February 2014

Total Page:16

File Type:pdf, Size:1020Kb

February 2014 GaryGary InterInter StateState Established Sept. 6, 1878; the only newspaper in the world solely interested in the welfare of Gary, SD and vicinity. Gary Historical Association 2014 A monthly newspaper with news of the past and present. www.experiencegarysd.com "The opinions in this paper do not necessarily reflect the views of the Gary Historical Association.” This paper printed for you by DNB NATIONAL BANK Gary and Clear Lake SD We want to thank them for this service! Gary 605.272.5233 Clear Lake 605.874.2191 Gary, the oldest town in the county, was Dakota’s Rapid Growth. The growth of this Territory during this past year is something phe- founded in 1877 by the Winona & St. Peter Rail- nomenal . Our population has increased at the rate road Company, thought the railroad had reached of 12,000 a month, since January last. The larger that point in the fall of 1872. Gary was originally half of this increase settled in the southern half of the Territory. Post offices have been established at called State Line because of its location on the the rapid rate of 12 a month for the past 11 months. boundary line; then for a time it was called Head- Now we are a prosperous, growing and enterprising quarters, because it was the base of operations for commonwealth with a population numbering 275,00 souls; with a voting strength of 60,000; the Colonel DeGraff, the railroad contractor. advantages of Dakota over all competitors is af- An attempt was made to have it named DeGraff, firmed by over one hundred newspapers; we have but there was another town by that name on the St. about seventy banks. Just think how Dakota has grown during the past year and imagine, if you can, Paul & Pacific Railroad, so Post office Department what the future has in store for us. officials refused to accept the name. Gary was fi- It has been said that the Gary population reached nally chosen as the name by Captain Henry H. Her- nearly 1,000 during the early 1880’s, however I was unable to find definite proof. .The following rick, pioneer settler of the town, and C. H. Whitney, population comparison for the towns in Deuel postmaster at Marshall, Minnesota in honor of H. B. county were as follows: Gary, the mail agent in Marshall. In recognition of the honor, Gary presented the post office with a TOWN 1895 1910 1925 1950 1960 1980 stamping machine. The post office, with Herrick in Altamont 245 110 127 76 77 57 charge, was established on October 12, 1874, at Astoria which time the name Gary was used. It has an ele- — — 243 205 174 153 vation of 1784 feet, which makes it the lowest town Brandt 286 158 307 205 147 129 in the county. Since 1920. when it had a population Clear Lake 278 704 976 1106 1124 1157 of 588, it has always had more 543 residents, Gary 620 477 563 554 447 396 largely due to the existence of the School for the Goodwin Blind located there. 353 145 142 139 111 139 Toronto 237 424 393 322 267 216 1 Edith (Engeseth) Hartwig Wayne Russell Nelson 1938-December 31, 2013 May 6, 1947—January 25, 2014 Edith (Engeseth) Hartwig, Sunrise-May 6, 1947, South Da- age 75 of Minnetonka, MN, kota, USA (formerly of Gary, SD), passed Sunset-January 25, 2014, To- away peacefully on Dec. 31, ronto, Ontario 2013. Visitation only Wednesday, She was preceded in death by January 29, 2014 5:00—9:00 pm her husband of 43 years, We come from a dark abyss, Wendell; parents, Erick and we end in a dark abyss, and we Lorraine; brothers, Harold and Richard; and sister, call the luminous interval life. As soon as we are Lucille. born the return begins, at once the setting forth and She will be deeply missed by her four children, the coming back; we die in every moment. Because Douglas (Ardelle), Russell (Connie), Wendy Martin of this many have cried out: The goal of life is death! (Gary) and Cindy Hogan (Keith); nine grandchildren But as soon as we are born we begin the struggle to and two great-grandchildren. She also leaves behind create, to compose, to turn matter into life; we are five siblings that were close to her heart. born in every moment. Because of this many have Edith enjoyed traveling, games, reading, crafts cried out: The goal of ephemeral life is immortality! and most of all spending time with her family. We In the temporary living organism these two streams take comfort knowing she is smiling down on us collide: (a) the ascent toward composition, toward from her game of marbles and enjoying a cup of cof- life, toward immortality; (b) the descent toward de- fee. composition , toward matter, toward death. A memorial service will be held in her honor on