DOCSLIB.ORG

HUNGRY GHOSTS: PONCA GIRLS in TWO WORLDS by ANN

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
HUNGRY GHOSTS: PONCA GIRLS in TWO WORLDS by ANN HUNGRY GHOSTS: PONCA GIRLS IN TWO WORLDS By ANN MARIE WASILEWSKI Bachelor of Arts Augusta College Augusta, Georgia 1969 Master of Education University of Georgia Athens, Georgia 1976 Submitted to the Faculty of the Graduate College of the Oklahoma State University in partial fulfillment of the requirements for the Degree of DOCTOR OF EDUCATION July, 2004 COPYRIGHT By Ann Marie Wasilewski July, 2004 ii HUNGRY GHOSTS: PONCA GIRLS IN TWO WORLDS Thesis Approved: Pamela U. Brown Thesis Advisor Pamela Fry Gary J. Conti Katye M. Perry Dr. Al Carlozzi Dean of the Graduate College ii Dedicated to my mother and father. Catherine Howard Wasilewski Walter John Wasilewski iii ACKNOWLEDGEMENTS First, I want to express my deep gratitude to my dissertation advisor, Dr. Pam Brown, for her extreme patience, constructive guidance, and gentle encouragement. Your kind words were a balm to my soul as I struggled through this process. Second, I want to thank my committee members, Dr. Gary Conti, Dr. Pamela Fry, and Dr. Katye Perry. I am so appreciative of the time you spent reading my dissertation and for the suggestions you made to improve it. Third, I want to acknowledge two former members of my committee, Dr. Natalie Adams and Dr. Pamela Bettis, who moved on to different universities. Without your interest, guidance, and assistance I would not have made it this far. Fourth, I thank the Ponca girls and the members of the Ponca community who shared their thoughts and culture with me. It was a tremendous education. I also want to thank my Bahá’i friends, Nancy and Jim Schear, for their encouragement and the hours they spent with me at their dining room table going over my drafts. My gratitude also goes to Sonia Brumfield who did such a wonderful job of making my dissertation look so good. Last, but not least, I want to express my gratitude to my family. To my mother and father who made sure I got an education and appreciated all people, to my husband, Sherman Bold Warrior who suffered through this with me, and to my sons, Ben and Mark iv Oates, who have become such wonderful young men, know that I love you and am thankful for you. v TABLE OF CONTENTS Chapter ......................................................................................................................Page I. Introduction..................................................................................................................1 Introduction: It is Important that you Recognize Us ...............................................1 The Community .................................................................................................1 Education After the Arrival of Europeans .........................................................4 Statement of the Problem.........................................................................................8 Purpose of the Study ................................................................................................9 Significance of the Study.......................................................................................10 Research Questions................................................................................................11 Research Design.....................................................................................................12 Qualitative Case Study.....................................................................................12 Concerns with Use of Methodology ................................................................13 Research Bias.........................................................................................................14 Limitations of the Study.........................................................................................18 Organization of the Study ......................................................................................18 Definition of Terms................................................................................................20 II. Review of the Literature ............................................................................................21 History of the Ponca People...................................................................................21 Introduction......................................................................................................21 Coming to North America ...............................................................................25 First European Contact ....................................................................................31 Forced Removal...............................................................................................35 Twentieth Century ...........................................................................................38 Ponca Culture...................................................................................................39 Indian Education....................................................................................................43 Overview..........................................................................................................43 Chilocco...........................................................................................................51 Twentieth Century ...........................................................................................58 Dropout Theories...................................................................................................62 Ogbu and Voluntary/Involuntary Minorities ...................................................62 Cultural Deprivation and Cultural Difference/Discontinuity ..........................65 Critical Theory.................................................................................................67 Conclusion.............................................................................................................68 vi Chapter Page III. METHODOLOGY ....................................................................................................69 Introduction............................................................................................................69 Rationale for Qualitative Method ....................................................................70 Feminist Frame ................................................................................................71 Case Study.......................................................................................................76 Ethical Issues.........................................................................................................78 Indigenous Issues.............................................................................................78 Children’s Issues..............................................................................................80 Validity and Reliability..........................................................................................82 Internal and External Validity..........................................................................82 Reliability.........................................................................................................83 Evolution of the Study ...........................................................................................84 Gaining Access................................................................................................85 Sites..................................................................................................................86 Participants.......................................................................................................86 Interviews.........................................................................................................87 Analysis............................................................................................................87 Conclusion.............................................................................................................89 IV. FINDINGS.................................................................................................................90 Introduction............................................................................................................90 Results....................................................................................................................93 Why Stay in School .........................................................................................93 Why Girls Drop Out.........................................................................................95 Income/Jobs .....................................................................................................95 Pregnancy.........................................................................................................96 Community Environment ................................................................................97 Peer Influence..................................................................................................99 Nurturing at School........................................................................................100 Prejudice........................................................................................................109 Cultural Differences.......................................................................................114 School Changes..............................................................................................116 Summary..............................................................................................................119
Load more

Recommended publications
  • Sahnish (Arikara) Ethnobotany
    Kindscher, L. Yellow Bird, M. Yellow Bird & Sutton Yellow M. Bird, Yellow L. Kindscher, Sahnish (Arikara) Ethnobotany This book describes the traditional use of wild plants among the Arikara (Sahnish) for food, medicine, craft, and other uses. The Arikara grew corn, hunted and foraged, and traded with other tribes in the northern Great Plains. Their villages were located along the Sahnish (Arikara) Missouri River in northern South Dakota and North Dakota. Today, many of them live at Fort Berthold Reservation, North Dakota, as part of the MHA (Mandan, Hidatsa, Arikara) Ethnobotany Nation. We document the use of 106 species from 31 plant families, based primarily on the work of Melvin Gilmore, who recorded Arikara ethnobotany from 1916 to 1935. Gilmore interviewed elders for their stories and accounts of traditional plant use, collected material goods, and wrote a draft manuscript, but was not able to complete it due to debilitating illness. Fortunately, his field notes, manuscripts, and papers were archived and form the core of the present volume. Gilmore’s detailed description is augmented here with historical accounts of the Arikara gleaned from the journals of Great Plains explorers—Lewis and Clark, John Bradbury, Pierre Tabeau, and others. Additional plant uses and nomenclature is based on the field notes of linguist Douglas R. Parks, who carried out detailed documentation of the Sahnish (Arikara) Ethnobotany tribe’s language from 1970–2001. Although based on these historical sources, the present volume features updated modern botanical nomenclature, contemporary spelling and interpretation of Arikara plant names, and color photographs and range maps of each species.
    [Show full text]
  • Allotment and Fractionation Within the Citizen Potawatomi Nation
    CP 87 and CP100: Allotment and Fractionation Within the Citizen Potawatomi Nation Mark Welliver1 INTRODUCTION The letter came to my father’s house sometime in the early 1990s. His cousin wrote seeking to obtain his consent to sell CP 87 and 100, the Citizen Potawatomi tracts originally allotted to their grandparents, Ellen Yott and Joseph Haas, following the Dawes Act of 1887. By now, ownership of tracts 87 and 100 had become fractionated into eighteen undivided interests through multiple successive heirship divisions. The only way his cousin could alienate his interest was to convince all the heirs to relinquish, by unanimous consent, the trust status of the land. My father discarded the letter, only to pull it out of the wastebasket later and file it away. Yet, the letter had awakened repressed memories and bitter emotions of growing up as an orphan in the Concho and Chilocco BIA schools in Oklahoma, of the death of his parents, of the severe conditions of the BIA boarding schools, and of the abandonment at age nine by his uncle, his legal guardian. CP tracts 87 and 100, he decided, would remain in trust. Besides, he still had not given up the idea of growing pecans on his family’s land. The legacy of CP 87 and 100 dates back, through written narratives, to well over 100 years prior to the General Allotment Act of 1887.2 In the mid-1700s Mahteenose, the daughter of Menominee chief Ahkenepoweh, married a French and Indian fur trader named Joseph LeRoy at what is now Green Bay, Wisconsin.
    [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]
  • Quapaw Tribe for the Period 1871 to 1946
    • ," • REPORT OF MEETING OF QUAPAW dENERAL COUNCIL HELD AT NORTF!­ EI\5TERN OKLAHOMA Aid,! COLLEGE, MIAMI, ~KLAHOMA, JULY 21, 1962. The meeting was called to Orrh'.T by Chairman .Robert Whitebird at Z: 15 p. ill • • Approxirnately 150 pC!"tJon,·? were in attendance. Minutes of this meeting will be sent to all thoce whC';Je nalnes and addresses appear on the attendance roster. Not aU in attendance ;:;ignc-o this roster. Mrs. Horner Gillnore l(~d the Invocation, which was the Lords Prayer in unlson. Chairman WhitehirrJ read the following agenda: Claim No. l, Dock,,! 14, which was lost. Election of Business Committee members Funds of Q:lapa\V l'ninors 1\1enlbcr.3hip or6ina.nc~ Chairman Whltebird explained that in addition to the agenda, other business hrought before the Coun.cil "\viLl also illclude a report on the possibility of reopening the Claim No. I, under Docket 14, Chairman Whitebird stated tha t Louis Ballard had mailed out 2-pproximately SOD letters to Quapav...'.s concerning this Ina-tter and that 1\1r. Ballard will give a report later on in the nlccting about this nl<ltter. Chairman Whitebird introduced Mr. Graham Holmes, Area Director of the Muskogee Area Office 1 and 1\11". Loyd Roberts, Quapa"\v Clainls Attorney, of • Joplin, lv1i33011ri. Alfred Sky" spoke: "Good af~crnoon. It is nice to be here this afternoon even though we did pave to tarn off th(~ air conditioners. Last year I gave you a financi.J.l report as of JU:le 30, 1961. I will now give you the annnal financial report for UF:: pa.st yC-.Ctr cndlIlg June 3D, 1962.
