DOCSLIB.ORG

The First Americansyesterday the Indian Has a Problem-The White

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The First Americansyesterday the Indian Has a Problem-The White DOCUMENT RESUME D 074 007 SO 005 5' uTHCR Odle, Sue ITLE The First AmericansYesterdayand Today, NSTITUTION Minneapolis Public Schools,Minn, UB DATE 70 DTE 54p,; Report ofa Special Task Force on Minority Cultures, 'US PRICE MF-$0.65 BC-$3,29 ESCPIPTORS *American. Indian Culture; *AmericanIndians; Cultural Education; Ethnology; ReadingMaterials; *Social Studies Units; Teaching Guides;Tribes STPACT This unit is designed witha basic goal of instilling otter understanding of, andempathy for, the AmericanIndian. The first section outlinesunderstandings and attitudes alongwith iggestions forcorresponding activities andresources. This is Mowed bya Resource Manual that includes the followingstudent n.dings:. (1) Migrationand Division of the Sioux;(2) The Beginnings the Sioux; (3) Land of the Daco4hs;(4) These liere the Sioux; (5). )e Ending Went. On and On;(6) Attitudes and Valuesof American Idians;(7) Background of Sioux--U.S.Government Conflict in 1800Is; i) The Indian Hasa Problem-The White Man;(9) Cultural Cleavage tween the Teton Sioux and WesternCivilization; and,(10) The .ight of the American Indian,A brief glossary is includedas well several pages of study questions.Other documents in thisseries :e SO 005 53 4 through 50 005 551.(OPH) U.S. DEPARTMENT OFHEALTH, ED 0 JA7 -,DHCEDTHETHIS PERSON DOCUMENTEDUCATIONOFFICE EXACTLY OR OF ORGANIZATION ASIEID HAS & ,HECEIVED WELFARENCE:EIE.N ATI ON REPRO.FROM CATIONREPRESENTIONSINATING STATED POSITION 117 POINTSOFFICIAL DO OR, NOT OFPOLICY OFFICE VIEWNECESSARILYOROF ORIG-OPIN-EDU- THEPIRZ 'r Sue Odle G.Spring,Special.Minneapolis Skjervold, 1970Task Public ForceProject Schoolson MinorityAdministrator Cultures, INTRODUCTION This unit is de i d with a basic goal of today's dominant whitesociety perpetuatespoverty forin tillingthe American better IndianunderstandingTais willof, andbe.done,by empathy andFrom helplessness this approach formany it isAmerican expected Indians. that classexposing ame the to students duringthe first week's udents will, be: understand. the problethe Plains Sioux duringa background the150 ofyears the culturethat theirs of thewas toof atr. cultureition, dominated froma wayby DarIflife peon which has vanishedand ily life.is warriorlead society.and federal-tribalFrom astudy, conflicts,of fam- social custos and in uence. study Should proceedto a. second weeks work unitA necessityis the reading for teacherof The Sioux)preparation Life forand Cuustothis s involvingd.re.ocntionproble currentvalu e conflicts,d assessmentreservation of how of a Warrior Society,by Royal B. Haasrick. THE FIRST' AMERICANS - AY TODAY I. BackgroundUnderstands of location, migration.11. and economic Attiudespatterns. Activitie environment.outgrouthNomadic plains of adaptation' life was naturalto new opmentAsuited desire ofto toathe tribalunderstand needs culture of the welldevel-entire beNotes kept taken in aby Sioux students..which notebook. will society. DivisionTeacherUse overhead Resource of thetransparencies Sioux,"#11 "Migration showing and and Economic basi Distributedivisionslocation of ofcopies Siouxthe Sioux territoryof Student nation. and Reading the buffalo, #1,PresentationSioux "The Indian Beginning of slideYesterday." of seriesthe Sioux." "TheA group possiblyslides,ofthen students present practice pre-identify may the preview readingslides items, thesewiththe script, oneand12 DiscussionholdstudentSioux tasks, culture; reading of warfare, these fori.e., partsthe games,usic, entire of shouldthehouse- class. allLand wasnot usedowned for by cindividuals.on good, of #2,Distributefollow. "Land, ofcopies the Dacotahs".of Student Reading TEE :FAT 2 =DAY .10M, 'TODAY The conceptofUnderst cooperationdin within, A ude /Teacher Resourceivities #2, basicinthe storing group to