Mandatory Native American Curriculum in the Cards for Oregon

Oregon Department of EducationThis image was taken when the state adopted the plan to make an American Indian/Alaska Native curriculum mandatory. Pictured, from left, are Matt Eide, Education Northwest (co-facilitator); April Campbell, ODE (co-facilitator); Se-ah-dom Edmo, Oregon Indian Education Association Chair (Advisory Panel member); Robin Butterfield, Independent Contract (Advisory Panel Member); Artis Clark, Jefferson County School District (Advisory Panel Member); and Rob Saxton, ODE Deputy Superintendent of Public Instruction.
Oregon Department of Education
This image was taken when the state adopted the plan to make an American Indian/Alaska Native curriculum mandatory. Pictured, from left, are Matt Eide, Education Northwest (co-facilitator); April Campbell, ODE (co-facilitator); Se-ah-dom Edmo, Oregon Indian Education Association Chair (Advisory Panel member); Robin Butterfield, Independent Contract (Advisory Panel Member); Artis Clark, Jefferson County School District (Advisory Panel Member); and Rob Saxton, ODE Deputy Superintendent of Public Instruction.

 

Michelle Tirado. Indian Country Today

 

A new American Indian/Alaska Native State Plan moves Oregon ever closer to making a Native American curriculum mandatory in all public school districts. When it happens, it will join a still way too short list of states, with neighboring Washington added to it this spring, to issue a similar directive.

The new two-year plan, developed over a nine-month period by the 26-member AI/AN Advisory Panel, which includes representatives from each of the state’s nine tribes, was adopted by Oregon’s State Board of Education in April. Under the plan, all 197 school districts will implement a “historically accurate, culturally embedded, place-based, contemporary, and developmentally appropriate AI/AN curriculum.” While ultimately it is up to Oregon’s legislature, the plan states that the Oregon Department of Education (ODE) will support and assist in the development of legislative language for a mandate in the 2017 session.

Under the previous plan, issued in 2006, school districts were “encouraged to implement AI/AN curriculum and instructional materials.” While some have, the information taught is often outdated or inaccurate. Tammie Hunt, education director for the Cow Creek Band of Umpqua Tribe of Indians and a member of the AI/AN Advisory Panel, said about a year and half ago, she learned that schools in the Medford 549c district, where some Cow Creek students are enrolled, were teaching information from 1963 sources. In the 1960s, many of Oregon’s tribes were terminated. “They did pull the curriculum. They finished teaching it at the end of this year, from what I understand. They were supposed to do something this summer to update it,” Hunt said.

A few school districts, however, have made a good effort, albeit recent, to get it right. Hunt pointed to Salem Kaiser, which just developed an interactive curriculum that incorporates direct input from all nine tribes. In June, Hunt and representatives from other tribes spent the day in a classroom going through the curriculum as if they were the students.

Ramona Halcomb, education director for the Confederated Tribes of the Umatilla Indian Reservation and also a member of the AI/AN Advisory Panel, said Pendleton School District has come a long way. Not only did the district approach the Umatilla for assistance in developing a curriculum for a two-week Oregon Trail program, but teachers and administrators have attended cultural events, a few even participated in a sweat with Halcomb, and new teachers have orientation at the tribal museum.

“Ever since the boarding school heritage, developing trust and developing that time to connect with communities is what’s important and what’s so needed—and Pendleton does that extremely well,” Halcomb said.

Including the culturally relevant curriculum, the new plan contains 11 state educational objectives, ranging from increasing AI/AN attendance and graduation rates to meet or exceed state levels to districts recruiting a minimum of 5 percent AI/AN educators and ensuring that educators receive AI/AN responsive training at least once per year, to boost outcomes of Indian students. The plan contains strategies for each objective, though the finer details need to be worked out. “Now we are developing subcommittees that are taking each of the goals and developing action plans—the how this will actually unfold,” said ODE’s Advisor to Deputy State Superintendent on Indian Education April Campbell.

