Journal of the Western Slope
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
UCLA Electronic Theses and Dissertations
UCLA UCLA Electronic Theses and Dissertations Title Honor among Thieves: Horse Stealing, State-Building, and Culture in Lincoln County, Nebraska, 1860 - 1890 Permalink https://escholarship.org/uc/item/1h33n2hw Author Luckett, Matthew S Publication Date 2014 Peer reviewed|Thesis/dissertation eScholarship.org Powered by the California Digital Library University of California UNIVERSITY OF CALIFORNIA Los Angeles Honor among Thieves: Horse Stealing, State-Building, and Culture in Lincoln County, Nebraska, 1860 – 1890 A dissertation submitted in partial satisfaction of the requirements for the degree Doctor of Philosophy in History by Matthew S Luckett 2014 © Copyright by Matthew S Luckett 2014 ABSTRACT OF THE DISSERTATION Honor among Thieves: Horse Stealing, State-Building, and Culture in Lincoln County, Nebraska, 1860 – 1890 by Matthew S Luckett Doctor of Philosophy in History University of California, Los Angeles, 2014 Professor Stephen A. Aron, Chair This dissertation explores the social, cultural, and economic history of horse stealing among both American Indians and Euro Americans in Lincoln County, Nebraska from 1860 to 1890. It shows how American Indians and Euro-Americans stole from one another during the Plains Indian Wars and explains how a culture of theft prevailed throughout the region until the late-1870s. But as homesteaders flooded into Lincoln County during the 1870s and 1880s, they demanded that the state help protect their private property. These demands encouraged state building efforts in the region, which in turn drove horse stealing – and the thieves themselves – underground. However, when newspapers and local leaders questioned the efficacy of these efforts, citizens took extralegal steps to secure private property and augment, or subvert, the law. -
Frontier in Transition : a History of Southwestern Colorado
BLM LIBRARY 88014165 FRONTIER IN TRANSITION PAUL M. ,6F(pURKE A ffifflSTCDISW ©IF c 3®aJTT[H]M[ES iriSISI (C©L©IBAID)® TODSLEMJ (Q)LP (OTLLCM^ffi)® CULTURAL RESOURCES SERIES DUMBER TEN Bureau of Land Management Library g. 50, Denver Federal Center Denver, CO 8G225 FRONTIER IN TRANSITION A HISTORY OF SOUTHWESTERN COLORADO by Paul M. O'Rourke BUREAU OF LAND MANAGEMENT LIBRARY Denver, Colorado 88614165 Colorado State Office Bureau of Land Management U °fLandMana8ement 19eo LX B'dg. 50, Denver Feriorai r„ . 6nter Denver, CO 80225 COPIES OF THIS REPORT ARE AVAILABLE FROM: BUREAU OF LAND MANAGEMENT COLORADO STATE OFFICE RM. 700, COLORADO STATE BANK BUILDING 1600 BROADWAY DENVER, COLORADO 80202 FOREWORD This study represents the tenth volume in a series of cultural resource studies. It was prepared as part of the Bureau of Land Management's Cultural Resource Manage- ment Program and is the second complete history of a BLM district in Colorado. A major objective of the Bureau of Land Management, Department of the Interior, is the identification, evaluation and protection of the nation's historic heritage and values, particularly those under the management of the Bureau. The history of Southwestern Colorado is designed to provide a baseline narrative for Cultural Resource Management. Paul M. O'Rourke has written a new history of the southwest corner of Colorado and in doing so, has provided a timely and original view of Colorado's heritage and history. This study will become part of the over-all history of Colorado as prepared by the Bureau and as other volumes dealing with Colorado history are written, they too will be made available to the general public. -
THREE SACRED VALLEYS): an Assessment of Native American Cultural Resources Potentially Affected by Proposed U.S
