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from the library ofcongress in washington, dc. [ silence ] [ background sounds ] >> jennifer manning: goodmorning, can everyone hear me? good. i'm jennifer manning. i'm a librarian with thecongressional research service here at the library. on behalf of native americanemployees and friends at the library of congress, i'd like to welcome you

to this native americanheritage month event. thank you for coming and celebratingwith us on this rather gloomy day. we have a full day ahead ofus, so without further ado, it's my pleasure tointroduce the library's chief of staff, mr. robert newlen. [ applause ] >> robert newlen: wellthank you and good morning. i have been chief of staff here atthe library for just about one year. in fact, i've been celebratingseveral anniversaries

in the past week. i have been chief ofstaff for a year and i celebrated my 40thanniversary of employment with the library of congress. and i could-- [applause]--thank you. yes, i know it's amazingthat i'm still standing. but it's a wonderful institution anda wonderful place to have a career and i'm really lookingforward to you learning more about our many resources today.

one thing i should note too is, thisis my maiden voyage using an ipad for my remarks but, the actinglibrarian of congress, david mao, uses one all the time andhe's very facile with it. so i've seen him speak enough and ikind of got jealous and i thought, well he's making me look like atroglodyte so i'm going to do it. but i just want you to know thati'm also carrying the paper copy in my back pocket becauseyou never know. but it is my pleasure to welcomeyou to the library of congress and today's program showcasing threelc programs and your opportunity

to connect with our collectionsthat showcase the great heritage of american indians whohave lived on this land for thousands and thousandsof years. the library as you probably knowhas over-- there i just did it-- has over fifteen millionitems in all formats. we acquire them, we prepare them, weorganize them, and we preserve them. today's theme is connecting americanindian and federal libraries and our goal for youin the audience, whether you are listening onlineor viewing this through a webcast,

is to learn about nativeamerican research and resources at the library of congress. but i hope you will also get to knowone of our greatest treasures here at the library, and that isthe library of congress staff. they have incredible knowledgeof our collections and are here to help you navigate thismarvelous institution. you will find lots of people like methat have been here 35, 40, 45 years and sometimes at this stage i thinkit takes that long to really get to know the library of congresscollections and when i look

around this room i seeso many talented people. beacher [assumed spelling],yolanda, blaine, jennifer, eric. all people who have incredibleknowledge of this great institution, so today please takeadvantage of them, and i know they will allshare their e-mails with you. today we are going to havepresentations from 3 major programs that further our workwith american indians. in just a few momentswe'll learn about the work of the fedlink americanlibrary initiative.

at noon, a former klugescholar and a panel of cultural experts will talk aboutfederal and regional native history. and at 2 p.m. the law library willpresent the indigenous tribal law portal which is available online. and in between, you'll be seeingpresentations from our curators, from the geography and map division,from prints and photographs, from manuscripts, andfrom rare books. what we're hoping is, is that whatyou find here today will wet your appetite to keep comingback again and again.

we also hope that it will helpyou find a place to expand and deepen your understanding ofnative american, american indian and indigenous peoplesof the world who link us to a great past andto a great future. we invite you to continue learning about our cooperative web portalnativeamericanhertiagemonth.com i think i got that right. so with that said, it is mypleasure to welcome you here and anything we can do to makeyour visit more enjoyable,

please let us know. i'm hoping to come in andout of the program today. i feel like i'm onthe lecture circuit. i'm going directly from hereto talk to a management group about our strategic plan. trust me, i'd rather be here. so with that, thank you so much. >> george franchois:okay, let's see here. all right.

unfortunately, i don'thave an ipad yet. i am keeping my fingerscrossed for christmas, but we shall see what happens. so i'm doing this theold fashion way. my name is george franchois. i'm the director of the departmentof the interior library here in washington dc and i'm goingto talk to you a little bit about the department of the interiorlibrary and the tribal college and university library initiativethat we are very much involved with.

so first i want totell you a little bit about the department ofthe interior library. we are located againhere in washington dc in the stewart lee udalldepartment of the interior building, 1849 c street northwest, room 2262. we are open to the public. we're open from 7:45a.m. to 5 p.m. monday through friday exceptfor federal holidays. we will be closed tomorrowfor veteran's day.

we do provide innerlibrary loan services. we both lend things out to otherlibraries around the country, and it doesn't matter,public libraries, university libraries,corporate libraries. we will loan things out to youthat are circulating materials, and we of course processin our library loan request for our own staff as well. our website is www.doi.gov/library. we've got a lot of great resourceson our website including a lot

of great native american resourceson our website, so we invite you to take a look at that site forinformation about the department of the interior, our library,and native american resources. now currently our libraryis in the midst of a 2-year modernization/renovationproject. so we are actually operating out of a much smallertemporary library right now. most of our popularlegal legislative and reference materials arelocated in our temporary library,

but about 90 to 95 percent ofour material right now is located in an offsite warehousein sterling, virginia. we do have a courier service thatgoes back and forth twice a week so if that we need materials from the warehouse wecan get them pulled. and we are like i said scheduled to reopen probablylate 2016, early 2017. some of our facilities people aretelling me, it could be as early as next october, but i'mnot holding my breath

on that one knowing ourfacilities people at doi. so we shall see whathappens there as well. we've got about a one millionvolume collection all together. things that we collectinclude materials published by all the doi bureaus,offices, and agencies as well as commercial publications thathave subject areas that deal with department ofthe interior issues. so we collect thingsfrom all of our bureaus. like i said, the bureau ofindian affairs we collect a lot

of materials from, national parkservice, bureau of land management, bureau of reclamation, fishand wildlife service, usgs, several others as well and it's notjust bia that produces materials that deal with nativeamerican issues. all of the agencies withinthe department of the interior to one extent to another havematerials that they published that deal with native americanheritage, history, current events that native americans were involvedwith, etc. so almost everything in our collection in one way

or another touches thenative american community. we also have a legal andadministrative collection that includes bureau andagency directives and orders, secretarial orders, and executiveorders and proclamations. and again many of these itemsalso contain materials related to native american affairs. so how did this wholemovement to try to help native american libraries,and specifically tribal college and university librariesget started?

it basically had itsgenesis back in 2002, with executive ordernumber 13270, july 3rd 2002, entitled tribal collegeand universities and this said each participatingexecutive department and agency is to develop plans that wouldaddress how the agency intends to increase the capacity of tribalcolleges to compete effectively for any available grants,contracts, cooperative agreements, and any other federal resources,and to encourage tribal colleges to participate in federal programs.

the plans also may emphasize access to high quality educationalopportunities for economically disadvantagedindian students, consistent with requirements ofno child left behind act of 2001. so at this point what happened wasorganizations such as the institute for museum and library servicesplaced an increased emphasis on providing grants and otheropportunities for tribal colleges and university libraries. the bureau of indianeducation within the department

of the interior began towork a little more closely with tribal college anduniversity libraries, and the american indian highereducation contortion also started to work a little more closely withtribal colleges and universities on mutually beneficial projects. the one thing thoughthat was going on at that time was a case called thecobell case, and i think many of you might be familiarwith that case where native american tribes weresuing the department of the interior

for mishandling indian trust funds. so there was a high degreeat that point of mistrust between native american tribesand the department of the interior and not as much really got doneon this front as we would've hoped to have gotten done at that point. so because of the suspicions thatexisted between the department of the interior and a lotof native american tribes, a lot of these initiativesunfortunately were put off a little bit at that time.

so we fast forward to february14th, 2011, valentine's day which is a great dayfor a [inaudible] of understanding, of course. so mou was signed between thebureau of indian education and the american indianhigher education consortium. by february 14th, 2011 thecobell case had been settled, and the suspicions werestill there a little bit, a lot of those suspicions and alot of those mistrusts had kind of evaporated as a result ofthe settlement being reached.

so the memorandum of understandingstated that doi and aihec will focus on strengthening thecapacities of tcu's and supporting theirfull integration into doi's programs and services. this mou will also promoteenriching outdoor experiences and law enforcement and naturalresources and other science and technology career pathways. amongst students attending tcu'sand their feeder k-12 schools. part of the initiative, part of thismemorandum of understanding also was

to fully integrate tcu's into doimission areas and bureau programs, services and resourceopportunities and provide linkage and develop partnershipsbetween tcu's and doi and bureaus and offices. part of what happened as aresult-- let me go back here-- as a result of this as well,it is that the department of the interior library wasbrought into the process and asked how can the departmentof the interior library participate and contribute to this initiative,to this mou that was signed in 2011?

and this is when we firstheard about getting started with this particular initiative. soon thereafter, december 2nd, 2011 an executive order wassigned improving american indian and alaskan nativeeducational opportunities and strengthening tribalcolleges and universities. and what this did was establisheda formal white house initiative on american indian andalaska native education. the secretary of educationand the secretary

of the interior areco-chairs of the initiative. missions of the initiative,service liaison with other executive branchagencies on american indian and alaskan native issuesand advise those agencies on how they might helppromote american indian and alaskan nativeeducational opportunities. further tribal sovereigntyby supporting efforts, consistent with applicablelaw, to build the capacity of tribal educationalagencies and tcu's

to provide high quality educationservices to american indian and alaska native childrenand increase college access and completion for americanindian and alaska native students through strategies tostrengthen the capacity of tcu's. so in early 2002, the bureau ofindian education with ndoi met with representatives of otherdoi bureaus and agencies to discuss how we canbest go about doing this. the office of the secretaryagain asked doi's library to help participate in this andasked if we can expand our services

and outreach to tcu'sthrough their libraries. now of course, ourbudget is not as such that we could expand our budget toodramatically to help with this sort of effort, so it had besomething that we could do that wouldn't necessarily costa lot of money to the library or to the department of the interiora lot of ideas were presented to tcu presidents andthere was a lot of interest within the tcu community andthe library services assistance to their own libraries andtheir own library communities.

so at that point wegot together with aihec and discussed what the best wayto start this project would be. so we received a list oflibraries and library leaders at 37 aihec member librariesand sent out a survey to all of them asking them a numberof different questions. they included questions abouthigh-speed internet access in their library and oncampus, electronic databases and e-book subscriptions intheir library, and whether or not they had innerlibrary loan services, whether

or not they receivedgovernment documents through the gpo's federaldepository library program. and we asked them about otheritems, services and resources that they felt they neededto provide quality services to their students and staff. we received responses from19 aihec member libraries as a result of that survey. and some of the thingsthat they told us were that they needed additionalstaffing,

they needed additional fundingto purchase to more resources, they need additional fundingto offset the increasing prices of databases and print materials. they would like consortium pricing for databases integratedlibrary systems. they were interested in innerlibrary loan reciprocal lending agreements and a possible tcuinner library loan consortium. they wanted more computersin their libraries. they wanted the means to be able

to remote library servicesand resources. they needed bettertransportation to tcu libraries that weren't centrallylocated within the communities. they needed additional trainingfor library staff and students and online databases, andmany of them need additional or even adequate space for theirlibraries with new furniture. some of the thingsthat the department of the interior librarytook out of that as far as things we would be ableto provide the tcu libraries

as a result of theirsurvey included: reciprocal interlibraryloan services where we'd encourage tcu librariesto borrow circulating materials from our collection;reference services where we would encouragetcu students and faculty to contact our library for anyreference assistance and instances where they couldn'tnecessarily have the resources to answer those questionsthemselves; government document assistanceencouraging tcu libraries

to contact the doi libraryfor assistance in locating and obtaining federal governmentdocuments, especially documents that were originated from thedepartment of the interior; and remote online accessto library classes. the doi library promotes andhosts a lot of training classes and other types of programs and wewanted to encourage them to be able to attend our classes via webinaror some other remote means. so what we did waspresented all of these ideas at a fedlink meeting soonthereafter and we found

that fedlink was also verymuch interested in helping with this project andpromoting this project to other fedlink member libraries. we were very pleased to hear thatand very pleased at the response from many fedlink libraries asthey also expressed their interest in joining with us on this project and soon thereafter the americanindian library initiative working group here at fed link was indeedformed and continues to this day. so with that, i will turnthings over to gary mccone ,

gary is with the american indianhigher education consortium and he will tell youa little bit more about aihecs involvementin this project. thank you very much. >> gary mccone: well thisis going to be really short because george just gave my speech and so it's more dramaticwith paper. i don't know where robert is butif try doing this with an ipad, it cost you a lot ofmoney so don't do that.

i am gary mccone. i'm with aihec. maybe i should mention,i'm a volunteer. they don't pay me, but it'sso much fun so i do it anyway. american indian-- i don't haveto explain what aihec is, no, because you already know this. thank you, george. all this detail, i canskip about 20 slides now, and go right into in case youdon't know, i think george said

with there were 37 at the time. i think there's 38 now. the pawnee nation collegehas just come on board. basically they're out in the westas you might know, maybe suspect or maybe not suspect,but they are scattered around essentially the mountainstates, a couple in the southwest. the oldest one is denay collegedown in arizona was formed in 1968. the newest one i think was lastweek, pawnee nation college and there's a couple of othersout there that are in the process

of getting together, gettingfacilities, getting accreditation and then once they getaccreditation, then they can apply and be part of aihecif they want to. and most of them want to. there seems to be a genuine benefitto them for being in aihec so, i think, okay i like this. it depends on what version of powerpoint you usewhether your pictures are in the right places or not.

