The educational community center for shoshone and Bannock Indians at Fort Hall Indian Reservation

Social Disturbance The American Indians' peaceful life was ended when Columbus landed on the American continent. The attitude of the western invaders gradually changed from trade to settlement and the Indians soon found it necessary, therefore, to protect their human rights and their property. (Soon, however, the population of the western invaders increased to overwhelming numbers, and after the failure of the Indians' fight, they were forced to move east and west, according to the needs for expansion of the white settlers.) Finally, all -Indians were put on reservations, which was usually land that was unfamiliar to them and was desert or semi-desert. Bo Corresponding Social Problems Years after this disturbance the social structure and family system of the Indians broke down. Their culture had been denied They were forced to accept the culture of the powerful conquering nation. Instead of the success of the melting pot pol icy, social problems erupted as a result of the social and cultural disintegration. It is especially frustrating for the Indian youth today to live on reservations which generate the social and cultural nonfliers compounded by the generation gap. C. Shoshone-Bannock Indians on the Fort Hall Indian Reservation The Shoshone-Bannock Indians at Fort Hall have more or less experienced all the general problems of American Indians today. However, their interest in education is growing They are, on one hand, trying hard to preserve their own culture, and on the other hand, trying to catch up with the surrounding nation. D. Goals of the Project The major purpose of this project is to build an educational community center on the Fort Hall Reservation in order to help decrease and gradually end the deteriorating reservation atmosphere and to help clear the on-reservation social problems of today. E. Design Program The program is divided into four main functional portions. These functions and their corresponding room requirements are as follows: 10 Administration Offices, lounge and conference rooms 2. Education Library, study hall, classroom and corresponding lounge, cafeteria and auditorium 3. Cultural Development Museum, arts and crafts center 4. Recreation Area Indoor gymnasium, outdoor horse race track

THE EDUCATIONAL COMMUNITY CENTER FOR SHOSHONE AND BANNOCK AT FORT HALL INDIANS INDIAN RESERVATION by Su-Su A University Chang thesis submitted of Utah in to the faculty partial fulfillment of for the degree of Master of Architecture Department of Architecture University June of 1971 Utah of the the requirements TABLE OF CONTENTS Letter of Submittal i i Table of Contents iii Abstract iv Introduction. vi CHAPTER ONE The American Indian Since the Coming of Columbus CHAPTER TWO 11 A Profile of Fort Hall CHAPTER THREE 19 Educational Community for the Fort Hall An Indian Rese rvat ion Bibl Vita iography • • • • 2i 29 • iii ABSTRACT Ao Disturbance Social The American on Indians' the American continent. gradually changed found vaders Indians' ing to fight, they were Corresponding the were expansion is as a of was C. of of perienced all the east and west, in- settlers.) Finally, land that usually was accord- semi-desert. or social structure Indians and family system Their culture had been deniedo the the generation The Shoshone-Bannock move the culture of the success Shoshone-Bannock the western and after the failure of the white social and cultural for the They powerful conquering nation. melting pot pol icy, Indian reservations which generate the social the soon Problems especially frustrating pounded by invaders Indians of population desert disturbance the result the reservations, which on forced to accept errupted the western landed protect their human rights and to forced to were Indians broke down. Instead of the It put Social Years after this ended when Columbus overwhelming numbers, unfamil iar to them and was of therefore, the needs for all -Indians was The qttitude of (Soon, however, increased to the life from trade to settlement and the it necessary, their property. Bo peacefuJ social problems disintegration. youth today and cultural to live eonfl iets on com- gap. on the Fort Hall Indians at Fort Hall general problems Indian Reservation have of American more Indians However, their interest in education is growingo iv or They less ex- today. are, on one hand, trying hard hand, trying D. preserve their catch up with the own culture, and on the other surrounding nation. Goals of the Project The major 'ity center and gradually purpose of this help clear E. to to project the Fort Hall on end the is to build Reservation an educational in order to help decrease deteriorating reservation atmosphere the on-reservation social of problems commun- and to today. Design Program The program is divided functions and their into four main corresponding functional room These portions. requirements are as follows: 10 Administration Offices, lounge 2. Education Library, study hall, classroom and corresponding lounge, cafeteria and and conference rooms auditorium 3. Cultural 4. Recreation Area Development Museum, Indoor track v arts and