Columbia Plateau Family Lineages
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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 |". -
Press Release Confederated Tribes of the Colville Reservation
PRESS RELEASE CONFEDERATED TRIBES OF THE COLVILLE RESERVATION For Immediate Release Contact: Neeka Somday March 20, 2020 509-634-2213 Colville Tribes Dispels Rumors of Martial Law NESPELEM, WA – Governor Jay Inslee of the State of Washington issued an emergency proclamation to battle the COVID-19 virus on February 29, 2020. As part of the proclamation, he activated personnel from the Washington National Guard at that time. A National Guard Bureau spokesperson said in a press release printed by the Military Times on March 13, 2020 that National Guard personnel have been activated across six states, including Washington, to stem the spread of COVID-19. The statement reads, “National Guard personnel will provide assistance to the states that include logistical support, disinfection / cleaning, activate / conduct transportation of medical personnel, call center support, and meal delivery.” There is currently no “shelter in place,” or shutdown, order that applies to the Colville Reservation or the State of Washington. Other locations within the United States, such as the state of California, have issued “shelter in place” directives to their residents. While such an order could come in the future, Governor Inslee has said to date that now is not the time for an order in Washington. Importantly, even where “shelter in place” orders do exist around the country, nowhere has there been a show of military force to restrict travel. The Washington National Guard issued a statement on March 19, 2020, which reads, “Emergencies are scary enough. Let’s not add to the fear by spreading misinformation . Let’s put aside the rumors about martial law or military rule. -
Snowmobiles in the Wilderness
Snowmobiles in the Wilderness: You can help W a s h i n g t o n S t a t e P a r k s A necessary prohibition Join us in safeguarding winter recreation: Each year, more and more people are riding snowmobiles • When riding in a new area, obtain a map. into designated Wilderness areas, which is a concern for • Familiarize yourself with Wilderness land managers, the public and many snowmobile groups. boundaries, and don’t cross them. This may be happening for a variety of reasons: many • Carry the message to clubs, groups and friends. snowmobilers may not know where the Wilderness boundaries are or may not realize the area is closed. For more information about snowmobiling opportunities or Wilderness areas, please contact: Wilderness…a special place Washington State Parks and Recreation Commission (360) 902-8500 Established by Congress through the Wilderness Washington State Snowmobile Association (800) 784-9772 Act of 1964, “Wilderness” is a special land designation North Cascades National Park (360) 854-7245 within national forests and certain other federal lands. Colville National Forest (509) 684-7000 These areas were designated so that an untouched Gifford Pinchot National Forest (360) 891-5000 area of our wild lands could be maintained in a natural Mt. Baker-Snoqualmie National Forest (425) 783-6000 state. Also, they were set aside as places where people Mt. Rainier National Park (877) 270-7155 could get away from the sights and sounds of modern Okanogan-Wenatchee National Forest (509) 664-9200 civilization and where elements of our cultural history Olympic National Forest (360) 956-2402 could be preserved. -
Geologic Map of the Simcoe Mountains Volcanic Field, Main Central Segment, Yakama Nation, Washington by Wes Hildreth and Judy Fierstein
