There Is Nothing Light About Feathers: Finding Form in the Jurisprudence of Native American Religious Exemptions James R
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
The Obsolete Theory of Crown Unity in Canada and Its Relevance to Indigenous Claims
Osgoode Hall Law School of York University Osgoode Digital Commons Articles & Book Chapters Faculty Scholarship 2015 The Obsolete Theory of Crown Unity in Canada and Its Relevance to Indigenous Claims Kent McNeil Osgoode Hall Law School of York University, [email protected] Source Publication: (2015) 20 Review of Constitutional Studies 1-29 Follow this and additional works at: https://digitalcommons.osgoode.yorku.ca/scholarly_works Part of the Indian and Aboriginal Law Commons Repository Citation McNeil, Kent, "The Obsolete Theory of Crown Unity in Canada and Its Relevance to Indigenous Claims" (2015). Articles & Book Chapters. 2777. https://digitalcommons.osgoode.yorku.ca/scholarly_works/2777 This Article is brought to you for free and open access by the Faculty Scholarship at Osgoode Digital Commons. It has been accepted for inclusion in Articles & Book Chapters by an authorized administrator of Osgoode Digital Commons. The Obsolete Theory of Crown Unity in Canada and Its Relevance to Indigenous Claims Kent McNeil* This article examines the application of the L'uteur de cet article examine l'pplication theory ofthe unity ofthe Crown in Canada in de la theorie de Punite de la Couronne the context of Indigenous peoples. It reveals a au Canada dans le contexte des peuples consistent retreat by the courtsfrom acceptance autochtones. I rivile une retraite constante of the theory in the late nineteenth century to de la part des tribunaux de lipprobation de rejection ofit in the secondhalfofthe twentieth la theorie a la fin du dix-neuvidme sicle a century. This evolution ofthe theory' relevance, son rejet au cours de la deuxidme moiti du it is argued, is consistent with Canada federal vingtidme sidcle. -
Brf Public Schools
BRF PUBLIC SCHOOLS HISTORY CURRICULUM RELATED TO AMERICAN INDIAN STUDIES GRADES 8-12 COMPONENT The following materials represent ongoing work related to the infusion of American Indian history into the History curriculum of the Black River Falls Public Schools. Our efforts in this area have been ongoing for over 20 years and reflect the spirit of Wisconsin Act 31. SEPTEMBER 2011 UPDATE Paul S Rykken Michael Shepard US History and Politics US History BRFHS BRF Middle School Infusion Applications 1 INTRODUCTION AND OVERVIEW The Infusion Task Force was established in December of 2009 for the purpose of improving our efforts regarding the infusion of American Indian history and cultural awareness throughout the BRF Public School K-12 Social Studies Curriculum. This action occurred within the context of several other factors, including the signing of a Memorandum of Understanding between the Ho-chunk Nation and the School District and the establishment of a Ho-chunk language offering at BRFHS. Our infusion efforts go back to the early 1990s and were originally spurred by the Wisconsin Legislature’s passage of Act 31 related to the teaching of Native American history and culture within Wisconsin’s public schools. The following link will take you to a paper that more fully explains our approach since the early 1990s: http://www.brf.org/sites/default/files/users/u123/InfusionUpdate09.pdf THE 8-12 COMPONENT As with any curriculum-related project, what follows is not the final word. We do our work in an ever- changing environment. The lessons and information included here, however, reflect the most recent (and complete) record of what we are doing within our 8-12 curriculum. -
Indigenous People of Western New York
FACT SHEET / FEBRUARY 2018 Indigenous People of Western New York Kristin Szczepaniec Territorial Acknowledgement In keeping with regional protocol, I would like to start by acknowledging the traditional territory of the Haudenosaunee and by honoring the sovereignty of the Six Nations–the Mohawk, Cayuga, Onondaga, Oneida, Seneca and Tuscarora–and their land where we are situated and where the majority of this work took place. In this acknowledgement, we hope to demonstrate respect for the treaties that were made on these territories and remorse for the harms and mistakes of the far and recent past; and we pledge to work toward partnership with a spirit of reconciliation and collaboration. Introduction This fact sheet summarizes some of the available history of Indigenous people of North America date their history on the land as “since Indigenous people in what is time immemorial”; some archeologists say that a 12,000 year-old history on now known as Western New this continent is a close estimate.1 Today, the U.S. federal government York and provides information recognizes over 567 American Indian and Alaskan Native tribes and villages on the contemporary state of with 6.7 million people who identify as American Indian or Alaskan, alone Haudenosaunee communities. or combined.2 Intended to shed light on an often overlooked history, it The land that is now known as New York State has a rich history of First includes demographic, Nations people, many of whom continue to influence and play key roles in economic, and health data on shaping the region. This fact sheet offers information about Native people in Indigenous people in Western Western New York from the far and recent past through 2018. -
