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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. -
Northern Cheyenne Military Alliance and Sovereign Territorial Rights Christina Gish Hill Iowa State University, [email protected]
World Languages and Cultures Publications World Languages and Cultures Fall 2013 “General Miles Put Us Here”: Northern Cheyenne Military Alliance and Sovereign Territorial Rights Christina Gish Hill Iowa State University, [email protected] Follow this and additional works at: https://lib.dr.iastate.edu/language_pubs Part of the American Literature Commons, Cultural History Commons, Indian and Aboriginal Law Commons, and the Other Languages, Societies, and Cultures Commons The ompc lete bibliographic information for this item can be found at https://lib.dr.iastate.edu/ language_pubs/153. For information on how to cite this item, please visit http://lib.dr.iastate.edu/ howtocite.html. This Article is brought to you for free and open access by the World Languages and Cultures at Iowa State University Digital Repository. It has been accepted for inclusion in World Languages and Cultures Publications by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. “General Miles Put Us Here”: Northern Cheyenne Military Alliance and Sovereign Territorial Rights Abstract Today, the Northern Cheyenne Reservation stretches west from the Tongue River over more than 400,000 acres of pine forests, gurgling streams, natural springs, and lush grasslands in southeastern Montana. During the 1870's the Cheyenne people nearly lost control of this land, however, because the federal government was trying to forcibly remove them from their homeland and confine them to an agency in Oklahoma. In both popular and scholarly histories of the establishment of the reservation, Dull Knife and Little oW lf have been exalted as heroes who led their people back to their Tongue River Valley homeland. -
Bringing the Story of the Cheyenne People to the Children of Today Northern Cheyenne Social Studies Units Northern Cheyenne Curriculum Committee 2006
Indian Education for All Bringing the Story of the Cheyenne People to the Children of Today Northern Cheyenne Social Studies Units Northern Cheyenne Curriculum Committee 2006 Ready - to - Go Grant Elsie Arntzen, Superintendent • Montana Office of Public Instruction • www.opi.mt.gov LAME DEER SCHOOLS NORTHERN CHEYENNE SOCIAL STUDIES CURRICULUM TABLE OF CONTENTS Introduction & Curriculum Framework ........................................................................3 Core Understandings & Learning Objectives ...............................................................8 Glossary for Lesson Content .......................................................................................17 Northern Cheyenne Recommended Grade Level Content ..........................................21 Northern Cheyenne Social Studies Model Lessons Grades 1-12 With Northern Cheyenne Content Resources .........................................................23 APPENDIX Pertinent Web Sites ....................................................................................................... 2 Protocol for Guest Speakers.......................................................................................... 3 Day of the Visit ............................................................................................................. 4 Chronology of Northern Cheyenne Government (Board Approved) .......................... 5 Amended Constitution & Bylaws of the Northern Cheyenne Tribe ............................ 9 Treaties with the Northern Cheyenne Tribe .............................................................. -
Protecting Native American Sacred Places Gatherings Compiled by Morning Star Institute
THE MORNING STAR INSTITUTE 611 Pennsylvania Avenue, SE Washington, DC 20003 (202) 547-5531 News Statement For Immediate Release 2019 NATIONAL SACRED PLACES PRAYER DAYS Washington, DC (6/20/19)-- Observances and ceremonies will be held across the land on the Summer Solstice, which is June 21 this year. The Solstice and the days before and after it mark the 2018 National Days of Prayer to Protect Native American Sacred Places. The observance in Washington, D.C. will be held on the Solstice at 8:30 a.m., on the U.S. Capitol Grounds, Union Square, diagonally across the street from the National Museum of the American Indian on Third Street, SW/NW. (See details under Washington, D.C. in the listing by state on the following pages.) Descriptions of certain sacred places and threats they face, as well as times and places for public commemorations are listed in these pages. Some of the gatherings highlighted in this release are educational forums, not ceremonial, and are open to the general public. Those that are both educational and ceremonial usually are open to the public. Most ceremonies are conducted in private. (See listings on next pages or contact those listed for specific guidance.) In addition to those listed on these pages, there are myriad observances and prayers being offered at sacred places that are both under threat and not endangered at this time, but where privacy is needed. “Native and non-Native Peoples gather at the Solstice and other times for ceremonies and events to honor sacred places. Everyone can participate in the National Prayer Days as a reminder to honor these precious lands and waters all the time by simply respecting them and not allowing them to be harmed,” said Suzan Shown Harjo (Cheyenne & Hodulgee Muscogee). -
