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Sand Creek Massacre National Historic Site Foundation Document
NATIONAL PARK SERVICE • U.S. DEPARTMENT OF THE INTERIOR Foundation Document Overview Sand Creek Massacre National Historic Site Colorado Contact Information For more information about the Sand Creek Massacre National Historic Site Foundation Document, contact: [email protected] or (719) 438-5916 or write to: Superintendent, Sand Creek Massacre National Historic Site, 910 Wansted, POB 249, Eads, CO 81036-0249 Purpose Significance Significance statements express why Sand Creek Massacre National Historic Site resources and values are important enough to merit national park unit designation. Statements of significance describe why an area is important within a global, national, regional, and systemwide context. These statements are linked to the purpose of the park unit, and are supported by data, research, and consensus. Significance statements describe the distinctive nature of the park and inform management decisions, focusing efforts on preserving and protecting the most important resources and values of the park unit. • The site of the Sand Creek Massacre has sacred significance © Dan Esarey to the Cheyenne and Arapaho Tribes, particularly those tribal members who are descended from victims and survivors of the massacre. The purpose of SAND CREEK MAssACRE • The site is a reminder of the tragic extremes of the 500 years of conflict between American Indians and European NATIONAL HISTORIC SITE is to protect and Americans over land that now comprises the United States. preserve the landscape of the massacre site and interpret the associated • The intense distrust resulting from the Sand Creek cultural values to enhance public Massacre influenced virtually all subsequent conflicts understanding of the massacre and between American Indians and the U.S. -
Netflix's Bloodline
Economic Impacts of the Netflix Original Series Bloodline Prepared for the Monroe County Tourist Development Council December 2015 Monroe County Tourist Development Council Economic Impact Analysis of the Netflix Original Series Bloodline TABLE OF CONTENTS Summary of Results ................................................................................................. 2 Introduction .............................................................................................................. 4 Study Purpose .......................................................................................................... 4 Season 1 Production Spending in Florida ............................................................. 4 Season 1 Production Spending in Monroe County ............................................... 5 Economic Impacts of Production Spending .......................................................... 5 Film Induced Tourism Impacts ............................................................................... 6 Additional Impacts ................................................................................................... 7 Appendix A – Economic Impact Methodology ...................................................... 8 Appendix B – Share of Production Spending in Monroe County......................... 9 Appendix C – Comparison of Economic Impacts from Visitor Spending ......... 10 Page | i Monroe County Tourist Development Council Economic Impact Analysis of the Netflix Original Series Bloodline SUMMARY OF RESULTS The -
Colorado History Chronology
Colorado History Chronology 13,000 B.C. Big game hunters may have occupied area later known as Colorado. Evidence shows that they were here by at least 9200 B.C. A.D. 1 to 1299 A.D. Advent of great Prehistoric Cliff Dwelling Civilization in the Mesa Verde region. 1276 to 1299 A.D. A great drought and/or pressure from nomadic tribes forced the Cliff Dwellers to abandon their Mesa Verde homes. 1500 A.D. Ute Indians inhabit mountain areas of southern Rocky Mountains making these Native Americans the oldest continuous residents of Colorado. 1541 A.D. Coronado, famed Spanish explorer, may have crossed the southeastern corner of present Colorado on his return march to Mexico after vain hunt for the golden Seven Cities of Cibola. 1682 A.D. Explorer La Salle appropriates for France all of the area now known as Colorado east of the Rocky Mountains. 1765 A.D. Juan Maria Rivera leads Spanish expedition into San Juan and Sangre de Cristo Mountains in search of gold and silver. 1776 A.D. Friars Escalante and Dominguez seeking route from Santa Fe to California missions, traverse what is now western Colorado as far north as the White River in Rio Blanco County. 1803 A.D. Through the Louisiana Purchase, signed by President Thomas Jefferson, the United States acquires a vast area which included what is now most of eastern Colorado. While the United States lays claim to this vast territory, Native Americans have resided here for hundreds of years. 1806 A.D. Lieutenant Zebulon M. Pike and small party of U.S. -
Plains Indians
