DOCSLIB.ORG

Trail of Tears Curriculum Guide English Language Arts 3 >,8-$8W* 9)?'#2 2' 23) I)8$2)

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Trail of Tears Curriculum Guide English Language Arts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` Q3)#) "3)7 +#%)0[ "3) "#$%& '( ")$#* `a 4 Q$&= '( M)2#$7$&[ "3) "#$%& '( ")$#* \] +'.?$#) $80 +'82#$*2[ CE)82* 23#',@3 6%*2'#7 \\ I-%)8-) \_ C8E%#'8.)82[ "3) "#$%& '( ")$#* $80 X2* C(()-2 '8 b#@$8%*.* ^Y "3) I?#)$0 '( >%*)$*) 0,#%8@ "3) "#$%& '( ")$#* ^c >%*)$*)* '( 23) 6,.$8 M'07[ "3) "#$%& '( ")$#* cY L%8) 4#2* c\ K#'0,-2%'8 >)*%@8)#* Q$82)0[ +#)$2%8@ $ I2'#7:'$#0 cc Q)$E%8@ 4&'8@ "3) "#$%& '( ")$#* a] "#$%& '( ")$#* 9)$0)#W* "3)$2)# a\ ;$23).$2%-* a_ I-$22)# K&'2* $80 J%8)* '( L%2[ ;$??%8@ 23) "#$%& _Y "#$%& '( ")$#*[ 9',2) ;)$*,#).)82 _] I?$8%*3 __ "#$%& '( ")$#*[ 4 K,??)2 I3'D YdY K37*%-$& C0,-$2%'8 YdZ "3) K37*%-$& $80 ;)82$& Q)&&8)** '( U$2%E) 4.)#%-$8* '8 23) "#$%& '( ")$#* Yd\ $%&"' () $*&%+ ,-%%".-'-/ 0-"1* #"" "$:&) '( +'82)82* R-'82%8,)0S X82)@#$2)0 +,##%-,&,. Ydc ;7 "#$%& '( ")$#* CO?)#%)8-) Yd_ "3) +3)#'=))* e "3)8 $80 U'D[ "3) "#$%& '( ")$#* YYd L%80%8@ +'88)-2%'8*[ ;$*-'2* $80 K)#-)82$@)* YY] 400%2%'8$& 9)*',#-)* ('# ")$-3)#* $80 I2,0)82* YYc I)&)-2)0 M%:&%'@#$?37 YY_ 4??)80%-)* YZc 4??)80%O 4[ !" $ %&'(") *$+ I-#%?2 YZ_ 4??)80%O M[ ,"-(./"0 $0 12-3 12/ I-#%?2 Y`` Movie A: On a Spring Day 150 Movie B: Incident at Rock Roe 151 #""" $%&"' () $*&%+ ,-%%".-'-/ 0-"1* C8@&%*3 J$8@,$@) 4#2* 5 Using Personal Stories from the Trail of Tears Christian Stewart Elizabeth McAlpine Arkansas Frameworks: Hamilton Learning Academy Hall High School Little Rock, AR Little Rock, AR 789:9;9< >).'8*2#$2) $22)82%E) &%*2)8%8@ *=%&&* 2' #)*?'80 2' $80 Grade Level: 7th %82)#?#)2 *?)$=)#W* .)**$@) Objectives: =9>9;9? Q#%2) #)*?'8*)* 2' &%2)#$V Y5 I2,0)82* D%&& %82)#?#)2 $80 #)*?'80 2' ?)#*'8$& 2,#) 23$2 0).'8*2#$2) ,80)#*2$80V 8$##$2%E)*5 %8@ '# %82)#?#)2$2%'8 ]5 I2,0)82* D%&& -'.?$#) $80 -'82#$*2 ?)#*'8$& 8$##$2%E)*5 =9>9;9? Q#%2) #)*?'8*)* 2' &%2)#$V Z5 I2,0)82* D%&& 0).'8*2#$2) 23)%# $:%&%27 2' D#%2) $ 2,#) 23$2 0).'8*2#$2) ,80)#*2$80V 8$##$2%E) ,*%8@ ?)#*'8$& )O?)#%)8-)5 %8@ '# %82)#?#)2$2%'8 Procedure: =9>9;9@A Q#%2) $-#'** 23) -,##%-,V &,. Y5 Set: 4*= *2,0)82* 2' #)*?'80 2' 23) ('&&'D%8@ T,)*2%'8 $* $ P',#8$& $-2%E%27 '# -&$** 0%*-,**%'8[ B9C9;9: X8()# 23) %82)##)&$2%'8* '( Q3$2 0')* 7',# 3'.) $80 ($.