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PETITION Ror,RECOGNITION of the FLORIDA TRIBE Or EASTERN CREEK INDIANS
'l PETITION rOR,RECOGNITION OF THE FLORIDA TRIBE or EASTERN CREEK INDIANS TH;: FLORIDA TRIBE OF EASTERN CREEK INDIANS and the Administra tive Council, THE NORTHWEST FLORIDA CREEK INDIAN COUNCIL brings this, thew petition to the DEPARTMENT Or THE INTERIOR OF THE FEDERAL GOVERN- MENT OF THE UNITED STATES OF AMERICA, and prays this honorable nation will honor their petition, which is a petition for recognition by this great nation that THE FLORIDA TRIBE OF EASTERN CREEK INDIANS is an Indian Tribe. In support of this plea for recognition THE FLORIDA TRIBE OF EASTERN CREEK INDIANS herewith avers: (1) THE FLORIDA TRIBE OF EASTERN CREEK INDIANS nor any of its members, is the subject of Congressional legislation which has expressly terminated or forbidden the Federal relationship sought. (2) The membership of THE FLORIDA TRIBE OF EASTERN CREEK INDIANS is composed principally of persons who are not members of any other North American Indian tribe. (3) A list of all known current members of THE FLORIDA TRIBE OF EASTERN CREEK INDIANS, based on the tribes acceptance of these members and the tribes own defined membership criteria is attached to this petition and made a part of it. SEE APPENDIX----- A The membership consists of individuals who are descendants of the CREEK NATION which existed in aboriginal times, using and occuping this present georgraphical location alone, and in conjunction with other people since that time. - l - MNF-PFD-V001-D0002 Page 1of4 (4) Attached herewith and made a part of this petition is the present governing Constitution of THE FLORIDA TRIBE OF EASTERN CREEKS INDIANS. -
Macon-Bibb County Planning & Zoning Commission
Macon-Bibb County Planning & Zoning Commission COMPREHENSIVE PLAN Community Assessment Draft – Public Review Phase February 2006 Macon-Bibb County Planning & Zoning Commissioners Theresa T. Watkins, Chariman Joni Woolf, Vice-Chairman James B. Patton Lonnie Miley Damon D. King Administrative Staff Vernon B. Ryle, III, Executive Director James P. Thomas, Director of Urban Planning Jean G. Brown, Zoning Director Dennis B. Brill, GIS/Graphics Director D. Elaine Smith, Human Resources Officer Kathryn B. Sanders, Finance Officer R. Barry Bissonette, Public Information Officers Macon-Bibb County Comprehensive Plan 2030 Prepared By: Macon-Bibb County Planning & Zoning Commission 682 Cherry Street Suite 1000 Macon, Georgia 478-751-7460 www.mbpz.org February 2006 “The opinion, findings, and conclusions in this publication are those of the author(s) and not necessarily those of the Department of Transportation, State of Georgia, or the Federal Highway Administration. Table of Contents Introduction…………………………………………………………Introduction-1 Chapter 1- General Population Overview .................................................................... 1-1 Chapter 2 - Economic Development ............................................................................ 2-1 Chapter 3 - Housing......................................................................................................... 3-1 Chapter 4 - Natural and Cultural Resources................................................................. 4-1 Chapter 5 - Community Facilities and Services........................................................... -
Investigating Second Seminole War Sites in Florida: Identification Through Limited Testing Christine Bell University of South Florida
University of South Florida Scholar Commons Graduate Theses and Dissertations Graduate School 11-19-2004 Investigating Second Seminole War Sites in Florida: Identification Through Limited Testing Christine Bell University of South Florida Follow this and additional works at: https://scholarcommons.usf.edu/etd Part of the American Studies Commons Scholar Commons Citation Bell, Christine, "Investigating Second Seminole War Sites in Florida: Identification Through Limited Testing" (2004). Graduate Theses and Dissertations. https://scholarcommons.usf.edu/etd/952 This Thesis is brought to you for free and open access by the Graduate School at Scholar Commons. