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Kaskaskia, Peoria, Piankeshaw, and Wea Indians
University of Oklahoma College of Law University of Oklahoma College of Law Digital Commons American Indian and Alaskan Native Documents in the Congressional Serial Set: 1817-1899 5-9-1898 Kaskaskia, Peoria, Piankeshaw, and Wea Indians Follow this and additional works at: https://digitalcommons.law.ou.edu/indianserialset Part of the Indian and Aboriginal Law Commons Recommended Citation H.R. Rep. No 1279, 55th Cong., 2nd Sess. (1898) This House Report is brought to you for free and open access by University of Oklahoma College of Law Digital Commons. It has been accepted for inclusion in American Indian and Alaskan Native Documents in the Congressional Serial Set: 1817-1899 by an authorized administrator of University of Oklahoma College of Law Digital Commons. For more information, please contact [email protected]. 55TH CONGREss, } HOUSE OF REPRESENTATIVES. REPORT 2d Session. { No.1279. KASKASKIA, PEORIA, PIANKESHAW, AND WJ&A INDIANS. MAY 9, 1898.--,.Committed to the Committee of the Whole House on the state of the Union and ordered to be printed. Mr. CuRTis, of Kansas, from the Committee on Indian Affairs, submitted the following REPORT. [To accompany S. 246.] The Committee on Indian Affairs, to whom was referred the bill (S. 246) entitled "A bill to authorize and empower the Secretary of the Interior to adjust and settle the accounts of the Kaskaskia, Peoria, Piankeshaw, and Wea Indians," beg leave to submit the following report, and recommend that said bill do pass with the following amendment: On page 2, in line 3, after the word "Indians," add the following: Provided ju1·ther, That before any payment, if any, shall be made to said Indians under this act the sum of $1,181.60 shall be deducted and paid to 'f. -
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. -
Peoria Tribe of Indians of Oklahoma (Oklahoma Social Studies Standards, OSDE)
OKLAHOMA INDIAN TRIBE EDUCATION GUIDE Peoria Tribe of Indians of Oklahoma (Oklahoma Social Studies Standards, OSDE) Tribe: Peoria Tribe of Indians (pee-awr-ee -uh) Tribal website(s): http//www.peoriatribe.com 1. Migration/movement/forced removal Oklahoma History C3 Standard 2.3 “Integrate visual and textual evidence to explain the reasons for and trace the migrations of Native American peoples including the Five Tribes into present-day Oklahoma, the Indian Removal Act of 1830, and tribal resistance to the forced relocations.” Oklahoma History C3 Standard 2.7 “Compare and contrast multiple points of view to evaluate the impact of the Dawes Act which resulted in the loss of tribal communal lands and the redistribution of lands by various means including land runs as typified by the Unassigned Lands and the Cherokee Outlet, lotteries, and tribal allotments.” Original Homeland - The Peoria Tribe of Indians of Oklahoma is a confederation of Kaskaskia, Peoria, Piankeshaw and Wea Indians united into a single tribe in 1854. The tribes which constitute The Confederated Peorias, as they then were called, originated in the lands bordering the Great Lakes and drained by the mighty Mississippi. They are Illinois or Illini Indians, descendants of those who created the great mound civilizations in the central United States two thousand to three thousand years ago. The increased pressure from white settlers in the 1840’s and 1850’s in Kansas brought cooperation among the Peoria, Kaskaskia, Piankashaw and Wea Tribes to protect these holdings. By the Treaty of May 30, 1854, 10 Stat. 1082, the United States recognized the cooperation and consented to their formal union as the Confederated Peoria. -
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. -
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. -
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. -
Time for a Field Trip!