MORNING STAR INSTITUTE 611 Pennsylvania Avenue, SE Washington, DC 20003 (202) 547-5531 News Statement for Immediate Release
THE MORNING STAR INSTITUTE 611 Pennsylvania Avenue, SE Washington, DC 20003 (202) 547-5531 News Statement For Immediate Release JUNE 20-26 SET FOR 2013 NATIONAL SACRED PLACES PRAYER DAYS Washington, DC (6/16/13)—Observances and ceremonies will be held across the land from June 20 through June 26 to mark the 2013 National Days of Prayer to Protect Native American Sacred Places. The observance in Washington, D.C. will be held on Thursday, June 20, at 8:30 a.m., on the United States Capitol Grounds, West Front Grassy Area (see details under Washington, D.C. in the alphabetical listing by state on the following pages). Descriptions of certain sacred places and threats they face, as well as times and places for public commemorations are listed in these pages. Some of the gatherings highlighted in this release are educational forums, not religious ceremonies, and are open to the general public. Others are ceremonial and may be conducted in private. In addition to those listed below, there will be observances and prayers offered at other sacred places that are under threat and at those not endangered at this time. “Native and non-Native people gather at this Solstice time for ceremonies and events to honor sacred places, but everyone can honor these precious lands and waters all the time by simply respecting them and not allowing them to be harmed,” said Suzan Shown Harjo (Cheyenne & Hodulgee Muscogee). She is President of The Morning Star Institute, which organizes the National Sacred Places Prayer Days. “Observances are necessary,” she said, “because Native Peoples are engaged in myriad struggles with developers that endanger or destroy Native sacred places.” The U.S. -
Session D-2: Reconstructing the West
Reconstructing the West Emanual Leutze, Westward the Course of Empire Takes its Way, 1861 The Great Plains Missouri River Basin Stephen Long’s “Great American Desert” Fort Laramie, Wyoming 1831, 1849 Major Conflicts, 1860s-70s Steps to the Sioux War of 1876 • Late 1840s: trails built after gold discovered in CA • By early 1850s, a flood of settlers move west • 1851: First Ft. Laramie Treaty: 1. Recognized Indian “hunting grounds” (borders fuzzy); 2. US Govt. to supply annuities/food in exchange for right to build roads; 3. Most northern tribes (10,000 Indians) sign; 4. Ft. Arlington, KS Treaty of 1853 added Comanche and Kiowa • Lt. John Grattan and 30 troopers killed by Brule Sioux, Aug. 1854 near Ft. Laramie (fuss over a lame cow!) • August 1855: US Army show of force on Oregon Trail under Col. Wm. S. Harney • 1862: Sioux Uprising, Minnesota • August 11, 1864: Sand Creek Massacre, near Ft. Lyon, Colorado: Black Kettle attacked by Col. John Chivington’s 3rd Colorado Militia Cavalry; 130 women and children murdered • July 1866, Red Cloud orders attacks on the Bozeman Trail (forts Reno, Phil Kearney, CF Smith)—Red Cloud’s War Dakota Leader Little Crow, Minnesota Dakota Uprising, 1862 Col. John Chivington, Black Kettle, Cheyenne (center), Red Cloud, Oglala Sioux Fetterman Massacre and the Second Fort Laramie Treaty (1866, 1868) • Dec. 6, 1866, Lt. William Fetterman (Ft. Phil Kearney) and 30 troopers wiped out by 1,000 Lakota when he crossed Lodge Trail Ridge to follow Crazy Horse • Red Cloud keeps up pressure in 1867; Crazy Horse attacks Ft. Phil Kearny itself in August • 2nd Ft. -
A Cheyenne Odyssey”
Mission 3: “A Cheyenne Odyssey” COMPLETE CLASSROOM GUIDE TEACHER’S GUIDE Table of Contents Overview Content Advisory .......................................................................................................................................... 5 About Mission 3: “A Cheyenne Odyssey” ........................................................................................ .......... 7 Mission 3 At A Glance ............................................................................................................................... 11 Essential Questions ..................................................................................................................................... 14 Models of Instruction .................................................................................................................................. 15 Learning Goals ............................................................................................................................................ 20 National Standards Alignment ................................................................................................................... 23 Background Timeline of Events Before, During, and After the Mission ........................................................................ 28 Educator’s Primer on the Historical Period ................................................................................................ 33 Glossary of Key Terms ............................................................................................................................... -