    [Show full text]
  • Our Native Americans Volume 3
    OUR NATIVE AMERICANS VOLUME 3 WHERE AND HOW TO FIND THEM by E. KAY KIRKHAM GENEALOGIST All rights reserved Stevenson's Genealogy Center 230 West 1230 North Provo, Utah 84604 1985 Donated in Memory of Frieda McNeil 2004 TABLE OF CONTENTS Page Introduction .......................................... ii Chapter 1. Instructions on how to use this book ............ 1 How do I get started? ..................... 2 How to use the pedigree form ............... 3 How to use a library and its records .......... 3 Two ways to get help ...................... 3 How to take notes for your family record ....... 4 Where do we go from here? ................ 5 Techniques in searching .................... 5 Workshop techniques ..................... 5 Chapter 2. The 1910 Federal Census, a listing of tribes, reservations, etc., by states .................. 7 Chapter 3. The 1910 Federal Census, Government list- ing of linguistic stocks, with index ........... 70 Chapter 4. A listing of records by agency ............. 123 Chapter 5. The American Tribal censuses, 1885-1940 ............................ 166 Chapter 6. A Bibliography by tribe .................. 203 Chapter 7. A Bibliography by states ................. 211 Appendix A. Indian language bibliography .............. 216 Appendix B. Government reports, population of tribes, 1825, 1853, 1867, 1890, 1980 .............. 218 Appendix C. Chart for calculating Indian blood .......... 235 Appendix D. Pedigree chart (sample) .................. 236 Appendix E. Family Group Sheet (sample) ............. 237 Appendix F. Religious records among Native Americans ... 238 Appendix G. Allotted tribes, etc. ..................... 242 Index ............................. .... 244 ii INTRODUCTION It is now six years since I started to satisfy my interest in Native American research and record- making for them as a people. While I have written extensively in the white man's way of record- making, my greatest satisfaction has come in the three volumes that have now been written about our Native Americans.
    [Show full text]
  • U.S. House Committee on Appropriations
    N A T I O N A L C O N G R E S S O F A M E R I C A N I N D I A N S U.S. House Committee on Appropriations Subcommittee on Interior, Environment, and Related Agencies American Indian and Alaska Native Public Witness Hearing Written Testimony of Kevin J. Allis Chief Executive Officer of the National Congress of American Indians E X ECUT IV E C OMMITTEE February 12, 2020 PRESIDENT Fawn R. Sharp Quinault Indian Nation On behalf of the National Congress of American Indians (NCAI), thank you for FIRST VICE-PRESIDENT holding this American Indian and Alaska Native Public Witness hearing. Founded in Aaron Payment Sault Ste. Marie Tribe of Chippewa 1944, NCAI is the oldest and largest national organization composed of American Indians Indian and Alaska Native tribal nations. NCAI’s testimony will discuss funding for RECORDING SECRETARY Juana Majel-Dixon the Bureau of Indian Affairs (BIA) and Indian Health Service (IHS). Pauma Band of Luiseño Indians TREASURER Clinton Lageson This testimony is rooted in the treaties and agreements that tribal nations made with Kenaitze Indian Tribe the U.S. Government. A recent assessment from the U.S. Commission on Civil Rights R E G IO NAL V ICE - P RESIDENTS (USCCR) found that “federal funding for Native American programs across the ALASKA government remains grossly inadequate to meet the most basic needs the federal Rob Sanderson, Jr. 1 Tlingit & Haida Indian Tribes of government is obligated to provide.” Tribal leaders and citizens have known this for Alaska decades, and we urge Congress to fully fund the U.S.
