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Muscogee (Creek) Nation Scholarship Foundation Program
MUSCOGEE (CREEK) NATION SCHOLARSHIP FOUNDATION PROGRAM James R. Floyd Health Care Management Scholarship Scholarship Description Chief James R. Floyd is the Principal Chief of the Muscogee (Creek) Nation, the fourth largest Tribe in the Nation with more than 80,500 citizens. James grew up in Eufaula, Oklahoma. After completing his Associates Degree at OSU in Oklahoma City he started his professional career with the Muscogee (Creek) Nation Tribe, working first in Environmental Services. He became the manager of Health Services, then Director of Community Services. In these positions he implemented the tribe’s first food distribution, social services, burial assistance, and school clothing allowance programs. Chief Floyd managed the first tribal-owned hospital in the United States at Okemah, and negotiated the transfer of the Okemah, Eufaula, Sapulpa, and Okmulgee Dental clinics from Indian Health Service to Muscogee (Creek) Tribal management. Chief Floyd is a strong advocate of higher education. Chief Floyd embraced and accepted his role as Principal Chief of the Nation’s fourth-largest Native American tribe in January of 2016. Throughout his career with the Indian Health Service and the Department of Veteran’s Affairs, Chief Floyd has continued to serve Native Americans throughout the United States, while always keeping in mind how his efforts could benefit his own Creek Nation. As a pioneer in Indian Health Care, Chief Floyd has been recognized nationally for establishing outreach to Native American communities. He ensured that the first of these reimbursements agreements was established with the Muscogee (Creek) Nation. He also held the first tribal veterans summit at Muskogee. -
Tribal and House District Boundaries
! ! ! ! ! ! ! ! Tribal Boundaries and Oklahoma House Boundaries ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 22 ! 18 ! ! ! ! ! ! ! 13 ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 20 ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 7 ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! Cimarron ! ! ! ! 14 ! ! ! ! ! ! ! ! ! ! ! ! ! ! 11 ! ! Texas ! ! Harper ! ! 4 ! ! ! ! ! ! ! ! ! ! ! n ! ! Beaver ! ! ! ! Ottawa ! ! ! ! Kay 9 o ! Woods ! ! ! ! Grant t ! 61 ! ! ! ! ! Nowata ! ! ! ! ! 37 ! ! ! g ! ! ! ! 7 ! 2 ! ! ! ! Alfalfa ! n ! ! ! ! ! 10 ! ! 27 i ! ! ! ! ! Craig ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! h ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 26 s ! ! Osage 25 ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! a ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 6 ! ! ! ! ! ! ! ! ! ! ! ! ! ! Tribes ! ! ! ! ! ! ! ! ! ! ! ! ! ! 16 ! ! ! ! ! ! ! ! ! W ! ! ! ! ! ! ! ! 21 ! ! ! ! ! ! ! ! 58 ! ! ! ! ! ! ! ! ! ! ! ! ! ! 38 ! ! ! ! ! ! ! ! ! ! ! ! Tribes by House District ! 11 ! ! ! ! ! ! ! ! ! 1 Absentee Shawnee* ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! Woodward ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 2 ! 36 ! Apache* ! ! ! 40 ! 17 ! ! ! 5 8 ! ! ! Rogers ! ! ! ! ! Garfield ! ! ! ! ! ! ! ! 1 40 ! ! ! ! ! 3 Noble ! ! ! Caddo* ! ! Major ! ! Delaware ! ! ! ! ! 4 ! ! ! ! ! Mayes ! ! Pawnee ! ! ! 19 ! ! 2 41 ! ! ! ! ! 9 ! 4 ! 74 ! ! ! Cherokee ! ! ! ! ! ! ! Ellis ! ! ! ! ! ! ! ! 41 ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 72 ! ! ! ! ! 35 4 8 6 ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 5 3 42 ! ! ! ! ! ! ! 77 -
Oklahoma High School Indicators Project Mean ACT Scores by Oklahoma High School Site
