Federal Register/Vol. 76, No. 140/Thursday, July 21, 2011/Notices
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Oregon State University Department of Collection to the Museum in 1982
43714 Federal Register / Vol. 76, No. 140 / Thursday, July 21, 2011 / Notices Three Affiliated Tribes of the Fort Native American human remains were SUMMARY: The Oregon State University Berthold Reservation, North Dakota; Ute removed is the aboriginal land of the Department of Anthropology has Indian Tribe of the Uintah & Ouray Crow Tribe of Montana. completed an inventory of human Reservation, Utah; and Ute Mountain • Pursuant to 25 U.S.C. 3001(9), the remains, in consultation with the Tribe of the Ute Mountain Reservation, human remains described above appropriate Indian tribes, and has Colorado New Mexico & Utah represent the physical remains of one determined that there is a cultural (hereinafter referred to as ‘‘The Tribes’’). individual of Native American ancestry. affiliation between the human remains • Pursuant to 25 U.S.C. 3001(3)(A), and present-day Indian tribes. History and Description of the Remains the one object described above is Representatives of any Indian tribe that On an unknown date, human remains reasonably believed to have been placed believes itself to be culturally affiliated representing a minimum of one with or near individual human remains with the human remains may contact individual were removed from Maxson at the time of death or later as part of the Oregon State University Department #1, Site No. 20, N.E. of Greeley, Kuner, the death rite or ceremony. of Anthropology. Repatriation of the Weld County, CO, by Asa C. Maxson, an • Pursuant to 43 CFR 10.11(c)(1), the human remains to the Indian tribes avocational archeologist. In February disposition of the human remains and stated below may occur if no additional 2008, the human remains (16 teeth) associated funerary object is to the claimants come forward. -
History of the Siletz This Page Intentionally Left Blank for Printing Purposes
History of the Siletz This page intentionally left blank for printing purposes. History of the Siletz Historical Perspective The purpose of this section is to discuss the historic difficulties suffered by ancestors of the Confederated Tribes of Siletz Indians (hereinafter Siletz Indians or Indians). It is also to promote understanding of the ongoing effects and circumstances under which the Siletz people struggle today. Since time immemorial, a diverse number of Indian tribes and bands peacefully inhabited what is now the western part of the State of Oregon. The Siletz Tribe includes approximately 30 of these tribes and bands.1 Our aboriginal land base consisted of 20 million acres located from the Columbia to the Klamath River and from the Cascade Range to the Pacific Ocean. The arrival of white settlers in the Oregon Government Hill – Siletz Indian Fair ca. 1917 Territory resulted in violations of the basic principles of constitutional law and federal policy. The 1787 Northwest Ordinance set the policy for treatment of Indian tribes on the frontier. It provided as follows: The utmost good faith shall always be observed toward the Indians; their land and property shall never be taken from them without their consent; and in the property, rights, and liberty, they never shall be invaded, or disturbed, unless in just, and lawful wars authorized by Congress; but laws founded in justice and humanity shall from time to time be made for preventing wrongs being done to them, and for preserving peace, and friendship with them. 5 Data was collected from the Oregon 012.5 255075100 Geospatial Data Clearinghouse. -
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. -
Oregon Coast Bibliography by Unknown Bancroft, Hubert Howe
Oregon Coast Bibliography By Unknown Bancroft, Hubert Howe. History of the Northwest Coast. Vol. 1: 1543-1800. San Francisco: A.L. Bancroft, 1884. Beck, David R.M. Seeking Recognition: The Termination and Restoration of the Coos, Lower Umpqua, and Siuslaw Indians, 1855-1984. Lincoln: University of Nebraska Press, 2009. _____. “’Standing out Here in the Surf’: The Termination and Restoration of the Coos, Lower Umpqua and Siuslaw Indians of Western Oregon in Historical Perspective.” Oregon Historical Quarterly 110:1 (Spring 2009): 6-37. Beckham, Stephen Dow. “History of Western Oregon Since 1846.” In Handbook of North American Indians. Vol. 7: Northwest Coast, ed. Wayne Suttles and William Sturtevant. Washington, D.C.: Smithsonian Institution, 1990. _____. The Indians of Western Oregon: This Land Was Theirs. Coos Bay, OR: Arago Books, 1977. _____. Requiem for a People: The Rogue Indians and the Frontiersmen. Corvallis: Oregon State University Press, 1996. First published 1971. _____. Oregon Indians: Voices from Two Centuries. Corvallis: Oregon State