TEACHER's GUIDE All Primary Source Documents
TEACHER’S GUIDE All Primary Source Documents MISSION 3: “A Cheyenne Odyssey” Table of Contents Part 1 1. George Catlin, Buffalo Hunt (1844)……………………………………………………….………p. 1 2. Ledger Art, Courting Couple – Porcupine..………………………………..……………….…….p. 2 2. Ledger Art, Courting Couple – Wild Hog...………………………………..……………….…….p. 3 3. Wooden Leg Describes His Childhood…………………………………………………….…….p. 4 4. Iron Teeth on Training Horses…………………………………………………………………....p. 5 5. Saukamappee's Recollections……………………………………………………………………..p. 6 Part 2 1. Buffalo Hunting from a Train: On the Kansas-Pacific Railroad print…………………………...p. 7 2. The Buffalo Harvest……………………………………………………………………….……….p. 8 3. Sentiments and Views of the Western Pioneers…………………………………...…………….p. 9 4. Wooden Leg Recalls Trips to the Trading Post…………………………………...…………….p. 11 5. Soldier Accounts of the Coming of Red Cloud’s War………………………………………….p. 14 6. Visit to a Trading Post (1850) …………………………………................................…………….p. 15 Part 3 1. Plains Indian Quotes about Railroads………………...…………………………...…………….p. 16 2. US Government and Military Quotes about Plains Indians…………………………………...p. 17 3. Across the Continent: “Westward the Course of Empire Takes its Way” print…………………....p. 19 4. Eyewitness Accounts of the Sand Creek Massacre…………………………………...………...p. 20 5. Editorial from the Rocky Mountain News (1864) ……………………………………………...p. 24 6. Account from Charles Sharman, Railroad Surveyor on the Union Pacific Railroad……......p. 26 Part 4 1. 1868 Fort Laramie Treaty…………………………………………………………...…….……….p. 27 2. US Peace -
Death of Crazy Horse” from Song of the Indian Wars by John G
LESSON PLAN: “Death of Crazy Horse” From Song of the Indian Wars by John G. Neihardt Developed by Joe Green Copyright held by John G. Neihardt Foundation. Copyright holder grants permission for educational use. Includes: Notes on, Study Questions, Writing Prompts, Selected Sources A Note on “The Death of Crazy Horse” (Chapter 14 of John G. Neihardt’s Song of the Indian Wars) John Neihardt’s S ong of the Indian Wars begins with the westward movement of Americans after the Civil War. These emigrants contributed to our nation’s growth in many significant ways, but their insatiable desire for land and wealth also violated the sacred lands, hunting grounds, and migratory routes of the Native peoples. Moreover, they brought disease, starvation, and death to many. Neihardt shows how the US military attempted to enforce the will of whites in the West and how the Native peoples on the Northern Plains responded to the dominant white culture’s inevitable and unrelenting intrusion. In the face of overwhelming odds, some Natives sought peace by reluctantly signing treaties that purported to guarantee the survival of their people and to provide them with at least some land. Others tried to escape from the rapacious white invaders—the epic flights of Dull Knife’s Cheyenne and of the Nez Perce come to mind. Still others resorted to violence—small attacks on most occasions, but large ones, too, like the Fetterman Fight, the Battle of the Rosebud, and the Battle of the Little Bighorn. Their efforts ultimately failed: the Wasi’chu were too powerful. From this clash of cultures emerged many heroes, and Neihardt finds them on both sides of the conflict: Captain James Powell, Sergeant Max Littman, Private Samuel Gibson, Major George “Sandy” Forsyth, Captain Thomas Weir, Lieutenant Edward Godfrey, Dull Knife, Roman Nose, Gall, Sitting Bull, and Crazy Horse. -
TEACHER's GUIDE Timeline of Events Before, During
TEACHER’S GUIDE Timeline of Events Before, During, and After the Mission MISSION 3: “A Cheyenne Odyssey” 1600s—The Cheyenne begin a migration southward from present-day Minnesota to the Dakotas. They abandon their fishing economy in exchange for a sedentary lifestyle based on lodge villages and corn-planting. 1750-1790—The Cheyenne acquire horses and, as a result, shift from agricultural-based production to migratory hunting. They also begin to use buffalo hides for the construction of tipis. 1780s—Small pox is the first European disease to impact Cheyenne and Plains Indians. 1803—In one of the largest land exchanges in history, the United States acquires the Louisiana Territory (the land from the Mississippi River to the Rocky Mountains) from France for $15 million. 