so we do have curriculum suppor[phonetic] which is a good thing. and native studies call so thoseare two really important issues. underfunded. i just put that in becauseeverybody's underfunded. travel colleges and universitiesare really underfunded. the size of the collection,i mean i've heard from people who are just starting out whohave, well we have a bookcase but we don't have any books on it. so that's one level andyou have other one's

that have maybe 50,000 itemcollection, something like that, so i'm not counting microphage andall these things that librarians like to count to get theirstatistics up but real books. they do get funding, thecolleges i should say, get funding from thefederal government based on enrollment, fde enrollment. and so there's some fudgingof statistics i think on everybody's side, whenthey start counting this. if they have to pay for something,then they want their enrollment low.

like if you have 2,000 users on adatabase, that gets you once price. if you have 5,000,that's a different price. but it also effects theamount of money you receive from the federal government. a lot of people think that thetribal colleges because all but 3 of them are onreservation land, and everyone knows reservations allhave casino's and so there's lots of money, and there'sprobably a lot of money but you'd be surprisedhow little of it,

goes to the educationsystem on the reservations. curriculum suppor [phonetic]. i think there's a thiding back there. many of the libraries don't have amaterials budget that allows them to buy them anything other thanstrict curriculum-related materials. they can't branch outand buy other things. they can't get supportivematerials, they can't, they just can't do much other than this very specificallysupport the curriculum

which really limits the size ofthe collection and the use of it. almost all of themclaim to have or try to have a native studies collection. some of them have, i think, reallygood native studies collections. denay has a really good one. i think, little big horn hasa really good native studies collection, but forthe most part they try. most of them also serveas a public library, so when you can't buy booksexcept for curriculum,

that really limits thepublic library aspect of it. they serve preschool to elders,not just people who are enrolled in the college so that's an issue. digital resources, i think georgementioned the number of different, i guess on the survey thatthey, well he didn't specifics on who had what but a lot ofthem do have digital resources. and it's sort of interestingbecause i've tried to get different consortiumpricing on different collections of electronic journals or databases,and it's interesting because,

of course all of the vendorsare willing to give me a price, but the problem is alot of these colleges, depending on what state there in, they already get a gooddeal within the state. minnesota or wyoming or somebodylike that, the state pays for it. they don't have to pay anythingto get into this consortium. other one's provide an entrywayinto the consortium but they have to pay a really reduced rate, and sothat's great for the ones that have that kind of an arrangement,

but it seems that moststates don't do that. you're on your own. you are in, either is in thestate consortium or there is one but you can't get in unlessyou pay a full percentage or a full ticket, sothat's an issue. and when i get a consortial pricefor all 37 or 38, often the ones that are getting really good deal,so it makes no sense for us to get into this because we arealready getting it more cheaply and so almost every one of those hasfallen through just because of that.

when i go back to proquestor whoever and say well, okay, how about for this many? so well then the priceper institution goes up as you would expect. i mean, they're in it to make money. okay, the great book giveaway. this is something that's beengoing on for a long time now and here's pictures from-- thisis something that in conjunction with surplus books programshere at the library of congress,

national museum of americanindian, and we've gotten books from dc chapter of thespecial libraries association, from fannie mae, from the departmentof education, and individuals, maryland chapter of mensa. they've all chipped in booksto go out to these colleges. so every year we send outabout-national agricultural library, i should mention since they pay theshipping bill for all the books. i send out a list 4times a year maybe and let them pick thetitles they want.

so they don't get one's-it's notjust, here's a bunch of books because that doesn't work. they pick the titles, i send themout, and they get what they want. and so that's sort of a funthing that they like to do. i think maybe, well youcan see from the pictures, there's really a wide range, i thinkof-i guess what i would say is, look at the pictures, theyjust look like libraries. there not any different fromany other public library mainly. there are certainly some thingsthat cater to a pre-k crowd

that you can see, butthey're basically just like any other librarythat you think about except for the staffing can runfrom one part-time person, and that's a number of them, or they can get a studenthelp maybe sometimes. i don't know what the-- i'm goingto say that the, if you look at, some of them have multiple branches so if you exclude themultiple branch libraries, i say the most staff that anyof them have is probably six.

and i may be way off but ican't be off by more than six. so that's basically it, andi thank george for giving such a great backgroundon aihec's involvement in all these things because, franklyi didn't know any of this stuff. and so now we'll be ableto look at his slides and be able to learn it all. okay, and now i would like tointroduce my twin for the day, blane dessey, actingexecutive director of fedlink who i have known forseveral years now.

>> blane dessey: thank you. >> gary mccone: you notice,we both got the memo? >> blane dessey: exactly, exactly. twins separated at birth. >> gary mccone: exactly. there you go. >>blane dessey: thank you. let me just-- okay. i think i can do this.

good morning everyone andwelcome to the library of congress and welcome to this program. i am blane dessey. i'm the acting executive directorof fedlink for another few days when we will be welcominga new director to fedlink and i will ensure that one of herpriorities is to continue work on this project, butlet me try and put some of these puzzle pieces together,especially for those of you who are not familiar withthe government as such.

so earlier we heard georgetalk about the efforts of the department of the interior. great effort. and we've just heard gary talkabout the efforts of aihec, did i pronounce that correctly? >> aihec. >> blane dessey: aihec, i'm sorry. and i'm here to talk a little bit about fedlink and sowhat is fedlink?

fedlink is the federal libraryand information network. it's an organization of federalagencies working together to achieve optimum use ofthe resources and facilities of federal librariesand information centers. i'm not going to read thisslide for you word for word. but here's what i want tobring to your attention. i don't think many peoplerealize the power and the impact that federal libraries couldhave on this particular issue. when we had tried to do a surveyof all the federal libraries,

we've determined thatthere are probably at least 1,500 federallibraries around the world, if not close to closer to 2,000. so if you look at this as somesort of a government enterprise, this is the largest librarystructure in the world, in the history of manfor that matter. i mean that's quite impressivewhen you began to think of power of that many librariesfocusing on a particular issue. it really sort of staggersthe imagination.

and so what i keep wanting toimpress upon people is that, taken collectively, federallibraries can make a huge impact in terms of services,in terms of resources, and in terms of educationto the american people. you know, gary just said that manyof the libraries that he works with or like public libraries andmany of the libraries that are in the federal governmentare like public libraries. george works in what isin fact a public library. the library of congress, imention this and people always kind

of shudder when i say this, the library of congressis a public library just like the national libraryof medicine, just like nationalagricultural library and if we could really harnessall this library energy, or all this intellectual energy,to work with tribal colleges and universities or tribal nations,i think there could be huge impacts. so i guess what i'm really sayingis i'm committed to working with federal librariesthrough fedlink,

and if you're in this room i'mhoping that you would also sort of commit to this cause withus, that the power of all of us to work together can bereally quite significant. so that's my soapbox and nowi'll move on to other things. so how did fedlink, whichis this organization, really put tribal colleges anduniversities on its radar screen? well it really began back in2012 when george franchois, and let me say george is too modestto say this but he has been one of the driving forcesbehind this entire effort.

so george will never tell you that, but much of this wouldnot have happened without george's directinvolvement, so kudos to george. the department of the interiorapproached the fedlink advisory board to talk aboutwhat could be done. george shared with usthe results of the survey and he was particularlyinterested in fedlink's ability to negotiate consortiumpricing for services, and we have some legal issues withthat, that we're trying to resolve

because tribal nationsare not considered part of the federal government eventhough they receive federal funding, but anyway, but there are otherthings that we can be thinking about too as in education andcollaboration and resource sharing. and when george brought thisnotion to my advisory board, which is comprised of otherfederal agencies, everyone was very, very supportive of the idea. and they felt that, yes, we as afederal library community do want to have a responsibility inimproving the lives of students

and faculty at thosetribal institutions, that we can really makea contribution especially since so many of us havepublic mission to begin with, that we have no reason not to makean effort to extend our services and resources to thosetribal members. and so that began in 2012 and thenwe also began to work with one of our favorite externalorganizations, the institute for museumand library services. now, which is knownas imls, imls is,

and mary alice might tell youthis, is a federal organization which awards grants to publicschools and other types of libraries around the united states,not federal libraries. we have a very cleardelineation between the two. but my contention is that because so many federal librarieshave a public library or a school library purpose,there areas of common interest between what we're attemptingto do in the federal government and what imls is trying todo for the united states.

and so we decided to puttogether a program in 2014, american indian libraries makingconnections to highlight the stories of five recent imlslibrary grant recipients. this program was a huge successby all accounts and it was really because of the efforts terrydevoe who is sitting here and also her colleague, mary aliceball, who's sitting next to her. but this was really our firstforay into a kind of programing that shows we can work acrossboundaries to illustrate the issue and to talk about solutionsto those issues,

so we were very proud of that. and when we saw the kind of responsethat we got, this just fueled us to continue to discuss what we mightdo in the federal library community. so at this point we decided,well we've done enough talking, we've done enough thinking, we'veexperimented with some programs, let's do somethinga little more formal as a federal library community. and think of this as a community,not just the library of congress. this is a community.

we decided to create what wenormally do, a working group, which is how we work withinour community, called aili, which is the americanindian library initiative, as a way to focus our efforts toreally work with tribal colleges and universities and tribalnations because we also realized that there is information needsoutside of colleges and universities but to really work with agroup of federal libraries to bring improvements-- i hopethat doesn't sound too judgmental-- to sort of work withnative communities

to improve their libraryresources and initiatives. so we have created this standingworking group that meets regularly and several people hereare involved in that. and the goals were really quitestraight forward but ambitious and that is to build aninformation culture from local to local and local to national. i think part of our job in fedlinkis to always be raising awareness and to be advocating for issues. we need to become betteradvocates for the idea that we

in the federal governmentcan provide direct support to these constituencies. we need to make that a priority andwe need to keep talking about it. so that's one thingthat we need to do. we wanted to create aclearing house of resources. what does george have in hisinstitution that could be of benefit to this community? what does the libraryof congress have? i used to be at thedepartment of justice.

what do they have that could beof benefit to these communities? and again, when you think thatwe have over 1,000 libraries that cover every disciplinaryarea you can imagine, that list of resources can bephenomenal if we could really get that capture and then make itavailable to these communities. we also wanted to work withamerican indian communities in areas like preservation,digitization, cataloging. i recently went to the atalmconference and there's a great deal of interest among thenative communities

about preserving their own cultures. i mean, that just makes sense,preserving their own language, their own artifacts,their own culture, and so for them preservation,digitization where possible or necessary, cataloging comesextremely important to them as they really strive to ensure that their culture remainsalive for generations to come. and so that's another area where wecould really help these communities. training opportunities.

well, look around you. we've got a room full of cameras. we could use the same technologyto work with those communities. you know, we're alreadyout broadcasting, we could certainly tailorsome training efforts. in fact, like let's work on that. i like this idea. it just dawned on me. we should do a series ofwebinars targeted primarily

to the tribal collegesand universities. maybe we could do that together? that's uimls [laughing]. in case you're wonderingwho i'm pointing at, it's the imls people, and gary, you- [ inaudible audience comment ] sure. no, no sometimes i just havean idea and i have to just say it to see how it sounds, buti think we could do that. we do lots of training anyway,why couldn't we expand that

and really think abouthow to move this training out to the native communities? and also promote existingfederal resources and legal and stem knowledge collection ofvalue to america indian libraries. stem is the rage, and ofcourse, we know the libraries, as gary has told us, areunder-funded, under-staffed. there are weakened resources. so what if we could bring thepower of these 1500 libraries to those libraries in terms of stem?

how remarkable would that be? and later, you'll be hearingabout the legal resources because we have yolanda goldberghere from the law library who is doing tremendouswork with her colleagues to create a law portalfor native american law, so we'll be paying a little bit moreattention to that this afternoon. and that's really what ihave to say, so let me, again let me just reiterate, notto put too fine a point on it, federal libraries representthe largest collection

of intellectual resourcesthe world has ever seen. when we gathered up bibliographicrecords from other libraries in the federal government, we gathered 30 millionbibliographic records. there is no librarysystem in the world that has 30 millionbibliographic records. how do we take that and how do wetake all the people that support that and begin to reallymake it available to some of the people who need it the most?

and that's the challenge thatfedlink has in front of it. so, thank you very much, andi will now turn the floor over to mary alice ball, ourwonderful colleague from institute for museum and library services. mary alice, welcome. >> mary alice ball:good morning everyone. i'm really delighted to behere today to talk to you about the institute ofmuseum and libraries services and what we are doing to supporttribal libraries, whatever the level

of clienteles that they are serving. i'll start just by saying we are one of the three culturalheritage agencies within the federal government. the national endowment forthe arts, national endowment for the humanities arebetter known than imls, and i would like to say we arethe little engine that could. we really try to makea difference and i feel like we are making adifference on tribal lands.

but before i go there, i wanted tomention that related to the work that we are doing, and this bothon the library side in the office of library services and onthe museum side in the office of museum services and in our policyresearch and evaluation department where we are putting surveyresearch out all the time. we have, within olslibrary services, we have 2 strategicpriorities, and when blaine, gary and george were talking, ithought how i think these are things that people might wantto know about.

we have 2 priorities, 1 beingthe national digital platform and the other being learning inlibraries, which includes a stem, but particularly national digitalplatform, what we are doing from our grant makingis funding initiatives that will provide thebroadest range of resources, whatever format those are in,and do it in a way that is free or really open, open access. and so we've funded projectswith the digital public library of america, with internet archive,with hotte [phonetic] trust,

with many academic institutions, and i'll talk about thema little bit at the end. but i thought those are things iencourage you to go to our website, to imls.gov, and look atour grant opportunities. you can search awarded grants andsometimes that's a good way to start if you're not sure of what type ofidea you should come to us with. it can help to read throughwhat we have funded already. i have my email address on here,so if you do have questions, i'm thinking about folks that areout there in cyberspace today,

please feel free to drop me a line. so i thought i wouldstart by talking about our native americanlibrary services basic grants. these are non competitivegrants and they're designed to support existing libraryoperations and really to support those core libraryservices and collections and there is a broad, we interpretthose core services very broadly, and so it might be for buildinga collection of resources for young children, you knowpre-k literacy types of things,

or it could be elderresources, working with elders, and we funded things with programswhere teens are working with elders, so there is a wide range,but it can also go to things like a dehumidifier,book shelves, tables, we interpret this verybroadly, it is a small grant, so this one year grant is $6,000.00and you can get an extra $1,000.00 for an educational option, andthat is education or assessment. so someone can use it to go toa conference, they can use it to hire a consultantto work with them.

there is no cost share requiredfor this and it is available to any federally recognized tribe, or native/alaskan villageor corporation. we fund roughly, i think, somewhere around 220-240 federallyrecognized tribes right now out of possible 567. we are waiting, i'm looking forwardto talking to the representative from the pulmonkeetribe later today, because we can startfunding them too.

we also have a native americanlibrary services enhancement grant, and so this is really to pushout, be more initiative in terms of the services, the programmingthat these libraries are doing. it can be about workforcedevelopment, anything people come to us with, language revitalization, digital literacy skills, cultural heritage preservation. again, for tribes that are sochallenged by circumstances of society around them, thisfunding can be really critical. to help them, we've got a lot ofpeople right now that are working

on preserving their language, andthey come to us, and you know, they've got 5 speakers of thelanguage, and they're worried because they know that theycould disappear quickly, so we see the urgency ofthis funding for tribes. again, it's relativelysmall compared some of our other grant programs, becausethere's a ceiling of $150,000.00 and that's up to 2 years,although it could just be a year. again, cost share is not required. >> i request to read the bottom ofthat previous slide [inaudible].

