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Bringing the Story of the Cheyenne People to the Children of Today Northern Cheyenne Social Studies Units Northern Cheyenne Curriculum Committee 2006
Indian Education for All Bringing the Story of the Cheyenne People to the Children of Today Northern Cheyenne Social Studies Units Northern Cheyenne Curriculum Committee 2006 Ready - to - Go Grant Elsie Arntzen, Superintendent • Montana Office of Public Instruction • www.opi.mt.gov LAME DEER SCHOOLS NORTHERN CHEYENNE SOCIAL STUDIES CURRICULUM TABLE OF CONTENTS Introduction & Curriculum Framework ........................................................................3 Core Understandings & Learning Objectives ...............................................................8 Glossary for Lesson Content .......................................................................................17 Northern Cheyenne Recommended Grade Level Content ..........................................21 Northern Cheyenne Social Studies Model Lessons Grades 1-12 With Northern Cheyenne Content Resources .........................................................23 APPENDIX Pertinent Web Sites ....................................................................................................... 2 Protocol for Guest Speakers.......................................................................................... 3 Day of the Visit ............................................................................................................. 4 Chronology of Northern Cheyenne Government (Board Approved) .......................... 5 Amended Constitution & Bylaws of the Northern Cheyenne Tribe ............................ 9 Treaties with the Northern Cheyenne Tribe .............................................................. -
Protecting Native American Sacred Places Gatherings Compiled by Morning Star Institute
THE MORNING STAR INSTITUTE 611 Pennsylvania Avenue, SE Washington, DC 20003 (202) 547-5531 News Statement For Immediate Release 2019 NATIONAL SACRED PLACES PRAYER DAYS Washington, DC (6/20/19)-- Observances and ceremonies will be held across the land on the Summer Solstice, which is June 21 this year. The Solstice and the days before and after it mark the 2018 National Days of Prayer to Protect Native American Sacred Places. The observance in Washington, D.C. will be held on the Solstice at 8:30 a.m., on the U.S. Capitol Grounds, Union Square, diagonally across the street from the National Museum of the American Indian on Third Street, SW/NW. (See details under Washington, D.C. in the listing by state on the following pages.) Descriptions of certain sacred places and threats they face, as well as times and places for public commemorations are listed in these pages. Some of the gatherings highlighted in this release are educational forums, not ceremonial, and are open to the general public. Those that are both educational and ceremonial usually are open to the public. Most ceremonies are conducted in private. (See listings on next pages or contact those listed for specific guidance.) In addition to those listed on these pages, there are myriad observances and prayers being offered at sacred places that are both under threat and not endangered at this time, but where privacy is needed. “Native and non-Native Peoples gather at the Solstice and other times for ceremonies and events to honor sacred places. Everyone can participate in the National Prayer Days as a reminder to honor these precious lands and waters all the time by simply respecting them and not allowing them to be harmed,” said Suzan Shown Harjo (Cheyenne & Hodulgee Muscogee). -
MORNING STAR INSTITUTE 611 Pennsylvania Avenue, SE Washington, DC 20003 (202) 547-5531 News Statement for Immediate Release
