Oglala Sioux Tribe
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Federal Register/Vol. 83, No. 84/Tuesday, May 1, 2018/Notices
Federal Register / Vol. 83, No. 84 / Tuesday, May 1, 2018 / Notices 19099 This notice is published as part of the The NSHS is responsible for notifying This notice is published as part of the National Park Service’s administrative the Pawnee Nation of Oklahoma that National Park Service’s administrative responsibilities under NAGPRA, 25 this notice has been published. responsibilities under NAGPRA, 25 U.S.C. 3003(d)(3). The determinations in Dated: April 10, 2018. U.S.C. 3003(d)(3). The determinations in this notice are the sole responsibility of Melanie O’Brien, this notice are the sole responsibility of the museum, institution, or Federal Manager, National NAGPRA Program. the museum, institution, or Federal agency that has control of the Native agency that has control of the Native American human remains. The National [FR Doc. 2018–09174 Filed 4–30–18; 8:45 am] American human remains. The National Park Service is not responsible for the BILLING CODE 4312–52–P Park Service is not responsible for the determinations in this notice. determinations in this notice. Consultation DEPARTMENT OF THE INTERIOR Consultation A detailed assessment of the human National Park Service A detailed assessment of the human remains was made by the NSHS remains was made by Discovery Place, professional staff in consultation with [NPS–WASO–NAGPRA–NPS0025396; Inc. professional staff in consultation PPWOCRADN0–PCU00RP14.R50000] representatives of the Pawnee Nation of with representatives of the Catawba Oklahoma. Notice of Inventory Completion: Indian Nation (aka Catawba Tribe of South Carolina). History and Description of the Remains Discovery Place, Inc., Charlotte, NC History and Description of the Remains In 1936, human remains representing, AGENCY: National Park Service, Interior. -
UNITED STATES DISTRICT COURT AUG 0 5 2016 Owner, Operator, And
Case 5:16-cv-05068-JLV Document 1 Filed 08/05/16 Page 1 of 6 PageID #: 1 FILED UNITED STATES DISTRICT COURT AUG 0 5 2016 DISTRICT OF SOUTH DAKOTA i WESTERN DIVISION 'CLfcfiK KARRIE K. YANKTON, CIVIL FILE NO. Plaintiff, V. COMPLAINT UNITED STATES OF AMERICA, Defendants. COMES NOW the Plaintiff Karrie K. Yankton, by and through legal counsel, and for her complaint, states as follows: 1. Plaintiff, Karrie K. Yankton is Native American and a member of the Oglala Sioux Tribe, residing in Pine Ridge, Oglala Lakota County, South Dakota. 2. At all times relevant hereto, the Department of Health and Human Services, a federal agency of the Defendant United States government, was and is now the owner, operator, and/or manager of the Pine Ridge Indian Health Service (IHS) Hospital in Pine Ridge, Oglala Lakota County, South Dakota. The Pine Ridge Indian Health Service Hospital is located within the exterior boundaries of the Pine Ridge Sioux Indian Reservation, and is legally obligated to provide health care services to Native Americans by statutory and treaty mandates. .nJRISDICTION 3. At all times relevant hereto, the United States, the Unites States Department of Health and Human Services, and the Pine Ridge IHS Hospital, are legally obligated to provide health care services to Native Americans by statutory and treaty mandates. The Oglala Sioux Tribe and the Department of Health Human Services are covered under the Federal Tort Claims Case 5:16-cv-05068-JLV Document 1 Filed 08/05/16 Page 2 of 6 PageID #: 2 Act(FTCA). A recent FTCA administrative claim was filed on June 4, 2012, naming those entities, and was denied on January 23, 2014. -
Teacher’S Guide Teacher’S Guide Little Bighorn National Monument
