Oil and gas leases have been a hot topic for a long time, especially since the controversial disruption of a BLM land sale by student activist Tim DeChristopher in Salt Lake City this past December. The sale which, according to some, was a midnight move by the Bush administration found itself floundering when an unknown bidder (DeChristopher) won parcel after parcel of land. Since December the leased parcels have been pulled back and forth between the BLM and the Interior, between developers and nature-lovers.

This story goes back before DeChristopher, back before the rushed lease sale. Yet it shows that the tug-o-war has been going on for years; and it hasn’t stopped. When the Interior Board of Land Appeals (IBLA) recently told the Bureau of Land Management (BLM) that it cannot move forward with 11 oil and gas leases without following federal cultural preservation law and consulting with concerned Native American tribes, a sigh was heard coming from Nine Mile Canyon in southern Utah.

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Since it was announced last week that a deal had been reached for the probable removal of four dams on the Klamath River, I’ve been ecstatic. The Klamath dams have been the cause of massive fish kills, are owned by the richest man in America Warren Buffett, do not provide green energy, have shut down west coast fisheries, and have hurt the Native American culture.  Of course, since the Bush administration negotiated the deal, I am wary there may be a hidden agenda for this once mighty river in my neighborhood.

Should the nonbinding deal go through, this would be the largest dam removal project in US history.  The alternative for PacificCorp to re-license the dams was to build fish ladders mandated by federal biologists costing $300 million. Dam removal is the cheapest option and the best decision for the health of endangered salmon on the Klamath River. The California Energy Commission reported PacifiCorp could save $101 million over the next 30 years if the dams were removed and replacement power bought.  As part of the deal, ratepayers will foot $200 million in removal cost, and California will ask voters to approve a $250 million bond.  Studies and analysis will occur until 2012, at which point the dams could be removed in 2020.  Under the deal, PacificCorp would receive immunity from the dams’ environmental liabilities.

Bush wanted the deal to remove the dams, yet his administration has always backed farmers in the dispute over water rights, such as when irrigation was shut off to under the Endangered Species Act in 2001. Even after the Klamath dams’ removal deal was announced on November 13, 2008,  Bush released a statement saying, “Together, we have produced an agreement that will greatly reduce the risk of future shutdowns of the irrigation system.“  Already, the Klamath deal is under attack for supporting farmers over fish. Many suspect the deal will shut down California water quality hearings that may have doomed the dams anyway.

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July 19, 2008:  Fires in Hyampom Still Crackling

Could we flip back through history to a hundred-thousand years before Columbus or ten minutes before landfall, we would find immense forests, some three-hundred feet tall and thirty-five feet around, most of the forests appearing like a manicured Federal Park, clear of underbrush, deaf falls and dry limbs and needles and leaves turning to duff just waiting for a spark.

The forests, like most life on this continent, were not an accident.  That they looked like they were manicured is because they had been forever before the penetration of Europeans.  Forests were full of life and were like a super market for the natives.  Animals, birds, eggs, nuts, excitement and adventure flourished everywhere.  It was a duty for the natives to clean the forests and encourage life to visit there, and it was an honor to “talk for” the forests in ceremony and prayer.  Loving earth with a deep respect has always been the “way” of mountain and coast indigenous.

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The four dams on the Klamath River in far Northern California are under relicensing, something that only occurs every 50 years. The dams are owned by billionaire Warren Buffett, who purchased Pacificorp, one of the lowest-cost electricity producers in the United States, three years ago. Many Californians were hopeful this purchase would mean the end to the dams, but their concerns for the salmon fell on deaf ears. Once again, Warren Buffett rebuffed salmon advocates.

On Saturday, May 3, 2008, American Indian tribes and salmon fisherman failed to gain a private audience with Buffett and were ignored at the Berkshire Hathaway Inc. meeting in Omaha, Nebraska. Protesters shouted, “Un-dam the Klamath! Bring the salmon home!“, while shareholders enjoyed complimentary cocktails Friday night. For two years, an unprecedented alliance of tribes, businesses, conservation groups and commercial/recreational fishermen has tried to reach an agreement with Buffett for dam removal. Buffett said that his company would not decide the fate of the Klamath dams, but Berkshire will defer to regulators in California and Oregon. Ironically, dam removal is cheaper than building the fish ladders regulators are recommending.