>> mary alice ball: it is cut off. again, this, it talksabout eligibility, and if you go to our website, youcan find the full details there of eligibility, but any federallyrecognized tribe or alaska village or corporation is eligible to apply. thank you. we have our 2015 fiscal yearbudget was just over $3,000,800.00. we have requested $4,000,000.00in our 2016 budget, so we'll see how that works out.

but if we look at how it's divideddown, there is just one bucket of money, and due to the forethoughtof senator daniel inouye, there is a percentage, and itcomes out to right now roughly just over $550,000.00 fornative hawaiians grants, and that usually comesout to be maybe somewhere of the range to 3-5 grantees. our native american basicgrants, it's noncompetitive as i said earlier, everybodygets a piece, it just depends on how many tribes apply.

this last year, it came outto roughly $1,400,000.00 for 220 grantees, andthen the leftover, the remainder of thatfunding is what we use to fund the native americanenhancement awards, and last year, that turned out to be $1,800,000.00. it generally, we fundsomewhere in the range of 10 to 15 grants with that funding. we also and i think it's somethingthat i'm proudest of for the agency, that we move beyond thefunding that's designated

for tribal libraries,to fund other sources from our national leadershipgrant program and from the laura bush 21stcentury librarian program. the second has to deal witheducation and recruitment into the profession,national leadership grant, programs of nationalscope more innovative. so we fund the association of tribalarchives libraries and museums. i think many of you went to theatalm conference this last september and we fund the workshopsthat we see as really critical

for the continuing educationand professional development of tribal librarians, whoas we've heard, ya know, it may be a one person shop. we do allow them to use theirfunds to hire substitutes, so that the librarydoesn't have to close when they go off to a conference. we fund scholarships. susan feller, the ceo of atalmis very convincing, so each year, she comes back and says, well,we need a little bit more,

can you give us a supplementbecause we need more scholarships? and this year, i think wegave an extra $75,000.00. in the world of grant making,$75,000.00 is chump change, but for that tribal librarianwho wants to come from, you know, upper montana or something,it's huge. we also funded and will funda neck of subsequent survey, but a study that atalmdid of digital inclusion in native communities and thisis a report, you can find it on the atalm website,it was huge i would say

in informing the federalcommunications commission and the department of commerce'snational telecommunications information administration, aboutthe situation on tribal lands in terms of broadband access,adoption, digital literacy skills, all these issues arounddigital inclusion. we have also fundeda project that came out of washington state universitycalled mukatu [assumed spelling] which is an indigenous new zealandor australian indigenous word. we funded them to thetune of $1,400.00 dollars,

and we funded the developmentof this open source platform, that there are a lot of, orcertainly we don't see a paucity of cultural heritage tools thatare out there, but this is a tool that was made for ingeniouscommunities and so it understands that not everything needs tobe made publically accessible, that native nations have theneed and the right to say we want to restrict these materials,only a man should see them, only a woman should see them,only and elder should see them, only a tribal member, regardlesswhere that tribal member may be

because we know so many tribalmembers have to go to other places to get jobs, but if they arein la, they should be able to access a collection thatis back home in oklahoma, and we funded quite a bitof training around this, we're continuing, there's asecond cohort of 6 tribes, 2 people from each tribethat is just being formed, and these people willlearn how to use the tools, and some are already coming to usto get funding for the technology. and i should also say they'redeveloping a kit that will be used

and to help train andsupport people in this. this last year, we gave agrant to amherst college and it was a collaborativeplanning grant. they have quite a fewpartners, but we do know, and i think they arecoming to terms with maybe because they do have nativeamerican faculty members who are pushing amherst to thinkbeyond just having these holdings and keeping them withintheir own doors. they want to create a digital atlas

of native americanintellectual traditions and build a national platform so that all people could seethese important valuable resources that are held, and they will beable to see them wherever they are. okay, i'm moving back up becausei wrote notes, on the bottom, because i forgot to put on thisslide that imls also has done a lot of work, at the behest of theadministration in different areas, and i think none that ifeel is compelled to talk about as our participation

in the president'sbroadband opportunity council. we have highlightedactions that we will take. we also see that what other agenciesare doing and we've tried to, how shall i say, like insertourselves into their initiatives so that we can disseminatewhat they are doing to libraries around the country. one of those, some ofmy colleagues here know, my proudest accomplishment as beingone of the imls representatives on that council was the insertionof a comma in the word libraries

into a program that generalservices administration is doing with they've refurbished computers,they have a program called computers for learning and so when they hadwritten up the eligible entities, it was educational institutions or other educational-relatedorganizations and think of those of us in the federal government know that if it isn't clearlyspelled out, then it's in doubt, and so now we haveinserted in their libraries that libraries will be able andeligible to get this equipment.

the broadband opportunitycouncil came out with a report acouple of months ago. you can find it by googling whitehouse broadband opportunity council report and i wouldencourage you to read it. it has a number of things. i'm concerned abouttime so i won't go on. oh, i have time, okay,then i will go on. imls has funded 2 things that we'redoing that are already underway, one is a grant to internet2 and some

of you may know internet2is a network, an association of these largest researchand education networks, and we have funded internet2 topilot a program where research and education networks willwork with tribal and rural, so rural libraries that are notnecessarily tribal libraries, and i think it's going to be in 5states, working with the research and education network inthose states and to go out and develop a networkassessment tool. i mean on tribal lands,broadband itself is, you know,

in an abysmal state and weare trying to improve that, but we do know that even ininstitutions that have broadband, quite often their networks aren'tconfigured properly enough for them to get what they're paying for. and so the development ofthis sort of tool we hope will to enable people to get peoplehigher speed broadband access and then be able to accessricher resources online. we are also funding agrant to the chief officers of state library associationsand i should say that both

of these grants are donein partnership with atalm and with the americanlibrary association, as i look at 2 representativesfrom it here. but the cosla proposal andit is underway, yesterday, marijke visser had a blog postabout the e-rate clearinghouse that has been done by cosla andthe georgia public library service and e-rate is somethingwe are trying to get more tribal libraries to use. some our eligible and yetthey may not think they are,

so it's definitelyworth investigating. there is also a trainingcomponent and a cross state survey that is being done, related toe-rate and e-rate training needs. so those were our contributionsto the report where we weren't piggybackingon other agencies like gsa. last week, the president helda tribal leadership summit, and then on friday morning,at the very end of that, the broadband opportunitycouncil had a listening session where we listened to tribal leaderstalk about the state broadband

out of native nations and whatcould be done, what should be done, and challenging us as the federaladministration to make a difference. and i think that'sall i have to say. any questions, gary? >> yeah, [inaudible]. >> mary alice ball: oh, yes, sorry,because we do, we fund a lot, so we also fund and it's maryann hanson if you're listening, i'll give a shout out to you, thetribal college leadership institute. that we funded for many,many years out in bozeman

and brings tribal librarianstogether, tribal college librarianstogether for leadership training. any other things that i forgotten? anybody can think of? another question? >> next session. >> mary alice ball: okay,we're moving right along. >> george franchois: i think we'regoing to go ahead and get started with this afternoon's programming.

i'm the director of the departmentof the interior library, and once, again i want to welcome everyonehere to the library of congress for our program this afternoon. our first program is americanindians in the federal city and regional historyand we are very pleased to have joseph genetin-pilawehere with us this afternoon to talk a little bit aboutthe about how washington d.c., about american indiansin washington d.c. and how american indianscontributed to the development

of this great nation's capital. so with that, joseph. >> joseph genetin-pilawe: hieveryone, thanks for being here. before i say anything else,it's important to acknowledge that as we think and talk together,we do so not only in the library of congress but on the homelandsof the piscataway nation and a broader region that includesthe homelands of the pamunkey and monacan nations as well. it's an absolute pleasureto be here.

i'm excited to be on a panelwith gabby, tara, ben, and karen. i'm excited to hear them talkabout their work in activism. i'm up first today because ihad the honor of being selected as a john w. kluge center fellowlast year to conduct research on my current book project which isa study of the indigenous histories of washington dc that i'mcalling the indian's captial city. the kluge center supports humanityscholars from around the world and brings them together tostimulate and energize one another, to distill wisdom from thelibrary of congress' rich resources

and to interact with policymakers and the public. my time at the center was amazing. i think it's important to pointout as well that over the course of its 15-year history, thekluge center has supported dozens of scholars working in the fields of native american andindigenous studies. the center has been doing importantwork in this direction and it, as well as the librarians,archivists, and collection specialists here,have been supporting the field

in really important ways. so with the time that i have, iwould like to give a brief overview of the project that i worked onas a kluge fellow and i would like to start with a briefantidote but one more caveat. my work focuses primarily on nativediplomats who visited the city from outside this region. our next speaker, gabby tayac, willtalk more about the long, deep, and rich indigenous historiesof the potomac and chesapeake. so here we go.

on saturday, september 29th,1837, a group of lakota, iowa sac and fox men and women satin the national theater in washington watching a romanticopera called the mountain sylph. they found themselves, as many as the other audiencemembers likely did, mesmerized watching the prima donna, a soprano named annette nelsonportray the opera's lead character. so impressed by her agility andbeauty "appearing and vanishing with the rapidity that remindedthem of the fleetness of the deer

in their native huntinggrounds" wrote one newspaper. the men saluted her right inthe middle of the performance. in a show of respect,[inaudible] man through and eagle-feathered cap at her feet. pokana [assumed spelling],a sac chief offered his cap as well while tokaka[assumed spelling], another yankton gave herhis white wolf-skinned robe. this was completely unplannedbut the actress displaying poise and grace thanked the man sayingshe would "ever regard them

as friends and brethren". then, she gave eachman an ostrich plume from her costume as a return gift. to a modern audience, thisappears to be quite unexpected, not just a breach of properetiquette but actual presence of native folks in an 1830'swashington theater enjoying an opera seems almost unbelievable. but how unexpected was it though? despite what some might think,across the 19th century and beyond,

hundreds and thousands ofnative people travel to and lived in the capital. in reality, seems like thisone happened regularly. well every indian nation hasits own unique and rich history, one thing that unites all of theseexperiences is a relationship to the federal government and washington d.c. these episodesappear unexpected to us today because of a perceived incongruityof native people in urban spaces. in other words, the idea thatindians and cities cannot coexist

and that one must necessarilybe eclipsed by the other. this unexpectedness is especiallyrooted in washington d.c. due to the creation of a commemorativelandscape here centered in the architecture offederal buildings but dispersed around the city as well and here area few images of the art and artwork. this picture isn't very clear but you can see there are 2statue groups that used to stand on the east front ofthe capital building. every president fromthe early 19th century

until the 1950's was inauguratedbetween these 2 statue groups. this is actually lincoln'ssecond inauguration. there's a close up of oneof them, the discovery. here is the other called the rescue. these statues were ultimatelyremoved in the 1950's in large part due to acampaign lead by a native woman. she was omahan named ledameyer smart[assumed spelling] who wrote dozens and dozens of letters,garnered support of groups across the country.

they are ultimately lifted offthe cheap blocks and are now in a warehouse at fort meade. i'll leave it back onthere for a second, sorry. so the art and architecture of the federal building iteratedspatially notions of pacification of a conquest completedand of vanishing indians. my project argues that unlikethe subjects of this art and architecture though, indigenousvisitors and inhabitants engaged with non-native individuals andthe symbols of settler society

in washington carved out theirown spaces within it and claimed or reclaimed ownership of the place. in doing so, indigenous peopleshaped how the capital came to understand itselfultimately as an imperial center; they were it's looking glass. washington after all and especially in the early 19th century wasa provincial local place first and foremost. it had to learn, itbecame a national city,

and then an imperial capital,and later a global metropolis. i'd like to finish my remarkstoday with one more anecdote that illustrates the layeredhistories of indigenous experiences as well as representations ofindigenous peoples in the capital, and this one requires alittle local knowledge. i'll be talking about the dumbartonbridge or as it's known commonly in the city, the buffalo bridge. so in 2010, a fellow historianand i were in the city. one day, i went to thearchives and he went for a run.

