ANTH 110 Week 9 Worksheet

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Anthropology

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Dec 6, 2023

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ANTH 110 Week 9 Worksheet: Salmon People Introduction This assignment tests your understanding of key concepts, phenomena, and practices we’ve examined throughout this course, including worldview, governance, place, names, annual cycle, Distant Time, ceremony, hunting technology, resource management, and land rights. We have seen that, across diverse habitats and cultures, there are certain basic challenges that all hunter- gatherer peoples face, and distinct patterns in the sustainable solutions they have developed to meet them. For this assignment, you will watch a short film, Wy-Kan-Ush-Pum: Salmon People , and identify examples of these common challenges and solutions. The film examines the deep history of salmon use among the Yakama people of eastern Washington, and how habitat destruction and climate change have affected their traditional way of life. In so doing, the film speaks to issues addressed in this week’s readings--particularly Swezey & Heizer’s comparison of Indigenous and Western resource harvesting and management practices, and Bennett’s call for conservation practices that do not involve displacement of Indigenous peoples. Task For this assignment, you will watch a film and complete a worksheet. Your task is to find evidence in the film of the key challenges, practices, concepts, and knowledge listed in the Table, and enter that evidence into the Table. Step 1: Download this worksheet. Step 2: Watch the film Wy-Kan-Ush-Pum: Salmon People . The film can be accessed via the link in the Week 9 module, or directly on the OPB website. Step 3: As you watch the film, look for evidence of the patterns listed in the Table below. Type the evidence into the Supporting Evidence column in the appropriate table. Quote the part of the film that contains the evidence and include the first name of the speaker (if applicable), the time stamp (i.e., the time in the film where the evidence occurs; see example below). You may not use the same quotation more than once. Points will be subtracted if you misquote the passage or do not include the time stamp. Step 4: When you have completed the Table, submit your worksheet on Canvas. Example: # PATTERN SUPPORTING EVIDENCE (QUOTATION) 0 Annual Cycle: Yakama fishing cycle The Yakama historically utilized fish runs in the spring, summer, and fall: “we stopped fishing on spring for 20 years, on summer for 40 years and in the fall ” (Randy, 16:38) Table # PATTERN SUPPORTING EVIDENCE (QUOTATION) 1 Ethnonyms: names encode "She seen a bunch of little lights out in the water swimming

information about the people (e.g., what they eat, where they live) past her house. She was so shcoked she went and got Randy. She woke him up and she told him to look out the window and he seen it too. He seen all them little lights going by, and it was the salmon" (LiaDonna, :24) 2 Indigenous Worldview: people as a part of nature/land; identity linked with land/place "The people here were so linked to the salmon resource and to the Columbia River and its tributaries. And we need to be able to gather in our usual and accustomed areas". (Randy, 5:00) 3 Indigenous Land and Resource Claims: based on a long history of occupation and use "We drank the river water. We bathed in the river water. We lived on the banks of the river year round. You could go out on this river and set one net and you harvested enough fish that you didn't need to set a second net" (Randy, 3:20) 4 Storytelling and Governance: stories used to teach societal rules "And the Swallow Sisters they lived up on the hill. And they were looking down wathcing him, and they said, hes not supposed to do that nobodys supposed to do that. And they stole his little boat. And then they start taking all them sticks where he made the dam. They start flying them away and dropping them. Pretty soon the water start coming through and the fish got away. And the people that lived further up the river were able to get the fish. Thats how things were taugh in the idian lessons so you know how to behave. Even when your grown up"(LiaDonna, 19:20) 5 Storytelling: Distant Time stories "Okay, this one is about the Swallow Sisters and the Coyote. Long time ago, God told the people that he doesnt ever want them to dam up the river, but the Coyote was a trickster" (LiaDonna, 18:00) 6 Elders as Teachers "When God let her see that the salmon bring back the light so that we'll live. The creator let her see them fish swimming by, even though she was in her house. You know why? Why? So she can tell the people" (LiaDonna, 1:01) 7 Role of Ceremony: to replenish resources "In our belief system, it talks about oyr cerimonies, about the prayers for the salmon to survive whatever its journey is and to return back. And when it does, its a celebration of our belife that our prayers are still being answered" (Randy, 21:05) 8 Resource Harvesting Technique: fishing "Im going to teach her how to put hoops in so she can get some to eat, some to put away, some to give away. That'll make her happy"(Samual, 9:15) 9 Resource Processing Technique: preservation "She teaches me, like, how to, like, do the dried fish in the dry shed. Like how to hang it up" (Aiyana, 16:18) 10 Indigenous Land Rights: rights granted to the Yakama by the U.S. Government "In the treaty we got the right to hunt, fish, grazing, travel. And for that we gave up over 10 million arces of land" (Randy, 5:20) 11 Indigenous Land Rights: treaty violations or abuses by U.S. Government "In 1957, The Dallas Dam flooded the tribal fishing area of Celilo Falls along with nearby villages. Tribal families lost their homes and were forced to settle in makeshift camps" ( 12:20) 12 Indigenous Land Rights: effect of damming on salmon "Since then, more than 400 dams have been build in the Columbia River basin. Those dams have drastically altered the river, blocking salmon from spawning habitat and destroying tribal fishing sites" (5:42) 13 Indigenous Land Rights: effect of climate change on salmon "If this river gets hotter, salmon can't exist. And we've reached 70 degrees and over on numerous occasions" (Randy, 15:44)

14 Indigenous Resource Management: tracking fluctuations in wild salmon populations "I probably noticed significant changes when I was about 20 years old. I myself would go out and fish subsistently for spring chinook and fish for three or four weeks and not catch one fish" (Randy, 14:45) 15 Indigenous Resource Management: present-day salmon management technique "About 80% of Columbia River Salmon came from hatcheries built to make up for declines caused by the dams. Tribes use hatcheries to bring back salmon where they've been nearly lost or are entirely extinct"(14:20) Evaluation Your worksheet will be evaluated based on quality and completeness. Each pattern is worth 10 points: 5 for quality and 5 for completeness. “Quality” means accurate understanding of the pattern in question. “Complete” means the quoted passage provides sufficient evidence of the pattern. 1 = beginning 2 = developing 3 = intermediate 4 = accomplished 5 = exemplary PATTERN QUALITY COMPLETENESS TOTAL POINTS 1 /5 /5 /10 2 /5 /5 /10 3 /5 /5 /10 4 /5 /5 /10 5 /5 /5 /10 6 /5 /5 /10 7 /5 /5 /10 8 /5 /5 /10 9 /5 /5 /10 10 /5 /5 /10 11 /5 /5 /10 12 /5 /5 /10 13 /5 /5 /10 14 /5 /5 /10 15 /5 /5 /10 Total /75 /75 /150

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ANTH 110 Week 9 Worksheet

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