Piqua Shawnee: Cultural Survival in Their Homeland

Total Page:16

File Type:pdf, Size:1020Kb

Piqua Shawnee: Cultural Survival in Their Homeland Piqua Shawnee: Cultural Survival in their homeland Ruth Morgan, Photographs Janet Clinger, Oral Histories Kenneth Barnett Tankersley, Ph.D., Cultural Consultant PIQUA SHAWNEE: CULTURAL SURVIVAL IN THEIR HOMELAND R Ruth Morgan, Photographs Janet Clinger, Oral Histories Kenneth Barnett Tankersley, Ph.D., Cultural Consultant This book and traveling exhibition were made possible with support from the National Endowment for the Arts, the Piqua Shawnee Tribe, and the Kentucky Heritage Council with special thanks to Tressa T. Brown, Historic Preservation Coordinator, Kentucky Native American Heritage Commission. Special thanks to: Gary Hunt, Principal Chief, Piqua Shawnee Tribe, and Tribal Elders, Barbara Lehmann, Helen Lisanby Danser, and Kenneth Barnett Tankersley Ellie Erickson, Book Design Comika Hartford, Editorial Assistant Published by Community Works West, 2018 For information about the book and accompanying exhibition contact [email protected] Contents Introduction PaGe 6 Profiles Gary Hunt PaGe 8 Duane everHart PaGe 28 anita PenninGton PaGe 42 BarBara s. LeHmann PaGe 54 Kevin everHart PaGe 76 KennetH Barnett TanKersLey PaGe 92 HeLen LisanBy Danser PaGe 110 CatHerine rose-WaLKer PaGe 126 PHiLLiP Lee rose PaGe 140 J.s. CoLLins PaGe 148 Jerry mCCLure PaGe 162 FranK otero PaGe 172 Jason PaGe 182 Jim Green PaGe 194 DeBoraH Zimmerman PaGe 206 JosHua Bennett PaGe 216 sara WaGar PaGe 226 GayLa J. BrooKman PaGe 244 Addendum Historical Reconciliation PaGe 246 “Unearthing the Piqua Shawnee” PaGe 255 Kenneth Barnett Tankersley, Ph.D. “History of Shawnee Clans” PaGe 257 Kenneth Barnett Tankersley, Ph.D. Bibliography PaGe 258 End Notes PaGe 260 introDuCtion The federal government initiated the removal of Native people from the Ohio Valley and other parts of the eastern United States in the 1830’s to open indigenous land for settlement by whites. But some Native people refused to go, and melted back into the wilderness, in some cases inter-married with traders and other white settlers, or walked back from the west where they were driven, to live in the land where the bones of their ancestors were buried. In order to survive, they were forced to suppress their cultural heritage in both external and internal ways for many generations. Kevin Everhart, one of the project contributors, talked about his grandparents saying, “On the outside you have to live white; on the inside you live Native. You live your traditions.” They transcended the trauma of invasion and removal by adopting survival techniques, by keeping components of the culture and heritage buried within the family. This project celebrates those who stayed by giving voice to their descendants who began to come together as a tribe in the 1990’s out of a deep need to connect with other Native people within the homeland. Although cultural suppression was and is a damaging force, like an underground river the culture re-surfaced on the Red Road and is still being recovered. Tribal members are learning their history by comparing stories with others, participating in ceremonies and other cultural activities, while bonding with one another, and celebrating together the incredible fact that they are still here in their homeland! Over a ten year period we interviewed and photographed Tribal members, both to highlight their personal experiences in overcoming cultural suppression, and their contributions toward efforts to revitalize the culture. A pervasive theme that runs through these stories, in addition to the need to come together as a family, is a deep spiritual connection to the Creator, to the ancestors, and to the land. A striking, unique aspect of 6 Piqua Shawnee the Piqua Shawnee Tribe is their acceptance of members from allied tribes, i.e., those which fought with the Shawnee in the 18th century wars against the white invasion, thus giving more unaffiliated Native people a place to be involved with others. These stories not only serve as a record of the historical struggle experienced by the Tribal members and their ancestors to break through generations of cultural denial, but hopefully will encourage future generations to help the Tribe thrive as a living Native force, and perhaps give them a glimpse of the courage and tenacity of their ancestors and elders. The Piqua Shawnee stand proudly as a testament to the remarkable resilience of a deeply-rooted culture that survived in spite of the extreme attempts in the past to eradicate it. We are very grateful for the expertise of Tribal Elders Kenneth Barnett Tankersley, Ph.D., and Barbara S. Lehmann, who helped to shape this project and welcomed us