And, later...Which of the two eternal roads shall I Jan. 18 at 11 am at United Methodist Church in Gary, choose?....Of the two, I choose the ascending path. SD. Why?...I choose the ascending path because my heart (Obit submitted from The Canby News) drives me toward it. From Nikos Kazantzakis, The Saviors of God Spiritual Exercises. Giffen-Mack Funeral Home 2570 Danforth Ave. Toronto, Ontario M4C-1L3 416-698-3121 2 A white man and an elderly Native man became pretty good friends, so the white guy decided to ask him: “What do you think about Indian mascots?” The Native elder responded, “Here’s what you’ve got to understand. When you look at black people, you see ghosts of all the slavery and the rapes and the hangings and the chains. When you look at Jews, you see ghosts of all those bodies piled up in death camps. And those ghosts keep you trying to do the right thing. “But when you look at us you don’t see the ghosts of the little babies with their heads smashed in by rifle butts at the Big Hole, or the old folks dying by the side of the trail on the way to Oklahoma while their families cried and tried to make them comfortable, or the dead mothers at Wounded Knee or the little kids at Sand Creek who were shot for target practice. You don’t see any ghosts at all. Redskins primary logo (1972 “Instead you see casinos and drunks and junk cars and shacks. “Well, we see those –1981, 1983–present). ghosts. And they make our hearts sad and they hurt our little children. And when we try to say something, you tell us, ‘Get over it. This is America. Look at the American dream.’ But as long as you’re calling us Redskins and doing tomahawk chops, we can’t look at the American dream, because those things remind us that we are not real human beings to you. And when people aren’t humans, you can turn them into slaves or kill six million of them or shoot them down with Hotchkiss guns and throw them into mass graves at Wounded Knee. “No, we’re not looking at the American dream. And why should we? We still haven’t woken up from the American nightmare. www.ya-native.com Washington Redskins primary logo (1982). This "tucked feather" version came about as a result of the decals not properly sticking to the helmets at the lower junc- ture of the feathers and the outer circle. The following year, the decal manufacturer started using a more flexible material, and the team reverted to the "hanging feather" version of the logo. 3 English is a crazy language. .Something to ponder. Let’s face it—English is a crazy language. There is no egg in eggplant or ham in hamburger; neither apple nor pine in pineapple. English muffins weren’t invented in England or French fries in France. Sweetmeats are candies whiles sweetbreads, which aren’t sweet, are meat. We take English for granted. But if we explore its paradoxes we find that quicksand can work slowly, boxing rings are square and a guinea pig is neither from Guinea nor is it a pig. And why is it that writers write, but fin- gers don’t fing, grocers don’t groce and hammers don’t ham? If the plural of tooth is teeth, why isn’t the plural of booth beeth? One goose, 2 geese. So one moose, 2 meese? One index, 2 indices? Doesn’t it seem crazy that you can make amends but not one amend, that you comb through annuals of history by not a single annual? If you have a bunch of odds and ends and get rid of all but one of them, what do you call it? If teachers taught, why didn’t preachers praught? If a vegetarian eats a vegetable, what does a humanitarian eat? If you wrote a letter, perhaps you bote you tongue? Sometimes I think all the English speakers should be committed to an asylum for the verbally insane. In what language do people recite at a play and play at a recital? Ship by truck and send cargo by ship? Have noses that run and feet that smell? Park on driveways and drive on parkways? How can a slim chance and a fat chance be the same, while a wise man and a wise guy are opposites? How can overlook and oversee be opposites, while quite a lot and quite a few are alike? How can the weather be hot as hell on day and cold as hell another? Have you noticed that we talk about certain things only when they are absent? Have you ever seen a horseful carriage or a strapful gown? Met a sung hero or experienced requited love? Have you ever run into someone who was combobulated, gruntled, ruly or peccable? And where are all those people who are spring chickens or who actually hurt a fly? You have to marvel at the uniqueness of a language in which your house can burn up as it burns down, in which you fill in a form by filling it out and in which an alarm clock goes off before going on.
