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Oregon Historic Trails Report Book (1998)
i ,' o () (\ ô OnBcox HrsroRrc Tnans Rpponr ô o o o. o o o o (--) -,J arJ-- ö o {" , ã. |¡ t I o t o I I r- L L L L L (- Presented by the Oregon Trails Coordinating Council L , May,I998 U (- Compiled by Karen Bassett, Jim Renner, and Joyce White. Copyright @ 1998 Oregon Trails Coordinating Council Salem, Oregon All rights reserved. No part of this document may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage or retrieval system, without permission in writing from the publisher. Printed in the United States of America. Oregon Historic Trails Report Table of Contents Executive summary 1 Project history 3 Introduction to Oregon's Historic Trails 7 Oregon's National Historic Trails 11 Lewis and Clark National Historic Trail I3 Oregon National Historic Trail. 27 Applegate National Historic Trail .41 Nez Perce National Historic Trail .63 Oregon's Historic Trails 75 Klamath Trail, 19th Century 17 Jedediah Smith Route, 1828 81 Nathaniel Wyeth Route, t83211834 99 Benjamin Bonneville Route, 1 833/1 834 .. 115 Ewing Young Route, 1834/1837 .. t29 V/hitman Mission Route, 184l-1847 . .. t4t Upper Columbia River Route, 1841-1851 .. 167 John Fremont Route, 1843 .. 183 Meek Cutoff, 1845 .. 199 Cutoff to the Barlow Road, 1848-1884 217 Free Emigrant Road, 1853 225 Santiam Wagon Road, 1865-1939 233 General recommendations . 241 Product development guidelines 243 Acknowledgements 241 Lewis & Clark OREGON National Historic Trail, 1804-1806 I I t . .....¡.. ,r la RivaÌ ï L (t ¡ ...--."f Pðiräldton r,i " 'f Route description I (_-- tt |". -
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. -
Health and Well-Being: Federal Indian Policy, Klamath Women, And
Health and Well-being Federal Indian Policy, Klamath Women, and Childbirth CHRISTIN HANCOCK AS SCHOLARS OF CHILDBIRTH have pointed out, “birth” is always more than a mere biological event.1 It is inherently a social process as well, one that is shaped by cultural norms and power structures that are both raced and classed. For Native American women, the historical experiences of birth have been shaped by the larger context of settler colonialism.2 Despite this reality, very little attention has been paid by historians of childbirth to the ways that Native women’s experiences are bound up in this broader ten- sion between assimilation and resistance to dominant colonial structures. Similarly, few historians of American Indians have focused their attention specifically on birth.3 And yet birth is inherently tied to our beliefs about, as well as our experiences and practices of, health and health care. Always, the regulation and practice of birth is also about the regulation and practice of health. What constitutes health? Who defines “good” health? And who has access to it? As reproductive justice scholar Barbara Gurr has noted, social and political forces must be considered in any attempts at answering these questions for marginalized women. One cannot explore the history of Native women’s experiences of childbirth without also engaging in a larger history of the ways that their health and health care have been defined and shaped by federal Indian policies. Gurr argues that such an approach is “particularly relevant to many Native American women, whose group identity has been historically targeted for removal and assimilation by the U.S. -
KLAMATH NEWS the Indicator Species