into the heart of the Tribe, the result being, in our estimation, both powerful photographs and genuine, heart-felt stories which reflect the members on-going struggle to be a vital Native presence in their traditional homeland. Janet Clinger and Ruth Morgan Cultural Survial In Their Homeland 7 Gary Hunt PrinCiPaL CHieF CULTURAL IDENTITY Even up until the middle fifties, Indian people where two or three nights a week I would take were pretty much persecuted for being Indian a bag of apples and go back in the woods and if they claimed it or even had it documented. It sit on a stump. I could hand-feed the raccoons was all hidden through the family history. I was and the deer. There is a lot to learn from born in 1954. When I was six I was told I was nature. The thickness of the squirrels’ tails will of Native descent, but nobody knew where it tell you what kind of winter we are going to came from or what tribe. From that point on have. What the different insects do also show I always had this special interest. I knew I had signs. this camaraderie with nature, and animals. I had In grade school the kids made fun of me. a respect for the spirit world. When we’d play the cowboy/Indian game they My biological father was the Shawnee. would say, “You have to be the Indian and we’re My mother divorced him when I was three going to kill you!” When I got to high school years old. I was raised by a European-based I didn’t talk about it too much. When my family, but since I was informed of the Native kids were going through school I didn’t really culture, the Native blood, I studied the culture push the issue. I didn’t let that many people on my own, and practiced the ways of what know anything because I didn’t want people to I understood by reading books. I found out make fun of them nor did I want them to have now that some of it was European influenced, special favors because they were Indian. It was but even at that it taught me the ways of after they graduated from high school when I nature. We lived in the country. I spent many got deeply involved in the Tribe. thousands of hours back in the woods. I ANCESTOR MOST ADMIRED ~ believe that the ancestors were watching over Peter Chartier is one of them.1 I was very 1 Peter Chartier was half-Shawnee, half French. He could me and guiding me in the direction of Native speak seven languages. He was the translator during the fur trade culture and how to communicate with nature period of the 1700’s in Pennsylvania. Peter saw where all of these white groups were getting the Indians drunk and taking advantage and with the animals. I got to the point of of them and taking the furs -- basically screwing them out of their stuff. He warned them three times to stop. In the Pennsylvania Cultural Survial In Their Homeland 9 honored by the painting that Steve White did. go?” About ten minutes later on the neighbors’ He did research in the British war files and the privacy fence I saw the shadow of Tecumseh. description of what Tecumseh looked like. He spoke to me and said, “You will be the next He wanted to do a painting that was 100% chief.” Two months later I was chief. I have a accurate. One year at Old Washington, Steve very strong connection to those two figures. looked at me and through all of his research on One of our Tribal Elders, went out west to what Tecumseh looked like, he said, “You are Albuquerque to an NCAI meeting and met the guy.” That was an honor for me. Eighty with some of the western tribal people. One percent of my physical structure is Tecumseh. of the elders told her, “Do not allow your chief Tecumseh has always been pretty close. I hold to resign because he is a direct descendant of a a lot of personal ceremonies in my backyard historic chief and he listens to the ancestors.” where I have a fire pit. I take my blanket and There is more to the Native culture than a lot tobacco out and do my personal ceremonies of people understand. Most people in today’s and prayers. One night I was sitting out there world see things on a superficial plane. There and did the Pipe Ceremony. I always felt like is far more to it. There have been many times there was some attachment to Tecumseh. I when we’ve done ceremony, when I’ve stood said, “Great Tecumseh, guide me, tell me what in the dance arbor and have seen the ancestors should I do? What direction do you want me to watching. Historical Society they have a book written about him and it states Considering that you are bi-racial: Shawnee, French, that he gathered five hundred gunmen. At night time they would raid all the fur trading camps – the British, the colonists, the and Scottish, did this fact ever cause any internal French – all of them, and take back what he thought belonged to the Indian people.