crafts gymnasium, center outdoor horse race INTRODUCTION As it achievement has happened in architectural architecture, has design come architecture with social an this urban world In many times before so of the rapid change facing the of are economy and satisfy daily idea the Office of by of Utah campus, I for the Fort Hall as I a one decided to 'work we It on gradually have been Committee, Business Council working like that I have seen hard to help me is difficult to as the privacy. and it it should notwithstanding discourage- my on the University and education center graduate thesis. worked out make a and members many me sure to express my to sincere that social Through as program nothing important constantly meeting of this show my Bol.A. is with much It vi and they all of are all projecto appreciation However, to the many others who aren't gratitude. to with the Education people become involved, accomplish for mentioned here and to also are resources, and problems community a have contributed their time and efforto are We design program. missing. pleasure challenges today's problems; Indian Affairs Indian Reservation have been very careful them is to social step further, the Bureau of the discussion process, well the human needs. To carry this ment humanistic politics community Architecture today should be closely linked our new significance. lack of human should be part of the solution of a a being, the exhaustion of the natural and the population explosion into history, constantly confronting society's our of challenges we in human to all of those who those who mentioned, I would My thanks Fort to the members of the Tribal Reservation for their enthusiasm Hall and their time in discussing My thanks to the members their me the supporting the Bureau of project and their needs. problems for My thanks to Peggy My thanks to Jeff Phippeny for helping My thanks Indian Affairs for to Bon Professor Kazuo helping with my me Matsubayashi me to language difficulty. start the project. and Architect William Louie helpful criticism. And finally, specialist ing of in the necessary material. gathering for with Education Committee of the me of my special thanks the Fort Hall arrange all to Miss Education the necessary Agency, personal the necessary material. vii Ingrid Jones, for her contacts the education patience and for in help­ gathering CHAPTER ONE 2 The American In look back at to the problems present today for centuries. of They have "so1utions" which A. What is have been deal we the perpetuated through are many definitions for "American Indians is For general no census can ing misunderstanding Indian," the descendents are e1 as Beginning of but natives the Social When Columbus American Indians Europeans has other their landed came never to an end. The which title of the a as person an identified person who has been Indian Affairs as 1492, on desig­ service.1 well. was the peace of Since then, the coming the of the European nations began intrud- the Then land could be The fact in Indians, occupying occupation against European hands. a in America ended. European powers Haiti as definition Disturbance into the world of the fending or judicial Indian has been an purposes, or identify for basic Bureau of igible of legislative be used to self-declaration basis, nated of absolutely onced believed would solve them. we There Indian. by is Anglo-Indian conflict. those with which been Indian" that of "an ing the it today, inhabited the North American continent before Columbus landed. a of history are specifically American who Indian Indian? an There B. of Columbus coming order to understand the American necessary The Indian Since the proven the indigenous land and detribes and they devised procedures passed that from the Indian to native had decreased from 200,000 to 29,000 between inhabitants 1492 and 3 15140 The Ita loving people, to Europe in in Finally, the without covetousness," labor in 1542, the according .o.nothing be is decided ••• be taken to from the to the "Indians that provided specifically Indians or rebe11ion.2 Spanish regime proclaimed the Crownoo.o to shipped newly opened mines, free persons and vassals of are found to be either were retaliation for their which Indies, who Columbus Indians, made to slaves, as offered for sale of Arowak peaceful Laws are Lawsuits among the their usage and custom Indian except in fair trade. J ,3 Though Spain the occupancy of rights land caused the They the started Engl the granted 60,000 settlers rights ish monarchs land in the of their western thus the live to profit as of the riches of the in-between the the greedy western if the it new Spanish. ignored the Indians and the within the were land, and Different royal domain. by 1773, there were Ohio.4 Indians started to realize the actual aims invaders and the necessity of protecting their and property errupted. the following came colonizing Gradually own to 0 Spain, Crown exploit Indians to continue English invaders from recognition Indians and to defer to tribal shadow of human conscience and invade rs give formal their eagerness to self-government, new the first to was The wars ownership. continued of the United States government. A continual