Success Stories: 2003 Tribal Nonpoint Source Program
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Press Release
Contact: June M. Shorthair Director Communications & Public Affairs Office Gila River Indian Community P: 520-562-9851 C: 520-610-6218 [email protected] For Immediate Release August 6, 2018 GILA RIVER INDIAN COMMUNITY APPLAUDS FEDERAL APPEALS COURT DISMISSAL OF GOLDWATER INSTITUTE LAWSUIT ATTACKING THE INDIAN CHILD WELFARE ACT (Sacaton, Arizona) In a victory for Arizona’s Indian tribes, the federal United States Court of Appeals for the Ninth Circuit ruled today that the Arizona-based Goldwater Institute’s challenge to the Indian Child Welfare Act must be dismissed because the lawsuit was determined to be moot. The lawsuit, filed in Arizona federal court in 2015, challenged the constitutionality of the Indian Child Welfare Act, a federal law which requires state courts to apply certain standards to dependency and adoption cases involving Indian children. Although children from the Community and Navajo Nation were identified in the lawsuit, the Goldwater Institute attempted to block the participation of both tribes in the case. The tribes were eventually permitted to intervene in the lawsuit and join in arguments seeking dismissal of the case. The federal court ruled against the Goldwater Institute and the lawsuit was dismissed by the federal court in March of 2017, after which Goldwater appealed to the Ninth Circuit. Today’s decision also dismisses the case. Child welfare experts often refer to ICWA as the “gold standard” of child welfare laws. ICWA was enacted because Native American children were being removed from Indian homes at alarming rates and often without notice to immediate family members, close relatives or tribal authorities. -
People of Snowy Mountain, People of the River: a Multi-Agency Ethnographic Overview and Compendium Relating to Tribes Associated with Clark County, Nevada
Portland State University PDXScholar Anthropology Faculty Publications and Presentations Anthropology 2012 People of Snowy Mountain, People of the River: A Multi-Agency Ethnographic Overview and Compendium Relating to Tribes Associated with Clark County, Nevada Douglas Deur Portland State University, [email protected] Deborah Confer University of Washington Follow this and additional works at: https://pdxscholar.library.pdx.edu/anth_fac Part of the Social and Cultural Anthropology Commons, and the Sustainability Commons Let us know how access to this document benefits ou.y Citation Details Deur, Douglas and Confer, Deborah, "People of Snowy Mountain, People of the River: A Multi-Agency Ethnographic Overview and Compendium Relating to Tribes Associated with Clark County, Nevada" (2012). Anthropology Faculty Publications and Presentations. 98. https://pdxscholar.library.pdx.edu/anth_fac/98 This Report 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]. Pacific West Region: Social Science Series National Park Service Publication Number 2012-01 U.S. Department of the Interior PEOPLE OF SNOWY MOUNTAIN, PEOPLE OF THE RIVER: A MULTI-AGENCY ETHNOGRAPHIC OVERVIEW AND COMPENDIUM RELATING TO TRIBES ASSOCIATED WITH CLARK COUNTY, NEVADA 2012 Douglas Deur, Ph.D. and Deborah Confer LAKE MEAD AND BLACK CANYON Doc Searls Photo, Courtesy Wikimedia Commons -
ARIZONA INDIAN GAMING ASSOCIATION • ANNUAL REPORT FY 2006 Letter from the Chairwoman
ARIZONA INDIAN GAMING ASSOCIATION • ANNUAL REPORT FY 2006 Letter From The Chairwoman It is our pleasure to present the third Annual Report for the Arizona Indian Gaming Association (AIGA). This report celebrates the contributions that gaming tribes are making for all Arizonans. Native people have a tradition of sharing with the community, whether we are sharing our knowledge and wisdom, artistic heritage or our natural or manmade resources. This tradition of cooperation and sharing is common to all tribes and is part of our culture. In Arizona, for example, in the 1800s, when the Pima people saw the needs of the military and settlers, they willingly shared their water and food with them. Sharing is a tradition that repeats throughout our history. With the passage of the Indian Gaming Regulatory Act (IGRA) and the subsequent agree- ments reached with the state of Arizona for tribes to establish and continue gaming on their lands, we are now sharing the benefits from our successful enterprises with our own people and with others throughout our state. The magnitude of sharing represents a remarkable change in a very short time frame. Twenty-five years ago, no one could have imagined that Arizona tribes, always the poorest of the poor, would be contributing millions of dollars every year to support education, health care, conservation and tourism to the state of Arizona. Or 1 that hundreds of charities would be helped every year by generous grants and donations from individual tribes. While this report is a celebration of sharing, it is also a call to action. -
26064 001 Cover Page.Indd