LITTLE BIGHORN NATIONAL MONUMENT TEACHER’S GUIDE TEACHER’S GUIDE LITTLE BIGHORN NATIONAL MONUMENT INTRODUCTION The purpose of this Teacher’s Guide is to provide teachers grades K-12 information and activities concerning Plains Indian Life-ways, the events surrounding the Battle of the Little Bighorn, the Personalities involved and the Impact of the Battle. The information provided can be modified to fit most ages. Unit One: PERSONALITIES Unit Two: PLAINS INDIAN LIFE-WAYS Unit Three: CLASH OF CULTURES Unit Four: THE CAMPAIGN OF 1876 Unit Five: BATTLE OF THE LITTLE BIGHORN Unit Six: IMPACT OF THE BATTLE In 1879 the land where The Battle of the Little Bighorn occurred was designated Custer Battlefield National Cemetery in order to protect the bodies of the men buried on the field of battle. With this designation, the land fell under the control of the United States War Department. It would remain under their control until 1940, when the land was turned over to the National Park Service. Custer Battlefield National Monument was established by Congress in 1946. The name was changed to Little Bighorn National Monument in 1991. This area was once the homeland of the Crow Indians who by the 1870s had been displaced by the Lakota and Cheyenne. The park consists of 765 acres on the east boundary of the Little Bighorn River: the larger north- ern section is known as Custer Battlefield, the smaller Reno-Benteen Battlefield is located on the bluffs over-looking the river five miles to the south. The park lies within the Crow Indian Reservation in southeastern Montana, one mile east of I-90. -
Indian Trust Asset Appendix
Platte River Endangered Species Recovery Program Indian Trust Asset Appendix to the Platte River Final Environmental Impact Statement January 31,2006 U.S. Department of the Interior Bureau of Reclamation Denver, Colorado TABLE of CONTENTS Introduction ..................................................................................................................................... 1 The Recovery Program and FEIS ........................................................................................ 1 Indian trust Assets ............................................................................................................... 1 Study Area ....................................................................................................................................... 2 Indicators ......................................................................................................................................... 3 Methods ........................................................................................................................................... 4 Background and History .................................................................................................................. 4 Introduction ......................................................................................................................... 4 Overview - Treaties, Indian Claims Commission and Federal Indian Policies .................. 5 History that Led to the Need for, and Development of Treaties ....................................... -
Native American Context Statement and Reconnaissance Level Survey Supplement
NATIVE AMERICAN CONTEXT STATEMENT AND RECONNAISSANCE LEVEL SURVEY SUPPLEMENT Prepared for The City of Minneapolis Department of Community Planning & Economic Development Prepared by Two Pines Resource Group, LLC FINAL July 2016 Cover Image Indian Tepees on the Site of Bridge Square with the John H. Stevens House, 1852 Collections of the Minnesota Historical Society (Neg. No. 583) Minneapolis Pow Wow, 1951 Collections of the Minnesota Historical Society (Neg. No. 35609) Minneapolis American Indian Center 1530 E Franklin Avenue NATIVE AMERICAN CONTEXT STATEMENT AND RECONNAISSANCE LEVEL SURVEY SUPPLEMENT Prepared for City of Minneapolis Department of Community Planning and Economic Development 250 South 4th Street Room 300, Public Service Center Minneapolis, MN 55415 Prepared by Eva B. Terrell, M.A. and Michelle M. Terrell, Ph.D., RPA Two Pines Resource Group, LLC 17711 260th Street Shafer, MN 55074 FINAL July 2016 MINNEAPOLIS NATIVE AMERICAN CONTEXT STATEMENT AND RECONNAISSANCE LEVEL SURVEY SUPPLEMENT This project is funded by the City of Minneapolis and with Federal funds from the National Park Service, U.S. Department of the Interior. The contents and opinions do not necessarily reflect the views or policies of the Department of the Interior, nor does the mention of trade names or commercial products constitute endorsement or recommendation by the Department of the Interior. This program receives Federal financial assistance for identification and protection of historic properties. Under Title VI of the Civil Rights Act of 1964 and Section 504 of the Rehabilitation Act of 1973, the U.S. Department of the Interior prohibits discrimination on the basis of race, color, national origin, or disability in its federally assisted programs. -