Recommended publications
  • Cumulative Index North Dakota Historical Quarterly Volumes 1-11 1926 - 1944
    CUMULATIVE INDEX NORTH DAKOTA HISTORICAL QUARTERLY VOLUMES 1-11 1926 - 1944 A Aiton, Arthur S., review by, 6:245 Alaska, purchase of, 6:6, 7, 15 A’Rafting on the Mississipp’ (Russell), rev. of, 3:220- 222 Albanel, Father Charles, 5:200 A-wach-ha-wa village, of the Hidatsas, 2:5, 6 Albert Lea, Minn., 1.3:25 Abandonment of the military posts, question of, Albrecht, Fred, 2:143 5:248, 249 Alderman, John, 1.1:72 Abbey Lake, 1.3:38 Aldrich, Bess Streeter, rev. of, 3:152-153; Richard, Abbott, Johnston, rev. of, 3:218-219; Lawrence, speaker, 1.1:52 speaker, 1.1:50 Aldrich, Vernice M., articles by, 1.1:49-54, 1.4:41- Abe Collins Ranch, 8:298 45; 2:30-52, 217-219; reviews by, 1.1:69-70, Abell, E. R, 2:109, 111, 113; 3:176; 9:74 1.1:70-71, 1.2:76-77, 1.2:77, 1.3:78, 1.3:78-79, Abercrombie, N.Dak., 1.3: 34, 39; 1.4:6, 7, 71; 2:54, 1.3:79, 1.3:80, 1.4:77, 1.4:77-78; 2:230, 230- 106, 251, 255; 3:173 231, 231, 231-232, 232-233, 274; 3:77, 150, Abercrombie State Park, 4:57 150-151, 151-152, 152, 152-153, 220-222, 223, Aberdeen, D.T., 1.3:57, 4:94, 96 223-224; 4:66, 66-67, 67, 148, 200, 200, 201, Abraham Lincoln, the Prairie Years (Sandburg), rev. of, 201, 202, 202, 274, 275, 275-276, 276, 277-278; 1.2:77 8:220-221; 10:208; 11:221, 221-222 Abstracts in History from Dissertations for the Degree of Alexander, Dr.
    [Show full text]
  • The Importance of Fasting Among the Apsaalooke
    University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 2015 BILISSHIISSAANNUUA / TO GO WITHOUT WATER: THE IMPORTANCE OF FASTING AMONG THE APSAALOOKE Aaron B. Brien University of Montana Follow this and additional works at: https://scholarworks.umt.edu/etd Part of the Archaeological Anthropology Commons, and the Social and Cultural Anthropology Commons Let us know how access to this document benefits ou.y Recommended Citation Brien, Aaron B., "BILISSHIISSAANNUUA / TO GO WITHOUT WATER: THE IMPORTANCE OF FASTING AMONG THE APSAALOOKE" (2015). Graduate Student Theses, Dissertations, & Professional Papers. 4625. https://scholarworks.umt.edu/etd/4625 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]. BILISSHIISSAANNUUA / TO GO WITHOUT WATER: THE IMPORTANCE OF FASTING AMONG THE APSAALOOKE By AARON BENJAMIN BRIEN AA, Native American Studies, Salish Kootenai College, Pablo, MT, 2011 BA, Native American Studies, The University of Montana, Missoula, MT, 2013 Thesis Presented in partial fulfillment of the requirements for the degree of Master of Arts In Anthropology The University of Montana Missoula, MT December 2015 Approved by: Sandy Ross, Dean of The Graduate School Graduate School Dr. Gregory R, Campbell, Chair Anthropology Dr. Douglas McDonald, Committee Member Anthropology Dr. Timothy McCleary, Committee Member Faculty Department Head Little Bighorn College Dr. Jeffery Bendremer, Committee Member Tribal Historic Preservation Salish Kootenai College Brien, Aaron, MA, December 2015 Anthropology Bilisshíissaannuua: The Importance of fasting to the Apsaalooke Dr.