Your Name Keyboarding II xx Period Mr. Behling Current Date Plains Indians The American Plains Indians are among the best known of all Native Americans. These Indians played a significant role in shaping the history of the West. Some of the more noteworthy Plains Indians were Big Foot, Black Kettle, Crazy Horse, Red Cloud, Sitting Bull, and Spotted Tail. Big Foot Big Foot (?1825-1890) was also known as Spotted Elk. Born in the northern Great Plains, he eventually became a Minneconjou Teton Sioux chief. He was part of a tribal delegation that traveled to Washington, D. C., and worked to establish schools throughout the Sioux Territory. He was one of those massacred at Wounded Knee in December 1890 (Bowman, 1995, 63). Black Kettle Black Kettle (?1803-1868) was born near the Black Hills in present-day South Dakota. He was recognized as a Southern Cheyenne peace chief for his efforts to bring peace to the region. However, his attempts at accommodation were not successful, and his band was massacred at Sand Creek in 1864. Even though he continued to seek peace, he was killed with the remainder of his tribe in the Washita Valley of Oklahoma in 1868 (Bowman, 1995, 67). Crazy Horse Crazy Horse (?1842-1877) was also born near the Black Hills. His father was a medicine man; his mother was the sister of Spotted Tail. He was recognized as a skilled hunter and fighter. Crazy Horse believed he was immune from battle injury and took part in all the major Sioux battles to protect the Black Hills against white intrusion. -
Official Handbook of Rules and Regulations
OFFICIAL HANDBOOK OF RULES AND REGULATIONS 2021 | 69th EDITION AMERICAN QUARTER HORSE An American Quarter Horse possesses acceptable pedigree, color and mark- ings, and has been issued a registration certificate by the American Quarter Horse Association. This horse has been bred and developed to have a kind and willing disposition, well-balanced conformation and agile speed. The American Quarter Horse is the world’s most versatile breed and is suited for a variety of purposes - from working cattle on ranches to international reining competition. There is an American Quarter Horse for every purpose. AQHA MISSION STATEMENT • To record and preserve the pedigrees of the American Quarter Horse, while maintaining the integrity of the breed and welfare of its horses. • To provide beneficial services for its members that enhance and encourage American Quarter Horse ownership and participation. • To develop diverse educational programs, material and curriculum that will position AQHA as the leading resource organization in the equine industry. • To generate growth of AQHA membership via the marketing, promo- tion, advertising and publicity of the American Quarter Horse. • To ensure the American Quarter Horse is treated humanely, with dignity, respect and compassion, at all times. FOREWORD The American Quarter Horse Association was organized in 1940 to collect, record and preserve the pedigrees of American Quarter Horses. AQHA also serves as an information center for its members and the general public on matters pertaining to shows, races and projects designed to improve the breed and aid the industry, including seeking beneficial legislation for its breeders and all horse owners. AQHA also works to promote horse owner- ship and to grow markets for American Quarter Horses. -
2020-22 GRADUATE CATALOG | Eastern New Mexico University
2020-22 TABLE OF CONTENTS University Notices..................................................................................................................2 About Eastern New Mexico University ...........................................................................3 About the Graduate School of ENMU ...............................................................................4 ENMU Academic Regulations And Procedures ........................................................... 5 Program Admission .............................................................................................................7 International Student Admission ...............................................................................8 Degree and Non-Degree Classification ......................................................................9 FERPA ................................................................................................................................. 10 Graduate Catalog Graduate Program Academic Regulations and Procedures ......................................................11 Thesis and Non-Thesis Plan of Study ......................................................................11 Graduation ..........................................................................................................................17 Graduate Assistantships ...............................................................................................17 Tuition and Fees ................................................................................................................... -
Chapter 3 Arapaho Ethnohistory and Historical
