Sac and Fox and Shawnee Agency Records
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Family Type and Incidence
EVER TOWARDS THE SETTING SUN THEY PUSH US: AMERICAN INDIAN IDENTITY IN THE WRITINGS OF MARY ALICIA OWEN _______________________________________ A Thesis presented to the Faculty of the Graduate School at the University of Missouri-Columbia _______________________________________________________ In Partial Fulfillment of the Requirements for the Degree Master of Arts _____________________________________________________ by GREG OLSON Dr. Susan Flader, Thesis Supervisor Dr. Jeffrey Pasley, Thesis Supervisor JULY 2009 The undersigned, approved by the Dean of the Graduate School, have examined the thesis entitled EVER TOWARDS THE SETTING SUN THEY PUSH US: AMERICAN INDIAN IDENTITY IN THE WRITINGS OF MARY ALICIA OWEN Presented by Greg Olson A candidate for the degree of Master of Arts And hereby certify that in their opinion it is worthy of acceptance. Professor Susan Flader Professor Jeffery Pasley Professor Joanna Hearne To Rebecca Schroeder, who introduced me to the work of Mary Alicia Owen. ACKNOWLEDGEMENTS I would like to thank the members of my thesis committee for their support, suggestions, and dedication. Their patience and guidance were critical in helping me complete this project. This thesis began as a research paper, which I wrote for Dr. Robert Collins in a history seminar at the University of Missouri-Columbia. Thanks to Dr. Collins and to my fellow students for their ideas and suggestions. I would also like to thank Dr. R. Lee Lyman, chair of the Department of Anthropology at the University of Missouri-Columbia, for taking the time to comment on an early version of this thesis. Thanks also to Bill Stolz at the Western Historical Manuscripts Collection- Columbia, to Kate Kiel and Linda Endersby at the Missouri State Museum, and to the staff of the special collections department of the Missouri Western State University Library for their help in steering me to many of the primary sources used in this project. -
Indian Cri'm,Inal Justice
If you have issues viewing or accessing this file contact us at NCJRS.gov. 1 I . ~ f .:.- IS~?3 INDIAN CRI'M,INAL JUSTICE 11\ PROG;RAM',"::llISPLAY . ,',' 'i\ ',,.' " ,~,~,} '~" .. ',:f,;< .~ i ,,'; , '" r' ,..... ....... .,r___ 74 "'" ~ ..- ..... ~~~- :":~\ i. " ". U.S. DE P ----''''---£iT _,__ .._~.,~~"ftjlX.£~~I.,;.,..,;tI ... ~:~~~", TERIOR BURE AIRS DIVISION OF _--:- .... ~~.;a-NT SERVICES J .... This Reservation criminal justice display is designed to provide information we consider pertinent, to those concerned with Indian criminal justice systems. It is not as complete as we would like it to be since reservation criminal justice is extremely complex and ever changing, to provide all the information necessary to explain the reservation criminal justice system would require a document far more exten::'.J.:ve than this. This publication will undoubtedly change many times in the near future as Indian communities are ever changing and dynamic in their efforts to implement the concept of self-determination and to upgrade their community criminal justice systems. We would like to thank all those persons who contributed to this publication and my special appreciation to Mr. James Cooper, Acting Director of the U.S. Indian Police Training and Research Center, Mr •. James Fail and his staff for their excellent work in compiling this information. Chief, Division of Law Enforcement Services ______ ~ __ ---------=.~'~r--~----~w~___ ------------------------------------~'=~--------------~--------~. ~~------ I' - .. Bureau of Indian Affairs Division of Law Enforcement Services U.S. Indian Police Training and Research Center Research and Statistical Unit S.UMM.ARY. ~L JUSTICE PROGRAM DISPLAY - JULY 1974 It appears from the attached document that the United States and/or Indian tribes have primary criminal and/or civil jurisdiction on 121 Indian reservations assigned administratively to 60 Agencies in 11 Areas, or the equivalent. -
CONTROL NUMBER 27. W ' Cu-.1.SSJT:ON(€S)