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Told by Darryl “Babe” Wilson, “Two Moons” is a “warning” story of what might happen to the Earth if we don’t heal the “sickness” of our planet. “Jui ja wa. The old people would say jui ja wa. Jui ja wa, that means the Earth is sick.” Darryl was born on the north side of Sul’ma’ejote (Fall River) at its confluence with It’ajuma (Pit River), which is east of Mt. Shasta. He has doctorate in English and the author of The Morning the Sun Went Down, a honest autobiography about what it is like to grow up Native American in rural California. Based on the recommendation of a Modoc colleague, I read this book over seven years ago, but the story has remained in my heart as if I read it yesterday.

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So what do we teach to our children? We usually pass on unquestioned what we all received in our own childhood classrooms. I have come to know both the truths and the myths about our “First Thanksgiving,” and I feel we need to try to reach beyond the myths to some degree of historic truth.

How will you teach your children about this day of thanks, that initiated the genocide of Native Americans? Here are some highlights from Teaching About Thanksgiving:

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Fire Race is beautifully illustrated by Sylvia Long, and the illustrations hold true to Karuk traditions in the garb of the animal characters. For example, Coyote wears a basket cap traditional to the Karuk Tribe. The Karuk Tribe resides in far northern California along the Klamath River. Fire Race tells the traditional tale of how Coyote appealed to the vanity of the yellow jacket sisters to steal their fire. The race begins, with many local animals passing the fire to one another as the yellow jacket sisters chase them. Eventually, the fire is swallowed into the wood, where it is stored today for us to burn and stay warm.

I just love this book! It has always been one of my favorites as a teacher and a parent. There are so many things to discuss, such as the vanity of the Yellow Jacket Sisters and the cooperative effort of the animals. I love to connect the story to our hearth for our children, as we give thanks for the warmth our woodstove provides us. It is a gift from the land.

Arizona is making an effort to bring electricty to it’s Native American residents through a new program called the Tribal Rural Electrification Program (in PDF). Arizona Gov. Janet Napolitano announced the new initiative Wednesday, saying the first phase will bring solar power to at least 100 reservation homes by the end of the year.

The Arizona Department of Commerce Energy Office will run the program, with the help of Arizona State University Polytechnic Campus’ Photovoltaic Testing Laboratory. Arizona utilities and solar power companies will also partner in the initiative.

What are other states doing?

Arizona is making an effort to bring electricty to it’s Native American residents through a new program called the Tribal Rural Electrification Program. Arizona Gov. Janet Napolitano announced the new initiative Wednesday, saying the first phase will bring solar power to at least 100 reservation homes by the end of the year.
It’s not a lot, but it’s certainly a beginning.

The Arizona Department of Commerce Energy Office will run the program, with the help of Arizona State University Polytechnic Campus’ Photovoltaic Testing Laboratory. Arizona utilities and solar power companies will also partner in the initiative.

What are other states doing?

Source:  The Arizona Business Journal

This post originally appeared on Green Options.

Back to school time is rapidly approaching, and it is a good time for parents and teachers to make plans for environmental education (EE). EE involves teaching children about the natural world and the way ecosystems work. According to the US EPA,

Through EE, people gain an understanding of how their individual actions affect the environment, acquire skills that they can use to weigh various sides of issues, and become better equipped to make informed decisions. EE also gives people a deeper understanding of the environment, inspiring them to take personal responsibility for its preservation and restoration.

Whether your child is homeschooled or attends public/private school, EE is an important part of education. Many school districts feel that they fulfill their EE requirements by sending sixth graders to outdoor camp, but EE should occur throughout the year. Concerned parents should ask their children’s teachers what their plans for EE are for the year.