    [Show full text]
  • Review Essay: Custer, Crazy Horse, Sitting Bull, and the Little Bighorn
    REVIEW ESSAY Bloodshed at Little Bighorn: Sitting Bull, Custer, and the Destinies of Nations. By Tim Lehman. Baltimore, MD: Johns Hopkins University Press, 2010. 219 pp. Maps, illustrations, notes, bibliogra- phy, index. $19.95 paper. The Last Stand: Custer, Sitting Bull, and the Battle of the Little Bighorn. By Nathaniel Philbrick. New York: Viking, 2010. xxii + 466 pp. Maps, photographs, appendices, notes, bibliography, index. $30.00 cloth, $18.00 paper. Custer: Lessons in Leadership. By Duane Schultz. Foreword by General Wesley K. Clark. New York: Palgrave Macmillan, 2010. x + 206 pp. Photographs, notes, bibliography, index. $14.00 paper. The Killing of Crazy Horse. By Thomas Powers. New York: Knopf, 2010. xx + 568 pp. Maps, illustra- tions, photographs, notes, bibliography, index. $30.00 cloth, $17.00 paper. CUSTER, CRAZY HORSE, SITTING BULL, AND THE LITTLE BIGHORN In the summer of 1876, the United States some Cheyennes, and a handful of Arapahos. government launched the Great Sioux War, The resulting Battle of the Little Bighorn left a sharp instrument intended to force the last Custer and 267 soldiers, Crow scouts, and civil- nonagency Lakotas onto reservations. In doing ians dead, scattered in small groups and lonely so, it precipitated a series of events that proved singletons across the countryside—all but disastrous for its forces in the short run and fifty-eight of them in his immediate command, calamitous for the Lakotas in the much longer which was annihilated. With half the regiment scheme of things. killed or wounded, the Battle of the Little On June 17, Lakotas and Cheyennes crippled Bighorn ranked as the worst defeat inflicted General George Crook’s 1,300-man force at the on the army during the Plains Indian Wars.
    [Show full text]
  • According to Wikipedia 2011 with Some Addictions
    American MilitMilitaryary Historians AAA-A---FFFF According to Wikipedia 2011 with some addictions Society for Military History From Wikipedia, the free encyclopedia The Society for Military History is an United States -based international organization of scholars who research, write and teach military history of all time periods and places. It includes Naval history , air power history and studies of technology, ideas, and homefronts. It publishes the quarterly refereed journal titled The Journal of Military History . An annual meeting is held every year. Recent meetings have been held in Frederick, Maryland, from April 19-22, 2007; Ogden, Utah, from April 17- 19, 2008; Murfreesboro, Tennessee 2-5 April 2009 and Lexington, Virginia 20-23 May 2010. The society was established in 1933 as the American Military History Foundation, renamed in 1939 the American Military Institute, and renamed again in 1990 as the Society for Military History. It has over 2,300 members including many prominent scholars, soldiers, and citizens interested in military history. [citation needed ] Membership is open to anyone and includes a subscription to the journal. Officers Officers (2009-2010) are: • President Dr. Brian M. Linn • Vice President Dr. Joseph T. Glatthaar • Executive Director Dr. Robert H. Berlin • Treasurer Dr. Graham A. Cosmas • Journal Editor Dr. Bruce Vandervort • Journal Managing Editors James R. Arnold and Roberta Wiener • Recording Secretary & Photographer Thomas Morgan • Webmaster & Newsletter Editor Dr. Kurt Hackemer • Archivist Paul A.
