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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. -
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. -
Alaska DEC. 2010. Addressing CC Impacts Part 2.Pdf
Appendix A: References – Draft Final Report January 27, 2010 APPENDIX A. REFERENCES Alaska Climate Impact Assessment Commission (ACIAC). 2008. Final Commission Report to the State of Alaska. 17 March. Available at http://www.housemajority.org/coms/cli/cli_finalreport_20080301.pdf. Alaska Climate Research Center (ACRC). 2009. Temperature change in Alaska. Available at http://climate.gi.alaska.edu/ClimTrends/Change/TempChange.html. Alaska Climate Research Center (ACRC). 2008. Alaska climatology. http://climate.gi.alaska.edu/Climate/index.html. Alaska Department of Labor and Workforce Development (ADLWD). 2009. Alaska Economic Trends. Available at: http://www.laborstats.alaska.gov Alaska Division of Agriculture (ADOA). 2009. Building a Sustainable Agriculture Industry. Available at: http://dnr.alaska.gov/ag/BuildingaSustainableAgricultureIndustryFINAL.pdf Alaska Division of Community and Regional Affairs (ADCRA). 2009. Alaska Economic Development Resource Guide. Available at: http://www.commerce.state.ak.us/dcra/edrg/EDRG.htm. Alaska Division of Community and Regional Affairs (ADCRA). 2009. Survey by the Alaska Division of Community and Regional Affairs. Available at http://community.adn.com/node/139348. Alaska Marine Conservation Council. N.d. Ocean acidification. http://www.akmarine.org/our-work/address-climate- change/ocean-acidification. Alaska Office of Economic Development (AOED). 2008. Alaska Economic Development Report. Available at: http://www.commerce.state.ak.us/oed/pub/AEPR_2007_Final.pdf. Alaska Rural Development Council. 1983. Alaska’s Agriculture and Forestry, No.3. A-00147, 1983. Alley, R.B., P. Clark, P. Huybrects, and I. Joughin. 2005. Ice sheet and sea-level changes. Science. 310(5747):456- 460. Anderson, P.J. and J.F. Piatt. 1999. Community reorganization in the Gulf of Alaska following ocean climate regime shift. -
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. -
Juliana Pegues Dissertation
INTERROGATING INTIMACIES: ASIAN AMERICAN AND NATIVE RELATIONS IN COLONIAL ALASKA A DISSERTATION SUBMITTED TO THE FACULTY OF THE GRADUATE SCHOOL OF THE UNIVERSITY OF MINNESOTA BY JULIANA PEGUES IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY JIGNA DESAI, CO-ADVISOR ERIKA LEE, CO-ADVISOR AUGUST 2013 Copyright © 2013 by Juliana Pegues ACKNOWLEDGEMENTS Portions of an earlier version of Chapter 3 were published in “Rethinking Relations: Interracial Intimacies of Asian Men and Native Women in Alaskan Canneries,” Interventions: International Journal of Postcolonial Studies, 15, no. 1 (March 2013): 55-66; copyright Taylor & Francis Group; reprinted with permission of Taylor & Francis Group. A slightly different version of Chapter 4 will be published in “’Picture Man’: Shoki Kayamori and the Photography of Colonial Encounter in Alaska, 1912-1941,” College Literature: A Journal of Critical Literary Studies. Thank you to the editors and special edition editors of these journals. Many people have guided and supported me throughout my dissertation process, and I’m delighted to have the opportunity to recognize them. I am grateful to my committee, exemplary scholars who challenge me to deeply engage and critically think through my project. My advisors Erika Lee and Jigna Desai have been everything I could ask for and more, both phenomenal academics who motivate me to be a better scholar, teacher, parent, and community member. Erika is a formidable historian who has provided me with invaluable training, always asking the important “why?” of my research and project, especially my contributions to Asian American studies. Erika encourages me to “embrace my inner historian,” and I would like to state for the record that she inspires me time and time again to research and write important, compelling, and creative historical narratives. -
So They Understand
Utah State University DigitalCommons@USU All USU Press Publications USU Press 2002 So They Understand William Schneider Follow this and additional works at: https://digitalcommons.usu.edu/usupress_pubs Part of the Indigenous Studies Commons Recommended Citation Schneider, W. S. (2002). So they understand: Cultural issues in oral history. Logan: Utah State University Press. This Book is brought to you for free and open access by the USU Press at DigitalCommons@USU. It has been accepted for inclusion in All USU Press Publications by an authorized administrator of DigitalCommons@USU. For more information, please contact [email protected]. Understand.book.v1 9/30/02 11:11 AM Page i . so they understand . Cultural Issues in Oral History Understand.book.v1 9/30/02 11:11 AM Page ii Photo by Karen Brewster, July, 1996. “In between the lines is something special going on in their minds, and that has got to be brought to light, so they understand just exactly what is said.” —Chief Peter John, June, 1999 Understand.book.v1 9/30/02 11:11 AM Page iii . so they understand . Cultural Issues in Oral History William Schneider Documentation, Representation, Preservation, and Interpretation Illustrated with Stories from South Africa, Alaska, and the Yukon Utah State University Press Logan, Utah Understand.book.v1 9/30/02 11:11 AM Page iv Copyright © 2002 William Schneider All Rights Reserved Utah State University Press Logan, Utah All royalties, after expenses, from the sale of this book will be donated to support the Alaska Native Studies Program at the University of Alaska Fairbanks. Cover design: Richard Howe. -