University Press, 2006. Berg, Laura, ed. The First Oregonians. Portland: Oregon Council for the Humanities, 2007. Bingham, Edwin R., and Glen A. Love, eds. Northwest Perspectives: Essays on the Culture of the Pacific Northwest. Seattle: University of Washington Press, 1979. Boag, Peter. Environment and Experience: Settlement Culture in Nineteenth-Century Oregon. Berkeley: University of California Press, 1992. Bourhill, Bob. History of Oregon’s Timber Harvests and/or Lumber Production. Salem: Oregon Department of Forestry, 1994. Bowen, William Adrian. “Migration and Settlement on a Far Western Frontier: Oregon to 1850.” Ph.D. diss., University of California, Berkeley, 1972. Boyd, Robert T., Kenneth 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. -
Public Law 588-Aug. 13, 1954 [68 St At
724 PUBLIC LAW 588-AUG. 13, 1954 [68 ST AT. Public Law 588 CHAPTER 733 August 13, 1954 AN ACT [S. 2746] To provide for the termination of Federal supervision over the property of certain tribes and bands of Indians located in western Oregon and the indi vidual members thereof, and for other purposes. Be it enmted hy the Senate and House of Representatives of the Oregon Indians. Termination o f United States of America in Congress assembled^ That the purpose Federal super - of this Act is to provide for the termination of Federal supervision vision. over the trust and restricted property of certain tribes and bands of Indians located in western Oregon and the individual members thereof, for the disposition of federally owned property acquired or withdrawn for the administration of the affairs of such Indians, and for a termination of Federal services furnished such Indians because of their status as Indians. Definitions. SEC. 2. For the purposes of this Act: (a) "Tribe" means any of the tribes, bands, groups, or communities of Indians located west of the Cascade Mountains in Oregon, including the following: Confederated Tribes of the Grand Ronde Community, Confederated Tribes of Siletz Indians, Alsea, Applegate Creek, Cala- pooya, Chaftan, Chempho, Chetco, Chetlessington, Chinook, Clacka mas, Clatskanie, Clatsop, Clowwewalla, Coos, Cow Creek, Euchees, Galic Creek, Grave, Joshua, Karok, Kathlamet, Kusotony, Kwatami or Sixes, Lakmiut, Long Tom Creek, Lower Coquille, Lower Umpqua, Maddy, Mackanotin, Mary's River, Multnomah, Munsel Creek, Nal- tunnetunne, Nehalem, Nestucca, Northern Molalla, Port Orford, Pud ding River, Rogue River, Salmon River, Santiam, Scoton, Shasta, Shasta Costa, Siletz, Siuslaw, Skiloot, Southern Molalla, Takelma, Tillamook, Tolowa, Tualatin, Tututui, Upper Coquille, Upper Ump qua, Willamette Tumwater, Yamhill, Yaquina, and Yoncalla; (b) "Secretary" means the Secretary of the Interior, (c) "Lands" means real property, interest therein, or improve ments thereon, and includes water rights. -
Native American Cultures (PDF)
Unit 5: Life Skills Overview and Resources ...................................................................................................................................... 2 Not So Long Ago ................................................................................................................................................... 7 Encounters With Strangers ................................................................................................................................. 12 Make Yourself Acquainted ................................................................................................................................. 16 Ask Mr./Ms. Manners ........................................................................................................................................ 31 Games, Sports and Amusements ........................................................................................................................ 34 CONTENT KNOWLEDGE STANDARDS BY LESSON ................................................................................................ 43 © 2001 Lewis and Clark Trial Heritage Foundation 6.1 Overview and Resources The North American west was not a vacant place. Meriwether Lewis, William Clark and the Corps of Discovery found not only abundance but also great diversity in the Native American cultures. The people living west of the Mississippi River were neither “flower children” nor “savages.” They were human beings with the same concerns for themselves, their families and their -
Pre-Visit Lesson Three