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. Investigating Second Seminole War Sites in Florida: Identification Through Limited Testing by Christine Bell A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts Department of Anthropology College of Arts and Sciences University of South Florida Major Professor: Brent R. Weisman, Ph.D. Robert H. Tykot, Ph.D. E. Christian Wells, Ph.D. Date of Approval: November 19, 2004 Keywords: Historical archaeology, artifact dating, military forts, correspondence analysis, homesteads © Copyright 2004, Christine Bell i Acknowledgements None of this work would be possible without the support of family, friends, and the wonderful volunteers who helped at our sites. Thank you to Debbie Roberson, Lori Collins, and my committee members Dr. Weisman, Dr. Wells, and Dr. Tykot. I couldn’t have made it through grad school without Toni, and Belle, and even Mel. A special thanks to Walter for inspiring me from the start. -
Fort King National Historic Landmark Education Guide 1 Fig5
Ai-'; ~,,111m11l111nO FORTKINO NATIONAL HISTORIC LANDMARK Fig1 EDUCATION GUIDE This guide was made possible by the City of Ocala Florida and the Florida Department of State/Division of Historic Resources WELCOME TO Micanopy WE ARE EXCITED THAT YOU HAVE CHOSEN Fort King National Historic Fig2 Landmark as an education destination to shed light on the importance of this site and its place within the Seminole War. This Education Guide will give you some tools to further educate before and after your visit to the park. The guide gives an overview of the history associated with Fort King, provides comprehension questions, and delivers activities to Gen. Thomas Jesup incorporate into the classroom. We hope that this resource will further Fig3 enrich your educational experience. To make your experience more enjoyable we have included a list of items: • Check in with our Park Staff prior to your scheduled visit to confrm your arrival time and participation numbers. • The experience at Fort King includes outside activities. Please remember the following: » Prior to coming make staff aware of any mobility issues or special needs that your group may have. » Be prepared for the elements. Sunscreen, rain gear, insect repellent and water are recommended. » Wear appropriate footwear. Flip fops or open toed shoes are not recommended. » Please bring lunch or snacks if you would like to picnic at the park before or after your visit. • Be respectful of our park staff, volunteers, and other visitors by being on time. Abraham • Visitors will be exposed to different cultures and subject matter Fig4 that may be diffcult at times. -
Challenge Bowl 2020
Notice: study guide will be updated after the December general election. Sponsored by the Muscogee (Creek) Nation Challenge Bowl 2020 High School Study Guide Sponsored by the Challenge Bowl 2020 Muscogee (Creek) Nation Table of Contents A Struggle To Survive ................................................................................................................................ 3-4 1. Muscogee History ......................................................................................................... 5-30 2. Muscogee Forced Removal ........................................................................................... 31-50 3. Muscogee Customs & Traditions .................................................................................. 51-62 4. Branches of Government .............................................................................................. 63-76 5. Muscogee Royalty ........................................................................................................ 77-79 6. Muscogee (Creek) Nation Seal ...................................................................................... 80-81 7. Belvin Hill Scholarship .................................................................................................. 82-83 8. Wilbur Chebon Gouge Honors Team ............................................................................. 84-85 9. Chronicles of Oklahoma ............................................................................................... 86-97 10. Legends & Stories ...................................................................................................... -
