Ponça Chief Standing Bear: Catalyst for Indian Policy Reform
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Afraid of Bear to Zuni: Surnames in English of Native American Origin Found Within
RAYNOR MEMORIAL LIBRARIES Indian origin names, were eventually shortened to one-word names, making a few indistinguishable from names of non-Indian origin. Name Categories: Personal and family names of Indian origin contrast markedly with names of non-Indian Afraid of Bear to Zuni: Surnames in origin. English of Native American Origin 1. Personal and family names from found within Marquette University Christian saints (e.g. Juan, Johnson): Archival Collections natives- rare; non-natives- common 2. Family names from jobs (e.g. Oftentimes names of Native Miller): natives- rare; non-natives- American origin are based on objects common with descriptive adjectives. The 3. Family names from places (e.g. following list, which is not Rivera): natives- rare; non-native- comprehensive, comprises common approximately 1,000 name variations in 4. Personal and family names from English found within the Marquette achievements, attributes, or incidents University archival collections. The relating to the person or an ancestor names originate from over 50 tribes (e.g. Shot with two arrows): natives- based in 15 states and Canada. Tribal yes; non-natives- yes affiliations and place of residence are 5. Personal and family names from noted. their clan or totem (e.g. White bear): natives- yes; non-natives- no History: In ancient times it was 6. Personal or family names from customary for children to be named at dreams and visions of the person or birth with a name relating to an animal an ancestor (e.g. Black elk): natives- or physical phenominon. Later males in yes; non-natives- no particular received names noting personal achievements, special Tribes/ Ethnic Groups: Names encounters, inspirations from dreams, or are expressed according to the following physical handicaps. -
Contemporary Voices Teacher Guide
Teacher Guide for High School for use with the educational DVD Contemporary Voices along the Lewis & Clark Trail First Edition The Regional Learning Project collaborates with tribal educators to produce top quality, primary resource materials about Native Americans, Montana, and regional history. Bob Boyer, Kim Lugthart, Elizabeth Sperry, Sally Thompson © 2008 Regional Learning Project, The University of Montana, Center for Continuing Education Regional Learning Project at the University of Montana–Missoula grants teachers permission to photocopy the activity pages from this book for classroom use. No other part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without written permission of the publisher. For more information regarding permission, write to Regional Learning Project, UM Continuing Education, Missoula, MT 59812. Acknowledgements Regional Learning Project extends grateful acknowledgement to the tribal representatives contributing to this project. The following is a list of those appearing in the DVD, from interviews conducted by Sally Thompson, Ph.D. Lewis Malatare (Yakama) Lee Bourgeau (Nez Perce) Allen Pinkham (Nez Perce) Julie Cajune (Salish) Pat Courtney Gold (Wasco) Maria Pascua (Makah) Armand Minthorn (Cayuse/Nez Perce) Cecelia Bearchum (Walla Walla/Yakama) Vernon Finley (Kootenai) Otis Halfmoon (Nez Perce) Louis Adams (Salish) Kathleen Gordon (Cayuse/Walla Walla) Felix -
Outline of United States Federal Indian Law and Policy
Outline of United States federal Indian law and policy The following outline is provided as an overview of and topical guide to United States federal Indian law and policy: Federal Indian policy – establishes the relationship between the United States Government and the Indian Tribes within its borders. The Constitution gives the federal government primary responsibility for dealing with tribes. Law and U.S. public policy related to Native Americans have evolved continuously since the founding of the United States. David R. Wrone argues that the failure of the treaty system was because of the inability of an individualistic, democratic society to recognize group rights or the value of an organic, corporatist culture represented by the tribes.