Oklahoma High School Indicators Project Mean ACT Scores by Oklahoma High School Site Oklahoma State Regents for Higher Education 655 Research Parkway, Suite 200, Oklahoma City, OK 73104 December 2002 OKLAHOMA STATE REGENTS FOR HIGHER EDUCATION Carl R. Renfro Chairman Ponca City Marlin “Ike” Glass, Jr. Leonard J. Eaton, Jr. Vice Chairman Tulsa Newkirk James D. “Jimmy” Harrel Cheryl P. Hunter Secretary Edmond Leedey Joseph E. Cappy John Massey Assistant Secretary Durant Tulsa Bill W. Burgess, Jr. Joe L. Mayer Lawton Guymon Hans Brisch Chancellor The Oklahoma State Regents for Higher Education, in compliance with Titles VI and VII of the Civil Rights Act of 1964, Executive Order 11236 as amended, Title IX of the Education Amendments of 1972, Americans with Disabilities Act of 1990, and other federal laws do not discriminate on the basis of race, color, national origin, sex, age, religion, handicap, or status as a veteran in any of its policies, practices, or procedures. This includes, but is not limited to admissions, employment, financial aid, and educational services. This publication, duplicated by the State Regents’ central services, is issued by the Oklahoma State Regents for Higher Education as authorized by 70 O.S. 2001, Section 3206. Copies have been prepared and distributed internally. Copies have been deposited with the Publications Clearinghouse of the Oklahoma Department of Libraries. Table of Contents Page Background....................................................................................................................................1 -
NK360 1 American Indian Removal What Does It Mean to Remove a People?
American Indian Removal What Does It Mean to Remove a People? Supporting Question One: What Was the Muscogee Nation’s Experience with Removal? Featured Sources Interactive Case Study—The Removal of the Muscogee Nation: Examine primary sources, quotes, short videos, and images to better understand one nation’s experience before, during, and after removal. Student Tasks Muscogee Removal Student Outcomes KNOW The Muscogee were a powerful confederacy of southeastern tribes before the European colonization of North America. A sharply divided U.S. Congress passed the Indian Removal Act in 1830, and in the Treaty of 1832 the Muscogee finally ceded all their remaining homelands east of the Mississippi River in exchange for lands in Indian Territory. Muscogee peoples were forced to move over an 11-year period. Fifteen different groups travelled the approximately 750 miles over land and water routes, which took an average of three months to complete. Upon reaching an unfamiliar new land, the Muscogee had to build homes, reestablish their towns and government, and find ways to survive. UNDERSTAND Muscogee leaders faced increasing pressure from the United States, from the states of Georgia and Alabama, and from unscrupulous individuals to give up their lands and move west. Some of the Muscogee removal groups faced extremely harsh conditions and thousands died during removal or soon after they arrived in Indian Territory, yet the strength of Muscogee culture and beliefs and the tenacity of the people enabled them to survive both the removal and the difficult realities of their new existence. The challenges for the Muscogee people did not end with their arrival in Indian Territory. -
Federal Register/Vol. 86, No. 61/Thursday, April 1, 2021/Notices
17194 Federal Register / Vol. 86, No. 61 / Thursday, April 1, 2021 / Notices control of the Tennessee Valley discussed in this notice include one lot Dated: March 16, 2021. Authority, Knoxville, TN. The of whole and fragmented snail shell Melanie O’Brien, associated funerary objects were from burial 2. Manager, National NAGPRA Program. removed from archeological site 1JA305 Determinations Made by the Tennessee [FR Doc. 2021–06660 Filed 3–31–21; 8:45 am] in Jackson County, AL. BILLING CODE 4312–52–P This notice is published as part of the Valley Authority National Park Service’s administrative Officials of the Tennessee Valley responsibilities under NAGPRA, 25 Authority have determined that: DEPARTMENT OF THE INTERIOR U.S.C. 3003(d)(3) and 43 CFR 10.11(d). • The determinations in this notice are Pursuant to 25 U.S.C. 3001(3)(A), National Park Service the sole responsibility of the museum, the objects described in this notice are reasonably believed to have been placed [NPS–WASO–NAGPRA–NPS0031612; institution, or Federal agency that has PPWOCRADN0–PCU00RP14.R50000] control of the associated funerary with or near individual human remains objects. The National Park Service is not at the time of death or later as part of Notice of Inventory Completion: responsible for the determinations in the death rite or ceremony. Museum of Riverside (Formerly Known this notice. • Pursuant to 25 U.S.C. 3001(2), a as the Riverside Metropolitan relationship of shared group identity Consultation Museum), Riverside, CA cannot be reasonably traced between the A detailed assessment of the associated funerary objects and any AGENCY: National Park Service, Interior. -