THE MORNING STAR INSTITUTE 611 Pennsylvania Avenue, SE Washington, DC 20003 (202) 547-5531 News Statement For Immediate Release JUNE 20-26 SET FOR 2013 NATIONAL SACRED PLACES PRAYER DAYS Washington, DC (6/16/13)—Observances and ceremonies will be held across the land from June 20 through June 26 to mark the 2013 National Days of Prayer to Protect Native American Sacred Places. The observance in Washington, D.C. will be held on Thursday, June 20, at 8:30 a.m., on the United States Capitol Grounds, West Front Grassy Area (see details under Washington, D.C. in the alphabetical listing by state on the following pages). Descriptions of certain sacred places and threats they face, as well as times and places for public commemorations are listed in these pages. Some of the gatherings highlighted in this release are educational forums, not religious ceremonies, and are open to the general public. Others are ceremonial and may be conducted in private. In addition to those listed below, there will be observances and prayers offered at other sacred places that are under threat and at those not endangered at this time. “Native and non-Native people gather at this Solstice time for ceremonies and events to honor sacred places, but everyone can honor these precious lands and waters all the time by simply respecting them and not allowing them to be harmed,” said Suzan Shown Harjo (Cheyenne & Hodulgee Muscogee). She is President of The Morning Star Institute, which organizes the National Sacred Places Prayer Days. “Observances are necessary,” she said, “because Native Peoples are engaged in myriad struggles with developers that endanger or destroy Native sacred places.” The U.S. -
Session D-2: Reconstructing the West
Reconstructing the West Emanual Leutze, Westward the Course of Empire Takes its Way, 1861 The Great Plains Missouri River Basin Stephen Long’s “Great American Desert” Fort Laramie, Wyoming 1831, 1849 Major Conflicts, 1860s-70s Steps to the Sioux War of 1876 • Late 1840s: trails built after gold discovered in CA • By early 1850s, a flood of settlers move west • 1851: First Ft. Laramie Treaty: 1. Recognized Indian “hunting grounds” (borders fuzzy); 2. US Govt. to supply annuities/food in exchange for right to build roads; 3. Most northern tribes (10,000 Indians) sign; 4. Ft. Arlington, KS Treaty of 1853 added Comanche and Kiowa • Lt. John Grattan and 30 troopers killed by Brule Sioux, Aug. 1854 near Ft. Laramie (fuss over a lame cow!) • August 1855: US Army show of force on Oregon Trail under Col. Wm. S. Harney • 1862: Sioux Uprising, Minnesota • August 11, 1864: Sand Creek Massacre, near Ft. Lyon, Colorado: Black Kettle attacked by Col. John Chivington’s 3rd Colorado Militia Cavalry; 130 women and children murdered • July 1866, Red Cloud orders attacks on the Bozeman Trail (forts Reno, Phil Kearney, CF Smith)—Red Cloud’s War Dakota Leader Little Crow, Minnesota Dakota Uprising, 1862 Col. John Chivington, Black Kettle, Cheyenne (center), Red Cloud, Oglala Sioux Fetterman Massacre and the Second Fort Laramie Treaty (1866, 1868) • Dec. 6, 1866, Lt. William Fetterman (Ft. Phil Kearney) and 30 troopers wiped out by 1,000 Lakota when he crossed Lodge Trail Ridge to follow Crazy Horse • Red Cloud keeps up pressure in 1867; Crazy Horse attacks Ft. Phil Kearny itself in August • 2nd Ft. -
TEACHER's GUIDE Timeline of Events Before, During
TEACHER’S GUIDE Timeline of Events Before, During, and After the Mission MISSION 3: “A Cheyenne Odyssey” 1600s—The Cheyenne begin a migration southward from present-day Minnesota to the Dakotas. They abandon their fishing economy in exchange for a sedentary lifestyle based on lodge villages and corn-planting. 1750-1790—The Cheyenne acquire horses and, as a result, shift from agricultural-based production to migratory hunting. They also begin to use buffalo hides for the construction of tipis. 1780s—Small pox is the first European disease to impact Cheyenne and Plains Indians. 1803—In one of the largest land exchanges in history, the United States acquires the Louisiana Territory (the land from the Mississippi River to the Rocky Mountains) from France for $15 million. 1804—President Jefferson authorizes Meriwether Lewis and William Clark to carry out a surveying expedition of the Louisiana territory. Lewis, Clark, and their “Corps of Discovery” travel over 8,000 miles and record information about native populations, plants, animals, and topography. 1825—The Cheyenne sign a peace treaty with the United States known as the Friendship Treaty that marks the beginning of formal relations between the tribe and the U.S. government. 1830—President Andrew Jackson signs the Indian Removal Act. The controversial act forces the Cherokee, Creek, Choctaw, Chickasaw, and Seminole tribes to move westward and cede all land claims east of the Mississippi River. 1830s—The establishment of a trading post at Bent’s Fort on the Arkansas River draws some Cheyenne southward, while increased traffic along the Santa Fe Trail and other emigrant routes reduces the buffalo herds and grasslands. -
