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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. -
I Plead for Them”: an 1882 Letter from Alice Cunningham Fletcher to Senator Henry Dawes
Nebraska History posts materials online for your personal use. Please remember that the contents of Nebraska History are copyrighted by the Nebraska State Historical Society (except for materials credited to other institutions). The NSHS retains its copyrights even to materials it posts on the web. For permission to re-use materials or for photo ordering information, please see: http://www.nebraskahistory.org/magazine/permission.htm Nebraska State Historical Society members receive four issues of Nebraska History and four issues of Nebraska History News annually. For membership information, see: http://nebraskahistory.org/admin/members/index.htm Article Title: “I Plead for Them”: An 1882 Letter from Alice Cunningham Fletcher to Senator Henry Dawes Full Citation: Valerie Sherer Mathes and Richard Lowitt, eds, “‘I Plead for Them’: An 1882 Letter from Alice Cunningham Fletcher to Senator Henry Dawes,” Nebraska History 84 (2003): 36-41 URL of article: http://www.nebraskahistory.org/publish/publicat/history/full-text/NH2003Fletcher.pdf Date: 8/12/2011 Article Summary: Fletcher’s letter, based on her experience on the Omaha Reservation, recommends that the government recognize the individual needs of different Indian groups. She describes the daily life of the Omahas and offers practical strategies that would help to ensure their adaptation to reservation life. Cataloging Information: Names: Alice Cunningham Fletcher, Wajapa, Susette La Flesche Tibbles, Thomas Henry Tibbles, Joseph La Flesche, Henry L Dawes, Francis La Flesche, George Wilkinson -
•Œmake-Believe White-Men╊ and the Omaha Land Allotments of 1871-1900
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Great Plains Research: A Journal of Natural and Social Sciences Great Plains Studies, Center for August 1994 “Make-Believe White-Men” and the Omaha Land Allotments of 1871-1900 Mark J. Awakuni-Swetland University of Nebraska - Lincoln, [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/greatplainsresearch Part of the Other International and Area Studies Commons Awakuni-Swetland, Mark J., "“Make-Believe White-Men” and the Omaha Land Allotments of 1871-1900" (1994). Great Plains Research: A Journal of Natural and Social Sciences. 232. https://digitalcommons.unl.edu/greatplainsresearch/232 This Article is brought to you for free and open access by the Great Plains Studies, Center for at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Great Plains Research: A Journal of Natural and Social Sciences by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Great Plains Research 4 (August 1994) 201-236 © Copyright by the Center for Great Plains Studies "MAKE-BELIEVE WHITE-MEN" AND THE OMAHA LAND ALLOTMENTS OF 1871-1900 Mark J. Swetland Center for Great Plains Studies and Department ofAnthropology University ofNebraska-Lincoln Lincoln, NE 68588-0317 Abstract. The (Dawes) General Allotment Act of1887 was meant to fulfill the United States Government policy ofallotting individual parcels of Indian reservation lands in an effort to break up communal societies,Jorcing tribes to move towards the white man's ideal of civilized culture. Three decades earlier, Article 6 ofthe Treaty of1854 allowed for the survey and allotting of the Omaha's northeastern Nebraska reservation, placing the Omaha Nation at the leading edge offederal policy a generation before the Dawes Act. -
American Beginnings to 1783
