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Newark Earthworks Center - Ohio State University and World Heritage - Ohio Executive Committee INDIANS and EARTHWORKS THROUGH the AGES “We Are All Related”
Welcoming the Tribes Back to Their Ancestral Lands Marti L. Chaatsmith, Comanche/Choctaw Newark Earthworks Center - Ohio State University and World Heritage - Ohio Executive Committee INDIANS AND EARTHWORKS THROUGH THE AGES “We are all related” Mann 2009 “We are all related” Earthen architecture and mound building was evident throughout the eastern third of North America for millennia. Everyone who lived in the woodlands prior to Removal knew about earthworks, if they weren’t building them. The beautiful, enormous, geometric precision of the Hopewell earthworks were the culmination of the combined brilliance of cultures in the Eastern Woodlands across time and distance. Has this traditional indigenous knowledge persisted in the cultural traditions of contemporary American Indian cultures today? Mann 2009 Each dot represents Indigenous architecture and cultural sites, most built before 1491 Miamisburg Mound is the largest conical burial mound in the USA, built on top of a 100’ bluff, it had a circumference of 830’ People of the Adena Culture built it between 2,800 and 1,800 years ago. 6 Miamisburg, Ohio (Montgomery County) Picture: Copyright: Tom Law, Pangea-Productions. http://pangea-productions.net/ Items found in mounds and trade networks active 2,000 years ago. years 2,000 active networks trade and indicate vast travel Courtesy of CERHAS, Ancient Ohio Trail Inside the 50-acre Octagon at Sunrise 8 11/1/2018 Octagon Earthworks, Newark, OH Indigenous people planned, designed and built the Newark Earthworks (ca. 2000 BCE) to cover an area of 4 square miles (survey map created by Whittlesey, Squier, and Davis, 1837-47) Photo Courtesy of Dan Campbell 10 11/1/2018 Two professors recover tribal knowledge 2,000 years ago, Indigenous people developed specialized knowledge to construct the Octagon Earthworks to observe the complete moon cycle: 8 alignments over a period of 18 years and 219 days (18.6 years) “Geometry and Astronomy in Prehistoric Ohio” Ray Hively and Robert Horn, 1982 Archaeoastronomy (Supplement to Vol. -
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 -
The 1818 Saint Marys Treaties A
INDIANA HISTORICAL SOCIETY PRESS The 1818 Saint Marys Treaties A. ANDREW OLSON III The 1818 Saint Marys Treaties A. ANDREW OLSON III Indiana Historical Society Press | Indianapolis 2020 © 2020 Indiana Historical Society Press. All rights reserved. Indiana Historical Society 450 West Ohio Street Indianapolis, IN 46202-3269 www.indianahistory.org 317-232-1882 Copies of the four issues of THG: Connections in which the article series first appeared may be purchased from: IHS Basile History Market Telephone orders: 1-800-447-1830 Fax orders: 1-317-234-0562 Online orders @ http://shop.indianahistory.org Originally published as a four-part series in the following issues of The Hoosier Genealogist: Connections Volume 57, Fall/Winter 2017 Volume 58, Spring/Summer 2018 Volume 58, Fall/Winter 2018 Volume 59, Spring/Summer 2019 No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form or by any means (electronic, mechanical, photocopying, recording, or otherwise) without the prior written permission of the copyright owner. Contents Part 1: Tribal and Euro-American Historical 1 Backdrop through 1817 Part 2: Brothertown and Stockbridge Indians 11 and Treaty Preparations Part 3: Concluding the Treaties: The Brothertowns’ 23 and Stockbridges’ Sagas Part 4: In the Aftermath of the Treaties: Removal 37 and Settlement Part 1: Tribal and Euro-American Historical Backdrop through 1817 The years 2017 and 2018 marked disinterment of remains at the site in the Initially the Saint Marys treaties were the two-hundredth year since six pivotal first half of the twentieth century. Upon tangential to my original object, but treaties were concluded at Saint Marys, assuming ownership of this parcel, my when I also discovered a historical error Ohio. -
ANISHINABEG CULTURE.Pdf