Returning to Red Cloud's Vision: an Analysis of the History of Native American Education on the Pine Ridge Indian Reservation Nicholas Machado
Bridgewater State University Virtual Commons - Bridgewater State University Honors Program Theses and Projects Undergraduate Honors Program 12-18-2015 Returning to Red Cloud's Vision: An Analysis of the History of Native American Education on the Pine Ridge Indian Reservation Nicholas Machado Follow this and additional works at: http://vc.bridgew.edu/honors_proj Part of the Indigenous Studies Commons Recommended Citation Machado, Nicholas. (2015). Returning to Red Cloud's Vision: An Analysis of the History of Native American Education on the Pine Ridge Indian Reservation. In BSU Honors Program Theses and Projects. Item 126. Available at: http://vc.bridgew.edu/honors_proj/126 Copyright © 2015 Nicholas Machado This item is available as part of Virtual Commons, the open-access institutional repository of Bridgewater State University, Bridgewater, Massachusetts. Returning to Red Cloud’s Vision: An Analysis of the History of Native American Education on the Pine Ridge Indian Reservation Nicholas Machado Submitted in Partial Completion of the Requirements for Departmental Honors in English Bridgewater State University December 18, 2015 Dr. Joyce Rain Anderson, Thesis Director Dr. Benjamin Carson, Committee Member Dr. Ann Brunjes, Committee Member Nicholas Machado Dr. Joyce Rain Anderson Undergraduate Thesis Fall 2015 Returning to Red Cloud’s Vision Introduction: In November of 2014, I was approached by Dr. Joyce Rain Anderson and invited to take part in a small study tour to explore the Pine Ridge Indian Reservation alongside herself, Dr. Ben Carson, and a small group of undergraduate and graduate students from Bridgewater State University. Throughout that fall semester as a student in Dr. Anderson’s Native American Writing and Rhetoric course, I had been exposed to a number of social, political, economic, and educational challenges facing populations of indigenous peoples in North America, many of which I had never been made aware of throughout my entire academic career. -
Cheyenne Indian Names Latest Update: August 11, 2021
Cheyenne Indian names latest update: September 18, 2021 (To view the names in English alphabetical order, click here. It's best not to write the š sound as "s" because s and š are different sounds in Cheyenne. It's fine to write the š sound as “sh” for obituaries or other publications that do not have the š letter. This list uses the official Northern Cheyenne spelling. You may prefer to use other spellings which are easier to read. Some simpler spellings are in parentheses in this list. Click on links to hear the names, then use your browser Back button to return to this page; audio links is work in progress.) Email corrections to kovaahe at gmail.com. CHEYENNE ENGLISH PERSON Aamėhe'e Always A Woman; Pemican Ann Knowshisgun Woman (?) Aameohne'e Walking Woman Jewel Yellow Robe; Johanna Limberhand; Mildred Redcherries Aenohe Hawk; Swifthawk; Swift Hawk Benjamin Bearchum Sr. > Bruce Bearchum Sr.; Henry Fisher Aenohe Ȯhno'kaestse Lone Hawk Aenohe Ȯhtamehnėstse Walking Hawk; Hawk Lee Lonebear > Creg Hart; Walking Joshua Two Moons; Jerome Shoulderblade Aenohe Ȯhvo'komaestse White Hawk Aenohe Ȯxhaa'eho'oesėstse High Hawk Ted Risingsun Aenȯhea'eotse Attacking Hawk; Charging Robert Big Back Sr. > Ron Hawk Big Back Jr.; Herbert Fightingbear; Kenneth Beartusk Aenȯhea'konoo'e Roosting Hawk Aenȯheameohtsėstse Walking Hawk Lee Lonebear > Creg Hart Aenȯhee'e Sitting Hawk Stacy Sitting Hawk; Robert Rudolph Sitting Hawk Aenȯheeve'hȧhtse Flying Hawk; Hawk Flying Glenn Littlebird Jr. Aenȯhe'ke Hawk Woman Sylvia Teeth White Dirt Aenȯhemeona'e Hawk Trail -
National Eegister of Historic Places Registration Form
