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1. Description of Our Community
Sakizaya – The Vanished Racial In this monograph we will discuss the Sakizaya’s history and situation. We tried to record the rise, battle to Manchu Dynasty and migration of this race, and the racial history of hiding in the amiss tribe. From the master of ki-ray plain to being the vassal of other race, The Sakizaya did a lot regression for keeping their people alive. This shows the wisdom of The Sakizaya and revealed the fact “No one can help them at all” when they are in the current of the political disorder.
The Hualien plain was called “ki-ray”. The Amiss called Sakizaya as “Sakiraya”. We took the “ki-ray” as the name it is today. The mountaineering people know “ki-ray” very well. Ki-ray plane is also a well-known name in geography. However, for the most people, they don’t know about Sakizaya. There are only a few researches in this topic, even though we have a lot aboriginal study. Therefore the subject is very unique in Taiwan.
The gate of being existing is to understanding the history. The key to get alone with other people in peace is to realize the difference of them. The Sakizaya still in the Ki-ray plane today. This race is alive for right now. At the same time, to face the social environment don’t know them, we feel they are invisible. The primary job to get rid of the unfamiliar feeling is to study the Sakizaya history and give the history a complete and thorough description. The name of “Sakiraya” appeared in the Netherlands’ and Spanish era. In the early stage of Manchu Dynasty record can see that, too. But there is no depth in their description. The rest record is only the event of “Dagubuwan” at 1878. At that time, the Sakizaya lost their land and force some people had to exile. It had huge influence to them.
2. Summary of Our Project
The main Sakizaya villages are in eastern Taiwan, Hualien. They were from the Hualien plain (it was called ki-ray plain). The ki-ray plane is located at the north end of Hua-Dong valley. The Mei-lune Mountain is in the middle. Form north to south is about 19km; from east to west is 9km. And it is like an arc. According to the legend, the Sakizaya had 10 village, they are: Civawgan, Takoboan, Towapon, Cikep ,Pazik, Kenoy, Nabakoan, Tamasaydan, Cipawkan, Civarvaran. As the result of the failure in war, the Han-Race came to Hualien, avoiding from the Japanese control and the floods, the Sakizaya started to spread to other places. At the present, the Sakizaya are in Be-Pu (Hupo), Mei-lune (Pazik), Der-shing (Sakol), Kuo-fu (Cupo), Kuo-fu neighborhood (Kasyusyuan), Uy-mei (Apalu), San-shing (Cirakayan), Shui-lien (Ciwidian), Zi-chi (Karuruan) and Ma-li-unh (Maifor). The population is about 5000. We hope we can reveal the scene of Sakizaya by investigation, studying the bibliography and interview people related to the Sakizaya. We can let people know them by building this web page and help them to rise again.
3. Our Computer and Internet Access
A. Percentage of students using the Internet at home:21-50%
B. Number of workstations with Internet access in the classroom:more than 6
C. Connection speed used in the classroom:dedicated connection
D. Number of years our classroom has been connected to the Internet:4-6
E. Additional comments concerning your computer and/or Internet access (Optional):
1.The computer equipments in our school: (1.1)The computer equipments: Two servers,one computer classroom. (1.2)Teaching: Students in the fifth and sixth grade have taken computer class from 1991. Students from in the third to sixth grade have also taken computer class until 1998. (1.3)The sources of funds: Each student has paid the maintenance of equipments each semester from 1998. 2.The situation of using computers and applying in teaching: (2.1)Computers applies in school’s administration: There is one computer at least in every administrate office. Each day the principal room replies the e-mails of which suggest and guide school from everywhere. Checking the school’s web and the official dispatch. Academic affairs make announcements and shows students’ learning works by computers. General office calculates the salary and auditing the forms by computers. Each teacher in charge of every grade uses the computer to make documents and decorating the classroom and so on. (2.2)Applied in teaching: Build the virtual CD-Rom drive to improve the plan of applying every class by computers. Encourage students to find net information by computers. Also, hold the contest of finding information. Jointing every teaching to finish the works.