m ,. CONTROL NUMBER 27.SU' W' cu-.1.SSJT:ON(€S) BIBLIOGRAPHIC DATA SHEET AL-3L(-UM0F00UIEC-T00J: 9 i IE AN) SUBTIT"LE (.40) - Airicult !ral development : present and potential role of edible wild plants. Part I Central .nd So,ith :Amnerica a: ( the Caribbean 4af.RSON \1. AUrI'hORS (100) 'rivetti, L. E. 5. CORPORATE At-TH1ORS (A01) Calif. Uiliv., 1)' is. 6. nOX:U1E.N7 DATE 0)0' 1. NUMBER 3F PAGES j12*1) RLACtNUMER ([Wr I icio 8 2 p. J631.54.,G872 9. REI F.RENCE OR(GA,-?A- ION (1SO) C,I i f. -- :v., 10. SIt J'PPNIENTA.RY NOTES (500) (Part II, Suh-Sanarai Africa PN-AAJ-639; Part III, India, East Asi.., Southeast Asi cearnia PAJ6)) 11. NBS'RACT (950) 12. DESCRIPTORS (920) I. PROJECT NUMBER (I) Agricultural development Diets Plants Wild plants 14. CONTRATr NO.(I. ) i.CONTRACT Food supply Caribbean TYE(140) Central America AID/OTR-147-80-87 South America 16. TYPE OF DOCI M.NT ic: AED 590-7 (10-79) IL AGRICULTURAL DEVELOP.MMT: PRESENT AND POTENI.AL ROLE OF EDIBLE WILD PLANTS PART I CENTRAL AND SOUTH AMERICA AND THE CARIBBEAN November 1980 REPORT TO THE DEPARTMENT OF STATE AGENCY FOR INTERNATIONAL DEVELOPMENT Alb/mr-lq - 6 _ 7- AGRICULTURAL DEVELOPMENT: PRESENT AND POTENTIAL ROLE OF EDIBLE WILD PLANTS PART 1 CENTRAL AND SOUTH AMERICA AND THE CARIBBEAN by Louis Evan Grivetti Departments of Nutrition and Geography University of California Davis, California 95616 With the Research Assistance of: Christina J. Frentzel Karen E. Ginsberg Kristine L. -
American Indians in Texas: Conflict and Survival Phan American Indians in Texas Conflict and Survival
American Indians in Texas: Conflict and Survival Texas: American Indians in AMERICAN INDIANS IN TEXAS Conflict and Survival Phan Sandy Phan AMERICAN INDIANS IN TEXAS Conflict and Survival Sandy Phan Consultant Devia Cearlock K–12 Social Studies Specialist Amarillo Independent School District Table of Contents Publishing Credits Dona Herweck Rice, Editor-in-Chief Lee Aucoin, Creative Director American Indians in Texas ........................................... 4–5 Marcus McArthur, Ph.D., Associate Education Editor Neri Garcia, Senior Designer Stephanie Reid, Photo Editor The First People in Texas ............................................6–11 Rachelle Cracchiolo, M.S.Ed., Publisher Contact with Europeans ...........................................12–15 Image Credits Westward Expansion ................................................16–19 Cover LOC[LC–USZ62–98166] & The Granger Collection; p.1 Library of Congress; pp.2–3, 4, 5 Northwind Picture Archives; p.6 Getty Images; p.7 (top) Thinkstock; p.7 (bottom) Alamy; p.8 Photo Removal and Resistance ...........................................20–23 Researchers Inc.; p.9 (top) National Geographic Stock; p.9 (bottom) The Granger Collection; p.11 (top left) Bob Daemmrich/PhotoEdit Inc.; p.11 (top right) Calhoun County Museum; pp.12–13 The Granger Breaking Up Tribal Land ..........................................24–25 Collection; p.13 (sidebar) Library of Congress; p.14 akg-images/Newscom; p.15 Getty Images; p.16 Bridgeman Art Library; p.17 Library of Congress, (sidebar) Associated Press; p.18 Bridgeman Art Library; American Indians in Texas Today .............................26–29 p.19 The Granger Collection; p.19 (sidebar) Bridgeman Art Library; p.20 Library of Congress; p.21 Getty Images; p.22 Northwind Picture Archives; p.23 LOC [LC-USZ62–98166]; p.23 (sidebar) Nativestock Pictures; Glossary........................................................................ -
Our Native Americans Volume 3
OUR NATIVE AMERICANS VOLUME 3 WHERE AND HOW TO FIND THEM by E. KAY KIRKHAM GENEALOGIST All rights reserved Stevenson's Genealogy Center 230 West 1230 North Provo, Utah 84604 1985 Donated in Memory of Frieda McNeil 2004 TABLE OF CONTENTS Page Introduction .......................................... ii Chapter 1. Instructions on how to use this book ............ 1 How do I get started? ..................... 2 How to use the pedigree form ............... 3 How to use a library and its records .......... 3 Two ways to get help ...................... 3 How to take notes for your family record ....... 4 Where do we go from here? ................ 5 Techniques in searching .................... 5 Workshop techniques ..................... 5 Chapter 2. The 1910 Federal Census, a listing of tribes, reservations, etc., by states .................. 7 Chapter 3. The 1910 Federal Census, Government list- ing of linguistic stocks, with index ........... 70 Chapter 4. A listing of records by agency ............. 123 Chapter 5. The American Tribal censuses, 1885-1940 ............................ 166 Chapter 6. A Bibliography by tribe .................. 203 Chapter 7. A Bibliography by states ................. 