NPS Form 10-900 0MB No. 1024-0018 (Rev. Oct. 1990) United States Department of the Interior National Park Service •zr. NATIONAL EEGISTER OF HISTORIC PLACES REGISTRATION FORM 1. Name of Property historic name: Moncure Tipi other name/site number:___24BH2443____________________________________ 2. Location street & number: Highway 212 not for publication: na vicinity: na city/town: Busby state: Montana code: MT county: Big Horn code: 003 zip code: 59016 3. State/Federal Agency Certification As le designated authority under the National Historic Preservation Act of 1986, as amended, I hereby certify that this X nomination _ request for det( rmination of eligibility meets the documentation standards for registering properties in the National Register of Historic Places and meets the edural and professional requirements set forth in 36 CFR Part 60. In my opinion, the property _X_ meets _ does not meet the National Register jrial I rrnmrnnritiint this property be considered significant _ nationally _ statewide X locally. ature of certifying official/Ty Date Montana State Historic Preservation Office State or Federal agency or bureau (_ See continuation sheet for additional comments.) In my opinion, the property _ meets _ does not meet the National Register criteria. Signature of commenting or other official Date State or Federal agency and bureau 4. National Park Service Certification I, hereby certify that this property is: . entered in the National Register _ see continuation sheet _ determined eligible for the National Register _ see continuation sheet _ determined not eligible for the National Register _ see continuation sheet _ removed from the National Register _see continuation sheet _ other (explain): ________________ Moncure Tipi Big Horn County. -
Morning Star Dawn: the Powder River Expedition and the Northern Cheyennes, 1876
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Great Plains Quarterly Great Plains Studies, Center for 2004 Book Review: Morning Star Dawn: The Powder River Expedition and the Northern Cheyennes, 1876 William Bauer University of Wyoming Follow this and additional works at: https://digitalcommons.unl.edu/greatplainsquarterly Part of the Other International and Area Studies Commons Bauer, William, "Book Review: Morning Star Dawn: The Powder River Expedition and the Northern Cheyennes, 1876" (2004). Great Plains Quarterly. 258. https://digitalcommons.unl.edu/greatplainsquarterly/258 This Article is brought to you for free and open access by the Great Plains Studies, Center for at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Great Plains Quarterly by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. BOOK REVIEWS 205 Morning Star Dawn: The Powder River Expedition and the Northern Cheyennes, 1876. By Jerome A. Greene. Norman: University of Oklahoma Press, 2003. xvi + 288 pp. Photographs, maps, illustra tions, notes, bibliography, index. $34.95. In November 1876, Colonel Ranald Mackenzie led a successful attack on a North ern Cheyenne village in the Bighorn Moun tains. In military historian Jerome Greene's rendering, this often overlooked battle and the ephemeral Powder River Expedition be came a seminal event in ending the Sioux Wars of 1876-77. "The attack on the encampment and its subsequent destruction," Greene writes, "not only compelled the Cheyennes' eventual surrender but also influenced many of their Lakota compatriots, including the war leader Crazy Horse, to do likewise." The Powder River Expedition was part of Lieutenant General Phillip Sheridan's "dis arm and dismount" policy. -
Blackfeet Skies
Blackfeet Skies An educational guide based on the star lore of the Blackfeet Indians of Montanna Developed by Gregory Vogt, Ed.D. in cooperation with the Blackfeet Native Science Field Center and Hopa Mountain 2009 Blackfeet Skies 1 Acknowledgments Who should be included here? Reviewer List Bob Yaw Hopa Mountain people Blackfeet Native Science Field Center people Ann Grant - Cover Design Others? Blackfeet Skies 2 Table of contents (PAGE NUMBERS TO BE ADDED IN FINAL DRAFT) Introduction - “Blackfeet Skies” 00 How to Use This Guide 00 Essential Understanding Regarding Montana Indians 00 Blackfeet Skies and the Montana Standards for Science 00 Blackfeet Skies onlline Digital Teachers Workshop 00 Telling Time 00 Star Sign 00 