Paitu Nanasuagaindu Pahonupi (THREE SACRED VALLEYS): An Assessment of Native American Cultural Resources Potentially Affected by Proposed U.S. Air Force Electronic Combat Test Capability Actions and Alternatives at the Utah Test and Training Range Item Type Report Authors Stoffle, Richard W.; Halmo, David; Olmsted, John Publisher Institute for Social Research, University of Michigan Download date 01/10/2021 12:00:11 Link to Item http://hdl.handle.net/10150/271235 PAITU NANASUAGAINDU PAHONUPI(THREE SACRED VALLEYS): AN ASSESSMENT OF NATIVE AMERICAN CULTURAL RESOURCES POTENTIALLY AFFECTED BY PROPOSED U.S. AIR FORCE ELECTRONIC COMBAT TEST CAPABILITY ACTIONS AND ALTERNATIVES AT THE UTAH TEST AND TRAINING RANGE DRAFT INTERIM REPORT By Richard W. Stoffle David B. Halmo John E. Olmsted Institute for Social Research University of Michigan April 14, 1989 Submitted to: Science Applications International Corporation Las Vegas, Nevada TABLE OF CONTENTS CHAPTER ONE EXECUTIVE SUMMARY 1 Description of Study Area 2 Description of Project 2 Site Specific Assessment 3 Tactical Threat Area 3 Threat Sites and Array 4 Range Maintenance Facilities 4 Programmatic Assessment 5 Airspace and Flight Activities Effects 5 Gapfiller Radar Site 5 Future Programmatic Assessments 5 Commercial Power 5 Fiber -optic Communications Network 5 Project - Related Structures and Activities on DOD lands 5 CHAPTER TWO ETHNOHISTORY OF INVOLVED NATIVE AMERICAN GROUPS 7 Ethnic Groups and Territories 7 Overview 7 Gosiutes 9 Pahvants 12 Utes 13 Early Contact, Euroamerican Colonization, -
Tribes of Oklahoma – Request for Information for Teachers (Oklahoma Academic Standards for Social Studies, OSDE)
Tribes of Oklahoma – Request for Information for Teachers (Oklahoma Academic Standards for Social Studies, OSDE) Tribe:_____Cheyenne and Arapaho Tribes, Oklahoma_____________ Tribal website(s): http://www.c-a-tribes.org/________________________ 1. Migration/movement/forced removal Oklahoma History C3 Standard 2.3 “Integrate visual and textual evidence to explain the reasons for and trace the migrations of Native American peoples including the Five Tribes into present-day Oklahoma, the Indian Removal Act of 1830, and tribal resistance to the forced relocations.” Oklahoma History C3 Standard 2.7 “Compare and contrast multiple points of view to evaluate the impact of the Dawes Act which resulted in the loss of tribal communal lands and the redistribution of lands by various means including land runs as typified by the Unassigned Lands and the Cherokee Outlet, lotteries, and tribal allotments.” The Cheyenne and Arapaho people formed an alliance together around 1811 which helped them expand their territories and strengthen their presence on the plains. Like the Cheyenne, the Arapaho language is part of the Algonquian group, although the two languages are not mutually intelligible. The Arapaho remained strong allies with the Cheyenne and helped them fight alongside the Sioux during Red Cloud's War and the Great Sioux War of 1876, also known commonly as the Black Hills War. On the southern plains the Arapaho and Cheyenne allied with the Comanche, Kiowa, and Plains Apache to fight invading settlers and U.S. soldiers. The Arapaho were present with the Cheyenne at the Sand Creek Massacre when a peaceful encampment of mostly women, children, and the elderly were attacked and massacred by US soldiers. -
A War All Our Own: American Rangers and the Emergence of the American Martial Culture
A War All Our Own: American Rangers and the Emergence of the American Martial Culture by James Sandy, M.A. A Dissertation In HISTORY Submitted to the Graduate Faculty of Texas Tech University in Partial Fulfillment of the Requirements for the Degree of DOCTORATE IN PHILOSOPHY Approved Dr. John R. Milam Chair of Committee Dr. Laura Calkins Dr. Barton Myers Dr. Aliza Wong Mark Sheridan, PhD. Dean of the Graduate School May, 2016 Copyright 2016, James Sandy Texas Tech University, James A. Sandy, May 2016 Acknowledgments This work would not have been possible without the constant encouragement and tutelage of my committee. They provided the inspiration for me to start this project, and guided me along the way as I slowly molded a very raw idea into the finished product here. Dr. Laura Calkins witnessed the birth of this project in my very first graduate class and has assisted me along every step of the way from raw idea to thesis to completed dissertation. Dr. Calkins has been and will continue to be invaluable mentor and friend throughout my career. Dr. Aliza Wong expanded my mind and horizons during a summer session course on Cultural Theory, which inspired a great deal of the theoretical framework of this work. As a co-chair of my committee, Dr. Barton Myers pushed both the project and myself further and harder than anyone else. The vast scope that this work encompasses proved to be my biggest challenge, but has come out as this works’ greatest strength and defining characteristic. I cannot thank Dr. Myers enough for pushing me out of my comfort zone, and for always providing the firmest yet most encouraging feedback. -