TEACHER RESOURCE LESSON PLAN EXPLORING ANISHINABEG CULTURE MI GLCES – GRADE THREE SOCIAL STUDIES H3 – History of Michigan Through Statehood • 3-H3.0.1 - Identify questions historians ask in examining Michigan. • 3-H3.0.5 - Use informational text and visual data to compare how American Indians and settlers in the early history of Michigan adapted to, used, and modifi ed their environment. • 3-H3.0.6 - Use a variety of sources to describe INTRODUCTION interactions that occured between American Indians and the fi rst European explorers and This lesson helps third grade students understand settlers of Michigan. the life and culture of the Native Americans that G5 - Environment and Society lived in Michigan before the arrival of European settlers in the late 17th century. It includes • 3-G5.0.2 - Decribe how people adapt to, use, a comprehensive background essay on the and modify the natural resources of Michigan. Anishinabeg. The lesson plan includes a list of additional resources and copies of worksheets and COMMON CORE ANCHOR STANDARDS - ELA primary sources needed for the lessons. Reading • 1 - Read closely to determine what the text says ESSENTIAL QUESTIONS explicitly and to make logical inferences from it. What are key cultural traits of the Native Americans • 7 - Intergrate and evaluate content presented who lived in Michigan before the arrival of in diverse media and formats, including visually Europeans? and quantitatively, as well as in words. Speaking and Listening LEARNING OBJECTIVES • 2 - Integrate and evaluate information presented Students will: in diverse media and formats, including visually, • Learn what Native American groups traveled quantitatively, and orally. -
The Four Main Groups of the Ojibwe Published on Lessons of Our Land (
The Four Main Groups of the Ojibwe Published on Lessons of Our Land (http://www.lessonsofourland.org) Grades: 6th - 8th Grade Lesson: 1 Unit: 2: American Indian land tenure history Subject: History/Social Studies Additional Subject(s): Geography Achievement Goal: Students will identify the four main groups of the Ojibwe and the large land mass they covered. They will understand that each group lived in a different geographical location and their cultures varied with their environments. Time: One class period Lesson Description: Students learn about the four nations of the Ojibwe tribe and analyze maps of the Great Ojibwe Migration. Teacher Background: Refer to The Four Divisions of the Ojibwe Nation Map found in the Lesson Resources section. This map shows the Ojibwe homeland. It is important to remember that much of it was shared with other tribes. The lines only serve to show where fairly large numbers of Ojibwe lived at one time or another. Within this wide expanse there are great differences in country and climate, and the Ojibwe people adapted their ways of living to their surroundings. In modern times four main groups have been distinguished by location and adaptation to varying conditions. They are the Plains Ojibwe, the Northern Ojibwe, the Southeastern Ojibwe, and the Southwestern Ojibwe or Chippewa. The Plains Ojibwe The Plains Ojibwe live in Saskatchewan, western Manitoba, North Dakota, and Montana. Although they were originally a forest people, they changed their way of life when they moved into the open lands and borrowed many customs of other plains people. Today most of them work at farming and ranching. -
Ojibwe Bibliography *Scroll to End of PDF for Explanatory Summary of The
Ojibwe Bibliography *scroll to end of PDF for explanatory summary of the bibliography Title Author Identification Editor Publisher City Publisher Year F/NF Age "To Go About on the Earth": An Ethnohistory of the Rebecca Kugel Ojibwe/Shawnee/French/Irish/Jewish/Dan Los Angeles University of California, Los Angeles 1986 NF Adult AMinnesota Childhood Ojibwe, in Minnesota: 1830-1900 Exploring the Lives of Linda LeGarde Grover Ojibweish/Polist Duluth University of Minnesota, Duluth 1995 F Adult AOjibwe Concise and Dictionary Immigrant of Families Minnesota 1880-1920 Ojibwe John Nichols and Earl Nyholm Minneapolis University of Minnesota Press 1995 NF Adult A Day at the Sugar Camp Jessica Diemer-Eaton Woodland Indian Educational Programs 2014 F Children A Dictionary of Ojibway Language Frederic Baraga St. Paul Minnesota Historical Society Press 1992 NF Adult A Dozen Cold Ones E. Donald Two-Rivers Ojibwe Chicago Abrazo Press 1992 F Adult A Fish Tale: Or, The Little One That Got Away Leo Yerxa Ojibwe Vancouver Douglas & McIntyre 1995 F Children A is for Aboriginal Joseph MacLean and Brendan Vancouver Interactive Publishing Corporation 2013 NF Children Heard A Little History of My Forest Life: An Indian-White Eliza Morrison Ojibwe Tustin, MI Ladyslipper Press 2002 NF Adult/Young Adult AbsenteeAutobiography Indians (and Other Poems) Kimberly Blaeser Anishinaabe (White Earth Ojibwe) East Lansing, MI Michigan State University Press 2002 F Adult Alcatraz! Alcatraz!: The Indian Occupation of 1969- Adam Fortunate Eagle Ojibwe Berkeley Heyday Books 1992 NF Adult 1971 All Our Relations: Native Struggles for Land and Life Winona LaDuke Anishinabe Cambridge, MA South End Press 1999 NF Adult Alternatives Drew Hayden Taylor Ojibwe Burnaby, BC Talonbooks 2000 F Adult American Indian Environmental Ethics: An Ojibwa Case J. -
