Seeking Shelter. Canadian Delaware Ethnohistory and Migration
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Nanjemoy and Mattawoman Creek Watersheds
Defining the Indigenous Cultural Landscape for The Nanjemoy and Mattawoman Creek Watersheds Prepared By: Scott M. Strickland Virginia R. Busby Julia A. King With Contributions From: Francis Gray • Diana Harley • Mervin Savoy • Piscataway Conoy Tribe of Maryland Mark Tayac • Piscataway Indian Nation Joan Watson • Piscataway Conoy Confederacy and Subtribes Rico Newman • Barry Wilson • Choptico Band of Piscataway Indians Hope Butler • Cedarville Band of Piscataway Indians Prepared For: The National Park Service Chesapeake Bay Annapolis, Maryland St. Mary’s College of Maryland St. Mary’s City, Maryland November 2015 ii EXECUTIVE SUMMARY The purpose of this project was to identify and represent the Indigenous Cultural Landscape for the Nanjemoy and Mattawoman creek watersheds on the north shore of the Potomac River in Charles and Prince George’s counties, Maryland. The project was undertaken as an initiative of the National Park Service Chesapeake Bay office, which supports and manages the Captain John Smith Chesapeake National Historic Trail. One of the goals of the Captain John Smith Trail is to interpret Native life in the Middle Atlantic in the early years of colonization by Europeans. The Indigenous Cultural Landscape (ICL) concept, developed as an important tool for identifying Native landscapes, has been incorporated into the Smith Trail’s Comprehensive Management Plan in an effort to identify Native communities along the trail as they existed in the early17th century and as they exist today. Identifying ICLs along the Smith Trail serves land and cultural conservation, education, historic preservation, and economic development goals. Identifying ICLs empowers descendant indigenous communities to participate fully in achieving these goals. -
Recovery Strategy for Northern Riffleshell, Snuffbox, Round Pigtoe, Mudpuppy Mussel and Rayed Bean in Canada
Recovery Strategy for Five Ontario Freshwater Mussels December 2006 Species at Risk Act Recovery Strategy Series Recovery Strategy for Northern Riffleshell, Snuffbox, Round Pigtoe, Mudpuppy Mussel and Rayed Bean in Canada. December 2006 Recovery Strategy for Five Ontario Freshwater Mussels December 2006 About the Species at Risk Act Recovery Strategy Series What is the Species at Risk Act (SARA)? SARA is the Act developed by the federal government as a key contribution to the common national effort to protect and conserve species at risk in Canada. SARA came into force in 2003 and one of its purposes is “to provide for the recovery of wildlife species that are extirpated, endangered or threatened as a result of human activity.” What is recovery? In the context of species at risk conservation, recovery is the process by which the decline of an endangered, threatened or extirpated species is arrested or reversed, and threats are removed or reduced to improve the likelihood of the species’ persistence in the wild. A species will be considered recovered when its long-term persistence in the wild has been secured. What is a recovery strategy? A recovery strategy is a planning document that identifies what needs to be done to arrest or reverse the decline of a species. It sets goals and objectives and identifies the main areas of activities to be undertaken. Detailed planning is done at the action plan stage. Recovery strategy development is a commitment of all provinces and territories and of three federal agencies — Environment Canada, Parks Canada Agency and Fisheries and Oceans Canada — under the Accord for the Protection of Species at Risk. -
The Story of Tecumseh Look Like ? Tecumseh Lived Before Tecumseh, Which Means “Panther Across the Sky”, the Time of Photographs
What Did Tecumseh The Story of Tecumseh Look Like ? Tecumseh lived before Tecumseh, which means “panther across the sky”, the time of photographs. was a great Shawnee leader. Historians believe he was So there is no way to know if the paintings or born in the year 1768 near what is now Springfield, sketches that claim to Ohio. Legend says that a meteor shot across the night be Tecumseh are the real thing. sky shortly after he was born. This sign from nature was used by his father, Pucksinwah, to name the new baby. Tecumseh never lived in Ross County, but he would have passed through this land many times in his younger years. His father, a Shawnee chief, was killed at the Battle of Point Pleasant in 1774 when Tecumseh was only