Guarding Capital: Soldier Strikebreakers on the Long Road to the Ludlow Massacre
W&M ScholarWorks Dissertations, Theses, and Masters Projects Theses, Dissertations, & Master Projects 2004 Guarding capital: Soldier strikebreakers on the long road to the Ludlow massacre Anthony Roland DeStefanis College of William & Mary - Arts & Sciences Follow this and additional works at: https://scholarworks.wm.edu/etd Part of the United States History Commons Recommended Citation DeStefanis, Anthony Roland, "Guarding capital: Soldier strikebreakers on the long road to the Ludlow massacre" (2004). Dissertations, Theses, and Masters Projects. Paper 1539623451. https://dx.doi.org/doi:10.21220/s2-d7pf-f181 This Dissertation is brought to you for free and open access by the Theses, Dissertations, & Master Projects at W&M ScholarWorks. It has been accepted for inclusion in Dissertations, Theses, and Masters Projects by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. GUARDING CAPITAL: Soldier Strikebreakers on the Long Road to the Ludlow Massacre A Dissertation Presented to The Faculty of the Department of History The College of William and Mary in Virginia In Partial Fulfillment Of the Requirements for the Degree of Doctor of Philosophy by Anthony Roland DeStefanis 2004 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. APPROVAL SHEET This dissertation is submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy Anthony Roland DeStefanis Approved by the Committee, October 2004 Cindy Hahamovitch, Chair r Judith Ewell Scott R. Nelson David Montgdmeiy Yale University, (Emeritus ii Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. TABLE OF CONTENTS Page Acknowledgements v Abstract vii Introduction 2 Chapter I. -
Ute History Unit Overview Unit 1
Ute History Unit Overview Unit 1 Unit 1 Overview: This unit covers the history of the Ute People from their creation story and life on the land to interactions and conflicts with Europeans and Americans. Lesson 1 introduces the creation story, an example of how Ute history has been preserved over time. Next, students learn about the importance of the land to the Ute people. The next three lessons explore how life changed for better or worse after contact with the first European explorers. The unit ends by taking a look at how the state/national government tried to control the lives of the Ute People . Essential Understanding #1: History is a story most often related through the individual experiences of the teller. With the inclusion of more and varied voices, histories are being rediscovered and revised. History told from the Ute perspective frequently conflicts with the stories mainstream historians tell; therefore, to understand the history and cultures of Colorado’s Ute Tribes requires understanding history from the perspectives of each tribe. Lesson Lesson Title Time Frame Lesson #1 The Creation Story 45 minutes Lesson #2 Before the Horse 60 minutes Lesson #3 European Contact: Raid, Trade and Socialization 60 minutes Lesson #4 Broken Promises 60 minutes Lesson #5 A Battle Between Cultures: The Utes Must Go! 75 minutes Lesson #6 Acculturation and Assimilation Through Education 90 minutes 12 Ute History Unit Overview Unit 1 Colorado Academic Standards – Social Studies: ● CO State History Standard 1: GLE #1 o EO.b. - Identify cause-and-effect relationships using primary sources to understand the history of Colorado’s development. -
How Many Wars Have There Been? of the Past 3,400 Years, Humans Have Been Entirely at Peace for 268 of Them, Or Just 8 Percent of Recorded History