%&7 #)?#)*)82 2' 7',f 2)O2 $80 D'#&0 %**,)*G)E)82* :7 $?V "3)8 $*= *2,0)82* 2' %.$@%8) 23$2 23)7 -$.) 3'.) ?&7%8@ -'88)-2%'8 *2#$2)@%)* (#'. *-3''& '8) 0$7B $&& '( 23)%# *2,(( D$* ?$-=)0 ,?B $80 23)7 D)#) ('#-)0 ',2 '( 23)%# 3'.) $2 =9<9;9D +#)$2) $ 0#$(2 ('# 8$##$2%E) @,8?'%825 6'D D',&0 23$2 .$=) 23). ())&f D#%2%8@ 23$2 %8-&,0)* 0%$&'@,) ]5 Teacher Input: K#'E%0) *2,0)82* D%23 23) (%#*2 ?)#*'8 8$##$2%E) R6$80',2 Y5YS 9)$0 23%* $* $ -&$**5 +'.?$#) $80 -'82#$*2 23) (%#*2 ?)#*'8 8$##$2%E) $80 Timeframe: 23) *2,0)82 P',#8$& )82#%)* '# -&$** 0%*-,**%'8 ,*%8@ $ H)88 >%$@#$. '8 23) :&$-=:'$#05 "3)8B D#%2) $ Y -&$** ?)#%'0 .'0)& "#$%& '( ")$#* *3'#2 *2'#7 ,*%8@ 0%$&'@,)5 Z5 Guided Practice: 6$E) *2,0)82* D'#= %80)?)80)82&7 '# %8 @#',?* 2' D#%2) $ *3'#2 8$##$2%E) :$*)0 '8 Materials: ?)#*'8$& 2#$@)0%)* '# -3$&&)8@)*B ,*%8@ 0%$&'@,) %8 23)%# D#%2%8@5 >5Q5+ >,8-$8 6$80',2 R6$80',2 `5 Assessment: I2,0)82 ?)#*'8$& 8$##$2%E)*5 Y5YSB -'.?,2)#B $80 ?#'P)-2'# \5 Closure: 4*= *2,0)82* %( 23)7 :)&%)E) $ *%2,$2%'8 &%=) 23) "#$%& '( ")$#* -',&0 *2%&& 3$??)85 >%*-,** U$N% /)#.$87B M'*8%$B 9D$80$B $80 '23)# )O$.?&)* %( 8)-)**$#75 Trail of Tears Curriculum Guide English Language Arts 3 >,8-$8W* 9)?'#2 2' 23) I)8$2) Indian Removal wasn’t the last dispossession of the Cherokees. Another way that the government sought removal was with the destruction of the tribal title over their lands and the allotment of lands to individual Cherokees. D. W. C. Duncan tells a Senate committee how the Dawes Act had made it impossible to support his family through farming: gF80)# 23) '&0 #)@%.)B D3)8 D) D)#) )8P'7%8@ ',# E$*2 )*2$2) %8 -'..'8 3)#)B D) $&& 3$0 )8',@3 $80 .'#) 23$8 )8',@3 2' (%&& ,? 23) -,? '( ',# )8P'7.)825555 Q3%&) 23$2 D$* 23) -$*) X 3$0 0)E)&'?)0 $ ($#. '( Zdd $-#)* ,? 8'#23 '( 2'D85555 M,2 D3)8 23) >$D)* -'..%**%'8 *)82 %2* *,#E)7 ?$#27 $#',80 $80 -,2 .) '(( ,? 23)#) $&& :,2 ^d $-#)*B X D)82 2' D'#= '8 23$2B $80 2'V0$7 23) $&&'2.)82 ?#'-)**5553$* D#%22)8 0)*2#,-2%'8 '( ?#'?)#27 $80 -$?%2$& .'#) 2)##%:&) 23$8 23$2 D3%-3 E%*%2)0 ,?'8 23) %*&) '( /$&E)*2'8 h")O$*i 7)$#* $@' :7 23) $8@)# '( 23) '-)$85555 gF80)# 23) %8)O'#$:&) &$D '( $&&'2.)82 )8('#-)0 ,?'8 ,* +3)#'=))*B X 3$0 2' #)&%8T,%*3 )E)#7 %8-3 '( .7 ?#).%*)* ',2*%0) '( 23$2 &%22&) ^d $-#)*5 Q3$2 %* 23) #)*,&2f "3)#) %* $ @#)$2 *-#$.:&) '( ?)#*'8* 2' (%80 &$805552' (%&) ,?'85 I'.) '( 23) (#%)80* %8 3)#)B )*?)