Indian Lands of Federally Recognized Tribes of the United States
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Native Americans, Europeans, and the Raid on Pickawillany
ABSTRACT “THE LAND BELONGS TO NEITHER ONE”: NATIVE AMERICANS, EUROPEANS, AND THE RAID ON PICKAWILLANY In 1752, the Miami settlement at Pickawillany was attacked by a force of Ottawa and Chippewa warriors under the command of a métis soldier from Canada. This raid, and the events that precipitated it, is ideally suited to act as a case study of the role of Native American peoples in the Ohio Country during the first half of the eighteenth century. Natives negotiated their roles and borders with their British and French neighbors, and chose alliances with the European power that offered the greatest advantage. Europeans were alternately leaders, partners, conquerors and traders with the Natives, and exercised varying levels and types of control over the Ohio Country. Throughout the period, each of the three groups engaged in a struggle to define their roles in regards to each other, and to define the borders between them. Pickawillany offers insights into this negotiation. It demonstrates how Natives were not passive victims, but active, vital agents who acted in their own interest. The events of the raid feature a number of individuals who were cultural brokers, intermediaries between the groups who played a central, but tenuous, role in negotiations. It also exhibits the power of ritual violence, a discourse of torture and maiming that communicated meanings to friends and rivals alike, and whose implications shaped the history of the period and perceptions of Natives. Luke Aaron Fleeman Martinez May 2011 “THE LAND BELONGS TO NEITHER ONE”: -
Federally Recognized Indian Tribes
Appendix C: Federally Recognized Indian Tribes The following tribal entities within the contiguous 48 states are recognized and eligible to receive services from the United States Bureau of Indian Affairs. For further information contact Bureau of Indian Affairs, Division of Tribal Government Services, 1849 C Street N.W., Washington, DC 20240; Telephone number (202) 208-7445.1 Figure C.1 shows the location of the Federally Recognized Tribes. 1. Absentee-Shawnee Tribe of Indians of Oklahoma 2. Agua Caliente Band of Cahuilla Indians of the Agua Caliente Indian Reservation, California 3. Ak Chin Indian Community of Papago Indians of the Maricopa, Ak Chin Reservation, Arizona 4. Alabama and Coushatta Tribes of Texas 5. Alabama-Quassarte Tribal Town of the Creek Nation of Oklahoma 6. Alturas Rancheria of Pit River Indians of California 7. Apache Tribe of Oklahoma 8. Arapahoe Tribe of the Wind River Reservation, Wyoming 9. Aroostook Band of Micmac Indians of Maine 10. Assiniboine and Sioux Tribes of the Fort Peck Indian Reservation, Montana 11. Augustine Band of Cahuilla Mission Indians of the Augustine Reservation, California 12. Bad River Band of the Lake Superior Tribe of Chippewa Indians of the Bad River Reservation, Wisconsin 13. Bay Mills Indian Community of the Sault Ste. Marie Band of Chippewa Indians Bay Mills. Reservation, Michigan 14. Berry Creek Rancheria of Maidu Indians of California 15. Big Lagoon Rancheria of Smith River Indians of California 1Federal Register, Vol. 61, No. 220, November 13, 1996. C–1 Figure C.1.—Locations of Federally Recognized Indian Tribes and Alaska Native Corporations. C–2 16. -
Thomas Richardville and the Founding of the City of Miami by Meghan Dorey, Manager, Myaamia Heritage Museum & Archive As the City of Miami, Oklahoma, 1891
An Official Publication of the Sovereign Miami Tribe of Oklahoma Volume 13, No. 3.4, Section A Published by Myaamia Publications - Miami, Oklahoma teekwaaki neehi pipoonwi 2015/16 125 Years Ago: Thomas Richardville and the Founding of the City of Miami By Meghan Dorey, Manager, Myaamia Heritage Museum & Archive As the city of Miami, Oklahoma, 1891. celebrates its 125th anniversary, Chief Richardville’s leader- we offer the following article to ship was integral to the decision provide our unique perspective to to remain a separate entity upon the history surrounding the birth of relocation, rather than consolidat- our namesake city. ing membership with the Peoria Tribe as allowed under the 1867 Waapimaankwa (also known as Treaty. His election to the position Thomas F. Richardville) was the of Chief came in the same year the great-grandson of pinšiwa (Chief town of Miami( Indian Territory) Jean B. Richardville), the son was established 125 years ago. Tribal News of a man known as pimicinwa or Wayland C. Lykins came Chief’s Report... 