How many wars have there been? Of the past 3,400 years, humans have been entirely at peace for 268 of them, or just 8 percent of recorded history. At least 108 million people were killed in wars in the twentieth century. Estimates for the total number killed in wars throughout all of human history range from 150 million to 1 billion. Jul 6, 2003 How many wars has America had between 1776 and 2017? The U.S. Has Been At War 222 Out of 239 Years. An interesting statistic: America has been at war 93% of the time – 222 out of 239 years. Another way to put it: the U.S. has only been at peace for less than 20 years total since its birth. (Mar. 19, 2017) To put this in perspective: * No U.S. president truly qualifies as a peacetime president. Instead, all U.S. presidents can technically be considered “war presidents.” * The U.S. has never gone a decade without war. The 239 Year Timeline of America’s Involvement in Military Conflict By Isaac Davis a contributing writer for WakingTimes.com. Sources: . http://www.informationclearinghouse.info/article2320.htm . http://www.loonwatch.com/2011/12/we-re-at-war-and-we-have-been-since-1776/ . http://academic.evergreen.edu/g/grossmaz/interventions.html The original source of this article is Activist Post Copyright © Isaac Davis, Activist Post, 2015 I should welcome almost any war, for I think this country needs one. – President Theodore Roosevelt The American public and the world have long since been warned of the dangers of allowing the military industrial complex to become such an integral part of our economic survival. -
John Jarvie Historic Ranch: Ute Map Lesson
John Jarvie Historic Ranch: Ute Map Lesson Authored by: Amanda Scheuerman Grade 4-6 1 Jarvie Ranch Ute Lesson LESSON PLAN DETAILS Plan By: Amanda Scheuerman Time Frame: 30-45 Minutes This lesson plan is intended for fourth to sixth grade. Group Size: SUMMARY 15-30 Students Materials: Attached Maps In the Ute map lesson, students will learn about the history of the Ute people located in Utah, Colorado, and Wyoming. Life Skills: This history will include precontact lands as well as the Geography, Mapping, transformation and eventual dispossession of Ute lands. Historical Thinking, Interpretation Utes argue that they have always lived in the region they called home. The first European contact included Spanish Intended Learning explorers, fur trappers, and miners. With the arrival of Outcomes: Mormon immigrants and ranchers, Utes experienced a Students will become drastic change of life. Anglo-American peoples began familiar with Ute encroaching upon Ute lands and overtime reduced the Ute Lifeways, dispossession, land base drastically. this lesson will illustrate the loss of and culture. land that the Utes had to undergo. Students will be able to identify traditional Ute lands and compare this to contemporary reservations. 1 Relevant Core Standards Utah Standards 4th Grade: Social Studies Standard II: Students will understand how Utah’s history has been shaped by many diverse people, events, and ideas. 1. Objective 1: Describe the historical and current impact of various cultural groups in Utah. 2. Objective 2: Describe the ways that Utah has changed over time. Colorado Standards 4th Grade: Social Studies History: 1. Organize and sequence events to understand the concepts of chronology and cause and effect in the history of Colorado. -
American Indian 1540To 1890
AMERICAN INDIAN 1540 TO 1890 DE SOTO EXPEDITION TO WOUNDED KNEE MASSACRE ERA SUMMARY – AMERICAN INDIAN The American Indian unit of Heritage Academy's Early American course is under development. At this time, most study questions about American Indians are interspersed with those of the Colonial Era, Early Republic, and Westward Expansion units. We plan to add additional books on this topic and develop a more comprehensive approach in the future. For the time being, however, we have completed a core reading list, a timeline, and a list of prominent characters. CHARACTERS – AMERICAN INDIAN VIRGINIA INDIANS Pocahontas 1595–1617 Daughter of an Indian Chieftain who helped the early settlers in the Jamestown Colony in Virginia. Powhatan d. 1618 Chief of the Powhatan confederacy and father of Pocahontas. Kept an uneasy peace with Jamestown