Federal Register/Vol. 82, No. 8/Thursday, January
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The Principal Indian Towns of Western Pennsylvania C
The Principal Indian Towns of Western Pennsylvania C. Hale Sipe One cannot travel far in Western Pennsylvania with- out passing the sites of Indian towns, Delaware, Shawnee and Seneca mostly, or being reminded of the Pennsylvania Indians by the beautiful names they gave to the mountains, streams and valleys where they roamed. In a future paper the writer will set forth the meaning of the names which the Indians gave to the mountains, valleys and streams of Western Pennsylvania; but the present paper is con- fined to a brief description of the principal Indian towns in the western part of the state. The writer has arranged these Indian towns in alphabetical order, as follows: Allaquippa's Town* This town, named for the Seneca, Queen Allaquippa, stood at the mouth of Chartier's Creek, where McKees Rocks now stands. In the Pennsylvania, Colonial Records, this stream is sometimes called "Allaquippa's River". The name "Allaquippa" means, as nearly as can be determined, "a hat", being likely a corruption of "alloquepi". This In- dian "Queen", who was visited by such noted characters as Conrad Weiser, Celoron and George Washington, had var- ious residences in the vicinity of the "Forks of the Ohio". In fact, there is good reason for thinking that at one time she lived right at the "Forks". When Washington met her while returning from his mission to the French, she was living where McKeesport now stands, having moved up from the Ohio to get farther away from the French. After Washington's surrender at Fort Necessity, July 4th, 1754, she and the other Indian inhabitants of the Ohio Val- ley friendly to the English, were taken to Aughwick, now Shirleysburg, where they were fed by the Colonial Author- ities of Pennsylvania. -
In Search of the Indiana Lenape
IN SEARCH OF THE INDIANA LENAPE: A PREDICTIVE SUMMARY OF THE ARCHAEOLOGICAL IMPACT OF THE LENAPE LIVING ALONG THE WHITE RIVER IN INDIANA FROM 1790 - 1821 A THESIS SUBMITTED TO THE GRADUATE SCHOOL IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS BY JESSICA L. YANN DR. RONALD HICKS, CHAIR BALL STATE UNIVERSITY MUNCIE, INDIANA DECEMBER 2009 Table of Contents Figures and Tables ........................................................................................................................ iii Chapter 1: Introduction ................................................................................................................ 1 Research Goals ............................................................................................................................ 1 Background .................................................................................................................................. 2 Chapter 2: Theory and Methods ................................................................................................. 6 Explaining Contact and Its Material Remains ............................................................................. 6 Predicting the Intensity of Change and its Effects on Identity................................................... 14 Change and the Lenape .............................................................................................................. 16 Methods .................................................................................................................................... -
Newark Earthworks Center - Ohio State University and World Heritage - Ohio Executive Committee INDIANS and EARTHWORKS THROUGH the AGES “We Are All Related”
Welcoming the Tribes Back to Their Ancestral Lands Marti L. Chaatsmith, Comanche/Choctaw Newark Earthworks Center - Ohio State University and World Heritage - Ohio Executive Committee INDIANS AND EARTHWORKS THROUGH THE AGES “We are all related” Mann 2009 “We are all related” Earthen architecture and mound building was evident throughout the eastern third of North America for millennia. Everyone who lived in the woodlands prior to Removal knew about earthworks, if they weren’t building them. The beautiful, enormous, geometric precision of the Hopewell earthworks were the culmination of the combined brilliance of cultures in the Eastern Woodlands across time and distance. Has this traditional indigenous knowledge persisted in the cultural traditions of contemporary American Indian cultures today? Mann 2009 Each dot represents Indigenous architecture and cultural sites, most built before 1491 Miamisburg Mound is the largest conical burial mound in the USA, built on top of a 100’ bluff, it had a circumference of 830’ People of the Adena Culture built it between 2,800 and 1,800 years ago. 6 Miamisburg, Ohio (Montgomery County) Picture: Copyright: Tom Law, Pangea-Productions. http://pangea-productions.net/ Items