The Mandan and Hidatsa Establish Missouri Valley Villages
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Mountain Man Clymer Museum of Art It Has Been Said That It Took Rugged, Practically Fearless Individuals to Explore and Settle America’S West
HHiiSSTORTORYY— PaSt aNd PerspeCtive John Colter encountering some Indians The First Mountain Man Clymer Museum of Art It has been said that it took rugged, practically fearless individuals to explore and settle America’s West. Surely few would live up to such a characterization as well as John Colter. by Charles Scaliger ran, and sharp stones gouged the soles of wether Lewis traveled down the Ohio his feet, but he paid the pain no mind; any River recruiting men for his Corps of Dis- he sinewy, bearded man raced up torment was preferable to what the Black- covery, which was about to strike out on the brushy hillside, blood stream- foot warriors would inflict on him if they its fabled journey across the continent to ing from his nose from the terrific captured him again. map and explore. The qualifications for re- Texertion. He did not consider himself a cruits were very specific; enlistees in what In 1808, the year John Colter ran his fast runner, but on this occasion the terror race with the Blackfeet, Western Mon- became known as the Lewis and Clark of sudden and agonizing death lent wings tana had been seen by only a handful of expedition had to be “good hunter[s], to his feet. Somewhere not far behind, his white men. The better-known era of the stout, healthy, unmarried, accustomed to pursuers, their lean bodies more accus- Old West, with its gunfighters, cattlemen, the woods, and capable of bearing bodily tomed than his to the severe terrain, were and mining towns, lay decades in the fu- fatigue in a pretty considerable degree.” closing in, determined to avenge the death ture. -
Teacher’S Guide Teacher’S Guide Little Bighorn National Monument
LITTLE BIGHORN NATIONAL MONUMENT TEACHER’S GUIDE TEACHER’S GUIDE LITTLE BIGHORN NATIONAL MONUMENT INTRODUCTION The purpose of this Teacher’s Guide is to provide teachers grades K-12 information and activities concerning Plains Indian Life-ways, the events surrounding the Battle of the Little Bighorn, the Personalities involved and the Impact of the Battle. The information provided can be modified to fit most ages. Unit One: PERSONALITIES Unit Two: PLAINS INDIAN LIFE-WAYS Unit Three: CLASH OF CULTURES Unit Four: THE CAMPAIGN OF 1876 Unit Five: BATTLE OF THE LITTLE BIGHORN Unit Six: IMPACT OF THE BATTLE In 1879 the land where The Battle of the Little Bighorn occurred was designated Custer Battlefield National Cemetery in order to protect the bodies of the men buried on the field of battle. With this designation, the land fell under the control of the United States War Department. It would remain under their control until 1940, when the land was turned over to the National Park Service. Custer Battlefield National Monument was established by Congress in 1946. The name was changed to Little Bighorn National Monument in 1991. This area was once the homeland of the Crow Indians who by the 1870s had been displaced by the Lakota and Cheyenne. The park consists of 765 acres on the east boundary of the Little Bighorn River: the larger north- ern section is known as Custer Battlefield, the smaller Reno-Benteen Battlefield is located on the bluffs over-looking the river five miles to the south. The park lies within the Crow Indian Reservation in southeastern Montana, one mile east of I-90. -
Indian Trust Asset Appendix
Platte River Endangered Species Recovery Program Indian Trust Asset Appendix to the Platte River Final Environmental Impact Statement January 31,2006 U.S. Department of the Interior Bureau of Reclamation Denver, Colorado TABLE of CONTENTS Introduction ..................................................................................................................................... 1 The Recovery Program and FEIS ........................................................................................ 1 Indian trust Assets ............................................................................................................... 1 Study Area ....................................................................................................................................... 2 Indicators ......................................................................................................................................... 3 Methods ........................................................................................................................................... 4 Background and History .................................................................................................................. 4 Introduction ......................................................................................................................... 4 Overview - Treaties, Indian Claims Commission and Federal Indian Policies .................. 5 History that Led to the Need for, and Development of Treaties ....................................... -