Working Effectively with Alaska Native Tribes and Organizations Desk Guide
Working Effectively with Alaska Native Tribes and Organizations Desk Guide 2.4 Eyak General Residence Cordova area between Aleut and Tlingit territories. Population 1880 – 400 1900 – 60* 1997 – 120 * Reduced mainly by epidemics and poverty Social and Political Organization (Pre-European Contact) Historically related to the Athabascan people, the Eyak occupied the Gulf of Alaska coast between present-day Cordova and Yakutat. They were “raided and squeezed” by the Chugach Alutiiq of Prince William Sound and the Tlingit who claimed some of the same territory. Intermarriage with the Tlingit people contributed much to the near disappearance of the Eyak. Based on the choice of the men, Eyak people lived in single and/or communal dwelling houses, in three main villages – Eyak, Alaganik, and Old Town. The village chief and his family occupied the rear of the communal house. There were two potlatch houses in each village, one for each moiety (tribal subdivision). The shaman and any attendants occupied a small house, in the middle of the village. Although there were fish camps, there were no family, moiety, or village rights over them. The social structure of the Eyak was similar to the Tlingit. Within each village there were two moieties, the Eagles and the Ravens. Each moiety had a chief, one of which was also the chief of the entire tribe, and a subchief. The chief was usually the richest and strongest man in the village. His role included leading war and hunting parties, performing duties at potlatches, and giving to the poor. The oldest son in a family had authority over, and responsibility for, his brothers and sisters; discipline was very strict and complete ostracism was practiced whenever rules were broken. -
Yakutat Tlingit and Wrangell-St. Elias National Park and Preserve: an Ethnographic Overview and Assessment
National Park Service U.S. Department of the Interior Wrangell-St. Elias National Park and Preserve Copper Center, Alaska Yakutat Tlingit and Wrangell-St. Elias National Park and Preserve: An Ethnographic Overview and Assessment Appendix A: Annotated Bibliography Compiled by Rachel Lahoff, Thomas Thornton, and Douglas Deur Portland State University Department of Anthropology And incorporating excerpts from D. Theodoratus, Hoonah Tlingit Use of Glacier Bay: Annotated Bibliography. August 2015 Wrangell-St. Elias National Park and Preserve PO Box 439/Mile 106.8 Richardson Highway Copper Center AK 99573 www.nps.gov/wrst Completed under Cooperative Agreement H8W0711000, Task Agreement J8W07100006, between Portland State University and the National Park Service, Wrangell-St. Elias National Park and Preserve. Introduction The following annotated bibliography was compiled as part of a project to develop an ethnographic overview and assessment for Yakutat Tlingit and Wrangell-St. Elias National Park and Preserve, which is available as a separate document. While this annotated bibliography is meant to serve as a guide for the research for the aforementioned ethnographic overview and assessment, it also serves as a standalone product that can be used as a resource for both agency and tribal representatives, as well as other individuals interested in researching the Wrangell-St. Elias lands, Yakutat Tlingit, historical narratives related to the region and a variety of other related topics. While the sources listed and annotated in this bibliography were reviewed specifically for references to Wrangell-St. Elias and Yakutat Tlingit, they were also reviewed for the purpose of developing a more general understanding of the cultural and historical context in which Yakutat Tlingit existed and evolved from the pre-contact era into the contemporary period. -
2015 Table of Contents
2015 TABLE OF CONTENTS The Alaska Forum 1 General Information on the Environment Mission: 3 People Behind the Scenes “Alaskans working together to promote a clean, healthy environment through commu- 4 Special Thanks nication and education.” The Alaska Forum and our 6 Agenda at a Glance programs or projects will not take political or advocacy positions. 12 Detailed Agenda - Monday Febuary 9th The Alaska Forum works to promote a more 18 Detailed Agenda - Tuesday February 10th productive and efficient relationship between 25 Detailed Agenda - Wednesday February 11th government agencies, businesses, organizations, tribes, and the public by: 33 Detailed Agenda - Thursday February 12th • developing a more common understanding 40 Detailed Agenda - Friday February 13th and educational foundation; 42 Exhibitors and Booth Locations • providing opportunity for the exchange of information and 44 Dena’ina Center 3rd Floor Map experiences; and • understanding the 45 Dena’ina Center 2nd Floor Map diversity of opinions and concerns of others. PRINTED ON RECYCLED PAPER notes GENERAL INFORMATION 1 Our Organization: Our Funding: The Alaska Forum, Inc. was initially formed to support The Alaska Forum on the Environment is a 501(c) the Alaska Forum on the Environment, which cele- (3) nonprofit organization. Approximately 30% of brates its 17th year in 2015. This widely recognized our funding is provided in voluntary contributions event began in 1990 as the Alaska Federal Facility and sponsorships by members and partners. Our Environmental Roundtable; an annual conference leadership partners are organizations that invest both focused on contaminants, hazardous waste cleanup, staff resources and funding in the Alaska Forum on hazardous materials management, pollution preven- the Environment. -