I was raised in the traditional manner of my people, meaning that I learned early Cathlamet Clatsop in my life how to survive. Skilloot Clatskanie Nehalem Wh So I grew up speaking my language, at natur ltnom al res Mu ah ources did Tillamook Tribes tr ade with each other? learned how to forage for wild foods, T u a la tin tuc Nes ca Walla Walla Chafan (Dog River) Cascades (Dalles) digging for roots and bulbs with my mother Salmon River Yamhill Clackamas Wasco Ahantchuyuk Siletz and her aunties, trapping small game Luckiamute Tenino Yaquina Santiam Wyam with my grandfather and learning Chepenefa Tygh Alsea Chemapho Northern John Day food preparations early in my life. Tsankupi Molalla Nez Perce Siuslaw enino — Minerva Teeman Soucie Long Tom Mohawk T Wayampam Burns Paiute Tribe Elder Chafan ( ) Umatilla Cayuse The Grande Ronde Valley Kalawatset Winefelly was our Eden. Everything was there Hanis Yoncalla Miluk Southern Wa-dihtchi-tika for the people . The camas root was in Molalla Upper ppe Coquille U r Umpqua Kwatami Hu-nipwi-tika (Walpapi) abundance. When the seasons came there, Yukichetunne Tutuni Cow Creek onotun sta Mik ne Co sta the people from here went over to Chemetunne ha S Taltushtuntede Chetleshin (Galice) Pa-tihichi-tika ishtunnetu Kwa nne Takelma Wada-tika the Grande Ronde Valley and dug the camas. Chetco Upland Takelma D Klamath Tolowa aku Yapa-tika — Atway Tekips (Dan Motanic) be te de Agai-tika Shasta Modo c Gidi-tika MAJOR NATIVE AMERICAN LANGUAGES OF OREGON UTO-AZTECAN Northern Paiute Gwi-nidi-ba Wa-dihtchi-tiki, Hu-nipwi-tika, -
Chinook Resilience Heritage and Cultural Revitalization on the Lower Columbia River JON D
FORTHCOMING FROM THE UNIVERSITY OF WASHINGTON PRESS 30% off Chinook Resilience Heritage and Cultural Revitalization on the Lower Columbia River JON D. DAEHNKE FOREWORD BY TONY A. JOHNSON NATIVE AMERICAN AND INDIGE- The Chinook Indian Nation-whose ancestors lived along both shores of the NOUS STUDIES; ANTHROPOLOGY; HISTORY / WESTERN HISTORY river’s mouth-continue to reside near traditional lands. Because of its nonrec- lower Columbia River, as well as north and south along the Pacific coast at the 248 pp., 15 illus. ognized status, the Chinook Indian Nation often faces challenges in its efforts to $30.00 paperback, 9780295742267 claim and control cultural heritage and its own history and to assert a right to Indigenous Confluences place on the Columbia River. November 2017 Chinook Resilience is a collaborative ethnography of how the Chinook Indian Na- JON D. DAEHNKE is assistant professor tion, whose land and heritage are under assault, continues to move forward and of anthropology at the University of Cali- remain culturally strong and resilient. Jon Daehnke focuses on Chinook partici- fornia, Santa Cruz. pation in archaeological projects and sites of public history as well as the tribe’s embodied enactment of heritage, one steeped in reciprocity and protocol rather role in the revitalization of canoe culture in the Pacific Northwest. This lived and to pre-order at 30% discount than documentation and preservation of material objects, offers a tribally rele- Call Hopkins Fulfillment Service at vant, forward-looking, and decolonized approach for the cultural resilience and 1-800-537-5487 or order online. survival of the Chinook Indian Nation, even in the face of federal nonrecognition. -
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. -
Protect Our Rivers Interview with the Rogue Riverkeeper 2
Volume 4, Issue 14 // July 6 - July 19, 2017 FOOD pg 22 Mod Pizza Sizzles OUTDOORS pg 26 Keeping Jetboats Local FILM pg 27 An Eastern Oregon Documentary Protect our rivers Interview With The Rogue Riverkeeper 2 / WWW.ROGUEVALLEYMESSENGER.COM SUMMER EXHIBITIONS Tofer Chin: 8 Amir H. Fallah: Unknown Voyage Ryan Schneider: Mojave Masks Liz Shepherd: East-West: Two Streams Merging Wednesday, June 14 through Saturday, September 9, 2017 The Summer exhibitions are funded in part by a generous donation from Judy Shih and Joel Axelrod. MUSEUM EVENTS Tuesday Tours: IMAGES (LEFT TO RIGHT, TOP TO BOTTOM, DETAILS): Tofer Chin, Overlap No. 3, 2016, Acrylic on canvas, 48 x 34” Free Docent-led Tours of the Exhibitions Amir H. Fallah, Unknown Voyage, 2015, Acrylic, colored pencil and collage on paper mounted on canvas, 48 x 36” Ryan Schneider, Many Headed Owl, 2016, Oil on canvas, 60 x 48” Liz Shepherd, Mount Shasta at Dawn, 2012, Watercolor on riches paper, 19.5 x 27.5” Tuesdays at 12:30 pm MUSEUM HOURS: MONDAY – SATURDAY, 10 AM TO 4 PM • FREE AND OPEN TO THE PUBLIC mailing: 1250 Siskiyou Boulevard • gps: 555 Indiana Street Ashland, Oregon 97520 541-552-6245 • email: [email protected] web: sma.sou.edu • social: @schneidermoa PARKING: From Indiana Street, turn left into the metered lot between Frances Lane and Indiana St. There is also limited parking behind the Museum. JULY 6 – JULY 19, 2017 / THE ROGUE VALLEY MESSENGER / 3 The Rogue Valley Messenger PO Box 8069 | Medford, OR 97501 CONTENTS 541-708-5688 page page roguevalleymessenger.com FEATURE FOOD [email protected] Rivers are the lifeblood Mod Pizza is a THE BUSINESS END OF THINGS that flows throughout Seattle-based chain. -
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.