Chronology of How the West Was Lost
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ENROLLMENT CORRECTIONS-S. 2834 Resolved by the Senate (The House of Representatives Concurring), That in the Enrollment of the Bill (S
104 STAT. 5184 CONCURRENT RESOLUTIONS—OCT. 26, 1990 Whereas it is proper and timely for the Congress of the United States of America to acknowledge, on the occasion of the impend ing one hundredth anniversary of the event, the historic signifi cance of the Massacre at Wounded Knee Creek, to express its deep regret to the Sioux people and in particular to the descendants of the victims and survivors for this terrible tragedy, and to support the reconciliation efforts of the State of South Dakota and the Wounded Knee Survivors Association: Now, therefore, be it Resolved by the Senate (the House of Representatives concurring). That— (1) the Congress, on the occasion of the one hundredth anniversary of the Wounded Knee Massacre of December 29, 1890, hereby acknowledges the historical significance of this event as the last armed conflict of the Indian wars period resulting in the tragic death and injury of approximately 350- 375 Indian men, women, and children of Chief Big Foot's band of Minneconjou Sioux and hereby expresses its deep regret on behalf of the United States to the descendants of the victims and survivors and their respective tribal communities; (2) the Congress also hereby recognizes and commends the efforts of reconciliation initiated by the State of South Dakota and the Wounded Knee Survivors Association and expresses its support for the establishment of a suitable and appropriate Memorial to those who were so tragically slain at Wounded Knee which could inform the American public of the historic significance of the events at Wounded Knee and accurately portray the heroic and courageous campaign waged by the Sioux people to preserve and protect their lands and their way of life during this period; and (3) the Congress hereby expresses its commitment to acknowl edge and learn from our history, including the Wounded Knee Massacre, in order to provide a proper foundation for building an ever more humane, enlightened, and just society for the future. -
Plains Indians
Your Name Keyboarding II xx Period Mr. Behling Current Date Plains Indians The American Plains Indians are among the best known of all Native Americans. These Indians played a significant role in shaping the history of the West. Some of the more noteworthy Plains Indians were Big Foot, Black Kettle, Crazy Horse, Red Cloud, Sitting Bull, and Spotted Tail. Big Foot Big Foot (?1825-1890) was also known as Spotted Elk. Born in the northern Great Plains, he eventually became a Minneconjou Teton Sioux chief. He was part of a tribal delegation that traveled to Washington, D. C., and worked to establish schools throughout the Sioux Territory. He was one of those massacred at Wounded Knee in December 1890 (Bowman, 1995, 63). Black Kettle Black Kettle (?1803-1868) was born near the Black Hills in present-day South Dakota. He was recognized as a Southern Cheyenne peace chief for his efforts to bring peace to the region. However, his attempts at accommodation were not successful, and his band was massacred at Sand Creek in 1864. Even though he continued to seek peace, he was killed with the remainder of his tribe in the Washita Valley of Oklahoma in 1868 (Bowman, 1995, 67). Crazy Horse Crazy Horse (?1842-1877) was also born near the Black Hills. His father was a medicine man; his mother was the sister of Spotted Tail. He was recognized as a skilled hunter and fighter. Crazy Horse believed he was immune from battle injury and took part in all the major Sioux battles to protect the Black Hills against white intrusion. -
Teacher’S Guide Teacher’S Guide Little Bighorn National Monument
LITTLE BIGHORN NATIONAL MONUMENT TEACHER’S GUIDE TEACHER’S GUIDE LITTLE BIGHORN NATIONAL MONUMENT INTRODUCTION The purpose of this Teacher’s Guide is to provide teachers grades K-12 information and activities concerning Plains Indian Life-ways, the events surrounding the Battle of the Little Bighorn, the Personalities involved and the Impact of the Battle. The information provided can be modified to fit most ages. Unit One: PERSONALITIES Unit Two: PLAINS INDIAN LIFE-WAYS Unit Three: CLASH OF CULTURES Unit Four: THE CAMPAIGN OF 1876 Unit Five: BATTLE OF THE LITTLE BIGHORN Unit Six: IMPACT OF THE BATTLE In 1879 the land where The Battle of the Little Bighorn occurred was designated Custer Battlefield National Cemetery in order to protect the bodies of the men buried on the field of battle. With this designation, the land fell under the control of the United States War Department. It would remain under their control until 1940, when the land was turned over to the National Park Service. Custer Battlefield National Monument was established by Congress in 1946. The name was changed to Little Bighorn National Monument in 1991. This area was once the homeland of the Crow Indians who by the 1870s had been displaced by the Lakota and Cheyenne. The park consists of 765 acres on the east boundary of the Little Bighorn River: the larger north- ern section is known as Custer Battlefield, the smaller Reno-Benteen Battlefield is located on the bluffs over-looking the river five miles to the south. The park lies within the Crow Indian Reservation in southeastern Montana, one mile east of I-90. -
