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• 1. [Article] Upper Grande Ronde Watershed analysis

  199 pp. Tables. "The Upper Grande Ronde watershed, a part of the Grande Ronde River Subbasin, is located on the La Grande Ranger District of the Wallowa-Whitman National Forest. It is located approximately ...

  Citation × Citation Citation Abstract Copy Title: Upper Grande Ronde Watershed analysis Author: Wallowa-Whitman National Forest (Agency : U.S.) Year: 2008, 2004 199 pp. Tables. "The Upper Grande Ronde watershed, a part of the Grande Ronde River Subbasin, is located on the La Grande Ranger District of the Wallowa-Whitman National Forest. It is located approximately 30 miles southwest of La Grande, Oregon in Union County. The Grande Ronde River Subbasin is part of the larger Snake River Basin, a tributary of the Columbia River basin." Captured June 5, 2008. Title: Upper Grande Ronde Watershed analysis Author: Wallowa-Whitman National Forest (Agency : U.S.) Year: 2008, 2004 199 pp. Tables. "The Upper Grande Ronde watershed, a part of the Grande Ronde River Subbasin, is located on the La Grande Ranger District of the Wallowa-Whitman National Forest. It is located approximately 30 miles southwest of La Grande, Oregon in Union County. The Grande Ronde River Subbasin is part of the larger Snake River Basin, a tributary of the Columbia River basin." Captured June 5, 2008. Close

• 2. [Article] Upper Grande Ronde mine tailings restoration project environmental assessment

  65 pp. Tables, references, maps, appendices, illus. 6S, R 36E, S 4, 5, 9, 10, 15. Captured March 23, 2009.

  Citation × Citation Citation Abstract Copy Title: Upper Grande Ronde mine tailings restoration project environmental assessment Author: Wallowa-Whitman National Forest (Agency : U.S.) Year: 2009 65 pp. Tables, references, maps, appendices, illus. 6S, R 36E, S 4, 5, 9, 10, 15. Captured March 23, 2009. Title: Upper Grande Ronde mine tailings restoration project environmental assessment Author: Wallowa-Whitman National Forest (Agency : U.S.) Year: 2009 65 pp. Tables, references, maps, appendices, illus. 6S, R 36E, S 4, 5, 9, 10, 15. Captured March 23, 2009. Close

• 3. [Article] Grande Ronde Model Watershed Program economic assessment

  9 p.

  Citation × Citation Citation Abstract Copy Title: Grande Ronde Model Watershed Program economic assessment Author: Johnson, Michelle Year: 2006, 2001 9 p. Title: Grande Ronde Model Watershed Program economic assessment Author: Johnson, Michelle Year: 2006, 2001 9 p. Close

• 4. [Article] Termination of the confederated tribes of the Grand Ronde community of Oregon: Politics, community, identity

  xvii, 413 p. : ill., maps. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.

  Citation × Citation Citation Abstract Copy Title: Termination of the confederated tribes of the Grand Ronde community of Oregon: Politics, community, identity Author: Lewis, David G. (David Gene), 1965- Year: 2010, 2009 xvii, 413 p. : ill., maps. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. Title: Termination of the confederated tribes of the Grand Ronde community of Oregon: Politics, community, identity Author: Lewis, David G. (David Gene), 1965- Year: 2010, 2009 xvii, 413 p. : ill., maps. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. Close

• 5. [Article] Meadow Creek Watershed analysis

  236 pp. Tables, figures, appendices, maps, references. "The Meadow Creek Watershed (#86) is bordered on the northeast by the Grande Ronde River/Hilgard Watershed (#87), on the southeast by the Upper Grande ...

  Citation × Citation Citation Abstract Copy Title: Meadow Creek Watershed analysis Author: La Grande Ranger District (Or.) Year: 2008, 2002 236 pp. Tables, figures, appendices, maps, references. "The Meadow Creek Watershed (#86) is bordered on the northeast by the Grande Ronde River/Hilgard Watershed (#87), on the southeast by the Upper Grande Ronde River Watershed (#85), on the southwest by the Upper Camas Creek Watershed (#97), on the northwest by the East Birch Creek Watershed (#98), and on the north by the McKay Creek Watershed (#99) (refer to the UGR River Watershed Assessment, 1994). Captured May 29, 2008. Title: Meadow Creek Watershed analysis Author: La Grande Ranger District (Or.) Year: 2008, 2002 236 pp. Tables, figures, appendices, maps, references. "The Meadow Creek Watershed (#86) is bordered on the northeast by the Grande Ronde River/Hilgard Watershed (#87), on the southeast by the Upper Grande Ronde River Watershed (#85), on the southwest by the Upper Camas Creek Watershed (#97), on the northwest by the East Birch Creek Watershed (#98), and on the north by the McKay Creek Watershed (#99) (refer to the UGR River Watershed Assessment, 1994). Captured May 29, 2008. Close

• 6. [Article] Meadow Creek Watershed analysis

  236 pp. Tables, figures, appendices, maps, references. "The Meadow Creek Watershed (#86) is bordered on the northeast by the Grande Ronde River/Hilgard Watershed (#87), on the southeast by the Upper Grande ...