found in mounds and trade networks active 2,000 years ago. years 2,000 active networks trade and indicate vast travel Courtesy of CERHAS, Ancient Ohio Trail Inside the 50-acre Octagon at Sunrise 8 11/1/2018 Octagon Earthworks, Newark, OH Indigenous people planned, designed and built the Newark Earthworks (ca. 2000 BCE) to cover an area of 4 square miles (survey map created by Whittlesey, Squier, and Davis, 1837-47) Photo Courtesy of Dan Campbell 10 11/1/2018 Two professors recover tribal knowledge 2,000 years ago, Indigenous people developed specialized knowledge to construct the Octagon Earthworks to observe the complete moon cycle: 8 alignments over a period of 18 years and 219 days (18.6 years) “Geometry and Astronomy in Prehistoric Ohio” Ray Hively and Robert Horn, 1982 Archaeoastronomy (Supplement to Vol. -
Constitution of the Shawnee Tribe
CONSTITUTION OF THE SHAWNEE TRIBE PREAMBLE We, the members of the Shawnee Tribe (formerly incorporated by agreement dated June 7, 1869, and approved on June 9, 1869, with the Cherokee Nation,) desire to retain our separate identity in order to preserve our Tribal culture and ensure tranquility among the Tribal members, whereby we may prosper with economic independence and social advancement. The Shawnee Tribe is an inseparable part of the United States. Therefore, we accept the United States Constitution as the supreme law of the land, and the Shawnee Tribe will not attempt to implement any laws, rules, or regulations in conflict with the Constitution of the United States of America. ARTICLE I - NAME The name of this Tribe shall be Shawnee Tribe, recognizing however that we are the same people and Tribe who have been called, variously, the “Ohio Shawnee”; the “Cherokee Shawnee”; the “Shawnee Cherokee”; the “United Tribe of Shawnee”; and the “Loyal Shawnee.” ARTICLE II—TERRITORY AND JURISDICTION The sovereign authority and jurisdiction of the Shawnee Tribe shall extend to all the territory now or ever known as SHAWNEE LANDS, which includes lands within the boundaries of the State of Oklahoma not within the boundaries of the Cherokee Nation; or within the Cherokee Nation if approved by the Cherokee Nation; the original Shawnee Reservation within the boundaries of the Kansas Territory, now known as the State of Kansas; all Indian lands beneficially owned by the current and future members of the Shawnee Tribe; all lands which may be acquired by the Shawnee Tribe for its land base; and all Indian Country of the Shawnee Tribe and its members as now or hereafter defined by federal law. -
Tribal and House District Boundaries
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ANISHINABEG CULTURE.Pdf
TEACHER RESOURCE LESSON PLAN EXPLORING ANISHINABEG CULTURE MI GLCES – GRADE THREE SOCIAL STUDIES H3 – History of Michigan Through Statehood • 3-H3.0.1 - Identify questions historians ask in examining Michigan. • 3-H3.0.5 - Use informational text and visual data to compare how American Indians and settlers in the early history of Michigan adapted to, used, and modifi ed their environment. • 3-H3.0.6 - Use a variety of sources to describe INTRODUCTION interactions that occured between American Indians and the fi rst European explorers and This lesson helps third grade students understand settlers of Michigan. the life and culture of the Native Americans that G5 - Environment and Society lived in Michigan before the arrival of European settlers in the late 17th century. It includes • 3-G5.0.2 - Decribe how people adapt to, use, a comprehensive background essay on the and modify the natural resources of Michigan. Anishinabeg. The lesson plan includes a list of additional resources and copies of worksheets and COMMON CORE ANCHOR STANDARDS - ELA primary sources needed for the lessons. Reading • 1 - Read closely to determine what the text says ESSENTIAL QUESTIONS explicitly and to make logical inferences from it. What are key cultural traits of the Native Americans • 7 - Intergrate and evaluate content presented who lived in Michigan before the arrival of in diverse media and formats, including visually Europeans? and quantitatively, as well as in words. Speaking and Listening LEARNING OBJECTIVES • 2 - Integrate and evaluate information presented Students will: in diverse media and formats, including visually, • Learn what Native American groups traveled quantitatively, and orally. -
The Four Main Groups of the Ojibwe Published on Lessons of Our Land (
