The Cheyenne River Sioux Tribal Park
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The Cheyenne River 2
BEFORE THE PUBLIC UTILITIES COMMISSION OF THE STATE OF SOUTH DAKOTA ) IN THE MATIER OF THE APPLICATION BY ) HP14-001 TRANSCANADA KEYSTONE PIPELINE, LP ) FOR A PERMIT UNDER THE SOUTH DAKOTA) APPLICATION FOR ENERGY CONVERSION AND TRANSMISSION) PARTY STATUS BY FACILITIES ACT TO CONSTRUCT THE ) THE CHEYENNE RIVER KEYSTONE XL PROJECT ) SIOUX TRIBE ) COMES NOW, the Cheyenne River Sioux Tribe, by and through its undersigned signatory, and pursuant to SDCL §49-41B-17(2)(3) petitions to be granted party-status in the above referenced matter. The petitioner's interests are as follows: 1. The Cheyenne River Sioux Tribe is a federally- recognized Indian Tribe residing on the Cheyenne River Sioux Reservation of South Dakota. The address of the Tribal government headquarters is Post Office Box 590, Eagle Butte, South Dakota 57625. 2. The Keystone XL project would cross lands that has been adjudged by the U.S. Indian Claims Commission and the U.S. Court of Claims to be the aboriginal and Treaty-titled land of the petitioner Cheyenne River Sioux Tribe. United States v. Sioux Nation ofIndians, 601 F.2d 1157, 1172 (Ct. Cl. 1975) aff'd 448 U.S. 384 (1980); Sioux Nation v. United States, 21 Ind. CL Comm. 371, 382 (1974). 3. The proposed Keystone XL (KXL) pipeline threatens to contaminate the source of water for our Mni Waste Water System. The pipeline is proposed to run through our aboriginal homelands just south of the western border of our present reservation. The proposed route of the pipeline will cross the Cannonball River, Grand River, Moreau River, and Cheyenne River in the Dakotas and these rivers individually and collectively enter the Missouri River in Lake Oahe, the Pick Sloan Reservoir immediately upstream from our intake. -
Indian Trust Asset Appendix
Platte River Endangered Species Recovery Program Indian Trust Asset Appendix to the Platte River Final Environmental Impact Statement January 31,2006 U.S. Department of the Interior Bureau of Reclamation Denver, Colorado TABLE of CONTENTS Introduction ..................................................................................................................................... 1 The Recovery Program and FEIS ........................................................................................ 1 Indian trust Assets ............................................................................................................... 1 Study Area ....................................................................................................................................... 2 Indicators ......................................................................................................................................... 3 Methods ........................................................................................................................................... 4 Background and History .................................................................................................................. 4 Introduction ......................................................................................................................... 4 Overview - Treaties, Indian Claims Commission and Federal Indian Policies .................. 5 History that Led to the Need for, and Development of Treaties ....................................... -
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. -
Makȟóčhe Wašté, the Beautiful Country: an Indigenous
MAKȞÓČHE WAŠTÉ, THE BEAUTIFUL COUNTRY: AN INDIGENOUS LANDSCAPE PERSPECTIVE A Thesis Submitted to the Graduate Faculty of the North Dakota State University of Agriculture and Applied Science By Dakota Wind Goodhouse In Partial Fulfillment of the Requirements for the Degree of MASTER OF ARTS Major Department: History, Philosophy, and Religious Studies October 2019 Fargo, North Dakota North Dakota State University Graduate School Title MAKȞÓČHE WAŠTÉ, THE BEAUTIFUL COUNTRY: AN INDIGENOUS LANDSCAPE PERSPECTIVE By Dakota Wind Goodhouse The Supervisory Committee certifies that this disquisition complies with North Dakota State University’s regulations and meets the accepted standards for the degree of MASTER OF ARTS SUPERVISORY COMMITTEE: Thomas D. Isern Chair John K. Cox Kelly Sassi Clifford Canku Approved: 10/21/2019 Mark Harvey Date Department Chair ABSTRACT The Očhéthi Šakówiŋ (Seven Council Fires; “Great