the asup Sioux wellof material associety. disinterestgoods, was Classcussionsshouldand Values discussion be at understood ofthis American timeshould toin "Attitudes Indians," aidcenterunit. dis- notnaturalTi ehourly orientation phenomena. divisionwas of Seasonal,based ti e.on andmeaningideas ourhow of presentinthese cooperation context words day of society.have andIndian sharingdifferentcultureon II. Background All1111MOIVof Sioux family lifeand spiritual nature. spirittionedThe family ofas cooperation,it of did the because Siouxandfunc-of per- a practices.whiteAppreciation and Indian of thechild contrast rearingin #3,Distribute "These copiesWere the of Sioux".Student,Reading andsonal others. responsibility forself Students, answer questionson reading inSpirit game ofplaying. competitionmanifested Recognitiontitionlife was did not havethat cooperative a allplace. of Sioux- compe- Discussion.should.to be included follow. of readingin notebook. and questions materialwithShow: group sound. in discussionthe filmstrip, filmstrip. covering 2E2timathe 3 IHEPI T rim C 3S - YESTERDAY AND TODAY' 01111111111111/11. BndeM di Attitudes Activities life.elementalSpiritual tonature all facetsof the ofSioux their was Awarenessthese people of. forthe thedeep world, feeling. of of ClassShow sound discussion filmstrip should ?eligion. followammirmaMil. Great,nature,in their Powers. anddaily- deep living. faith expressedwith the . religiousandstudents differencesideals maypractices. shown discuss between and similaritiestheir the ownpractices III.inevitableConflictOverview with because of white Sioux of men conflictmutual was ith whiteRecognitionsatisfy.basic men - government. of econo manls ic need wants, to WhiteIntroductory. control lectureof plains on Indian vs. need of basic land resources. whitesand reasons and Indians.for. conflict between, ATeacherinofnotes Sioux.18001s included. Resource - U.S. in .Ori3Government notebook."Background. student.Conflict government.the,Importance Sioux inof dealingscertain headmenwith the of Bull,Divideofeach a biographicalstudentRed class Cloud, intoin theor sketchthree Crazygroup groups ofHorsea Sittingcopy giving group.eachsummarizetaken studiedfrom achievementsl'oous and discussIndians. of for the Groupsentire leader Adiscuss.Distribute, "The Ehding this copies in Went class. of On Student, and Ohl" Reading and TDE FIRST CANS -if YESTERDAY AND TODAY 4111M11111.11 Understandings Attitudes Activities system,continualThe Sioux loss erodingwere of defeatedeconomic of their bypower, afamily resultingAwarenessfulfillment froof andlimitsforced. group of advancementconfinementpersonal andShowthe the lifefilm dependence ofTahtonka the Indians ofwhich theseondeals the withplains and harassment by the government. to reservations.. viewofforon the theirof Trailbuffalothe entire conflicts which whicheconomy, gives wasof anthe or overall peoplebasisThe End expansion.theandencountered timevalues of whichAmerica'swith the white PlainswestwardeconomicsmanIndians at IV.non-indiansSa.e Understandingbasic valuesare Indianfor Indians Values.and Recognition of validity of another Distribute, copies of StudentReading. very different. wayspoint of of living. view when dealing with HaveAmerican#51 "Attitudes students Indian:' defineand to Values. beon. read paperof in fromclass. InAttitudesoftheir theclass own.underlined. discussion andpoints Values of words students viewreading. withinthemeaningsthe partbackgroundlistgive ofwhichexamples the presentedcoincidesunit. of values durinsw4th fromhistoricalearlier willthis 'T RST AMERI AS-5 TES' Y iQ DAY There is Understandingsa definite cultural Awareness of thetitudes differences which Distribute copiesi cities of. Student Reading Thereandcleavage, white. are between basicway of similarities thelife. Sioux: in Considerationtothe adapt Sioux to encountered the that new ourwhite inpresent tryingway. #61StudentsTeton "Cultural Sioux write and Cleavage in