Salish & Kootenai Tribal Collection

Total Page:16

File Type:pdf, Size:1020Kb

Salish & Kootenai Tribal Collection CSKT Research Guide The Confederated Salish and Kootenai Tribes are comprised of Allotment F 737 .J6 the Bitterroot Salish, the Pend Biographies E 90 d’Oreille and the Kootenai tribes. Bison Range QL 737 Char Koosta The Flathead Reservation of 1.317 Newspaper PN 4883 million acres in Northwest Education E 97 Montana is our home now, but our European Explorers F 500-1000 ancestors lived in the territory Fiction/Poetry PR -PS currently known as western Confederated Folklore/Tales E 98.F6 Montana, parts of Idaho, British Food E 98 .F7 Columbia and Wyoming. Salish & Games E 98 .G2 Genealogy CS The Tribal Collection includes over Kootenai Tribal Health RA 448 2, 300 books, articles, videos, and Collection Kootenai History E 99 .K85 electronic resources Kootenai Language PM 1631 Missionaries/ Jesuits BX 3708 Missions E 98 .M6 2017-2018 Montana Tribes E 78 .M9 Music ML 3500 Photography E 77.5 Powwows E 98 .P86 Natural Resources SD-SK Salish History E 99 .S2 Salish Language PM 2261 D’Arcy McNickle Library Salish Kootenai College LB 2331.6 library.skc.edu Trading posts E 98 .C7 58138 Hwy. 93 Treaties KF 8202 P.O. Box 70 Tribal Government E 98 .T77 Pablo, MT 59855-0070 Circulation Desk 406-275-4875 FAX 406-275-4812 Culture CSKT Historical Archives The Lower Flathead River, Flathead Indian These items cannot leave the library. Please Reservation, Montana ask a staff member for assistance. Salish Kootenai College Tribal lHistory CSKT Council minutes (print) History Project CSKT tribal obituaries (print, dating CSKT F 737 .J6 L69 2008 back to mid 1980’s) Challenges to Survive: History of the Salish Tribes of the Flathead Indian Reservation - Coyote Stories of the Montana Salish Indians - CSKT tribal family trees (microfilm, Julie Cajune, editor Salish Cultural Committee compiled by Eugene Felsman for Church of CSKT E 99 .S2 C43 2008 CSKT E 98 .F6 C69 1999 Jesus Christ of Latter-day Saints) Constitutions and Bylaws of the Confederated Ktunaxa Legends 600+ historical CSKT tribal Salish and Kootenai Tribes of the Flathead Kootenai Culture Committee photographs Reservation Montana CSKT E 98 .F6 K88 1997 Indian Census Rolls, Office of Indian CSKT KF 8228 .S2 C6 1935 Over a Century of Moving to the Drum: Affairs, Flathead Agency 1886-1940 (microfilm & print) In the Name of the Salish & Kootenai Nation: Salish Indian Celebrations on the Flathead The 1855 Hell Gate Treaty and the Origin of Indian Reservation - Johnny Arlee Annual Reports of Bureau of the Flathead Reservation - Robert Bigart, CSKT E 98 .P86 A75 1998 Ethnography 1885-1928 Clarence Woodcock, ed CSKT E 99 .S2 I5 1996 Passing It On: Voices from the Flathead Reservation - Maggie Plummer Char Koosta (print, 1956 - current) CSKT E 98 ,I54 P34 2008 Digital Char-Koosta database (library The Place of the Falling Waters (DVD) SKC website, 1956-1988) Media DVD E 99 .S2 P531991 Songs and Dances of the Flathead Indians Audio CD Char Koosta online access (Ethnic NewsWatch database, 1988-current) The Salish People and the Lewis and Clark CSKT CDM M 1669 ,F53 S65 2001 Expedition Archived KSKC-TV video productions - Salish Pend d’ Oreille Culture Committee CSKT E 99 .S2 S26 2005 Missoulian (microfilm, 1870 - 1908) Stories from a Nation Within (4-part DVD set) Indian Sentinel: The magazine of - Center for American Indian Policy and Indian Missions 1902 - 1962 Applied Research DVD F 737 .J6 S6 2011 Additional digital photo collections available on the library website. .