Prepared in Cooperation with the Water Resources Program of the Yakama Nation Geologic Map of the Simcoe Mountains Volcanic Field, Main Central Segment, Yakama Nation, Washington By Wes Hildreth and Judy Fierstein Pamphlet to accompany Scientific Investigations Map 3315 Photograph showing Mount Adams andesitic stratovolcano and Signal Peak mafic shield volcano viewed westward from near Mill Creek Guard Station. Low-relief rocky meadows and modest forested ridges marked by scattered cinder cones and shields are common landforms in Simcoe Mountains volcanic field. Mount Adams (elevation: 12,276 ft; 3,742 m) is centered 50 km west and 2.8 km higher than foreground meadow (elevation: 2,950 ft.; 900 m); its eruptions began ~520 ka, its upper cone was built in late Pleistocene, and several eruptions have taken place in the Holocene. Signal Peak (elevation: 5,100 ft; 1,555 m), 20 km west of camera, is one of largest and highest eruptive centers in Simcoe Mountains volcanic field; short-lived shield, built around 3.7 Ma, is seven times older than Mount Adams. 2015 U.S. Department of the Interior U.S. Geological Survey Contents Introductory Overview for Non-Geologists ...............................................................................................1 Introduction.....................................................................................................................................................2 Physiography, Environment, Boundary Surveys, and Access ......................................................6 Previous Geologic -
Syllable Structure in Umatilla Sahaptin* Tymoteusz Alan Chrzanowski
Syllable Structure in Umatilla Sahaptin* Tymoteusz Alan Chrzanowski A thesis submitted in partial fulfillment of the requirements for the degree of Bachelor of Arts in Linguistics Swarthmore College December 2018 Abstract Umatilla Sahaptin is a Shaptian language spoken in North-Eastern Oregon by the Umatilla tribe. While it has some documentation, such as a dictionary and sketch grammar, there are still acknowledged gaps in the literature. The purpose of this thesis is to fill one of those gaps with a description of syllable structure. To do this I compare data gathered from speakers of Umatilla with published accounts of sylla ble structure in the mutually intelligible sister language Yakima. After establishing what is meant by syllable structure and what is known about Yakima, I discuss the data I gathered. Using word list and sentence elicitations, stories, poems, and songs I conclude that Umatilla syllable structure is very similar to Yakima's, with some differences, namely in maximal margins, minimal words, and licensing of sonority sequence defying clusters. 'I would like to thank my consultants, Thomas Morningowl and Mildred Quaemptes, since it was their time and knowledge that made this work possible at all. I would also like to thank the Confederated Tribes of the Umatilla, for the privilege of working with the tribe, specifically the Language Program, the Education Commission, and the Board of Trustees. In particular I would like to thank Modesta Minthorn, for her help and guidance through the process of securing per mission for my work and scheduling time to do it. I would also like to thank the Eugene M. -
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. -
MOSES LAKE CITY COUNCIL Brent Reese Bill Ecret Joseph K
MOSES LAKE CITY COUNCIL Brent Reese Bill Ecret Joseph K. Gavinski David Curnel Jason Avila Mayor City Manager Karen Liebrecht Jon Lane Dick Deane MOSES LAKE July 9, 2013 AGENDA Civic Center - Council Chambers Sophia Guerrero, Executive Secretary 7:00 p.m. 1. ROLLCALL 2. PLEDGE OF ALLEGIANCE 3. IDENTIFICATION OF CITIZENS WANTING TO DISCUSS AGENDA ITEMS IDENTIFICATION OF CITIZENS WANTING TO DISCUSS NON-AGENDA ITEMS 4. PRESENTA TIONS AND AWARDS - None 5. CONSENT AGENDA A. Approval of Minutes - June 25, 2013 B. Approval of Bills and Checks Issued C. Accept Work - Tree Replacement Project 6. COMMISSION APPOINTMENTS - None A. Lodging Tax Advisory Committee 7. CONSIDERATION OF BIDS AND QUOTES - None 8. PETITIONS, COMMUNICATIONS, OR PUBLIC HEARINGS A. Resolution - Six Year Street Program - Public Hearing B. Request to Use Close Streets - Tsunami Sushi 9. ORDINANCES AND RESOLUTIONS A. Resolution - Accept Donation - Columbia Basin Walleye Club B. Resolution - Build on Unplatted Property - Crab Creek Homestead, LLC 10. REQUEST TO CALL FOR BIDS - None 11. REFERRALS FROM COMMISSIONS - None 12. OTHER ITEMS FOR COUNCIL CONSIDERATION A. Request for City Water - Stienmetz Finance Municipal Police Chief Parks & Recreation Fire C hief Community City Attorney w. Robert Services Dave Ru ffin Spencer Grigg Tom Taylor Development Katherine L. Taylor Gary Harer Gilbert Alvarado Kenison Page 2 - Moses Lake City Council Meeting, July 9, 2013 13. NON-AGENDA ITEMS AND PUBLIC QUESTIONS AND COMMENTS 14. COUNCIL QUESTIONS AND COMMENTS 15. CITY MANAGER REPORTS AND COMMENTS A. Census Update B. Well City Award C. Staff Reports 1. Ambulance Report 2. Building Activity Report 3. Quarterly Financial Report 4. -