when i returned to ourroom later that day, he asked if i knewanything about a bridge that had 4 gigantic buffalos on it. well, i'd only just begunthe research for this project and i knew nothingabout this bridge. i went back to the archivesthe next day and he took a walk around the city with his camera. when i returned the secondevening, he showed me pictures of the 4 buffallos as well

as 56 indian head buststhat adorn the bridge. native people are everywhere in thiscity he said, i had to learn more. here is an aerial shotof the bridge. those indian head busts that i'mtalking about are at the bottom of each one of the smallerarches, on the upper level there, and it's the same person'shead over and over again. i'll get to that in a second. georgetown was formed in 1751, i'llgo back to this map for a second, decades before the district ofcolumbia or the city of washington,

and here you can see it onthe left-hand side of the map. but in 1871, it was merged withwashington, residential sprawl over the next few decadesand encouraged city leaders to provide a connecting artery between north georgetownand dupont circle. there was one problem. it's pretty obvious in thismap and that is the rock creek and the surrounding heightsthat separated the 2 spaces. the initial plan involved fillingthe gorge with like boulders

and junk and things like that. this was a horrible idea,but the mcmillan commission which was a senate committeewhose report continues to guide capital development to thisday, selected q street as a location for a new bridge insteadof filling in the gorge, despite the fact though,interestingly, that q street in georgetownis 185 feet south of q street in dupont circle, so thebridge would need to be curved and also it came to a dead endat the historic dumbarton mansion

which would need to be liftedup and moved about 100 feet. so there you can see the curvedbridge and the dumbarton mansion. glen brown, who was a proponentof the mcmillan commission and the city beautiful architecturemovement, designed the bridge and the structures features severalcity beautiful design elements. for example, you seeneoclassical arches, corbel arches, piers and pillars thatreminiscent of roman acquadox. more obviously, its scaleand style were typical of the city beautiful aesthetic.

after all, they couldn'tsimply built a functional and utilitarian bridge. the use of the buffalo andindian head iconography, the most distinctive elements ofthe bridge, also connect it's design to the city beautiful movement. the movement got its start in 1893at chicago's columbian exposition. unlike the world's fair itself, thebridge reflects a certain nostalgia for a vanishing frontier. in fact, in an interview,glen brown noted, we quote,

"naturally determine to give thecarvings of the other portions of the structure anamerican character". in this formulation, it makes sensethat the designers chose what seems to be a generic plains motif andi'm sorry that i don't have closer, up close pictures of the reliefsand buffaloes, but buffaloes and an indian head with prominentcheekbones and a war bonnet, these images are mobile andserve as free-floating stand ins for a constellation of ideasthat simultaneously express and excuse settleranxieties and guilt.

the problem of course is thatthese images aren't free floating and that histories aren't metaphors. there's another way to think of thisbridge and it's iconography though and the busts that sit below eachpillar, these were actually modeled from the life mask of a man namedmatho wanahtake or kicking bear. he was a minneconjou lakota leaderwho played a significant role in bringing the ghost dancemovement to the plains. in the 1890's, kicking bear traveledto washington to advocate on behalf of the lakota at theoffice of indian affairs.

this was just followingwounded knee. simultaneous to kickingbear's visit, archaeologist, william henry holmes, who worked forthe smithsonian bureau of ethnology and then served as headcurator of anthropology at the us national museum,conducted significant excavations around washington. one of the sites his teaminvestigated thoroughly was the dumbarton heights,an area just below where the bridge wouldultimately be built.

there, holmes and his team foundan important stone quarry site where piscataway people for generations excavatedmaterials and made stone tools. so here it is, allwrapped up in one site. a bridge built in the nineteen-teensusing cutting-edge architectural technology and trendy designelements that are meant to memorialize andcelebrate a generic and supposedly bygone american past. but the bust the designer usedactually commemorates a native

leader who challenged us colonialismspiritually and militarily on the plains as well aspolitically and diplomatically in the city itself, andthey built it atop land that has been significant toindigenous and inhabitants since time and memorial, ancient,modern, vanishing, and ever present. now i'd like to invite gabbytayac from the national museum of the american indianup to speak next. >> gabrielle tayac: hi. i'd really like to greet allof you and a special greeting

to my relatives who are herefrom the other areas of the bay and a little bit furtheron the mountains. our people are also algonkianpeople so greeting to tara as well, and to all of you who are in thisplace that we know as the capital. like to take you to another capital. i'd like you to imagine goingdown the potomac river a bit today to the first capital of these lands. there's a unmarked field andthere lies our holiest place. it's a placed called moyaone.

it's a sacred place. it's right on the potomac andit sits facing mount vernon. it just looks like a fieldand now it's a national park. there are no signs on it. it's on the national historicregister, but there are people who are just walking their dogsthere every day, playing frisbee, going by, and thenwondering what they're seeing when they see a sweatlodge that's there. they see a red cedartree that's there.

they see a photograph of a man namedturkey tayac who is my grandfather who is there, and they seeofferings, and they see reflections, and they see memories, and tracesof a place that are recorded back in time for at least 10,000years or maybe from the time that sky woman came and landed on aturtle's back or maybe from the time that the people sprungout from the hairs of the deer and populated the land. so this is very indicative in thisplace moyaone, which is in accokeek, maryland, of how you are fully andcompletely surrounded and enveloped

by a very long-termindigenous history that is almost entirelyerased from our consciousness. when you go to the anacostia,the anacostians where part of our chiefdom, part ofthe piscataway chiefdom, their name was the nacotchtankand it's anglicized and latinized to sound like anacostia, but allwe know is there's the river, there's the potomac or patawomeckwhich is also a group of people. there are places likemadwomen [assumed spelling] and zakia [assumedspelling] all sorts

of words that we see on the land. and this landscaping itself isformed by the chesapeake bay and the chesapeake meaning greatshellfish bay, which is the mother of waters, which has lungs that areformed by vast amounts historically of oysters, and oyster shells,which filter the water pristinely, that have been entirely taken out. so in this interconnected beautifulsystem that was first mapped for europeans by john smithin 1608, and he didn't look like disney movie guy, okay,and he didn't marry pocahontas

and pocahontas was a lot cooler thanyou would ever, ever imagine her to be actually and i've hada love-hate relationship with pocahontas for my entire life and i've come to respecther greatly. so our people were organizedhere with point of rocks, the quarries that you speak, aboutbeing kind of on the edges of it, going into what wecall the fall line, all the way down topoint lookout which is where the yaocomico people were.

and in the heart of it is at thisplace that i'm describing to you, just about 15 miles south of the dcline in pascoti national park today. the way it was organizedwas we had a central chief who was actually called thetayac, and my sir name is part of an acknowledgement andan honor to my grandfather who really revitalized thatrole and decided to take that sir name legally because ofthe activism that was happening here in the late 1960's and 1970's buthe started using it in the 1930's. and so the tayac was somebodywho was able to bring in people

from over a dozen towns, eachwith a leader called a werowance who could also be a woman whowas known as a wereowance qua, advised by wisos or peace chiefs,[inaudible] who were considered to be, by an engilshsystem, war chiefs, but in fact these were statesmanand that word is linked to the word that we now think about as caucus,so in terms of a negotiation. and that is where we havethis system operating in what is often known or thoughtabout prehistory but its history. and so about 13 generations beforethe arc and the dove came in 1634,

there was a man on the easternshore of maryland named [inaudible] and he broke off from the nanticoke and established this governmentalpolity here on the western shore and started to basicallylook at, it's kind of, not really a federal system butnot too far out from that in terms of centralized areaof power at moyaone, a town that then wouldreceive tribute and interaction and communication fromaround the region and they would bring peopletogether through ceremony.

so there's a really, there's a verylong history and the question is, why do we not knowanything about this capital? why doesn't anybody herespeak piscataway anymore? and that's wrapped up, youknow if you really want to know what the language is andwhat the history is and you want to know well what happened topeople, you just have to kind of see all of these things that havebeen built up over the landscape. so the history here, i'm justgoing to wrap up because 7 minutes to take you through 400 years is[laughing] especially because,

you know, we were chatting alittle bit and i was thinking, there's been a lot of silencing anda lot of times we do like to take up our time when we need tospeak, but the issue is is that, that question of what happened andwhy you don't know and why you have to dig so hard in the primaryrecords and then also look through oral histories areextremely essential and so that is what i would want totalk about because the, you know, we'll talk more but reallythis idea of the merging of the what has remainedin terms of oral account,

matching it up with what'savailable in the documentary account because i started my work bylistening around the kitchen table, by being involved revitalizationof the people and then deciding i wantedto take an academic track to really figure it out andbring those voices forward. so that work, it's long, hardwork and it's a puzzle over time and there are very uniquethings about this region that follow the patternsthat we see for native people across the continentbut also get wrapped

up in something particularlyvicious and pervasive on the atlantic seaboard andthat has to do with race policy. so there's a lot of intertwininghere and we'll have a chance to talk more, but in themeantime just to kind of reorient your head space to howto long this history has been going. it's not been since 1800and it's not been since 1750 and it's not been since 1607. it's been for a very long time. so with that i wouldlike to introduce tara

who will bring is rightup into the present. [ foreign language spoken ] >> tara houska: my name is tarahouska my indian name is the woman who finishes this song and i'm bearclan from couchiching first nation. so like gabby said, i think i'mhere to represent the present. my perspective is of one of manynative americans who graduate and move to washington d.c.to go represent our nations. all of indian law is federal. it's federal law and triballaw and so this is kind

of where everything is decided. this is where all the policiesthat affect our people are decided. these are the congressionalmembers that control our fates, really, in a lot of ways. so, it's a really differentexperience being in d.c., for sure. native americans are verycommunity based and i think one of the first things you do isfind your fellow native americans and kind of like, heyguys, i'm here, you know. it's kind of changinggroup because there's a lot

of transplants coming in and out. but that is pretty much the firstthing you do when you get here and i think it's important tounderstand kind of like how it feels to be a native american ind.c. and to work and live in these spaces beyond just like nothaving, you know, your own community and being with your own peopleand your land and all of that. i think one of the very hardthings, at least for me, and that's also why ibecame connected to joe, was moving here andseeing the mascot.

that was really kind of ashocking experience for me. in minnesota where i'm from, we actually banned nativemascots back in 1992. so it just wasn't an issue and something i never really thoughtabout, and you know, i was standing in subway, i think acouple weeks into work. i work at a nativeamerican law firm. we [inaudible] american law and iwas standing in subway and the guy in front of me was wearing a hat

and the guy behind mewas wearing a jersey, and the employees areall wearing pins because there was somepromotion going on and that name was everywhereand that head was everywhere. and i was shocked, kindof floored at that moment, thinking about what it would be liketo be a native american child here, and to grow up here and tosee that and just, you know, know that that's whatpeople really think of you. today i'm wearing moccasins.

it's rock your mocs dayand i've already on the way in here got a lot reallystrange looks, right, because i think it's kind of theissue of the mascot and just kind of the overall senseof native americans is that we are vanished people. and so when they see somethinglike this, it kind of shocks them, like oh my goodness, othernative americans that are here and they exist and they arein washington d.c. working and living in these places?

yes. absolutely. we're just aren't walking around inheaddresses and painting our faces which is what they expect. so that's kind of-- that reallysprung me towards doing a lot of social justice work andbecoming heavily involved with the mascot movement and youknow kind of doing what i can from d.c. to help the representationof native americans across the board and how we're portrayed in themedia but also here in d.c. i mean, it is something that, in the work ido, i go and lobby on capital hill,

and you know we're pushing forwe need money for a hospital, we need the right the prosecuteindividuals on the reservation. these are things that we don't have. they are fundamental things we don'thave, and it's hard when you walk in knowing that, you know,the congressional number, depending on how many tribesthey have in their region, or maybe they don't haveany, is going to kind of have this idea already intheir heads before they see you, that you are this old staticcharacter and that you know,

well we don't really want togive the indians, you know, the right to do these thingsbecause they're not civilized. right. i mean those are real impacts that really actually really doaffect us, and it also, you know, i think the more important thing isreally about children but just today or this last week actually,i had the honor of speaking with bernie sanders as hewas introducing a bill. i do a lot of environmental justicework as well, and it was funny because that morning, hedoesn't have any tribes,

any federally recognizedtribes in vermont, and that very morning he hadactually met with the delegation of apache people from oak flat. oak flat is a sacred placethat was actually given by the federal governmentto [inaudible] operation and it's about to be destroyed. that is our congress. so he met with them, and youknow, to a guy that has no idea about tribes, i think it waskind of really shocking to him

and really inspired and movedhim, and then when he was walking out towards me i could justsee his eyebrows go up, like, oh my goodness, another indian. like. and i'm like,we're everywhere, you know, we're everywhere. and so i think that you knowas researchers and, you know, i've been to the libraryof congress several times. i mean a lot of the work we do in federal indian law ishundreds of years old, right?

i mean federal indian law is amoving body of law but it's also, i mean you're goingto be citing a case from 1800 every nowand again at a brief. it's a really strange area of law,but you also get to learn a lot of history along the way. so i think it's very important to becognizant that we are modern people and that we are here, thatrepresentation really does matter, that we should be doing everythingwe possibly can to educate people about the tribal nationsthat are here and the ones

that have been coming here for, imean since the beginning, right? the very, very beginning. there have been delegationsof tribal leaders and the national congressof american indians is here in washington d.c. i am one of many,many people that comes out here as an attorney, as a staffer,as every kind of possible job that you can imagine, that'swhat we are doing out here in washington d.c. so i thinkit's very important for all of you to at least try to makepeople aware of that.

everyone that i have workedhere with at the library of congress has been fantasticas far as doing research and understanding and i'vegotten to hold treaties and all these reallygreat things, right. and you know i just encourageyou to do that and thank you, and it's a little awkwardnot being on the panel and talking to y'all like this. hopefully the talk is much better. thanks.