4. Problems We Had To Overcome
1.Time & Location Arrangement: For an enormous team of 18 students and 7 parents, it was not easy to find a suitable classroom and time to hold regular meetings. On Wednesday afternoon, we arranged field trips of the tribe, and arranged interviews on weekends and holidays if necessary. Hence, we tried not to affect our normal school schedule during our Cyberfair project preparation as far as possible. 2. Field Excursion of Tribes: As we normally followed the “division of job duties” principle to assign our project duties. The majority of field trips of the tribe were assigned to Grade 6 students, who reported the findings to the team during our regular meetings in school, whereas those who were not assigned the field trips were in charge of data organization or graphic preparation. All the team members only joined the large-scale field trips during weekends and holidays. 3.Difficulty in contacting experts and scholars: We had to meet the schedule of experts and scholars for our interview. Some scholars were really very busy or lived abroad. Consequently, we were forced to interview only those scholars that we were able to contact. For those that we were not able to interview, we only cited their monographs and publications in our project and also stated the source of the materials used for our project. 4.Job progress report writing & learning: It was not easy to complete the daily job status reports. However, we followed the “division of job duties” principle and tallied the number of reports. We really enjoyed our teamwork greatly. 5. Organization of history literature: As people of different eras looked at historical events from different perspectives, including the distribution of tribes, we asked scholars for advice while organizing our information. Despite our efforts, some information on our literature sources was to be clarified and proved. 6. Consensus reaching among team members: As it is our common understanding that different people have different opinions of the same issue, our teachers gave all the team members the chance to speak out their opinions depending on the situations, so that our team members developed a stronger emotional bond!
5. Our Project Sound Bite
A senior aboriginal tribesman (Diway Sayion) who dedicated his entire life for the welfare of aboriginal tribe people in Taiwan once said, “Ethnic culture is just like a person’s life. If a tribe’s culture can be promoted, then the tribe can also become empowered. On the contrary, if a tribe’s culture declines, the tribe will naturally decline. Just like the human body, if one is weak minded, one will become physically weak and susceptible to illnesses, and may even die.” The persistence of the Sakizaya Aboriginal Tribe can be taken as our model of learning. Just from the ethnic pluralism of the Sakizaya Aboriginal Tribe, we learn how to respect, appreciate, tolerate, and cooperate with the others. We hope that from the olden times to the modern era, the ChiLai Plain can become more spectacular through our efforts!
6. How did your activities and research for this CyberFair Project support standards, required coursework and curriculum standards?
This project primarily has integrated the History of Taiwan, Multiculturalism, and Ethnic Identity of our social studies curricula and the Community History & Culture of the School-based Curriculum. During this project, we have learned the notion of field trips and the recording techniques for field studies, Internet applications and web-page design and production, improved writing skills, and experienced the procedures of an independent study from the beginning to the end. Above all, what is even more important is that we have learned independent thinking, and respect and care, the two major skills from the following ten basic skills. We truly believe that such properties can be used in our future so that they are the most important achievement that we have gained from this Cyberfair project. The followings are the skills and related activities that we have learned from this project:
1. Self Understanding & Potential Development: People with different competencies and personality traits were grouped together in a team for this project. Some possessed strong computer skills whereas some had strong communication competency. Hence, this was really a good time for the team members to develop their potential and gain self-understanding. 2. Appreciation, Performance, & Creativity: We got a better understanding of the history of another ethnic group and learned web page design and production. 3. Career Planning & Life-long Learning: We got a good opportunity of participating in this Cyberfair Competition. 4. Expression, Communication & Sharing: Interviews and team meetings. 5. Respect, Care & Team Cooperation: Field trips of the tribe, interviews, and web page design and production. 6. Learning of Cultures & Understanding of the International World: Through literature organization, we got an understanding of the history of an ethnic group. 7. Planning, Organization & Practice: Formulation and conduct of the independent study, and field trips of an ethnic group. 8. Technology & Information Utilization: The conduct of the independent study from the beginning to the end. 9. Independent Exploration & Research: Formulation and conduct of the independent study & data collection. 10. Independent Thinking & Problem Solving: Formulation and conduct of the independent study, design of interview questions, team meetings, and web page design and production.
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1) What information tools & technologies did you used to complete your CyberFair project?
1.Interview:Inviting & visiting experts, scholars & the seniors of the Sakizaya Aboriginal Tribe, in-depth understanding of the stories and relics of the Sakizaya Aboriginal Tribe, and recording of the interview process. 2.The Internet:Searching for related web sites, collecting literature related to the Sakizaya Aboriginal Tribe, and communicating with speakers and reporting job progress by E-mail and instant messenger. 3.Digital Video Cassette Camcorder, Image Capture Card & Digital Camera:Taking photographs and video taping of the field trips of the tribe and senior tribe people, and converting interview videotapes into VCD 4.Scanners & Printers:Scanning pictures and old photographs by scanners, and printing out reference materials by printers for circulation, organization, and discussion. 5.Telephone, Mobile Phones & Facsimile Machines: 6.Flash Disks & CDRW:Saving data, pictures, and images related to this independent study. 7.Computer Software:Macromedia Dreamweaver, Ulead PhotoImpact, Macromedia Flash Player, Microsoft Office, and so on. 8.Tape Recorders, Recording Pens & Digital Video Cassette Camcorder:Recording the interview process of scholars and senior tribe people of the Sakizaya Aboriginal Tribe. 9.Literature Search in the Libraries:Collecting images and text information related to the Sakizaya Aboriginal Tribe. 10.Field Tripsof Tribes:Understanding the current living conditions of the Sakizaya Aboriginal Tribe through interviews during the field trips.
