ࡱ> b Ejbjb{x{x (? :::8:d$;$WhT<T<T<T<T<C=>== ΤФФФФФФ,R=C=C===><T<>>>=<T<Τ>=Τ>>ӥܢ< d:=n^Zt'0W̛>Z>)::Teaching Notes Natural Restoration and Cultural Knowledge of the Yakama Nation By Emily Washines Learning Objectives Learn about the Confederated Tribes & Bands of the Yakama Nation Understand Yakama Nation History Learn about Land Restoration and Wetlands Restoration Become knowledgeable about wapato (potato) growth, gathering, and preparation Evaluate eating lifestyles of the past and present Analyze tribal health statistics and other data Understand the various roles in the Yakama Nation wetlands restoration Explore cultural knowledge of natural restoration and traditional food Audience This case could be used for college students either at the undergraduate or graduate level. In some instances it could be used in high school or conference settings. The academic disciplines this case would be most useful for are the following: resource management, public administration, American Indian Studies, public health, sociology, political science, and anthropology. Related Cases: Brown, When Our Water Returns: Gila River Indian Community & Diabetes; Lambert, Salmon Contamination in the Columbia River Implementation It is recommended to teach this as an interrupted case by presenting the class with Part I of the case study. Read Part I, which includes the history of the Yakama Nation and important dates. Next, form student groups of 4-6. Instructor may randomize groups. If needed, there can be multiple groups with the same tasks and roles. Give the groups their instructions and inform them of the timeline. At this point allow the students to read their groups role. Each group will elect a spokesperson, drawer, writer, and time-keeper. Groups will first, create a storyboard, which will visually tell the story of the actions taken by their group. Tip: With the 1-2 min time limit per card, it might help if students know that drawing stick-figures is acceptable. Second, formulate responses to their assigned questions. At the end, each group will share their storyboards by reading the caption and share their drawing. During the presentations, the timekeeper will let their group know when time is up. Storyboard drawings may be posted to the wall for classroom-wide observation. After group presentations, the instructor will reiterate groups important points. The instructor hands out Part II which includes what actually happened to create natural land restoration. . After the case is read the instructor will begin by showing the 4 minute video: The Return of the Wapato by Emily Washines. General discussion will follow. The instructor may assign an end of case assessment in the form of several in class reflective questions. Students may also fill out an evaluation of case. Recommended for High School or Undergraduate (approx. Four class periods of 50 minutes or 3 hours 20 min) Day 1: Case Study Part I Introduction to case study Distribute and read Part I of case Review major terms and concepts Lead classroom discussion on Part I Summary  5 min 15 min 5 min 20 min 5 min Day 2: Group Work Assign groups of 4-6 distribute cards for storyboard Group Work Decide Roles Storyboard Group Questions Clean-up 5 min 40 min 5 min 10 min (2 min per card) 25 min 5 min Day 3: Presentations Group Presentation: storyboards Post storyboards to wall Read Part II of case View storyboards 25 min (5 min per group + transition time) 20 min 5 min Day 4: Video and class discussion Watch Film Class discussion Groups share some answers Summary Evaluation of case - evaluation form 5 min 30 min 5 min 10 min  Recommended for Advanced Undergraduate or Graduate (approx. 2 hours 30 minutes) Plan Ahead: Prepare storyboards by either 1) print and cut-out cards for the story boards 2) distribute list with storyboard prompts and poster size post-it pads or butcher paper Distribute and Read Part I of case10 minLead classroom discussion on Part I15 minAssign randomized groups of 4-6 Distribute cards for storyboard5 minGroup Work Introduction & Roles Storyboard Group Questions35 min 5 min 10 min (2 min per card) 20 minGroup Presentations Storyboards & questions Post storyboards & answers to wall45 min (10 min per group)Read Part II of case15 minWatch Film: Return of the Wapato5 minClass discussion on Part II and film 15 minEvaluation of case evaluation form5 min Recommended for Conference with Trained Professionals (approx. 60 minutes) Plan Ahead Have room set-up in tables of 4-6 & each table has list of storyboard prompts and post-it pads Distribute and Read Part I of case5 minGroup Work Introduction & Roles Storyboard (say begin, stop) Group Questions20 min 5 min 5 min (1 min per card) 10 minPost storyboards & answers to questions to wall for class viewing10 minDistribute and Read Part II of case10 minWatch Film: Return of the Wapato5 minClass discussion on case study and film 5 minEvaluation of case evaluation form5 min Questions (also see Group discussion questions on page 8) Introduction Questions - Part I How many of you know someone who has diabetes? Does anyone know where the Yakama Nation is located? Questions Part I Tier 1: (fact based) Where would Yakama people historically live in the winter? What would they eat? Where would Yakama people live in the spring-summer? What would they