Undoubtedly, there will be challenges in meeting these objectives. Take the 5 percent AI/AN educator target. Halcomb called it a “lofty goal,” but with Native American students dropping out of Oregon public schools at a rate 6.8 percent (2013-2014)—the highest in the state—aiming high is better than aiming low. As Halcomb sees it, through collaboration with the tribes and other entities dedicated to increasing diversity in the education workforce, it is not an unachievable goal. For instance, she would love to see school districts matching tribal scholarships for students pursuing teaching careers.

They also need to brainstorm ways to promote teaching as a worthy profession to go into. Out of the 160 Cow Creek students currently receiving tribal scholarships, none are in teaching programs. “Going into teaching is really tough. You are so governed by rules and regulations,” she said.

Despite the challenges, Campbell is excited about the updated plan, which also provides for a full-time Indian education specialist. She said they took a look at what other states, such as Minnesota, Montana, and Washington, are doing and trying to learn from their successes.

RELATED: From ‘Encouraged’ to ‘Mandatory’: Schools Must Teach Native History in Washington

“Our students are struggling, and so we need to do something for them,” Campbell said. “Our leadership recognized that. I think everyone is ready, ready to see something change for our students. It’s time. It’s overdue.”

 

Read more at http://indiancountrytodaymedianetwork.com/2015/08/03/mandatory-native-american-curriculum-cards-oregon-161234

Tulalip health clinic offers diabetes-cooking class

Photo/Micheal Rios

CookingClass-5
Garlic stalks were harvested from the Wellness Garden and used to create herbal garlic braids for home cooking.

 

by Micheal Rios, Tulalip News 

On Thursday, July 16, from 10:00 a.m. to 3:00 p.m. the staff of the Tulalip’s Diabetes Care and Prevention Program hosted a diabetes cooking class. The purpose of this class was to learn and talk about the health benefits associated with garlic, onions and sugar free, wild berry jams. To make the class an enjoyable, hands-on learning experience, the participants did some gardening in order to create practical applications for the harvested foods with the assistance of the Wisdom Warriors and some community youngsters.

“Our garlic and onion crops were substantial this year, so we decided to offer a class structured around the harvest,” describes Veronica “Roni” Leahy, Diabetes Program Coordinator, of the bountiful produce found in the Wellness Garden, located behind the Tulalip health clinic. “Garlic is low in calories and very rich in vitamin C, vitamin B6 and manganese. For this reason, garlic is known to boost the function of the immune system and reduce the severity of common illnesses, like the flu and common cold. Other health benefits include relieving arthritic pain and assisting in lowering blood sugar levels for people with diabetes.”

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Garlic is a wonderful seasoning to add aroma, taste and added nutrition to your dishes. To make use of its multi-purpose value, class participants were shown how to harvest the garlic, along with other herbs, from the Wellness Garden and then used them to make garlic braids. Braiding the garlic with herbs allows the garlic sufficient time to dry and be readily used at home in a variety of meals.

Around midday, the class took a timeout in order to relish on a healthy lunch of pita bread sandwiches, some smoked salmon compliments of Marvin Jones, and a bounty of fruits and vegetables while enjoying the 80-degree weather and sunshine.

Following the lunch break, the class participated in making sugar free, wild berry jam mixed with chia seeds. Many people are familiar with local berries, but not so familiar with chia seeds. The combination of protein, fiber, and the gelling action of chia seeds when mixed with liquids all contribute to their easy to use benefits.

 

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“Chia seeds, like flaxseeds, are very high in omega 3 fatty acids, and they contain no gluten or grains for those who are on a gluten free diet,” explains Leahy. “Because of their high fiber content, chia seeds have the added health benefits of helping to reduce inflammation, enhancing cognitive performance, and lowering high cholesterol. Also, adding chia seeds to smoothies or yogurt can give people the feeling of being full and satisfied, which helps lower food cravings between meals.”