Field Trip Curriculum for 4th-6th Grade Students Time for a Field Trip! Pre-Field Trip Warm Up____________________ Starved Rock and Matthiessen State Parks IDNR Educational Trunks: People and Animals from Illinois’ Past https://www2.illinois.gov/dnr/education/Pages/ ItemsForLoan.aspx Group Permit Form (to be completed prior to visit) https://www2.illinois.gov/dnr/Parks/Activity/Pages/ StarvedRock.aspx Enjoy Your Trip! Starved Rock Wigwam STEAM Activity- Pages 2 & 3 “Starved Rock History and Activity Packet - Pages 4-10 Thank you for your Day of Field Trip Activities________________________ interest in Starved 1.5 –2 hours Rock State Park. The Field Trip Pack for Teachers following is a packet of https://www2.illinois.gov/dnr/education/Pages/ materials intended to assist teachers in using ItemsForLoan.aspx the site for field trips. Hike to Starved Rock and French Canyon .8 miles roundtrip For your convenience, Map: https://www2.illinois.gov/dnr/Parks/Pages/ we have assembled a StarvedRock.aspx list of activities that Scavenger Hunt - Page 11 can be incorporated Tour the Visitor Center exhibits into the classroom and In the Shadow of the Rock film—15 minutes daily lesson plans in conjunction with a POST-VISIT ACTIVITIES field trip to Starved Rock State Park. • Write your own Starved Rock Story: “My Day at Starved Rock State Park” Template Page 12 2 2 Wigwam Construction: Engineering 3 The Kaskaskia People lived in villages of small round houses called wigwams. What you need: 6 for each student or pair of (buddy up) Square pieces of cardboard box for each student/pair Circle to trace/tree bark sheets Instructions: Have students trace the circle template onto their square piece of cardboard. -
Native Americans, Europeans, and the Raid on Pickawillany
ABSTRACT “THE LAND BELONGS TO NEITHER ONE”: NATIVE AMERICANS, EUROPEANS, AND THE RAID ON PICKAWILLANY In 1752, the Miami settlement at Pickawillany was attacked by a force of Ottawa and Chippewa warriors under the command of a métis soldier from Canada. This raid, and the events that precipitated it, is ideally suited to act as a case study of the role of Native American peoples in the Ohio Country during the first half of the eighteenth century. Natives negotiated their roles and borders with their British and French neighbors, and chose alliances with the European power that offered the greatest advantage. Europeans were alternately leaders, partners, conquerors and traders with the Natives, and exercised varying levels and types of control over the Ohio Country. Throughout the period, each of the three groups engaged in a struggle to define their roles in regards to each other, and to define the borders between them. Pickawillany offers insights into this negotiation. It demonstrates how Natives were not passive victims, but active, vital agents who acted in their own interest. The events of the raid feature a number of individuals who were cultural brokers, intermediaries between the groups who played a central, but tenuous, role in negotiations. It also exhibits the power of ritual violence, a discourse of torture and maiming that communicated meanings to friends and rivals alike, and whose implications shaped the history of the period and perceptions of Natives. Luke Aaron Fleeman Martinez May 2011 “THE LAND BELONGS TO NEITHER ONE”: -
“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. -
War of 1812 by Beth Carvey the Sauk and Meskwaki and the War of 1812 Prelude to War the War of 1812 Was a Significant Event in S
War of 1812 by Beth Carvey The Sauk and Meskwaki and the War of 1812 Prelude to War The War of 1812 was a significant event in Sauk and Meskwaki history and also for many other native nations who resided along and near the Mississippi River. The War of 1812 was actually two wars: an international war fought between the United States and Great Britain in the east and an Indian war fought in the west. This article is the first of a four-part series which will explore the War of 1812 in terms of native peoples’ points of view, the military actions that occurred in the western frontier theater, and the consequences for the Sauk and Meskwaki that resulted from the American victory. In 1812 the western frontier was comprised of the Mississippi, Illinois, and Missouri River regions, encompassing parts of present-day Wisconsin, Illinois, and northwest Missouri. More than ten different native nations, including the Sauk and Meskwaki, lived on these lands with an estimated population of 25,000 people. After the Louisiana Purchase in 1803 the native people of the region had been growing increasingly unhappy with the United States. Four main reasons were at the heart of this unhappiness: arrogance and ignorance on the part of many American officials; illegal white settlement on native lands; a number of treaties that dispossessed tribes of their lands; and economic matters, specifically the fur trade. The Sauk and Meskwaki had poor relations with the United States government since the signing of the fraudulent Treaty of 1804, whereby the two nations ceded over 50 million acres of land to the United States.