The following EE curricula are ones I have particular experience with in K-8 education. Many curricula exist, and my approach has always been to pick and choose the best units from assorted curricula to provide EE in my classroom. Project Wild, Project Learning Tree, Keepers of the Earth, and Adopt-a-Watershed are my favorite EE curricula.

Project Wild is the most widely-used EE and conservation curriculum used in K-12 education, and most sixth grade outdoor camps use this curriculum as a basis for their programs. Project Wild emphasizes that wildlife has intrinsic value, and humans need to develop into responsible citizens of the planet. “Project WILD’s mission is to help students learn how to think, not what to think about wildlife and the environment.” Project Wild also includes an aquatic curriculum and Spanish translation. One activity I remember from Project Wild involved creating a food web. Children represented different animals, plants, insects, etc. A ball of string was used to connect the children, as they made choices as to where the string should be connected. In my classroom, we extended this activity by creating a collage of an ecosystem on cardboard, then taking string and thumbtacks to make a visual representation of a food web. The only way to obtain Project Wild materials is by attending a workshop.

Project Learning Tree is a 30-year-old curriculum of the American Forest Foundation. Just like Project Wild, Project Learning Tree “helps students learn HOW to think, not WHAT to think, about the environment.” Project Learning Tree is divided into eight modules: energy and society, forest ecology, forest issues, municipal solid waste, risk, places we live, biodiversity, and forests of the world. A children’s literature list is included to accompany each activity. One Project Learning Tree activity is the Environmental Exchange Box, in which children collect photographs, stories, samples of local food, natural objects, etc. representative of their local environment. This box is then exchanged with another box from a different school in a different locality. Children can use this box to compare and contrast the contents to their own environment. Just like Project Wild, you must attend a Project Learning Tree training to receive materials.

Keepers of the Earth is an EE curriculum based on Native American stories. “A collection is presented of carefully chosen North American Indian stories and hands-on activities that promote understanding and appreciation of, empathy for, and responsible action toward the Earth and its people.” This curriculum is divided into ten topics: creation, fire, Earth, wind and weather, water, sky, seasons, plants and animals, life, death, spirit, and unity of Earth. A common theme throughout the stories is that the world is a family: “earth as our mother, sun as our father and the animals as our brothers and sisters. The stories foster an ethic of stewardship by clearly showing that we are entrusted with the responsibility to maintain the natural balance, to take care of our mother, to be keepers of the earth.” There are several other books that have been written in the series, such as Keepers of Life and Keepers of the Animals. Keepers of the Earth is readily available through bookstores and online merchants.

Adopt-a-Watershed is a lesser know curriculum, which enables students to adopt a local watershed, study it, conserve it, etc.

OUR VISION is for education to serve as the
cornerstone of a sustainable community, in which all citizens live their lives consciously choosing actions that ensure a healthy quality of life for current and future generations.

Adopt-A-Watershed’s place-based learning programs promote this vision by engaging students in meaningful activities that lead to an understanding of sustainability and how their choices and actions impact the community and the overall environment.

OUR MISSION is to empower communities to care for their watersheds and enhance student learning by providing leadership development, educational tools, and access to a national network of resources.

As an Adopt-a-Watershed school, my classroom conducted bird surveys, planted trees, and raised steelhead from roe to fry in our classroom. The steelhead were then released in our adopted watershed. There are 18 units in the curriculum, and it is used throughout the world.

Environmental education is an important part of any child’s education. Parents and teachers can facilitate this learning through the many curriculums that exist. EE is one aspect of education that may not appear on a standardized test, but it is very important for our children and planet.

A Hopi friend of mine feels it is inappropriate for children to play in teepees, as they promote stereotypes about Native Americans. Obviously, not all tribes live/lived in teepees; however, they have become a symbolic representation of all native people in America. For my daughter, we never associated the teepee with any culture and simply enjoyed the unique structure for play. We did not pretend to be cowboys or Indians. If she would have been older, I would have been sure to teach her about all of the various housing structures utilized by tribes across this vast continent.

Don’t forget to read Green Family Values this week!