-%$&&7 $ D3%2) %82)#.$##%)0 -%2%N)8B @')* ,? $80 (%&)* ,?'8 $ ?$#2 '( .7 ($#.5555 4D$7 D)82 .7 -#'?555 U'DB 23$2 %* D3$2 3$* :))8 0'8) 2' 23)*) +3)#'=))*5555 g"3) @'E)#8.)82 '( 23) F8%2)0 I2$2)* =8'D* 23$2 23)*) $&&'2.)82* '( 23) X80%$8* $#) 8'2 *,((%-%)825555 Q37B '8) 4.)#%-$8 -%2%N)8 @')* ',2 '8 23) D)*2)#8 ?&$%8 %8 U'#23 >$='2$ 2' .$=) $ 3'.)5 Q3$2 %* 23) $.',82 '( &$80 $&&'22)0 2' 3%.f X*8W2 %2 Y^d $-#)*fj RI',#-)[ Sen. Report No. 5013, 59th Congress, 2d Sess., Pt. I, YadV_d5S 6$80',2 Y5Y e >,8$8W* 9)?'#2 2' 23) I)8$2) 4 English Language Arts Trail of Tears Curriculum Guide The Neverending Trail: The Poet Speaks Lauren A. Beam Arkansas Frameworks: Dunbar Magnet Middle School Little Rock, AR =9>9;9@ Q#%2) 2' 0)E)&'? 8$##$2%E)B )O?'*%2'#7B 0)*-#%?2%E)B $80 ?)#*,$V Grade Level: 7th *%E) ?%)-)* Objectives: =9>9;9D Q#%2) 2' #)(&)-2 %0)$*G Y5 I2,0)82* D%&& $??&7 $ E$#%)27 '( *2#$2)@%)* 2' #)$0 $80 %82)#?#)2$2%'8* '( .,&2%-,&2,#$& $80 -'.?#)3)80 ?#%82)0 .$2)#%$&5 ,8%E)#*$& 23).)* $80 -'8-)?2* ]5 I2,0)82* D%&& #)$0B )O$.%8)B $80 #)*?'80 2' $ D%0) #$8@) '( 2)O2* ('# $ E$#%)27 '( ?,#?'*)*5 =9>9;9? Q#%2) #)*?'8*)* 2' &%2)#$V Z5 I2,0)82* D%&& $??&7 =8'D&)0@) '( I2$80$#0 C8@&%*3 2,#) 23$2 0).'8*2#$2) ,80)#*2$80V -'8E)82%'8* %8 D#%22)8 D'#=5 %8@ '# %82)#?#)2$2%'8 Materials: B9C9;9@A +'.?$#) $80 -'82#$*2 ! #$%& '&(&)&*+,*- $).,/0 12.*+345 6789 ?'%82* '( E%)DB *,-3 $* (%#*2 ?)#*'8B ! #23: 53 ;*5&)<)&5 . =3&>0 12.*+345 67?9 &%.%2)0B $80 '.8%*-%)82 23%#0 ?)#V ! #23: 53 @.5 . =3&>0 12.*+345 67A9 *'8B $80 )O?&$%8 23) )(()-2 '8 23) ! #=3&5)B $&)>C0 12.*+345 67D9 'E)#$&& 23).) '( $ &%2)#$#7 D'#= ! J$#@) K'*2V%2 C$*)& K$0 t On a Spring Day >H> B9C9;9@C CE$&,$2) ?)#*'8$&B *'-%$&B $80 ?'&%2%-$& %**,)* $* ?#)*)82)0 %8 Timeframe: 1 class period 2)O2 B9@A9;9: 9)$0 2)O2* 23$2 #)(&)-2 -'82#%:,2%'8* '( 0%(()#)82 -,&2,#$& @#',?* B9@A9;9? 9)$0 $ E$#%)27 '( ?')2#7B D%23 ).?3$*%* '8 &7#%- ?')2#7 B9@A9;9@A CO$.%8) 23) )(()-2 '( %.$@)#7 '8 23) .''0 '# .)$8%8@ '( 23) ?').5 Trail of Tears Curriculum Guide English Language Arts 5 Procedure: Y5 Set: I3'D 23) >H> On a Spring Day. ]5 Teacher Input: K#)*)82 )%@32 &%8)* '( 23) ?'). g"3) U)E)#)80%8@ "#$%&j R6$80',2 Y5]S '8 23) 0#7 )#$*) :'$#0B :&$-=:'$#0B '# -'.?,2)#5 /,%0) 23) *2,0)82* 23#',@3 23) ?').5 4*= 23). 2' %0)82%V (7 ?,#?'*)B $,0%)8-)B E'%-)B $80 '23)# 2)#.* $* 23)7 $#) ).?