One Hamburger at a Time
“One Hamburger at a Time”: Revisiting the State-Society Divide with the Seminole Tribe of Florida and Hard Rock international: with CA comments by Thabo Mokgatlha and Kgosi Leruo Molotlegi Author(s): Jessica R. Cattelino Source: Current Anthropology, Vol. 52, No. S3, Corporate Lives: New Perspectives on the Social Life of the Corporate Form: Edited by Damani J. Partridge, Marina Welker, and Rebecca Hardin (Supplement to April 2011), pp. S137-S149 Published by: The University of Chicago Press on behalf of Wenner-Gren Foundation for Anthropological Research Stable URL: http://www.jstor.org/stable/10.1086/656556 . Accessed: 22/04/2011 15:01 Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at . http://www.jstor.org/action/showPublisher?publisherCode=ucpress. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. -
Prevention & Recovery
Living Proud & Culturally Strong IN THIS ISSUE - TABLE OF CONTENTS FALL2012 BACK TO 1 - Young Leaders Shaping Communities SCHOOL 3 - The Tribal Law & Order Act 4 - The Bureau of Indian Education Prevention - Youth Council 5 - Family & Child Education 6 - U.S. Cabinet Member Visits Reservation &A Multi-Agency Recovery Alcohol and Substance Abuse 7 - Events/Resources & Services Prevention Collaboration 8 - Sam Uley, Strengthening Our Nation - Announcements “To the Creator: Give us the strength, the courage, the compassion, and the confidence to do the 9 right thing.” --Pete Conway, Billings IHS Director [At the Billings Child Protection Conference 4/20/10] - Violence Against Women Act AND 12 Helpful Links A Quarterly Newsletter Volume 2, Number 1 Fall 2012 Enrich Young Leaders Shaping Their Communities Penobscot to Qagan Tayagungin—to en- gage in a weeklong program under a theme inspired by Native youth from previous summits, 2010 and 2011, Young Leaders Shaping Their Communities. The 2012 National Intertribal Youth Summit, hosted by the Office of Juvenile Justice and Delinquency Prevention, U.S. Department of Justice, was planned by a team of Federal partners, including more than 25 offices from within 11 Federal agencies, including the Executive Office of the President, the U.S. Departments of Agriculture, Education, Health and Human Services, Housing and Urban Development, Interior, Justice, U.S. Census Bureau, the Office of National Drug Control Policy, the Environment and Natural Resources Division, the U.S. Small Business Administration’s Office of Indian Affairs, and the Corporation for National and Community Service. Two Group photo in front of the 4-H Youth Conference Center non-Federal partners, the Casey Family Programs and the Center for Native Photo courtesy of Sarah Pearson American Youth at the Aspen Institute also participated in Summit planning. -
A Guide to Tracing American Indian & Alaska Native Ancestry
U.S. Department of the Interior A Guide to Tracing American Indian & Alaska Native Ancestry Office of Public Affairs-Indian Affairs 1849 C Street, N.W., MS-3658-MIB Washington, D.C. 20240 202-208-3710 www.indianaffairs.gov Establishing American Indian or Alaska Native (AI/AN) Ancestry There are many reasons why a person will seek to establish his or her ancestry as that of AI/AN. One may be because the person wants to become an enrolled member of a federally recognized tribe. Another may be a desire to verify a family tradition or belief that has been passed down from generation to generation, whether based on fact or fiction, that he or she descends from an AI/AN person or tribal community. Another could be a desire only to learn more about a family’s history. Another may be to establish eligibility for public or private sector services or benefits that are believed to be provided only to persons who are AI/AN. When establishing descent from an AI/AN tribe for membership and enrollment purposes, however, an individual must provide genealogical documentation that supports his or her claim of such ancestry from a specific tribe or tribal community. Such documentation must prove that the individual is a lineal descendent of an individual whose name can be found on the tribal membership roll of the federally recognized tribe from which the individual is claiming descent and is seeking to enroll. If the end goal for doing such research is to help you determine if you are eligible for membership in a tribe, you must be able to: 1) establish that you have a lineal ancestor – biological parent, grandparent, great-grandparent and/or more distant ancestor – who is an American Indian or Alaska Native person from a federally recognized tribe in the U.S., 2) identify which tribe (or tribes) your ancestor was a member of or affiliated with, and 3) document your relationship to that person using vital statistics records and other records a tribe may require or accept for purposes of enrollment. -
BROKEN PROMISES: Continuing Federal Funding Shortfall for Native Americans