Brf Public Schools
BRF PUBLIC SCHOOLS HISTORY CURRICULUM RELATED TO AMERICAN INDIAN STUDIES GRADES 8-12 COMPONENT The following materials represent ongoing work related to the infusion of American Indian history into the History curriculum of the Black River Falls Public Schools. Our efforts in this area have been ongoing for over 20 years and reflect the spirit of Wisconsin Act 31. SEPTEMBER 2011 UPDATE Paul S Rykken Michael Shepard US History and Politics US History BRFHS BRF Middle School Infusion Applications 1 INTRODUCTION AND OVERVIEW The Infusion Task Force was established in December of 2009 for the purpose of improving our efforts regarding the infusion of American Indian history and cultural awareness throughout the BRF Public School K-12 Social Studies Curriculum. This action occurred within the context of several other factors, including the signing of a Memorandum of Understanding between the Ho-chunk Nation and the School District and the establishment of a Ho-chunk language offering at BRFHS. Our infusion efforts go back to the early 1990s and were originally spurred by the Wisconsin Legislature’s passage of Act 31 related to the teaching of Native American history and culture within Wisconsin’s public schools. The following link will take you to a paper that more fully explains our approach since the early 1990s: http://www.brf.org/sites/default/files/users/u123/InfusionUpdate09.pdf THE 8-12 COMPONENT As with any curriculum-related project, what follows is not the final word. We do our work in an ever- changing environment. The lessons and information included here, however, reflect the most recent (and complete) record of what we are doing within our 8-12 curriculum. -
Native American Indian Warfare
Native American Indian warfare 1840 – 1895 1. Raids / reasons for raids 2. Time of year for fighting & reasons 3. Changes to reasons for fighting later in the period / attitude to land 4. Why individuals fought 5. Scalping 6. Counting coup 7. Weapons 8. Signs & symbols of warfare 9. Value of horses How Warlike were the Sioux? Native Americans fought other tribes to gain horses (a sign of wealth) and to gain a wife (through impressing the girls with their success and reputation). Women and children would be captured War was about gaining and expected to contribute to their new tribe. glory, feathers and scalps were symbols of Linked closely to their spiritual a warrior’s beliefs e.g. body painting, Conclusions achievements. thought the spirits would Scalping your enemy about their protect them. Eagle feathers meant he would not culture are a marker of success in be there in the afterlife battle. to fight you again. Warfare was about showing bravery not killing your enemy e.g. getting so close to him and running away (not dying as you were needed by your family to hunt, etc) – ultimate act of bravery. Although when the Indians fought the U.S cavalry, the American soldiers saw this as cowardly behaviour. How Warlike were the Sioux? 1. What is a raiding party? 2. How often did the Sioux carry out raids? 3. What were the main reasons why the Sioux carried out raids? 4. Why did the Sioux only carry out raids in the summer? 5. How did the Sioux way of fighting change once the settlers arrived? 6. -
Wind Through the Buffalo Grass: a Lakota Story Cycle Paul A
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Paul Johnsgard Collection Papers in the Biological Sciences 2008 Wind Through the Buffalo Grass: A Lakota Story Cycle Paul A. Johnsgard University of Nebraska-Lincoln, [email protected] Follow this and additional works at: http://digitalcommons.unl.edu/johnsgard Part of the Indigenous Studies Commons, Other Languages, Societies, and Cultures Commons, and the Terrestrial and Aquatic Ecology Commons Johnsgard, Paul A., "Wind Through the Buffalo Grass: A Lakota Story Cycle" (2008). Paul Johnsgard Collection. 