2) In what ways did you act as "ambassadors" and spokespersons for your CyberFair project both on-line and in person.
First of all, we visited the “Editing Team of the Sakizaya Dialect” and told them the objectives of our independent study. Through the “Editing Team of the Sakizaya Dialect”, we obtained contact information of scholars, and then contacted these scholars, experts, and senior tribe people by telephone. After having obtained their prior consent, we made an appointment with them for an interview. As we could contact the core members of the Sakizaya Aboriginal Tribe in the very beginning of our project, we did not run into great difficulties after we got a preliminary understanding of the Sakizaya Aboriginal Tribe. Afterwards, we conducted field trips based on the information supplied by these scholars. During our interview, we found that some residents identified and even admitted that they were from the Sakizaya Aboriginal Tribe in the very beginning of our project, whereas some others completely knew nothing about the existence of the Sakizaya Aboriginal Tribe. During our filed trips and data collection process, our parents tried to look for related people and collected related information through their friends, because they knew that we were studying the Sakizaya Tribe. Hence, through our teacher, Ms. Liu Hsiu-chin , we found Liao Shou-chen , a famous scholar in aboriginal tribes of Taiwan. Even during our studies of Bumbusa stenostachia Hackel, a type of bamboo, we, together with our parents, recalled the childhood of the people residing in Hualien (please be informed that Hualien is the place in which most of the aboriginal tribes, including the Sakizaya Tribe, in Taiwan live.) Through team members and parents, it seemed that we had re-discovered the network and life of the Sakizaya Tribe. In fact, the Sakizaya Aboriginal Tribe has long existed.
3) What has been the impact of your project on your community?
From the Restoration Movement of the Sakizaya Aboriginal Tribe, we recognized the efforts and commitment of an ethnic group. “The Disappearing Sakizaya Aboriginal Tribe” is intended to make a tribe that was once strong, prosperous, and strategic reappear! What was the most particular was that through literature review and field trips of the tribe, we found that the current Pei Chung Community was once one of the settlements of the Sakizaya Aboriginal Tribe in the past. For our team, a group of non-Sakizaya students and parents, who knew nothing about the Sakizaya Aboriginal Tribe from scratch to the attainment of a deeper understanding and recognition of this tribe and the development of the web site for the Sakizaya Aboriginal Tribe, we learned to look at history and tribes from different perspectives, and conveyed such ideas to the community. The “Editing Team of the Sakizaya Dialect” is still making an effort, and the Restoration Movement is still in progress. We sincerely hope that our insignificant efforts can speed up the recognition of the Sakizaya Aboriginal Tribe, and there is always mutual respect and harmonious co-existence of different ethnic groups, regardless of whatever social changes.
4) How did your project involve other members of your community as helpers and volunteers?
Many students' parents are very friendly. They give us a hand about: 1. contact with interviewee 2. plan consulting 3. take part in the interview 4. help with vehicle 5. feedback
5) Discoveries, Lessons and Surprises (Optional)
The disappearance of the Sakizaya Aboriginal Tribe makes us recognize the horror of wars among ethnic groups. The history of the exploration of the predecessors is marked with sweat and pains of both the ethnic group under question and other ethnic groups. Since the very beginning of our human race, the conflicts and battles among different ethnic groups have never ended, and limited land and people’s unlimited desires stained the beautiful Taiwan Island with tons of sufferings. Is the pace of peace really that far away from us? With the conflicts of interests between the outside political power and the local ethnic group, Sakizaya Aboriginal Tribe has learned a painful lesson. The sacrifices that they have made for their survival are only intended to prepare the people for the awareness and restoration of the Sakizaya Aboriginal Tribe. With such humbleness, outstanding people can then be created. In our study and field trips of the Sakizaya Aboriginal Tribe, our knowledge of and “interaction” with a dedicated deceased Sakizaya Aboriginal Tribesman, Diway Sayion, is the most particular to us! It is a wonder that we really feel that he cared for us! In his home, our playful team members even quietly greeted him and assumed a posture that he assumed under bright, warm sunlight in his posthumous photograph at home. According to the sorcerers of the Amis Aboriginal Tribe, he really has long been out there, but we were not scared of him at all. Perhaps, he smilingly has kept on leading his tribe people to the path that they should take!
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View our CyberFair Project
(Project ID: 4085)
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