  Citation × Citation Citation Abstract Copy Title: Meadow Creek Watershed analysis Author: La Grande Ranger District (Or.) Year: 2008, 2002 236 pp. Tables, figures, appendices, maps, references. "The Meadow Creek Watershed (#86) is bordered on the northeast by the Grande Ronde River/Hilgard Watershed (#87), on the southeast by the Upper Grande Ronde River Watershed (#85), on the southwest by the Upper Camas Creek Watershed (#97), on the northwest by the East Birch Creek Watershed (#98), and on the north by the McKay Creek Watershed (#99) (refer to the UGR River Watershed Assessment, 1994). Captured May 29, 2008. Title: Meadow Creek Watershed analysis Author: La Grande Ranger District (Or.) Year: 2008, 2002 236 pp. Tables, figures, appendices, maps, references. "The Meadow Creek Watershed (#86) is bordered on the northeast by the Grande Ronde River/Hilgard Watershed (#87), on the southeast by the Upper Grande Ronde River Watershed (#85), on the southwest by the Upper Camas Creek Watershed (#97), on the northwest by the East Birch Creek Watershed (#98), and on the north by the McKay Creek Watershed (#99) (refer to the UGR River Watershed Assessment, 1994). Captured May 29, 2008. Close

• 7. [Article] The Kalapuya

  3 documents

  Citation × Citation Citation Abstract Copy Title: The Kalapuya Author: Oregon Department of Transportation Year: 2015 3 documents Title: The Kalapuya Author: Oregon Department of Transportation Year: 2015 3 documents Close

• 8. [Article] Phillips-Gordon ecosystem analysis and Upland forest vegetation analysis

  249 pp. Tables, figures, references, maps, appendices, illus. "The analysis area lies within the Upper Grande Ronde (UGR) Watershed (the main stem and all its tributaries upstream of Rondowa), which is ...

  Citation × Citation Citation Abstract Copy Title: Phillips-Gordon ecosystem analysis and Upland forest vegetation analysis Author: Walla Walla Ranger District (Wash.) Year: 2008, 2001 249 pp. Tables, figures, references, maps, appendices, illus. "The analysis area lies within the Upper Grande Ronde (UGR) Watershed (the main stem and all its tributaries upstream of Rondowa), which is one of three subdivisions of the Upper Grande Ronde Subbasin (Figure 1-1, Map Appendix). The analysis area includes two small HUC-5 watersheds, Phillips/Willow Creek (# 84) and Gordon Creek (#07). Eleven subwatersheds are recognized in this analysis, two in the Gordon Creek drainage and nine in Phillips/Willow Creek drainage (Figure 1-2, Map Appendix; Table 1-1)." Date of vegetation analysis is September 2000. Captured June 18, 2008. Title: Phillips-Gordon ecosystem analysis and Upland forest vegetation analysis Author: Walla Walla Ranger District (Wash.) Year: 2008, 2001 249 pp. Tables, figures, references, maps, appendices, illus. "The analysis area lies within the Upper Grande Ronde (UGR) Watershed (the main stem and all its tributaries upstream of Rondowa), which is one of three subdivisions of the Upper Grande Ronde Subbasin (Figure 1-1, Map Appendix). The analysis area includes two small HUC-5 watersheds, Phillips/Willow Creek (# 84) and Gordon Creek (#07). Eleven subwatersheds are recognized in this analysis, two in the Gordon Creek drainage and nine in Phillips/Willow Creek drainage (Figure 1-2, Map Appendix; Table 1-1)." Date of vegetation analysis is September 2000. Captured June 18, 2008. Close

• 9. [Article] The Achfa-hammi Plankhouse: Understanding Tribal Architectures in the Realm of Historic Preservation

  After years of assimilation and acculturation, many Native Americans have both the means and strength to assert their unique identity among mainstream America. They have devised various channels for accomplishing ...