The joys of gardening can reap great benefits, from tasty, healthy vegetables to just enjoying the outdoors. Pride in cooking with food you helped to grow and harvest counts also. Combine these benefits with proper nutritional education and you have an enjoyable experience that can last a lifetime. For those who missed on this session, there will be future gardening and cooking classes offered. Keep a look out in future articles or ‘like’ our Tulalip News facebook page to stay in the loop.

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All photos by Micheal Rios

Contact Micheal Rios, mrios@tulaliptribes-nsn.gov

Navajos to vote on role language will play in tribal presidency

FILE - In this Nov. 2014, file photo, Navajo Nation presidential candidate Russell Begaye, center, speaks with a group during the Navajo Nation elections outside of the Shiprock Chapter House in Shiprock, N.M. Voters on the country’s largest American Indian reservation are choosing a new president who will have to deal with rampant unemployment and a lack of infrastructure while helping tribal members through a bitter dispute that has divided communities. (Alexa Rogals/The Daily Times via AP, File)
FILE – In this Nov. 2014, file photo, Navajo Nation presidential candidate Russell Begaye, center, speaks with a group during the Navajo Nation elections outside of the Shiprock Chapter House in Shiprock, N.M. Voters on the country’s largest American Indian reservation are choosing a new president who will have to deal with rampant unemployment and a lack of infrastructure while helping tribal members through a bitter dispute that has divided communities. (Alexa Rogals/The Daily Times via AP, File)

Tribal law now requires top leaders to understand, be fluent; voters will decide whether to continue or ease the qualification.

By FELICIA FONSECA, The Associated Press

Flagstaff, Ariz. » It’s a question that dominated conversation in the Navajo Nation presidential election: Should the tribe’s top leader be fluent in the language?

Voters will settle that question Tuesday in a referendum vote.

Tribal law now requires candidates for tribal president and vice president to understand Navajo and speak it fluently, and read and write English — a qualification that can be enforced through tribal courts. An affirmative vote on the referendum would let individual Navajos decide whether candidates speak and understand Navajo well enough to hold office.

The debate goes beyond tribal politics and to the heart of the identity of Navajos. The language is a defining part of the tribe’s culture, said to be handed down by deities, but not all Navajos believe it should dictate who gets to seek the tribe’s top posts.

Judy Donaldson says she’s willing to let a Navajo president learn the language along the way, as long as that person is well educated and can navigate politics on and off the reservation. She said voters should question candidates at campaign rallies to get a true sense of where they stand.

“The voters know who they want to lead us,” she said. “They’re not just going to pick my uncle because he gave us 20 bucks. They’ll say, ‘look at this person here, he can do it, he has a Ph.D.'”

A simple majority of voters would have to approve the referendum for it to pass. The revised requirement would be in effect for the 2018 election.

The Navajo Nation Council approved the referendum after efforts to make changes to the fluency requirement failed through other legislation. It came as the result of Chris Deschene being disqualified from the most recent presidential race because he refused to show he could speak fluent Navajo.

Some Navajos rallied around him, questioning the definition of “fluency” and saying a well-educated Navajo who intended to learn the language shouldn’t be ruled out for the presidency. But others said Deschene lied when he attested to being fluent in the language and deserved to be knocked out of the race. The tribe’s high court ruled that fluency in Navajo is a reasonable requirement for the presidency.

More people speak Navajo than any other single American Indian language, about 170,000 out of 300,000 tribal members, according to the U.S. Census Bureau. Tiffany Manygoats doesn’t want to be counted among the non-speaking statistic and strives to learn the language, going so far as to seek out a partner who knows it.

“Being someone who doesn’t speak fluently and trying to learn my language and culture and everything, I don’t want to have our Navajo Nation president lacking what I lack,” she said. “It’s a little scary knowing it could die out pretty soon and I would be just another wash out.”

Tribal President Russell Begaye said the Navajo people should insist that the top two leaders speak Navajo, a language that the federal government tried to eradicate but also sought out for a code that helped win World War II.