    [Show full text]
  • Indian Education for All Connecting Cultures & Classrooms K-12 Curriculum Guide (Language Arts, Science, Social Studies)
    Indian Education for All Connecting Cultures & Classrooms K-12 Curriculum Guide (Language Arts, Science, Social Studies) Montana Office of Public Instruction Linda McCulloch, Superintendent In-state toll free 1-888-231-9393 www.opi.mt.gov/IndianEd Connecting Cultures and Classrooms INDIAN EDUCATION FOR ALL K-12 Curriculum Guide Language Arts, Science, Social Studies Developed by Sandra J. Fox, Ed. D. National Indian School Board Association Polson, Montana and OPI Spring 2006 TABLE OF CONTENTS Introduction ..................................................................................... i Guidelines for Integrating American Indian Content ................. ii Using This Curriculum Guide ....................................................... 1 Section I Language Arts ...................................................................... 3 Language Arts Resources/Activities K-4 ............................ 8 Language Arts Resources/Activities 5-8 ............................. 16 Language Arts Resources/Activities 9-12 ........................... 20 Section II Science .................................................................................... 28 Science Resources/Activities K-4 ......................................... 36 Science Resources/Activities 5-8 .......................................... 42 Science Resources/Activities 9-12 ........................................ 50 Section III Social Studies ......................................................................... 58 Social Studies Resources/Activities K-4 .............................
    [Show full text]
  • Boys' Book of Indian Warriors
    FOREWORD Conditions and Terms of Use When the white race came into the country of the red Copyright © Heritage History 2010 race, the red race long had had their own ways of living and Some rights reserved their own code of right and wrong. They were red, but they This text was produced and distributed by Heritage History, an were thinking men and women, not mere animals. organization dedicated to the preservation of classical juvenile history books, and to the promotion of the works of traditional history authors. The white people brought their ways, which were different from the Indians' ways. So the two races could not The books which Heritage History republishes are in the public domain and are no longer protected by the original copyright. live together. They may therefore be reproduced within the United States without To the white people, many methods of the Indians paying a royalty to the author. were wrong; to the Indians, many of the white people's The text and pictures used to produce this version of the work, methods were wrong. The white people won the rulership, however, are the property of Heritage History and are subject to certain because they had upon their side a civilization stronger than restrictions. These restrictions are imposed for the purpose of protecting the integrity of the work, for preventing plagiarism, and for helping to the loose civilization of the red people, and were able to carry assure that compromised versions of the work are not widely out their plans. disseminated. The white Americans formed one nation, with one In order to preserve information regarding the origin of this language; the red Americans formed many nations, with many text, a copyright by the author, and a Heritage History distribution date languages.
    [Show full text]
  • Grade 7-8 Topic 2 Perspectives on the Battle of the Little Big Horn
    Model Lesson Plan Social Studies Grades 7/8 Topic 2 - Point of View, Misconceptions, and Errors of Omission - Perspectives on the Battle of the Little Big Horn Stage 1 Desired Results Established Goals: Identify perspectives, author’s embedded views, and explore omissions and misconceptions. (GLE 8.2.6) Analyze conditions, actions and motivations that contribute to conflict and cooperation within and among groups and nations. (GLE 8.2.6) Understandings: Essential Questions: Ask Essential Questions involving: An event can be observed from many viewpoints, depending on who is telling the story, when the How does who I am shape my views about the Battle event is written down, and the perspective taken. of the Little Big Horn? [EU6] How might a source (only relying on textbook Errors of omission occur when facts, information, information) limit my understanding of this event? and points-of-view are left out of a history or story. History is told from many points of view. [EU6] What might I misunderstand about the Battle of the Little Big Horn because of my own prejudices, habits Errors of omission in historical accounts contribute and/or styles? to biases, stereotypes, misunderstandings and distrust.[EU2] What was the writer feeling, thinking, seeing, and trying to make me feel and see as this event was Stereotyping, over-generalizations about a people, discussed in my history book? and resulting actions have contributed to conflict and cooperation between tribes and the U.S. government. What is the possible impact on a reader’s beliefs and actions? Misconceptions about people, omitted points of view, and an author’s embedded values should be When did “Custer’s Last Stand” become the “Battle of noted, discussed and corrected whenever noted.