    [Show full text]
  • The Otoe-Missouria Flag Song
    Kansas Working Papers in Linguistics, Vol. 30 (2008), p. 98 The Otoe-Missouria Flag Song Jill D. Greer Social Science Department, Missouri Southern State University Introduction As the title suggests, the focus of this paper is upon a single important song within the Otoe- Missouria tribe. This is a preliminary sketch, or a truly working paper as the KU publication series denotes. In subject and approach, it has been inspired by the venerable tradition of collecting, preserving, and analyzing Native American texts begun with 19th century BAE ethnographers such as James Owen Dorsey, encouraged by Franz Boas and his Americanist students, and celebrated by more recent scholars of verbal art as Hymes, Tedlock, Sherzer, and Basso. The particular esthetic principles used in the text will link it clearly to other tribal songs, and to the performance context as well. I will also raise issues of cultural change and continuity in the context of language shift, and finally, I argue that this Flag Song compellingly demonstrates the value of maintaining a heritage language within endangered and obsolescent language communities.1 By a heritage language, I mean a language which may no longer exist as an “everyday spoken medium of communication” but which may persist in special settings, such as the realm of sacred language in songs and prayer.2 The Western tradition has the familiar example of Latin preserved by use in the Church and as the common written language of scholars, but unlike Latin, the majority of Native languages were not represented in written form by their respective speech communities.3 The numerous circumstances leading to language shift within the Otoe- Missouria community have been similar to that documented elsewhere for the First Nations peoples in the U.S., and it is beyond the scope of this paper to review that tragic process in detail.
    [Show full text]
  • 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 ..............................................................
    [Show full text]
  • Ponca Tribe of Oklahoma
    VOLUME 1, ISSUE 9 May 2015 MAY Funded & Distributed by the Ponca Tribe NEWSLETTER PONCA TRIBE OF OKLAHOMA VETERANS MEMORIAL Special points of interest: SEXUAL ASSAULT WALK PROM 2015 PONCA TRIBE HIGHER ED CHIEF STANDING BEAR TRAIL VETERANS MEMORIAL Inside this issue: VETERANS MEMORIAL 1 UPCOMING EVENTS 2 SUMMER YOUTH 2 Ponca Tribe of Oklahoma is pleased to inform the Ponca Members that the Department of Veterans Affairs (VA) is awarding a grant in the 2015 SENIOR GRADUATES 3 amount of $495,944.60 for 100 percent of allowable costs associated PONCA INDIAN AMERICA LGION 3 with the establishment of the White Eagle Cemetery in Ponca City, Okla- PONCA IND. AMERICAN LEGION POST #38 4 homa (FAI: OK-13-03). The Ponca Tribe of Indians of Oklahoma submitted PONCA TRIBE CEMETERY FORM 5 6 WOMEN OF SERVICE a formal Application for Federal Assistance for the project on October 10, 2014. WHITE EAGLE TRANSIT 7 PONCA TRIBE EDUCATION DEPARTMENT 7 The grant will fund the construction of a parking area, a flag as- MSPI 8 sembly area, 6 replaced vaults, a memorial wall, 24 full casket burial GEN-1 YOUTH CONFERENCE 8 sites, landscaping, and supporting infrastructure. This project will develop PONCA TRIBE DRIED SWEET CORN 10 approximately 2 acres and serve approximately 50 unserved Ponca Tribe BUSINESS COMMITTEE MEMBER 11 HEAD START GRADUATES 11 of Indians of Oklahoma Veterans and their families. BUSINESS COMMITTEE OKC VISIT 12 This will be the Ponca Tribe Veterans Memorial, proposed ceme- CHIEF STANDING BEAR TRAIL 13 SENIOR CITIZEN CENTER 14-15 tery will be near Ponca City, Oklahoma approximately 6 miles southwest of the center of downtown Ponca City located on 20 acres of land adja- GRADUATES 16-17 DOMESTIC VIOLENCE 18 cent to West Riverview Road.