&'7)0 %8 23) ?'). D%23 23) ('&&'D%8@ T,)*2%'8*[ YS >' 7', *)) ).'2%'8 %8 23%* ?').f ]S >' 7', *)) $87 '( 23) ?')2%- 0)E%-)* '8 7',# &%*2 ,*)0 3)#)f ZS Q3$2 %* 23) 2'8) '( 23) ?').f `S Q3' %* 23) $,0%)8-)f \S X* 23%* ?)#*,$*%E)f ^S Q3$2 .)**$@) %* 23) ?')2 2#7%8@ 2' -'8E)7f cS Q3$2 %* 23) *,:P)-2f aS 487 '23)# -'..)82*f I2#)** 23) )O%*2)8-) '( ).'2%'8 $80 ())&%8@* %8 23) ?').*5 J%*2 23)*) '8 23) :'$#05 Z5 Guided Practice: K,2 *2,0)82* %82' *.$&& @#',?* 2' 0' 23) *$.) D%23 23) $**%@8)0 E)#*)* '( 23) ?').5 C$-3 @#',? -'?%)* )%@32 &%8)* '( 23) ?').
Load more

Recommended publications
  • Talking Stone: Cherokee Syllabary Inscriptions in Dark Zone Caves
    University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Masters Theses Graduate School 12-2017 Talking Stone: Cherokee Syllabary Inscriptions in Dark Zone Caves Beau Duke Carroll University of Tennessee, [email protected] Follow this and additional works at: https://trace.tennessee.edu/utk_gradthes Recommended Citation Carroll, Beau Duke, "Talking Stone: Cherokee Syllabary Inscriptions in Dark Zone Caves. " Master's Thesis, University of Tennessee, 2017. https://trace.tennessee.edu/utk_gradthes/4985 This Thesis is brought to you for free and open access by the Graduate School at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Masters Theses by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. To the Graduate Council: I am submitting herewith a thesis written by Beau Duke Carroll entitled "Talking Stone: Cherokee Syllabary Inscriptions in Dark Zone Caves." I have examined the final electronic copy of this thesis for form and content and recommend that it be accepted in partial fulfillment of the requirements for the degree of Master of Arts, with a major in Anthropology. Jan Simek, Major Professor We have read this thesis and recommend its acceptance: David G. Anderson, Julie L. Reed Accepted for the Council: Dixie L. Thompson Vice Provost and Dean of the Graduate School (Original signatures are on file with official studentecor r ds.) Talking Stone: Cherokee Syllabary Inscriptions in Dark Zone Caves A Thesis Presented for the Master of Arts Degree The University of Tennessee, Knoxville Beau Duke Carroll December 2017 Copyright © 2017 by Beau Duke Carroll All rights reserved ii ACKNOWLEDGMENTS This thesis would not be possible without the following people who contributed their time and expertise.