D Members Abstained; O Members Not Voting, and That Said Resolution Has Not Been Rescinded Or Amended in Any Way
Resolution No. 01- /J53/Tlll/SP^ RESOLUTION OF THE GOVERNING BODY OF THE THREE AFFILIATED TRIBES OF THE FORT BERTHOLD INDIAN RESERVATION WHEREAS, This Nation having accepted the Indian Reorganization Act of June 18, 1934, and the authority under said Act; and WHEREAS, The Constitution of the Three Affiliated Tribes generally authorizes and empowers the Tribal Business Council to engage in activities on behalf of the Tribes and ofthe enrolled members thereof; and WHEREAS, The upcoming 2003-2006 Lewis and Clark Bicentennial Commemoration has created an increased interest in the history and culture ofthe Mandan, Hidatsa, and Arikara Tribes and the subsequent need and desire of individuals and various entities from across the United States and abroad to contact the Three Afl51iated Tribes for related information and cultural/historical interpretation; and WHEREAS, the Tourism and Independence OfiBce was established by the Tribal Business Council ofthe Three Affiliated Tribes through Resolution #231- DSB to develop and promote cultural heritage tourism efforts relative to the Mandan, Hidatsa, Arikara Nation, Sakakawea, and the Lewis and Clark Bicentennial; and NOW,THEREFORE BE IT RESOLVED that the Tribal Business Council hereby designates the Tourism Director(Amy Mossett) and Independence Director (Dennis R. Fox II) as the official Points of Contact for the Three Affiliated Tribes Sakakawea and Lewis & Clark Bicentennial Commemoration. CERTIFICATION I, the undersigned as Secretary ofthe Tribal Business Council ofthe Three Affiliated Tribes ofthe Fort Berthold Reservation, hereby certify that ffie Tribal Business Council is con^sed of7 members of whom 5 constitute a quorum, [f members were present at a Meeting thereof duly called, noticed, convened, and held on the ^7 day of May^2001, during which the foregoing Resolution was duly adopted by the affirmative vote of Ip members; 0 members opposed; d members abstained; O members not voting, and that said Resolution has not been rescinded or amended in any way. -
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Greybull Sandstone Photo by David Lopez, MBMG, 2003 January July S MTWThF S S MTWThF S 1 23 123 4 5678 910 4 5678 910 11 12 13 14 15 16 17 11 12 13 14 15 16 17 18 19 20 21 22 23 24 18 19 20 21 22 23 24 25 26 27 28 29 30 31 25 26 27 28 29 30 31 February August S MTWThF S S MTWThF S 1234567 1234567 8 91011121314 8 91011121314 15 16 17 18 19 20 21 15 16 17 18 19 20 21 22 23 24 25 26 27 28 22 23 24 25 26 27 28 29 29 30 31 March September S MTWThF S S MTWThF S 123456 1234 7 8 910111213 5 6 7 8 91011 14 15 16 17 18 19 20 12 13 14 15 16 17 18 21 22 23 24 25 26 27 19 20 21 22 23 24 25 28 29 30 31 26 27 28 29 30 April October S MTWThF S S MTWThF S 123 12 4 5678 910 3 4 5678 9 11 12 13 14 15 16 17 10 11 12 13 14 15 16 18 19 20 21 22 23 24 17 18 19 20 21 22 23 25 26 27 28 29 30 24 25 26 27 28 29 30 31 May November S MTWThF S S MTWThF S 1 123456 234 5678 7 8 91011 12 13 91011 12 13 14 15 14 15 16 17 18 19 20 16 17 18 19 20 21 22 21 22 23 24 25 26 27 23 24 25 26 27 28 29 28 29 30 30 31 June December S MTWThF S S MTWThF S 12345 1234 678 9101112 5678 91011 13 14 15 16 17 18 19 12 13 14 15 16 17 18 20 21 22 23 24 25 26 19 20 21 22 23 24 25 27 28 29 30 26 27 28 29 30 31 Butte Office Billings Office 1300 W. -
Brf Public Schools
BRF PUBLIC SCHOOLS HISTORY CURRICULUM RELATED TO AMERICAN INDIAN STUDIES GRADES 8-12 COMPONENT The following materials represent ongoing work related to the infusion of American Indian history into the History curriculum of the Black River Falls Public Schools. Our efforts in this area have been ongoing for over 20 years and reflect the spirit of Wisconsin Act 31. SEPTEMBER 2011 UPDATE Paul S Rykken Michael Shepard US History and Politics US History BRFHS BRF Middle School Infusion Applications 1 INTRODUCTION AND OVERVIEW The Infusion Task Force was established in December of 2009 for the purpose of improving our efforts regarding the infusion of American Indian history and cultural awareness throughout the BRF Public School K-12 Social Studies Curriculum. This action occurred within the context of several other factors, including the signing of a Memorandum of Understanding between the Ho-chunk Nation and the School District and the establishment of a Ho-chunk language offering at BRFHS. Our infusion efforts go back to the early 1990s and were originally spurred by the Wisconsin Legislature’s passage of Act 31 related to the teaching of Native American history and culture within Wisconsin’s public schools. The following link will take you to a paper that more fully explains our approach since the early 1990s: http://www.brf.org/sites/default/files/users/u123/InfusionUpdate09.pdf THE 8-12 COMPONENT As with any curriculum-related project, what follows is not the final word. We do our work in an ever- changing environment. The lessons and information included here, however, reflect the most recent (and complete) record of what we are doing within our 8-12 curriculum. -