U.S. COMMISSION ON CIVIL RIGHTS BROKEN PROMISES: Continuing Federal Funding Shortfall for Native Americans BRIEFING REPORT U.S. COMMISSION ON CIVIL RIGHTS Washington, DC 20425 Official Business DECEMBER 2018 Penalty for Private Use $300 Visit us on the Web: www.usccr.gov U.S. COMMISSION ON CIVIL RIGHTS MEMBERS OF THE COMMISSION The U.S. Commission on Civil Rights is an independent, Catherine E. Lhamon, Chairperson bipartisan agency established by Congress in 1957. It is Patricia Timmons-Goodson, Vice Chairperson directed to: Debo P. Adegbile Gail L. Heriot • Investigate complaints alleging that citizens are Peter N. Kirsanow being deprived of their right to vote by reason of their David Kladney race, color, religion, sex, age, disability, or national Karen Narasaki origin, or by reason of fraudulent practices. Michael Yaki • Study and collect information relating to discrimination or a denial of equal protection of the laws under the Constitution Mauro Morales, Staff Director because of race, color, religion, sex, age, disability, or national origin, or in the administration of justice. • Appraise federal laws and policies with respect to U.S. Commission on Civil Rights discrimination or denial of equal protection of the laws 1331 Pennsylvania Avenue, NW because of race, color, religion, sex, age, disability, or Washington, DC 20425 national origin, or in the administration of justice. (202) 376-8128 voice • Serve as a national clearinghouse for information TTY Relay: 711 in respect to discrimination or denial of equal protection of the laws because of race, color, www.usccr.gov religion, sex, age, disability, or national origin. • Submit reports, findings, and recommendations to the President and Congress. -
Indigenous Peoples/First Nations Fact Sheet for the Poor Peoples Campaign
Indigenous Peoples/First Nations Fact Sheet For the Poor Peoples Campaign “Who will find peace with the lands? The future of humankind lies waiting for those who will come to understand their lives and take up their responsibilities to all living things. Who will listen to the trees, the animals and birds, the voices of the places of the land? As the long forgotten peoples of the respective continents rise and begin to reclaim their ancient heritage, they will discover the meaning of the lands of their ancestors. That is when the invaders of North American continent will finally discover that for this land, God is red”. Vine Deloria Jr., God Is Red Indigenous Peoples and their respective First Nations are not only place-based peoples relationally connected to their traditional homelands, but have their own distinctive cultures, traditions, and pre-colonial and colonial histories since European contact.1 The World Bank 2020 Report states the global Indigenous population is 476 million people, or 6% of the world’s population, live in over 90 countries, and through the cultural practices of traditional ecological knowledge, protect about 80% of the world’s remaining biodiversity2. Within the United States (U.S.), Native Americans/American Indians/Alaska Natives/Native Hawaiians comprise about 2% of the entire United States population. There are, indeed, more than 6.9 million Native Americans and Alaska Natives3, and in 2019, there were 1.9 million Native Hawaiians and Pacific Islanders4. Within the U.S., there are 574 federally recognized Indian nations, 62 state-recognized Indian nations5, and hundreds of non-federally and non-state recognized Native American nations6. -
The American Indian Movement, the Trail of Broken Treaties, and the Politics of Media
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Dissertations, Theses, & Student Research, Department of History History, Department of 7-2009 Framing Red Power: The American Indian Movement, the Trail of Broken Treaties, and the Politics of Media Jason A. Heppler Follow this and additional works at: https://digitalcommons.unl.edu/historydiss Part of the History Commons Heppler, Jason A., "Framing Red Power: The American Indian Movement, the Trail of Broken Treaties, and the Politics of Media" (2009). Dissertations, Theses, & Student Research, Department of History. 21. https://digitalcommons.unl.edu/historydiss/21 This Article is brought to you for free and open access by the History, Department of at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Dissertations, Theses, & Student Research, Department of History by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. FRAMING RED POWER: THE AMERICAN INDIAN MOVEMENT, THE TRAIL OF BROKEN TREATIES, AND THE POLITICS OF MEDIA By Jason A. Heppler A Thesis Presented to the Faculty The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Master of Arts Major: History Under the Supervision of Professor John R. Wunder Lincoln, Nebraska July 2009 2 FRAMING RED POWER: THE AMERICAN INDIAN MOVEMENT, THE TRAIL OF BROKEN TREATIES, AND THE POLITICS OF MEDIA Jason A. Heppler, M.A. University of Nebraska, 2009 Adviser: John R. Wunder This study explores the relationship between the American Indian Movement (AIM), national newspaper and television media, and the Trail of Broken Treaties caravan in November 1972 and the way media framed, or interpreted, AIM's motivations and objectives. -
Treaties in Canada, Education Guide