    [Show full text]
  • Saving the Dust Bowl: “Big Hugh” Bennett’S Triumph Over Tragedy
    Saving the Dust Bowl: “Big Hugh” Bennett’s Triumph over Tragedy Rebecca Smith Senior Historical Paper “It was dry everywhere . and there was entirely too much dust.” -Hugh Hammond Bennett, visit to the Dust Bowl, 19361 Merciless winds tore up the soil that once gave the Southern Great Plains life and hurled it in roaring black clouds across the nation. Hopelessly indebted farmers fed tumbleweed to their cattle, and, in the case of one Oklahoma town, to their children. By the 1930s, years of injudicious cultivation had devastated 100 million acres of Kansas, Oklahoma, Texas, Colorado, and New Mexico.2 This was the Dust Bowl, and it exposed a problem that had silently plagued American agriculture for centuries–soil erosion. Farmers, scientists, and the government alike considered it trivial until Hugh Hammond Bennett spearheaded a national program of soil conservation. “The end in view,” he proclaimed, “is that people everywhere will understand . the obligation of respecting the earth and protecting it in order that they may enjoy its fullness.” 3 Because of his leadership, enthusiasm, and intuitive understanding of the American farmer, Bennett triumphed over the tragedy of the Dust Bowl and the ignorance that caused it. Through the Soil Conservation Service, Bennett reclaimed the Southern Plains, reformed agriculture’s philosophy, and instituted a national policy of soil conservation that continues today. The Dust Bowl tragedy developed from the carelessness of plenty. In the 1800s, government and commercial promotions encouraged negligent settlement of the Plains, lauding 1 Hugh Hammond Bennett, Soil Conservation in the Plains Country, TD of address for Greater North Dakota Association and Fargo Chamber of Commerce Banquet, Fargo, ND., 26 Jan.
    [Show full text]
  • Indigenous People of Western New York
    FACT SHEET / FEBRUARY 2018 Indigenous People of Western New York Kristin Szczepaniec Territorial Acknowledgement In keeping with regional protocol, I would like to start by acknowledging the traditional territory of the Haudenosaunee and by honoring the sovereignty of the Six Nations–the Mohawk, Cayuga, Onondaga, Oneida, Seneca and Tuscarora–and their land where we are situated and where the majority of this work took place. In this acknowledgement, we hope to demonstrate respect for the treaties that were made on these territories and remorse for the harms and mistakes of the far and recent past; and we pledge to work toward partnership with a spirit of reconciliation and collaboration. Introduction This fact sheet summarizes some of the available history of Indigenous people of North America date their history on the land as “since Indigenous people in what is time immemorial”; some archeologists say that a 12,000 year-old history on now known as Western New this continent is a close estimate.1 Today, the U.S. federal government York and provides information recognizes over 567 American Indian and Alaskan Native tribes and villages on the contemporary state of with 6.7 million people who identify as American Indian or Alaskan, alone Haudenosaunee communities. or combined.2 Intended to shed light on an often overlooked history, it The land that is now known as New York State has a rich history of First includes demographic, Nations people, many of whom continue to influence and play key roles in economic, and health data on shaping the region. This fact sheet offers information about Native people in Indigenous people in Western Western New York from the far and recent past through 2018.
    [Show full text]
  • Muscogee (Creek) Nation Scholarship Foundation Program
    MUSCOGEE (CREEK) NATION SCHOLARSHIP FOUNDATION PROGRAM James R. Floyd Health Care Management Scholarship Scholarship Description Chief James R. Floyd is the Principal Chief of the Muscogee (Creek) Nation, the fourth largest Tribe in the Nation with more than 80,500 citizens. James grew up in Eufaula, Oklahoma. After completing his Associates Degree at OSU in Oklahoma City he started his professional career with the Muscogee (Creek) Nation Tribe, working first in Environmental Services. He became the manager of Health Services, then Director of Community Services. In these positions he implemented the tribe’s first food distribution, social services, burial assistance, and school clothing allowance programs. Chief Floyd managed the first tribal-owned hospital in the United States at Okemah, and negotiated the transfer of the Okemah, Eufaula, Sapulpa, and Okmulgee Dental clinics from Indian Health Service to Muscogee (Creek) Tribal management. Chief Floyd is a strong advocate of higher education. Chief Floyd embraced and accepted his role as Principal Chief of the Nation’s fourth-largest Native American tribe in January of 2016. Throughout his career with the Indian Health Service and the Department of Veteran’s Affairs, Chief Floyd has continued to serve Native Americans throughout the United States, while always keeping in mind how his efforts could benefit his own Creek Nation. As a pioneer in Indian Health Care, Chief Floyd has been recognized nationally for establishing outreach to Native American communities. He ensured that the first of these reimbursements agreements was established with the Muscogee (Creek) Nation. He also held the first tribal veterans summit at Muskogee.