“The referendum is part of this whole brainwashing agenda to say that we should lay down our language and assimilate into the American society,” Begaye said.

Christina Platero sees learning the Navajo language as a personal decision and one made within families, not one tribal government should mandate. Not knowing the language fluently shouldn’t be a black mark against candidates, she said, and suggested the president could have an interpreter to speak with tribal members who don’t understand English.

Above all, she encouraged Navajos to vote Tuesday.

“Think about it first before you make that decision, think about the consequences,” she said.

New Law Allows Native American Culture Teachers

Governor Brown signs bill to allow credentials for Native American culture teachers

Source: Santa Ynez Band of Chumash Indians

Santa Ynez Band of Chumash IndiansSANTA YNEZ, CA – July 15, 2015 – Gov. Jerry Brown has signed a bill into law that extends the successfully implemented separate teaching credential for Native American languages passed in 2008 to include Native American culture.

The bill, AB 163, which was introduced by Assemblyman Das Williams (D-Carpinteria) and supported by the Santa Ynez Band of Chumash Indians, was signed into law on Monday. Under the Native American language-culture credential created by this bill, applicants can be authorized to teach courses in Native American language, Native American culture or both in California public schools.

“Our tribe is all too aware of the importance of not only preserving our language, but our culture as well,” said Vincent Armenta, Tribal Chairman of the Santa Ynez Band of Chumash Indians. “The passage of this bill will allow educators throughout California to become credentialed in Native American culture and share our traditions with children who have never been exposed to Native American life.”

In 2008, AB 544 established a separate teaching credential for the teaching of Native American languages in California schools. Federally recognized California tribes administered a test of their Native American language(s) to the teacher applicant, and those who succeeded received tribal sponsorship for a separate teaching credential from the Commission on Teacher Credentialing after passing necessary background and other checks. To date, 28 teachers have received such Native American language teaching credential statewide.

The Native American culture credential would be administered exactly the same as the Native American language credential by federally recognized California tribes and the state commission.

“This bill is a reminder of California’s incredible diversity, and the Commission is excited to help safeguard our state’s Native American heritage for future generations by placing qualified teachers of tribal culture in California’s classrooms,” said Mary Vixie Sandy, Ed.D., Executive Director of the Commission on Teacher Credentialing.

The signing of AB 163 comes on the heels of the Santa Ynez Band of Chumash Indians’ recent success of its own education programs. The preservation of its language, “Samala,” has become a model for successfully reinvigorating tribal languages and culture through dedicated programs.

The tribe released “The Samala-English Dictionary: A Guide to the Samala Language of the Ineseño Chumash People” in 2008. The 600- plus-page comprehensive dictionary was the result of a multi-year project and collaboration with Dr. Richard Applegate, a linguist who had studied the tribe’s language more than four decades ago when he was a graduate student at UC Berkeley.

In 2013, the Santa Ynez Chumash began offering a Samala language program at its Education Center, one of 27 state-funded American Indian Education Centers in California. Students are now taught Samala words, sentence structure and pronunciation through the learning center’s after-school language program and tutoring.

Last year, the tribe partnered with The Family School, a preschool/K-5 school in Los Olivos, California to bring Samala into the classrooms. Samala teachers have their own classroom where they teach Samala language classes twice a week. The language classes go beyond just teaching Samala, they also offer students a chance to immerse themselves in the language and Chumash culture.

[View the full legislation here.]

The Santa Ynez Band of Chumash Indians is located in Santa Barbara County. The tribe owns and operates the popular Chumash Casino Resort on its reservation and also owns two hotels and a restaurant in the nearby town of Solvang – Hotel Corque, Hadsten House and Root 246 – as well as two gas stations in Santa Ynez.

Summer meal program for kids

By Mara Hill, Tulalip News 

Whether people realize it or not, many parents and guardians depend on an important outside resource to help feed their kids. That resource is located at places most are familiar with such as early learning centers and elementary, middle, junior high and high schools. Some families rely on the school system to keep food in their kid’s bellies during the day but summer brings a different set of challenges to meal time and family schedules.