51. http://digitalcommons.unl.edu/johnsgard/51 This Article is brought to you for free and open access by the Papers in the Biological Sciences at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Paul Johnsgard Collection by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Fiction I Historical History I Native Ameri("an Wind Through the Buffalo Grass: A Lakota Story Cycle is a narrative history of the Pine Ridge Lakota tribe of South Dakota, following its history from 1850 to the present day through actual historical events and through the stories of four fictional Lakota children, each related by descent and separated from one another by two generations. The ecology of the Pine Ridge region, especially its mammalian and avian wildlife, is woven into the stories of the children. 111ustrated by the author, the book includes drawings of Pine Ridge wildlife, regional maps, and Native American pictorial art. Appendices include a listing of important Lakota words, and checklists of mammals and breeding birds of the region. Dr. Paul A. Johnsgard is foundation professor of biological sciences emeritus of the University of Nebraska-lincoln. -
Makȟóčhe Wašté, the Beautiful Country: an Indigenous
MAKȞÓČHE WAŠTÉ, THE BEAUTIFUL COUNTRY: AN INDIGENOUS LANDSCAPE PERSPECTIVE A Thesis Submitted to the Graduate Faculty of the North Dakota State University of Agriculture and Applied Science By Dakota Wind Goodhouse In Partial Fulfillment of the Requirements for the Degree of MASTER OF ARTS Major Department: History, Philosophy, and Religious Studies October 2019 Fargo, North Dakota North Dakota State University Graduate School Title MAKȞÓČHE WAŠTÉ, THE BEAUTIFUL COUNTRY: AN INDIGENOUS LANDSCAPE PERSPECTIVE By Dakota Wind Goodhouse The Supervisory Committee certifies that this disquisition complies with North Dakota State University’s regulations and meets the accepted standards for the degree of MASTER OF ARTS SUPERVISORY COMMITTEE: Thomas D. Isern Chair John K. Cox Kelly Sassi Clifford Canku Approved: 10/21/2019 Mark Harvey Date Department Chair ABSTRACT The Očhéthi Šakówiŋ (Seven Council Fires; “Great Sioux Nation”) occupied an area from the woodlands to the Great Plains. The landscape and the wind influenced their language and culture in a way that suggests a long occupation. Major landmarks like Ȟesápa (Black Hills), Matȟó Thípila (Bear Lodge; “Devils Tower”), Pahá Makȟáska (White Earth Butte; White Butte, ND), and Oǧúǧa Owápi (Images Burned Into The Stone; Jeffers Petroglyphs, MN) were woven into the cultural identity of the Očhéthi Šakówiŋ. The pictographic record, traditional song, and oral tradition recall events like first contact with the horse at the Čhaŋsáŋsaŋ Ožáte (White Birch Fork), or the James River-Missouri River confluence in C.E. 1692. The historical pictographic record, oral tradition, and occupation will be examined in this paper to support the idea that Očhéthi Šakówiŋ have a cultural occupation of the Great Plains that long predates the European record. -
I Saw That It Was Holy: the Black Hills and the Concept of Sacred Land
Minnesota Journal of Law & Inequality Volume 3 Issue 2 Article 4 December 1985 I Saw That It Was Holy: The Black Hills and the Concept of Sacred Land Richard Pemberton Jr. Follow this and additional works at: https://lawandinequality.org/ Recommended Citation Richard Pemberton Jr., I Saw That It Was Holy: The Black Hills and the Concept of Sacred Land, 3(2) LAW & INEQ. 287 (1985). Available at: https://scholarship.law.umn.edu/lawineq/vol3/iss2/4 Minnesota Journal of Law & Inequality is published by the University of Minnesota Libraries Publishing. "I Saw That It Was Holy": The Black Hills and the Concept of Sacred Land Richard Pemberton, Jr.* "Hear me, four quarters of the world-a relative I am! Give me the strength to walk the soft earth, a relative to all that is! ...With your power only can I face the winds."1 Black Elk "I never want to leave this country; all my relatives are lying here in the ground, and when I fall to pieces I am going to fall 2 to pieces here." Shunkaha Napin (Wolf Necklace) "The more you think about this, the more meaning you will see in it."3 Black Elk I. The Origins of Difference: Religious and Cultural Assumptions In 1877, Congress voted to transfer the ownership of the Black Hills from the Lakota and Dakota Indian nations4 to the United States. No doubt government officials hoped that, in time, * Richard Pemberton is a J.D. candidate at the University of Minnesota. Au- thor's acknowledgment: I thank Jane Larson, my editor and friend, for the inesti- mable contribution she has made to this article. -