    [Show full text]
  • Montana Governor Response
    OFFICE OF THE GOVERNOR STATE OF MONTANA STEVE BULLOCK MIKE COONEY GOVERNOR LT. GOVERNOR August 28, 2020 The Honorable David Bernhardt Secretary of the Interior U.S. Department of the Interior 1849 C St. NW Washington, DC 20240 Dear Secretary Bernhardt: Thank you for your letter regarding the proposed National Garden of American Heroes and the request for potential locations, statues, and recommendations of Montana heroes. Montana has an abundance of public lands and spaces as well as heroes that we cherish and are worth considering as your Task Force contemplates the National Garden. I am aware that Yellowstone County, our state's largest county by population has put forward a thoughtful proposal that I hope will be given your full consideration. I would suggest that as you further develop selection criteria for the location and the heroes to include in the garden that you undertake a more robust consultation effort with county, tribal and local governments, as I am sure that other localities in the state may have an interest but may not be aware of the opp01iunity. Should Montana be chosen for the National Garden, my administration would be happy to assist with identifying further potential locations within the state, connecting you with local officials, as well as identifying any existing statues for the garden. The Big Sky State has a long, proud history dating well before statehood of men and women who have contributed greatly to both our state and nation. To provide a comprehensive list of Montanans deserving recognition would be nearly impossible. However, I have consulted with the Montana Historical Society, and they have recommended a short list, attached, of Montana heroes who would represent our state and its values well.
    [Show full text]
  • Mission 3 Part 5 Review Questions Answer Key FINAL
    TEACHER’S GUIDE Review Questions Answer Key Part 5: Battle of the Greasy Grass MISSION 3: “A Cheyenne Odyssey” A NOTE TO THE EDUCATOR: The purpose of these questions is to check the students’ understanding of the action of the game and the history embedded in that action. Since the outcome of gameplay can vary depending on the choices the student makes, the answers to the questions might also vary. Some students might learn information later than others, or not at all. If you choose to discuss students’ responses as a whole group, information can be shared among all your “Little Foxes.” There may be more questions here than you want your students to answer in one sitting or in one evening. In that case, choose the questions you feel are most essential for their understanding of Part 5. Feel free to copy the following pages of this activity for your students. If you are not planning to have your students write the answers to the questions, you’ll need to modify the directions. TEACHER’S GUIDE Review Questions Answer Key Part 5: Battle of the Greasy Grass MISSION 3: “A Cheyenne Odyssey” Name: ___________________________ Date:_____________________ Directions: After you play Part 5, read and answer these questions from the point of view of your character, Little Fox. You may not know all the answers, so do the best you can. Write in complete sentences and proofread your work. 1) At the beginning of Part 5, Little Fox’s band decides to fight alongside the other Cheyenne and Lakota warriors.
    [Show full text]
  • Custer, George.Pdf
    U.S. Army Military History Institute Biographies 950 Soldiers Drive Carlisle Barracks, PA 17013-5021 20 Jan 2012 GEORGE A. CUSTER A Working Bibliography of MHI Sources CONTENTS Bibliographies & Reference Sources.....p.1 General Sources.....p.2 Civil War…..p.4 Since 1865 (Less Little Big Horn)…..p.5 Disciplinary Events.....p.8 (Brother) Thomas Custer…..p.8 BIBLIOGRAPHIES & REFERENCE SOURCES Carroll, John M. Custer in Periodicals: A Bibliographic Checklist. Ft Collins: Old Army Press, 1975. 134 p. Z8206.7.C3. Dowd, James P. Custer Lives! Fairfield, WA: YeGalleon, 1982. 263 p. Z1209.2.U52.W86. Lists 3,114 items, each annotated. Engebretson, Darold E. Medals for the General: A History of Awards for General Custer for Gallant and Meritorious Service. El Segundo, CA: Upton & Sons, 2007. 203 p. E467.1.C99.E54. Graham, William A. The Custer Myth: A Source Book of Custerania to Which is Added Important Items of Custerania and a Complete and Comprehensive Bibliography. Harrisburg, PA: Stackpole, 1953. 413 p. E83.876.G7. Hardorff, Richard G. Cheyenne Memories of the Custer Fight: A Source Book. Spokane, WA: Arthur H. Clarke, 1995. 189 p. E83.876.C54. Hatch, Thom. The Custer Companion: A Comprehensive Guide to the Life of George Armstrong Custer and the Plains Indian Wars. Mechanicsburg, PA: Stackpole, 2002. 274 p. E467.1.C99.H38. Hedren, Paul L. King on Custer: An Annotated Bibliography. n.p., 1982? 12 p. Z8464.35.H43. Charles King, that is, Army officer & novelist of the late 19th century Army. Research Review. Journal of the Little Big Horn Associates. Per.