9437 Rigor Report
COLLEGE READINESS Rigor at Risk: Reaffirming Quality in the High School Core Curriculum ACT is an independent, not-for-profit organization that provides assessment, research, information, and program management services in the broad areas of education and workforce development. Each year we serve millions of people in high schools, colleges, professional associations, businesses, and government agencies, nationally and internationally. Though designed to meet a wide array of needs, all ACT programs and services have one guiding purpose— helping people achieve education and workplace success. © 2007 by ACT, Inc. All rights reserved. IC 0508A2070 9437 Rigor at Risk: Reaffirming Quality in the High School Core Curriculum Contents A Message from the President and COO of ACT’s Education Division ......................................................... iii Introduction ................................................................................... 1 1. The Core Curriculum: An Unfulfilled Promise ............. 5 2. A Rigorous Core: Aligning the Essentials ..................... 15 3. The Impact of Rigor: Real Evidence of Progress ........ 26 4. It Can Be Done .................................................................. 30 Appendix ..................................................................................... 35 References ................................................................................... 47 i A Message from the President and COO of ACT’s Education Division For decades, ACT research has consistently shown that high school students who take a minimum recommended core curriculum—four years of English and three years each of mathematics, science, and social studies—are likely to be more prepared for college when they graduate than are students who do not take this curriculum. But in recent years it has become increasingly apparent that, while taking the right number of courses is certainly better than not, it is no longer enough to guarantee that students will graduate ready for life after high school. -
Oklahoma High School Indicators Project Mean ACT Scores by Oklahoma High School Site
Oklahoma High School Indicators Project Mean ACT Scores by Oklahoma High School Site Oklahoma State Regents for Higher Education 655 Research Parkway, Suite 200, Oklahoma City, OK 73104 January 2006 OKLAHOMA STATE REGENTS FOR HIGHER EDUCATION Cheryl P. Hunter, Chairman Oklahoma City John Massey Jimmy D. “Jimmy” Harrel Vice Chairman Leedey Durant Bill Burgess, Jr. Joseph L Parker Secretary Tulsa Lawton Ronald H. White William Stuart Price Oklahoma City Tulsa Marlin “Ike” Glass Carl R. Renfro Newkirk Ponca City Paul G. Risser Chancellor The Oklahoma State Regents for Higher Education, in compliance with Titles VI and VII of the Civil Rights Act of 1964, Executive Order 11236 as amended, Title IX of the Education Amendments of 1972, Americans with Disabilities Act of 1990 and other federal laws, do not discriminate on the basis of race, color, national origin, sex, age, religion, handicap or status as a veteran in any of its policies, practices, or procedures. This includes, but is not limited to, admissions, employment, financial aid and educational services. This publication, duplicated by the State Regents’ central services, is issued by the Oklahoma State Regents for Higher Education as authorized by 70 O.S. 2001, Section 3206. Copies have been prepared and distributed internally. Copies have been deposited with the Publications Clearinghouse of the Oklahoma Department of Libraries. Table of Contents Page Background ....................................................................................................................................1 -