Picturing History Brochure
Fairfield University DigitalCommons@Fairfield Picturing History: Ledger Drawings of the Plains Picturing History: Ledger Drawings of the Plains Indians - Ephemera Indians 2017 Picturing History Brochure Fairfield University Art Museum Follow this and additional works at: https://digitalcommons.fairfield.edu/ledgerdrawings-ephemera Recommended Citation Fairfield University Art Museum, "Picturing History Brochure" (2017). Picturing History: Ledger Drawings of the Plains Indians - Ephemera. 6. https://digitalcommons.fairfield.edu/ledgerdrawings-ephemera/6 This item has been accepted for inclusion in DigitalCommons@Fairfield by an authorized administrator of DigitalCommons@Fairfield. It is brought to you by DigitalCommons@Fairfield with permission from the rights- holder(s) and is protected by copyright and/or related rights. You are free to use this item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses, you need to obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/or on the work itself. For more information, please contact [email protected]. PICTURING HISTORY Ledger Drawings of the Plains Indians Fairfield University Art Museum Introduction and Acknowledgments PICTURING HISTORY n the second half of the nineteenth century, artists from the Plains Indian peoples (Lakota, Cheyenne, Arapaho and others dwelling in the Western Ledger Drawings of the Plains Indians IUnited States and Canada) produced an extraordinarily rich and distinctive body of drawings chronicling battles, rituals, and the winsome if sometimes jarring events of everyday life. Later, the subject matter shifts to focus on the forced captivity of Native Americans and the suppression of September 27 - December 20, 2017 indigenous traditions and practices. -
Campbell County History
Campbell County History Early Expeditions: Information about the first European explorers and trappers to enter the Powder River Basin is very limited and confirmation on exact routes and locations will never be known. Some of the earliest expeditions believed to have been in the region include the Francois and Louis-Joseph Verendrye in 1743, Charles LaRaye in 1802, and Francois Antoine Laroque in 1805. Wyoming historian T. A. Larson believes the first American trapper in Northeast Wyoming was John Colter during the winter of 1807-1808. He returned three years later with Alexander Henry and approximately thirty other trappers. Ezekiel Williams and Jean Baptiste Champlain and a party of twenty-one trappers worked the Belle Fourche River in 1911. That same year saw Wilson Price Hunt and an expedition of men sent out by John Jacob Astor crossed the basin. The overland Astorians, as they became known, were headed for the Columbia River drainage and envisioned a series of fur trading posts stretching from the Great Lakes to the Pacific Ocean. The Powder River Basin was not prime trapping country, but was often traversed in order to get to the better streams to the west and also was used as a winter camp location by trappers. Robert Campbell and a party of Rocky Mountain Fur Company men spent the winter on Powder River in 1828. Father DeSmet, a Jesuit priest, traveled through the basin in 1851 and made reference to the “Gourd Buttes,” which are now known as the Pumpkin Buttes in Campbell County. A wealthy Irishman by the name of Sir George Gore and a large party of men and wagons entered the basin in 1855 on an extravagant hunting and fishing expedition. -
Imprisoned Art, Complex Patronage
Imprisoned Art, Complex Patronage www.sarpress.sarweb.org Copyrighted Material Figure 4. “The young men, Prisoners, taken to Florida,” Saint Augustine, Florida, 1875. Yale Collection of Western Americana, Beinecke Rare Book and Manuscript Library, 1004474. 2 ❖ Copyrighted Material ❖ CHAPTER ONE ❖ The Southern Plains Wars, Fort Marion, and Representational Art Drawings by Zotom and Howling Wolf, the one a Kiowa Indian and the other a South- ern Cheyenne, are histories of a place and time of creation—Fort Marion, Florida, in the 1870s. These two men were among seventy-two Southern Plains Indian warriors and chiefs selected for incarceration at Fort Marion, in Saint Augustine, at the end of the Southern Plains wars. Among the Cheyenne prisoners was a woman who had fought as a warrior; the wife and young daughter of one of the Comanche men also went to Florida, but not as prisoners. During their three years in exile, Zotom, Howling Wolf, and many of the other younger men made pictures narrating incidents of life on the Great Plains, their journey to Florida, and life at Fort Marion. The drawings explored in this book also have a history subsequent to their creation, a history connected to the patron of the drawings and her ownership of them. Other audiences who have seen and studied Zotom’s and Howling Wolf’s drawings are part of the works’ continuing histories, too. Plains Indian drawings and paintings, including works created by men imprisoned at Fort Marion, were visual narratives, intended to tell stories. Those stories still live, for history is, simply put, composed of stories about the past. -