The Creek "Migration Legend"
UCLA UCLA Electronic Theses and Dissertations Title Dancing Breath: Ceremonial Performance Practice, Environment, and Personhood in a Muskogee Creek Community Permalink https://escholarship.org/uc/item/2qm3x2bd Author Koons, Ryan Abel Publication Date 2016 Peer reviewed|Thesis/dissertation eScholarship.org Powered by the California Digital Library University of California UNIVERSITY OF CALIFORNIA Los Angeles Dancing Breath: Ceremonial Performance Practice, Environment, and Personhood in a Muskogee Creek Community A dissertation submitted in partial satisfaction of the requirements for the degree Doctor of Philosophy in Ethnomusicology by Ryan Abel Koons 2016 © Copyright by Ryan Abel Koons 2016 ABSTRACT OF THE DISSERTATION Dancing Breath: Ceremonial Performance Practice, Environment, and Personhood in a Muskogee Creek Community by Ryan Abel Koons Doctor of Philosophy in Ethnomusicology University of California, Los Angeles, 2016 Professor Tara Browner, Chair This dissertation presents an ethnography utilizing a multispecies perspective of the "busk" ritual cycle as performed by the southeastern Muskogee Creek American Indian community, Pvlvcekolv (Apalachicola). Humans construct humanity and personhood partially via interactions with other-than-human persons, such as animals, plants, and objects. I examine ritualized interactions between humans and others-than-human in a southeastern Indigenous "natureculture," exploring the intersections of ontology, personhood, and performance practice. Pvlvcekolv, an animistic Florida-based tribal town with a ceremonial Fire that pre-dates European Contact, maintains a centuries-old ritual tradition, the busk. Sometimes known as "Green Corn Ceremonialism," many Native communities share this tradition, including ii Cherokee, Chickasaw, Seminole, Yuchi, and other Creek peoples historically and in the present day. Performing the songs, dances, and ritual actions of the busk places participants into dialogue with other-than-human persons. -
Ethnographic Overview and Assessment of Ocmulgee National Monument
FINAL REPORT September 2014 Ethnographic Overview and Assessment of Ocmulgee National Monument for the National Park Service Task Agreement No. P11AT51123 Deborah Andrews Peter Collings Department of Anthropology University of Florida Dayna Bowker Lee 1 I. Introduction, by Deborah Andrews 6 II. Background: The History of Ocmulgee National Monument 8 A. The Geography of Place 8 B. Preservation and Recognition of Ocmulgee National Monument 10 1. National Monument Designation 10 2. Depression Era Excavations 13 C. Research on and about Ocmulgee National Monument 18 III. Ethnohistory and Archaeology of Ocmulgee National Monument 23 A. The Occupants and Features of the Site 23 1. The Uchee Trading Path 24 2. PaleoIndian, Archaic and Woodland Eras 27 3. The Mississippian Mound Builders 37 4. The Lamar Focus and Migration 47 5. Proto-historic Creek and Spanish Contact 56 6. Carolina Trading Post and English Contact 59 7. The Yamassee War 64 8. Georgia Colony, Treaties and Removal 66 B. Historic Connections, Features and Uses of the Site 77 1. The City of Macon 77 2. Past Historic Uses of the Site 77 a. The Dunlap Plantation 78 b. Civil War Fortification 80 c. Railroads 81 2 d. Industry and Clay Mining 83 e. Interstate 16 84 f. Recreation and Education 85 C. Population 87 IV. Contemporary Views on the Ocmulgee National Monument Site, by Dayna Bowker Lee 93 A. Consultation 93 B. Etvlwu: The Tribal Town 94 C. The Upper and Lower Creek 98 D. Moving the Fires: The Etvlwv in Indian Territory, Oklahoma 99 E. Okmulgee in the West 104 F. -
Archeology of the Funeral Mound, Ocmulgee National Monument, Georgia