Recommended publications
  • Lifeways of Montana's First People
    Lifeways of Montana’s First People User Guide Provided by The Montana Historical Society Education Office (406) 444-4789 www.montanahistoricalsociety.org Funded by a Grant from the E.L. Wiegand Foundation ©2002 The Montana Historical Society Lifeways of Montana’s First People Table of Contents I. Introduction Inventory . .2 Footlocker Use—Some Advice for Instructors . .7 Evaluation Form . .8 MHS Educational Resources . .10 Primary Sources and How to Use Them . .14 Standards and Skills for Lifeways of Montana’s First People . .21 II. Background Information Historical Narrative for Fourth Grade . .23 Historical Narrative for Instructors . .27 Outline for Classroom Presentation . .31 Amazing Montanans—Biographies . .33 Vocabulary List . .41 III. Lessons Lesson 1: The Staff of Life: Buffalo (Apstani), Blackfeet . .43 Lesson 2: Kinship System and Clothing Styles, Crow . .48 Lesson 3: Horse Power, Nez Perce . .50 Lesson 4: Seasons of the People, Salish . .64 Lesson 5: A Valuable Trade, Shoshone . .75 IV. Resources and Reference Materials Worksheets and Independent Work . .82 Bibliography . .87 — 1 — Lifeways of Montana’s First People Inventory Borrower: ___________________________________________ Booking Period: ____________________ The borrower is responsible for the safe use of the footlocker and all its contents during the designated booking period. Replacement and/or repair for any lost items and/or damage (other than normal wear and tear) to the footlocker and its contents while in the borrower’s care will be charged to the borrower’s school. Please have an adult complete the footlocker inventory checklist below, both when you receive the footlocker and when you repack it for shipping, to ensure that all of the contents are intact.
    [Show full text]
  • Through the Bitterroot Valley -1877
    Th^ Flight of the NezFexce ...through the Bitterroot Valley -1877 United States Forest Bitterroot Department of Service National Agriculture Forest 1877 Flight of the Nez Perce ...through the Bitterroot Valley July 24 - Two companies of the 7th Infantry with Captain Rawn, sup­ ported by over 150 citizen volunteers, construct log barricade across Lolo Creek (Fort Fizzle). Many Bitterroot Valley women and children were sent to Fort Owen, MT, or the two hastily constructed forts near Corvallis and Skalkaho (Grantsdale). July 28 - Nez Perce by-pass Fort Fizzle, camp on McClain Ranch north of Carlton Creek. July 29 - Nez Perce camp near Silverthorn Creek, west of Stevensville, MT. July 30 - Nez Perce trade in Stevensville. August 1 - Nez Perce at Corvallis, MT. August 3 - Colonel Gibbon and 7th Infantry reach Fort Missoula. August 4 - Nez Perce camp near junction of East and West Forks of the Bitterroot River. Gibbon camp north of Pine Hollow, southwest of Stevensville. August 5 - Nez Perce camp above Ross' Hole (near Indian Trees Camp­ ground). Gibbon at Sleeping Child Creek. Catlin and volunteers agree to join him. August 6 - Nez Perce camp on Trail Creek. Gibbon makes "dry camp" south of Rye Creek on way up the hills leading to Ross' Hole. General Howard at Lolo Hot Springs. August 7 - Nez Perce camp along Big Hole River. Gibbon at foot of Conti­ nental Divide. Lieutenant Bradley sent ahead with volunteers to scout. Howard 22 miles east of Lolo Hot Springs. August 8 - Nez Perce in camp at Big Hole. Gibbon crosses crest of Continen­ tal Divide parks wagons and deploys his command, just a few miles from the Nez Perce camp.