Staying the Course, Staying Alive – Coastal First Nations Fundamental Truths: Biodiversity, Stewardship and Sustainability
Staying the Course, Staying Alive coastal first nations fundamental truths: biodiversity, stewardship and sustainability december 2009 Compiled by Frank Brown and Y. Kathy Brown Staying the Course, Staying Alive coastal first nations fundamental truths: biodiversity, stewardship and sustainability december 2009 Compiled by Frank Brown and Y. Kathy Brown Published by Biodiversity BC 2009 ISBN 978-0-9809745-5-3 This report is available both in printed form and online at www.biodiversitybc.org Suggested Citation: Brown, F. and Y.K. Brown (compilers). 2009. Staying the Course, Staying Alive – Coastal First Nations Fundamental Truths: Biodiversity, Stewardship and Sustainability. Biodiversity BC. Victoria, BC. 82 pp. Available at www.biodiversitybc.org cover photos: Ian McAllister (kelp beds); Frank Brown (Frank Brown); Ian McAllister (petroglyph); Ian McAllister (fishers); Candace Curr (canoe); Ian McAllister (kermode); Nancy Atleo (screened photo of canoers). title and copyright page photo: Shirl Hall section banner photos: Shirl Hall (pages iii, v, 1, 5, 11, 73); Nancy Atleo (page vii); Candace Curr (page xiii). design: Arifin Graham, Alaris Design printing: Bluefire Creative The stories and cultural practices among the Coastal First Nations are proprietary, as they belong to distinct families and tribes; therefore what is shared is done through direct family and tribal connections. T f able o Contents Foreword v Preface vii Acknowledgements xi Executive Summary xiii 1. Introduction: Why and How We Prepared This Book 1 2. The Origins of Coastal First Nations Truths 5 3. Fundamental Truths 11 Fundamental Truth 1: Creation 12 Fundamental Truth 2: Connection to Nature 22 Fundamental Truth 3: Respect 30 Fundamental Truth 4: Knowledge 36 Fundamental Truth 5: Stewardship 42 Fundamental Truth 6: Sharing 52 Fundamental Truth 7: Adapting to Change 66 4. -
Download the Full Report 2007 5.Pdf PDF 1.8 MB
The Northwest Power and Conservation Council’s Directory of Columbia River Basin Tribes Council Document Number: 2007-05 Table of Contents I. Introduction 1 II. Tribes and Tribal Confederations 5 The Burns Paiute Tribe 7 The Coeur d’Alene Tribe 9 The Confederated Salish and Kootenai Tribes of the Flathead Reservation 12 The Confederated Tribes and Bands of the Yakama Nation 15 The Confederated Tribes of the Colville Reservation 18 The Confederated Tribes of the Grand Ronde Community of Oregon 21 The Confederated Tribes of the Umatilla Indian Reservation 23 The Confederated Tribes of the Warm Springs Reservation of Oregon 25 The Kalispel Tribe of Indians 28 The Kootenai Tribe of Idaho 31 The Nez Perce Tribe 34 The Shoshone Bannock Tribes of the Fort Hall Reservation 37 The Shoshone-Paiute Tribes of the Duck Valley Reservation 40 The Spokane Tribe of Indians 42 III. Canadian First Nations 45 Canadian Columbia River Tribes (First Nations) 46 IV. Tribal Associations 51 Canadian Columbia River Inter-Tribal Fisheries Commission 52 Columbia River Inter-Tribal Fish Commission 53 Upper Columbia United Tribes 55 Upper Snake River Tribes 56 The Northwest Power and Conservation Council’s Tribal Directory i ii The Northwest Power and Conservation Council’s Tribal Directory Introduction The Northwest Power and Conservation Council’s Tribal Directory 1 2 The Northwest Power and Conservation Council’s Tribal Directory Introduction The Council assembled this directory to enhance our understanding and appreciation of the Columbia River Basin tribes, including the First Nations in the Canadian portion of the basin. The directory provides brief descriptions and histories of the tribes and tribal confedera- tions, contact information, and information about tribal fi sh and wildlife projects funded through the Council’s program. -
Chief Joseph?