Western class BetweenCivilization".a comparison the the needs and goals of all men. tionsociety of somecould of profit the Indian from adapta-values. includedCollectdifferencesof one European picturesin groupand valuesimilarities todecoupage illustrate- Indianto thesevalue. be Discussinindividual the whole'group.these poster comparisons form. of orvalues uponReservation.V. Problema people ofsystem without the wasReservation consider- forced- Urban mistakes.AcknowledgementRelocation.Massive of publicadministrative disin- Presentationof maps showing of overhead"Reduction transparency of Currentspiritualation of problemstheir needs. economic, of health, social, Willingnessterest for theto examineIndian. current Great Sioux Reservation". the paternalism.onhousing,fbotered, reservation employment, by trap are of in governmentaleducation. part - sent.seekconditions workable,problems. with solutions a desire, to topre- Indian,"#7,Distribute "The toPlight copiesbe read of of thein Student class.American Reading - THEFIRST AMERICANS6YESTERDAY IITODAY IIMINNIMMIROMMOM~=1,Understandings Attitudes reading,Students may"OurActivities want Shameful tp useFailure second TheWithcondensation1970, Indian America's Reader's in ofWhiteDigest.Indians,"0+211IersturBrceeerE__: America,.This Aprilwill Discussionconditions.be helpful inof theseunderstanding: current Showthewhat Indian sound.theycommunity,can to theproblems theindividual, nation, and settingProblems from of adjustmentlife to urban DiscussIndian.: inADispossessedclass.fil strip The People.American tionany individuals.arecooTlexr-staggeringon the reserva- to neighborhoods.adjustmentnewStudents environment. discuss to newListadaptationsProblems.schoolspossible and of to comanagelentiproblemsseekingunity, skills;on church, board;socialhoUsingl- school.acceptancei.e., homejob in emphasis.andShow
Load more

Recommended publications
  • 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 .......................................
    [Show full text]
  • 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.
    [Show full text]
  • Makȟóčhe Wašté, the Beautiful Country: an Indigenous
    MAKȞÓČHE WAŠTÉ, THE BEAUTIFUL COUNTRY: AN INDIGENOUS LANDSCAPE PERSPECTIVE A Thesis Submitted to the Graduate Faculty of the North Dakota State University of Agriculture and Applied Science By Dakota Wind Goodhouse In Partial Fulfillment of the Requirements for the Degree of MASTER OF ARTS Major Department: History, Philosophy, and Religious Studies October 2019 Fargo, North Dakota North Dakota State University Graduate School Title MAKȞÓČHE WAŠTÉ, THE BEAUTIFUL COUNTRY: AN INDIGENOUS LANDSCAPE PERSPECTIVE By Dakota Wind Goodhouse The Supervisory Committee certifies that this disquisition complies with North Dakota State University’s regulations and meets the accepted standards for the degree of MASTER OF ARTS SUPERVISORY COMMITTEE: Thomas D. Isern Chair John K. Cox Kelly Sassi Clifford Canku Approved: 10/21/2019 Mark Harvey Date Department Chair ABSTRACT The Očhéthi Šakówiŋ (Seven Council Fires; “Great Sioux Nation”) occupied an area from the woodlands to the Great Plains. The landscape and the wind influenced their language and culture in a way that suggests a long occupation. Major landmarks like Ȟesápa (Black Hills), Matȟó Thípila (Bear Lodge; “Devils Tower”), Pahá Makȟáska (White Earth Butte; White Butte, ND), and Oǧúǧa Owápi (Images Burned Into The Stone; Jeffers Petroglyphs, MN) were woven into the cultural identity of the Očhéthi Šakówiŋ. The pictographic record, traditional song, and oral tradition recall events like first contact with the horse at the Čhaŋsáŋsaŋ Ožáte (White Birch Fork), or the James River-Missouri River confluence in C.E. 1692. The historical pictographic record, oral tradition, and occupation will be examined in this paper to support the idea that Očhéthi Šakówiŋ have a cultural occupation of the Great Plains that long predates the European record.