Through a partnership between the Marysville School District and the USDA, the summer meal program is offered at nine different sites, including Quil Ceda Tulalip Elementary and the Tulalip Boys and Girls Club. Kids and teens 18 years and younger are offered a free snack and lunch at all nine locations through August 21.

Please see flyer for times and locations.  For more information please contact the Marysville School District at: http://www.msvl.k12.wa.us/contact-us or 360-653-7058 with any questions or comments.

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Third graders present cultural fair highlighting STI curriculum

Second grade to fifth graders attended the cultural fair and learned about the various tribes presented on Thursday, June 11, 2015, at the Quil Ceda Tulalip Elementary School. Photo/ Tulalip News, Brandi N. Montreuil
Second grade to fifth graders attended the cultural fair and learned about the various tribes presented on Thursday, June 11, 2015, at the Quil Ceda Tulalip Elementary School.
Photo/ Tulalip News, Brandi N. Montreuil

By Brandi N. Montreuil, Tulalip News

TULALIP – In the midst of summer excitement, third graders from Quil Ceda Tulalip Elementary School presented the last project of the school year to their peers, which incorporated the Since Time Immemorial curriculum. On Thursday, June 11, third graders hosted a mini cultural fair where they presented information on six tribes they had been studying. The cultural fair is an example of the unique learning environment cultivated at the school, which serves a large population of Native students in the Marysville School District.

The school’s cultural specialist Chelsea Craig worked with students on a six-week project in which they chose a tribe to study and present what they learned about the tribe. Chosen for study were the Muckleshoot, Nooksack, Tulalip, Spokane, Suquamish and Yakama Tribes, along with Afognak Village located in Alaska.

As part of the project the students were asked to contact their chosen tribe to learn first-hand about the tribe’s history and culture. Many of the students were provided letters of support for the project containing information about treaty rights, economic development and tribal history. One tribe even provided a DVD for students to watch.

As part of Since Time Immemorial curriculum students learned what role canoes play with Coast Salish tribes. They held a cultural fair on Thursday, June 11, 2015, to present the information they learned. Photo/ Tulalip News, Brandi N. Montreuil
As part of Since Time Immemorial curriculum students learned what role canoes play with Coast Salish tribes. They held a cultural fair on Thursday, June 11, 2015, to present the information they learned.
Photo/ Tulalip News, Brandi N. Montreuil

Jimmy Faria chose to study Nooksack. Before the project he knew nothing about the tribe of 2,000 members. “I wrote to them and they actually wrote me back. You will learn a lot about tribes here. I learned the difference between how a coastal tribe builds a house and how a plains tribes build a house,” said Jimmy, who handed out brochures on Nooksack he created using the program Publisher.

The project provides a great example of how STI works in schools. STI helps addresses the need for Native representation in class lessons. It provides a basic framework of Indian history and understanding of sovereignty for grades k-12. Lessons can be adapted to focus on tribal history and culture, such as Mrs. Deveraux’s class which completed a writing assignment that focused on canoes. Students learned how canoes were made, cared for, and their importance to Coast Salish tribes. This is a great example of how STI curriculum can be integrated into lessons. Tribal components can be added to each learning subject, for example math students can learn the dimensions of different Coast Salish canoe styles, or in reading students can read about tribes using canoes for transportation or art assignments can include designing mock canoes, as tribal carvers do. This is how STI works.

Photo/ Tulalip News, Brandi N. Montreuil
Photo/ Tulalip News, Brandi N. Montreuil

“They were so thrilled to write to the tribes and wait for a response,” said Craig, “A lot of these students are learning about tribes for the first time while others are learning more about their own tribes. This work is about empowering them. It really is amazing to see how passionate they are about learning this stuff.”

For more information about STI please visit the website www.indian-ed.org.