Chapter 3 Arapaho Ethnohistory and Historical Ethnography ______________________________________________________ 3.1 Introduction The Arapaho believe they were the first people created on earth. The Arapaho called themselves, the Hinanae'inan, "Our Own Kind of People.”1 After their creation, Arapaho tradition places them at the earth's center. The belief in the centrality of their location is no accident. Sociologically, the Arapaho occupied the geographical center among the five ethnic distinct tribal-nations that existed prior to the direct European contact.2 3.2 Culture History and Territory Similar to many other societies, the ethnic formation of the Arapaho on the Great Plains into a tribal-nation was a complex sociological process. The original homeland for the tribe, according to evidence, was the region of the Red River and the Saskatchewan River in settled horticultural communities. From this original homeland various Arapaho divisions gradually migrated southwest, adapting to living on the Great Plains.3 One of the sacred objects, symbolic of their life as horticulturalists, that they carried with them onto the Northern Plains is a stone resembling an ear of corn. According to their oral traditions, the Arapaho were composed originally of five distinct tribes. 4 Arapaho elders remember the Black Hills country, and claim that they once owned that region, before moving south and west into the heart of the Great Plains. By the early nineteenth century, the Arapaho positioned themselves geographically from the two forks of the Cheyenne River, west of the Black Hills southward to the eastern front 87 of the central Rocky Mountains at the headwaters of the Arkansas River.5 By 1806 the Arapaho formed an alliance with the Cheyenne to resist against further intrusion west by the Sioux beyond the Missouri River. -
2018NABI Teams.Pdf
TEAM NAME COACH TRIBE STATE TEAM NAME COACH TRIBE STATE 1 ALASKA (D1) S. Craft Unalakleet, Akiachak, Akiak, Qipnag, Savoonga, Iqurmiut AK 33 THREE NATIONS (D1) G. Tashquinth Tohono O'odham, Navajo, Gila River AZ 2 APACHE OUTKAST (D1) J. Andreas White Mountain Apache AZ 34 TRIBAL BOYZ (D1) A. Strom Colville, Mekah, Nez Perce, Quinault, Umatilla, Yakama WA 3 APACHES (D1) T. Antonio San Carlos Apache AZ 35 U-NATION (D1) J. Miller Omaha Tribe of Nebraska NE 4 AZ WARRIORS (D1) R. Johnston Hopi, Dine, Onk Akimel O'odham, Tohono O'odham AZ 36 YAQUI WARRIORS (D1) N. Gorosave Pascua Yaqui AZ Pima, Tohono O'odham, Navajo, White Mountain Apache, 5 BADNATIONZ (D1) K. Miller Sr. Prairie Band Potawatomi, Kickapoo, Yakama KS 1 21ST NATIVES (D2) R. Lyons AZ Chemehuevi, Hualapai 6 BIRD CITY (D1) M. Barney Navajo AZ 2 AK-CHIN (D2) T. Carlyle Ak-Chin AZ 7 BLUBIRD BALLERZ (D1) B. Whitehorse Navajo UT 3 AZ FUTURE (D2) T. Blackwater Akimel O'odham, Dine, Hopi AZ 8 CHAOS (D1) D. Kohlus Cheyenne River Sioux, Standing Rock Sioux SD 4 AZ OUTLAWS (D2) S. Amador Mohave, Navajo, Chemehuevi, Digueno AZ CHEYENNEARAPAHO 9 R. Island Cheyenne Arapaho Tribes Of Oklahoma OK 5 AZ SPARTANS (D2) G. Pete Navajo AZ (D1) 10 FLIGHT 701 (D1) B. Kroupa Arikara, Hidatsa, Sioux ND 6 DJ RAP SQUAD (D2) R. Paytiamo Navajo NM 11 FMD (D1) Gerald Doka Yavapai, Pima, CRIT AZ 7 FORT YUMA (D2) D. Taylor Quechan CA 12 FORT MOJAVE (D1) J. Rodriguez Jr. Fort Mojave, Chemehuevi, Colorado River Indian Tribes CA 8 GILA RIVER (D2) R. -
Tribal and House District Boundaries
! ! ! ! ! ! ! ! Tribal Boundaries and Oklahoma House Boundaries ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 22 ! 18 ! ! ! ! ! ! ! 13 ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 20 ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 7 ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! Cimarron ! ! ! ! 14 ! ! ! ! ! ! ! ! ! ! ! ! ! ! 11 ! ! Texas ! ! Harper ! ! 4 ! ! ! ! ! ! ! ! ! ! ! n ! ! Beaver ! ! ! ! Ottawa ! ! ! ! Kay 9 o ! Woods ! ! ! ! Grant t ! 61 ! ! ! ! ! Nowata ! ! ! ! ! 37 ! ! ! g ! ! ! ! 7 ! 2 ! ! ! ! Alfalfa ! n ! ! ! ! ! 10 ! ! 27 i ! ! ! ! ! Craig ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! h ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 26 s ! ! Osage 25 ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! a ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 6 ! ! ! ! ! ! ! ! ! ! ! ! ! ! Tribes ! ! ! ! ! ! ! ! ! ! ! ! ! ! 16 ! ! ! ! ! ! ! ! ! W ! ! ! ! ! ! ! ! 21 ! ! ! ! ! ! ! ! 58 ! ! ! ! ! ! ! ! ! ! ! ! ! ! 38 ! ! ! ! ! ! ! ! ! ! ! ! Tribes by House District ! 11 ! ! ! ! ! ! ! ! ! 1 Absentee Shawnee* ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! Woodward ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 2 ! 36 ! Apache* ! ! ! 40 ! 17 ! ! ! 5 8 ! ! ! Rogers ! ! ! ! ! Garfield ! ! ! ! ! ! ! ! 1 40 ! ! ! ! ! 3 Noble ! ! ! Caddo* ! ! Major ! ! Delaware ! ! ! ! ! 4 ! ! ! ! ! Mayes ! ! Pawnee ! ! ! 19 ! ! 2 41 ! ! ! ! ! 9 ! 4 ! 74 ! ! ! Cherokee ! ! ! ! ! ! ! Ellis ! ! ! ! ! ! ! ! 41 ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 72 ! ! ! ! ! 35 4 8 6 ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 5 3 42 ! ! ! ! ! ! ! 77 -
ETHNOGRAPHIC OVERVIEW DRAFT #2 Colorado National Monument Sally Mcbeth February 26, 2010