    [Show full text]
  • CUSTER BATTLEFIELD National Monument Montana (Now Little Bighorn Battlefield)
    CUSTER BATTLEFIELD National Monument Montana (now Little Bighorn Battlefield) by Robert M. Utley National Park Service Historical Handbook Series No. 1 Washington, D.C. 1969 Contents a. A CUSTER PROFILE b. CUSTER'S LAST STAND 1. Campaign of 1876 2. Indian Movements 3. Plan of Action 4. March to the Little Bighorn 5. Reno Attacks 6. The Annihilation of Custer 7. Reno Besieged 8. Rescue 9. Collapse of the Sioux 10. Custer Battlefield Today 11. Campaign Maps c. APPENDIXES I. Officers of the 7th Cavalry at the Battle of the Little Bighorn II. Low Dog's Account of the Battle III. Gall's Account of the Battle IV. A Participant's Account of Major Reno's Battle d. CUSTER'S LAST CAMPAIGN: A PHOTOGRAPHIC ESSAY e. THE ART AND THE ARTIST f. ADMINISTRATION For additional information, visit the Web site for Little Bighorn Battlefield National Monument or view their Official National Park Handbook (#132): Historical Handbook Number One 1969 The publication of this handbook was made possible by a grant from the Custer Battlefield Historical and Museum Association, Inc. This publication is one of a series of handbooks describing the historical and archeological areas in the National Park System administered by the National Park Service, U.S. Department of the Interior. For sale by the Superintendent of Documents, U.S. Government Printing Office, Washington, D.C. 20402. Price lists of Park Service publications sold by the Government Printing Office may be obtained from the Superintendent of Documents, Washington, D.C. 20402. The National Park System, of which Custer Battlefield National Monument is a unit, is dedicated to conserving the scenic, scientific, and historic heritage of the United States for the benefit and enjoyment of its people.
    [Show full text]
  • Poems for Two Voices Lesson Plan Created by Billings School Librarians Ruth Ferris and Kathi Hoyt
    Poems for Two Voices Lesson Plan Created by Billings school librarians Ruth Ferris and Kathi Hoyt Grade Level: 7-12 Enduring Understanding: Activity Description Students will understand that Native American Students will learn about Chief Plenty Coups approaches to dealing with the U.S. govern- and Chief Sitting Bull and the Crow and Lakota ment varied. (Sioux) tribes. They will analyze excerpts from speeches given by both leaders, using a word Time: Two to three 50-minute class periods sort to compare Sitting Bull and Plenty Coups’ tone, philosophy, and goals. After completing Content Standards a graphic organizer showing similarities and differences between the two, student pairs will ELA.RH.9-10.2: Determine the central ideas or create a Poem for Two Voices, comparing and information of a primary or secondary source; contrasting the tribal leaders’ perspectives. provide an accurate summary of how key events or ideas develop over the course of the text. Objectives ELA.W.9-10.9: Draw evidence from literary or At the conclusion of the lesson students will informational texts to support analysis, reflec- understand two very different approaches tion, and research. taken by Native American leaders in response to the challenges brought about with the U.S. ELA.W.9-10.10: Write routinely over extended government’s policies of westward expansion. time frames (time for research, reflection, and revision) and shorter time frames (a single Materials sitting or a day or two) for a range of tasks, purposes, and audiences. Handouts (provided below): EU 1: There is great diversity among the twelve • Background information (excerpted from tribal nations of Montana in their languages, Chapter 7, “Two Worlds Collide, 1850-1887,” cultures, histories, and governments.
    [Show full text]