about six years old. Chiksika, the oldest son, was with his father when he died. He promised to raise This painting was done Tecumseh as Pucksinwah would. Chiksika did a good job by Besson J. Lossing. of teaching him the many skills a young brave needed to The face was taken from a sketch done by a know. Tecumseh became well known on the Ohio French trader who had frontier as a fierce warrior and leader of his met Tecumseh. Mr. Lossing added the British tribesmen. jacket and the medal. As more settlers moved into the Northwest Territory he and other Indians became more and more upset about the loss of their land and their Indian way of life. In 1795, the Greenville Treaty was signed by chiefs of most of the Ohio Indian tribes and the United States government. -
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 .................................................................................................................................... -
The Thames River, Ontario
The Thames River, Ontario Canadian Heritage Rivers System Ten Year Monitoring Report 2000-2012 Prepared for the Canadian Heritage Rivers Board Prepared by Cathy Quinlan, Upper Thames River Conservation Authority March, 2013 ISBN 1-894329-12-0 Upper Thames River Conservation Authority 1424 Clarke Road London, Ontario N5V 5B9 Phone: 519-451-2800 Website: www.thamesriver.on.ca E-mail: [email protected] Cover Photograph: The Thames CHRS plaque at the Forks in London. C. Quinlan Photo Credits: C. Quinlan, M. Troughton, P. Donnelly Thames River, Ontario Canadian Heritage Rivers System, Ten Year Monitoring Report 2000 – 2012 Compiled by Cathy Quinlan, Upper Thames River Conservation Authority, with assistance from members of the Thames Canadian Heritage River Committee. Thanks are extended to the CHRS for the financial support to complete this ten year monitoring report. Thanks to Andrea McNeil of Parks Canada and Jenny Fay of MNR for guidance and support. Chronological Events Natural Heritage Values 2000-2012 Cultural Heritage Values Recreational Values Thames River Integrity Guidelines Executive Summary Executive Summary The Thames River nomination for inclusion in the Canadian Heritage Rivers System (CHRS) was accepted by the CHRS Board in 1997. The nomination document was produced by the Thames River Coordinating Committee, a volunteer group of individuals and agency representatives, supported by the Upper Thames River Conservation Authority (UTRCA) and Lower Thames Valley Conservation Authority (LTVCA). The Thames River and its watershed were nominated on the basis of their significant human heritage features and recreational values. Although the Thames River possesses an outstanding natural heritage which contributes to its human heritage and recreational values, CHRS integrity guidelines precluded nomination of the Thames based on natural heritage values because of the presence of impoundments. -
Bloetscher Collection
BLOETSCHER COLLECTION SPECIAL COLLECTIONS – AKRON-SUMMIT COUNTY PUBLIC LIBRARY SPECIAL COLLECTIONS #: 2004-5 ACQUISTION: The collection was donated by Virginia Chase Bloetscher in 2004. ACCESS: Restricted access: materials fragile; access by request at Main Library archives only; material does not circulate. VOLUME: 8 storage boxes and books, 10 LF. BIOGRAPHICAL NOTE: Virginia Chase Bloetscher was a local author, storyteller, and historian who lived in Cuyahoga Falls and specialized in local Native American history. Her book, Indians of the Cuyahoga Valley and Vicinity was published in 1980 by the North American Indian Culture Center, Inc. The second revised edition was published by Cuyahoga Valley Archaeological Society in 1997. SCOPE AND CONTENT: The collection consists of a wide variety of documents from Ms. Bloetscher’s manuscripts, presentation notes, slides and photographs, research notes, clippings, posters, artifacts, copies of treaties and maps, and fiction and non-fiction books pertaining to Native Americans. The collection also includes correspondence, manuscripts, articles and clippings from various people she networked with from the 1970s through the 1990s. ARRANGEMENT: Arranged by format and types of materials. NOTE: All measurements are approximate. Box measurements include lid. ABBREVIATIONS: (bw) = black and white (col) = color INVENTORY: SERIES I: SLIDES Slides used for presentations by Ms. Bloetscher. BOX 1 (4 ½ x 6 x 5 ¼”) includes: SLIDE CONTAINERS 1-3: Scenes of miscellaneous Native American locations showing mounds, ceremonial and treaty sites, trails, etc. SLIDE CONTAINERS 4 & 5: Miscellaneous slides of charts, drawings, and Native American artifacts. SERIES II: PHOTOGRAPHS ENVELOPES 1-6: (bw; 2 ½ x 3 ¼”) scenes of Native American locations. Each photo is marked 1 through 6 on the back with a blue marker. -