long sequence of wars after the establishment 4 C. The Indians Following the Establishment of the of the Neglect United States Government the In following hundred years, instead of ending as a the United States matured and took its and the hopes of in the United ished. The land base the had they now of pounding the and instead of the process of the people finding essing raw east of cotton, there ceived ito He same the Creek nation as already to ence become the I am them to are will to aid in promotion are for proc­ farming landQ Washington learning to do better less land, clothing essential portions more for had per­ to hunting and subsist­ agriculture, therefore, and encourage on to letter to the agent a of much smaller for room consider the business of "I on calling more speed Indian-white relationship live be to the grow­ First, River needed demand for a this view 1803: The livelihood, Indians continued that Knox and manufacturing disposed the insufficient to furnish Indians. and household and in of improved mechanical devices light expressed means under which on help, sought ways Mississippi President Jefferson viewed the in very much the lands growing nation. was dimin­ States threatened with extinction. were ways to a the because of expansion and, their very dissemination; thus, 1 ive under the pressure of ing population and the pestilence, peacefully lived, once world power, population declined the dissolved, and wars disappeared, America, Indian people place the wars, ito and thus our a preservation, This will land of land, their to •••• enable While increasing they numbers coincidence of 5 interests will occu r it will "Someday and pursue the Looking , occupation peop leo of their that may to idea of the resort nor peaceful President Adams President Indians Seminoles a willing was exposed separate a to time to Indian land and issue, but few voices for protecting Indian Removal Act in May was 1830. All were sent the Only their Florida swamps, lasted from 1835 to 1842 and estimated twenty million right was not sippi River. Soon after the find cost security in his in the then the U.S. dollarso6 prediction that the land west of the Missis­ Indian Removal California, of out in an the adopted and, a Indians would in this group as soldiers and first the push the first moved. were The Choctaw spokesman gold, was strange lands beyond the Mississippi. that war obtain the it Neither President Monroe to the the President resisted l,500 to means overwhelmed and the were their homes of them while Georgians thought Finally, The Seminoles some than to be when Andrew Jackson assumed the office of 1829. in approved by fought identified with us, lands, endanger force, if necessary. to hesitancy vanished and concluded, ,,5 After twenty years the drop he future," be better for them to be the many casualties to the to Act, the discovery in Colorado and the North- . west, brought the opening of the transcontinental wagon roads and later Indians Again, railways. were new To insure again pushed treaties were the safety north and south negotiated, and of the travelers, of lanes of new the guarantees of the travel. 6 title and 'perpetual' No consideration of cynicism this period. tone ing of D. lost am tired, I Kennedy they will ments Law, which resulted in to placed them, agricultural high plains, virgin remained was transfer of in were lost in lands more desert river forests or forever.IJ But the American as Indians reservations, fragmentary on and succeeding owners lands which a the rest of the nation other matters." in the Indian to white The no established. Ihen said: once were to amended as and sick and is acres were Indians of the United States. the by fight were 1887 approximately 140,000,000 tenure far, sick; Chief Joseph heart my given. Indian Reservation the strange were joint the I stands, sun its attention In .•• so were Indian affairs dur­ tired and were Indian Reservations their power, turned II said, John F. lands which Indians The The Establishment of President shown entered the discussion of where the Finally, protection Indians had been for the the Nez Perce sad; from of assurances new set years, Some the next up 90,000,000 forty first were valleys, rich in the Great owned by The Allot­ procedures acres from years.8 the most valuable grasslands Lakes on region. the What semi-desert. By 1909 two-thirds of the land retained in separate allot­ ments had passed removed and the from the out land original of was Indian ownership. sold. allotment and The trust had been Only 35,000 80,000 acres acres remained had been 7 distributed to in heirs, parcelso9 diminishing 1933 and 1947, through appropriated funds and Between special legislation, 370,000 acres - the land base Indian the first 1887 since acquisition increased was by for the Indians. Eo Social Corresponding the Legacy of the Social Programs for Indians land had been After the Instead, they because of as well of the lack of a punished for cultural preservation, a new family system social and rounding culture, faith, American and the The Indian and As a waning confidence for fighting and in children Instead of then result school the chance to of the broken structure, the confl ict