Frontier Grant Lesson Plan Teacher: Kim Uhlorn Topic: Native Americans of Idaho - History as a Mystery Case # 1840-1904 Subject & Grade: Social Studies 4th Duration of Lesson: 2 – 4 Class Periods Idaho Achievement Standards: 446.01: Acquire critical thinking and analytical skills. 446.01.d: Analyze, organize, and interpret information. 469.01.e: Analyze and explain human settlement as influenced by physical environment. 469.01.h: Describe the patterns and process of migration and diffusion. 469.04: Understand the migration and settlement of human populations on the earth’s surface 469.04.c: Describe ways in which human migration influences character of a place 473.01: Acquire critical thinking and analytical skills. 473.01.b: Differentiate between historical facts and historical interpretations. 474.01.e: Evaluate the impact of gender, race, ethnicity, religion, and national origin on individual/political rights 475.01: Understand the role of exploration and expansion in the development of the United States. Instructional Model Demonstrated: Inquiry Essential Question: What is the true story of Chief Joseph? Standards and Background Information: I want my students to understand (or be able to): A. Describe the history, interactions, and contributions Native Americans have made to Idaho. B.Understand the hardships and obstacles that Native Americans had to Overcome to be accepted and successful in early Idaho. II. Prerequisites: In order to fully appreciate this lesson, the students must know (or be experienced in): A. Understanding the concepts of immigration and migration. B. Understanding the various Native American groups that make up Idaho’s population. Lesson Objective(s): The students will: A. -
Okanagan Water Systems: an Historical Retrospect of Control, Domination and Change
OKANAGAN WATER SYSTEMS: AN HISTORICAL RETROSPECT OF CONTROL, DOMINATION AND CHANGE by MARLOWE SAM B.A., The University of British Columbia - Okanagan, 2006 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS in THE COLLEGE OF GRADUATE STUDIES (Interdisciplinary Studies) THE UNIVERSITY OF BRITISH COLUMBIA (Okanagan) September 2008 © Marlowe Sam, 2008 Abstract In this study, I examine the history of colonial control, domination, and change that began in the Interior Plateau region of British Columbia in 1811 when interaction between the Syilx (Okanagan) and European explorers first occurred. I focus on water use practices in particular, employing an indigenous Syilx approach (En’owkinwixw) in order to display the negative impacts of colonial policies on the Syilx and their environment. The En’owkinwixw methodology, which calls for the incorporation of multiple perspectives, is thousands of years old, but has been modified here from its original consensus-based decision-making process. The manner in which the U.S. government developed resource and water management policies in America’s arid Far West directly influenced the models that were later adopted by British Columbia and Canada. U.S. Supreme Court decisions along with a number of international treaties and trade agreements between the United States and Canada have also compromised the ability of the Syilx to maintain a sustainable and harmonious relationship with their environment. Depression era policies in the United States led to the implementation of large-scale projects such as the damming of the Columbia River that had further negative consequences on the environment of the Interior Plateau. -
Pm AGENCY Office of Education (DREW), Washington, P
itOCUITT RESUME 2-45t 95 . - ,RC 010 425 .. UTROR' Niatuw, Duane; Rickman, Uncle TITLE The. History and Culture of the'Indiand of Wilahington State ---A curriculua'GuiAer..Revised 1975. ,INmpUTION Washington Office of the State Superintendent of .' Public Instruction, Olympia.; Washington Univ., v .1 . 'Seattle. Coll. of Edication. , ;pm AGENCY Office of Education (DREW), Washington, p. C. r 08-,DATE . 75' Lima -------,_ 248p.: - BOBS PRICE HF-$0443-7801.414.71 Plus POstage. " -DESCRIPTORS Activities; fAmericarLindians; Audioviival lids; *Bibliographies; Cat:mad-inn-Concept Formation; Conflict; *Cultural Awareness; CuTttialBackground. Cultural Differences; *CurriCulumOuideal-iducat4onal Objectives; *Elementary 'Secondary- Education;. Enrichment; Futures (of Society) * 'History; Instructional Materials: InterdiLiplOau Approach:. / Organizations (Groups); Problems; *Reionice ., Haterfals; Social Change; Students; Teachers IDENTIF*S' *Washington -,,,. 'AB4T4CT - 0 social. Designed to be utilized as a supplementtar,,, studies crr culum (any level) .in-the public schodlgirofAiasking,ton thiscurricula*,- guide on: the histOry 4AWc4tt#4 of . ..- 4t4te. ... NAshington's American Indians includes; ailindez; a 0.14-00-;#04ia . , guide;-a guide to teaching materialetsauath0-2, .., resource ._..., -_,,,......- -, ,study,itself. The content of the course of St04200#441'6 ;:thee .: 11#10 4;eisearlii life of the Indians ofilvall#00,01*4,the::,. NMshington Indians! encounter with non 4andiane;,04-0400,0 ,,, .InAians of Washington. The subject patter iso.0#4110kiii*OePt P ' A4'n'Of'Socialissuesand is developedbysielliWWCO:i01041. '. ,,,f ,4ener4imationS, and values derived from all at 00,:4140(science dirge 04Ines;specific objectives and actAvitieg:4Sik 4414- c -60d. e:)14.1liggraphy/resources section inclu400: 40040, l is: ,; mt. ipii; gases: newspapers and journ4s1 twOotdM, MOta 'Wit organizations and institutions; U.S.