The 1818 Saint Marys Treaties A
INDIANA HISTORICAL SOCIETY PRESS The 1818 Saint Marys Treaties A. ANDREW OLSON III The 1818 Saint Marys Treaties A. ANDREW OLSON III Indiana Historical Society Press | Indianapolis 2020 © 2020 Indiana Historical Society Press. All rights reserved. Indiana Historical Society 450 West Ohio Street Indianapolis, IN 46202-3269 www.indianahistory.org 317-232-1882 Copies of the four issues of THG: Connections in which the article series first appeared may be purchased from: IHS Basile History Market Telephone orders: 1-800-447-1830 Fax orders: 1-317-234-0562 Online orders @ http://shop.indianahistory.org Originally published as a four-part series in the following issues of The Hoosier Genealogist: Connections Volume 57, Fall/Winter 2017 Volume 58, Spring/Summer 2018 Volume 58, Fall/Winter 2018 Volume 59, Spring/Summer 2019 No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form or by any means (electronic, mechanical, photocopying, recording, or otherwise) without the prior written permission of the copyright owner. Contents Part 1: Tribal and Euro-American Historical 1 Backdrop through 1817 Part 2: Brothertown and Stockbridge Indians 11 and Treaty Preparations Part 3: Concluding the Treaties: The Brothertowns’ 23 and Stockbridges’ Sagas Part 4: In the Aftermath of the Treaties: Removal 37 and Settlement Part 1: Tribal and Euro-American Historical Backdrop through 1817 The years 2017 and 2018 marked disinterment of remains at the site in the Initially the Saint Marys treaties were the two-hundredth year since six pivotal first half of the twentieth century. Upon tangential to my original object, but treaties were concluded at Saint Marys, assuming ownership of this parcel, my when I also discovered a historical error Ohio. -
More Than Just a Lake! TOPIC Great Lake Drainage Basins AUDIENCE Grades 1-6; 10-30 Students
More Than Just a Lake! TOPIC Great Lake drainage basins AUDIENCE Grades 1-6; 10-30 students SETTING By creating a map of the rivers flowing into your Great Lake, Large, open indoor space is learn how rivers form a watershed. required GOAL To understand the concept of a drainage basin or watershed, and how that concept relates to the BACKGROUND around the lake as gravity pulls water local Great Lake watershed. All lakes and rivers have a set area to the lowest point. Water draining of land that water drains into them to the lowest common point is the OBJECTIVES • Students will understand the from, called the “watershed” or simplest definition of a watershed. defining role that rivers have “drainage basin.” Drainage basins are in watershed activity important environmentally because 2. Introduction to the model • Students will be able to state whether they live inside or whatever happens within the basin of watershed outside the drainage basin of the lake can happen to the lake itself. Students gather around the “shore” their Great Lake Toxic substances spilled or placed of the lake. Explain that the blue • Older students will be able to identify the river drainage on the land or in watershed rivers yarn represents rivers. With younger basin in which they live can end up in the lake. See the Great students, demonstrate how one river Lakes Watershed Fact Sheets for ad- might look on the map as it flows MATERIALS ditional information about your local into your Great Lake. • Large floor map of your Great Lake (or an outline on the watershed. -
The Emergence and Decline of the Delaware Indian Nation in Western Pennsylvania and the Ohio Country, 1730--1795
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by The Research Repository @ WVU (West Virginia University) Graduate Theses, Dissertations, and Problem Reports 2005 The emergence and decline of the Delaware Indian nation in western Pennsylvania and the Ohio country, 1730--1795 Richard S. Grimes West Virginia University Follow this and additional works at: https://researchrepository.wvu.edu/etd Recommended Citation Grimes, Richard S., "The emergence and decline of the Delaware Indian nation in western Pennsylvania and the Ohio country, 1730--1795" (2005). Graduate Theses, Dissertations, and Problem Reports. 