    [Show full text]
  • Muscogee (Creek) Nation in Support of Petitioner ______
    No. 18-9526 IN THE JIMCY MCGIRT, Petitioner, v. OKLAHOMA, Respondent. _____________ On Writ of Certiorari to the Oklahoma Court of Criminal Appeals _____________ BRIEF FOR AMICUS CURIAE MUSCOGEE (CREEK) NATION IN SUPPORT OF PETITIONER _____________ ROGER WILEY RIYAZ A. KANJI ATTORNEY GENERAL Counsel of Record KYLE HASKINS DAVID A. GIAMPETRONI FIRST ASSISTANT KANJI & KATZEN, PLLC ATTORNEY GENERAL 303 Detroit St., Ste 400 MUSCOGEE (CREEK) Ann Arbor, MI 48104 NATION (734) 769-5400 Post Office Box 580 [email protected] Okmulgee, OK 74447 (918) 295-9720 CORY J. ALBRIGHT PHILIP H. TINKER LYNSEY R. GAUDIOSO KANJI & KATZEN, PLLC 401 Second Ave. S., Ste 700 Seattle, WA 98104 (206) 344-8100 Counsel for Amicus Curiae Muscogee (Creek) Nation i TABLE OF CONTENTS Page TABLE OF AUTHORITIES ..................................... iii INTEREST OF AMICUS CURIAE ............................1 INTRODUCTION AND SUMMARY OF ARGUMENT ...............................................................1 ARGUMENT ...............................................................5 I. The United States and the Creek Nation Established a Reservation by Treaty. .............5 A. Text ........................................................5 B. Surrounding History .............................8 II. The Creek Allotment Act Preserved the Nation’s Reservation. ..................................... 11 A. Text ......................................................12 B. Surrounding History ........................... 16 C. Hitchcock and Buster ........................... 17 III.
    [Show full text]
  • Master's Thesis Template
    UNIVERSITY OF OKLAHOMA GRADUATE COLLEGE SETTLER COLONIALISM ON THE SOUTHERN PLAINS: SQUATTERS AND THE CONSTRUCTION OF A SETTLER STATE IN INDIAN TERRITORY A THESIS SUBMITTED TO THE GRADUATE FACULTY in partial fulfillment of the requirements for the Degree of MASTER OF ARTS By JOHN TRUDEN Norman, Oklahoma 2018 SETTLER COLONIALISM ON THE SOUTHERN PLAINS: SQUATTERS AND THE CONSTRUCTION OF A SETTLER STATE IN INDIAN TERRITORY A THESIS APPROVED FOR THE DEPARTMENT OF HISTORY BY ______________________________ Dr. Gary Anderson, Chair ______________________________ Dr. Bala Saho ______________________________ Dr. David Wrobel © Copyright by JOHN TRUDEN 2018 All Rights Reserved. Acknowledgements I would like to thank Gary Anderson for chairing my committee, as well as Bala Saho and David Wrobel for being part of that committee. I would also like to thank Anne Hyde for her encouragement and editing prowess. Although David La Vere and Kathleen Brosnan were not directly involved in this thesis, my interactions with them greatly improved my ability to sort out and clarify my thoughts. I would also like to thank the staff at the University of Oklahoma Libraries, Jackie Reese, Laurie Scrivener and the student workers at the Western History Collections, the overworked and underpaid archivists at the Oklahoma Historical Society and Gary Anderson for copying the Subject File 111 at the National Archives at Washington, D.C. I wish to thank the University of Oklahoma History Department as well as the Phi Alpha Theta National History Honor Society for the research grants I received to assist this project. I would like to thank my church community, City Presbyterian Church.
    [Show full text]
  • Tribes of Oklahoma – Request for Information for Teachers (Oklahoma Academic Standards for Social Studies, OSDE)
    Tribes of Oklahoma – Request for Information for Teachers (Oklahoma Academic Standards for Social Studies, OSDE) Tribe:_____Ponca Tribe of Indians of Oklahoma__________________ Tribal website(s): http//www.ponca.com_________________________ 1. Migration/movement/forced removal Oklahoma History C3 Standard 2.3 “Integrate visual and textual evidence to explain the reasons for and trace the migrations of Native American peoples including the Five Tribes into present-day Oklahoma, the Indian Removal Act of 1830, and tribal resistance to the forced relocations.” Oklahoma History C3 Standard 2.7 “Compare and contrast multiple points of view to evaluate the impact of the Dawes Act which resulted in the loss of tribal communal lands and the redistribution of lands by various means including land runs as typified by the Unassigned Lands and the Cherokee Outlet, lotteries, and tribal allotments.” Original Homeland – present day Kentucky, Indiana, and Nebraska Location in Oklahoma – North central Oklahoma primarily in Kay County Traditionally the Ponca share common social and cultural characteristics with the Omaha, Osage, Kaw and Quapaw peoples. They once lived in the area of northern Kentucky and southern Indiana along the Ohio River, then migrated west into what is today known as Nebraska. The Ponca first encountered Europeans in 1789 when they lived in villages along Ponca Creek near the Niobrara River in northeastern Nebraska. Despite several treaties with the U.S., in 1868 due to an “administrative blunder” by federal agents, the entire Ponca Reservation was given to the Sioux. When the error was discovered, the U.S. government chose to remove the Poncas south to Indian Territory rather than admit the mistake.
    [Show full text]