    [Show full text]
  • Cherokees in Arkansas
    CHEROKEES IN ARKANSAS A historical synopsis prepared for the Arkansas State Racing Commission. John Jolly - first elected Chief of the Western OPERATED BY: Cherokee in Arkansas in 1824. Image courtesy of the Smithsonian American Art Museum LegendsArkansas.com For additional information on CNB’s cultural tourism program, go to VisitCherokeeNation.com THE CROSSING OF PATHS TIMELINE OF CHEROKEES IN ARKANSAS Late 1780s: Some Cherokees began to spend winters hunting near the St. Francis, White, and Arkansas Rivers, an area then known as “Spanish Louisiana.” According to Spanish colonial records, Cherokees traded furs with the Spanish at the Arkansas Post. Late 1790s: A small group of Cherokees relocated to the New Madrid settlement. Early 1800s: Cherokees continued to immigrate to the Arkansas and White River valleys. 1805: John B. Treat opened a trading post at Spadra Bluff to serve the incoming Cherokees. 1808: The Osage ceded some of their hunting lands between the Arkansas and White Rivers in the Treaty of Fort Clark. This increased tension between the Osage and Cherokee. 1810: Tahlonteeskee and approximately 1,200 Cherokees arrived to this area. 1811-1812: The New Madrid earthquake destroyed villages along the St. Francis River. Cherokees living there were forced to move further west to join those living between AS HISTORICAL AND MODERN NEIGHBORS, CHEROKEE the Arkansas and White Rivers. Tahlonteeskee settled along Illinois Bayou, near NATION AND ARKANSAS SHARE A DEEP HISTORY AND present-day Russellville. The Arkansas Cherokee petitioned the U.S. government CONNECTION WITH ONE ANOTHER. for an Indian agent. 1813: William Lewis Lovely was appointed as agent and he set up his post on CHEROKEE NATION BUSINESSES RESPECTS AND WILL Illinois Bayou.
    [Show full text]
  • The Trail of Tears and the Forced Relocation of the Cherokee Nation
    National Park Service Teaching with Historic Places U.S. Department of the Interior The Trail of Tears and the Forced Relocation of the Cherokee Nation The Trail of Tears and the Forced Relocation of the Cherokee Nation (Tennessee Department of Environment and Conservation, Benjamin Nance, photographer) The caravan was ready to move out. The wagons were lined up. The mood was somber. One who was there reported that "there was a silence and stillness of the voice that betrayed the sadness of the heart." Behind them the makeshift camp where some had spent three months of a Tennessee summer was already ablaze. There was no going back. A white-haired old man, Chief Going Snake, led the way on his pony, followed by a group of young men on horseback. Just as the wagons moved off along the narrow roadway, they heard a sound. Although the day was bright, there was a black thundercloud in the west. The thunder died away and the wagons continued their long journey westward toward the setting sun. Many who heard the thunder thought it was an omen of more trouble to come.¹ This is the story of the removal of the Cherokee Nation from its ancestral homeland in parts of North Carolina, Tennessee, Georgia, and Alabama to land set aside for American Indians in what is now the state of Oklahoma. Some 100,000 American Indians forcibly removed from what is now the eastern United States to what was called Indian Territory included members of the Cherokee, Choctaw, Chickasaw, Creek, and Seminole tribes. The Cherokee's journey by water and land was over a thousand miles long, during which many Cherokees were to die.