Page 1, Klamath News 2010 KLAMATH NEWS THE OFFICIAL PUBLICATION OF THE KLAMATH TRIBES: KLAMATH, MODOC, AND YAHOOSKIN TREATY OF 1864 Winema Charley Mogenkaskit Lalo Schonchin Captain Jack Volume 35, Issue 1 The Klamath Tribes, P.O. Box 436, Chiloquin, OR 97624 1ST QTR. ISSUE 2019 1-800-524-9787 or (541) 783-2219 Website: www.klamathtribes.org JANUARY-MARCH Tucked away in a corner of Oregon... There is a Tribe, With extraordinary people... Doing monumental work to Save an Indigenous Species from Extinction! Nowhere else in the World (The c'waam) - The Lost River Sucker The Cleaner's of the Water ... If the fish die, the People Die. The Indicator Species THE KLAMATH TRIBES AQUATICS PROGRAM The Klamath Tribes P.O. Box 436 PRESORTED FIRST-CLASS MAIL Chiloquin, OR 97624 The Klamath Tribes Aquatic Program is within the Natural Resources U.S. POSTAGE PAID Department and employs 18 permanent staff and a few seasonal in- CHILOQUIN, OR terns and temporary workers. The program is housed at the Research ADDRESS SERVICE REQUESTED PERMIT NO. 4 Station located four miles east of Chiloquin, Oregon at the historic Braymill site. In 1988, the Research Station began as a small research hatchery and fish rearing ponds located across the road from the cur- rent Research Station along the Sprague River. At that time, the entire Natural Resources Program included only five full time employees including Don Gentry, Craig Bienz, Jacob Kann, Larry Dunsmoor, Elwood (Cisco) Miller, and a couple of seasonal technicians. Currently, the Research Station consists of two large buildings and parking lot. -
Change There Can Be No Breakthroughs, Without Breakthroughs There Changecan Be No Future
Page 1, Klamath News 2010 KLAMATH NEWS THE OFFICIAL Publication OF THE KLAMath TRIBES: KLAMath, MODOC, AND YAHOOSKIN Treaty OF 1864 Winema Charley Mogenkaskit Lalo Schonchin Captain Jack Volume 26, Issue 4 The Klamath Tribes, P.O. Box 436, Chiloquin, OR 97624 JUNE 2010 1-800-524-9787 or (541) 783-2219 Website: www.klamathtribes.org New Klamath Tribal Council takes office MEET OUR LEADERS , the 2010-2013 newly elected The Klamath Tribes PRESORTED Klamath Tribal Council, who took office on Thursday, P.O. Box 436 FIRST-CLASS MAIL Chiloquin, OR 97624 U.S. POSTAGE PAID May 13, following the swear-in ceremony at the Tribal CHILOQUIN, OR Administration building in Chiloquin, Oregon. PERMIT NO. 4 Front Row Left to Right: Charles E. Kimbol, Sr., GeorGene Nelson, Don Gentry, Gary ADDRESS SERVICE REQUESTED Frost, Brandi Decker. Back Row Left to Right: Jeff Mitchell, Bert Lawvor Sr., Frank Summers, Shawn L. Jackson, and Torina Case. Without change there can be no breakthroughs, Without breakthroughs there Changecan be no future... Welcome to the Future! Page 2, Klamath News 2010 The Klamath News is a Tribal Government Publication of the Swear-in Ceremony for Tribal Council Klamath Tribes, (the Klamath, Modoc, and Yahooskin Band of Snake Indians). * Distribution: Publications are distributed at the end of the month, or as fund- ing allows. * Deadline: Information submitted for publication must be received by the 15th of each month- (for the following month’s publication). * Submissions: Submissions should be typed and not exceed 500 words. Submissions must include the author’s signature, address and phone number. -
View the Klamath Summary Report
SPECIAL SUPPLEMENT — KLAMATH BASIN GENERAL STREAM ADJUDICATION From the top of a fault formed ridge overlooking the expansive Upper Klamath Lake, the rest of the world seems to fall away. Unbroken blue skies and dry, thin air stretches the horizon impossibly far. To the east, parched buttes roll through deep, green farm-filled valleys. To the west, only the rugged, snow- capped Cascades can rein in the view. The feeling of freedom that defines the American West is alive in this place. Prepared by the Oregon Water Resources Department — October 1999 he Klamath Basin defies the soggy Northwest stereotype. The Cascade TMountains steal the moisture from eastward winds, transforming the damp, green Oregon known to most of the country. Away from the mountainsides, Lodge Pole and Ponderosa Pines supplant the water-dependent firs. The moss-covered logs and thick tangles of plants