    [Show full text]
  • Oglala Sioux Tribe
    Oglala Sioux Tribe PINE RIDGE INDIAN RESERVATION P.O. Box #2070 Pine Ridge, South Dakota 57770 1(605) 867-5821 Ext. 8420 (O) / 1(605) 867-6076 (F) President Troy “Scott” Weston July 2, 2018 Hon. Ryan Zinke, Secretary Attn: Tara Sweeney, Assistant Secretary U.S. Department of the Interior 1849 C St., N.W. Washington, DC 20240 Via email: [email protected] Re: Comments on Land-Into-Trust Regulations (25 C.F.R. Part 151) Dear Secretary Zinke and Assistant Secretary Sweeney: The Oglala Sioux Tribe is a Federally recognized Indian tribe, one of the constituent tribes of the Great Sioux Nation, and a signatory to the 1851 Treaty between the United States and the Sioux Nation and the 1868 Treaty between the United States and the Great Sioux Nation. The Oglala Sioux Tribe submits these comments on the BIA outreach meetings on acquisition of Indian trust land by the Secretary of the Interior: No regulatory amendments are required at the present time. The Secretary should restore authority to the BIA Regions to acquire land into trust on behalf of Indian tribes and individual Indians. The Secretary should mandate that the BIA Regional Directors prioritize and expedite the acquisition of Indian trust lands for Indian tribes and individuals to enhance restorative justice, promote Indian self-determination, support self- government, encourage economic development, and foster cultural survival and community wellness. BACKGROUND: 1851 AND 1868 TREATIES Under the 1851 and 1868 Treaties, the Great Sioux Nation reserved 21 million acres of western South Dakota from the low water mark on the east bank of the Missouri River as our “permanent home” and 44 million acres of land in Nebraska, Colorado, Wyoming, Montana and North Dakota as unceded Indian territory from among our original Lakota, Nakota, and Dakota territory.
    [Show full text]
  • Our History Is the Future: Mni Wiconi and the Struggle for Native Liberation Nick Estes University of New Mexico - Main Campus
    University of New Mexico UNM Digital Repository American Studies ETDs Electronic Theses and Dissertations Fall 11-15-2017 Our History is the Future: Mni Wiconi and the Struggle for Native Liberation Nick Estes University of New Mexico - Main Campus Follow this and additional works at: https://digitalrepository.unm.edu/amst_etds Part of the American Studies Commons, Indigenous Studies Commons, Political History Commons, and the United States History Commons Recommended Citation Estes, Nick. "Our History is the Future: Mni Wiconi and the Struggle for Native Liberation." (2017). https://digitalrepository.unm.edu/amst_etds/59 This Dissertation is brought to you for free and open access by the Electronic Theses and Dissertations at UNM Digital Repository. It has been accepted for inclusion in American Studies ETDs by an authorized administrator of UNM Digital Repository. For more information, please contact [email protected]. Nick Estes Candidate American Studies Department This dissertation is approved, and it is acceptable in quality and form for publication: Approved by the Dissertation Committee: Dr. Jennifer Nez Denetdale, Chairperson Dr. David Correia Dr. Alyosha Goldstein Dr. Christina Heatherton i OUR HISTORY IS THE FUTURE: MNI WICONI AND THE STRUGGLE FOR NATIVE LIBERATION BY NICK ESTES B.A., History, University of South Dakota, 2008 M.A., History, University of South Dakota, 2013 DISSERTATION Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy PhD, American Studies The University of New Mexico Albuquerque, New Mexico December, 2017 ii DEDICATION For the Water Protectors, the Black Snake Killaz, the Land Defenders, the Treaty Councils, the Old Ones, the Good People of the Earth.