of the sur­ their traditional Indian communities had developed the problems of poverty, excessive disease educational was independence, structure. social Indian culture, foreign language. racial established have been failures The immoral, Indian disappear. denied; ceremonies and had been the American for land, a were of which most pagan and as speaking fighting agencies understanding. religious freedoms, as establish Indians, true dances had been banned were New did not Indian the sold, became homeless. for the benefit Conflicts and Problems and Cultural The achievement, society was and rates, a inadequate shelter, low general apathy toward life. faced with losinq its way of life. 8 F. Indian social As without preparation, between and the ities become lack confidence crippled atmosphere gives retards the and growth of the and bel iefs modernize to youngsters to the school. deprivation gain lack of pre- improve or the and of his home there has been As a 1 school satisfactiono and prevents it from is Indian Indian child from the or a of ife, poverty, personal conditionso long struggle by the family as the well constantly facing as the and socio-cultural these youngsters result, personal­ Various types of social the home understanding language, Their opportunity and mature. result of a experience many problems, including suicide, self-destruction, drugs, dropping A New As unfriendly personality The average youngster disintegration. G. The and from their second a frequently discourage addition, therefore, social of have developed family derived from remnants of the traditional pressures In taken in themselves. little children Indian generations, negative. them very becoming positive, rich, trying the handicaps , customs of Community have been for their education. enough understanding the youngsters It Indian programs understanding their will against school the Many school children have been children. not the gaining in problems increase, school Many school also been affected. homes Children Problems of School Social out of school, Understanding American and etc. Effort by the Nation to Benefit the Indian Today, though we cannot suddenly end the long period of 9 and frustration, struggle, the American suffering of some positive steps have been taken, such have actually The decreased the school culture for the Indian and his been real ized tion of better by and, on the other of rights the nation. the concerned Hopefully, be able to take on rate. a cultural self-determination and in the the entire social, economic, and political tionso hand, Many more programs which positive offerings agencies have attitude, and with in the programs. will drop-out Indian has discovered the Western as Indians, new the of respect have also programs and the opera­ been more near developed Indians with a participating future the Indians responsibil ity for the improvemet of the reserva­ 10 Footnotes 1Answers D.C.: U.S. 2D'Arcy and Cultural to Your Government McNickle, Survival 3Ibid., p. 11. 4,bid., p. 27. 5,bid., p. 37. p. 40. 6 I bid., Questions about American Indians Printing Office), The p , Indian Tribes of (London: Oxford 8D'Arcy 9, bid., Indian Tribes of McNickle, The Survival (London: p. 500 Oxford the United States: University Press, 1964), 7'ndians of the Northwest (Washington, Printing Office), Introduction. and Cultural (Washington, 2. DoC.: U.S. Ethnic p. 10. Government the United States: University Press, 1964), Ethnic p. 69. CHAPTER TWO 12 A Profile of Fort A. Hall Geographical and Physical Features known The Shoshone-Bannock Reservation, Indian Reservation, approximately 525,000 and Power. Bingham, and northwest acres has It formed sides, land of natural by the supply water Creek, Portneuf a variety River, is the business of the potato warehouse, a Indian and the center It are Other streams which Lincoln Creek, The cat t l e Reservation, with is the most tribal Fork has reservation is terrace the health center, Ross terrain the eastern western north the on Bannock, River, Blackfoot River, Snake raising of Affairs, various public grade school. boundaries and Bannock Creek. mountainous; the permits farming ness, reservation the physical features: of Reservation and to in three counties: (See map.) and American Falls Reservoir. includes Idaho and southeast in located is Hall the Fort as less Fort , buildings, the rugged Hall small some the of Bureau is busi­ of offices and populous portion of a the Reserva- tion. Elevation varies from approximately 4,400 reservoir to mountain peaks of is which on B. the adjacent to nearly 9,000 feet. the American Falls lush Snake River bottom. Areas and Transportation Links Surrounding About five miles from the Reservation rounded on two sides by the Reservation Fort Reservoir, relatively is the feet at is Hall, situated (See map.) boundary and the of Pocatello city sur­ 13 ." ( A )4 t FORT HALL INDIAN RESERVATION IDAHO 14 hub of (popo 45,000), (popo 12,000). Blackfoot transportation land than More on 100,000 The U.S. Atomic Salt Lake is City 170 miles south of over Fort (See map.) Hall. Montana, Salt 15 West cross Reservation Lake City Lake City Municipal Airport, airlines, is located within an main east-west