a03aspeFMTOC 10/16/02 3:37 PM Page vi American Beginnings to 1783 Strategies for Taking Standardized Tests S1 An advertisement Chapter 1 1200 B.C.–A.D. 1500 for land in Virginia, page 45 Three Worlds Meet 2 1 Peopling the Americas 4 2 North American Societies Around 1492 8 SCIENCE & TECHNOLOGY Forensic Reconstructions 9 3 West African Societies Around 1492 14 4 European Societies Around 1492 20 SCIENCE & TECHNOLOGY The Caravel 24 5 Transatlantic Encounters 26 POINT/COUNTERPOINT Columbus’s Legacy 30 Chapter 1 Assessment 32 Chapter 2 1492–1681 The American Colonies Emerge 34 1 Spain’s Empire in the Americas 36 2 An English Settlement at Jamestown 42 3 Puritan New England 49 4 Settlement of the Middle Colonies 55 GEOGRAPHY SPOTLIGHT Surviving in a New World 60 Chapter 2 Assessment 62 The Divided House of Benjamin and Chapter 3 1650–1765 William Franklin, page 103 The Colonies Come of Age 64 1 England and Its Colonies 66 2 The Agricultural South 72 3 The Commercial North 79 4 The French and Indian War 85 DAILY LIFE Colonial Courtship 90 Chapter 3 Assessment 92 Chapter 4 1765–1783 The War for Independence 94 1 The Stirrings of Rebellion 96 2 Ideas Help Start a Revolution 103 The Declaration of Independence 109 3 Struggling Toward Saratoga 113 4 Winning the War 118 TRACING THEMES Women and Political Power 124 Chapter 4 Assessment 126 Molly Pitcher portrayed in battle, page 117 vi TABLE OF CONTENTS a03aspeFMTOC 10/16/02 3:37 PM Page vii 1781–1850 A New Nation Chapter 5 1781–1788 Shaping a New Nation 130 The original 1 Experimenting with Confederation -
Elviinate. Strere Qtyp Insj,J.Anguage.Section Two Contains Two -Bibliographies
a DOCUMENT RESUME ED 143.583 SO Oil) 258 AUTHOR Cusick, Judy, Comp. .. .. - TITLE A Resource List' for,lion-Sekist EducatiOn. INSTITUTION National EduCation Association, WashingtonD.C.; Nation.;.1 Foundation orthe Improvement of.Educat.ion, Washih ton; D.C. Resource Center on Sex Roles in e Education. .PUB, ,DATE Jun 76' NOTE 38p. : : ,AVAILABLE FROM NEA Order Department, Academic Building,- West Haven, . ./ 'Connecticut.06516 ($0.75, paper cover) .. , .., . EDRS PRICE MF-$0.83 Plus Postage. HC Not A'vailable from EDRS. DESCRIPTORS Bibliographies; Child Developmeht; counseling; Elementary Secondary Education; Higher Epcation; .Program Development; Reading Materials; Resource Guides;'*Sex Discriffination; Sex Role; *Sex '. Stereotypes; Textbook Content; pomens Studies ABSTRACT; The pamphlet pr&ides resourcei",to.help educators .- understand issues of sex discrimination and stereotyping and eliminate their occurrence in classrodks. An 'introductory section presents selection criteria for inStructional materials which deal ,with issues of stereotyping and which p'romote individual student growth., Such materials should be affectively based, ikivolVe students, in terms of their own lives, and :---,---eLviinate._strere_Qtyp_insj,j.anguage.Section two contains two -bibliographies. The first, with_ 55 entries, presents information .about textbooks and instructional materials -, employment,, extracurricular vocational education, counseling, and ( teacher behavior. The second, with 70 entries, describes fiCtion and, nonfiction, for background reading on the subject of women. The 139 entries in sectiop three emphapize development of nonsexist instructiehal programcouAseling, and trade books for children and . early adolescents. Section four lists 49 government documents, ' resources,,,and bibliographies. Almost all entries were publisheg' after .1970. Information is given on title, author, publiSher,;date, and price.(Author/AV) . -
Pipestone National Monument, Minnesota Native American Cultural Affiliation and Traditional Association Study