Sioux Nation”) occupied an area from the woodlands to the Great Plains. The landscape and the wind influenced their language and culture in a way that suggests a long occupation. Major landmarks like Ȟesápa (Black Hills), Matȟó Thípila (Bear Lodge; “Devils Tower”), Pahá Makȟáska (White Earth Butte; White Butte, ND), and Oǧúǧa Owápi (Images Burned Into The Stone; Jeffers Petroglyphs, MN) were woven into the cultural identity of the Očhéthi Šakówiŋ. The pictographic record, traditional song, and oral tradition recall events like first contact with the horse at the Čhaŋsáŋsaŋ Ožáte (White Birch Fork), or the James River-Missouri River confluence in C.E. 1692. The historical pictographic record, oral tradition, and occupation will be examined in this paper to support the idea that Očhéthi Šakówiŋ have a cultural occupation of the Great Plains that long predates the European record. -
Lands of the Lakota: Policy, Culture and Land Use on the Pine Ridge
1 Lands of the Lakota: Policy, Culture and Land Use on the Pine Ridge Reservation Joseph Stromberg Senior Honors Thesis Environmental Studies and Anthropology Washington University in St. Louis 2 Abstract Land is invested with tremendous historical and cultural significance for the Oglala Lakota Nation of the Pine Ridge Indian Reservation. Widespread alienation from direct land use among tribal members also makes land a key element in exploring the roots of present-day problems—over two thirds of the reservation’s agricultural income goes to non-Natives, while the majority of households live below the poverty line. In order to understand how current patterns in land use are linked with federal policy and tribal culture, this study draws on three sources: (1) archival research on tribal history, especially in terms of territory loss, political transformation, ethnic division, economic coercion, and land use; (2) an account of contemporary problems on the reservation, with an analysis of current land policy and use pattern; and (3) primary qualitative ethnographic research conducted on the reservation with tribal members. Findings indicate that federal land policies act to effectively block direct land use. Tribal members have responded to policy in ways relative to the expression of cultural values, and the intent of policy has been undermined by a failure to fully understand the cultural context of the reservation. The discussion interprets land use through the themes of policy obstacles, forced incorporation into the world-system, and resistance via cultural sovereignty over land use decisions. Acknowledgements I would like to sincerely thank the Buder Center for American Indian Studies of the George Warren Brown School of Social Work as well as the Environmental Studies Program, for support in conducting research. -
The First Americansyesterday the Indian Has a Problem-The White
DOCUMENT RESUME D 074 007 SO 005 5' uTHCR Odle, Sue ITLE The First AmericansYesterdayand Today, NSTITUTION Minneapolis Public Schools,Minn, UB DATE 70 DTE 54p,; Report ofa Special Task Force on Minority Cultures, 'US PRICE MF-$0.65 BC-$3,29 ESCPIPTORS *American. Indian Culture; *AmericanIndians; Cultural Education; Ethnology; ReadingMaterials; *Social Studies Units; Teaching Guides;Tribes STPACT This unit is designed witha basic goal of instilling otter understanding of, andempathy for, the AmericanIndian. The first section outlinesunderstandings and attitudes alongwith iggestions forcorresponding activities andresources. This is Mowed bya Resource Manual that includes the followingstudent n.dings:. (1) Migrationand Division of the Sioux;(2) The Beginnings the Sioux; (3) Land of the Daco4hs;(4) These liere the Sioux; (5). )e Ending Went. On and On;(6) Attitudes and Valuesof American Idians;(7) Background of Sioux--U.S.Government Conflict in 1800Is; i) The Indian Hasa Problem-The White Man;(9) Cultural Cleavage tween the Teton Sioux and WesternCivilization; and,(10) The .ight of the American Indian,A brief glossary is includedas well several pages of study questions.Other documents in thisseries :e SO 005 53 4 through 50 005 551.(OPH) U.S. DEPARTMENT OFHEALTH, ED 0 JA7 -,DHCEDTHETHIS PERSON DOCUMENTEDUCATIONOFFICE EXACTLY OR OF ORGANIZATION ASIEID HAS & ,HECEIVED WELFARENCE:EIE.N ATI ON REPRO.FROM CATIONREPRESENTIONSINATING STATED POSITION 117 POINTSOFFICIAL DO OR, NOT OFPOLICY OFFICE VIEWNECESSARILYOROF ORIG-OPIN-EDU- THEPIRZ 'r Sue Odle G.Spring,Special.Minneapolis Skjervold, 1970Task Public ForceProject Schoolson MinorityAdministrator Cultures, INTRODUCTION This unit is de i d with a basic goal of today's dominant whitesociety perpetuatespoverty forin tillingthe American better IndianunderstandingTais willof, andbe.done,by empathy andFrom helplessness this approach formany it isAmerican expected Indians. -