    [Show full text]
  • 800.438.1601
    Cherokee Welcome Center VisitCherokeeNC.com 800.438.1601 Oconaluftee Indian Village, “ Unto These Hills” Outdoor Drama VisitCherokeeNC.com 866.554.4557 Fisheries & Wildlife Management FishCherokee.com 828.554.6110 Museum of the Cherokee Indian CherokeeMuseum.org 828.497.3481 Sequoyah National Golf Club SequoyahNational.com 828.497.3000 Qualla Arts and Crafts Mutual, Inc. QuallaArtsAndCrafts.com 828.497.3103 VisitCherokeeNC.com | 800.438.1601 This is what Chapter II: Strangers I was told In 1540, Spanish explorer and conquistador Hernando de perception of the region. Peace made Soto came through here looking for gold, demanding food, alliances irrelevant and mounting when I was young. fighting, enslaving—despite what you may have heard, he pressure from land speculators made wasn’t a great guy. Worse were the diseases that came with the Cherokees an inconvenience. Cherokees begin a story the way their people have him. Lacking the immunity to combat these afflictions, In 1830 Andrew Jackson signed the for generations. It’s only fitting to start the story of indigenous peoples were nearly eradicated, victim to Indian Removal Act offering the Eastern Band of Cherokee Indians the same way. plagues such as smallpox, measles, and influenza. territory out west in exchange for Chapter I: A Long Time Ago Nevertheless, the Cherokees continued their homeland. Five years later came the to work through diplomacy with the Treaty of New Echota, which ceded to the The Cherokees were hunters and gatherers, foraging newcomers for the next 200 years. federal government most of the Cherokee lands the Great Smoky Mountains and the lowlands east of the Mississippi, resulting in what is now By the late eighteenth century, seventy-five percent of the Southern Appalachians for food while referred to as the “Trail of Tears.” of Cherokee land had been lost through treaties with hunting, fishing, and trapping game.
    [Show full text]
  • BROKEN PROMISES: Continuing Federal Funding Shortfall for Native Americans
    U.S. COMMISSION ON CIVIL RIGHTS BROKEN PROMISES: Continuing Federal Funding Shortfall for Native Americans BRIEFING REPORT U.S. COMMISSION ON CIVIL RIGHTS Washington, DC 20425 Official Business DECEMBER 2018 Penalty for Private Use $300 Visit us on the Web: www.usccr.gov U.S. COMMISSION ON CIVIL RIGHTS MEMBERS OF THE COMMISSION The U.S. Commission on Civil Rights is an independent, Catherine E. Lhamon, Chairperson bipartisan agency established by Congress in 1957. It is Patricia Timmons-Goodson, Vice Chairperson directed to: Debo P. Adegbile Gail L. Heriot • Investigate complaints alleging that citizens are Peter N. Kirsanow being deprived of their right to vote by reason of their David Kladney race, color, religion, sex, age, disability, or national Karen Narasaki origin, or by reason of fraudulent practices. Michael Yaki • Study and collect information relating to discrimination or a denial of equal protection of the laws under the Constitution Mauro Morales, Staff Director because of race, color, religion, sex, age, disability, or national origin, or in the administration of justice. • Appraise federal laws and policies with respect to U.S. Commission on Civil Rights discrimination or denial of equal protection of the laws 1331 Pennsylvania Avenue, NW because of race, color, religion, sex, age, disability, or Washington, DC 20425 national origin, or in the administration of justice. (202) 376-8128 voice • Serve as a national clearinghouse for information TTY Relay: 711 in respect to discrimination or denial of equal protection of the laws because of race, color, www.usccr.gov religion, sex, age, disability, or national origin. • Submit reports, findings, and recommendations to the President and Congress.
    [Show full text]
  • The Chiricahua Apache from 1886-1914, 35 Am
    American Indian Law Review Volume 35 | Number 1 1-1-2010 Values in Transition: The hirC icahua Apache from 1886-1914 John W. Ragsdale Jr. Follow this and additional works at: https://digitalcommons.law.ou.edu/ailr Part of the Indian and Aboriginal Law Commons, Indigenous Studies Commons, Other History Commons, Other Languages, Societies, and Cultures Commons, and the United States History Commons Recommended Citation John W. Ragsdale Jr., Values in Transition: The Chiricahua Apache from 1886-1914, 35 Am. Indian L. Rev. (2010), https://digitalcommons.law.ou.edu/ailr/vol35/iss1/9 This Article is brought to you for free and open access by University of Oklahoma College of Law Digital Commons. It has been accepted for inclusion in American Indian Law Review by an authorized editor of University of Oklahoma College of Law Digital Commons. For more information, please contact [email protected]. VALUES IN TRANSITION: THE CHIRICAHUA APACHE FROM 1886-1914 John W Ragsdale, Jr.* Abstract Law confirms but seldom determines the course of a society. Values and beliefs, instead, are the true polestars, incrementally implemented by the laws, customs, and policies. The Chiricahua Apache, a tribal society of hunters, gatherers, and raiders in the mountains and deserts of the Southwest, were squeezed between the growing populations and economies of the United States and Mexico. Raiding brought response, reprisal, and ultimately confinement at the loathsome San Carlos Reservation. Though most Chiricahua submitted to the beginnings of assimilation, a number of the hardiest and least malleable did not. Periodic breakouts, wild raids through New Mexico and Arizona, and a labyrinthian, nearly impenetrable sanctuary in the Sierra Madre led the United States to an extraordinary and unprincipled overreaction.