Flooding the Missouri Valley the Politics of Dam Site Selection and Design
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Great Plains Quarterly Great Plains Studies, Center for Summer 1997 Flooding The Missouri Valley The Politics Of Dam Site Selection And Design Robert Kelley Schneiders Texas Tech University Follow this and additional works at: https://digitalcommons.unl.edu/greatplainsquarterly Part of the Other International and Area Studies Commons Schneiders, Robert Kelley, "Flooding The Missouri Valley The Politics Of Dam Site Selection And Design" (1997). Great Plains Quarterly. 1954. https://digitalcommons.unl.edu/greatplainsquarterly/1954 This Article is brought to you for free and open access by the Great Plains Studies, Center for at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Great Plains Quarterly by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. FLOODING THE MISSOURI VALLEY THE POLITICS OF DAM SITE SELECTION AND DESIGN ROBERT KELLEY SCHNEIDERS In December 1944 the United States Con Dakota is 160 feet high and 10,700 feet long. gress passed a Rivers and Harbors Bill that The reservoir behind it stretches 140 miles authorized the construction of the Pick-Sloan north-northwest along the Missouri Valley. plan for Missouri River development. From Oahe Dam, near Pierre, South Dakota, sur 1946 to 1966, the United States Army Corps passes even Fort Randall Dam at 242 feet high of Engineers, with the assistance of private and 9300 feet long.! Oahe's reservoir stretches contractors, implemented much of that plan 250 miles upstream. The completion of Gar in the Missouri River Valley. In that twenty rison Dam in North Dakota, and Oahe, Big year period, five of the world's largest earthen Bend, Fort Randall, and Gavin's Point dams dams were built across the main-stem of the in South Dakota resulted in the innundation Missouri River in North and South Dakota. -
Afraid of Bear to Zuni: Surnames in English of Native American Origin Found Within
RAYNOR MEMORIAL LIBRARIES Indian origin names, were eventually shortened to one-word names, making a few indistinguishable from names of non-Indian origin. Name Categories: Personal and family names of Indian origin contrast markedly with names of non-Indian Afraid of Bear to Zuni: Surnames in origin. English of Native American Origin 1. Personal and family names from found within Marquette University Christian saints (e.g. Juan, Johnson): Archival Collections natives- rare; non-natives- common 2. Family names from jobs (e.g. Oftentimes names of Native Miller): natives- rare; non-natives- American origin are based on objects common with descriptive adjectives. The 3. Family names from places (e.g. following list, which is not Rivera): natives- rare; non-native- comprehensive, comprises common approximately 1,000 name variations in 4. Personal and family names from English found within the Marquette achievements, attributes, or incidents University archival collections. The relating to the person or an ancestor names originate from over 50 tribes (e.g. Shot with two arrows): natives- based in 15 states and Canada. Tribal yes; non-natives- yes affiliations and place of residence are 5. Personal and family names from noted. their clan or totem (e.g. White bear): natives- yes; non-natives- no History: In ancient times it was 6. Personal or family names from customary for children to be named at dreams and visions of the person or birth with a name relating to an animal an ancestor (e.g. Black elk): natives- or physical phenominon. Later males in yes; non-natives- no particular received names noting personal achievements, special Tribes/ Ethnic Groups: Names encounters, inspirations from dreams, or are expressed according to the following physical handicaps. -
History of Navigation on the Yellowstone River
University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 1950 History of navigation on the Yellowstone River John Gordon MacDonald The University of Montana Follow this and additional works at: https://scholarworks.umt.edu/etd Let us know how access to this document benefits ou.y Recommended Citation MacDonald, John Gordon, "History of navigation on the Yellowstone River" (1950). Graduate Student Theses, Dissertations, & Professional Papers. 2565. https://scholarworks.umt.edu/etd/2565 This Thesis is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. HISTORY of NAVIGATION ON THE YELLOWoTGriE RIVER by John G, ^acUonald______ Ë.À., Jamestown College, 1937 Presented in partial fulfillment of the requirement for the degree of Mas ter of Arts. Montana State University 1950 Approved: Q cxajJL 0. Chaiinmaban of Board of Examiners auaue ocnool UMI Number: EP36086 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. UMT Ois8<irtatk>n PuUishing UMI EP36086 Published by ProQuest LLC (2012). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. -