    [Show full text]
  • Oglala Sioux Tribe Office of the President P.O
    Oglala Sioux Tribe Office of the President P.O. Box 2070 Pine Ridge, SD 57770 Phone: 605.867.5821 Fax: 605.867.6076 November 30, 2016 Office of the Assistant Secretary – Indian Affairs Attn: Office of Regulatory Affairs & Collaborative Action 1849 C Street, NW, MS 3071 Washington, DC 20240 Submitted via email to [email protected] Re: Oglala Sioux Tribe Comments Regarding Tribal Input on Federal Infrastructure Decisions I. Overview The Oglala Sioux Tribe (“Tribe”) appreciates the opportunity to submit these comments regarding tribal input on federal infrastructure decision-making. The United States’ consistent failure to obtain our informed consent prior to approving infrastructure projects that impact our lands, waters, and cultural resources, is a direct violation of our rights under the 1851 Treaty of Fort Laramie and the 1868 Sioux Nation Treaty as well as an abdication of the federal government’s trust responsibilities. The processes for evaluating environmental and historical impacts and for seeking tribal input are broken, leading to stand offs such as the one currently occurring at Standing Rock. In the absence of meaningful tribal consultation, major federal infrastructure projects can pose unique threats to tribes. The lands and resources upon which our cultures, spirituality, and subsistence depend can be altered forever or completely destroyed. In the context of large-scale infrastructure development or extractive industries, the federal government can and must do a better job of consulting with tribes. If the federal government is taking action that impacts our lands, resources, or rights, then it needs to obtain our informed consent. Purely procedural consultation requirements with little oversight, “check the box consultation,” or downright skirting consultation requirements have been wholly insufficient for protecting tribal interests.
    [Show full text]
  • Native American Curriculum Resource Guide. PUB DATE [Novi 93] NOTE 101P
    DOCUMENT RESUME ED 379 120 RC 019 924 AUTHOR McCoy, Melanie, Ed. TITLE Native American Curriculum Resource Guide. PUB DATE [Novi 93] NOTE 101p. PUB TYPE Reference Materials Bibliographies (131) Reference Materials Directories/Catalogs (132) Guides Non-Classroom Use (055) EDRS PRICE MF01/PC05 Plus Postage. DESCRIPTORS *American Indian Education; American Indians; *American Indian Studies; Course Descriptions; *Curriculum Development; Films; Higher Education; *Information Sources; Museums; Organizations (Groups); Periodicals; Public Agencies; Secondary Education; *Tribes IDENTIFIERS *Native Americans ABSTRACT This guide rims to assist the faculty member who wishes to integrate Native American materials into core courses of the curriculum. The first section is a bibliography of over 350 entries, primarily books and journal articles, arranged in the following categories: Native American bibliographies and general sources, history, economics, spirituality, music and dance, art, education, politics, and women. Other sections of the guide contain the following: (1) a list of approximately 80 films and videos on Native Americans, as well as sources for films, videos, slides, and photographs;(2) addresses for tribal councils;(3) course outlines, syllabi, and resources for a core course in political science that integrates Native American materials, as well as courses on California's Native Americans, Plains Indian culture, American Indian belief systems, American Indian education, the contemporary American Indian, and American Indian culture;(4) addresses and brief descriptions of 45 Native American groups and associations and related institutions;(5) federal government agencies concerned with Native Americans;(6) a list of 35 Native American periodicals; and (7) national museums with Native American materials. (SV) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document.