Pipestone National Monument, Minnesota Native American Cultural Affiliation and Traditional Association Study Item Type Report Authors Zedeño, M. Nieves; Basaldu, R.C. Publisher Bureau of Applied Research in Anthropology, University of Arizona Download date 24/09/2021 17:33:02 Link to Item http://hdl.handle.net/10150/292671 PIPESTONE NATIONAL MONUMENT, MINNESOTA NATIVE AMERICAN CULTURAL AFFILIATION AND TRADITIONAL ASSOCIATION STUDY Final Report June 30, 2004 María Nieves Zedeño Robert Christopher Basaldú Bureau of Applied Research in Anthropology THE UNIVERSITY OF ARIZONA Tucson, AZ 85721 PIPESTONE NATIONAL MONUMENT, MINNESOTA NATIVE AMERICAN CULTURAL AFFILIATION AND TRADITIONAL ASSOCIA- TION STUDY Final Report Prepared by María Nieves Zedeño And Robert Christopher Basaldú Prepared for National Park Service Midwest Region Under Task Agreement 27 of Cooperative Agreement H8601010007 R.W. Stoffle and M. N. Zedeño, Principal Investigators Bureau of Applied Research in Anthropology University of Arizona Tucson, AZ 86721 June 30, 2004 TABLE OF CONTENTS List of Figures ................................................................................................................................iii SUMMARY OF FINDINGS ......................................................................................................... iv CHAPTER ONE – STUDY OVERVIEW...................................................................................... 1 Geographic and Cultural Focus of the Research............................................................................ -
Special Topics in Gender and History: HISTORY of WOMEN and LEADERSHIP Fall 2011 Tuesday 2:30-5:15 PM WRI C-239
History 495/695:001 Special Topics in Gender and History: HISTORY OF WOMEN and LEADERSHIP Fall 2011 Tuesday 2:30-5:15 PM WRI C-239 Dr. Joanne Goodwin Summer Burke [email protected] [email protected] Women’s Research Institute of Nevada, CBC-B527 Women’s Research Institute of Nevada, CBC-B531 Office phone: 702.895.1199 Office phone: 702.895.2902 Office hours: W 1:30-3:00 Office hours: T 11:00-12:00 Course Objectives: This course explores the diversity of approaches to women's civic and democratic leadership as practiced by women over the twentieth-century in the United States. At the center of the course rests the question: why and how have women risen to become change makers and leaders? In addressing that question, the class focuses on differences among leadership styles, arenas of leadership, diverse communities, and the skills needed whether pursuing social change or career advancement. While addressing the changes in women’s lives in the twentieth century, the course also introduces students to contemporary women who have become leaders in their communities. Students who complete this course will be able to: Demonstrate their knowledge of leadership models as related to women's current and historic roles in U.S. history Acquire and apply leadership competencies on campus and in the community Demonstrate their knowledge of diversity, democratic citizenship, and civic engagement to address social challenges Identify, research, and interview women who are currently leading in the community. Practice public speaking and the presentation of one’s ideas in verbal form. -
Literature for Composition Reading and Writing Arguments About Essays, Stories, Poems, and Plays
BARN.2138.bkfm.i-xxvi_BARN.2138.bkfm.i-xxvi 2/27/13 1:27 PM Page i INSTRUCTOR’S HANDBOOK TO ACCOMPANY Literature for Composition Reading and Writing Arguments About Essays, Stories, Poems, and Plays TENTH EDITION Edited by Sylvan Barnet Tufts University William Burto University of Massachusetts at Lowell William E. Cain Wellesley College Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo BARN.2138.bkfm.i-xxvi_BARN.2138.bkfm.i-xxvi 2/27/13 1:27 PM Page ii Vice President and Editor in Chief: Joseph P. Terry Senior Supplements Editor: Donna Campion Electronic Page Makeup: Grapevine Publishing Services, Inc. Instructor’s Handbook to Accompany Literature for Composition: Essays, Stories, Poems, and Plays, Tenth Edition, by Sylvan Barnet, William Burto, and William E. Cain. Copyright © 2014, 2011, 2007 Pearson Education, Inc. All rights reserved. Printed in the United States of America. Instructors may re- produce portions of this book for classroom use only. All other reproductions are strictly prohibited without prior permission of the publisher, except in the case of brief quotations embodied in critical articles and reviews. 