1833-1834 Drawings of Mato-Tope and Sih-Chida
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Theses, Dissertations, and Student Creative Activity, School of Art, Art History and Design Art, Art History and Design, School of 2011 Stealing Horses and Hostile Conflict: 1833-1834 Drawings of Mato-Tope and Sih-Chida Kimberly Minor University of Nebraska-Lincoln, [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/artstudents Part of the American Art and Architecture Commons, and the Art and Design Commons Minor, Kimberly, "Stealing Horses and Hostile Conflict: 1833-1834 Drawings of Mato-Tope and Sih-Chida" (2011). Theses, Dissertations, and Student Creative Activity, School of Art, Art History and Design. 17. https://digitalcommons.unl.edu/artstudents/17 This Article is brought to you for free and open access by the Art, Art History and Design, School of at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Theses, Dissertations, and Student Creative Activity, School of Art, Art History and Design by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Stealing Horses and Hostile Conflict: 1833-34 Drawings of Mato-Tope and Sih-Chida By Kimberly Minor Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Master of Arts Major: Art History Under the Supervision of Professor Wendy Katz Lincoln, Nebraska April 2011 Stealing Horses and Hostile Conflict: 1833-34 Drawings of Mato-Tope and Sih-Chida Kimberly Minor, M.A. University of Nebraska, 2011 Advisor: Wendy Katz The first documented Native American art on paper includes the following drawings at the Joslyn Art Museum in Omaha, Nebraska: In the Winter, 1833-1834 (two versions) by Sih-Chida (Yellow Feather) and Mato-Tope Battling a Cheyenne Chief with a Hatchet (1834) by Mato-Tope (Four Bears) as well as an untitled drawing not previously attributed to the latter. -
Filson Club Publications No. 23 in Traditions of the North America
— “ F I L S O N C L U B P U B L I C AT I O N S N o . 2 3 In T RADITIO N S O F THE N O R T H AM E R I C A Th e F ir st Form e d a nd F irst I nh a b it e d o f t h e Continents BY R E U B E N T . D U R R E T T A . B . , LL . B A . M . , L L . D . President of Th e F ilson Club alhwtrateh LO U L LE KE UCK ISVI , NT Y JOH N P . MORTON COMPAN Y (Incorporated) PRINTE RS T O T m: Pu o n CL U B 1 908 908 CO PY R IG H T , 1 , TH E F I L S O N C L U B All R igh ts R es e rved I N T R O D U C T I O N T the beginning of our Civil War there lived in Louisville an elderly gentleman by the name of ffi Gri n , who , though belonging to neither of the learned professions , had read many books and stored ' s H e his excellent memory with much u eful information . was of Welsh descent , and proud of the long line of Cam I brians he numbered among his ancestors . knew him i a well , and was fond of talking w th him bout the many interesting things that occurred while Louisville was pro gressing from a straggling row of log cabins and ponds n along u paved Main Street , between First and Twelfth , to the mansions of brick and stone along the many paved streets now occupied by wealth and fashion . -
Kidnapped and Sold Into Marriage on the Lewis and Clark Expedition
Fact or Fiction? Name: _________________________ Below is a passage on Sacagawea. On the following page is a chart with ten statements. Indicate whether each statement is fact or fiction. Sacagawea was born sometime around 1790. She is best known for her role in assisting the Lewis and Clark expedition. She and her husband were guides from the Great Plains to the Pacific Ocean and back. Kidnapped and Sold into Marriage Sacagawea was kidnapped from her Shoshone village by Hidatsa Indians when she was twelve years old. She was promptly sold into slavery. She was then sold to a French fur trapper by the name of Toussaint Charbonneau. The pair became married and had a son named Jean-Baptiste. On the Lewis and Clark Expedition Although there are conflicting opinions concerning how important Sacagawea was to the Lewis and Clark expedition, she did serve as the interpreter and negotiator to the Shoshone tribe - that was led by her brother Cameahwait. She helped them obtain essential supplies and horses while she carried her infant son on her back. Furthermore, Sacagawea helped identify edible plants and herbs and prevented hostile relations with other tribes simply by being with the expedition. She was even more important on the return trip because she was familiar with the areas in which the expedition was traveling. Lewis and Clark received credit for discovering hundreds of animals and plants that Sacagawea had probably seen for years. Although she received no payment for her help, her husband was rewarded with cash and land. Death and Adoption of her Children Six years after the journey, Sacagawea died after giving birth to her daughter Lisette.