rail is Reservation. There will to with direction. lines connecting Chicago. daily flights the boundaries of Interstate and The Salt The Greater of two scheduled the Reservation, extremely convenient transportation for the and therefore has in by Highway 30 Butte and Portland with Pocatello material land Highway 15, Interstate UoSo the Reservation. is also crossed with crossroads of a with Yellowstone Park and Butte, the Reservation cross and Highway 91-191 transportationo connecting is at Reservation The Fort Hall Co Site at Arco has Commission Nuclear Reactor Test 5,000 employees. is live within persons twenty-five miles of the Reservation boundary. Energy north the be be no problem if any construction transported from the surrounding The Reservation Labor Force and Employment of the area. Fort Hall Community A total census report for the Reservation, population as 3,038 (Bureau of 1970, Indian lists the Affairs, 1970). 15 Age 1-15 498 490 988 16-19 177 172 217 171 348 368 20-24 25-34 35-44 1 the total Of years and ove , permanently and 251 are 1 ,495 228 162 184 445 112 209 327 353 3,0381 ,543 population of 3,038, there able persons between 671, 196 165 169 _:n.. 45-64 65- (16 Total Female Male G rouBs 18 and 64. the ages of only 659 are in temporary presently unemployed. derived and mainly grazing from land and smaller amounts other but resourceso is or seasonal $5,000 D. per There are This on dozens of on reasons be discussed Tribal the tribe's on existing to family over 1atero income is irrigated income unit family unit, is a several $100,000 annually, programs and The estimated average The why phosphate deposits, plus income amounts rather than the nuclear is on tribal approximately the extended kinfactor that is the Reservation. to Tribal Economy Agriculture Of the for permits half, Over hunting and fishing permits, and family unit. unique 10 royalties of these jobs. quite limited. are leases and entirely expended administration. ship from Yet currently employed, 418 this unemployment problem exists, which will The finances of the Tribe 1,316 employ- were and Range 524,000 agricultural Reservation acres, March lands show that a total of 1969 figures 442,795 acres, 16 of which in 328,140 and dry farming, grazing, 28,655 used for open were 86,000 which beans and Potatoes, sugar beets, irrigated agricultural land described good. as purely is available. there are sideration important one is renewal for enter the of some employment which may higher slopes are under now Yet con­ The developed and agri­ most Reservation, certainly the on the most income and Indian-owned farm land However, when leases current people will the younger and cattle farming could be proposed building. presently provides leased to non-Indians. principal Adequate good. the on the best resource the resource are timber which in the ployment opportunities. up addition, probably natural which generally stands of be used land cultural the to In are the Reservation's physical a as Soils water small grains The conditions of crops. 52,000 stocking under present conditions. full is about land range cattle and presently supports approximately 6,700 sheep, The irrigated. were were business raising eventually affect large em­ is come be able to to provide numbers of people. 2. I ndust ry Phosphate deposits have important mineral, and these been deposits another ten years. Therefore, should be made to resources soon a determine which have economic the only economically may be depleted in complete mineral if there potentialo are survey other mineral 17 The utilities and hand, which close at are transportation needed by industry place for the location of in industrially the near are the Reservation and quantities on studies determine the feasibil use. These and gypsum, development include Eo A in found groups and ity All possibly oil. subject silica and materials indigenous building sources of of of their commercial in this these minerals could be important income area varying the should be building stone, lime, properly developed, the most close future. have been under consideration to be used When excellent an Through industry. Some non-metal 1 ic minerals to Reservation government agencies, the Reservation federal should grow new industrial cooperation with local with the makes project. one of the Tribe. Closing View Comprehensive plans had five districts land A available, and priorities Fort for each planning of the commission has be needed to make Comprehesive planning, identifying problems, development of the develqped professional help will their work effective. and be in the Reservation. been authorized but people to alternative solutions, would prevent Hall resources the wastes Indian Reservation. of random 18 Footnotes lOverall Redevelopment Area 1, 1 969), p. C 0 un c i Development Program for Fort 1969 (Fort Hall, Idaho: April Economic z 4 • Hall Fort Reservation Hall Business CHAPTER THREE 20 An Educational A. Community for the Goals and Design struggle inal of keep their to has barbaric, of the cultural under own is now re-establ ishment. to Finding could is in their own will, of all of thinking of social which and struggle Indian programs the was' not their