4150. https://researchrepository.wvu.edu/etd/4150 This Dissertation is protected by copyright and/or related rights. It has been brought to you by the The Research Repository @ WVU with permission from the rights-holder(s). You are free to use this Dissertation in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you must obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/ or on the work itself. This Dissertation has been accepted for inclusion in WVU Graduate Theses, Dissertations, and Problem Reports collection by an authorized administrator of The Research Repository @ WVU. For more information, please contact [email protected]. The Emergence and Decline of the Delaware Indian Nation in Western Pennsylvania and the Ohio Country, 1730-1795 Richard S. Grimes Dissertation submitted to the Eberly College of Arts and Sciences at West Virginia University in partial fulfillment of the requirements for the degree of Doctor of Philosophy in History Mary Lou Lustig, Ph.D., Chair Kenneth A. -
Great Issues in American History: a Compilation of Primary Sources
DOCUMENT RESUME ED 130 948 SO 009 526 AUTHOR Vance, Elizabeth TITLE Great Issues in American History: A Compilation of Primary Sources Related to Issues That Have Occupied the Attention of the American People from Colonial Days to the Present. Oregon ASCD Curriculum Bulletin, Vol. 30, No. 333. INSTITUTICN Oregon Association for Supervision and Curriculum Development, Salem. PUB DATE Oct 76 NOTE 149p. AVAILABLE FROM Oregon ASCD Curriculum Bulletin, P.O. Box 421, Salem, Oregon 97308 ($4.75 paper cover). EDRS PRICE MF-$0.83 HC-$7.35 Plus Postage. DESCRIPTORS Bibliographies; Civil Rights; Civil War (United States); Colonial History (United States); Immigrants; Imperialism; Industrialization; Information Sources; *Primary Sources; Reconstruction Era; Revolutionary War (United States); Secondary Education; Slavery; Social Change; *United States History ABSTRACT This publication is a compilation of primary source materials related to issues that have occupied the attention of the American people from colonial days to the present.-It is intended for use at the secondary level. A prologue containscreation stories and poems on the origins of the world and man.Documentation of the primary sources is provided. Five chapters treat specific time periods in U.S. history. The time periods covered include the European Colonization of North America, 1492-1700; Founding the New Nation, 1770-1800; Establishing the New Nation, 1800-1865; Reconstruction, Industrialism, and Imperialism, 1865-1912; and International Involvement, Social Change, and Liberation, 1912-1976. Each chapter presents a brief introduction, identifies five orsix issues, and concludes with a bibliography of the sources of the primary materials. A general reading list concludes the publication. -
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. -
Settlers, “Savages,” and Slaves: Assimilation, Racialism, and the Civilizing Mission in French Colonial Louisiana
SETTLERS, “SAVAGES,” AND SLAVES: ASSIMILATION, RACIALISM, AND THE CIVILIZING MISSION IN FRENCH COLONIAL LOUISIANA Jeffrey Ryan Harris A thesis submitted to the faculty of the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Masters of Arts in the Department of History Chapel Hill 2012 Approved by: Lloyd S. Kramer Kathleen A. DuVal Jay M. Smith © 2013 Jeffrey Ryan Harris ALL RIGHTS RESERVED ii ABSTRACT JEFFREY RYAN HARRIS: Settlers, “Savages,” and Slaves: Assimilation, Racialism, and the Civilizing Mission in French Colonial Louisiana (Under the direction of Lloyd S. Kramer, Kathleen A. DuVal, and Jay M. Smith) French-Amerindian interaction in the Louisiana colony forced French people to define what French identity was and who could be included in it. Some colonists believed that non-Europeans were assimilable and could—if properly educated and Christianized—become “French” like them. Others believed that non-Europeans were inferior and could corrupt French civilization if not kept in their place. Although the racialist perspective eventually prevailed in mid-eighteenth-century Louisiana, the Louisiana colony represented the continuity of earlier French fantasies of assimilating Indians, as well as the deeper history of racist pseudoscience. The debate in Louisiana between Catholic assimilationists and racial essentialists presaged the later tension throughout the French empire between the French Revolution’s republican universalism and nineteenth-century pseudoscientific racism. The race debate in eighteenth-century Louisiana illuminates the Old Regime origins of nineteenth- and twentieth-century French colonial ideology and the global influence of the French colonial experience in the Gulf South.