1 2 3 4 5 6 7 8 9 10–online–15 14 13 12 ISBN 10: 0-321-84213-8 www.pearsonhighered.com ISBN 13: 978-0-321-84213-8 BARN.2138.bkfm.i-xxvi_BARN.2138.bkfm.i-xxvi 2/27/13 1:27 PM Page iii Contents Preface xv Using the “Short Views” and the “Overviews” xvii Guide to MyLiteratureLabTM xix The First Day 1 PART I Getting Started: From Response to Argument CHAPTER 1 How to Write an Effective Essay: A Crash Course 4 CHAPTER 2 The Writer as Reader 5 KATE CHOPIN Ripe Figs 5 LYDIA DAVIS City People 6 RAY BRADBURY August 2026: There Will Come Soft Rains 7 MICHELE SERROS Senior Picture Day 8 GUY DE MAUPASSANT The Necklace 9 GUY DE MAUPASSANT Hautot and Son 13 T. -
Rare Americana African-American History
Sale 503 March 28, 2013 11:00 AM Pacific Time Rare Americana African-American History Auction Preview Tuesday, March 26, 9:00 am to 5:00 pm Wednesday, March 27, 9:00 am to 5:00 pm Thursday, March 28, 9:00 am to 11:00 am Other showings by appointment 133 Kearny Street 4th Floor : San Francisco, CA 94108 phone : 415.989.2665 toll free : 1.866.999.7224 fax : 415.989.1664 [email protected] : www.pbagalleries.com REAL-TIME BIDDING AVAILABLE PBA Galleries features Real-Time Bidding for its live auctions. This feature allows Internet Users to bid on items instantaneously, as though they were in the room with the auctioneer. If it is an auction day, you may view the Real-Time Bidder at http://www.pbagalleries.com/realtimebidder/ . Instructions for its use can be found by following the link at the top of the Real-Time Bidder page. Please note: you will need to be logged in and have a credit card registered with PBA Galleries to access the Real-Time Bidder area. In addition, we continue to provide provisions for Absentee Bidding by email, fax, regular mail, and telephone prior to the auction, as well as live phone bidding during the auction. Please contact PBA Galleries for more information. IMAGES AT WWW.PBAGALLERIES.COM All the items in this catalogue are pictured in the online version of the catalogue at www.pbagalleries. com. Go to Live Auctions, click Browse Catalogues, then click on the link to the Sale. CONSIGN TO PBA GALLERIES PBA is always happy to discuss consignments of books, maps, photographs, graphics, autographs and related material. -
Nsanders, 8Everlv Educational Equity Act Program. 74P.: For,Relatea Documenti, See SO 012 593-594 and (Groups): *Reconstruction
r DOCUMENT DESIIME ED 186 342 ,S0 012595'. AUTHOR NSanders, 8everlv , TITLE Women in American History: A Series. Book Three,- Womenk'during and after the Civil War 1860.r1890. INSTITUTION AmeriCan Federaticin of TeaChers, Washington, D.C. SPONS AGSNCY 'Office of -Pducaticn (DHEW),.WashAngton, D.C. Womemusr Educational Equity Act Program. PUB DATE 79 NOTE 74p.: For,relatea documenti, see SO 012 593-594 and ,ISID 012 596. I AVAILABLE FROM Education Devillopment. Center, 5S,Chapel Street, Newtonc MA 02`160 ($1.50 plus $1-.30 shippimg Set charge) . EDRS PR/CE MF01 Plus Postage. PC Not Available'frpm EDRS. DESCRIPTORS *Civil WaT (United°States) :*Females; Teminism; .4Learaing Activities: Occupations; Organizations (Groups): *Reconstruction Era: Secondary Educatio; Sex Discrimination: *Sex Role; Slavery; Sccial Action: Social Studies; Teachers; United States History; Womens Educatipn: *Womens Studies ABSTRACT The document, one in a series og four on women in American history, discusses the role of women during and after the Civil War' (1860-1890). Designed to supplement high school U.S. ,historYitextboks, the book is comprised of five.charters. glapter a describes the work of Union and Confederate wcmen ln the Civil W. Topics include the army nursing service, women in the militarYi'and - women who assumed the responsibilities of their absent husbahds. Chapter.II focuses on black and wfiite women educators for the freed slaves duritg the Reconstruction Era. Excerpts from diaries reveal the experiences of these teachers. Chapter III describes woien on.the western frontier. Again, excerpts from letters and diaries depict the °fewis and tlark guide, Sacalawea: pioneer missionaries adjusting to frontier life: and the experiences of women on the Western trail. -