UNIT I THE O'ODHAM O'ODHAM VILLAGE LIFE 11 Students will participate in simulated O'odham cultural activities to include an O’odham language lesson and role-playing various daily tasks such as food preparation, games, weaving and pot making. PAGE 1.7 CREATE AN O'ODHAM VILLAGE 22 Students will place a fictional O'odham village along a Santa Cruz River map while using their knowledge of cultural needs and climate restrictions. They will describe the advantages of their chosen site and draw a sketch of their village. PAGE 1.17 UNIT I - ARIZONA STATE STANDARDS - 2006 Lesson 1 - The O'odham SUBJECT STANDARD DESCRIPTION S1 C2 PO1 describe cultures of prehistoric people in the Americas S1 C2 PO2 describe cultures of Mogollon, Anasazi, Hohokam SOCIAL S1 C3 PO3 describe the location and cultural characteristics of Native STUDIES Americans S4 C5 PO1 describe human dependence on environment and resources to satisfy basic needs S1 C4 PO2 use context to determine word meaning S1 C4 PO3 determine the difference between figurative and literal language S1 C6 PO1 predict text content READING S1 C6 PO2 confirm predictions about text S2 C1 PO1 identify the conflict of a plot S2 C1 PO5 describe a character's traits S1 C1 PO1 generate ideas WRITING S1 C1 PO5 maintain record of ideas MATH S4 C1 PO2 identify a tessellation (mat weaving) SCIENCE S4 C3 PO1 describe how resources are used to meet population needs Lesson 2 - Create an O'odham Village SUBJECT STANDARD DESCRIPTION S1 C2 PO1 describe the cultures of prehistoric people in the Americas S1 C2 PO2 describe -
Diet and Health Among Native American Peoples
DIET AND HEALTH AMONG NATIVE AMERICAN PEOPLES: USING THE PAST TO COMBAT THE PRESENT THREAT OF TYPE II DIABETES Submitted to the Miami University Honors Program in partial fulfillment of the requirements for University Honors with Distinction by Chelsea Robertson Miami University Oxford, Ohio May 2009 Abstract Type II diabetes is a significant problem among many Native American communities. Incorporating elements of prehistoric diets, said to be much lower in fats and sugars than the ubiquitous processed foods of contemporary times, holds some promise in mitigating indigenous peoples’ predisposition to the condition. These diets were usually much more varied and plant-based than those of today, and first-hand collection and processing of foods expended more energy than a trip to the grocery store. A look at prehistoric health also reveals that agriculture was, like the industrial production of food is today, a significant event for human health, making food more accessible but less healthy. Diabetes is high in Native Americans for genetic, cultural, and socio-economic reasons; it originated in abrupt and often forced transitions to processed low-cost foods. The Indian Health Service, the health organization that serves many American Indians and Alaska Natives, is increasingly addressing diabetes, but its power is limited by funding shortages and cultural differences between the biomedical realm it inhabits and Native American cultures. Community organization and grassroots programs, as well as increased tribal control over health facilities, may make diabetes treatment and prevention programs more effective. Native American efforts to curb the diabetes epidemic may also provide models for other groups facing rising diabetes rates, mostly in supporting the tailoring of programs and diabetes education to people with specific histories and identities. -
Akimel O'odham
Akimel O’odham - Pee Posh OUR COMMUNITY OUR FUTURE Governor Lieutenant Governor William Rhodes Jennifer Allison-Ray ANew Direction CONTENTS www.gric.nsn.us | FALL 2007 4 Community Profi le 13 Tribal Government + Executive Offi ce 5 History + Legislative Offi ce + Judicial Offi ce + Pre-History + Early Contact 16 Community Portfolio + 19th and 20th Centuries 9 Water Settlement 17 Tribal Enterprises 10 Tribal Culture 23 Tribal Community 27 Tribal Districts View of Sacaton Mountains from Olberg Gila River farms - District 2, Blackwater Bridge District 2 A MESSAGE FROM THE GOVERNOR We welcome you to experience the rug- ged, awe-inspiring vistas of the South- west and the rich heritage of the Akimel O’odham (Pima) and Pee-Posh (Mari- copa). Historically, the strength of our culture has been the community spirit, industriousness, and maintaining our traditions and languages. Today, we con- tinue to face the challenge of preserving these core values while also meeting the demands of a rapidly changing world. Throughout Gila River’s history, our tribe has made innumerable contribu- tions and will continue to play an inte- gral role in the decades ahead. Governor William R. Rhodes 5 COMMUNITYFACTSHEET COMMUNITY PROFILE The Gila River Indian Community is located on 372,000 acres in south-central Arizona, south of Phoenix, Tempe, and Chandler. The reservation was established by an act of Congress in 1859. The Tribal administrative offi ces and departments are located in Sacaton, and serve residents throughout the seven community districts. The Gila River casinos are both owned and managed by the Gila River Indian Com- munity. -