[1] U.S. Supreme Court cases List of United States Supreme Court cases involving Indian tribes Citizenship Adoption Mississippi Band of Choctaw Indians v. Holyfield, 490 U.S. 30 (1989) Adoptive Couple v. Baby Girl, 530 U.S. _ (2013) Tribal Ex parte Joins, 191 U.S. 93 (1903) Santa Clara Pueblo v. Martinez, 436 U.S. 49 (1978) Mississippi Band of Choctaw Indians v. Holyfield, 490 U.S. 30 (1989) South Dakota v. Bourland, 508 U.S. 679 (1993) Civil rights Oliphant v. Suquamish Indian Tribe, 435 U.S. 191 (1978) United States v. Wheeler, 435 U.S. 313 (1978) Congressional authority Ex parte Joins, 191 U.S. 93 (1903) White Mountain Apache Tribe v. Bracker, 448 U.S. 136 (1980) California v. Cabazon Band of Mission Indians, 480 U.S. 202 (1987) South Dakota v. Bourland, 508 U.S. 679 (1993) United States v. -
Honga : the Leader, V. 02, No. 08 American Indian Center of Omaha, Inc
University of Nebraska at Omaha DigitalCommons@UNO Honga: the leader Digitized Series 8-1-1979 Honga : the leader, v. 02, no. 08 American Indian Center of Omaha, Inc. Follow this and additional works at: https://digitalcommons.unomaha.edu/honga Recommended Citation of Omaha, Inc., American Indian Center, "Honga : the leader, v. 02, no. 08" (1979). Honga: the leader. 19. https://digitalcommons.unomaha.edu/honga/19 This Book is brought to you for free and open access by the Digitized Series at DigitalCommons@UNO. It has been accepted for inclusion in Honga: the leader by an authorized administrator of DigitalCommons@UNO. For more information, please contact [email protected]. - I n~l.D PREMIERE" "FOOTPRINTS IN BLOOD" "NJG 31 - SEP 3, 1979n "~ CIVIC AUDIT0Rllt1" ' The Leader' ~ * * * * * VOL II - NO, ~ N-EP.ICAN INDIAN CENTER OF C1-WiA, INC. -- AUGUST 1979 * *;. • • * * * FOOTPRltITS IN BLOOD ·"My hand is not the color of yours, but if I pierce it, I shall feel pain. ~ If you pierce your hand, you also feel ~ , pain. The blood that will flow from mine will be the same color as yours • • I am a man. The same God made us both." --Standing Bear One of the most important court decisions in American history was made in Om~ha 100 years ago. The trial of Standing Bear and the Ponca people is a powerful episode in the ~truggle for human rights. The American Indian Center of Omaha, Inc., will sponsor and present the penniere produ~ tion of FOOTPRINTS IN BLOOD, the new play based on the life of Standing Bear, at the Omaha Civic Auditorium August 31 - September 3, 1979, as a highlight of "Septemberfest." (This edition of the HONGA is dedicated in· memory of Chief Standing Bear of the Poncas.) Written and dramatizE!d 'by Christopher Sergel 1 playwright for "Black E~k ';Speaks'I snd ''.To Kil 1. -
Turning Points in History
Turning Points in history Colorado topic starting points 1. Indian Wars in the Colorado Territory 2. The Gold Rush: How George A. Jackson’s discovery of Gold along Chicago Creek changed Colorado. 3. The consequences of the Sand Creek Massacre—how the aftermath changed Indian relations. 4. The work of the Colorado Prisoner’s Aid Society. 5. How the election of 1904 was a turning point in Colorado politics. 6. Helen Hunt Jackson and her Indian relations reform legacy. 7. How “Honest John” Shaforth, Governor from 1909—1913, changed Colorado. 8. Nathan Meeker and the Ute Indians. 9. A Turning Point in Denver history—the defeat of Mayor Robert Speer. 10. Justina Ford changes health care in Colorado. 11. The Homestead Act—How Homesteading won the west. 12. How Executive order 9066 affected Japanese Americans living in Colorado. 13. The impact of Camp Amache on the farming community of Lamar, Colorado. 14. How the Bonfil sisters’ feud changed philanthropy in Colorado. 15. The treaty of Guadalupe Hidalgo cedes the Southwest to the United States. 16. The Christmas Day 1854 massacre at Ft. Pueblo. 17. Nathaniel Hill’s Blackhawk smelter ushered in the hard-rock mining era in Colorado. 18. Irrigation farming—a turning point in dryland farming. 19. Women’s voting rights in the west. (Wyoming was first, but Colorado was second.) 20. How “Home Rule” changed Denver. 21. Changed Opportunities: The Emily Griffith School. 22. The Battle of Ludlow—the coal mine strike of 1914 changed worker rights. 23. The Denver Tramway strike of 1920. 24. The Child Labor amendment to the federal constitution, and the role Colorado played in its attempted ratification. -
•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. -
Helen Hunt Jackson