TREATIES IN CANADA EDUCATION GUIDE A project of Cover: Map showing treaties in Ontario, c. 1931 (courtesy of Archives of Ontario/I0022329/J.L. Morris Fonds/F 1060-1-0-51, Folder 1, Map 14, 13356 [63/5]). Chiefs of the Six Nations reading Wampum belts, 1871 (courtesy of Library and Archives Canada/Electric Studio/C-085137). “The words ‘as long as the sun shines, as long as the waters flow Message to teachers Activities and discussions related to Indigenous peoples’ Key Terms and Definitions downhill, and as long as the grass grows green’ can be found in many history in Canada may evoke an emotional response from treaties after the 1613 treaty. It set a relationship of equity and peace.” some students. The subject of treaties can bring out strong Aboriginal Title: the inherent right of Indigenous peoples — Oren Lyons, Faithkeeper of the Onondaga Nation’s Turtle Clan opinions and feelings, as it includes two worldviews. It is to land or territory; the Canadian legal system recognizes title as a collective right to the use of and jurisdiction over critical to acknowledge that Indigenous worldviews and a group’s ancestral lands Table of Contents Introduction: understandings of relationships have continually been marginalized. This does not make them less valid, and Assimilation: the process by which a person or persons Introduction: Treaties between Treaties between Canada and Indigenous peoples acquire the social and psychological characteristics of another Canada and Indigenous peoples 2 students need to understand why different peoples in Canada group; to cause a person or group to become part of a Beginning in the early 1600s, the British Crown (later the Government of Canada) entered into might have different outlooks and interpretations of treaties. -
THE CITIZENSHIP ACT of 1924 WAS an INTEGRAL PILLAR of the COLONIZATION and FORCED ASSIMILATION POLICIES of the UNITED STATES in VIOLATION of TREATIES
THE CITIZENSHIP ACT OF 1924 WAS AN INTEGRAL PILLAR OF THE COLONIZATION and FORCED ASSIMILATION POLICIES OF THE UNITED STATES IN VIOLATION OF TREATIES INTRODUCTION: The Onondaga Nation and the Haudenosaunee have never accepted the authority of the United States to make Six Nations citizens become citizens of the United States, as claimed in the Citizenship Act of 1924. We hold three treaties with the United States: the 1784 Treaty of Fort Stanwix, the 1789 Treaty of Fort Harmor and the 1794 Treaty of Canandaigua. These treaties clearly recognize the Haudenosaunee as separate and sovereign Nations. Accepting United States citizenship would be treason to their own Nations, a violation of the treaties and a violation of international law, as recognized in the 2007 United Nation Declaration on the Rights of Indigenous Peoples. This paper will briefly review the history of land theft, removal and forced assimilation by the United States and how the 1924 Citizenship Act is woven into this disgraceful pattern of deceit and destruction. It will examine the true purposes of the Act and its history. Finally, we will review the contemporaneous resistance to the Act by the Onondaga Nation, on behalf of the Confederacy. For centuries, the European settlers and then the United States, have struggled with what they have called “the Indian problem”. This “problem” was largely defined as: how to take the Indians’ land and how to deal with the Indians still surviving and continuing to populate their own communities. In spite of the European and American efforts to the contrary, the Haudenosaunee have remained in sovereign control of some of their land, and all of their language and culture. -
Table of Contents
Dakota, Nakota, Lakota Life South Dakota State Historical Society Education Kit Table of Contents Table of Contents 1 Goals and Materials 2 Photograph List 3-4 Books and CDs in the Kit 5 Music CDs and DVD in the Kit 6 Erasing Native American Stereotypes 7-8 Teacher Resource 9-18 Bibliography 19-20 Worksheets Word Find 21 Word Find Key 22 Crossword Puzzle 23 Crossword Puzzle Key 24 Word Scramble 25 Word Scramble Key 26 Activities Reading an Object 27-28 Object Identification Sheet 29-35 Trek to Wind Cave 36-37 South Dakota Coordinates Worksheet 38 Comparing Families 39-40 Comparing Families Worksheet 41 What Does the Photo Show? 42-43 Beadwork Designs 44-45 Beadwork Designs Worksheet 46 Beadwork Designs Key 47 Lazy Stitch Beading 48-49 Lazy Stitch Beading Instructions / Pattern 50-51 What Do You Get From a Buffalo? 52-53 Buffalo Uses Worksheet 54 Pin the Parts on the Buffalo 55-56 Pin the Parts on the Buffalo Worksheet 57 Pin the Parts on the Buffalo Worksheet Key 58 Pin the Parts on the Buffalo Outline & Key 59-60 Create a Ledger Drawing 61-62 Examples of Ledger Drawings 63-66 Traditional & Contemporary: Comparing Drum 67-68 Groups Come Dance With Us: Identifying Powwow Dance 69-72 Styles 1 Dakota, Nakota, Lakota Life South Dakota State Historical Society Education Kit Goals and Materials Goals Kit users will: explore the history and culture of the Dakota, Nakota and Lakota people understand the changes brought about by the shift from buffalo hunting to reservation life appreciate that the Dakota, Nakota and Lakota culture is not something