Knowledge, Attitudes and Behaviors Questionnaire (KAB)
Knowledge, Attitudes and Behaviors Questionnaire (KAB) Version G Spring 2000 Student ID: _______________ Grade: 05 Student Name: (last) ________________________ Paste label to left (first, middle init.) ________________________ or Class ID: ________ Teacher: ________________ print information Student Name (print name here): Date: Tribal Identity 1 What tribe or tribes do you belong to? Circle the letter next to the tribe or tribes that you belong to. a. Apache b. Other tribe c. I do not belong to any tribe 2 Do you understand Apache when someone else speaks it? a. Yes b. No 3 Can you speak Apache? a. Yes b. No 4 What do you speak most at home? Please circle only one answer. a. Apache b. English 5 Do the adults in your house teach you about Apache people? a. Yes b. No Page 2 Tribal Identity 1 What tribe or tribes do you belong to? Circle the letter next to the tribe or tribes that you belong to. a. Oglala Lakota b. Sicangu Lakota c. Other tribe d. I do not belong to any tribe 2 Do you understand Lakota when someone else speaks it? a. Yes b. No 3 Can you speak Lakota? a. Yes b. No 4 What do you speak most at home? Please circle only one answer. a. Lakota b. English 5 Do the adults in your house teach you about Lakota people? a. Yes b. No Page 2 Tribal Identity 1 What tribe or tribes do you belong to? Circle the letter next to the tribe or tribes that you belong to. a. -
Tribal Experiences and Lessons Learned in Riparian Ecosystem Restoration
This file was created by scanning the printed publication. Errors identified by the software have been corrected; however, some errors may remain. Tribal experiences and lessons learned in riparian ecosystem restoration Ronald K. Miller’, James E. Enote*, and Cameron L. Martinez3 Abstract.-Riparian ecosystems have been part of the culture of land use of native peoples in the Southwest United States for thousands of years. The experiences of tribal riparian initiatives to incorporate modern elements of environment and development with cultural needs are relatively few. This paper describes tribal case examples and approaches in riparian manage- ment which may advance discussions of cultural values in resource manage- ment for rural and developing communities such as those on tribal lands in the United States. INTRODUCTION For many tribes in the arid Southwest, rivers, streams, and springs were, and continue to be, the “Mastamho drove a willow stick into the ground and “center of existence.” Neither the people, nor the drew out the water that became the Colorado River unique cultures that developed, could survive and with it came the fish and ducks. He gave the without the “lifeblood of the desert”: The people the river and everything along the river. Southwest’s rivers and streams. Whatever grew there was theirs, as he said, and they were the Aha Macave, the Mojave, the people who live along the river.” CENTERS OF EXISTENCE So states the Mojave’s creation story. The story provides background and valuable insight into the Most Southwest tribes still live along the river significance of a particular river to tribal custom courses and depend on them for a wide variety of and culture. -
The New Water Czars by Daniel Kraker
The New Water Czars by Daniel Kraker A historic water deal could give an impoverished Indian community a path back to its roots — and turn it into one of the West’s next big power brokers Thirty miles south of downtown Phoenix, past the rugged South Mountains rising out of the city’s southern edge, past the acres of asphalt and the 10- lane highways, the city stops abruptly at the bone-dry bed of the Gila River. On the other side of the riverbed, where you might expect to find desert saguaro and cholla, emerald green farm fields blur into the horizon: perfectly flat rectangles laid out one after the other, separated by canals and irrigation Pima Indian Francis Jones irrigates cotton at ditches into a gigantic crossword puzzle-like grid. Gila River Farms. Mark Henle/The Arizona Republic Here, on the 375,000-acre Gila River Indian Community, Pima and Maricopa Related Articles Indians tend fields of alfalfa, cotton, wheat and vegetables, groves of citrus A tempered victory The Gila River Indian and olive trees, and even giant ponds full of tilapia and shrimp. The Community in Arizona is on the verge of a community’s 16,000-acre farm, and a handful of smaller farms operated by huge and historic water rights victory, but tribal members, are sustained by more than 200,000 acre-feet of water, even the most successful Indian crusades funneled every year from the Gila, Salt and Colorado rivers, or pumped from for water are always compromises. underground aquifers. (An acre-foot is one year’s worth of water for a family of four.) Tribe defeated a dam and won back its water The Fort McDowell Yavapai Nation, which defeated a dam that would have Already, the Gila River Indian Community is one of the largest agricultural flooded tribal farmland, uses water from operations in southern Arizona. -