eat? Where would Yakama people live in the summer-fall? What would they eat? What is the Yakama peoples religion called? When was the Yakama Treaty with the United States signed? How many acres did the Yakama Nation cede to the United States? When the Yakama Nation gave their land to the United States, what did they reserve rights to? What did Allotment cause? (To answer this question you might provide a footnote in the case explaining the Dawes Act and allotment). What are some of the foods the Native Peoples of America ate? As a result of a change in lifestyle and eating habits, what happened to American Indians health? What does the concept of health disparities mean? Is this a concept that should guide public policy? Why and how? Tier 2: (Analytic) With the changes in diet and changes in the land structures how can the Yakama Nation deal with the diabetes issue and ensure that their cultural foods are available and utilized? Why are traditional foods good? Discuss (whose?) experience with food (gathering, preparing, eating). Name a couple of foods you want your future great-great grandchildren to have, what would they be and why? Introduction Questions - Part II How many of you know what a wetland is? What kinds of animals live there? What kind of plants can you find there? How many of you have eaten food you have gathered/harvested in the past month? Week? Day? How many of you have eaten fast food in the past month? Week? Day? Questions Part II Tier 1: (fact based) What are the benefits of wetlands? What good is emulating nature? What decision did the Yakama Nation Tribal Council make in the 1970s? What is the difference between the Zimmerman property in the 1980s and today? What is the land like that is adjacent to the Zimmerman property? How does a rock grade control structure emulate nature? Who was on the team that coordinated the placement of the rock grade-control structures? What message does Johnson Meninick give about cultural foods? What are ways people recognize their relationship with food? What should guide restoration planning? Tier 2: (Analytic) What did you learn about restoration that you did not know before? What is a food that your family has eaten for generations? How can cultural knowledge about the land and cultural foods be included in our everyday lives? How can the Yakama Nation secure funding for natural land restoration? What federal funding agencies would be of interest to the issues in this case? What role do they or could they play in addressing these issues? How might management of the wetland be difficult and what might help make it easier? (Hint: think allotment and adjacent land owners with access to Toppenish Creek). Additional Research Suggestions Go around the grocery store and make a list to identify what food your great grandmother would recognize as food. Design a health program for the Yakama Nation that includes lowering diabetes and eating more cultural foods. In addition to rock grade control structures, there are water control structures that can allow the water to drain out. Every year the water needs to be drained to clear the foliage. However, if the water is drained too early this can negatively affect wapatos growth. Develop a management strategy for water control structures. Every year the Yakama Nation uses burn strategy. This clears a path for duck hunters and puts nutrients back into the soil, which helps plants growth. Research other tribes that utilize burn strategy. Great basin wild rye is a native grass to the Yakama Nation reservation. It is an expensive seed. Additionally, planting is done through drill seeders. Research the types of funding the Yakama Nation could pursue. Also, research best practices planting great basin wild rye with a drill seeder. Hypothetical situation: Duck and blue hearing numbers are low because plants like wapato and tules cause poor visibility. What can be done to increase the bird count? Directions for Group Role Play Scenario : Form Groups of 4-6 Groups are: Yakama Nation Wildlife Scientists, Yakama Nation Cultural Resource Program, Yakama Nation Tribal Council, and Yakama Nation Tribal Member. Elect spokesperson, drawer, writer, and time-keeper. Storyboard Each group will receive four cards with 2-3 sentences. The spokesperson will begin with the first card. As a group you must decide on a picture to draw that goes with these sentences. Answer Group Questions Groups will discuss questions and formulate responses. The writer will summarize findings for the spokesperson who will report to class. Classroom Presentations Each person in the group will introduce themselves. Groups will read the storyboard caption and share the drawing. The spokesperson will summarize the answers to their questions. Group timekeeper will alert the group when time is up. Classroom Presentations (shortened) Groups will post their storyboard and summary of summary of responses to wall for classroom viewing. Storyboard Prompts Plan Ahead: Prepare storyboards by either 1) print and cut-out cards for the story boards 2) distribute list of storyboard prompts and poster size post-it pads or butcher paper Group A: Yakama Nation Wildlife Scientists (Archeologist, Biologist, Geomorphologists) In the early 1990s purchase 400 acres of land called Zimmerman Property. At the time, it