of the western forests are gone. In their place, reddish- black volcanic rocks speckle hillsides adorned with dusty sage. Sandy pumice soils are exposed to the wind and sun by the sparse ground cover. Everything seems to crack and crumble underfoot. Despite these desert-like conditions, an oasis of lakes, rivers, and marshes teams with wildlife. The remnants of a huge prehistoric lake once provided a cache of resources that allowed the Basin’s earliest human inhabitants to thrive in an otherwise formi- dable environment. Much time has passed and cultures have changed, but the reliance on these same resources has not. For more than 100 years, settlers, homesteaders, and their descendants have defied the desert by transforming vast lakes and marshes into farms and pasture–creating a heritage in the process. -
The Art of Ceremony: Regalia of Native Oregon
The Art of Ceremony: Regalia of Native Oregon September 28, 2008 – January 18, 2009 Hallie Ford Museum of Art Willamette University Teachers Guide This guide is to help teachers prepare students for a field trip to the exhibition, The Art of Ceremony: Regalia of Native Oregon and offer ideas for leading self-guided groups through the galleries. Teachers, however, will need to consider the level and needs of their students in adapting these materials and lessons. Goals • To introduce students to the history and culture of Oregon’s nine federally recognized tribal communities • To introduce students to the life ways, traditions, rituals and ceremonies of each of the nine tribal communities through their art and art forms (ancient techniques, materials, preparation, and cultural guidelines and practices) • To understand the relevance of continuity to a culture Objectives Students will be able to • Discuss works of art and different art forms in relation to the history and culture of Oregon’s nine federally recognized tribal communities • Discuss various traditional art forms as reflected in the objects and performances represented in the exhibition • Identify a number of traditional techniques, including weaving, beadwork and carving • Discuss tradition and renewal in the art forms of the nine tribal communities and their relationship to the life ways, traditions and rituals of the communities • Make connections to other disciplines Preparing for the tour: • If possible, visit the exhibition on your own beforehand. • Using the images (print out transparencies or sets for students, create a bulletin board, etc.) and information in the teacher packet, create a pre-tour lesson plan for the classroom to support and complement the gallery experience. -
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 -
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. -
Termination and Restoration in Oregon by Donald Fixico
Termination and Restoration in Oregon By Donald Fixico Of the federal-Indian policies introduced to American Indians, termination of trust relations in the 1950s was arguably the most dangerous for Native peoples. On a case-by-case basis, termination threatened to end the trust relationship the U.S. government had with tribes, bands, communities, and individuals who possessed trust lands or properties, thereby giving Indians the same status as all other American citi- zens. It meant that they owned land or property without the federal protective responsibilities that were guaranteed them in the 374 United States-Indian treaties that were negotiated and ratified between 1778 and 1871. Termination stripped Indians of their identity, a part of the process to assimilate them into the mainstream American culture. The roots of termination date to World War II, when more than 25,000 Indians served in the armed ser- vices, including several hundred women. In the aftermath of the war, some bureaucrats decided it was time to change federal policy to once and for all free Native people from U.S. guardianship and pater- nalism. The Cold War was just beginning, and many American politicians believed it was important to protect conservative democratic values against anything that might be considered un-American. Indian ways of life and communal cultures on reservations ran counter to President Dwight D. Eisenhower’s po- litical philosophy and the perceived threat of Communism. At the same time, racism in America targeted Indians and other minorities, -