Pum Opunvkv Pun Yvhiketv Pun Fulletv
Pum Opunvkv Pun Yvhiketv Pun Fulletv !"!"!"!" Our Language Our Songs Our Ways Note: This is a draft of a textbook. Some parts are still incomplete. We would be grateful for any comments. -Jack Martin, Margaret Mauldin, Gloria McCarty, 2003. Acknowledgments / Mvtô! These materials were prepared in 2003 at the University of Oklahoma. We are grateful to Dean Paul Bell of the College of Arts and Sciences and Pat Gilman, Chair of Anthropology, for supporting our work. We would also like to thank the many students who have studied Creek with us over the years. The alphabet 8 More on the alphabet 12 Heyv eshoccickvt ôs 'This is a book', Eshoccickvt ôwv? 'Is that a book?' 15 Heyv nâket ôwv? 'What's this?' 17 Heyv cokv cat!t ôs 'This book is red', Mv cokv hvtk!t ôwv? 'Is that book white?' 19 R"kke-mah! 'very big' 23 Cokv-h!cvt ôwis 'I am a student', Mvhayvt #ntskv? Are you a teacher? 24 Heyv cokv tokot ôs 'This is not a book' 26 Vm efv 'my dog', cvcke 'my mother': Possession 28 Likepvs 'Have a seat': Commands 31 Expressing aspect: Grades 33 Progressive aspect: The L-grade 34 Resulting states and intensives: The F- and N-grades 37 The H-grade 40 N!sis 'I'm buying' 42 N!set owis 'I am buying' 44 Overview of the sentence 45 Efv hvmken hêcis 'I see one dog': Numbers 47 Cett#t wâkkes c!! 'There's a snake!': Expressing existence 49 $h-ares 'It's on top of (something)': Locative prefixes 51 More on locative prefixes 53 Ecke tempen lîkes 'He's sitting near his mother': Locative nouns 55 L!tket owv? 'Is he/she running?' 57 Nâken h#mpetska? 'What are you eating?' 59 Letkek#t os 'He/She is not running' 61 Vyvhanis 'I'm going to go', M!car!s 'I will do it' 63 Lêtkvnks 'She ran': Expressing past time 65 Overview of the verb 66 Cvyayvk!n 'quietly': Manner adverbs 67 Mucv-ner! 'tonight': Time words 69 Expanding your vocabulary: -uce 'little' and -r"kk# 'big' 70 Cvnake 'mine' 71 Vce 'corn' vs. -
Salvador Titone 1913 West Tacoma St
Salvador Titone 1913 West Tacoma St. Broken Arrow, OK 74012: 918-258-3737 : stitone@hraok Position Professional Land Surveyor Professional Professional Land Surveyor Achievements Business Owner OPUS (Online Positioning User Service) Projects Manager 40 years of surveying experience 3D Machine Control Modeling Construction Staking Cherokee Casino Roland, OK; Building Layout and Parking Lot Hard Rock Casino Catoosa, OK; New Hotel Layout Choctaw Casino Pocola, OK; Set layout control, building layout, anchor bolts, parking lot and parking garage Cherokee Casino Ramona, OK.; Building layout and parking lots Choctaw Casino McAlester, OK.: Building layout and parking lots Choctaw Casino Durant, OK; Parking Garage layout and parking lots. Osage Casino Ponca City, OK.; Building layout, Parking lots, and underground utilities College of the Muskogee Nation Okmulgee, OK.; Staked building, anchor bolts, underground utilities, and parking lots. Enid Airport Enid, OK; Apron rehab and expansion Vinita Airport Vinita, OK.; Runway extension. R.L. Jones Airport Jenks, OK.; Aprons and taxiways replacements. Union 8th Grade Center Tulsa, OK.; Athletic fields, parking and driveways staking. Shady Point Power Plant, Shady Point, OK. Quality control. ONG Power Plant at Muskogee and Red Rock, OK. Staked new paving, equipment pads, piperacks, and utilities. Cut and Fill quantity reports. Quality control on the Creek Turnpike in Oklahoma. Chickasaw Hospital in Ada, OK. Booker T. Washington High School Tulsa, OK; Field House Memorial High -
Muscogee (Creek) Nation in Support of Petitioner ______