>> tara houska: oh! oh, and i'm introducing,this is karenne. >> karenne wood: i want towelcome you to our homeland. i'm a monacan person. my name is karenne wood. i direct virginia indian programs at the virginia foundationfor the humanities. so in my professional life, i'm apublic historian and an educator. all about filling the gaps betweenthe past and the present and so much

of that story that's been left out and understanding what'shappened to our people. in my not so professional lifei'm a poet, so i started out life as a writer and i'vewritten two books of poetry. the second one comes out this springcalled, "weaving the boundary" and it focuses too on americanindian history because there are so many gaps in the largerstory beyond virginia that many people don't know about. what we do know isthat people have been

in what we call virginiafor 18,000 years. when i was in school,it was presented as an absolute scientificfact that native people came across the bering strait'sland bridge carrying spears and hunting mastodons and wearingfur coats and that happened ten to twelve thousand years ago. so archeologists have had to nowcall into question everything that they've told usabout how we got here. and i found it very interestingand comforting to realize

that there are native stories inour area that reference giant bears and giant beavers and giantbison and everybody said, oh isn't that cute,those native legends. and then archeologistsfound evidence of those creatures in virginia. so this is the kind of informationthat i get to encounter every day, and i didn't' startout as a researcher. i started out as a tribal historian. in order to collect the historythat we didn't have about our story,

i had to become a researcher and somy friend and i, my tribal friend, diane shields and i,for about ten years dug into all the records we could findand began to reconstruct that story so that we could develop apetition that would go to the bureau of indian affairs documentingour case for federal recognition. what we now have is a historicalchronology that traces the movements of our people and theplaces in which they appear in historical records, and whati've learned in that process is that people who writehistory have agendas.

it's not absolute objective facts inthe way that we were told in school. and i've also learned that wheneveryou tell a story you decide what to leave in and what to leave out, and in our case an awfullot has been left out. including most of the voices,i'd like to say maybe 75 percent of the people who participatedin history, all of the women, all the people of color,all the poor white people. their voices were not present in thestories that i learned in school. when we took our elders tovirginia tech to for the first time

to show them what kind ofhigher education was possible for their grandkids,some of them cried because it wasn't even conceivable that they could attenda university like that. most of them went to a one roomschool first through seventh grade up until 1963 in virginiaand if they wanted to go to high school they had to go toa federal indian boarding school in muskogee, oklahoma, whichmeant they left in september and didn't see theirfamilies again until june

because they couldn'tcome home for christmas. they didn't know theirbrothers and sisters. they really didn't have therelationship with their parents that most of us have enjoyedwithout even thinking about it. so we have learned these thingsabout ourselves by studying that history and studying theaccounts of people like john smith. i love john smith's map. it's remarkably accurateconsidering how little of that area he actually visited.

so what that that tells me isthat there were native people, informants anthropologists calledthem, [laughing] who were able to translate for him thegeography of what's now virginia on a flat piece of paper, right. well, this is the waythe rivers go and so on. and what i've also realizedin looking at these records is that native history is inscribedon the place by the place names that we have given certain areas,and they are many native place names in the coastal plain wherethe piscataway people

and other [inaudible]speakers lived, or live, because they did a lot ofinteracting with the colonial people who did the documenting,not so much with my people. we seem to want to avoidcontact, probably for good reason. maybe we've heard somestories about what happened when those explorers showed up. we called them people faceswhose faces grew hair upside down [laughing], but there'snot a lot of documentation about the monacan's and whathappened to them in comparison

to the powhatan people and theyaren't so many place names, so if you look at thecreeks and rivers up in our area you don't' see ourlanguage represented in the way that you do, you know piscatawayand patuxent and potomac, and i mean almost everyriver up the [inaudible]. you know, the rivers took the namesfrom the people who lived there, and we don't necessarily know whatthe native people called them, but i live in my house fifteenminutes from the headquarters of the monacan nationduring colonial times.

where the [inaudible] andjames rivers come together. so i'm home and i like it there. in any event, putting all of thisstory together has just convinced me that they are so many waysto tell about the past and history is onlyone of those ways. native people had broadand beautiful ways of understanding the worldand their place in it, and enough of those tracesremain to us that we can continue to put ourselves in that web

and understand ourresponsibilities as human beings. not as care takers, in an adamand eve sense, but as relatives. i think that is the most importantthing we fail to teach kids is how to be a good relative, how tobe a good part of a community. and native people knowhow to still do that. you know, it's not distinguishingyourself as an individual. and so when i came into the academyi did it for a very specific reason. someone had said, kareene woodis a self-styled historian, because i didn't have a ph.d.that irritated me so i got one.

it took me quite a while. it was also annoying whenpeople said i really admire you for going back to schoolat your age. but i did it, not becausei wanted to change my job but because i wanted the validationto be able to say i'm as much as an expert of my people'sstory is somebody else is. and when i did it, i didn't' comein as an individual who is supposed to come up with some excitingconcept or invent a new term or we like to do thatin the academics.

you have to do something new and allof your college looks at your work and go rrrrrr and tearyou up, you know. when i came in it was a wholecommunity of people on my shoulders who were happy to tell meif i was doing it wrong. i had a responsibly totell the story in a way that honors those ancestors and thatcollectively it expands the story that we know. when the elders came to us theysaid, you young people have to get an education andchange what's in those books,

because we aren't thepeople that they describe. we are not savages, you know,and they didn't see themselves in those stories, so it is soimportant to me to continue the work that i do and to bring morepeople into the mix to help us. we have a lot of work to do. and i'm honored to be partof it to be able to do that. so thank you. >> ben norman: then yes,my name is ben norman. i come from pamunkey tribewhich is located in virginia.

if you are familiar, there is theyork river that comes into virginia and it splits into tworivers which is the pamunkey and the manipeni rivers, so thereon the left side where were located, right around that peninsula. so thanks for having me here for all of our co presenters it'sreally great hearing from them and also hearing language from them. there's a lot of there'ssome work being done recently with our language and when a personis participating that is iancustla

and through some of his research,he's actually found is the meaning of pamunkey which is crazy that wedon't actually know at this point. but what he's found is thatit actually means place where people sweat,that's what it means. it's a place where people cometo pray, is what that means, it sounds kind of funnybut, yea it's the actual, according to his researchthat he's done, and it means placewhere peoples sweat. it was a place that was very wellprotected so i think that leaders

and individuals that needed tocome for you know maybe down time and also a way to come pray. so when i first heard of the topicthis discussion american indians in federal city and regionalhistory, i thought i kind of fit into both of these ideas frompamunkey which is within this region and moved here to come workhere, here at washington d.c. at the national museumof american indians. so it also made me also thinkabout people from my own families that have come here tod.c. for different reasons,

like my father frank badbeei remember him telling me about coming here 1678 for thelongest walk to help to know to participate in the longest walkand bring attention to treaty rights and things that were goingon in the native communities. it also made me think of my wife'sgrandmother her name is vilma peters she's from the opononeotono nations oklahoma. so i remember hearing,always hearing stories of her coming here she was a memberof the american indian movement and remember hearingstories of her coming here

for d.c. for different occasions. one of these storiesis in 1972 vilma and her youngest son traveled hereto d.c. again to bring attention to standards of living backat home, treaty rights, during that trip things escalatedeventually as you may know took over the bia building, theystayed there for seven days and at her funeral a lot of herthings possessions were there for people to come photos,important things to her, artwork that her grandchildrenhad made,

there's even a reallyawesome american indian jacket that is hers, that was there. political pens things that she kept,one that really stuck out to me, it just said anotherindian for decacus. and also there was a book thatwas there it looked like a journal that was there on the table, atfirst i didn't' want to read it. i thought it was kind of an invasionof her privacy, her journal, i saw some other familymembers reading it so i thought i couldn't' resist.

i'll take a look at it, andwhich i'm really glad i did. it was a journal and it wasactually a journal of her times here in washington d.c. during that tripand it was very detailed journal. so detailed to where she stayedall of the taxi's that she rode in and where they were picked upwhere they were dropped off and even the price of the taxi,it was very, very detailed. so the end of the journal i thoughtit was really interesting the government and politicians werereally wanting them to leave because they actually bought hera plane ticket, her and her son,

to fly back to oklahoma, and thelast journal entry she said her and her son, which is name is thomaswhiteshirt he was seven years old at the time at this trip,they were actually in the air, when she was writing thejournal entry, she was thinking about the work they had done here,the attention they have brought to the issues here and she washopeful in this last entry, and hopeful for the last generationsof native children who would be in a better situation because oftheir work, so things like this kind of every once in a while willkind of rejuvenate me and the work

that we are doing at the museum,trying to educate the public so as you probably guess, we geta lot of crazy questions at work. 99% of the time you knowand over feel really good about what we're doing, but sometimes you'll get peoplejust trying to argue and things like that, and sometimes theyare kind of funny questions like once we had a question of. why did the indians follow thebuffalo was it for their milk? that was real question froman adult also, not a child.

another one some of them arekind of heartbreaking to read, one i actually got from achaperone on a school tour was. how many breeds areamerican indians are there? another one, this was one that ijsut overheard two ladies were going to the restroom and they werethe restroom was closed so one of them said i wonderwhy it's closed and the other one said well youknow indians really don't know about plumbing. so we have questions likethat, they really stick

with you especially early on when ifirst started working at the museum, stuck with me, came homewith me, thought about it, now that i've been there for along time it doesn't' affect me as much i just try to take thesemoments as a learning opportunity to work with the public,and educate them. and also fit into this because i'm from pumonkey currently mayknow some of our situation at the moment you may think that we are federally recognized567 recognized tribe i think a lot

of people heard the news originallythat we were federally recognized but not as people know that we werechallenged again, which was kind of expected because these don'teven want to mention their names who challenged us butthey are you know they are in this for a different reason. some of the things that theyare challenging us on basically if we are native americansand if our if we are a nation, that still continues todaythere both really ridiculous one of the many amazing things about ourcommunity because we have been some

of the first people to get basicallycolonized so we have lost a lot of our ways during this,these hundreds of years but our government has alwayscontinued still to this day, you know, and never stopped. we have minutes recordedof our meetings going back over a hundred years so these, thesequestions you know of our indianist or our government continuingare ridiculous so through this independentboard that's going to review this hopefully the processwill go quickly and we'll be able

to continue this really importantwork that needs to be done in our community and forour future generations. i have a son that's two andone that's on the way right now in january, so i'mreally excited for them and the future possibilitiesfor them and for the childrenfrom our community. so thanks everyone and i'msure we'll continue our panel of discussion now so. >> eric eldritch: i'm ericeldritch i'm a program specialist

of the office of opportunityof inclusiveness and compliance and we were glad to be aco-sponsor of the event today. at this point, i would like toask our courtiers to come forward and to give a quick overview ofthe materials that they've brought from the collections and thenthis is also a good break, if you are a libraryemployee and need to step out, and then we will continuethe conversation. so when mike and others arecoming forward i'll let you know that if you look in the back and youget this and you get this book mark

with this book mark you get fivemillion pictures in your hands and this is an amazingtrove comes from the prints and photographs online catalog andthis material is readily available to you 27/7 and we wantedto let you know the prints and photographs has materialsup there if american folkway and geography and map if you wouldcome up and tell us a brief synopsis of what's in your collectionand then we'll get back to discussion with our panelist. >> judith gray: hello and greetings.

i'm judith gray from theamerican folk life center. our archive of folk culture holdsperhaps the largest collection of one of a kind of fieldrecordings of tribal materials, probably 2,000 hours representingmaterials from 160-170 communities, just within the u.s. andsome slightly boarding some canadian areas. we also have recordingsfrom indigenous communities in other parts of the world. what i brought, however,is not going to be much

of from this immediate area. by the time the audio videorecording devices were around, most of the acknowledges andlinguists were headed to parts of the country where theywere larger concentrations of people living in more traditionalways perhaps at the time so most of the recordings tend to beplains, southwest, california, also quite a few new york iroquoiancommunities from the upper midwest. yes, we have [inaudible]from minnesota, wisconsin; menominee people and iowapeople and such, but very,

very little from thisparticular area. so i can't provide youwith recordings like that. i do have, however, for example,the earliest of field recording that we are aware of made 125years ago, march 15th, 1890; two passamaquoddy men sang songs andspoke narratives to a toy recordist, so please stop andi'll be glad to talk with you further aboutour resources. >> michael buscher: goodafternoon, i'm mike buscher. i'm the head of reference serviceswith the geography and map division.

we have the largest maplibrary in the world. we have about 5.5 million maps. our collections related to nativeamericans are actually kind of a hidden collection. we've only cataloged lessthan half of our collection, so if you sit at home infront of your computer looking for historical maps we might have, you're going to find avery small percentage. the way to actually get into thiscollection is to make contact

with us or actually bestof all stop by for a visit. but i would encourage you to takea look at our website we have a lot of our historical materials up,at least some of our key items. i brought the [inaudible] of the1606 john smith map if you want to take a look at it, but the way toreally look into our collections is to actually come visitus and take a look. there's a lot of great projects andpapers hidden in our collections. monday through friday, 8:30- 5, and you can connect with us through our website.