01 the O'odham 2007.Indd
UNIT I THE O'ODHAM O'ODHAM VILLAGE LIFE 11 Students will participate in simulated O'odham cultural activities to include an O’odham language lesson and role-playing various daily tasks such as food preparation, games, weaving and pot making. PAGE 1.7 CREATE AN O'ODHAM VILLAGE 22 Students will place a fictional O'odham village along a Santa Cruz River map while using their knowledge of cultural needs and climate restrictions. They will describe the advantages of their chosen site and draw a sketch of their village. PAGE 1.17 UNIT I - ARIZONA STATE STANDARDS - 2006 Lesson 1 - The O'odham SUBJECT STANDARD DESCRIPTION S1 C2 PO1 describe cultures of prehistoric people in the Americas S1 C2 PO2 describe cultures of Mogollon, Anasazi, Hohokam SOCIAL S1 C3 PO3 describe the location and cultural characteristics of Native STUDIES Americans S4 C5 PO1 describe human dependence on environment and resources to satisfy basic needs S1 C4 PO2 use context to determine word meaning S1 C4 PO3 determine the difference between figurative and literal language S1 C6 PO1 predict text content READING S1 C6 PO2 confirm predictions about text S2 C1 PO1 identify the conflict of a plot S2 C1 PO5 describe a character's traits S1 C1 PO1 generate ideas WRITING S1 C1 PO5 maintain record of ideas MATH S4 C1 PO2 identify a tessellation (mat weaving) SCIENCE S4 C3 PO1 describe how resources are used to meet population needs Lesson 2 - Create an O'odham Village SUBJECT STANDARD DESCRIPTION S1 C2 PO1 describe the cultures of prehistoric people in the Americas S1 C2 PO2 describe -
Phoenix History Project
Arizona Historymakers™* In Our Own Words: Recollections & Reflections Historical League, Inc. © 2010 Arizona Historical League, Inc. Historical Society JACK PFISTER 1933 - 2009 Honored as a Historymaker 2003 Community Leader and Advocate for Arizona’s Future Jack Pfister photograph by Mike Paulson Historymakers™ Oral History Interview with Jack Pfister (PF) conducted by Pam Stevenson (PS) and videotaped by Bill Stevenson on July 23, 2002 in Phoenix. Transcripts for website edited by members of Historical League, Inc. Original tapes are in the collection of the Arizona Historical Society Museum Library at Papago Park, Tempe, Arizona. PS: To start off, I want to be sure and identify the date. Today is Tuesday, July 23, 2002, and I’m Pam Stevenson. We are here in Phoenix, and we are interviewing Jack Pfister. Why don’t you go ahead and give me your full name, and tell me when you were born, and where you were born. JP: My full name is Alfred John Pfister, but I’ve been called Jack all my life, so I go by Jack Pfister. I was born on October 3, 1933, in Prescott, Arizona. My mother was a native of Arizona. She was born in Arizona. Her mother came to Arizona from Chicago in 1898. And my father came from Mobile, Alabama. He died in 1936; I was about three years old at the time. PS: Tell me a little bit more about how your parents happened to come here. Why did your grandmother come here? JP: Well, my great-grandmother married a lawyer in Prescott. It was her second marriage and she brought her daughter, who was my grandmother, with her to Arizona in 1898. -
(Storied Rocks): Southern Paiute Rock Art in the Colorado River Corridor
Tumpituxwinap (Storied Rocks): Southern Paiute Rock Art in the Colorado River Corridor Item Type Report Authors Stoffle, Richard W.; Loendorf, Lawrence L.; Austin, Diane E.; Halmo, David B.; Bulletts, Angelita S.; Fulfrost, Brian K. Publisher Bureau of Applied Research in Anthropology, University of Arizona Download date 11/10/2021 13:09:00 Link to Item http://hdl.handle.net/10150/279732 T UMPIT UXWINAP (STORIED ROCKS) Version 2 Southern Paiute Consortium Pipe Spring, Arizona and Bureau of Applied Research in Anthropology University of Arizona Tucson, Arizona Report of work carried out under the Southern Paiute Consortium CooperativeAgreement with the Bureau of Reclamation, #4 -FC -40 -15260 TUMPITUXWINAP (STORIED ROCKS): SOUTHERN PAIUTE ROCK ART IN THE COLORADO RIVER CORRIDOR Version 2 (For Public Distribution) Prepared for: David Wegner Glen Canyon Environmental Studies Bureau of Reclamation Flagstaff, Arizona Prepared by: Richard W. Stoffle Lawrence L. Loendorf Diane E. Austin David B. Halmo Angelita S. Bulletts Brian K. Fulfrost Southern Paiute Consortium Pipe Spring, Arizona and The Bureau of Applied Research in Anthropology University of Arizona Tucson, Arizona September 1995 Report of work carried out under the Southern Paiute Consortium Cooperative Agreement with the Bureau of Reclamation, #4 -FC-40 -15260 TABLE OF CONTENTS List of Tables vii List of Figures viii Acknowledgements xi A Note on Transcriptional Practice xiii CHAPTER ONE INTRODUCTION 1 Tiering 2 Common Ground 2 Rock Art (Thmpituxwinap) Terms 3 Approaches to Rock Art