No. 18-9526 IN THE JIMCY MCGIRT, Petitioner, v. OKLAHOMA, Respondent. _____________ On Writ of Certiorari to the Oklahoma Court of Criminal Appeals _____________ BRIEF FOR AMICUS CURIAE MUSCOGEE (CREEK) NATION IN SUPPORT OF PETITIONER _____________ ROGER WILEY RIYAZ A. KANJI ATTORNEY GENERAL Counsel of Record KYLE HASKINS DAVID A. GIAMPETRONI FIRST ASSISTANT KANJI & KATZEN, PLLC ATTORNEY GENERAL 303 Detroit St., Ste 400 MUSCOGEE (CREEK) Ann Arbor, MI 48104 NATION (734) 769-5400 Post Office Box 580 [email protected] Okmulgee, OK 74447 (918) 295-9720 CORY J. ALBRIGHT PHILIP H. TINKER LYNSEY R. GAUDIOSO KANJI & KATZEN, PLLC 401 Second Ave. S., Ste 700 Seattle, WA 98104 (206) 344-8100 Counsel for Amicus Curiae Muscogee (Creek) Nation i TABLE OF CONTENTS Page TABLE OF AUTHORITIES ..................................... iii INTEREST OF AMICUS CURIAE ............................1 INTRODUCTION AND SUMMARY OF ARGUMENT ...............................................................1 ARGUMENT ...............................................................5 I. The United States and the Creek Nation Established a Reservation by Treaty. .............5 A. Text ........................................................5 B. Surrounding History .............................8 II. The Creek Allotment Act Preserved the Nation’s Reservation. ..................................... 11 A. Text ......................................................12 B. Surrounding History ........................... 16 C. Hitchcock and Buster ........................... 17 III. -
The Chickasaw Nation, Muscogee Creek Nation, Sac & Fox Nation, and Choctaw Nation Present
The Chickasaw Nation, Muscogee Creek Nation, Sac & Fox Nation, and Choctaw Nation present NATIVE AMERICAN Language & Culture Newspapers for this educational program provided by: Table of Contents Introduction ................................................................................................................................................................................................................................................................................3 List of Tribes in Oklahoma ...............................................................................................................................................................................................................................................4 The Chickasaw Nation ....................................................................................................................................................................................................................................................5-8 Sac & Fox Nation ...............................................................................................................................................................................................................................................................9-13 Choctaw Nation ................................................................................................................................................................................................................................................................14-18 -
Euchee (Yuchi) Tribe of Indians Tribal Website(S): Http
OKLAHOMA INDIAN TRIBE EDUCATION GUIDE Euchee Tribe of Indians (Oklahoma Social Studies Standards, OSDE) Tribe: Euchee (Yuchi) Tribe of Indians Tribal website(s): http//www.eucheetribe.com 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.” Original Homeland –present-day southeastern United States including Tennessee, Georgia, Alabama Location in Oklahoma – Northeastern Oklahoma, Tulsa and Creek Counties The Yuchi (often also spelled Euchee) are an American Indian people of Oklahoma whose original homelands were in the present southeastern United States. At first contact with Europeans they resided in autonomous communities found in what is now eastern Tennessee, but during the colonial period they established settlements throughout the southeastern United States. The Spanish explorer, Hernando De Soto, and his expedition first encountered the Euchee (Yuchi) people in the mountainous areas of Tennessee around 1540. They were forced from that area by the Shawnee and Cherokee Indians where the Euchee fled into what is now Georgia and Alabama. They later joined a loosely organized confederacy already established in the Southeast prior to the arrival of the Muskogean tribes.