to improve people the good. own Indians much There­ themselves development to and Indians. been developed through Shoshone and Bannock Indian Reservation. vation have been instrumental This been program has of are and cultural reservations, there for the program has the orig­ and for the tremendous hundred years while following design Hall own program for their future complete cooperation Fort Indians' long periods extremely important everasting benefit The programs the American government, environment, it fore, act the past do, including Indians' new the main aim of many of is During today. the Many solutions have been accumulated through The personal conflict between the disaster of the problems, especially frustration, and for their social ready are considered once understanding. decreasing. development, according was as Their re-emphasized. which ic treated are Indian Affairs formed the basis misunderstanding conflict be to culture, the Bureau of Indian tribes many part of America today, gradually gained publ programs them; said as Their existence has foreigners. Indian Reservation Objectives Indians, American Hall Fort designed Indians Persons of all ages in establ ishing the not only as a on the the in the Reser­ new program. solution for their 21 also for their current problem, ment. Therefore, before have B. but social a sol id good problem in Fort Current Social the Fort Hall Problems of hard to becoming the to disintegrated disintegration thei r a lack of of comparison of etc. to police tutions, to The parental well as the in on local of problems. the positive a job adjustment are youth health Indian social rate are their their and arts and cultural a high a lack for the youngsters self-destruction and School achievement, far from institutions, drug abuse, glue sniffing of disorganization, of commitment high youths of problems of social to school in satisfactory There surrounding community. and trying are language, responsibil ities, ity. mental of individual and Indians, remaining vestiges terms stabil the culture. long-lasting These children also manifest use, social Indians American nearly-lost aspects drug addiction, contact to retain fixed the current occupational attendance and all understanding more Indian culture of acceptance of rate as tradit ional inquency rate, family high Shoshone and Bannock Indians, like revitalize the crafts, customs, a local surrounding nation; h3wever, they currently trying hard del the Indian problems preserve culture and current first should Indian Reservation are of offerings the we develop­ Hall. general Indians The programming, of understanding The Shoshone-Bannock have the start we and future are high correctional rates insti­ and to foster homes. incidence and suicide. rates in alconol Many agencies are 22 to attempting The social has problems Inadequate Existing Facilities facilities existing The developing approximately 100' limited because of Some of school students basketball persons the ed for a in room classes. could be temporary, brought to during for the the to facili­ concentrate. and to the Business Council building building for it use was of evening originally the new some for room for industry construct­ evening were to Reservation, this building would again be put its day for lack of constantly exposed tribal purposes and the industrial use a This classes into are 1970 the Fort Hall of of use the of Timbec time that the of greatly located under Timbec Hall ibrary an from above. spring the 1 been tutoring same students for the is also the in working Because scheduled. library Hall and Therefore, activities. the during of Bureau for the basement schedule the nearly the only are gym the current of impossible been education adult basketball scheduled were games has approved the for building fit to Administration, Timbec Hall, the full were thundering noise In adequate the adult education classes and Hall. Fort from activities and education programs have community it 200' house all buildings that ties, x far are office The program. Indian Affairs and Tribal The the of the During decreased. than rather increased little. achieve very they incidence twenty years the last C. but help, original for a purpose. day-care This center. same room The fact is used that there is be 23 no education available for adult area and frustrating it very discourages possible would benefit adults and school D. The Needs of the of available educational the tribal has been there has and two students and children have therefore the entire family Members of the Tribal programs; based programs, they on have educational 1. Administration Offices able Hall, needs to provide enough Education Committee. an is office, which Branch of the Bureau and the on involved Reservation. their parents, in the programs. in these participated in programs. Reservation the various the Indian community facility. be working atmosphere should been the needs of analyzed an Timbec has which would half years adult educa­ a accompanied experience for The current a Education Commit of educational meeting Committee have their need for a building a variety a programs and classes have been School been The Tribal planning the