Recommended publications
  • Voices of Feminism Oral History Project: Roma, Catherine
    Voices of Feminism Oral History Project Sophia Smith Collection, Smith College Northampton, MA CATHERINE ROMA Interviewed by JOYCE FOLLET June 19 and 20, 2005 Northampton, Massachusetts This interview was made possible with generous support from the Ford Foundation. © Sophia Smith Collection 2006 Sophia Smith Collection Voices of Feminism Oral History Project Narrator Catherine Roma was born in Philadelphia January 29, 1948, the youngest of three children of Italian-born parents. Her mother completed high school and, once married, was a community volunteer. Her father graduated from Princeton University and Temple Law School, but when his own father died young, he left legal practice to run the family’s barbershops in Philadelphia and other East Coast railroad terminals. Practicing Catholics, Catherine’s parents sent her to Germantown Friends School K-12; she remains a Convinced Friend. In the late 1960s and early 1970s, Roma earned a BA in music and an MM in Choral Conducting at the University of Wisconsin-Madison, where she became involved in socialist-feminist politics and began organizing a feminist choral group in 1974. Returning to Philadelphia the following year to teach music at Abington Friends School, she organized and conducted Anna Crusis, the first feminist women’s choir in the US. In 1983 she undertook the doctorate in musical arts at the University of Cincinnati, where she founded MUSE, the community chorus she continues to lead. Under Roma’s leadership, MUSE is a vital group in what has become a national and international grassroots movement of women’s choruses. MUSE is recognized as a model anti-racist community organization and a progressive force in Cincinnati politics.
    [Show full text]
  • The Trail Through Shadow of Ljcaut C"P. from a Phoiogrnph Made by the Author in September, 1909
    The Trail through Shadow of lJcaUt C"p. From a phoiogrnph made by the Author in September, 1909. The Wilderness Trail Or The Ventures and Adventures of the Pennsyl­ vania Traders on the Allegheny Path With Some New Annals of the Old West, and the Records of Some Strong Men and Some Bad Ones By Charles A. Hanna Author of .. The Scotch-Irish" With Eighty Maps alld Illustratiuns In Two Volumes Volume One G. P. Plltnam's Sons New York and London ltDe 1T1111c~erbocllec lIlreo6 1911 CHAPTER XII THE OHIO MINGOES OF THE WHITE RIVER, AND THE WENDATS IERRE JOSEPH DE CELORON, Commandant at Detroit in 1743, P wrote in the month of June of that year to Bcauharnois, the Governor-General of Canada at Quebec, respecting some Indians" who had seated themselves of late years at the White River." These Indians, he reported, were Senecas, Onondagas, and others of the Five Iroquois villages. At their urgent request, Celoron permitted some residents of Detroit to carry goods thither, and had recently sent Sicur Navarre to the post, to make a report thereupon. Navarre's account was trans­ nUtted to Quebec with this letter. Celoron's letter has been printed in the New York Colonial Doc1tments, but the accompanying report of Sieur Navarre has not heretofore been published. Following is a portion of that report: "Memoir of an inspection made by me, Navarre,l of the trading post where the Frenchman called Saguin carries on trade; of the different nations who are there established, and of the trade which can be de­ veloped there.
    [Show full text]
  • 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.