the land was a wheat field. Scientists review the change in the land due to manmade water diversions. This changes Toppenish Creek. They have scientific review of structures. Three structures that copy beaver dams are designed and placed. This brings the water from Toppenish Creek back to the land. Today, Zimmerman Property is a restored wetland. It is green and full of wildlife habitat. Restoration work continues on other properties totaling 21,000 acres. Group B: Yakama Nation Cultural Resource Program (Cultural Specialists) Cultural Specialists meet with Wildlife Scientists about land restoration. They want to discuss how the land was before it was changed for agricultural use. Through oral history, they know that beaver dams used to be prominent on the Toppenish Creek and Zimmerman property. As a result of land restoration and wetlands restoration wapato (potato) returned. This surprised everyone, because it had been gone for 70 years. Wildlife habitat is bountiful enough to continue harvesting cultural foods and plants. Beavers begin building dams again. Group C: Yakama Nation Tribal Council (14 Yakama Nation Tribal Council members) In 1970s dam ruined natural habitat and changed the land. Yakama Nation has numerous court battles and meetings to obtain funding to restore the land. Beginning in 1970s to present, the Yakama Nation wants to restore some of its land to its historical use. They are concerned about the diabetes statistics and want healthy Yakama Nation members. They want people to have access to more cultural foods and plants. Yakama Nation employees can get an hour and a half lunch to exercise. Additionally, Yakama Nation employees receive traditional leave for the purposes of gathering and harvesting cultural foods. Group D: Yakama Nation Members Young child sitting at table with her extended family. She watches as the cultural foods are placed on the table in front of her. Grade school child realizes the food sold in stores can be different than the food people gather. Sometimes, the cultural foods are hard to find and gather. Yakama Nation member in wetland with water up to knees. This person is twisting and turning to gather cultural food wapato (potato). A mother prepares and cooks traditional food for her family. Group Discussion Questions Group A: Yakama Nation Wildlife Scientists Cattlemens cows have grazed the land and will not be able to graze this property anymore. How do you explain the benefits of land restoration? Neighboring land owners grow non-native plant species for floral arrangements. Often these non-native plant species drift and can take native plants place. How can you work with the neighbors? Ducks Unlimited provides some funds for this wetlands restoration because wetlands are good habitat for ducks. How can you balance access for gathering plants and duck hunting? Group B: Yakama Nation Cultural Resource Program Fast food is readily available. How do you get people to make more cultural food choices? There is a concern about non-tribal members overharvesting the cultural foods. How should the Yakama Nation protect its cultural foods from overharvest? Because wapato (potato) was dormant for 70 years, cultural knowledge is limited. How could information about harvesting wapato (potato) be offered? Group C: Yakama Nation Tribal Council Land use is a hot topic. With the high need for tribal housing and another group of youth wants a basketball court. How do you explain the benefits of cultural foods and land restoration? Reviewing the health statistics show a need to improve diabetes. What kind of health programs could assist this effort? Some Yakama Nation elders have a hard time gathering cultural foods. How can you get cultural food to the elders? Group D: Yakama Nation Tribal Members Some Yakama Nation members did not learn how or when to gather cultural foods. How can they learn about cultural foods and plants? People have busy lives, with time constrains on fixing dinner. What are ways to make preparing cultural foods easier? In todays fast paced world, there are a lot of options for activities. How can you make gathering cultural foods a more popular activity? Terms and Concepts Cultural food Yakama Nation members hold natural foods at a high level. Specifically, these are the foods in which they have either a feast or another religious observation. They believe that these natural foods are who they are, whereas tradition is what they do. Cultural restoration the revitalization and/or preservation of Yakama Nation knowledge and practices regarding the wapato (potato). Natural restoration and historical condition refers to the efforts to return some land within the Yakama Nation back to its original structure of wetlands. Wapato (potato) refers to a lowlands bulb. This may also be called Sagittaria latifolia, Arrowhead, duck potato or water potato. Yakama Nation shortened name of the full tribal name of the Confederated Tribes and Bands of the Yakama Nation. Yakama Nation Wildlife Wetland Riparian Restoration Project purchased the Zimmerman property through mitigation funds from the Bonneville Power Administration (BPA). Uses BPA funding to support their monitoring activities but seek alternative funding sources for restoration efforts. 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