Helen Hunt Jackson By: Ashlyn Hauser American poet and writer, Helen Hunt Jackson, is currently making history with her recent non-fiction book, Century of Dishonor. Her book covers all the terrible injustices the Native Americans had to face with America from the time the revolution took place to 1881 when she published the book. After publishing, she sent a copy to every member in Congress, which called attention to the affairs, causing the creation of the Dawes Act in 1887, an act that separated members of a tribe into individuals. Later, in 1884, Helen Hunt published her second book, Ramona, a romance novel about an orphaned Native American girl and a wealthy owner of a sheep ranch. Although it sounds sweet, the novel emphasizes the government’s mistreatment of the Native Americans after the Mexican-American wars in South Carolina. Born on October 15, 1830, in Amherst, Massachusetts, Helen Fiske was born into a rich and religious family, her father being a professor. She was well educated, better than most women of her time, having been exposed to mathematics, science, and philosophy. As a child, she was described as a high-spirited, and fun-loving child; however, Helen ended up having a difficult childhood, for she was orphaned at 14 from the death of her mother through tuberculosis when Helen was 11, and her father dying only three years later. In 1852, Helen Fiske married Edward Bissell Hunt, a mechanical engineer in the U.S. Army. His constant changes in stations gave her the chance to connect with many writiers of her time. -
Visitors Guide
VISITORS GUIDE 2015 Visitors Guide www.VisitOmaha.comVisitOmaha.com 1 9443UBCChamberAd_final.pdf 1 11/24/14 4:05 PM 2 VisitOmaha.com 2015 Visitors Guide Face-to-face with OMAHA’S HISTORY! Where GENERATIONS CONNECT 801 S 10TH ST, OMAHA, NEBRASKA 68108 402-444-5071 | DURHAMMUSEUM.ORG 2015 Visitors Guide VisitOmaha.com 3 SAVE UP TO 65% ON OVER 70 BRANDS REMARKABLE HOSPITALITY. INCREDIBLE CUISINE. LOCAL PASSION. BANANA REPUBLIC FACTORY STORE MICHAEL KORS REMARKABLE HOSPITALITY. COACH OUTLET J.CREW FACTORY GAP FACTORY STORE UNDER ARMOUR NIKE FACTORY STORE KATE SPADE INCREDIBLE CUISINE. LOCAL PASSION. LOVE THE BRANDS SHARE PRIVATE DINING ACCOMMODATIONS FOR UP TO 70 THE V ALUES LUNCH & DINNER • HAPPY HOUR • LIVE MUSIC NIGHTLY PRIVATE DINING ACCOMMODATIONS FOR UP TO 70 PRIVATEHAND-CUT DINING AGED ACCOMMODATIONS STEAKS • FRESH FORSEAFOOD UP TO 70 LUNCHLUNCH && DINNERDINNER •• HAPPY HOUR • LIVELIVE MUSICMUSIC NIGHTLYNIGHTLY HAND-CUT AGED STEAKS •• FRESHFRESH SEAFOODSEAFOOD 222 S. 15th Street, Omaha, NE 68102 RESERVATIONS 402.342.0077 [email protected] VALUES OF THE HEARTLAND WWW . SULLIVANSSTEAKHOUSE . COM 222 S. 15th Street, Omaha, NE 68102 DOWNLOAD THE NEX OUTLETS RESERVATIONS 402.342.0077 APP FOR EXCLUSIVE COUPONS [email protected] AND FLASH SALES. WWW . SULLIVANSSTEAKHOUSE . COM 21209 N ebraska Crossing D r., Gretna, NE 68028 | 402.332.5650 NEXOutlets.com Located between Omaha and Lincoln, I-80 at Exit 432 4 VisitOmaha.com 2015 Visitors Guide 49594_NEX_OmahaCVB_6x10c.indd 1 11/5/14 4:18 PM SAVE UP TO 65% ON OVER 70 BRANDS BANANA REPUBLIC FACTORY STORE MICHAEL KORS COACH OUTLET J.CREW FACTORY GAP FACTORY STORE UNDER ARMOUR NIKE FACTORY STORE KATE SPADE LOVE THE BRANDS SHARE THE V ALUES VALUES OF THE HEARTLAND DOWNLOAD THE NEX OUTLETS APP FOR EXCLUSIVE COUPONS AND FLASH SALES. -
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 .............................................................. -
HUNGRY GHOSTS: PONCA GIRLS in TWO WORLDS by ANN
HUNGRY GHOSTS: PONCA GIRLS IN TWO WORLDS By ANN MARIE WASILEWSKI Bachelor of Arts Augusta College Augusta, Georgia 1969 Master of Education University of Georgia Athens, Georgia 1976 Submitted to the Faculty of the Graduate College of the Oklahoma State University in partial fulfillment of the requirements for the Degree of DOCTOR OF EDUCATION July, 2004 COPYRIGHT By Ann Marie Wasilewski July, 2004 ii HUNGRY GHOSTS: PONCA GIRLS IN TWO WORLDS Thesis Approved: Pamela U. Brown Thesis Advisor Pamela Fry Gary J. Conti Katye M. Perry Dr. Al Carlozzi Dean of the Graduate College ii Dedicated to my mother and father. Catherine Howard Wasilewski Walter John Wasilewski iii ACKNOWLEDGEMENTS First, I want to express my deep gratitude to my dissertation advisor, Dr. Pam Brown, for her extreme patience, constructive guidance, and gentle encouragement. Your kind words were a