Brandi N. Montreuil: 360-913-5402; bmontreuil@tulalipnews.com

Professor Looks At Evolution Of American Indian Education

 

By Samantha Sonner, KRWG.org

New Mexico is a state rich in American Indian culture and history, but the way American Indian children are educated has changed drastically over the years. This was the topic of a recent discussion at the Branigan Cultural Center.

Tad Conner, Assistant Professor of Government at New Mexico State University says when most people think of American Indian Education they remember the boarding school era that tried to force assimilation. He says a lot has changed since then.

“Tribes kind of reasserted themselves,” Conner said. “Preserving their languages, preserving their traditions and their customs, but also to try to create positive change and reform in public schools and in public education. And so today I think that’s why we’ve seen sort of a role reversal, away from assimilationist policies but more toward this era of self-determination.”

He says New Mexico is a good example of American Indian history and culture being taught in the classroom.

“I think New Mexico is actually one of those states that’s really kind of taken a lead,” Conner said. “In trying to create at the state level some type of coherent image of instituting an American Indian education curriculum, and traditional kind of cultural programs in public schools that are not only going to benefit native children but are also going to benefit non-native students as well.”

He says it’s important for non-native children to learn more about native culture.

“It’s never a bad thing to learn more,” Conner said. “Especially about your state, and especially in New Mexico when the history of the pueblos, and tribes, and apaches are intimately connected with the experience of non-Indians in this state. So, I think it’s really important for New Mexico’s students in terms of learning the history of the state to be familiar with the history of the tribes, the tribes that are in this particular region and the rights of those particular groups.”

He says there are a growing number of schools on American Indian territory.

“With the tribally controlled schools it gives the tribes a little bit more control over the curriculum,” Conner said. “In terms of being able to bring into the classroom things that are unique. Not only to American Indians as a whole, but unique to their particular groups historical experience as well, especially with regards to the language.

He says there is still a long way to go in the evolution of American Indian Education.

Larsen Leads Bill To Reauthorize School Safety Program

Source: Rep. Rick Larsen, WA-2
WASHINGTON, D.C. (link)—Today,Reps. Rick Larsen, WA-02, Mike Coffman, CO-06, and Suzan DelBene, WA-01, introduced a bill to help pay for improved security measures in schools, such as training for staff and students, and deterrents like lighting and locks. The School Safety Act of 2015 would reauthorize the Secure Our Schools program, which provides matching grants to local, state and tribal governments to meet schools’ individual security needs.
 
“Schools must be a place where our students feel safe. I introduced this bill to help schools and communities assess and meet their unique safety needs. Sadly our country has not seen the end of violent crimes. Congress must do much more to make our schools and communities safer and shrink the cycle of violence. This bill helps empower schools to focus on what they do best: teaching our students and preparing them for their futures,” Larsen said.
 
“School violence has hit my district and Colorado hard and I am committed to finding ways to make our schools safer. This bipartisan, common sense legislation will help fund important school safety programs across the country. From education to improved technology, our schools can be made safer through a comprehensive approach to dealing with school violence. I urge my colleagues on both sides of the aisle to stand with me in fighting to make our schools a safe place to learn,” Coffman said.
 
“I’m strongly committed to ensuring the safety and security of our students. While there is no one law that will prevent every single instance of senseless violence, like last year’s tragic shooting at Marysville-Pilchuck High School, we can and must do more. The School Safety and Security Act is an important first step and I’m honored to help introduce it. This bipartisan legislation will provide critical resources to keep our schools safe, ensure teachers and administrators are adequately trained in security procedures, and improve notification and response technologies in schools across the country,” DelBene said.
 
Violence in schools has continued at a steady pace in recent years, with tragic shootings at Marysville-Pilchuck High School in Marysville, Wash., in October 2014, and at Arapahoe High School in Centennial, Colo., in December 2013.
 
The Washington State School Directors’ Association has endorsed the bill.
 
The Secure Our Schools program takes a comprehensive approach to preventing violence in schools based on schools’ unique needs. Matching funds can pay for physical deterrents, security assessments, security training and coordination with local law enforcement. The Act reauthorizes the program and updates it to allow funding to cover emergency communications systems with local law enforcement. 