    [Show full text]
  • Looking Forward Not for the Faint-Hearted
    NEWS APPALACHIAN CENTER BEREA COLLEGE ETTER Gordon B. McKinney • Thomas Parrish, Co-Editors Vol. 26 No.1 Winter 1997 Looking Forward Not for the Faint-Hearted April 5: 21st annual Peach Blossom Bluegrass Festival; Civil War lawlessness, the ranging habits of wild turkeys, Marietta, Ga. For information, phone 770/957-1710. ghosts in folk tales, the history of lead mines-where can April 6-12: Dulcimer week at the John C. Campbell Folk you hear about all of these, and more, in one sitting-or, at School (mountain-Betty Smith; hammered-Ann Lough). least, one meeting? Call 800IFOLK SCH. For some years now, we have watched the fortunes of a April 10-12: 61st annual Spring Mountain Folk Festival, remarkable Appalachian event that is truly not for the Berea College; the accent is on youth and dance. For details, intellectually faint-hearted, rejoicing when it appeared on call Kim Hahn at 606/986-9341, ext. 5430. the regional schedule, sighing with regret when it failed to April 11-12:NewRiverSymposium, sponsored jointly by receive the needed funding for that particular year. the New River Gorge National River and the West Virginia We're speaking, of course, of the New River Sympo­ Division of Culture and History. (See separate story.) sium, sponsored jointly by the New River Gorge National April 13-19: Spring Dulcimer Week, sponsored by the River (a unit of the National Park System) and the West Augusta Heritage Center, Davis & Elkins College, Elkins, Virginia Division of Culture and History. Among the W.Va. 26241. Instruction will be given at all levels, and symposium's many appealing qualities-apart from the there'll even be a craft class in which you can learn to carve fundamental fact thatitconcerns itself with oneof America's decorative motifs on your dulcimer.
    [Show full text]
  • World History
    Kentucky Social Studies Resource Guide High School: World History Use the suggested sources below to help teach the Kentucky strand of the KAS for Social Studies. HS.WH.KH.1 Describe the impact of world history on Kentuckians and how Kentucky impacted the world. Title: DeSoto Meets American Indians in 1540 Diorama, ca. 1939 Context: This diorama, showing a meeting between explorer Hernando DeSoto and American Indians, was made by Works Progress Administration artists during the Great Depression (1930-1941). It was one of three shadow boxes created depicting American history that was used in Kentucky public schools. Questions: How did European nations influence early America? How did American Indians influence Europeans? Why would artists depict this scene? Do you think this is a true interpretation of this event? Why or why not? Do students learn this history in the same way at schools today? Link: https://kyhistory.pastperfectonline.com/webobject/A7FA9159-A297- 4C23-AE21-360614093640 Title: A Map of the British American Plantations... , by Emanuel Bowen, 1754 Context: This map shows sites such as English and French forts, American Indian groups, trails, “The Falls 6 miles Long” (Louisville), and more. Questions: What was Kentucky’s place and role in the British Empire in the mid -1700s? What were the benefits and challenges of having a colony for England? What were the benefits and challenges of being a colony? Who was living on the land that would become Kentucky then? How did the lifestyle of people living in Kentucky differ from that of people living elsewhere in North America and Europe? Did all Kentuckians live the same way? Link: http://www.kyhistory.com/cdm/singleitem/collection/Maps/id/165/ rec/2 Title: Battle of Blue Licks, by George Gray, 1938 Context: Blue Licks was the last battle of the Revolutionary War, fought on August 19, 1782, in northeastern Kentucky.
    [Show full text]
  • The Frontiers of American Grand Strategy: Settlers, Elites, and the Standing Army in America’S Indian Wars
    THE FRONTIERS OF AMERICAN GRAND STRATEGY: SETTLERS, ELITES, AND THE STANDING ARMY IN AMERICA’S INDIAN WARS A Dissertation submitted to the Faculty of the Graduate School of Arts and Sciences of Georgetown University in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Government By Andrew Alden Szarejko, M.A. Washington, D.C. August 11, 2020 Copyright 2020 by Andrew Alden Szarejko All Rights Reserved ii THE FRONTIERS OF AMERICAN GRAND STRATEGY: SETTLERS, ELITES, AND THE STANDING ARMY IN AMERICA’S INDIAN WARS Andrew Alden Szarejko, M.A. Thesis Advisor: Andrew O. Bennett, Ph.D. ABSTRACT Much work on U.S. grand strategy focuses on the twentieth and twenty-first centuries. If the United States did have a grand strategy before that, IR scholars often pay little attention to it, and when they do, they rarely agree on how best to characterize it. I show that federal political elites generally wanted to expand the territorial reach of the United States and its relative power, but they sought to expand while avoiding war with European powers and Native nations alike. I focus on U.S. wars with Native nations to show how domestic conditions created a disjuncture between the principles and practice of this grand strategy. Indeed, in many of America’s so- called Indian Wars, U.S. settlers were the ones to initiate conflict, and they eventually brought federal officials into wars that the elites would have preferred to avoid. I develop an explanation for settler success and failure in doing so. I focus on the ways that settlers’ two faits accomplis— the act of settling on disputed territory without authorization and the act of initiating violent conflict with Native nations—affected federal decision-making by putting pressure on speculators and local elites to lobby federal officials for military intervention, by causing federal officials to fear that settlers would create their own states or ally with foreign powers, and by eroding the credibility of U.S.