    [Show full text]
  • Salish & Kootenai Tribal Collection Copy
    CSKT Research Guide The Confederated Salish and Kootenai Tribes are comprised Allotment F 737 .J6 of the Bitterroot Salish, the Pend Biographies E 90 d’Oreille and the Kootenai Bison Range QL 737 tribes. Char Koosta Newspaper PN 4883 The Flathead Reservation of Education E 97 1.317 million acres in Northwest European Explorers F 500-1000 Montana is our home now, but Confederated Fiction/Poetry PR -PS our ancestors lived in the Folklore/Tales E 98.F6 territory currently known as Food E 98 .F7 Salish & Games E 98 .G2 western Montana, parts of Genealogy CS Idaho, British Columbia and Kootenai Tribal Health RA 448 Wyoming. Collection Kootenai History E 99 .K85 Kootenai Language PM 1631 The Tribal Collection includes Missionaries/ Jesuits BX 3708 over 2, 300 books, articles, Missions E 98 .M6 videos, and electronic resources. 2020-2021 Montana Tribes E 78 .M9 Music ML 3500 Photography E 77.5 Powwows E 98 .P86 Natural Resources SD-SK Salish History E 99 .S2 Salish Language PM 2261 D’Arcy McNickle Library Salish Kootenai College LB 2331.6 library.skc.edu Trading posts E 98 .C7 58138 Hwy. 93 Treaties KF 8202 P.O. Box 70 Tribal Government E 98 .T77 Pablo, MT 59855-0070 Circulation Desk 406-275-4875 FAX 406-275-4812 Culture CSKT Historical Archives The Lower Flathead River, Flathead Indian These items cannot leave the library. Please Reservation, Montana ask a staff member for assistance. Salish Kootenai College Tribal lHistory CSKT Council minutes (print) History Project CSKT tribal obituaries (print, dating CSKT F 737 .J6 L69 2008 back to mid
    [Show full text]
  • American Indian University of Oklahoma Press
    American Indian UNIVERSITY OF OKLAHOMA PRESS OUPRESS.COM American Indian CONTENTS Anthropology .................................1 Art & Photography .............................2 Biography & Memoir ............................5 History ......................................7 Literature ...................................14 Language ...................................16 Politics & Law ................................17 Chickasaw Press ..............................19 Cherokee National Press ........................21 Best Sellers ..................................22 Forthcoming Books Spring 2012 ..................28 For more than eighty years, the University of Oklahoma Press has published award-winning books about American Indians and we are proud to bring to you our new American Indian catalog. The catalog features the newest titles from the University of Oklahoma Press. For a complete list of titles available from OU Press, please visit our website at oupress.com. We hope you enjoy this catalog and appreciate your continued support of the University of Oklahoma Press. Price and availability subject to change without notice. UNIVERSITY OF OKLAHOMA PRESS OUPRESS.COM · OUPRESSBLOG.COM OUPRESS . COM ANTHROPOLOGY 1 Anthropology FORT CLARK AND ITS INDIAN NEIGHBORS A Trading Post on the Upper Missouri By W. Raymond Wood, William J. Hunt, Jr., and Randy H. Williams $34.95s Cloth · 978-0-8061-4213-5 · 328 pages Fort Clark was a thriving trading post between 1830 and 1860 in what is today western North Dakota. It also served as a way station for
    [Show full text]
  • Download the Full Report 2007 5.Pdf PDF 1.8 MB
    The Northwest Power and Conservation Council’s Directory of Columbia River Basin Tribes Council Document Number: 2007-05 Table of Contents I. Introduction 1 II. Tribes and Tribal Confederations 5 The Burns Paiute Tribe 7 The Coeur d’Alene Tribe 9 The Confederated Salish and Kootenai Tribes of the Flathead Reservation 12 The Confederated Tribes and Bands of the Yakama Nation 15 The Confederated Tribes of the Colville Reservation 18 The Confederated Tribes of the Grand Ronde Community of Oregon 21 The Confederated Tribes of the Umatilla Indian Reservation 23 The Confederated Tribes of the Warm Springs Reservation of Oregon 25 The Kalispel Tribe of Indians 28 The Kootenai Tribe of Idaho 31 The Nez Perce Tribe 34 The Shoshone Bannock Tribes of the Fort Hall Reservation 37 The Shoshone-Paiute Tribes of the Duck Valley Reservation 40 The Spokane Tribe of Indians 42 III. Canadian First Nations 45 Canadian Columbia River Tribes (First Nations) 46 IV. Tribal Associations 51 Canadian Columbia River Inter-Tribal Fisheries Commission 52 Columbia River Inter-Tribal Fish Commission 53 Upper Columbia United Tribes 55 Upper Snake River Tribes 56 The Northwest Power and Conservation Council’s Tribal Directory i ii The Northwest Power and Conservation Council’s Tribal Directory Introduction The Northwest Power and Conservation Council’s Tribal Directory 1 2 The Northwest Power and Conservation Council’s Tribal Directory Introduction The Council assembled this directory to enhance our understanding and appreciation of the Columbia River Basin tribes, including the First Nations in the Canadian portion of the basin. The directory provides brief descriptions and histories of the tribes and tribal confedera- tions, contact information, and information about tribal fi sh and wildlife projects funded through the Council’s program.