211 Appendix A. Indian language bibliography .............. 216 Appendix B. Government reports, population of tribes, 1825, 1853, 1867, 1890, 1980 .............. 218 Appendix C. Chart for calculating Indian blood .......... 235 Appendix D. Pedigree chart (sample) .................. 236 Appendix E. Family Group Sheet (sample) ............. 237 Appendix F. Religious records among Native Americans ... 238 Appendix G. Allotted tribes, etc. ..................... 242 Index ............................. .... 244 ii INTRODUCTION It is now six years since I started to satisfy my interest in Native American research and record- making for them as a people. While I have written extensively in the white man's way of record- making, my greatest satisfaction has come in the three volumes that have now been written about our Native Americans. -
The Effect of the Great Drought of 1934 on the Leaf Structure of Certain Iowa Plants
Proceedings of the Iowa Academy of Science Volume 50 Annual Issue Article 12 1943 The effect of the Great Drought of 1934 on the Leaf Structure of Certain Iowa Plants F. M. Turrell University of California, Riverside Margaret E. Turrell University of California, Riverside Let us know how access to this document benefits ouy Copyright ©1943 Iowa Academy of Science, Inc. Follow this and additional works at: https://scholarworks.uni.edu/pias Recommended Citation Turrell, F. M. and Turrell, Margaret E. (1943) "The effect of the Great Drought of 1934 on the Leaf Structure of Certain Iowa Plants," Proceedings of the Iowa Academy of Science, 50(1), 185-194. Available at: https://scholarworks.uni.edu/pias/vol50/iss1/12 This Research is brought to you for free and open access by the Iowa Academy of Science at UNI ScholarWorks. It has been accepted for inclusion in Proceedings of the Iowa Academy of Science by an authorized editor of UNI ScholarWorks. For more information, please contact [email protected]. Turrell and Turrell: The effect of the Great Drought of 1934 on the Leaf Structure of THE EFFECT OF THE GREAT DROUGHT OF 1934 ON THE LEAF STRUCTURE OF CERTAIN IOWA PLANTS F. M. TURRELL AND MARGARET E. TURRELL By August, 1934, it was evident that the Middle West had been through the greatest drought in its recorded weather history. This drought, which began in June, 1933, was the driest twelve-month period ever recorded for Indiana, Illinois, Wisconsin, Minnesota, Iowa, Missouri, Nebraska, and the Dakotas (Kincer, 1934b). · The moisture shortage in Iowa, from June, 1933, to August, 1934, was 13.14 inches (Kincer, 1934b). -
Ethnobotany in Rayones, Nuevo León, México
Estrada-Castillón et al. Journal of Ethnobiology and Ethnomedicine 2014, 10:62 http://www.ethnobiomed.com/content/10/1/62 JOURNAL OF ETHNOBIOLOGY AND ETHNOMEDICINE RESEARCH Open Access Ethnobotany in Rayones, Nuevo León, México Eduardo Estrada-Castillón1*, Miriam Garza-López1, José Ángel Villarreal-Quintanilla2, María Magdalena Salinas-Rodríguez1, Brianda Elizabeth Soto-Mata1, Humberto González-Rodríguez1, Dino Ulises González-Uribe2, Israel Cantú-Silva1, Artemio Carrillo-Parra1 and César Cantú-Ayala1 Abstract Background: Trough collections of plants and interviews with 110 individuals, an ethnobotanical study was conducted in order to determine the knowledge and use plant species in Rayones, Nuevo Leon, Mexico. The aim of this study was to record all useful plants and their uses, to know whether differences exist in the knowledge about the number of species and uses between women and men, and to know if there is a correlation between the age of individuals and knowledge of species and their uses. Methods: A total of 110 persons were interviewed (56 men, 56 women). Semistructured interviews were carried out. The data were analyzed by means of Student t test and the Pearson Correlation Coeficient. Results: A total of 252 species, 228 genera and 91 families of vascular plants were recorded. Astraceae, Fabaceae and are the most important families with useful species and Agave and Opuntia are the genera with the highest number of useful species. One hundred and thirty six species are considered as medicinal. Agave, Acacia and Citrus are the genera with the highest number of medicinal species. Other uses includes edible, spiritual rituals, construction and ornamentals. There was a non-significant correlation between the person’s age and number of species, but a significant very low negative correlation between the person’s age and number of uses was found. -