    [Show full text]
  • America the Beautiful Part 1
    America the Beautiful Part 1 Charlene Notgrass 1 America the Beautiful Part 1 by Charlene Notgrass ISBN 978-1-60999-141-8 Copyright © 2020 Notgrass Company. All rights reserved. All product names, brands, and other trademarks mentioned or pictured in this book are used for educational purposes only. No association with or endorsement by the owners of the trademarks is intended. Each trademark remains the property of its respective owner. Unless otherwise noted, scripture quotations are taken from the New American Standard Bible®, Copyright © 1960, 1962, 1963, 1971, 1972, 1973, 1975, 1977, 1995 by the Lockman Foundation. All rights reserved. Used by permission. Cover Images: Jordan Pond, Maine, background by Dave Ashworth / Shutterstock.com; Deer’s Hair by George Catlin / Smithsonian American Art Museum; Young Girl and Dog by Percy Moran / Smithsonian American Art Museum; William Lee from George Washington and William Lee by John Trumbull / Metropolitan Museum of Art. Back Cover Author Photo: Professional Portraits by Kevin Wimpy The image on the preceding page is of Denali in Denali National Park. No part of this material may be reproduced without permission from the publisher. You may not photocopy this book. If you need additional copies for children in your family or for students in your group or classroom, contact Notgrass History to order them. Printed in the United States of America. Notgrass History 975 Roaring River Rd. Gainesboro, TN 38562 1-800-211-8793 notgrass.com Thunder Rocks, Allegany State Park, New York Dear Student When God created the land we call America, He sculpted and painted a masterpiece.
    [Show full text]
  • The Commemoration of Colonel Crawford and the Vilification of Simon Girty: How Politicians, Historians, and the Public Manipulate Memory
    THE COMMEMORATION OF COLONEL CRAWFORD AND THE VILIFICATION OF SIMON GIRTY: HOW POLITICIANS, HISTORIANS, AND THE PUBLIC MANIPULATE MEMORY Joshua Catalano A Thesis Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of MASTER OF ARTS May 2015 Committee: Andrew Schocket, Advisor Rebecca Mancuso ii ABSTRACT Andrew Schocket, Advisor In 1782, Colonel William Crawford led a force of a few hundred soldiers in a campaign to destroy the Indian forces gathered on the Sandusky Plains in present day Ohio. Crawford was captured by an enemy party following a botched offensive and was taken prisoner. After being tried, Crawford was brutally tortured and then burned alive in retaliation for a previous American campaign that slaughtered nearly one hundred peaceful Indians at the Moravian village of Gnadenhutten. This work analyzes the production, dissemination, and continual reinterpretation of the burning of Crawford until the War of 1812 and argues that the memory of the event impacted local, national, and international relations in addition to the reputations of two of its protagonists, William Crawford and Simon Girty. iii For Parker B. Brown iv ACKNOWLEDGMENTS I would like to thank both members of my committee, Andrew Schocket and Rebecca Mancuso, for their continuous support, critique, and feedback. Their flexibility and trust allowed me to significantly change the overall direction and composition of this work without sacrificing quality. Ruth Herndon’s encouragement to explore and interrogate the construction and dissemination of historical narratives is evident throughout this work. I am also in debt to Christie Weininger for bringing the story of Colonel Crawford to my attention.