Lands of the Lakota: Policy, Culture and Land Use on the Pine Ridge
1 Lands of the Lakota: Policy, Culture and Land Use on the Pine Ridge Reservation Joseph Stromberg Senior Honors Thesis Environmental Studies and Anthropology Washington University in St. Louis 2 Abstract Land is invested with tremendous historical and cultural significance for the Oglala Lakota Nation of the Pine Ridge Indian Reservation. Widespread alienation from direct land use among tribal members also makes land a key element in exploring the roots of present-day problems—over two thirds of the reservation’s agricultural income goes to non-Natives, while the majority of households live below the poverty line. In order to understand how current patterns in land use are linked with federal policy and tribal culture, this study draws on three sources: (1) archival research on tribal history, especially in terms of territory loss, political transformation, ethnic division, economic coercion, and land use; (2) an account of contemporary problems on the reservation, with an analysis of current land policy and use pattern; and (3) primary qualitative ethnographic research conducted on the reservation with tribal members. Findings indicate that federal land policies act to effectively block direct land use. Tribal members have responded to policy in ways relative to the expression of cultural values, and the intent of policy has been undermined by a failure to fully understand the cultural context of the reservation. The discussion interprets land use through the themes of policy obstacles, forced incorporation into the world-system, and resistance via cultural sovereignty over land use decisions. Acknowledgements I would like to sincerely thank the Buder Center for American Indian Studies of the George Warren Brown School of Social Work as well as the Environmental Studies Program, for support in conducting research. -
The First Americansyesterday the Indian Has a Problem-The White
DOCUMENT RESUME D 074 007 SO 005 5' uTHCR Odle, Sue ITLE The First AmericansYesterdayand Today, NSTITUTION Minneapolis Public Schools,Minn, UB DATE 70 DTE 54p,; Report ofa Special Task Force on Minority Cultures, 'US PRICE MF-$0.65 BC-$3,29 ESCPIPTORS *American. Indian Culture; *AmericanIndians; Cultural Education; Ethnology; ReadingMaterials; *Social Studies Units; Teaching Guides;Tribes STPACT This unit is designed witha basic goal of instilling otter understanding of, andempathy for, the AmericanIndian. The first section outlinesunderstandings and attitudes alongwith iggestions forcorresponding activities andresources. This is Mowed bya Resource Manual that includes the followingstudent n.dings:. (1) Migrationand Division of the Sioux;(2) The Beginnings the Sioux; (3) Land of the Daco4hs;(4) These liere the Sioux; (5). )e Ending Went. On and On;(6) Attitudes and Valuesof American Idians;(7) Background of Sioux--U.S.Government Conflict in 1800Is; i) The Indian Hasa Problem-The White Man;(9) Cultural Cleavage tween the Teton Sioux and WesternCivilization; and,(10) The .ight of the American Indian,A brief glossary is includedas well several pages of study questions.Other documents in thisseries :e SO 005 53 4 through 50 005 551.(OPH) U.S. DEPARTMENT OFHEALTH, ED 0 JA7 -,DHCEDTHETHIS PERSON DOCUMENTEDUCATIONOFFICE EXACTLY OR OF ORGANIZATION ASIEID HAS & ,HECEIVED WELFARENCE:EIE.N ATI ON REPRO.FROM CATIONREPRESENTIONSINATING STATED POSITION 117 POINTSOFFICIAL DO OR, NOT OFPOLICY OFFICE VIEWNECESSARILYOROF ORIG-OPIN-EDU- THEPIRZ 'r Sue Odle G.Spring,Special.Minneapolis Skjervold, 1970Task Public ForceProject Schoolson MinorityAdministrator Cultures, INTRODUCTION This unit is de i d with a basic goal of today's dominant whitesociety perpetuatespoverty forin tillingthe American better IndianunderstandingTais willof, andbe.done,by empathy andFrom helplessness this approach formany it isAmerican expected Indians.