    [Show full text]
  • Dreams and Dust in the Black Hills: Race, Place, and National Identity in America's "Land of Promise" Elaine Marie Nelson
    University of New Mexico UNM Digital Repository History ETDs Electronic Theses and Dissertations 8-19-2011 Dreams and Dust in the Black Hills: Race, Place, and National Identity in America's "Land of Promise" Elaine Marie Nelson Follow this and additional works at: https://digitalrepository.unm.edu/hist_etds Part of the History Commons Recommended Citation Nelson, Elaine Marie. "Dreams and Dust in the Black Hills: Race, Place, and National Identity in America's "Land of Promise"." (2011). https://digitalrepository.unm.edu/hist_etds/58 This Dissertation is brought to you for free and open access by the Electronic Theses and Dissertations at UNM Digital Repository. It has been accepted for inclusion in History ETDs by an authorized administrator of UNM Digital Repository. For more information, please contact [email protected]. i ii ©2011, Elaine Marie Nelson iii DEDICATION I wish to dedicate this to my parents—and their parents—for instilling in me a deep affection for family, tradition, history, and home. iv ACKNOWLEDGMENTS I do not remember our first family vacation. My sisters and I were so used to packing up and hitting the road in the family station wagon (later a minivan), that our childhood trips blur together. Oftentimes we visited our paternal grandparents in Sidney, Nebraska, or our maternal grandparents in Lincoln, Nebraska. But on special occasions we would take lengthy road trips that ended with destinations in the Appalachian Mountains, the Gulf of Mexico, Yellowstone National Park, and Myrtle Beach. As an ―East River‖ South Dakotan, driving six hours west to visit the Black Hills was hardly as exciting as going to the beach.
    [Show full text]
  • The Mandan and Hidatsa Establish Missouri Valley Villages
    The North Dakota Studies Newspaper Issue One Native Peoples, First Encounter, Fur Trade 1780-1850 THE MANDAN AND HIDATSA ESTABLISH MISSOURI VALLEY VILLAGES The Mandan and Hidatsa Villages through oral tradition, began with The Year of 1730 Charred Body who lived in the Sky. He heard the bellowing of buffalo, and looking through a Over hundreds of years the Mandan people made hole in the heavens, discovered their way from the eastern woodlands of the the earth below. Liking what he Ohio River Valley to the valley of the Missouri saw, he descended to earth in the River. Divided into five bands, the Nuptadi, form of an arrow. He erected 13 the Mananar, the Nuitadi, the Istope, and the earthlodges and brought down 13 Awikaxa, the Mandan have established nine large young couples who founded the well-fortified villages along the banks of the original families. Sacred arrows Knife, Heart, and Missouri rivers. Some reports have the power to protect the tell us that the Mandan reached their present sites people from evil. as early as the year 900. Not long after the Awatixa arrived Numbering in the neighborhood of 9,000, the on the Missouri, the Awaxawi, Mandan are a Siouan-speaking people who Siouan-speaking eastern neighbors, owe their origins to First Creator and Lone left for the Missouri Valley. The Man. These two powerful spirits, the Mandan Awaxawi origin account begins believe, created the Missouri River Valley and the with the creation of the earth Hidatsa village. animals, plants, and people who live there. First by Lone Man and First Creator Creator made the hills, woods, springs, buffalo, who competed with each other deer, and antelope on the south side of the to see who could make the best Valley.
    [Show full text]
  • Cheyenne River Agency (See Also Upper Platte Agency)
    Cheyenne River Agency (see also Upper Platte Agency) Established in 1869, this agency is sometimes called the Cheyenne Agency. The agency was located on the west bank of the Missouri River below the mouth of the Big Cheyenne River, about six miles from Fort Sully. The following Lakota bands settled at Cheyenne Agency: Miniconjou, Sihasapa, Oohenunpa, and Itazipco. Headmen at this agency included: Lone Horn, Red Shirt, White Swan, Duck, and Big Foot of the Miniconjou; Tall Mandan, Four Bears, and Rattling Ribs of the Oohenunpa; and Burnt Face, Charger, Spotted Eagle, and Bull Eagle of the Itazipco. Today the reservation is located in north-central South Dakota in Dewey and Ziebach counties. The tribal land base is 1.4 million acres with the eastern boundary being the Missouri River. Major communities include Cherry Creek, Dupree, Eagle Butte, Green Grass, Iron Lightning, Lantry, LaPlant, Red Scaffold, Ridgeview, Thunder Butte, and White Horse. Arvol Looking Horse, 19th generation keeper of the Sacred Pipe of the Great Sioux Nation, lives at Green Grass. Collections ACCESSION # DESCRIPTION LOCATION H76-105 Chief’s Certificates, 1873-1874 (Man Afraid of His Box 3568A Horses, Red Cloud, Red Dog, High Wolf) Indian Register, 1876 This register contains a census of Indians on the Cheyenne River Agency in 1876. The original is the property of the National Archives and was microfilmed at the request of the South Dakota State Historical Society in 1960. CONTENTS MF LOCATION Cheyenne River Agency Indian Register, 1876 9694 (Census Microfilm) Indian Census Rolls, 1892-1924 (M595). Because Indians on reservations were not citizens until 1974, nineteenth and early twentieth century census takers did not count Indians for congressional representation.