  Citation × Citation Citation Abstract Copy Title: The Achfa-hammi Plankhouse: Understanding Tribal Architectures in the Realm of Historic Preservation Author: Rieke, Lauren Year: 2013 After years of assimilation and acculturation, many Native Americans have both the means and strength to assert their unique identity among mainstream America. They have devised various channels for accomplishing this, such as language classes and continuing traditional practices, often using resources offered through State, Federal or Tribal Historic Preservation programs. Constructions of contemporary traditional architecture can be another of these tools used to promote this cultural renaissance. As a field that defines itself on the basis of cultural conservation, Historic Preservation principles claim to support these endeavors; however, because they do not meet the age criteria for "historic structures," such buildings are often left out of the preservation matrix. By examining the Achfa-hammi plankhouse of the Confederated Tribes of the Grand Ronde, this thesis will address the building's impact on cultural revitalization and explore the disconnect that exists between Historic Preservation policies and new constructions of tribal architectures. Title: The Achfa-hammi Plankhouse: Understanding Tribal Architectures in the Realm of Historic Preservation Author: Rieke, Lauren Year: 2013 After years of assimilation and acculturation, many Native Americans have both the means and strength to assert their unique identity among mainstream America. They have devised various channels for accomplishing this, such as language classes and continuing traditional practices, often using resources offered through State, Federal or Tribal Historic Preservation programs. Constructions of contemporary traditional architecture can be another of these tools used to promote this cultural renaissance. As a field that defines itself on the basis of cultural conservation, Historic Preservation principles claim to support these endeavors; however, because they do not meet the age criteria for "historic structures," such buildings are often left out of the preservation matrix. By examining the Achfa-hammi plankhouse of the Confederated Tribes of the Grand Ronde, this thesis will address the building's impact on cultural revitalization and explore the disconnect that exists between Historic Preservation policies and new constructions of tribal architectures. Close

• 10. [Article] Infusing Tribal Curriculum into K-12 Schools: A Case Study of Oregon’s Native American Educational Policies

  Not having accurate contemporary, historical and place-based curriculum drafted in consultation with tribes is a huge disservice and a violation of the trust agreements the United States government entered ...

  Citation × Citation Citation Abstract Copy Title: Infusing Tribal Curriculum into K-12 Schools: A Case Study of Oregon’s Native American Educational Policies Author: Garcia, Shadiin Year: 2017 Not having accurate contemporary, historical and place-based curriculum drafted in consultation with tribes is a huge disservice and a violation of the trust agreements the United States government entered into with its sovereign nations. Through a single state case study, this research explores how a tribally written curriculum attempts to address this violation by examining the state context of the Native American education landscape and state policy. This research utilizes the theoretical frameworks of Red Pedagogy, Tribal Critical Theory and Culturally Sustaining Pedagogy to explore the intentions of the tribal curriculum writers and the professional development provider of the Confederated Tribes of Grand Ronde Tribal History curriculum unit; Oregon’s American Indian/Alaska Native Education State Plan, and the legislative policy of Senate Bill 13. The study concluded with the following implications for policy, theory, and practice: Indigenous curricular endeavors that center indigenous values, incorporate local context are important, and acknowledge the role of colonialism and are just part of the larger systemic response of decolonization; Implementation challenges are rooted in a colonized paradigm and expanding reform to the educator preparation and policy realm is critical so that all educators (Native and non-Native benefit); Addressing power and hegemonic structures in contexts outside of education (with the local indigenous communities) create a larger and necessary accountability scope; Indigenous knowledge is nuanced, varied, and evolving and thus, needs robust professional development that incorporates best and promising practices in concert with local indigenous communities for both inservice and preservice fields; And without policy and state incentives, the implementation challenges will continue. Title: Infusing Tribal Curriculum into K-12 Schools: A Case Study of Oregon’s Native American Educational Policies Author: Garcia, Shadiin Year: 2017 Not having accurate contemporary, historical and place-based curriculum drafted in consultation with tribes is a huge disservice and a violation of the trust agreements the United States government entered into with its sovereign nations. Through a single state case study, this research explores how a tribally written curriculum attempts to address this violation by examining the state context of the Native American education landscape and state policy. This research utilizes the theoretical frameworks of Red Pedagogy, Tribal Critical Theory and Culturally Sustaining Pedagogy to explore the intentions of the tribal curriculum writers and the professional development provider of the Confederated Tribes of Grand Ronde Tribal History curriculum unit; Oregon’s American Indian/Alaska Native Education State Plan, and the legislative policy of Senate Bill 13. The study concluded with the following implications for policy, theory, and practice: Indigenous curricular endeavors that center indigenous values, incorporate local context are important, and acknowledge the role of colonialism and are just part of the larger systemic response of decolonization; Implementation challenges are rooted in a colonized paradigm and expanding reform to the educator preparation and policy realm is critical so that all educators (Native and non-Native benefit); Addressing power and hegemonic structures in contexts outside of education (with the local indigenous communities) create a larger and necessary accountability scope; Indigenous knowledge is nuanced, varied, and evolving and thus, needs robust professional development that incorporates best and promising practices in concert with local indigenous communities for both inservice and preservice fields; And without policy and state incentives, the implementation challenges will continue. Close