Black Bird, King of the Mahars - Autocrat, Big Man, Chief
UC Irvine UC Irvine Previously Published Works Title BLACK BIRD, KING OF THE MAHARS - AUTOCRAT, BIG MAN, CHIEF Permalink https://escholarship.org/uc/item/3v3249pw Journal ETHNOHISTORY, 40(3) ISSN 0014-1801 Author THORNE, TC Publication Date 1993 DOI 10.2307/481862 License https://creativecommons.org/licenses/by/4.0/ 4.0 Peer reviewed eScholarship.org Powered by the California Digital Library University of California Black Bird, "King of the Mahars:" Autocrat, Big Man, Chief Tanis C. Thorne, University of California, Los Angeles "He who is a legend in his own time, is ruled by that legend. It may begin in absolute innocence. But, to cover up flaws, and maintain the myth of Divine Power, one must employ desperate measures."1 Abstract. Black Bird (I75o?-I8oI) was an exceptionally dynamic chief who ex- ercised forceful leadership over the Omaha. He is reputed to have used arsenic to destroy his political enemies. He extorted tribute from the French fur traders, and under his leadership, the Omaha and Ponca blockaded the Missouri River in the mid-I79os. The conventional view that Black Bird was a despot and usurper is assessed, and it is speculated that his leadership may have represented "cycling"- the rebirth of a chiefdom-level society. In the last quarter of the eighteenth century, the Omaha Chief Black Bird 2-called "Oiseau Noir" by the French and "El Pajaro Negro" by the Spanish-gained a notorious reputation along the Missouri River because of his forceful leadership and his firm handling of fur traders. At the peak of his powers in the I79os, his influence extended beyond the Omaha to a wider regional sway over neighboring tribes. -
Ponca Societies and Dances by Alanson Skinner
PONCA SOCIETIES AND DANCES BY ALANSON SKINNER PREFACE The Ponca (or, as they call themselves, P'uinka') are one of the five tribes of the Dhegiha group of the Siouan stock, and are closely related to the Omaha, Osage, Kansa, and Quapaw. The history of the Ponca traces their migration from the time of their traditional separation with the Omaha from the Osage and Kansa on the Missouri; whence they ascended a northern tributary to Minnesota, where they resided near the pipestone quarry until attacked by the Sioux and driven back southwest to Lake Andes, South Dakota. There the Omaha and Ponca traditions say they obtained their sacred pipes and their gentes originated. Eventually they settled on the Niobrara River and remained there until removed by the United States Government. In 1906 there were 225 Ponca in Nebraska and 600 in Oklahoma, near White Eagle and Ponca City, where the writer visited them in June and July, 1914. The following data are the result of two days' work with Charles Collins and Big-goose as informants. No claim for the completeness of these notes is suggested, and they are published at this time principally because there is so little known of Ponca culture and the material is needed for comparison. In material culture the Ponca are of the Plains type with leanings toward the Central Algonkin whom they probably once resembled. Old photographs and daguerreotypes, supplemented by descriptions received from my informants, go to show that at one time the two-piece open skirt woman's garment of Central Algonkin type was used, together with soft-soled moccasins.