    [Show full text]
  • SBCC-Report Revised
    I. EXECUTIVE SUMMARY 1. The 730-acre property at Sitting Bull Crystal Caverns (SBCC) is of great significance to the geological history of the Black Hills, as well as the histories of South Dakota tourism and, most importantly, of the Oceti Sakowin (“Great Sioux Nation”). Located about ten miles south of downtown Rapid City on Highway 16, the property sits in the heart of the sacred Black Hills (Paha Sapa), which are the creation place of the Lakota people. The Sitting Bull Cave system—named after the famed Hunkpapa leader, who is said to have camped on the property in the late 1800s—is located in the “Pahasapa limestone,” a ring of sedimentary rock on the inner edges of the “Racetrack” described in Lakota oral traditions. There are three caves in the system. The deepest, “Sitting Bull Cave,” boasts some of the largest pyramid-shaped “dog tooth spar” calcite crystals anywhere in the world. The cave opened to tourists after significant excavation in 1934 and operated almost continuously until 2015. It was among the most successful early tourist attractions in the Black Hills, due to the cave’s stunning beauty and the property’s prime location on the highway that connects Rapid City to Mount Rushmore. 2. The Duhamel Sioux Indian Pageant was created by Oglala Holy Man Nicholas Black Elk and held on the SBCC grounds from 1934 to 1957. Black Elk was a well-known Oglala Lakota whose prolific life extended from his experience at the Battle of the Little Bighorn in 1876 to the publication of Black Elk Speaks in 1932 and beyond.
    [Show full text]
  • Indian Wars.8-98.P65
    A Guide to the Microfiche Edition of Research Collections in Native American Studies The Indian Wars of the West and Frontier Army Life, 18621898 Official Histories and Personal Narratives UNIVERSITY PUBLICATIONS OF AMERICA A Guide to the Microfiche Edition of THE INDIAN WARS OF THE WEST AND FRONTIER ARMY LIFE, 1862–1898 Official Histories and Personal Narratives Project Editor and Guide Compiled by: Robert E. Lester A microfiche project of UNIVERSITY PUBLICATIONS OF AMERICA An Imprint of CIS 4520 East-West Highway • Bethesda, MD 20814-3389 Library of Congress Cataloging-in-Publication Data The Indian wars of the West and frontier army life, 1862–1898 [microform] : official histories and personal narratives / project editor, Robert E. Lester microfiche. Accompanied by a printed guide compiled by Robert E. Lester, entitled: A guide to the microfiche edition of The Indian wars of the West and frontier army life, 1862–1898. ISBN 1-55655-598-9 (alk. paper) 1. Indians of North America--Wars--1862–1865--Sources. 2. Indians of North America--Wars--1866–1895--Sources. 3. United States. Army--Military life--History--19th century--Sources. 4. West (U.S.)--History--19th century--Sources. I. Lester, Robert. II. University Publications of America (Firm) III. Title: Guide to the microfilm edition of The Indian wars of the West and frontier army life, 1862–1898. [E81] 978'.02—dc21 98-12605 CIP Copyright © 1998 by University Publications of America. All rights reserved. ISBN 1-55655-598-9. ii TABLE OF CONTENTS Scope and Content Note ................................................................................................. v Arrangement of Material .................................................................................................. ix List of Contributing Institutions ..................................................................................... xi Source Note .....................................................................................................................
    [Show full text]