    [Show full text]
  • The Cherokee Removal and the Fourteenth Amendment
    MAGLIOCCA.DOC 07/07/04 1:37 PM Duke Law Journal VOLUME 53 DECEMBER 2003 NUMBER 3 THE CHEROKEE REMOVAL AND THE FOURTEENTH AMENDMENT GERARD N. MAGLIOCCA† ABSTRACT This Article recasts the original understanding of the Fourteenth Amendment by showing how its drafters were influenced by the events that culminated in The Trail of Tears. A fresh review of the primary sources reveals that the removal of the Cherokee Tribe by President Andrew Jackson was a seminal moment that sparked the growth of the abolitionist movement and then shaped its thought for the next three decades on issues ranging from religious freedom to the antidiscrimination principle. When these same leaders wrote the Fourteenth Amendment, they expressly invoked the Cherokee Removal and the Supreme Court’s opinion in Worcester v. Georgia as relevant guideposts for interpreting the new constitutional text. The Article concludes by probing how that forgotten bond could provide the springboard for a reconsideration of free exercise and equal protection doctrine once courts begin exploring the meaning of this Cherokee Paradigm of the Fourteenth Amendment. Copyright © 2003 by Gerard N. Magliocca. † Assistant Professor, Indiana University School of Law—Indianapolis. J.D., Yale Law School, 1998; B.A., Stanford University, 1995. Many thanks to Bruce Ackerman, Bill Bradford, Daniel Cole, Kenny Crews, Brian C. Kalt, Robert Katz, Mary Mitchell, Allison Moore, Amanda L. Tyler, George Wright, and the members of the Northwestern University School of Law Constitutional Colloquium for their insights. Special thanks to Michael C. Dorf, Gary Lawson, Sandy Levinson, and Michael Klarman, who provided generous comments even though we had never met.
    [Show full text]
  • Creating a Sense of Communityamong the Capital City Cherokees
    CREATING A SENSE OF COMMUNITYAMONG THE CAPITAL CITY CHEROKEES by Pamela Parks Tinker A Thesis Submitted to the Graduate Faculty of George Mason University in Partial Fulfillment of The Requirements for the Degree of Master of Arts Interdisciplinary Studies Committee: ____________________________________ Director ____________________________________ ____________________________________ ____________________________________ Program Director ____________________________________ Dean, College of Humanities and Social Sciences Date:________________________________ Spring 2016 George Mason University Fairfax, VA Creating a Sense Of Community Among Capital City Cherokees A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts Interdisciplinary Studies at George Mason University By Pamela Parks Tinker Bachelor of Science Medical College of Virginia/Virginia Commonwealth University 1975 Director: Meredith H. Lair, Professor Department of History Spring Semester 2016 George Mason University Fairfax, Virginia Copyright 2016 Pamela Parks Tinker All Rights Reserved ii Acknowledgements Thanks to the Capital City Cherokee Community for allowing me to study the formation of the community and for making time for personal interviews. I am grateful for the guidance offered by my Thesis Committee of three professors. Thesis Committee Chair, Professor Maria Dakake, also served as my advisor over a period of years in planning a course of study that truly has been interdisciplinary. It has been a joyful situation to be admitted to a variety of history, religion and spirituality, folklore, ethnographic writing, and research courses under the umbrella of one Master of Arts in Interdisciplinary Studies program. Much of the inspiration for this thesis occurred at George Mason University in Professor Debra Lattanzi Shutika’s Folklore class on “Sense of Place” in which the world of Ethnography opened up for me.
    [Show full text]
  • 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
    [Show full text]