Change Dead Indian Creek to Latgawa Creek: Stream; 9.8 Mi. Long; Heads in the Cascades Siskiyou National Monument (Bureau of Land Management), 3.7 Mi
Change Dead Indian Creek to Latgawa Creek: stream; 9.8 mi. long; heads in the Cascades Siskiyou National Monument (Bureau of Land Management), 3.7 mi. Wof Howard Lake at 42°13’17”N, 122°29’08”W, flows NNE through Owens Prairie and into Rogue River National Forest, then N to enter South Fork Little Butte Creek; the name derives from a Takelma word meaning “upland water source” or “people of the upland” and is associated with nearby Camp Latgawa; Tps37&38N, R3E, Willamette Meridian; Jackson County, Oregon; 42°20’18”N, 122°27’10”W; USGS map – Robinson Butte 1:24,000 (mouth); Not: Dead Indian Creek. https://geonames.usgs.gov/apex/gazvector.getesrimap?p_lat=42.3384672&p_longi=- 122.4528043&fid=1140701 Proposal: to change a name considered offensive Map: USGS Robinson Butte 1:24,000 (mouth) Proponent: Alice Knotts; San Diego, CA Administrative area: Rogue River National Forest / Cascades Siskiyou National Monument Previous BGN Action: None Names associated with feature: GNIS: Dead Indian Creek (FID 1140701) Local Usage: None found Published: Dead Indian Creek (USGS 1891, 1937, 1955, 1978, 1988, 2011, 2014, 2017; Oregon Dept of Water Resources Rogue Drainage Basin map, 1980; Oregon Geographic Names, 2011; Gold Hill Historical Society list of Jackson County names, c.2010) Case Summary: This proposal is the first of three to change the names of a stream, a summit, and a spring in Jackson County that currently include the words “Dead Indian.” The first is to change the name of Dead Indian Creek, a 9.8-mile-long tributary of South Fork Little Butte Creek. -
KLAMATH /\MATII INI)IANJRE,Setht Y C: Et I
ranlinr - 4. Ii.(fI4O1 cl r9\ 5s C ' ETHNOGRAPHIC s'..L- tcH p' )T\' r SKETCH :sci41J OF THE f: Pr5T1 -11E1 L 1 ttc!f\\ \AKLAMATH /\MATII INI)IANJRE,SEThT y C: Et I. L/"° kt, INDIANS ckt1IPK / 41(chat,rc F % A" .. OF SOUTHWESTERN OREGON N 'I S j bli C' ''U OX] by ALBERT SAMUELGATSCHET 4 I'VYA - I) S. C Cm DIP. TIMPEN '4?. .1 4f.thrth' DEPARTMENT OF THE INTERIOR U. 8. GEOGRAPHICAL AND GEOLOGICAL SURVEY OF THE ROCKY MOUNTAIN REGION J. W. POWELL IN CHARGE Ethnographic Sketch of THE KLAMATH I.XDIAKS op SOUTHWESTERN OREGON ALBERT SAMUEL GATSCHET An Extract from CONTRIBUTIONS TO NORTH AMERICAN ETHNOLOGY, Vol.II, part I. WASHINGTON GOVERNMENT PRINTING OFFICE 1890 FACSIMILE REPRODUCTION 1966 THE SHOREY BOOK STORE 815 Third Avenue Seattle, Washington 98104 SJS # 118 ETHNOGRAPHIC SKETCH OF THE KALAMATH INDIANS FOURTH PRINTING Of Facsimile Reprint Limited to 150 Copies November 1973 ISBN # 0-8466-0118-4 (InPaper Covers) ISBN # 0-8466-2118-5 (InPublisher's LibraryBindings) CONTENTS Page Letter of Transmittal Vii Ethnographic sketch ix Introduction to the texts 1 LETTER OF TRANSMITTAL. SMiTHSONIAN INSTITUTION, BUREAU OF ETHNOLOGY, Washington, D. C., June 25, 1890. SIR: I have the honor to transmit toyou my report upon the Kiamath Indians of Southwestern Oregon, the result of long and patient study.It deals with their beliefs, legends, and traditions, theirgovernment and social life, their racial and somatic peculiarities, and,more extensively, with their language.To this the reader is introduced bynumerous ethnographic "Texts," suggested or dictated