>> barbara bair : good afternoon. i'm barbra bair. i'm a historian in the manuscriptdivision here at the library of congress and i've broughta selection of items that are from different parts of thenorth america, from canada and the united states,representative of different tribal peoples. in the manuscript division as awhole, we have over 60 million items in more than 11,000collections and you can find many

of our materials online and alsoin the virtual expedition sites that are available through thelibrary of congress website. today after the discussion isfinished, you can come back to see the materials thati brought and they begin with a micmac indian prayer book, which is one of the earliestknown scripts of native americans, and as karenne pointed out,all documents are subjective. in other words, nohistory its subjective. they're created with an agenda,created by certain authors

and with certain kinds ofcollaborations, and everything that we have is subjectis to interpretation and re-interpretation over time. the next item that ibrought was an illustration from an 18th century ship captain'sdiary of first nations people in the [inaudible] sound off ofbritish columbia, which is also one of the earlier illustrations thatwe have and i wanted to say that, you know, one of the problems ofcourse with written sources is that they are very new, theyare just tip of the iceberg

of actual history as has also beenpointed out by today's speakers, that there's a very, very longoral tradition that proceeds this. the next item that i brought isabout the red stick rebellion and it's a list of namescreek indians who served with the tennessee militiaunder andrew jackson and it makes the point thatit was a creek civil war, that there were native people'son both sides, the cherokee and the choctaw joined inconfederation with the lower creeks against the red stickswho were very determined

to preserve traditional ways andto work against the encouragement of white culture andof western expansion. related to that is aletter that principal chief of the cherokee nation, john ross,wrote to andrew jackson along with other delegates from thecherokee nation protesting the violence and the confiscationof property in georgia and his long role in the 1830's andreacting against indian removal. i've brought a few items from thehenry rowe schoolcraft collection which is one of ourmajor collections

of native american materialin the manuscript division. henry rowe schoolcraft, as youmay not know, was an indian agent in michigan and becamesuperintendent of indian affairs in the detroit area oncemichigan became a state. he married the native american poetwho is now very famed and deservedly so as the first nativeamerican poet who published in the mainstream literarytradition in the united states, jane johnston schoolcraft, andi've brought a manuscript of one of her poems and also an exampleof one of the many native american,

in this case chippewa legendsand tales that were collected. henry rowe schoolcraft got creditfor the vocabularies and legends that were collected, but jane wasinstrumental in all of that work, and he could not have doneit without her family. it was her family that provided thecontacts and introduced the people that told the storiesthat were transcribed and we have several volumes ofthose stories if you are interested in the literary traditionof the chippewa. i also brought a articlethat walt whitman wrote.

he wrote it in the 1880's but it'sreminiscence of his time serving as a civil servant at the departmentof the interior where he worked in the department of indian affairs. this was very briefly at the endof the civil war for a few months and he wrote a very paternalisticarticle about it later in life and we do have the largestcollection of walt whitman papers in the world here at the library ofcongress and there are also drafts in his collection of poemsthat mention native americans and he did prescribe to a veryromanticized vanishing race,

noble savage sort of visionof native american life and the association with thewilderness and i will just note, because it came upin the collection, i mean in the earlier talks,that we also have materials on the beautiful city movement because we have thefredrick law olmsted papers, so there's a great dealthere about native american and other ethnic ideology andsymbolism that was replete and that school ofarchitecture and landscape design.

the last items that ibrought are from are from the c. hart merriam collection. c. hart merriam was an ethnologist,archaeologist, zoologist, and he did extensive workin california and nevada, and i've brought one of hishand colored and labeled map that shows the linguist groups incalifornia and nevada and also one of his many field work vocabularyforms, which in this case is for the [inaudible]language. one of the things that wasinteresting about that is

that there is a category of namesfor supernatural beings and one of the things that he added inby hand is the name for mermaid, which was a reference totails of nymphs who lived in the deep holes of[inaudible] river. so on that note, i'll pass it on. >> so we do have a bit of timeto for some discussion but i want to put this map up which is actually in the geography andmaps collection. gabby, this is the map that imentioned to you previously.

i meant to put this up before ifinished up, but this is a map from late 19th century puttogether by a symposium of archeologists workingin the district. it's a map of the districtof columbia showing "ancient village sights" andyou can see that triangles and rectangles there indicatingsites within the district that have been studiedat that point. so i have two sets of questionsthat i would like to offer to our panelist and i would liketo invite any of you to come

up after i ask the firstset, and that is, you know, we've got a number ofstudents in the room here. students of mine from georgemason university came today but were also being live castand a video of this panel will be on the library's website sopotentially future students who are interested in thehistory of this region and working with communities here. all of you have devoted your livesto this research, to this work, to these communities, and so i'dlike to ask for those who would

like to do the same or wouldbe interested in the same, what is some advice thatyou would offer to them? what are some thingsthat you would suggest? what are some promises but alsowhat are some potential pitfalls. what are things that researcherswanting to work in this region with communities here might wantto avoid, so i would like to open up to whom whoever toactually come up for this. all together. >> we'll just make a littlepanel here [laughing].

so pitfalls and opportunities. yeah so, i would have to say thatthere are some really obvious issues for research regarding peopleacross the board and in particular in this region is that the materialis very early and the ability to understand what thenative point of view on this is also, it's difficult. so you have to go through manydifferent filters and sometimes go to places that you wouldn'tthink to go, so for example so with piscataway history,we have the jesuit relations,

we have the maryland archives,all of this being told in english colonial voice, sometimeswith reporting about how, you know, basically supposed transcriptionsof what native people had to say. the way i started tofill some of this in, this is just a lifelong thing andsome of it is just pay attention and start to have people who maybeare doing other work pay attention and sometime they'll startto fill in the gaps so one of the sources i did goto, and it was really hard to get my dissertation committee toaccept this all those years ago--

it took me a really long timefor them to finally get this-- was that i went to haudenosauneeto the iroquois confederacy, because some of our people had endedup because of the pressures here, they ended up in pennsylvania coming under haudenosaunee iroquoisjurisdiction and some of our people got adopted intothe cayuga wolf clan and ended up in six nations, so this waslike, you're talking from about 1701 up through, it wasabout the year 1987, that i encountered chief jacobthomas cayuga wolf clan chief

and i started to talk to him and isaid do you know anything, you know, about us because they know us as[inaudible] and he said, yeah i do, and as a matter of fact i havea binder here of written accord of what happened in the cayugalanguage and it was like telling it from the other sideof what had happened. so there's fragments and weirdpieces and having to look around and to do the unexpectedand to listen to stories, hear people's names. we have an oral accountabout the battle

of fallen timbers ofour people in 1794. we have an oral accountof it that has to do with that the people chose aplace that lightening hit trees and that's why it'scalled fallen timbers. fast forward a year to the 1990's[inaudible] there's a guy whose native name is fallen timbers. i was like i need to talk to you andso, you know, and so there's a lot, it's just these little fragmentsand pulling it together, listening to what's involved interms of like other peoples' quoted

in songs, dances, oral account. sometimes hearing it when we're notdoing research but maybe we're all at a protest together and we startchatting, you know, or something. so there's, yeah, there'sa lot there. [ inaudible comment ] >> so one pitfall i think i wouldalso add is, i would very, very, very strongly encourage, i can'tstress enough, when you're looking at these issues of indigenouspeople, whatever it happens to be, talk to indigenous people.

i've been involved intoo many situations where the topic is somethinginvolving native americans, it's a very specific issue toonative american communities, and at the last seconda huge group of people, i mean 20-30 people are tryingto put together an event, maybe we should include a nativeamerican and they call you the day of or something likeor the day before, and you're like, andyeah, you're one. you know, you're likeone person, you know,

and there's this understanding,yes, native americans are 2% of the population, there'snot like a whole lot of us, and you know the capacity is notalways there, but we are there. and you will find someone that'swiling to come and speak with you about these things and you knowthere's going to be someone at that nation or someonethat, you know, can connect you to the right person to actuallyget an indigenous perspective. only doing it straight fromresearch and, you know, these often biased histories is notthe best way to go about things.

>> i guess one thing i wouldlike to add having been on the monacan tribalcouncil for about 12 years is that that very often academics andpeople who want to get phd's come to us with their projects and say,can you help me, and they want us to help them put this dissertationtogether, and then they're going to leave and we're nevergoing to see them again. and our attitude over time hasbecome, we really don't have time to help you in the sense that,what are you going to do in return? are you going to builda relationship with us

that will be mutually beneficial or are we just helping youget your phd and that's it? you know, and so often peopledon't seem to understand that there should bean exchange, you know, or some group of well-meaningpeople in our neighborhood will come and say, here's this project,don't you think it's great, we want you to approve of it. and they didn't' ask us to beinvolved in it the planning of the project or considerwhether it would be useful to us

in terms of time as well. so i think one of the things ilike to encourage people to do is, before you begin a project, developa relationship that is respectful and it might benefit both partiesso that there is an actual dialog and that way everybodyfeels included. >> for me, thinking of what i do andhow to maybe encourage young people out there may be watching this, thatmaybe are interested in museums, there's a lot of great programsand i remember when i was a kid, you know, i mean i didn't' thinki'd be working in a museum one day.

that thought never really enteredinto my mind, but i ended up working for a short time at our pamunkeyindian museum and got interested and got experience andwas able to come here, but if you're veryinterested, definitely look at museum study programs, americanindian study programs, yeah, and learn how to fill out jobapplications [inaudible] jobs. that's really important. >> so the other question that ihad and it's kind of more, i guess, a little bit more pointedmaybe and that is when i think

about the history of washington d.c.and the history of the delegations and diplomats coming into thecity over the past 200 plus years, all of them are coming to negotiatetreaties with the federal government but also making verybold, very visible often, statements about sovereignty. when they do this, they'renot only making a statement of about the sovereignty of theirown nations and at the capital of the united states, but they'realso doing it on the homeland of the piscataway peopleand within a broader region.

that makes washington d.c.a different kind of city and when we think about the urbanindigenous history of seattle or chicago or detroitor minneapolis, that's a different history thanwashington and i just wonder what, and i think you all have differentperspectives to offer on this issue, and i wonder what youmight think about that or what you might say about that? >> okay [laughing]. well, yeah, so here's to fastforward a bit where, you know,

i was talking earlier about some ofthis really deep ancestral history, but given our location, thathas been absolutely integral, part and parcel of what didhappen, what has happened next and what continues to beengaged with our community. we have really been in many wayshosting these delegations coming in, the earliest ones that iknow my grandfather talked about was relationships with peoplecoming into d.c. from the 1920's. this is where he started doing,sometimes recordings with people. there was a few things thatactually there's cards for here,

but the sound recording was lost, but that's where there's justbeen this incredible energy back and forth. i think that's probably beena very key factor to the way that our communityreally resuscitated, was because of our location,because of native people coming in, our folks encountering them,having them come to stay with us. i mean this was before people hadexpense accounts and abilities to host from the 1920's through the1940's with the founding of the ncai

through the 1950's andparticularly in the late 1960's, a man maned gene shenandoah from1970-71 came in as an advanced team for the american indian movement,ran into my uncle at a diner, and they looked at each otherand they were like, hey. and that meant thatour folks went whole in on the american indian movement. it meant that the coupleof people who hung on to the culture suddenly got veryenergized, started to interact. they were at the [inaudible],they were on the longest walk,

then they started going out west,started going to sundance's. our people startedintermarrying with people out west. we were involved with the takeoverat kinyonga up at mohawk territory, going with people tolobby at congress and then opening itup hemispherically. so we have a lot of contacts withamazonian, central americans. we've married some ofthose folks [laughing], had kids with some of those people. there's lot of like turtle islandpiscataways around and so i think,

yeah, that's been a huge factor back and forth even though there's nota lot of us, that it really started to generate when we reincorporatedformally in 1974, we chose the date of the battle of littlebig horn to do it. so, you know, yeah, it's beena very active relationship. [ inaudible comments ] >> so i think her perspectiveis probably one of the more important ones,since you are piscataway. it definitely is, you know, whenyou come here it's often included

in any type of dialogue thatyou have or at least, you know, what i've seen of tribal leaderstalking to the federal government to remind them thatwe're on indian lands. that's always partof the conversation, is to remind them we're onindian lands because that kind of really stands for a lot. we're not here saying that, youknow, these old treaty rights or whatever, which i would like toadd, the constitution [inaudible], so i never understand that argument.

it's ridiculous. but to remind them that, you know, the reason that the united states ishere is because of the indian people that were and still are here. so i do think, you know, it'sgreat when people come in from out of town, and myself, i meanthe first thing you do is find a community. it's a little bit harder here. i actually lived and workedin minneapolis for a long time

and that's where the americanindian movement was founded and so we have a section and wholearea of town that's, you know, you go there and you'regoing to see lots of people that you see all the time,and you'll know exactly that you're in your community. it's a little bit different here. it's not nearly as visible. it's something where youactually kind of have to have more of a network of people tofigure out where you guys are.

it's a little bit harder,and i think it kind of adds to making it a little bit moredifficult, i guess, being out here because where i'm from and where,you know, a lot of us coming from like, you know, the southwest,or you know, the pacific northwest or the midwest, we're usedto a really strong community and here i think the community ismuch, much smaller and, you know, east coast tribes area different situation. you guys are in such a differentsituation then we are but, you know, creating those relationshipsis incredibly important, so.