    [Show full text]
  • Interpretation & Conservation Education Plan
    United States Department of Daniel Boone National Forest Agriculture Forest Service Region 8 Daniel Boone DInterpretation & National Forest B October 2008 Conservation Education Plan Completed with assistance from the Center for Design & Interpretation The U.S. Department of Agriculture (USDA) prohibits discrimination in all its programs and activities on the basis of race, color, national origin, age, disability, and where applicable, sex, marital status, familial status, parental status, religion, sexual orientation, genetic information, political beliefs, reprisal, or because all or part of an individual’s income is derived from any public assistance program. (Not all prohibited bases apply to all programs.) Persons with disabilities who require alternative means for communication of program information (Braille, large print, audiotape, etc.) should contact USDA’s TARGET Center at (202) 720-2600 (voice and TDD). To file a complaint of discrimination, write to USDA, Director, Office of Civil Rights, 1400 Independence Avenue, S.W., Washington, D.C. 20250-9410, or call (800) 795-3272 (voice) or (202) 720-6382 (TDD). USDA is an equal opportunity provider and employer. i Acknowledgments The Daniel Boone NF Interpretive and Conservation Education Plan was made possible through the dedicated effort of a Core Team of inspired employees: Kimberly Morgan, Public Affairs Specialist and Core Team Leader Myra Williamson, Recreation Program Manager AMason Miller, Recreation, Engineering, Lands, and Minerals Staff Officer John Kinney, Redbird District
    [Show full text]
  • CONGRESSIONAL RECORD—HOUSE November 16, 1999 Here on This Floor
    29838 CONGRESSIONAL RECORD—HOUSE November 16, 1999 here on this Floor. If we give China Gates and his company were applauded ory of tying. Now, if some competitor most-favored-nation status on a perma- for bringing yet more new wonderful comes along with a better browser, nent basis, then we will not be able to technology that will benefit all people frankly Microsoft can rapidly find react in any meaningful way. in this world. itself at the losing end of that competi- Madam Speaker, I have come to this Mr. Gates is a man who had a dream, tion, and there is no reason or ration- Floor three times, to vote in favor of a focus, a passion, an intelligence, and ale to apply the theory of tying one giving China most-favored-nation sta- the savvy which for 25 short years has product with another in the computer tus one more year, and a second year, revolutionized the computer industry. world; as Professor George Priest has and a third year, because I am not Today, because of Bill Gates and his so aptly stated. As such, the tradi- ready to use our most powerful weapon colleagues in the computer industry, tional tying theory, Professor Priest in the Chinese-U.S. trade relationship people like me, my family, my grand- argues, may be irrelevant in this case at this time. But it is a long way be- mother, my wife’s father, Hoosiers all because it simply did not apply to com- tween saying we are not willing to use over Indiana, and Americans every- puters.
    [Show full text]
  • 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”:
    [Show full text]
  • Feasibility Study on a Potential Susquehanna Connector Trail for the John Smith Historic Trail
    Feasibility Study on a Potential Susquehanna Connector Trail for the John Smith Historic Trail Prepared for The Friends of the John Smith Chesapeake National Historic Trail November 16, 2009 Coordinated by The Bucknell University Environmental Center’sNature and Human Communities Initiative The Susquehanna Colloquium for Nature and Human Communities The Susquehanna River Heartland Coalition for Environmental Studies In partnership with Bucknell University The Eastern Delaware Nations The Haudenosaunee Confederacy The Susquehanna Greenway Partnership Pennsylvania Environmental Council Funded by the Conservation Fund/R.K. Mellon Foundation 2 Contents Executive Summary ........................................................................................................................ 3 Recommended Susquehanna River Connecting Trail................................................................. 5 1. Introduction ........................................................................................................................... 6 Staff ............................................................................................................................................. 6 Criteria used for Study................................................................................................................. 6 2. Description of Study Area, Team Areas, and Smith Map Analysis ...................................... 8 a. Master Map of Sites and Trails from Smith Era in Study Area........................................... 8 b. Study
    [Show full text]