The Four Main Groups of the Ojibwe Published on Lessons of Our Land (http://www.lessonsofourland.org) Grades: 6th - 8th Grade Lesson: 1 Unit: 2: American Indian land tenure history Subject: History/Social Studies Additional Subject(s): Geography Achievement Goal: Students will identify the four main groups of the Ojibwe and the large land mass they covered. They will understand that each group lived in a different geographical location and their cultures varied with their environments. Time: One class period Lesson Description: Students learn about the four nations of the Ojibwe tribe and analyze maps of the Great Ojibwe Migration. Teacher Background: Refer to The Four Divisions of the Ojibwe Nation Map found in the Lesson Resources section. This map shows the Ojibwe homeland. It is important to remember that much of it was shared with other tribes. The lines only serve to show where fairly large numbers of Ojibwe lived at one time or another. Within this wide expanse there are great differences in country and climate, and the Ojibwe people adapted their ways of living to their surroundings. In modern times four main groups have been distinguished by location and adaptation to varying conditions. They are the Plains Ojibwe, the Northern Ojibwe, the Southeastern Ojibwe, and the Southwestern Ojibwe or Chippewa. The Plains Ojibwe The Plains Ojibwe live in Saskatchewan, western Manitoba, North Dakota, and Montana. Although they were originally a forest people, they changed their way of life when they moved into the open lands and borrowed many customs of other plains people. Today most of them work at farming and ranching. -
Ohio Indians Study Guide Name
Ohio Indians Study Guide Name ____________________________________ Number ______ History Standard: I can explain how interactions among prehistoric peoples and between historic American Indians and European settlers resulted in both cooperation and conflict. Culture (pp. 147-155) 1. What are some examples of things that are included in a people’s culture? Culture includes how people get food, make their homes, and dress. It also includes religious beliefs, government, language, literature and sports. 2. What language was shared by the Shawnee, Delaware, Ottawa and Miami Indians? Algonquian 3. From what group of American Indians did the Ohio Seneca and Wyandot get their language? Iroquois 4. Which groups of Indians lived in wigwams? Most Algonquians lived in wigwams. 5. Which major Indian group was known for living in longhouses? The Iroquois were known for living in longhouses. 6. List two reasons that canoes were important to the Algonquian culture. They were used as transportation and to obtain food by fishing. 7. Explain the different roles of men and women of the Shawnee tribe. Include specific information about what they did in their roles. Men did the hunting and fishing; they hunted deer, beaver, bear and other animals for their fur, skins and meat. Women worked in the fields growing corn, squash, beans and other vegetables. 8. Why did the Delaware (Lenape) tribe settle in Ohio? They were chased out of New Jersey by Dutch and English settlers. 9. Describe how the Ottawa interacted with other tribes as well as other people in the Ohio region. They traded goods such as woven mats and foods with other tribes for pottery and dyes. -
Ojibwe Bibliography *Scroll to End of PDF for Explanatory Summary of The
Ojibwe Bibliography *scroll to end of PDF for explanatory summary of the bibliography Title Author Identification Editor Publisher City Publisher Year F/NF Age "To Go About on the Earth": An Ethnohistory of the Rebecca Kugel Ojibwe/Shawnee/French/Irish/Jewish/Dan Los Angeles University of California, Los Angeles 1986 NF Adult AMinnesota Childhood Ojibwe, in Minnesota: 1830-1900 Exploring the Lives of Linda LeGarde Grover Ojibweish/Polist Duluth University of Minnesota, Duluth 1995 F Adult AOjibwe Concise and Dictionary Immigrant of Families Minnesota 1880-1920 Ojibwe John Nichols and Earl Nyholm Minneapolis University of Minnesota Press 1995 NF Adult A Day at the Sugar Camp Jessica Diemer-Eaton Woodland Indian Educational Programs 2014 F Children A Dictionary of Ojibway Language Frederic Baraga St. Paul Minnesota Historical Society Press 1992 NF Adult A Dozen Cold Ones E. Donald Two-Rivers Ojibwe Chicago Abrazo Press 1992 F Adult A Fish Tale: Or, The Little One That Got Away Leo Yerxa Ojibwe Vancouver Douglas & McIntyre 1995 F Children A is for Aboriginal Joseph MacLean and Brendan Vancouver Interactive Publishing Corporation 2013 NF Children Heard A Little History of My Forest Life: An Indian-White Eliza Morrison Ojibwe Tustin, MI Ladyslipper Press 2002 NF Adult/Young Adult AbsenteeAutobiography Indians (and Other Poems) Kimberly Blaeser Anishinaabe (White Earth Ojibwe) East Lansing, MI Michigan State University Press 2002 F Adult Alcatraz! Alcatraz!: The Indian Occupation of 1969- Adam Fortunate Eagle Ojibwe Berkeley Heyday Books 1992 NF Adult 1971 All Our Relations: Native Struggles for Land and Life Winona LaDuke Anishinabe Cambridge, MA South End Press 1999 NF Adult Alternatives Drew Hayden Taylor Ojibwe Burnaby, BC Talonbooks 2000 F Adult American Indian Environmental Ethics: An Ojibwa Case J. -
LENAPE VILLAGES of DELAWARE COUNTY By: Chris Flook