past During approximately tion and discussing and to util ize accommodate the Shoshone-Bannock to the spaces needed for provide that programs community, community (about 3,000 persons). tee makes dropouts. services, for education facility daytime Developing Program the benefit For the during In in the basement replaced immediately can room of located be for provided. so a of suit­ The office the Education Office, the Indian Affairs, and the Tribal addition, a information desk for visitors lounge are for needed. waiting 24 2. Library and Study Hall A ible Indian building give supportive tutoring to provide people and hall study a plan to to variety a school and library, for would make of educational and children. up-to-date, well-equipped an An educational resource school adults, - poss- it would enable the reach all ages it students and grams which would be 3. center education community for the entire 1 pro­ students, ibrary would Indian community. Classrooms The classroom area should satisfy the following educational programs: It a. adult education b. children's education needs c. vocational training (includes d. children's room should ptovide enough The activities. roomS and day for room care typing room) the center. and educational tutoring should be flexible enough to fit their various functions. 4. Auditorium Indian clubs in which to meet, Day and other 5. the local high schools need an area rehearse and present programs for in Indian events. Museum and Crafts Area An area history young which could preserve artifacts and present the of the tribes would be people about their own a means of education for culture and bui ld pride in 25 Also, busloads of school children their ancestry. could be l,OOO) Bannock 6. they so background This is Valley from way of a the educating better understand the Shoshone­ can as the Snake River presented by the Indian people. Health Center The Indian Health for community Service health Health and Welfare vation. student There therefore, is 1 ie can a As complex. project is funds and providing training Their function representatives. agencies offering service not down room is a if single he room becomes drug problem for all on is the Reser­ in Timbec Hall ill during where school needed for the health service of for the youngsters, for the current a is better communication and services between the provide to 7. to each year. nearby schools non-Indian brought (over ages, a is a hours; the rehabi1 itation center needed. day-care a center In addition, and nursery as area required. Recreation Indians have long been well-known The men. A as the good sports­ recreation center is needed for the health of the growing community In addition to and personality development. Timbec Hall, which has been considered to be inadequate for the is needed in individual the current need, project complex. a recreational center 26 Additional 1. The Considerations: land is the sideration of 2. has not is Local labor will material help Room the and preferred of the tribes. been flexibility is important included in this be used under-employment problem. have been considered for stone 4. land cost also, single story to 3. publ ic property Therefore, in the cost con­ estimate; project. to help keep coststdown and Local timber and building use. for the changing social foundations of the Tribal It is, preferred that the construction process be divided into the II following stages development. because of budget 1. Education and Office Areas 2. Cultural 30 Recreational 1 imitations: Development Portions Development. BIBLIOGRAPHY 28 Books Dorn, Edward. New York: The Shoshoneans: The People of the Basin-Plateau. William Morrow & Company, Inc., 1966. Farb, Peter. Manis Rise to Civilizations Shown by the Indians of North America from Primeval Times to the Coming of the Industrial New York: . E.P. Dutton & Inc., 1968. Co., Havighurst, Robert J. and Neugarten, Bernice L. American White Children: A Sociopsychological Investigation. The University of Chicago Press, 1955. McNickle, DIArcy. Cultural The Survival. Parmee, Edward A. J.W. White Man Page & Chicago: Ethnic and 1964. Formal Education and Culture Chang'e: A Modern and Education Government Community Program. Tucson, Apache Indian The Arizona: Schultz, Indian Tribes of the United States: Oxford University Press, London: Indians and University My Life in the as an Lodges of Arizona The Indian: of Press, 1968. of Story the Blackfeet. a Red Woman and New York: a Doubleday, Company, 1907. Trenholm, Virginia Cole, of the Rockies. and Conley, Maurine. The Shoshone: Sentinels University of Oklahoma Press, Norman, Oklahoma: 1964. Thesis McOmber, Winston I. Unpublished "The masters 1855-1878." Utah, 1951. Indian Problem of South thesis, University of Idaho Report Overall Economic development Ap ri 1 1969. Development Program Area. Fort Hall, for Fort Hall Idaho: Fort Reservation Re­ Hall Business Council, a: w W I­ Z o > I- Z :::l o :E :E o I - [ I . I .....:..1.-1_- r·Ji_ , z - o et I­ > W ..J W SA:,t '-lENT "el, STRUCTURF; PLAN 1/16'" " pan stab & sect Ion "' MECHANICAL concrete 1'. 0 MECHANICAL SCAL E I " • STRUCTURAL . . section . ec uoo \:. d . C d ----=---= < . . lit'''' . ." .' . -I ·1