1.2.^5^-3 rK 'rm ' ^ -*m *~ ^-mt\^ -» V-* ^JT T ^T A . ESEARCH SERIES NUMBER THREE Clemson Universii akCHEOLOGY of the FUNERAL MOUND OCMULGEE NATIONAL MONUMENT, GEORGIA TIONAL PARK SERVICE • U. S. DEPARTMENT OF THE INTERIOR 3ERAL JCATK5N r -v-^tfS i> &, UNITED STATES DEPARTMENT OF THE INTERIOR Fred A. Seaton, Secretary National Park Service Conrad L. Wirth, Director Ihis publication is one of a series of research studies devoted to specialized topics which have been explored in con- nection with the various areas in the National Park System. It is printed at the Government Printing Office and may be purchased from the Superintendent of Documents, Government Printing Office, Washington 25, D. C. Price $1 (paper cover) ARCHEOLOGY OF THE FUNERAL MOUND OCMULGEE National Monument, Georgia By Charles H. Fairbanks with introduction by Frank M. Settler ARCHEOLOGICAL RESEARCH SERIES NUMBER THREE NATIONAL PARK SERVICE • U. S. DEPARTMENT OF THE INTERIOR • WASHINGTON 1956 THE NATIONAL PARK SYSTEM, of which Ocmulgee National Monument is a unit, is dedi- cated to conserving the scenic, scientific, and his- toric heritage of the United States for the benefit and enjoyment of its people. Foreword Ocmulgee National Monument stands as a memorial to a way of life practiced in the Southeast over a span of 10,000 years, beginning with the Paleo-Indian hunters and ending with the modern Creeks of the 19th century. Here modern exhibits in the monument museum will enable you to view the panorama of aboriginal development, and here you can enter the restoration of an actual earth lodge and stand where forgotten ceremonies of a great tribe were held. -
His Policy Was WHAT?!?...Thomas Jefferson and the Native Americans
His Policy was WHAT?!?...Thomas Jefferson and the Native Americans Summary Description: Thomas Jefferson was a unique and very influential individual in our nation’s history. I have had the opportunity to examine and explore Mr. Jefferson while at this NEH Seminar. I have studied at great length both his writings and his character. I discovered that Jefferson was a man of very conflicting styles and ideals. He would write or say one thing, and would then carry out something different. I believe you will discover this in the lesson concerning Thomas Jefferson and his communications concerning Native Americans. Intended Audience: The materials and topic are best suited for a high school classroom. Unites States History, Sociology, Cultural Studies, or Native American Studies would be the appropriate class settings. This lesson is formulated for a class of 5-6, 50 minute class periods. Block scheduling, or a different length class period will require modifications. The lesson could also be modified for a middle school setting. The Purpose: Many would argue that Thomas Jefferson was one of the most important presidents of the United States. During his life, the United States was encountering issues with the Native Americans, both good and bad. I believe that our students and our society can be enhanced by understanding the role and the issues surrounding the Native Americans throughout history. One aspect of this role is to understand the relationship and ideas that Jefferson portrayed towards Native Americans before, during, and after his presidency. Learning Objective: Students will be able to: Explain the attitude of Thomas Jefferson towards Native Americans as expressed in his writings prior to his presidency. -
DNA Newletter, 31 January 2012
Add Your ‘s Administrator: [email protected] Newsletter – 31 January 2012 Join the Hawkins Worldwide DNA Project! www.familytreedna.com/group-join.aspx?Group=Hawkins&Code=Z47192 Material from Bits and Pieces of the Hawkins Family Puzzle by Millie Farmer Articles Page is presented in this issue. It is reprinted, with permission, from the former Assistant Administrators 1 publication, Hawkins Heritage, edited by Olyve Hallmark Abbott, who Genealogy Gems 1 published it with permission from Mrs. Farmer. This information is Hawkins Family Group 01 2 printed as submitted by the Hawkins Heritage editor. Hawkins Family Group 02 3 Hawkins Family Group 04 4 Hawkins Family Group 07 7 I am copying seven pages of Bits and Pieces... in this issue from the 26th & Hawkins Family Group 14 7 27th editions of the Hawkins Heritage, December 1995 and April 1996. The Bits & Pieces 10 names include “Ulyesses” - “Z”. I encourage you to submit a rejoinder