Cultural Play at the Crazy Horse Colossus: Narrative
Georgia State University ScholarWorks @ Georgia State University Communication Theses Department of Communication Summer 7-14-2010 Cultural Play at the Crazy Horse Colossus: Narrative Thomas M. Cornwell Georgia State University Follow this and additional works at: https://scholarworks.gsu.edu/communication_theses Part of the Communication Commons Recommended Citation Cornwell, Thomas M., "Cultural Play at the Crazy Horse Colossus: Narrative." Thesis, Georgia State University, 2010. https://scholarworks.gsu.edu/communication_theses/64 This Thesis is brought to you for free and open access by the Department of Communication at ScholarWorks @ Georgia State University. It has been accepted for inclusion in Communication Theses by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. CULTURAL PLAY AT THE CRAZY HORSE COLOSSUS: NARRATIVE RATIONALITY AND THE CRAZY HORSE MEMORIAL ORIENTATION FILM by THOMAS M. CORNWELL Under the Direction of Dr. Mary Stuckey ABSTRACT This thesis explores the Crazy Horse Memorial orientation film and its rhetorical claim to represent Lakota values in the rhetorically contested Black Hills of South Dakota. Walter Fisher‟s concept of narrative rationality is used to analyze the informal logic of the memorial film narrative. The Crazy Horse Memorial is seen as a response to Mt. Rushmore‟s colonialist legacy. Analysis shows that the Crazy Horse Memorial actually has much in common with Rushmore‟s legacy of Euro-American colonialism. This thesis discusses the effects of this redefinition of Lakota cultural values on the rhetorical sphere of the contested Black Hills. INDEX WORDS: Narrative rationality, American Indians, Crazy Horse Memorial, Black Hills, Lakota, Mount Rushmore, Colossal art, Orientation film CULTURAL PLAY AT THE CRAZY HORSE COLOSSUS: NARRATIVE RATIONALITY AND THE CRAZY HORSE MEMORIAL ORIENTATION FILM by THOMAS M. -
North and South Dakota
DEPARTMENT OF THE INTERIOR UNITED STATES GEOLOGICAL SURVEY GEORGE OTIS SMITH, DIRECTOR BtELIiETIN 575 «v^L'l/"k *. GEOLOGY OP THE NORTH AND SOUTH DAKOTA BY W. R. CALVERT, A. L. BEEKLY, V. H. BARNETT AND M. A. PISHEL WASHINGTON GOVERNMENT FEINTING OFFICE 1914 vti.'CS i«\ IJ) C -«"PA4 £, * 0 CONTENTS. Introduction.............................................................. 5 Field work............................................................... 6 Previous examinations........:............................................ 6 Geography. .............................................................. 7 Location and extent of area............................................ 7 Relief................................................................ 7 Drainage.............................................................. 8 Culture. ....................................................v .......... 8 Descriptive geology........................................................ 9 Stratigraphy.......................................................... 9 Occurrence of the rocks. ........................................... 9 Cretaceous system (Montana group)................................ 9 Pierre shale.................................................. 9 Character and distribution................................. 9 Age..................................................... 11 Fox Hills^sandstone.......................................... 11 Character and distribution................................. 11 Age...................................................... -
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 -
American Expansionism, the Great Plains, and the Arikara People, 1823-1957