Indigenous foods summit showcases traditional foods and discussion around food sovereignty

By Chetanya Robinson, The Daily

If you had wandered into the UW wǝɫǝbʔaltxʷ – Intellectual House on Saturday, you would have gotten a taste, quite literally, of ancient tradition. Seal oil, berries, Douglas fir tea, and numerous other plant and animal foods that have nourished traditional Native cultures for millennia were on offer to taste.

The occasion was the third annual summit around indigenous foods held by the UW American Indian Studies department. Panelists invited from across Native North America shared stories, teachings, and insights from their cultures and professional lives.

Michelle Daigle, a coordinator of the summit and Ph.D. candidate in geography at the UW, touched on the sacred place that food holds in indigenous cultures, and how traditional food practices have been threatened historically by logging, mining, the fur trade, and most recently, resource extraction.

Lawrence Curley, a UW master’s student who studies water quality, talked about how in traditional cultures, there is no concept of natural resources; it’s more accurate to talk about natural relationships.

“In our languages, we don’t have a word for resource, or rather, that word is given to relations,” Curley said. If people were to treat natural resources as if they were relatives, it would be a relationship based on love.

Valerie Segrest, Muckleshoot tribal member who works with the Muckleshoot Food Sovereignty Project, drew a connection between food sovereignty and the health problems facing modern society and Native Americans in particular. She said that though food sovereignty is something of a trendy concept, and one that can mean any number of things, the basic ideas are ancient.

“When I look back at our treaties and how they were negotiated here and how my ancestors thought was top priority, it was about access to food, having access to all of the elk, the deer, the salmon, the shellfish, the berries, the roots, medicines and the cedar tree,” Segrest said. “Because we know that when these things cease to exist, then so do we as a people. When we eat our foods, we maintain our identity.”

Hokulani Aikau, professor at the University of Hawai‘i, touched on the inseparable relationship between indigenous self-determination and food in Hawaii, which, in turn, is connected to water quality necessary to support traditional plants.

Aikau brought up taro (kalo in Hawaiian), which in Hawaiian culture is considered the child of the creator of the stars. With rising temperatures, less rainfall and poorer water quality, taro can’t be grown the same way it was.

“We have to restore the water in order to restore our food in order to restore our people,” Aikau said.

Jonathan Betz-Zall, an attendee, said he has heard from many Native Americans about the issues presented at the panel through his work with the American Friends Services Committee, a Quaker organization. He came to the summit to hear more about the issues and sample great food.

“The natives in our area especially have been pioneers, really, in showing people a way to live in harmony with the land that enables you to keep on going through time,” he said.

In the back of the room, attendees could not only learn about indigenous foods, but taste them too, starting with cold Douglas fir tea to drink. One table featured samples of sea life — Northwest fish and shellfish, sea cucumber and seal oil — while on another sat bowls of traditional plants like bitterroot, chokeberry, huckleberry, nettles and sea beans.

Spokane tribal member and traditional foods educator Elizabeth Campbell managed an informational table that displayed examples of Native Northwest foods, many of which she had helped gather. Among them were camas bulbs her grandmother had roasted more than 50 years ago.

Campbell, who teaches at Northwest Indian College, grew up harvesting traditional Native plants, and has extensive knowledge about the nutritional, culinary, and traditional practices surrounding them. For the summit, Campbell had prepared a foam made of bitter soapberries, as well as a chocolate pudding thickened with two local seaweeds.

“One of the things that we talk about a lot is how you don’t need a lot of our traditional foods to build our strength and our spirit,” Campbell said. “They’re pretty nutrient-dense, and so even just getting a small amount of these foods in us can really feed not only our bodies but our spirits as well.”

A lunch of elk and salmon — more indigenous foods — was provided to attendees, many of whom took in the afternoon sun outside while sitting on the wooden benches of the Intellectual House.