1804—President Jefferson authorizes Meriwether Lewis and William Clark to carry out a surveying expedition of the Louisiana territory. Lewis, Clark, and their “Corps of Discovery” travel over 8,000 miles and record information about native populations, plants, animals, and topography. 1825—The Cheyenne sign a peace treaty with the United States known as the Friendship Treaty that marks the beginning of formal relations between the tribe and the U.S. government. 1830—President Andrew Jackson signs the Indian Removal Act. The controversial act forces the Cherokee, Creek, Choctaw, Chickasaw, and Seminole tribes to move westward and cede all land claims east of the Mississippi River. 1830s—The establishment of a trading post at Bent’s Fort on the Arkansas River draws some Cheyenne southward, while increased traffic along the Santa Fe Trail and other emigrant routes reduces the buffalo herds and grasslands. -
Cultural Landscape of the Upper Tongue River Valley in Rosebud County, Montana
Cultural Landscape of the Upper Tongue River Valley in Rosebud County, Montana Submitted to: National Center for Preservation Technology and Training The National Park Service 645 University Parkway Natchitoches, LA 71457 Submitted by: Montana Preservation Alliance 516 North Park Avenue, Suite A Helena, MT 59601 July 2007 Cultural Landscapes of the Upper Tongue River Valley Rosebud County, Montana Acknowledgements The Tongue River Digital Archive Project was made possible by the generous cooperation of the people and families of Birney, MT: ! Bones Brothers Ranch ~ Irv Alderson, Jr.; Jeanie Alderson and Terry Punt; Gerritt and Carson Punt ! 4D Ranch ~ Ann and Bill McKinney ! Elmer “Butch” Fjell ! Knobloch Ranch ~ Jack and Margie (Fjell) Knobloch ! Quarter Circle U Ranch ~ Kay (Brewster) Lohof ! UCross/SH Ranch ~ Jay Nance; Brett and Susanne (Nance) Boedecker ! Three Circle Ranch ~ Art Hayes Jr. and Marilynn Hayes; Art Hayes III and Susan Hayes Videography and Film Production: ! Helena Civic Television ~ Steve Maley, Kirsten Faubion, and Jeanie McLean-Warden ! Light Sensitive ~ Lee Buric Research and Project Support: ! Birney School District ! Montana Bureau of Land Management. ! Fulmer Public Library, Sheridan, WY ! Trails End State Historic Site, Sheridan, WY ! Montana State Senator Robert Hawks ! King Saddlery ! Montana Historical Society Library ! Montana State Historic Preservation Office ! Otto Braided Hair and Steve Brady, Northern Cheyenne Sand Creek Committee ! Conrad Fisher, Northern Cheyenne Tribal Historic Preservation Officer and Northern Cheyenne Sand Creek Committee ! Western Heritage Center ! With special thanks to Kathryn Hampton, Montana State National Register Coordinator, for her contributions to the early phase of this project, 2000-2002. Funding for the Tongue River Digital Archive Project was made possible by grants from the National Park Service’s National Center for Preservation Training and Technology and Montana’s Lore Kann Foundation. -
Returning to Red Cloud's Vision: an Analysis of the History of Native American Education on the Pine Ridge Indian Reservation Nicholas Machado
Bridgewater State University Virtual Commons - Bridgewater State University Honors Program Theses and Projects Undergraduate Honors Program 12-18-2015 Returning to Red Cloud's Vision: An Analysis of the History of Native American Education on the Pine Ridge Indian Reservation Nicholas Machado Follow this and additional works at: http://vc.bridgew.edu/honors_proj Part of the Indigenous Studies Commons Recommended Citation Machado, Nicholas. (2015). Returning to Red Cloud's Vision: An Analysis of the History of Native American Education on the Pine Ridge Indian Reservation. In BSU Honors Program Theses and Projects. Item 126. Available at: http://vc.bridgew.edu/honors_proj/126 Copyright © 2015 Nicholas Machado This item is available as part of Virtual Commons, the open-access institutional repository of Bridgewater State University, Bridgewater, Massachusetts. Returning to Red Cloud’s Vision: An Analysis of the History of Native American Education on the Pine Ridge Indian Reservation Nicholas Machado Submitted in Partial Completion of the Requirements for Departmental Honors in English Bridgewater State University December 18, 2015 Dr. Joyce Rain Anderson, Thesis Director Dr. Benjamin Carson, Committee Member Dr. Ann Brunjes, Committee Member Nicholas Machado Dr. Joyce Rain Anderson Undergraduate Thesis Fall 2015 Returning to Red Cloud’s Vision Introduction: In November of 2014, I was approached by Dr. Joyce Rain Anderson and invited to take part in a small study tour to explore the Pine Ridge Indian Reservation alongside herself, Dr. Ben Carson, and a small group of undergraduate and graduate students from Bridgewater State University. Throughout that fall semester as a student in Dr. Anderson’s Native American Writing and Rhetoric course, I had been exposed to a number of social, political, economic, and educational challenges facing populations of indigenous peoples in North America, many of which I had never been made aware of throughout my entire academic career.