Virginia Commonwealth University VCU Scholars Compass Theses and Dissertations Graduate School 2019 Breakdown of Relations: American Expansionism, the Great Plains, and the Arikara People, 1823-1957 Stephen R. Aoun Follow this and additional works at: https://scholarscompass.vcu.edu/etd Part of the Cultural History Commons, Diplomatic History Commons, Other History Commons, and the United States History Commons © The Author Downloaded from https://scholarscompass.vcu.edu/etd/5836 This Thesis is brought to you for free and open access by the Graduate School at VCU Scholars Compass. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of VCU Scholars Compass. For more information, please contact [email protected]. Breakdown of Relations: American Expansionism, the Great Plains, and the Arikara People, 1823-1957 A thesis submitted in partial fulfillment of the requirements of the degree of Master of Arts at Virginia Commonwealth University By Stephen Robert Aoun Bachelor of Arts, Departments of History and English, Randolph-Macon College, 2017 Director: Professor Gregory D. Smithers, Department of History, College of Humanities and Sciences, Virginia Commonwealth University Virginia Commonwealth University Richmond, Virginia April 2019 Table of Contents Introduction ……………………………………………………………………………………… 2 Chapter One Western Expansion and Arikara Identity ………………………………………………. 17 Chapter Two Boarding Schools and the Politics of Assimilation ……...……………………………... 37 Chapter Three Renewing Arikara Identity -
BSB CH3 - 1 in Times of Battle, BIG ROAD Was War Chief to the Oglala Lakota
CRAZY HORSE was the legendary Lakota war chief who led Sitting Bull’s warriors in the Valley of the Greasy Grass, known evermore as the Battle of Little Big Horn. The Lakota were accustomed to war. They had gained their prime hunting land by fighting other tribes, and were always ready to defend it. Crazy Horse was treated as a hero in his village. Without skilled war chiefs like him, life on the Great Plains would not be possible. Crazy Horse was a master of the four Lakota virtues: bravery, generosity, fortitude, and wisdom. He was skillful with bow and arrow, and rode his horse with ease. As leader of his lodge, Crazy Horse provided for his wives and children, while always doing his best to keep them safe. A man of strong medicine, Crazy Horse walked with an air of mystery, wandering the Great Plains alone as he spoke with the Ancestors. He refused to be photographed, and never grew accustomed to the strange ways of the White Man. As Lakota warriors prepared for the Wasichu to attack in 1876, Sitting Bull knew he was too weak from the Sun Dance to lead his people in battle. Crazy Horse, a famous war chief in his own right, stepped forward to serve in Sitting Bull’s place. Crying, “Strong hearts to the front, cowards to the rear,” Crazy Horse led the Lakota fearlessly, decimating the Wasichu at Little Big Horn. After the battle, life became difficult for the tribes. Hunted by Wasichu who wanted the Lakota to pay for their moment of victory, Crazy Horse was forced to surrender in 1877. -
Oglala Sioux Tribe
Oglala Sioux Tribe PINE RIDGE INDIAN RESERVATION P.O. Box #2070 Pine Ridge, South Dakota 57770 1(605) 867-5821 Ext. 8420 (O) / 1(605) 867-6076 (F) President Troy “Scott” Weston July 2, 2018 Hon. Ryan Zinke, Secretary Attn: Tara Sweeney, Assistant Secretary U.S. Department of the Interior 1849 C St., N.W. Washington, DC 20240 Via email: [email protected] Re: Comments on Land-Into-Trust Regulations (25 C.F.R. Part 151) Dear Secretary Zinke and Assistant Secretary Sweeney: The Oglala Sioux Tribe is a Federally recognized Indian tribe, one of the constituent tribes of the Great Sioux Nation, and a signatory to the 1851 Treaty between the United States and the Sioux Nation and the 1868 Treaty between the United States and the Great Sioux Nation. The Oglala Sioux Tribe submits these comments on the BIA outreach meetings on acquisition of Indian trust land by the Secretary of the Interior: No regulatory amendments are required at the present time. The Secretary should restore authority to the BIA Regions to acquire land into trust on behalf of Indian tribes and individual Indians. The Secretary should mandate that the BIA Regional Directors prioritize and expedite the acquisition of Indian trust lands for Indian tribes and individuals to enhance restorative justice, promote Indian self-determination, support self- government, encourage economic development, and foster cultural survival and community wellness. BACKGROUND: 1851 AND 1868 TREATIES Under the 1851 and 1868 Treaties, the Great Sioux Nation reserved 21 million acres of western South Dakota from the low water mark on the east bank of the Missouri River as our “permanent home” and 44 million acres of land in Nebraska, Colorado, Wyoming, Montana and North Dakota as unceded Indian territory from among our original Lakota, Nakota, and Dakota territory.