settlers. Cockacoeskie d. 1685 Queen of the Pamunkey, following the Powhatan wars, who made an alliance with the Virginia government during Bacon's rebellion. Opechancanough 1554–1646 Leader of the Powhatan confederacy who led an Indian massacre against Jamestown beginning in 1622, which killed hundreds of white settlers. NEW ENGLAND INDIANS Squanto 1580–1622 New England Indian who helped the pilgrims their first year in Plymouth Colony. Samoset 1590–1653 First American Indian encountered by the Pilgrims at the Plymouth colony. Massasoit 1581–1661 Indian chief who befriended the pilgrims and lived in peace with them for forty years in Massachusetts. Hiawatha ~ 1550 Indian leader of Iroquois Indians who was the subject of a famous Longfellow poem. King Philip 1639–1676 Leader of the Wampanoag who led the first serious uprising against the white settlers in New England. -
COLORADO GOVERNORS James H. Peabody
COLORADO GOVERNORS James H. Peabody Scope and Content Note The James H. Peabody Collection comprises approximately 20 cubic feet of material spanning his term from 1903-1905. Record series in the collection include extraditions and requisitions; correspondence; the Executive Record; reports; and speeches and messages to the General Assembly. Strengths of the collection include documentation concerning the labor strife that occurred in the towns of Victor, Telluride, Colorado City, Trinidad and Las Animas. Additional information concerning the National Guard's involvement including photographs may also be found. Some of the records originating with the National Guard have restricted access. Please contact the Colorado State Archives for information about the restricted records. The controversial 1904 gubernatorial election is well documented through Governor Peabody's records as well as those of Governor Alva Adams. Biography The life of James H. Peabody was a series of unusual circumstances, events and achievements. Even his birth was unique as he was the youngest of 17 children! He was born on August 21, 1852, in Orange County, Vermont, where his family raised crops and children. James attended school in Vermont, and later furthered his education at the Bryant and Stratton Commercial Colleges at Barre and Burlington, Vermont. Three of his brothers fought for the Union in the Civil War. His father moved to Pueblo, Colorado, in 1871 and established the dry goods firm of Peabody & Jordan. James followed him after receiving his business college education in 1872, and worked for three years keeping the books. Early in 1875, he went to work for James Clelland in Clelland's general mercantile store in Canon City, Colorado. -
Introduction
Man’s inhumanity to man makes countless thousands mourn! Robert Burns Introduction My name is Mokee’eso, which means Little Woman in the language of the Cheyenne Indians. I was given my name by my aunt, Anovaoo’o, which means Falcon Woman. I think my parents hoped I would someday have the strength and grace of a falcon, so they gave the honor to my aunt to name me, hoping her attributes would rub off on me. The problem was I was as scrawny and shriveled as a prairie chicken when I was born, and I barely survived. I’ve often thought how awful it would have been if my aunt had actually named me Prairie Chicken or even Chicken Legs. I get teased enough for my abbreviated size, so that would have made life even more diffi cult. It also doesn’t help that instead of the beautiful, coppery bronzed skin of my people, I have the light tan skin of a desert lizard. I must have had an ancestor way back that was white, because here I am, not red or white, just kind of a dreary, splotchy sand color. My other less than desirable attribute is my hair, or lack of it. Although my hair is black like my people, it has the texture of a brittle heap of tumbleweed. I keep cutting it shorter and shorter with my hunting knife, because it sticks out like angry, unruly pokes of buffalo twine in what used to be my braids. Pretty soon, my hair will be so short it will resemble a mound of stiff, black vegetation atop my tiny, tan head, which actually, if the truth is known, looks like the shape of a small prairie turnip.