>> well i would say that ourpeople have had a different history and that we didn't come towashington to negotiate and that's because the only treaty i'maware of that we were involved with predates the establishmentof the united states. and by the time other tribeswere coming negotiate, our tribe was just hanging out inthe mountains trying to stay alive, but it was very interesting to mebecause when the national museum of the american indian opened, somany native people came to take part in those events and our people wereamong them, so they got to march

in the parade with all ofthe other indians nations and to feel this incrediblevalidation and pride. it's the only time i everfelt really comfortable in washington d.c. because therewas so many indian people around us. so we have initiated more of adialog with other tribes and in so doing also initiated dialogswith political organizations and have come here many,many times on behalf of our federal recognition billwhich is still in congress. >> it makes me think of, kind ofin a similar situation with karenne

where we're not federallyrecognized but still i do know of some trips here to d.c. andspeeches that were given here in d.c. and also a majorissue that we've had in virginia is the racialintegrity act, you know, it's a paper genocide where, youknow, we're not allowed to check that box of being nativeamerican, and i know a lot of virginia native peopleactually came here to d.c. to get married just to be able to,you know, check that box to say, you know, on theirmarriage certificate,

that they are native americans,so that's definitely a big issue that still is having impacttoday for virginia native people. and also being here,working here in d.c., it is always an interesting dynamic. being at the museum, there's alot of native visitors we see or even just somewhere aroundin the city or suburb, you know, a lot of times we might seenative people and just kind of like, hey where you from? so, you know, and help peoplesometimes feel more comfortable,

you know, people that are maybejust coming here or just here for a short business tripand for whatever reason, so it's always an interestingdynamic as well, so. >> yeah, i just wantto follow up on that. i mean that's, so this is a very,i kind of mentioned it at the end and you guys were talking aboutthis, very distinctive to this area on the atlantic seaboard,chesapeake in particular, is the documentary erasure ofnative people on the record, so sometimes you'll see peoplelisted as indians in the church

on church records or in otherkinds of ethnic graphical records but on census, on being noted,you know, free people of color, sometimes from onecensus to the next or if a reservation was resolved, once the reservations weredissolved either legally or generally illegally, you see thechange of designation from indian to free people of color,free color, free negro. and then, of course, likeyou were saying in virginia, the category of indian was outlawed,it was prohibited until loving

versus virginia in 1967 withthe racial integrity act. it's astounding, so thoseare the other things, it's like you may be looking atrecords that are indian records, but they don't appear that waybecause you have to make a leap back to an earlier document tothen trace it back forward, so it's, you know, it's tricky. >> we do have time for aquestion or two from the audience if anyone would like to askquestions of our panelists. >> would you explain what you meant

by racial genocide, imean paper genocide? >> so the question is, canyou explain by paper genocide? [ multiple speakers ] >> karenne wood: we referto a specific instance where a guy named dr. walter pleckerand some of his colleagues managed to lobby for the passage forthe racial integrity act in 1924 which made it a felony for aperson of color to marry a person that was considered white andplecker mounted a campaign against native people in particular,

correcting he thoughttheir birth certificate so they did not say indian and sohe changed their identification racially to colored tofree issue or a number of different terms had popularityover the four decades he was in power which effectively erasedthe native people of the region. so when we say paper genocideor documentary genocide, he wiped out whole groups ofpeople in policy and on paper where they continue to existbut not with the identification that they had for themselves.

>> yeah, to me there is oneother piece of paper genocide that is still very much an issuetoday, which is [inaudible]. so when you meet a lot of people andthey ask, you know, what are you, after i tell them i i'm a person,i explain, yes, i'm native american and often people willjust say how much? which people don't understand,that's incredibly offensive right. i'm fully native american, i'm 100percent a citizen of my nation, but that mentality comes from thepolicy of [inaudible] and so it has, you know, there's a very, very setidea to bleed indians out, right.

that was kind of like the federalgovernment's intent was let's say that you're not indianunless you're this much blood because we're are going to decidejust randomly, you're 100 percent, like so for instance myown family, we have members that are the same generation but somehow they all havedifferent blood [inaudible] because of how dark they were. i mean, that is a reallycommon thing. so it's those kind of politics,once you're down to that, you know,

quarter or eighth orwhatever it happens to be, then you're not indian anymore. and to me that's absolutelypaper genocide and it's something that a lot of our nationsare struggling with. my own, we don't haveblood [inaudible], but we still have a little blood[inaudible] on our cards still to remind you that you'reonly this much indian. and it's become a reallyserious issue as far as maintaining the membershipsthat we have we have.

i mean many nations are very small and if you can't marry outside yourown nation or you know if you have to meet a certain amount of whateverthe federal government said all those generations ago, it becomes areal significant problem survival. >> i see one more questionover here. [ inaudible audience question ] >> yes, as i was mentioning earlier,there is some work being done, you know, just recentlywith our pamunkey language. it's very similar topiscataway, and you could hear

when she was sayingsome of the words, you know, how similar they are. so there is some work. it's not, you know, fluently spokenby anyone now, but, you know, with this work there have been someclasses recently on the reservation as well, so there's a littlework being done on that. and also in my house with my wife. my wife also is pawnee, sosometime she'll get out some things and we'll start practicingand teaching our son as well.

so yeah, it's going on. >> i would encourage you todownload the nichi app also. that's [inaudible] of anapplication to, you know, have basically a pocket dictionary. so language revitalization is veryserious, you know, across the board. every nation is fully aware of it. there are a lot of congressionalmembers and currently we have, you know, senator tester isactually really supportive of dedicating fundingto immerging schools,

to including nativeamerican curriculum, you know, in public schools. they are native americans going topublic schools, there's lots of us. most of us go to public schools. i did. there's actually,if you also want to look, there's a [inaudible]online dictionary. the efforts to preserve thelanguages are still here. we are fortunate to havelots of fluent speakers. it's always so sad whenyou hear about people

that don't have fluentspeakers left. but language legalization isabsolutely happening and i think, you know, hawaii is areally great example of seeing incrediblesuccess by, you know, accommodation of immerging schools and developing thesemodern applications to children speakingthe language again and get their parents speakingthe language with them, so. >> thank you for that question.

i think saving our languagesis so important because the way that we think is embodied inthe way that we talk, you know, and how we translate the worldthrough the words that we use, so it's really essentialthat we retain our languages if we still have them or tryto bring them back if we don't. in the face of my people, themonacan people, our language, the closest related language,which is called [inaudible] and it was actuallydocumented in canada after some of our people went thereand affiliated themselves

with the haudenosaunee iroquoispeople and it was documented there, so my phd is actually in linguisticanthropology and that's the language that i'm working with, trying toascertain what is most important to my people aboutbrining that language back so that once we began alanguage revitalization program, we'll be able to targetthe areas they most want to learn about effectively. and what we've learned is thatthey really want to be able to pray because they feel like that is theirnatural language that corresponds

to our homeland geography and tothe ancestors that have died there. and we do our reburial ceremonieswhich we've done 4 of them, they want to be able to talkto the ancestors in the words that they would recognize. >> in a moment, i'm going to askjohn to come up and say a few words, but i'd like you to join me inthanking these amazing panelists. i'm so astounded by these folks. and then we'll go ahead and stepdown off the podium and ask john to come up and say a fewwords before we break.

>> john van oudenaren: i'm john vanoudenaren, the director of scholarly and educational programsat the library of congress, and i'm here to representthe kluge center. the mission of the kluge center, incase somebody didn't say it before, is to bring together scholars andresearchers from around the world to stimulate and energizeone another, to steal wisdom from the library's richresources, and to interact with policymakers of the public. and i think what we've seen heretoday is just a great example

of that actually happeningwith a researcher and people coming in from outside. erica asked me to make anannouncement about the program. at 2 o'clock, we continue witha program sponsored or run by the law library on theindigenous tribal law portal. i know they've put alot of work into this, so you'll want to see this. and then at 3 o'clock, there'sa tour of the great hall and then you go up to therare books reading room

where i'm sure they'll have someinteresting things to see related to the top, so thank you verymuch and thanks for [inaudible]. >> carrie lyons: good afternoon andwelcome to the library of congress as we celebrate nativeamerican heritage month and thank you all for coming. my name is carrie newton lyons. i am a research managerand legislative attorney in the administrative law sectionof the american law division of congressional researchservice here at the library.

i'm also a citizen of the cherokeenation of oklahoma and a member of the library's group of nativeamerican employees and colleague. and i would like to first send athanks to those folks who have, from the group today, forshepherding the program and the events and making themhappen, so thank you and thank you. as you know, this program willbe highlighting the library's indigenous tribal law portal, butbefore the demonstration begins, i want to take a few momentsto make some brief comments about the importance of theproject, especially in light

of native american heritage month. it's probably obvious that theindigenous law portal will provide a valuable resource and toolfor analysts and academics, practitioners and studentsof both federal indian law and federal indian policy aswell as tribal law and policy. well, and as an attorneywho has worked in the field of federal indian law for quitesome time, i can speak directly to the value of the portal as aresource that will provide access to an array of triballaws and documents

that are necessary for that work. but, i also want to highlightand speak more about the value of the portal outside of thepractice of law and outside of scholarship on triballaw and policy. since the portal willprovide an outstanding vehicle for generally educating people aboutindian tribes and native americans. as many of you manyknow, native americans and indian tribes are oftenviewed as historical entities. part of american history thatis taught in schools as relics

of the past such as sharing foodwith the pilgrims at thanksgiving, but people are not often taughtthat indian tribes continue to exist as sovereign nations withgovernments and judicial systems that create, enforce, and adjudicatetheir laws within the nations. this portal, however, willprovide a tool for educating people about indian tribes asthey currently exist and as they currently operate. this portal will show that tribeshave constitutions and laws that are created and amended asthe tribes continue to develop

and deal with modern day issues. this portal will also show thattribes have legislative branches that inact ordinances, regulations,and laws and executive branches that enforce the laws, and judicialbranches that interpret the laws and make decisions that setprecedence for the tribes. this portal will allow people toaccess not only documents relating to indian land sessions inthe 1700s and 1800s but also to the 2013 amended constitutionof the seminole nation of oklahoma demonstrating

that indian tribes are nothistorical entities locked in the past but vibrant andcurrent, self-governing nations that importantly contributeto american society. so again, thank you on behalf of thelibrary's native american employees and colleagues, and i hope thatyou enjoy the program today. >> roberta shaffer: let me addmy welcome to carrie's welcome. my name is roberta shaffer,and i have the pleasure of serving currently asthe acting law librarian. we didn't confer on ournotes, but we should have

because basically my preparedremarks track carrie's almost to a t. and therefore,it shows, well, i'm going to say notso much great minds. this is so obvious and soimportant that you don't have to have a great mind to see that this project is trulybreaking new ground for the library of congress and servesso many purposes, not the least of whichis the proof of concept that native americantribes are alive and well

in organic legal systems just like any other legaljurisdiction in the world today. but the beauty of the portalis really multifaceted. first and foremost, i wantto say that for the library of the congress, it representsa change in the way that we look at the entire classificationconcept, and so for that alone, i applaud the woman who has reallyborn all of the bricks and mortar for that, and that isdr. yolanda goldberg, who is sitting in the audience.

i don't know if you can pan her, but let us all just flatterher with some applause. she, with the permission ofbeacher wiggins, the head of one of the major sectionsof library services, conceived of this ideology,this concept of moving from a historical approachto a geopolitical approach to organizing the information andthen going that next step of linking to external websites and sources so that a person can really almostdo a one-stop shop by, believe it

or not, using a classificationsystem. and so today we are reallymarking a moment in which the idea of the word classification system todescribe accessed information goes out the window and wenow finally can say that classification isa roadmap, is a guide, is a handbook for knowledge. so i applaud yolanda and tina gein[phonetic] who worked with her from the law libraryoriginally, and now the 2 people who will be actuallydemonstrating the portal for you

from the library staff, and thatis robert brammer-i'm just looking down at my paper because i don'twant to get his title wrong-and so he is senior legal referencespecialist, and jennifer gonzalez who is an informationanalyst in the library. the final thing that i do wantto say also about the value of this port is, that it enablesone of the greatest assets of the library of congress asa clearinghouse of knowledge, and that is that not onlydoes one now have access to the seminole 2013constitutional amendments,

but there's an opportunityto now compare among and between the documentsof indigenous peoples and other sovereignnations all over the world. and this is as truly importantthing in today's times where no legal system exists asan island an all legal systems and all peoples of the world want tocompare and contrast their cultures, their commercial way oflife, their community habits, their civilizations to thoseof the past, of the present, and by way of theseportals to the future.

so thank you for steppinginto the future with us, dr. yolanda goldberg, and the restof you who are here this afternoon. and without further ado,robert and jennifer. >> robert brammer: okay,i'll bring up the site. okay, let me start by saying, researching indigenouslaw can be very difficult. often, the only source of thematerials, current materials, is the tribes themselves. and if you're looking for historicalmaterials, they're often spread

around many different sites. so to approach this challenge, theindigenous law portal is organized around dr. goldberg's kclassification system. providing a portal thatcombines the library of congress's vasthistorical resources with particularly historicconstitutions, charters, and codes with links tocurrent sources of law from the tribes themselves. that said, i want to mention whatthe portal is not do is identify

every single law that'sapplicable to a given tribe. that's beyond the scopeof the project. the indigenous law portalis integrated into law.gov, the law library of congress site, and it initially focusedon the united states. we've branched outto canada and mexico and in the future itwill incorporate laws and regulations effecting nativeamericans, particularly treaties and acts from the u.s.statues at large.