balm to my soul as I struggled through this process. Second, I want to thank my committee members, Dr. Gary Conti, Dr. Pamela Fry, and Dr. Katye Perry. I am so appreciative of the time you spent reading my dissertation and for the suggestions you made to improve it. Third, I want to acknowledge two former members of my committee, Dr. Natalie Adams and Dr. Pamela Bettis, who moved on to different universities. Without your interest, guidance, and assistance I would not have made it this far. Fourth, I thank the Ponca girls and the members of the Ponca community who shared their thoughts and culture with me. It was a tremendous education. I also want to thank my Bahá’i friends, Nancy and Jim Schear, for their encouragement and the hours they spent with me at their dining room table going over my drafts. -
Master's Thesis Template
UNIVERSITY OF OKLAHOMA GRADUATE COLLEGE SETTLER COLONIALISM ON THE SOUTHERN PLAINS: SQUATTERS AND THE CONSTRUCTION OF A SETTLER STATE IN INDIAN TERRITORY A THESIS SUBMITTED TO THE GRADUATE FACULTY in partial fulfillment of the requirements for the Degree of MASTER OF ARTS By JOHN TRUDEN Norman, Oklahoma 2018 SETTLER COLONIALISM ON THE SOUTHERN PLAINS: SQUATTERS AND THE CONSTRUCTION OF A SETTLER STATE IN INDIAN TERRITORY A THESIS APPROVED FOR THE DEPARTMENT OF HISTORY BY ______________________________ Dr. Gary Anderson, Chair ______________________________ Dr. Bala Saho ______________________________ Dr. David Wrobel © Copyright by JOHN TRUDEN 2018 All Rights Reserved. Acknowledgements I would like to thank Gary Anderson for chairing my committee, as well as Bala Saho and David Wrobel for being part of that committee. I would also like to thank Anne Hyde for her encouragement and editing prowess. Although David La Vere and Kathleen Brosnan were not directly involved in this thesis, my interactions with them greatly improved my ability to sort out and clarify my thoughts. I would also like to thank the staff at the University of Oklahoma Libraries, Jackie Reese, Laurie Scrivener and the student workers at the Western History Collections, the overworked and underpaid archivists at the Oklahoma Historical Society and Gary Anderson for copying the Subject File 111 at the National Archives at Washington, D.C. I wish to thank the University of Oklahoma History Department as well as the Phi Alpha Theta National History Honor Society for the research grants I received to assist this project. I would like to thank my church community, City Presbyterian Church. -
Discovering Denver: Brick by Brick Teacher's Guide
Discovering Denver: Brick by Brick Teacher’s Packet Table of Contents Introduction to Discovering Denver 2 Oscar’s Stone Tool, Prehistory to 1858 6 Alexander’s Map, 1858-1859 8 Emaline’s Rocky Mountain News , 1859-1869 10 Sand Creek Massacre 12 Beth’s Timetable, 1870-1881 14 Joseph’s Square, 1881-1890 16 Julia’s Button Tin, 1893-1900 18 Margaret Tobin Brown 20 Marie’s Little Journal, 1908-1914 21 Edward’s Pen, 1914-1930 23 Jacob’s Keys, 1930-1941 25 Frank’s Drugstore, 1941-1960 27 Rachel’s Photograph, 1960-1980 29 Natty’s Gold, 1988-Present 31 Matrix of 3 and 4 th Grade Colorado Standards 33 Bibliography 34 Online Teacher Resources 36 Architecture Glossary of Terms 38 Field Trip Options 41 How to use Denver Story Trek 43 Scavenger Hunts Around the Capitol 45 Around the Capitol Answer Key 46 Capitol Building to Molly Brown House Museum 47 Capitol Building to Molly Brown House Museum Answer Key 48 Molly Brown House Museum to Capitol Building 49 Molly Brown House Museum to Capitol Building Answer Key 50 Civic Center Park 51 Civic Center Park Answer Key 52 Civic Center Cultural Complex 53 Civic Center Cultural Center Answer Key 54 LoDo Sixteenth St. Mall (Tremont to Arapahoe) 55 LoDo Sixteenth St. Mall (Tremont to Arapahoe) Answer Key 56 LoDo Sixteenth St. Mall (Arapahoe to Wazee) 57 LoDo Sixteenth St. Mall (Arapahoe to Wazee) Answer Key 58 LoDo Sixteenth St. Mall Warehouse District 59 LoDo Sixteenth St. Mall Warehouse District Answer Key 60 Technology Scavenger Hunts Five Points 61 Five Points Answer Key 65 Civic Center Cultural Complex 66 Civic Center Cultural Complex Answer Key 67 Additional Contributors to Discovering Denver: Brick by Brick Teacher Resource guide include : Melissa Abels, Peggy Filarowicz, Ann Gallagher, Stephanie Gronholz, Susie Isaac, and Darcie Martin.