quarterly, 18-49. This Article is brought to you for free and open access. It has been accepted for inclusion in Anthropology Faculty Publications and Presentations by an authorized administrator of PDXScholar. For more information, please contact [email protected]. Douglas Deur AMost Saured Plaue The Significance of Crater Lake among the Indians of Southern Oregon There's nowhere else in the world like Crater Lake. It was one of our most sacred places. It still is. -Klamathdder, 1999 G BEFORE EUROPEANS GLIMPSED the Pacific Northwest, Crater Lake was well known to many Native peoples of the region. L To the east of the lake, Klamaths lived alongside the high-altitude desert lakes of south-central Oregon. To the west, in the rugged and densely forested western slopes of the Cascades, were the Molalas. Farther to the west, in the river valleys of the western Cascades, the Takelmas lived in the Upper Rogue River Basin and the Athapaskan-speaking Upper Umpquas lived on the river of the same name. All of these peoples knew of Crater Lake, and all had legends ofits genesis. -
Chinookan Villages of the Lower Columbia
Portland State University PDXScholar Anthropology Faculty Publications and Presentations Anthropology Spring 2016 Chinookan Villages of the Lower Columbia Henry B. Zenk Portland State University Yvonne P. Hajda Robert T. Boyd Portland State University, [email protected] Follow this and additional works at: https://pdxscholar.library.pdx.edu/anth_fac Part of the Social and Cultural Anthropology Commons Let us know how access to this document benefits ou.y Citation Details Zenk H., Hajda, Y., and Boyd, R. (2016). Chinookan Villages of the Lower Columbia. Oregon Historical Quarterly, Vol. 117, No. 1, pp. 6-37. This Article is brought to you for free and open access. It has been accepted for inclusion in Anthropology Faculty Publications and Presentations by an authorized administrator of PDXScholar. Please contact us if we can make this document more accessible: [email protected]. Chinookan Villages of the Lower Columbia HENRY ZENK, YVONNE HAJDA, AND ROBERT BOYD VILLAGES WERE THE CENTER of Chinookan life, filling the role that tribes did for Native people in other parts of North America. Every village of any size or significance had a recognized leader or chief, and constituted a named local group with which its members identified themselves. Although the villages themselves are long vanished, early travelers, missionaries, and settlers have left us eyewitness accounts of what some were like. The names and approximate locations of many more can be reconstructed from historical sources and information shared by later generations of lower Columbia -
Oregon Native Histories and Cultures
410/510 Oregon Native Americans- SU 2017 410/510 Oregon Native Americans Summer 2017 Adjunct Professor: David G. Lewis, PhD Office Hours: By Appointment only Phone: 541-514-3275 Email: [email protected] 410/510 Oregon Native Americans 1000-1120 mw 8/21-9/17 204 CON 42461 Class meeting hours 10-11:20 MW 8/21-9/17 Course Description This will be an ethno-historical course involving histories and anthropological studies of Oregon tribes. We will then investigate unique cases Federal Indian policy for Oregon tribes, including treaty rights, termination, and fishing and water rights. The course will challenge students by presenting a juxtaposition of layers of information, from Federal Indian law, anthropological studies of tribes, and lived Tribal experiences of the past 150 years. Students will learn from invited Tribal speakers of significant events in the past 50 years for the tribes, and about diverse tribal geography and cultural environments. Course Readings are anthropological and historical in nature and will explore Oregon’s Native peoples within the context of colonization, ethnographic research, US government policies, and contemporary cultural identity. This course includes historic ethnographies as well as contemporary ethnohistories as textual resources. This course will involve a close look at the general histories and cultures of Oregon Tribal Nations and then will focus on the Western Oregon tribes. The course will follow their historic progress, from the 1850’s, in the early reservation era, through termination and into -
1. Santiam Molalla History, Culture, and Geography the Name “Molalla
1 1. Santiam Molalla History, Culture, and Geography The name “Molalla” has at least 27 historical spellings. It is said to be derived from the words “moolek” for elk and “olilla” for berries (Winkler 1984). This would seemingly be a good name for their land, which produced abundant elk and berries, as well as for the people, who were known to extensively trade specialty products from these plants and animals. Preserved huckleberries and blackberries, elk hides, jerked meat, and elkhorn spoons were all trade goods associated with Molallans. Beargrass and willow weaving materials were also important trade items, due to their universal value and general abundance in Molalla lands. The Santiam Molalla were known as good elk hunters, good berry pickers, accomplished traders, bitter and fierce enemies of the Cayuse to the east, and good friends, family, and business associates with the Klamath to the south. They were also said to be poor guides when more than 35 miles from their homes, indicating a relatively concentrated and productive Tribal territory of seasonal use and trade route patterns (Minto 1903). Molallan Geography. Very little is known about the Molallan history or culture (Winkler 1984; Ruby and Brown 1986; Zenk and Rigsby 1998), but there is good agreement on early historical Molallan geography. During the 1750- 1850 late precontact/early historical time period of this study, Molallans occupied nearly the entire western slope of the Oregon Cascades Range, from the Columbia River south, almost to California. The Molalla are believed to have been organized into three, or possibly four, major “bands,” or tribes. -
Federal Register/Vol. 74, No. 47/Thursday, March 12, 2009/Notices
10762 Federal Register / Vol. 74, No. 47 / Thursday, March 12, 2009 / Notices Native American human remains ranged along the entire Oregon coast Dated: January 26, 2009 described in this notice were excavated and Coast Range, inland to the main Sherry Hutt, under an Antiquities Act permit by the divide of the Cascade Range and south Manager, National NAGPRA Program. University of Oregon, Eugene, OR, on to the Rogue River watershed. The [FR Doc. E9–5338 Filed 3–11–09; 8:45 am] Army Corps of Engineers project lands. principal tribes include the Clatsop, BILLING CODE 4312–50–S Following excavations at the site Chinook, Klickitat, Molala, Kalapuya, described below, and under the Tillamook, Alsea, Siuslaw/Lower provisions of the permit, the University Umpqua, Coos, Coquille, Upper DEPARTMENT OF THE INTERIOR of Oregon retained the human remains Umpqua, Tututni, Chetco, Tolowa, for preservation. Takelma or Upper Rogue River, Galice/ National Park Service In 1950, human remains representing Applegate, and Shasta. The ancestors of one individual were removed from site these tribes spoke at least 10 different Notice of Inventory Completion: 35–LA–282, also known as the Perkins base languages, many with strong Bureau of Indian Affairs, Great Plains Peninsula Site, Lane, OR, during dialectic divisions even within the same Regional Office, Aberdeen, SD excavations by the University of Oregon language. In general, five linguistic AGENCY: National Park Service, Interior. prior to construction of the proposed stocks – Salish, Yakonan, Kusan, ACTION: Notice. Fern Ridge Reservoir. No known Takelman, and Athapascan – are individual was identified. No associated represented by the tribes. The tribes Notice is here given in accordance funerary objects are present.