    [Show full text]
  • Lexical Transfer Between Southern Interior Salish and Molalla-Sahaptian
    Lexical Transfer between Southern Interior Salish and Molalla-Sahaptian Nicholas Pharris & Sarah Thomason University of Michigan Speakers of Montana Salish and Nez Perce have long been in close cultural and social contact. In this paper, we investigate the effects of these contacts on the vocabularies of the two languages, Whenever possible, we broaden our focus to encompass the Southern Interior Salish (SIS) and Molalla­ Sahaptian (Mol-Sah) families generally, building on previous work by Haruo Aoki and Bruce Rigsby. Most of the shared lexical items fall into six broad categories-inanimate nature, flora, fauna, cultural items, ethnonyms, and onomatopoetic forms-with a residue of miscellaneous items. Both nominal and verbal elements are represented. Some sets are restricted to Montana Salish-Spokane-l<.alispel and Nez Perce; others are widespread in both families and likely very old. The great majority of the loans appear to predate the palatalization of velars in Montana Salish and Coeur d'Alene, which occurred approximately 150 years ago. Structural influences between SIS and Mol-Sah are also briefly examined. In his important 1975 paper 'The East Plateau linguistic diffusion area', Haruo Aoki first discusses cultural and structural areal features and then lists and analyzes twenty-three definite and possible shared lexical items, focusing on Southern Interior Salish and Nez Perce. In this paper we extend Aoki's list with additional lexical items and expanded analyses. Wherever possible, we also move beyond this Sahaptian focus to consider Molalla as well; there is now substantial evidence to support the proposal that Sahaptian and Molalla are related (Pharris 2005), and this extension helps in the effort to determine the source language, or family, for some of the shared lexical items.
    [Show full text]
  • Qeyqeyš´I's Marriage* Told by Pete Beaverhead St. Ignatius, MT, 24
    Qeyqeyˇs´i's Marriage* Told by Pete Beaverhead St. Ignatius, MT, 24 February 1975 Edited and introduced by Sarah G. Thomason University of Michigan The story of how Qeyqeyˇs´i managed to get married is a comic account of a young man's brashness. Its humorous effect is evident not only in the content and in the story-teller's style, but in his audience's reaction: their laughter at the high points in the tale sometimes drowns his words. The translation below is inevitably a feeble reflection of the oral version; much of the texture of the story is lost in the switch from Salish to English and from oral performance (as recorded on tape) to the written page. The ideal audience for this story would be able to understand and appreciate the story-teller's words on tape. Providing such an audience is a major goal of the community's ongoing efforts to ensure that current and future generations can learn their ancestors' language. But for those who don't know the language, this translation will at least give a glimpse of the community's traditional oral literature. The story may be true, or it may be fiction, or (probably most likely) it may be a combination of the two. But regardless of its origin, it is a fine example of the story-teller's art, and a fine illustration of a people's good-natured humor. The story must have been passed down through six or seven generations of story-tellers of the Pend d'Oreilles people of Montana.