The Texas Band of Kickapoo Indians: an Opportunity for Progressive Congressional Action
National Indian Law Library NILL No. 010017/1981 THE INDIAN LAW SUPPORT CENTER: Federal Budget Cuts Threaten Ten-Year NARF Program Since 1972 the Native American Rights Fund has entirely, However, the protest that arose against this soon operated the Indian Law Support Center which provides forced Congress to consider legislation to continue the backup legal assistance to legal services programs serving program, although there will still be drastic cuts in the LSC's Indians on reservations, in rural communities and in urban budget for 1982. areas throughout the country. During these ten years, literally hundreds of requests for assistance in all areas of Indian law and general law have been answered annually. LSC Funding For 1982 The Support Center program has enabled NARF to reach When Congress adjourned in August, not to reconvene out and help more Indians and Native Alaskans than any until after Labor Day, there were various appropriation bills other program could possibly do. for LSC pending in the House and Senate, During 1981 the Unfortunately, this program will almost certainly come to Legal Services Corporation was funded for $321 million for .. end at the close of this year, for the Support Center is its entire national program.. The proposed House I bill, funded by the Legal Services Corporation (LSC) , which is however, cut this back to $240 million for 1982, while the itself fighting to survive the new Administration's budget Senate !Version provided for only $100 million" Where they cuts Initially, the Administration wanted to eliminate LSC will compromise on next year's appropriation for LSC is uncertain But whatever the new budget is for 1982, LSC Contents (Vol. -
Activity 5.1: Whose Land? a Store of Black Hawk for Wisconsin: Our
Wisconsin: Our State, Our Story Chapter 5 Additional Activities Becoming Wisconsin: From Indian Lands to Territory to Statehood Activity5 5.1: Whose Land? A Story of Black Hawk Teacher Materials Preparation/Organization It will take several days to complete the full activity, since students will need several rehearsal sessions before carrying out their performance. Depending upon time constraints, you might want to devote some time for the preparations each day for a week or so. (Note: If you and students wish, you might want to invite other classes or even friends and families to the performance.) In terms of organization, it should not be difficult to get the whole class involved in the production, since there are 16 actors and also directors, set designers, stagehands, and prop masters. You will want to have enough copies of Student Pages 1–10 for all students involved. A number of readily available or easily made items will also be needed: • two chairs • a desk • a large cloth sack • a blanket • an inkwell (or similar object) • a long sheet of paper • several sheets of writing paper • life-size drawing of several corn stalks • shovel or garden hoe (or two broomsticks) • map of the United States Procedure 1. Select those students who will be actors and inform students of the parts they will be playing. Also assign students to jobs as directors, set designers, prop masters, and stagehands. 2. Hand out scripts to those who will be acting, highlighting their parts for them. Also give out copies of the script to students who will be helping you direct, designing and making sets, preparing props, and serving as stagehands. -
Researching Native Americans at the National Archives in Atlanta
Researching Individual Native Americans at the National Archives at Atlanta National Archives at Atlanta 5780 Jonesboro Road Morrow, GA 30260 770-968-2100 www.archives.gov/southeast E-Mail: [email protected] Spring, 2009 Researching Individual Native Americans at the National Archives at Atlanta Table of Contents Introduction ............................................................................................................................................... 1 Tribal Association ............................................................................................................................ 1 Race .................................................................................................................................................. 