A History of Eyak Language Documentation and Study: Fredericæ De Laguna in Memoriam
A HISTORY OF EYAK LANGUAGE DOCUMENTATION AND STUDY: FREDERICÆ DE LAGUNA IN MEMORIAM Michael Krauss Frederica de Laguna stumbled upon Eyak, i.e. (re-)“discovered” Eyak, in 1930. However, she was by no means the first to stumble upon Eyak. That honor goes to William Anderson in 1778, the first person ever to write down an Eyak word. In fact then from 1778 to 1885 there are over 20 written sources of various kinds, documenting or defining or mapping the Eyak language. Of these sources, six are mere individual or a few words, identified as Eyak or not, but six more are formal vocabularies of Eyak as such, ranging in length from 80 to 1128 words, during the Russian period. Of these formal vocabularies, one was published in English, and two more, including the 1128 words, were published in German. Moreover, there are at least nine sources explicitly recognizing Eyak as a separate language. Two of those are fundamental maps, 1796 and 1863, the latter published in color, no less! The other sources, no fewer than eight, are discussions of Eyak as such and its genetic relations. Six of these were published – mostly in German. Eyak was thus very well recognized and documented by the standards of the time, when Franz Boas arrived – from Germany – upon the American scene. Nevertheless, when in 1930 Frederica de Laguna, Boas’s student, came to Cordova, Alaska, to outfit for Chugach Eskimo archeology, it was mere chance that she then first learned about Eyak. This is a history full of ironies. Krauss hopes to do justice to them for the reader appreciative of humanistics and the history of science. -
Copper River Native Places River Native Copper Mission Statement
U.S. Department of the Interior Bureau of Land Management BLM Alaska Technical Report 56 BLM/AK/ST-05/023+8100+050 December 2005 Copper River Native Places A report on culturally important places to Alaska Native tribes in Southcentral Alaska Dr. James Kari and Dr. Siri Tuttle Alaska U.S. DEPARTMENT OF THE INTERIOR BUREAU OF LAND MANAGEMMENT Mission Statement The Bureau of Land Management (BLM) sustains the health, diversity and productivity of the public lands for the use and enjoyment of present and future generations. Author Dr. James Kari is a professor emeritus of The Alaska Native Language Center, Fairbanks. Siri Tuttle is an Assistant Professor of Linguistics at The Alaska Native Language Center, Fairbanks. Cover Ahtna caribou hunting camp on the Delta River in 1898. From Mendenhall 1900: Plate XXI-A. Technical Reports Technical Reports issued by the Bureau of Land Management-Alaska present the results of research, studies, investigations, literature searches, testing, are similar endeavors on a variety of scientific and technical subjects. The results presented are final, or a summation and analysis of data at an intermedi- ate point in a long-term research project and have received objective review by peers in the authorʼs field. Reports are available while supplies last from BLM External Affairs, 222 West 7th Avenue, #13, Anchorage, Alaska 99513 (907) 271-5555 and from the Juneau Minerals Information Center, 100 Savikko Road, Mayflower Island, Douglas, AK 99824, (907) 364-1553. Copies are also available for inspection at the Alaska Resource Library and Information Service (Anchorage), the United States Department of the Interior Resources Library in Washington D.C., various libraries of the University of Alaska, the BLM National Business Center Library (Denver), and other selected locations. -
Copper River Salmon Workshop Ii
COPPER RIVER SALMON WORKSHOP II MARCH 28–30, 2006 ANCHORAGE, ALASKA C O P P E R RIVER WATERSHE D PROJECT The mission of the Copper River Salmon Workshop Series: To foster a broader understanding of the natural and human influenced processes affecting wild salmon stocks within the Copper River watershed. Workshop II Purpose: • Present information on salmon and salmon habitat in the Copper River watershed • Identify issues and information needs, adding to the Workshop I list • Build relationships and a commitment to work together as stewards of the watershed Workshop II Products: • Prioritized list of issues and information needs • Conceptual projects that address the issues and information needs • Teams to develop the projects and write grant proposals to fund them • Strategies for long-term success for a watershed partnership Copper River — Quick Facts The Copper River and her tributaries drain the south slope of the Alaska Range, the Wrangell Mountains, most of the Chugach Mountains, the Copper River basin, and a small section of the Talkeetna Mountains. The USGS National Hydrology Database identifies 7,435 miles of rivers and streams in the Copper River watershed. Only 35 percent, or about 2,567 miles, are documented as anadromous streams. Note: Approximately only 50 percent of steams are catalogued. The Copper River watershed is vast and sparsely populated. At over 27,275 square miles, roughly 5.4 square miles exist for each of the 5,037 residents. The Copper River has one of the largest river sediment loads known. During the summer months the daily sediment load can be 750,000 cubic feet of mud and sand.