Many Moons 00 Moon Face 00 Moon Trail 00 Morning Star 00 Seven Brothers 00 Sky Beings 00 Appendix - Blackfeet Star Stories 00 Additional Resources 00 Blackfeet Skies 3 Blackfeet Skies Flakes of snow swirl through the encampment as gusting winds from the jagged divide sweep eastward across undulating plains. It is the last breath of the day. The brittle frozen tops of bunch grass bend and crack. Cottonwood leaves clatter and fall to the frozen creek. Steaming horses snort and stamp. Dogs bark. The People begin settling in. Overhead, the sky is tinted by the failing sun in red and blue and violet. Night is coming. One by one, tipis glow as their fires are stoked. Bright stars peak out. The night sky is awakening. Snuggled in red buffalo robes, children sit around a fire and watch as smoke swirls upward and escapes through the hole to the sky. -
Montana Tribal Flags and Seals
skull remains as one. The skull has a jagged line from horn to horn There is the sun and its rays. These representing the Milk River, a major tributary of the Missouri. Northern Cheyenne Tribe represent the clans of the Crow. Snake Butte is illustrated above the skull. This butte is a well- Tribe: Northern Cheyenne Three mountains are depicted. They known landmark for tribes throughout the North. are the three mountains on the present Tribal Name: Tsetsêhesêstâhase- So’taa’eo’o The two arrowheads facing each other emphasize the strong day Crow Reservation: the Wolf Teeth, traditional ties with the past. Reservation: Northern Cheyenne Indian Reservation the Pryor and the Big Horn Mountains. Seven feathers hang from the shield. Each feather is for Website: http://www.cheyennenation.com/ They are considered sacred by the Crow. every two of the twelve council members who represent the Tribal College: Chief Dull Knife College The two rivers depicted are the Big Big reservation’s three districts and the center feather represents the http://www.cdkc.edu/ Horn and the Little Big Horn Rivers. tribal chairman. The tipi is white because it represents purity and goodness. Flag and Seal: The Northern The tipi has the foundational structure of the four base poles. They Cheyenne Flag was developed during represent the never ending Cycle of the Seasons. The tipi has the Montana the tribal administration of Chairman Assiniboine and two ventilator flap poles. They are the sentries that watch over John Wooden Legs. The diamond shape Sioux Tribes the home: the Coyote by day and the Owl at night. -
Core Knowledge Sequence
Core Knowledge Sequence Content and Skill Guidelines for Grades K-8 Core Knowledge Language Arts: Grade 5 0 NOTE: The objectives listed in I. Writing, Grammar, and Usage are currently under revision, as part of the Core Knowledge Language Arts program development for Grades 3-5. The revised Grade 5 goals and objectives will be conceptually consistent with the K-2 language arts sections of the 2010 edition of the Sequence and will be posted at www.coreknowledge.org as part of the online Sequence as soon as they are available. I. Writing, Grammar, and Usage Teachers: Students should be given many opportunities for writing with teacher guidance that strikes a balance between encouraging creativity and requiring correct use of conventions. Continue imaginative writing but place a stronger emphasis than in previous grades on expository writing, including, for example, summaries, book reports, essays that explain a process, and descriptive essays. In fifth grade, it is appropriate to place a greater emphasis on revision, with the expectation that students will revise and edit to produce (in some cases) a finished product that is thoughtful, well-organized, and reasonably correct in grammar, mechanics, and spelling. In fifth grade, students should be reasonably competent spellers, and in the habit of using a dictionary to check and correct words that present difficulty. They should receive regular practice in vocabulary enrichment. Note: Review from grade 4: A. WRITING AND RESEARCH how to use a topic sentence; • Produce a variety of types of writing—including reports, summaries, letters, how to develop a paragraph descriptions, research essays, essays that explain a process, stories, poems—with a with examples and details.