HUNDREDTH ANNIVERSARY COMMEMORATION [S Con. Res. 153]
CONCURRENT RESOLUTIONS—OCT. 25,1990 104 STAT. 5183 violence reveals that violent tendencies may be passed on from one generation to the next; Whereas witnessing an aggressive parent as a role model may communicate to children that violence is an acceptable tool for resolving marital conflict; and Wheregis few States have recognized the interrelated natui-e of child custody and battering and have enacted legislation that allows or requires courts to consider evidence of physical abuse of a spouse in child custody cases: Now, therefore, be it Resolved by the House of Representatives (the Senate concurring), SECTION 1. It is the sense of the Congress that, for purposes of determining child custody, credible evidence of physical abuse of a spouse should create a statutory presumption that it is detrimental to the child to be placed in the custody of the abusive spouse. SEC. 2. This resolution is not intended to encourage States to prohibit supervised visitation. Agreed to October 25, 1990. WOUNDED KNEE CREEK MASSACRE—ONE- oct. 25.1990 HUNDREDTH ANNIVERSARY COMMEMORATION [s con. Res. 153] Whereas, in order to promote racial harmony and cultural under standing, the Grovernor of the State of South Dakota has declared that 1990 is a Year of Reconciliation between the citizens of the State of South Dakota and the member bands of the Great Sioux Nation; Whereas the Sioux people who are descendants of the victims and survivors of the Wounded Knee Massacre have been striving to reconcile and, in a culturally appropriate manner, to bring to an end -
Rosebud and Wolf Mountains Battlefields Under Siege
ROSEBUD AND WOLF MOUNTAINS BATTLEFIELDS UNDER SIEGE A Case Study in Threats to the Spirit of Place CHERE JIUSTO Montana Preservation Alliance 120 Reeder’s Alley Helena, Montana, U.S.A. 59601 [email protected] AND LYNDA B. MOSS Foundation for Community Vitality 611 N 31st Street Billings, Montana, U.S.A. 59101 [email protected] Abstract. This paper discusses the deeply seated spirit of battlefields and places of conflict, the need to recognize various cultural perspectives at such places, and the grave threats posed to sites of high cultural value by global energy development. Using Montana’s Rosebud and Wolf Mountains Battlefields, two pristine but threatened sites, and pending United States National Historic Landmarks, as case studies, the authors will address the complex challenges and strategies for preserving such places. No sites embody a more conflicted spirit of place than battlefields, where heroic sacrifice and tragic human failures resonate across time. The spirit of conflicted places has layered meaning, reflecting different significance for people of divergent cultural perspectives. Thus, when a site represents the experience of several culture groups, seeking to preserve the spirit is a nuanced assignment. To truly preserve the spirit of such places, it is important to consult people from all sides of the story, and to seek broad understanding and definition of the values of place. And ultimately, in seeking consensus, there must also be a true willingness to save, rather than develop, the cultural landscape. 2 CHERE JIUSTO AND LYNDA B. MOSS 1. Territorial Conflict on the Northern Plains Eastern Montana falls within a geographic region known as the Northern Plains, a large grasslands environment that until the late 1800s was home to vast herds of buffalo and native equestrian cultures. -
Crow and Cheyenne Women| Some Differences in Their Roles As Related to Tribal History
University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 1969 Crow and Cheyenne women| Some differences in their roles as related to tribal history Carole Ann Clark The University of Montana Follow this and additional works at: https://scholarworks.umt.edu/etd Let us know how access to this document benefits ou.y Recommended Citation Clark, Carole Ann, "Crow and Cheyenne women| Some differences in their roles as related to tribal history" (1969). Graduate Student Theses, Dissertations, & Professional Papers. 1946. https://scholarworks.umt.edu/etd/1946 This Thesis is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. COPYRIGHT ACT OF 1976 THIS IS AN UNPUBLISHED MANUSCRIPT IN WHICH COPYRIGHT SUB SISTS. ANY FURTHER REPRINTING OF ITS CONTENTS MUST BE APPROVED BY THE AUTHOR. IVIANSFIELD LIBRARY UNIVERSITY OF MONTANA DATE : U-- - ~ CROW AND CHEYENNE WOMEN r SOME DIFFERENCES IN THEIR ROLES AS RELATED TO TRIBAL HISTORY by Carole Ann Clark B.A., University of Montana, 1?66 Presented in partial fulfillment of the requirements for the degree of Master of Arts UNIVERSITY OF MONTANA 1969 Approved by Chairman, Board of iicaminers L, 'Graduate 'School UMI Number: EP35023 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. -