    [Show full text]
  • Council Grove State Park Indian Education for All Lesson Plan Title
    A Collaborative Effort September 2006 Council Grove State Park Indian Education For All Lesson Plan Title Council Grove: Site of the Hellgate Treaty Content Area(s) Social Studies; Media Literacy Grade level 4th Duration 1-2 Hours Goals (Montana Standards/Essential Understandings) ESSENTIAL UNDERSTANDING 1: There is great diversity among the 12 tribal Nations of Montana in their languages, cultures, histories and governments. Each Nation has a distinct and unique cultural heritage that contributes to modern Montana. ESSENTIAL UNDERSTANDING 4: Reservations are land that have been reserved by the tribes for their own use through treaties and was not “given” to them. The principle that land should be acquired from the Indians only through their consent with treaties involved three assumptions: I. That both parties to treaties were sovereign powers. II. That Indian tribes had some form of transferable title to the land. III. That acquisition of Indian lands was solely a government matter not to be left to individual colonists. ESSENTIAL UNDERSTANDING 7: Under the American legal system, Indian tribes have sovereign powers separate and independent from the federal and state governments. However, the extent and breadth of tribal sovereignty is not the same for each tribe. Social Studies Content Standard 4: Students demonstrate an understanding of the effects of time, continuity, and change on historical and future perspectives and relationships. Speaking and Listening Content Standard 4: Students identify, analyze, and evaluate the impacts of effective speaking and evaluative listening. Reading Content Standard 5: Students gather, analyze, synthesize, and evaluate information from a variety of sources, and communicate their findings in ways appropriate for their purposes and audiences.
    [Show full text]
  • Bitterroot Valley
    Nstetčcxétk | WATERS OF THE RED-OSIER DOGWOOD Te Séliš and Qlispé People and the Bitterroot Valley Xeɫxƛcín (Many Horses—Chief Victor), 1864. Courtesy Ravalli County Museum & Historical Society. “Return to the Homeland” journey, October 2016, commemorating the 125th anniversary of the removal of the Séliš people to the Flathead Reservation. SPCC image. he Bitterroot Valley is a cherished Salish in Stevensville immediately prior to forced removal, October 1891 part of the homelands of our Thomas C. Donaldson photograph, courtesy University of Pennsylvania Museum of Archaeology and Anthropology.. indigenous nations, the Séliš T(pronounced SEH-leesh—the Salish or “Flathead”) and Qlispé (pronounced Kah- lee-SPEH—the Kalispel or Pend d’Oreille). The selected place-names on this sign reflect the depth of our relationship with the Bitterroot over our thousands of years of occupancy. Some place-names refer to our creation stories, when Coyote prepared the land for us. Others convey the abundance of the plants and animals we depended upon. Tese place-names offer a way of understanding the cultural knowledge and understanding that we drew upon in hunting, fishing, and gathering across vast territories that spanned both sides of the Continental Divide. In the century preceding Lewis and Clark’s arrival, the tribal world experienced major upheaval due to the introduction of non-native diseases, horses, and firearms. Te Blackfeet pushed south and west. In response, western tribes coalesced into fewer bands. Te Séliš formed one main winter camp based at Ɫqeɫmlš (Wide Cottonwoods—Stevensville). We continued to use our easterly aboriginal territories for buffalo hunts and other cultural purposes.
    [Show full text]
  • Crossing Boundaries Through Art: Seals of Montana Tribal Nations Model Lesson for Grades 3-5
    Indian Education for All Model Teaching Unit Art, Language Arts, and Social Studies Crossing Boundaries Through Art: Seals of Montana Tribal Nations Model Lesson for Grades 3-5 Indian Education opi.mt.gov Montana O˜ce of Public Instruction Indian Education for All Model Teaching Unit Art, Language Arts, and Social Studies Crossing Boundaries Through Art: Seals of Montana Tribal Nations Model Lesson for Grades 3-5 Created in Collaboration with Artist Marina Weatherly A special thank you to Marina Weatherly for sharing her knowledge and resources All pictures and artwork are by Marina Weatherly and Teresa Heil or are stock photographs unless otherwise credited. 2015 Indian Education Crossing Boundaries Through Art: Seals of Montana Tribal Nations Table of Contents Overview 2 Rationale 3 Learning Objectives 4 Strategies 5 Assessment 6 Resources and Materials 8 Teacher Preparation 9 Instructional Plan 10 Part One: Flag Song; Montana Tribes, Geography, and IEFA Vocabulary 11 Part Two: Art Vocabulary; Assessing Artistic Elements in Tribal Seals; What is a Symbol? and Researching Tribal Symbols using KWL 13 Part Three: Sharing What We Learned; Roots of Identity; First Nations Video and Discussion 16 Part Four: Creating Self-Identity Symbols; Vocabulary Crossword Puzzle 18 Part Five: Creating Collective Identity Symbols and Designing a Class Seal 20 Standards 26 Appendix A: Academic Vocabulary for Elementary Grades 3-5 31 Appendix B: Great Seal of the State of Montana 33 Appendix C: Map of Tribal Territories, Reservations, and Tribes 35 Appendix