ETHNOGRAPHIC OVERVIEW DRAFT #2 Colorado National Monument Sally McBeth February 26, 2010 written in consultation with the Northern Ute ETHNOGRAPHIC OVERVIEW DRAFT #2 Colorado National Monument Sally McBeth February 26, 2010 written in consultation with the Northern Ute Submitted to the National Park Service Cooperative Agreement # H1200040001 (phases I and II) and H1200090004 (phase III) ACKNOWLEDGMENTS The generosity of many Ute friends, whose willingness to share their stories, remembrances, and recollections with me cannot go unacknowledged. I treasure their rich and profound understandings of ancestral landscape shared with me over the past three years. These friends include, but are not limited to Northern Ute tribal members (alphabetically): Loya Arrum, Betsy Chapoose, Clifford Duncan, Kessley LaRose, Roland McCook, Venita Taveapont, and Helen Wash. Their advice and suggestions on the writing of this final report were invaluable. Special thanks are due to Hank Schoch—without whose help I really would not have been able to complete (or even start) this project. His unflagging generosity in introducing me to the refulgent beauty and cultural complexity of Colorado National Monument cannot ever be adequately acknowledged. I treasure the memories of our hikes and ensuing discussions on politics, religion, and life. The critical readings by my friends and colleagues, Sally Crum (USFS), Dave Fishell (Museum of the West), Dave Price (NPS), Hank Schoch (NPS-COLM), Alan McBeth, and Mark Stevens were very valuable. Likewise the advice and comments of federal-level NPS staff Cyd Martin, Dave Ruppert, and especially Tara Travis were invaluable. Thanks, all of you. Former Colorado National Monument Superintendant Bruce Noble and Superintendant Joan Anzelmo provided tremendous support throughout the duration of the project. -
Lewis and Clark: the Unheard Voices
Curriculum Connections A free online publication for K-12 educators provided by ADL’s A World of Difference® Institute. www.adl.org/lesson-plans © 1993 by George Littlechild UPDATED 2019 Lewis and Clark: The Unheard Voices CURRICULUM CONNECTIONS | UPDATED FALL 2019 2 In This Issue The disadvantage of [people] not knowing the past is that they do Contents not know the present. History is a hill or high point of vantage, from which alone [they] see the town in which they live or the age Alignment of Lessons to Common —G. K. Chesterson, author (1874–1936) in which they are living. Core Anchor Standards Each year classrooms across the U.S. study, re-enact, and celebrate the Lewis and Clark expedition, a journey that has become an emblematic symbol of Lessons American fortitude and courage. While there are many aspects of the “Corps of Elementary School Lesson Discovery” worthy of commemoration—the triumph over geographical obstacles, the appreciation and cataloging of nature, and the epic proportions Middle School Lesson of the journey—this is only part of the history. High School Lesson While Lewis and Clark regarded the West as territory “on which the foot of civilized man had never trodden,” this land had been home for centuries to Resources millions of Native Americans from over 170 nations. For the descendants of Tribal Nations Whose Homeland these people, celebrations of the Corps of Discovery mark the onset of an era Lewis and Clark Explored of brutal repression, genocide and the destruction of their culture. Resources for Educators and Students The lesson plans in this issue of Curriculum Connections take an in-depth look at the history of U.S. -
Emotional Realism, Affective Labor, and Politics in the Arab Fandom of Game of Thrones Katty Alhayek University of Massachusetts Amherst, [email protected]
University of Massachusetts Amherst ScholarWorks@UMass Amherst Communication Graduate Student Publication Communication Series 2017 Emotional Realism, Affective Labor, and Politics in the Arab Fandom of Game of Thrones Katty Alhayek University of Massachusetts Amherst, [email protected] Follow this and additional works at: https://scholarworks.umass.edu/communication_grads_pubs Alhayek, Katty, "Emotional Realism, Affective Labor, and Politics in the Arab Fandom of Game of Thrones" (2017). International Journal of Communication. 8. Retrieved from https://scholarworks.umass.edu/communication_grads_pubs/8 This Article is brought to you for free and open access by the Communication at ScholarWorks@UMass Amherst. It has been accepted for inclusion in Communication Graduate Student Publication Series by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. International Journal of Communication 11(2017), 3740–3763 1932–8036/20170005 Emotional Realism, Affective Labor, and Politics in the Arab Fandom of Game of Thrones KATTY ALHAYEK1 University of Massachusetts Amherst, USA This article examines the Game of Thrones (GoT) fan phenomena in the Arab world. Although I contextualize GoT as a commodity within HBO’s global ambitions to attract a global audience, I study GoT Arab fans as an organized interpretive online community. I examine the Arabic fan Facebook page “Game of Thrones‒Official Arabic Page” (GoT- OAP), which has over 240,000 followers, as a case study of cultural