the metadata provided inthe portal is very detailed, built around dr. goldberg'sclassification schedule. and i want to go ahead andillustrate that by clicking on canada and going to ontarioand now i'm going to bring up the source of the page. so i'm scrolling downto illustrate this. so here you have the name of atribe and then you have the div id which provides theclassification for the tribe source from dr. golderberg's work.

so that's how imbedded the metadatais, the classification schedule, and the metadata of the site. sorry. just going back here. okay, so let's talk abouthow you use the portal. first you choose a country. i'm not sure why i'm notgetting a map loading here. i apologize for that. we've got this great clickable mapsthat were provided by [inaudible] that allow you to just clickon a state and go directly

to that state's materialsand the tribes represented within the boundaries of that state. so at the top, we'vegot general resources for indigenous legal materials. and if you scroll down, thoseresources include gateways, directories, research guides,topic-specific resources such as here you seelike economic law. you've also got links to ngos,igos, and indigenous organizations. below that, you've got a link to dr.goldberg's classification schedule

and the table of contents forthis is actually clickable. so you can choose the locationthat you're interested in and then see the classificationsassociated with that location. below that, you have a link to thedigitized historical constitutions as a separate collection. these are also representedthroughout the site with the tribe they'reassociated with. and then below that, youhave links to tribes. you can browse tribesby region, state,

and also an alphabetical listing. so i'm going to go ahead andgo to state and choose oklahoma to illustrate some of theresources that we have on the site. i'm going to choose thecherokee nation and i'm going to choose the constitution and lawsof the cherokee nation from 1875. so this is an example of oneof the historical resources from the library of congressthat has been digitized. i find this one particularlyinteresting because it's actuallywritten in cherokee.

here we go. i want to mention that noteverything on the site is written in the, you know, thetribe's language. so there's a lot of resources thateven if you can't read the language that you can certainly make use of, but i just found this particularinteresting as an example of one of the historical resourceson the site. okay, next i'm going to goto washington and i'm going to choose the [inaudible] tribe.

and this is just an example ofhow we link to current sources of a tribe's law by linking directlyto their website and also below that you see the [inaudible]order code. this is actually hosted by oneof the partners that we link to to flush out the site, thenational indian law library. okay. now, i'm going to alaska andspecifically the twin hills village. and this is just anotherexample of how we're looking for current sources of law we linkdirectly to the tribes themselves, making the sites easy to findby organizing in the portal.

so i want to mention that thisproduct is a collaboration both within and outside of the wallof the library of congress. of course, dr. goldberg's great workon the k classification schedule, the law library, ourfantastic interns, [inaudible] great clickable maps,the geography and maps division, and partners outside of the library,the national indian law library, the law library of microformconsortium all were essential to the success of this project. we encourage feedback fromall of our stakeholders

and we've already incorporatedfeedback that we've received into the site. hawaii, central and southamerica are our next projects for inclusion into the portal. and with that, i'm going to turn itover to jennifer who's going to talk about law.gov's resources foramerican indian legal materials. law.gov is the lawlibrary of congress site. > jennifer gonzalez: hello. out front, if you have notreceived it, we have little handout

that has all of the url's thatwe've been talking about today, including the indigenous law portalurl which happens to be quite long, because we want, we have to fitinto the website, so what i wanted to do is to start off byshowing you an easy way to get to the indigenous law portal. the easiest way is to type inlaw.gov and that will bring you to the law library's home page. scrolling down slightly you'llsee this guide to law online with the law square, indigenousright here is in purple.

that'll bring you directlyto the indigenous law guide. this is the easiest way to get thereinstead of typing in that long, this long url that you see up here. the law library's website alsohas several other resources, some of these resources weare trying to include and some of them are proving a littledifficult so we're working on them but we want to be able toshow you all the resources that the law library of congress andlibrary of congress has available so headed back to the homepage, wehave law.gov, and scrolling down,

i said that under thisguide to online is where the indigenouslaw portal is housed. the guide to online alsohas many other materials that could be helpful. if you click on nations,you'll see that every nation in the world is represented in here. this is a great placeto start for any sort of research on any other nation. and u.s. federal is specifically

where we have otheramerican indian material that has not been incorporated. if i scroll down, you'llsee that we have an indians of north america guide and thisis for u.s. federal law that has, the indigenous law guide isfor indigenous legal materials. legal material that are nativeto those indigenous nations, but the u.s. has also createdlots of legal material in regards to the native americanspopulation that live within the geographical borders.

and so this is what thismaterial here is for. we have text, commentary, differentlinks to different agencies and again another guide tothe indigenous law portal. we are hoping to include many ofthis material into the portal soon, but for now this is where it'shoused in sort of the same area. headed back to law.gov, again tothe homepage and scrolling down, below the guide to online isour section of legal reports. the law library writes reportsprimarily for congress and if i go to the comprehensiveindex we can see some

of this report is writtenactually on indigenous material. these are the four reports sofar that we have on our website about indigenous material. this one in particularis quite interesting. it's the preservationof historical cemeteries and it includes someinformation on the united states. so clicking on the name ofthe report brought us here to the report page and thenin this table of contents box, clicking on the united states bringsup some of the united states portion

of the report that was writtendiscussing of the preservation of the historical cemeteries in theu.s. okay, scrolling back to the top and headed back to law.gov. also from our homepage, if weclick on research and reports, i'm going to head a little bitfarther deeper into the website so that you can see moreof our materials that might or maybe hidden in there. the first one here, again weclicked on research and reports of commemorative observances.

this is a collection ofmaterials that is all about just different commemorativeobservances that we have in the u.s., one of them being theamerican indian heritage month. we have an overview of themonth, legislative branch, executive branch documents, and webresources specifically on, again, the native american heritage monthagain these proclamations will bring you to a pdf. excuse me [laughing]. okay, our pdf that is theproclamation from the president

about the national american indianheritage month in the year 2007. so while the portal is aone stop shop, excuse me. well the portal is a one stop shop for all the indigenouslegal materials, again this is another placewhere we have materials that don't exactlyfit into the confines of the portal thatwe wanted to show. okay, law.gov again,research and reports, and then here we havesome digitized material.

this first link, american indianconstitutions and legal materials is where all of those links thatrobert was showing you before from the portal, where they live. again we have a clickablemap for different regions. and this is the south. this is our earliestmaterial and it starts with 1810 in the cherokee nation. this is also the place where youcan find the material [inaudible] of language of the tribe orthe [inaudible] of the tribe.

and we have it noted hereby saying, in cherokee or we several differentones, there's one in choctaw, and so you can downloadthis pdf and quickly view. and quickly view the document. okay, i'll go back to the southand scroll down to where we were. our historical materials continueon through the 1950's-1960's with these constitutionsand corporate charters. these two materials happen tobe in several different places on the internet, but theseare pdfs that we've digitized

from the library ofcongress's collection. there are also some gems inhere for these older materials. [inaudible] i'm goingto search for this one. we have some ordinances that ihave found extremely interesting and continue to find interestingas i keep going through. this is ordinances of this town. we can just look at some ofthe different titles here. you have an ordinanceabout dead animals. yep [laughing].

many different ones, in regard todogs, taxes, oh, i haven't found-- my favorite one is up here. where is it? oh no. there we go, thisis one of my favorite ones. bean shooting [inaudible]for boys only. they were not concernedabout girls, it seems. and no destroying ofbird nests [laughing]. so this is one of my favoritedocuments that we have. i wanted to make sure i showed you.

okay, now back to research andreports and digitized material. i'm going to continue going through. we have some collections fromthe law library of congress here, but we also have statues atlarge and united states treaties. these are two collectionsthat we are working on increasing what we have availablecurrently, but here at the statues at large you are able to accessall of the historical statues at large from 1776 through 1950. some of them are availableby chapter which means

that you'll be able to look ateach of the individual titles and control f to findthose titles a lot quicker. i'm going to go to congress21 and you can see that each of these titles herewith an individual pdf. so up here at the top you candownload the full congress or you can downloadthe small pdf's here that would just get youthe chapter or the law that you are really looking for. i'm going to scroll down to chapter148 to give an example of one

of the indian laws that we have. this is an act to provideof an exchange of lands with the indians residing ofany of the states or territories and for the removalwest of the mississippi. this is the indian removal act that,they didn't call it that back then, but this is was the actual titlefor that, and so by clicking on this pdf, you will be ableto open up and directly read that statue starting here. sorry, i'm going back to thestatue, i forgot to show that each

of these statues, the advantage ofbreaking up each of these statues by title means that we are able toindividually put metadata into each of these statues so that they areavailable to be searched exactly. so for instance, this statue aboutthe indians removal act had all of these terms here applied to it, so the search on the librariesmain page putting in any of these terms will getyou straight to this act. okay and i also mentioned treaties. these are the treaties thatthe united states assigned

with other nations. this treaties series so far doesnot include any of the treaties that the united states has signedwith american indian nations. those were in a separatevolume of statues at large that we are currentlyworking on very hard to get up as quickly as possible. but we have these treatiescurrently, which will show some internationaltreaties that have happened that have to do withamerican indians

or native peoples of anywhere. so typing in indian bringsus a search to this inter- american indian institute andclicking on this pdf will show that this is something that has beensigned in 1940 and it was trying to create an inter-americanindian institute. okay, there's one more historicalsource that i wanted to mention. let's close out some of these tabs,and i'm going to go back to law.gov and click on find legal resources. legislative resources.

again this link is quite long,but the url is in your handout and century of law making is here. this is still the libraryof congress website and it has the first hundredyears of legal documents here. so many different things, bills,statues at large, journals. i'm going to click hereto the annals of congress. this is what is the currentcongressional record or precursor to the current congressional record,which means all of the things that congress has saidor went on in that day.

if i browse the page headings andgo to i and scroll down a little, we have, these are allof the different topics of what congress spoke about inregards to indians during this time. so for example i will click onindian fur trade in the senate. they've spoken about this 5times and so clicking on one of these will bring you directlyto the page that they talked about the indian fur trade. so that's it for historicaldocuments that we have from the library of congress andnow we have some current documents.

and i have that, that we aregoing to go to congress.gov. this is available in multipleplaces in our website but typing in congress.gov works just as well and brings you hereto this main page. the easiest way to get tothe indigenous materials that we have here isto click on browse. and scroll to thiswhere it says bills to subject policy areaand policy areas. each of the bills that congress puts

out that has one policyarea that is attached to it. and here we have nativeamericans which is one of, they only have a fewsubjects here to choose from but native americans have 97 billsso far with this current congress. clicking on native americangets you those 97 bills. as you can see severalhave not gotten to far they are just nowintroduced here, using these facets on the left hand sideyou are able to navigate and see exactly what itis you are looking for.

so you have bills and resolutions,let's say i only want bills, it will redo the search andonly give me those 93 bills and take out the resolutions. i can narrow this down and canonly look at the 3 that became law and we have other facets here thatyou can narrow down with the bills down by sponsors, committee,chamber or party. so i have the 3 bills that havepassed, but if you wanted to look at an expand the search youcan come here to the congress and currently we havethe 114 congress checked

which is our current congress,but by showing more you can look at all the bills, or in this casethe laws since they've passed and become law, that werepassed by congress in each of the different congressionalyears. so again, law.gov will getyou here to this portal. that's the quickest link. let's see if that map is working. nope. not yet. but the canada one is,so you can see there.

we have each of the regionshere in a certain color and each of the different territories or provinces are highlightedthere so you can go through. so we welcome any questions thatyou have, any questions today that you have, or if you haveany help that you could give us on the portal any suggestionsthat you have, we would absolutely welcome it. any questions? >> jennifer gonzalez: right, we aredoing as much outreach as we can

to try to speak with the tribes,to let them know about the portal and all of the availabilitythat we have. i think the first step is reallymaking sure that people know about the portal and know that it'sout there and once people start to recognize that its out there and then hopefully thoserelationships will really start to be developed. yes? i think i will open that upto anyone else [laughing].

no, that's quite alright. >> jennifer gonzalez : fantastic. anymore questions? great. thank you. well, make sure that you geta handout when you leave, so that you have all those url'sor now you know how to find them. right. >>robert brammer : typically, weuse usa.gov as a link shortener. i think that's usually thestandard process [inaudible].

>> robert brammer: thank you. >> jennier gonzalez: thank you. >> okay, thank you very much. thanks robert and jenniferfor an outstanding program. that was really, really good. before everyone departs, ijust want to hand out a couple of other thank yous as well. first i want to thank ericeldritch here [applause]. yes. eric was instrumental

in putting this fullday seminar together, getting the panels together,getting the programs together, getting the displays that were outhere earlier today together as well. did a fantastic job and thank youso much for putting this together for us today, this morning andthis afternoon, so thanks, eric. >> eric eldrich : itwas a team effort. >> and, of course, i wantto thank everyone here who attended today's seminar. we really appreciate your supportof american indian libraries

and connecting them to federallibraries, connecting them with the federal government ingeneral, and getting the word out there that american indianlibraries and american indians, in general, are important partsof american cultural history, american history in general, andwe need to continue to support them and work with them to getthe resources and services that they deserve to have. >> this has been a presentationof the library of congress. visit us at loc.gov

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