    [Show full text]
  • Honoring the Bitterroot: Traditional Knowledge, Science Education, and Intrinsic Motivation
    Honoring the Bitterroot: Traditional Knowledge, Science Education, and Intrinsic Motivation November 15, 2012 Rose E. Honey Doctoral Candidate Harvard Graduate School of Education NCELA is operated under contract ED-04-CO-0094/0002 from the US Department of Education to The George Washington University. Our mission is to provide technical assistance information to state education agencies, local education agencies, and others regarding the education of English language learners. Honoring the Bitterroot: Traditional Knowledge, Science Education, and Intrinsic Motivation Rose E. Honey Doctoral Candidate Harvard Graduate School of Education Introduction • My name is Rose E. Honey. • Grew up in Darby, Montana and currently live in Missoula, Montana. • B.Sc. In Physics from University of Oregon, Ed.M. in Mind, Brain and Education from Harvard Graduate School of Education. • Doctoral candidate at Harvard Graduate School of Education. • Doing my dissertation with students on the Flathead Indian Reservation. • Started this study in the spring of 2011 and plan to graduate in May 2013. 3 Webinar Overview I. How does traditional knowledge relate to science education? II. The Literature –What does the current research tell us? III. Research Study a. Introduction b. Intrinsic Motivation c. Participants d. Community Input and Approvals e. Quantitative Findings f. Qualitative Findings IV. Conclusion 4 Honoring the Bitterroot: Traditional Knowledge, Science Education, and Intrinsic Motivation • Bitterroot (Lewisia rediviva) was once a staple food for Native American peoples. • Salish/Pend d’Oreille people on the Flathead Indian Reservation tell a story about how the bitterroot plant came to their people, during a time of starvation (Arlee, 2008). • Annual ceremony to welcome the “first visitor” and give thanks for its return to the people.
    [Show full text]
  • CULTURAL GUIDE T0 AMERICAN INDIAN TRIBES in MONTANA and WYOMING Project EXPORT
    CULTURAL GUIDE T0 AMERICAN INDIAN TRIBES IN MONTANA AND WYOMING Project EXPORT: American Indian Health Disparities Research Prepared Under Grant: 5 R24 MD000144 National Institutes of Health National Center for Minority Health and Health Disparities American Indian Health Research Program Black Hills State University, Spearfish, SD Montana-Wyoming Tribal Leaders Council, Billings, MT With the Tribes of Montana and Wyoming Editors: Jace DeCory, M.Ed. Lisa Bryan, Ph.D. Center for American Indian Studies Black Hills State University August 2006 Copyright © 2006 American Indian Health Research Program TABLE OF CONTENTS Chapter 1: Introduction Intent and Area of Study General Cultural History & Background of the Tribes of the Rocky Mountain Region Culture Related Questions Relevant to Conducting Research Studies Cultural Techniques to Gather Data and Analyze Information Implementing a Plan of Action: Focus on Cultural Beliefs, Values, Behavior, and Attitudes Chapter 2: Blackfeet Cultural Guide Chapter 3: Crow Cultural Guide Chapter 4: Fort Belknap Reservation Tribal Health Cultural Guide Chapter 5: Information for Medical Service Providers-Little Shell Chippewa Chapter 6: Northern Arapahoe Cultural Guide Chapter 7: Northern Cheyenne Tribal Health Department Cultural Guide Chapter 8: Summary and Conclusions Addendum: Related Web Sites Bibliography 2 Chapter 1: Introduction This Cultural Guide for health providers and researchers who work with the Tribes in Montana and Wyoming was developed as a collaborative effort between the participating Tribes, the Montana-Wyoming Tribal Leaders Council, and Black Hills State University. The concept of a Cultural Guide came about as a result of a partnership between the Tribal Leaders Council and Black Hills State University to conduct health services research and interventional studies with Tribal involvement and participation, under an NIH/NCMHD Project EXPORT grant.
    [Show full text]