to any error in fact that you see in these reproduced pages. Please note the addition of the South African flag in our masthead, signifying the addition of a new participant born there. Check out the genealogy wiki at http://www.werelate.org/wiki/Main_Page. VERY interesting. If you have added anything there, please contact me with what you did. We need to have an Assistant Administrator for each of our Family groups. It is just no longer possible for me to provide the attention to the individual family groups as I have tried to in the past. It is not necessary that the Group Administrator be a testing participant, just a keen interest in advancing the knowledge within their family group. -
National American Indian and Alaska Native Heritage Month 2009
National American Indian and Alaska Native Heritage Month 2009 Information, Lessons, Activities, and Resources Division of Social Sciences and Life Skills November 2009 P a g e | 1 The School Board of Miami-Dade County, Florida Dr. Solomon C. Stinson, Chair Dr. Marta Pérez, Vice Chair Mr. Agustin J. Barrera Mr. Renier Diaz de la Portilla Dr. Lawrence S. Feldman Ms. Perla Tabares Hantman Dr. Wilbert “Tee” Holloway Dr. Martin Karp Ms. Ana Rivas Logan Ms. Eboni Finley Student Advisor Alberto M. Carvalho Superintendent of Schools Ms. Milagros R. Fornell Associate Superintendent Curriculum and Instruction Dr. Maria P. de Armas Assistant Superintendent Curriculum and Instruction, K-12 Core Curriculum Mr. John R. Doyle Administrative Director Division of Social Sciences and Life Skills P a g e | 2 Table of Contents I. American Indian Heritage Month – A Brief History II. Readings/Resources for Teachers and Students Facts About American Indians Today American Indians by the Numbers – From Census 2000 Civil Rights and Native Americans Indian Removal – 1814-1858 Reservations American Indian vs. Native American Are You Teaching the True Thanksgiving Story? Historic Florida Indians American Indian Culture Groups Map Ideas for Teaching About Native Americans III. Lesson Plans for Teachers of Elementary Students American Indian Stereotypes (Grades 4-5) Florida’s Native Americans (Grades 4-5) Where Did Florida’s Native Americans Live? (Grades 4-5) IV. Lesson Plans for Teachers of Secondary Students American Indian Stereotypes (Grades 6-12) American Indians by the Numbers (Grades 6-12) American Indian Culture Groups (Grades 6-12) Trail of Tears (Grade 8) American Indian Reservation System (Grade 11) P a g e | 3 V. -
Seminole Origins
John and Mary Lou Missall A SHORT HISTORY OF THE SEMINOLE WARS SEMINOLE WARS FOUNDATION, INC. Founded 1992 Pamphlet Series Vol. I, No. 2 2006 Copyright © 2006 By John & Mary Lou Missall Series Editor: Frank Laumer Seminole Wars Foundation, Inc. 35247 Reynolds St. Dade City, FL 33523 www.seminolewars.us 2 Florida During the Second Seminole War 3 The Seminole Wars Florida’s three Seminole Wars were important events in American history that have often been neglected by those who tell the story of our nation’s past. These wars, which took place between the War of 1812 and the Civil War, were driven by many forces, ranging from the clash of global empires to the basic need to protect one’s home and family. They were part of the great American economic and territorial expansion of the nineteenth century, and were greatly influenced by the national debate over the issue of slavery. In particular, the Second Seminole War stands out as the nation’s longest, costli- est, and deadliest Indian war. Lasting almost seven years, the conflict cost thousands of lives and millions of dollars, yet faded from the nation’s collective memory soon after the fighting ended. It is a story that should not have been forgotten, a story that can teach us lessons that are still relevant today. It is in hopes of restoring a portion of that lost mem- ory that the Seminole Wars Foundation offers this short history of one of our nation’s longest wars. Seminole Origins The ancestors of the Seminole Indians were primarily Creek Indians from Georgia and Alabama who migrated to Florida during the 18th century after the decimation of the aboriginal natives under Spanish rule.