LENAPE VILLAGES OF DELAWARE COUNTY By: Chris Flook After the signing of the Treaty of Greenville in 1795, many bands of Lenape (Delaware) Native Americans found themselves without a place to live. During the previous 200 years, the Lenape had been pushed west from their ancestral homelands in what we now call the Hudson and Delaware river valleys first into the Pennsylvania Colony in the mid1700s and then into the Ohio Country around the time of the American Revolution. After the Revolution, many Natives living in what the new American government quickly carved out to be the Northwest Territory, were alarmed of the growing encroachment from white settlers. In response, numerous Native groups across the territory formed the pantribal Western Confederacy in an attempt to block white settlement and to retain Native territory. The Western Confederacy consisted of warriors from approximately forty different tribes, although in many cases, an entire tribe wasn’t involved, demonstrating the complexity and decentralized nature of Native American political alliances at this time. Several war chiefs led the Western Confederacy’s military efforts including the Miami chief Mihšihkinaahkwa (Little Turtle), the Shawnee chief Weyapiersenwah (Blue Jacket), the Ottawa chief Egushawa, and the Lenape chief Buckongahelas. The Western Confederacy delivered a series of stunning victories over American forces in 1790 and 1791 including the defeat of Colonel Hardin’s forces at the Battle of Heller’s Corner on October 19, 1790; Hartshorn’s Defeat on the following day; and the Battle of Pumpkin Fields on October 21. On November 4 1791, the forces of the territorial governor General Arthur St. -
“Illinois” Never Did Mean “The Real Men,” As the Explorer/Priest Father Marquette Thought
No More “Real Men”! Sorry guys, the latest linguistic research reveals that the word “Illinois” never did mean “the real men,” as the explorer/priest Father Marquette thought. A more accurate translation provides the less sexy “He/she speaks in the regular way.” Berkeley Algonquian language specialist Dr. David J. Costa, who has done extensive research on the Indigenous languages of this region, explains that the term ‘Illinois’ probably comes from the old Myaamia-Peewalia (Miami-Peoria) word irenweewa, later pronounced ilenweewa, (plural ilenweewaki). For those who like to know the details, iren means ‘regular/ordinary’, wee means ‘by speech’ and wa means she/he. However, this is only the start of the story. It turns out that the Ojibwa people (who live north of the Great Lakes) pronounce this word slightly differently. Just like American English drops the extra vowel out of British English ‘aluminium’ to get ‘aluminum’–the Ojibwa were in the habit of dropping the wa from words that they borrowed from neighboring languages. They shortened ilenweewa and said “ilinwe” (plural ilinwek sometimes written as ilinoüek). Add French spelling to “ilinwe” and bingo -- you get ‘Illinois’ pronounced “ileenwa.” One more step -- add English pronunciation to the French spelling and you get close to the name of the state as we say it today (“ilinoy”). So, the name of the state comes to us from the Miami-Peoria Indigenous language spoken in this region, via Ojibwa and French. Although “the Illinois” was widely used by the French and English in the 18th and 19th centuries as a collective name for the several distinct groups of Indigenous peoples of the region, it was never what they called themselves. -
Along the Ohio Trail
Along The Ohio Trail A Short History of Ohio Lands Dear Ohioan, Meet Simon, your trail guide through Ohio’s history! As the 17th state in the Union, Ohio has a unique history that I hope you will find interesting and worth exploring. As you read Along the Ohio Trail, you will learn about Ohio’s geography, what the first Ohioan’s were like, how Ohio was discovered, and other fun facts that made Ohio the place you call home. Enjoy the adventure in learning more about our great state! Sincerely, Keith Faber Ohio Auditor of State Along the Ohio Trail Table of Contents page Ohio Geography . .1 Prehistoric Ohio . .8 Native Americans, Explorers, and Traders . .17 Ohio Land Claims 1770-1785 . .27 The Northwest Ordinance of 1787 . .37 Settling the Ohio Lands 1787-1800 . .42 Ohio Statehood 1800-1812 . .61 Ohio and the Nation 1800-1900 . .73 Ohio’s Lands Today . .81 The Origin of Ohio’s County Names . .82 Bibliography . .85 Glossary . .86 Additional Reading . .88 Did you know that Ohio is Hi! I’m Simon and almost the same distance I’ll be your trail across as it is up and down guide as we learn (about 200 miles)? Our about the land we call Ohio. state is shaped in an unusual way. Some people think it looks like a flag waving in the wind. Others say it looks like a heart. The shape is mostly caused by the Ohio River on the east and south and Lake Erie in the north. It is the 35th largest state in the U.S.