2 Tribal Membership ........................................................................................................................... 2 Textual Records ............................................................................................................................... 2 Native American Genealogy ............................................................................................................ 3 Published Resources ......................................................................................................................... 3 Online Resources ............................................................................................................................. 4 Dawes Commission .................................................................................................................................. -
University of Oklahoma Libraries Western History Collections Works
University of Oklahoma Libraries Western History Collections Works Progress Administration Historic Sites and Federal Writers’ Projects Collection Compiled 1969 - Revised 2002 Works Progress Administration (WPA) Historic Sites and Federal Writers’ Project Collection. Records, 1937–1941. 23 feet. Federal project. Book-length manuscripts, research and project reports (1937–1941) and administrative records (1937–1941) generated by the WPA Historic Sites and Federal Writers’ projects for Oklahoma during the 1930s. Arranged by county and by subject, these project files reflect the WPA research and findings regarding birthplaces and homes of prominent Oklahomans, cemeteries and burial sites, churches, missions and schools, cities, towns, and post offices, ghost towns, roads and trails, stagecoaches and stage lines, and Indians of North America in Oklahoma, including agencies and reservations, treaties, tribal government centers, councils and meetings, chiefs and leaders, judicial centers, jails and prisons, stomp grounds, ceremonial rites and dances, and settlements and villages. Also included are reports regarding geographical features and regions of Oklahoma, arranged by name, including caverns, mountains, rivers, springs and prairies, ranches, ruins and antiquities, bridges, crossings and ferries, battlefields, soil and mineral conservation, state parks, and land runs. In addition, there are reports regarding biographies of prominent Oklahomans, business enterprises and industries, judicial centers, Masonic (freemason) orders, banks and banking, trading posts and stores, military posts and camps, and transcripts of interviews conducted with oil field workers regarding the petroleum industry in Oklahoma. ____________________ Oklahoma Box 1 County sites – copy of historical sites in the counties Adair through Cherokee Folder 1. Adair 2. Alfalfa 3. Atoka 4. Beaver 5. Beckham 6. -
The Mormons and Indians in Iowa
BYU Studies Quarterly Volume 21 Issue 4 Article 11 10-1-1981 Refugees Meet: The Mormons and Indians in Iowa Lawrence Coates Follow this and additional works at: https://scholarsarchive.byu.edu/byusq Recommended Citation Coates, Lawrence (1981) "Refugees Meet: The Mormons and Indians in Iowa," BYU Studies Quarterly: Vol. 21 : Iss. 4 , Article 11. Available at: https://scholarsarchive.byu.edu/byusq/vol21/iss4/11 This Article is brought to you for free and open access by the Journals at BYU ScholarsArchive. It has been accepted for inclusion in BYU Studies Quarterly by an authorized editor of BYU ScholarsArchive. For more information, please contact [email protected], [email protected]. Coates: Refugees Meet: The Mormons and Indians in Iowa refugees meet the cormonsmormons and indians in iowa lawrence coates the story of the cormonsmormons and the indians in iowa is an important chapter in the larger narrative of mormon history during the early nineteenth century in 1830 a small number of cormonsmormons proclaimed to red men and white men alike that through divine intervention an ancient record had been revealed telling about the past present and future condition of the american indians six months after the birth of mormonism church leaders sent mis- sionariessionaries from new york to the indians to declare this important message to urge them to accept the restoration of christs ancient gospel and to find a suitable location for a new jerusalem although inspired by the dream of taking the restoration to the na- tives the cormonsmormons