Ed 380 362 Title Institution Pub Date Note Available From
DOCUMENT RESUME ED 380 362 SO 024 456 TITLE North American Indians: Smithsonian Institution Teacher's Resource Guide. INSTITUTION National Museum of Natural History, Washington, DC. PUB DATE [93] NOTE 58p. AVAILABLE FROMNational Museum of Natural History, Smithsonian Institution, Washington, DC 20560. PUB TYPE Guidas Classroom Use Teaching Guides (For Teacher)(052) Reference Materials Bibliographies (131) EDRS PRICE MFOI/PC03 Plus Postage. DESCRIPTORS *American Indians; Elementary Secondary Education; Instructional Materials; Library Materials; Museums; *North American Culture; *North American History; *North Americans; Photographs; Social Studies; Teaching Guides IDENTIFIERS Smithsonian Institution ABSTRACT This teacher's resource guide produced by the National Museum of Natural History (Smithsonian Institution) is a collection of materials about North American Indians covering 3 categories, including an introduction, selected bibliographies, and a listing photographs and portraits. Additionally, there is a collecting of answers to questions that visitors often ask when they explore this Museum's American Indian exhibition galleries. The introduction consists of teaching activities with background information on North American Indian myths and legends; methods to eliminate American Indian stereotypes; and origins of the American Indians. In the selected bibliographies, there are teacher and student bibliographies and teaching kits and other materials; native American resources: books, magazines, and guides for kindergarten through ninth -
Massacre on the Plains: a Better Way to Conceptualize
MASSACRE ON THE PLAINS: A BETTER WAY TO CONCEPTUALIZE GENOCIDE ON AMERICAN SOIL by KEATON J KELL A THESIS Presented to the Conflict and Dispute Resolution Program and the Graduate School of the University of Oregon in partial fulfillment of the requirements for the degree of Master of Science June 2017 THESIS APPROVAL PAGE Student: Keaton J Kell Title: Massacre on the Plains: A Better Way to Conceptualize Genocide on American Soil This thesis has been accepted and approved in partial fulfillment of the requirements for the Master of Science degree in the Conflict and Dispute Resolution Program by: Michael Moffitt Chair Keith Eddins Core Member and Scott L. Pratt Dean of the Graduate School Original approval signatures are on file with the University of Oregon Graduate School Degree awarded June 2017 ii © 2017 Keaton J Kell iii THESIS ABSTRACT Keaton J Kell Master of Science Conflict and Dispute Resolution Program June 2017 Title: Massacre on the Plains: A Better Way to Conceptualize Genocide on American Soil This thesis examines the massacres of the Plains Indian Wars in the United States (1851-1890) and how they relate to contemporary theories of genocide. By using the Plains Indian Wars as a case study, a critique can be made of theories which inform predictive models and genocide policy. This thesis analyzes newspaper articles, histories, congressional investigations, presidential speeches, and administrative policies surrounding the four primary massacres perpetrated by the United States during this time. An ideology of racial superiority and fears of insecurity, impurity, and insurgency drove the actions of the white settler-colonialists and their military counterparts. -
Modernizing the Greek Tragedy: Clint Eastwood’S Impact on the Western
Modernizing the Greek Tragedy: Clint Eastwood’s Impact on the Western Jacob A. Williams A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts in Interdisciplinary Studies University of Washington 2012 Committee: Claudia Gorbman E. Joseph Sharkey Program Authorized to Offer Degree: Interdisciplinary Arts and Sciences Table of Contents Dedication ii Acknowledgements iii Introduction 1 Section I The Anti-Hero: Newborn or Reborn Hero? 4 Section II A Greek Tradition: Violence as Catharsis 11 Section III The Theseus Theory 21 Section IV A Modern Greek Tale: The Outlaw Josey Wales 31 Section V The Euripides Effect: Bringing the Audience on Stage 40 Section VI The Importance of the Western Myth 47 Section VII Conclusion: The Immortality of the Western 49 Bibliography 53 Sources Cited 62 i Dedication To my wife and children, whom I cherish every day: To Brandy, for always being the one person I can always count on, and for supporting me through this entire process. You are my love and my life. I couldn’t have done any of this without you. To Andrew, for always being so responsible, being an awesome big brother to your siblings, and always helping me whenever I need you. You are a good son, and I am proud of the man you are becoming. To Tristan, for always being my best friend, and my son. You never cease to amaze and inspire me. Your creativity exceeds my own. To Gracie, for being my happy “Pretty Princess.” Thank you for allowing me to see the world through the eyes of a nature-loving little girl.