2A Crescent Richardville. from a well-respected family in Open House Event 3A Thomas was orphaned at a Miami County, Kansas. His father, Winter Gathering 4A young age and grew up in Indiana. David Lykins, had been a mission- Business Award 6A In 1873, he told of his childhood ary at the Baptist Mission in Paola near Kokomo, living with his for many years, and the entire Events 7A grandmother until her death. He Lykins family was adopted by the Vehicle Plates 8A also spent several years of his youth Peoria Tribe. -
ABSTRACT ACIIPIHKAHKI: IŠI KATI MIHTOHSEENIWIYANKIWI MYAAMIONKI ROOTS of PLACE: EXPERIENCING a MIAMI LANDSCAPE by JOSHUA SUTTER
ABSTRACT ACIIPIHKAHKI: IŠI KATI MIHTOHSEENIWIYANKIWI MYAAMIONKI ROOTS OF PLACE: EXPERIENCING A MIAMI LANDSCAPE by JOSHUA SUTTERFIELD This thesis explores an individual interpretation of Miami Ecological Knowledge (MEK), which is a form of Traditional Ecological Knowledge (TEK) specific to the Miami people. Through the research project my own identity and understanding of concepts such as landscape, place, time and nature have evolved into a multifaceted and multicultural interpretative lens. This work combines MEK and ecological science to provide an example of Native American research within an academic setting. The research is guided by the Miami Tribe of Oklahoma‘s cultural revitalization effort and is intended as a contribution to that effort. Because this research was directed by the Miami Tribe‘s interest in cultural revitalization it contributes to what has been referred to as decolonization. aciipihkahki: iši kati mihtohseeniwiyankwi myaamionki Roots of Place: Experiencing a Miami Landscape A Thesis Submitted to the Faculty of Miami University In partial fulfillment of The requirements for the degree of Master of Arts Department of Geography by Joshua Sutterfield Miami University Oxford, Ohio 2009 Advisor_____________________________ Professor Thomas C. Klak Reader______________________________ Professor Jerry Green Reader______________________________ Professor Daniel M. Cobb © Joshua Sutterfield 2009 Table of Contents List of Figures Chapter 1: Introduction and Methodology 1 1.1. Introduction 1.2. Background of the Myaamiaki 1.3. Research Goals & Methodology 1.4. Research Location Chapter 2: Literature Review 20 2.1. Introduction 2.2. Sustainability and TEK 2.3. Landscape Interpretation and Evaluation as a Cultural Lens 2.4. Place, Memory and Peoplehood 2.5. Conclusion Chapter 3: Myaamia Cultural Concepts 33 3.1. -
“Illinois” Never Did Mean “The Real Men,” As the Explorer/Priest Father Marquette Thought
No More “Real Men”! Sorry guys, the latest linguistic research reveals that the word “Illinois” never did mean “the real men,” as the explorer/priest Father Marquette thought. A more accurate translation provides the less sexy “He/she speaks in the regular way.” Berkeley Algonquian language specialist Dr. David J. Costa, who has done extensive research on the Indigenous languages of this region, explains that the term ‘Illinois’ probably comes from the old Myaamia-Peewalia (Miami-Peoria) word irenweewa, later pronounced ilenweewa, (plural ilenweewaki). For those who like to know the details, iren means ‘regular/ordinary’, wee means ‘by speech’ and wa means she/he. However, this is only the start of the story. It turns out that the Ojibwa people (who live north of the Great Lakes) pronounce this word slightly differently. Just like American English drops the extra vowel out of British English ‘aluminium’ to get ‘aluminum’–the Ojibwa were in the habit of dropping the wa from words that they borrowed from neighboring languages. They shortened ilenweewa and said “ilinwe” (plural ilinwek sometimes written as ilinoüek). Add French spelling to “ilinwe” and bingo -- you get ‘Illinois’ pronounced “ileenwa.” One more step -- add English pronunciation to the French spelling and you get close to the name of the state as we say it today (“ilinoy”). So, the name of the state comes to us from the Miami-Peoria Indigenous language spoken in this region, via Ojibwa and French. Although “the Illinois” was widely used by the French and English in the 18th and 19th centuries as a collective name for the several distinct groups of Indigenous peoples of the region, it was never what they called themselves.