Historical Overview
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Indians (2)” of the John G
The original documents are located in Box 4, folder “Indians (2)” of the John G. Carlson Files at the Gerald R. Ford Presidential Library. Copyright Notice The copyright law of the United States (Title 17, United States Code) governs the making of photocopies or other reproductions of copyrighted material. Gerald R. Ford donated to the United States of America his copyrights in all of his unpublished writings in National Archives collections. Works prepared by U.S. Government employees as part of their official duties are in the public domain. The copyrights to materials written by other individuals or organizations are presumed to remain with them. If you think any of the information displayed in the PDF is subject to a valid copyright claim, please contact the Gerald R. Ford Presidential Library. Digitized from Box 4 of the John G. Carlson Files at the Gerald R. Ford Presidential Library THE WHITE HOUSE WASHINGTON January 8, 1974 Dear Chief Fools Crow and Matthew Kirig: On behalf of the President, I want to thank you for your letter of November 19 to him, and for the specific questions you enclosed in the Bill of Particulars which Vine DeLoria delivered to Brad Patterson. We promised to have a detailed response to the specific questions, and the enclosure to this letter, prepared principally by the Department of Justice, constitutes that response. As you asked, the response avoids rhetoric and" soothing words" in its answers and confines itself to facts of history and law, with citations of statutes and Court decisions. By way of preface, however, I would like to add a personal word. -
Delaware Indian Land Claims: a Historical and Legal Perspective
Delaware Indian land Claims: A Historical and Legal Perspective DAVID A. EZZO Alden, New York and MICHAEL MOSKOWITZ Wantagh, New York In this paper we shall discuss Delaware Indian land claims in both a histori cal and legal context. The first section of the paper deals with the historical background necessary to understand the land claims filed by the Delaware. In the second part of the paper the focus is on a legal review of the Delaware land claims cases. Ezzo is responsible for the first section while Moskowitz is responsible for the second section. 1. History The term Delaware has been used to describe the descendants of the Native Americans that resided in the Delaware River Valley and other adjacent areas at the start of the 17th century. The Delaware spoke two dialects: Munsee and Unami, both of these belong to the Eastern Algonquian Lan guage family. Goddard has noted that the Delaware never formed a single political unit. He also has noted that the term Delaware was only applied to these groups after they had migrated from their original Northeastern homeland. Goddard sums up the Delaware migration as follows: The piecemeal western migration, in the face of white settlement and its attendant pressures during the eighteenth and nineteenth centuries, left the Delaware in a number of widely scattered places in Southern Ontario, Western New York, Wisconsin, Kansas and Oklahoma. Their history involves the repeated divisions and consolidations of many villages and of local, political and linguistic groups that developed in complicated and incompletely known ways. In addition, individuals, families and small groups were constantly moving from place to place. -
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 -
BROKEN PROMISES: Continuing Federal Funding Shortfall for Native Americans
U.S. COMMISSION ON CIVIL RIGHTS BROKEN PROMISES: Continuing Federal Funding Shortfall for Native Americans BRIEFING REPORT U.S. COMMISSION ON CIVIL RIGHTS Washington, DC 20425 Official Business DECEMBER 2018 Penalty for Private Use $300 Visit us on the Web: www.usccr.gov U.S. COMMISSION ON CIVIL RIGHTS MEMBERS OF THE COMMISSION The U.S. Commission on Civil Rights is an independent, Catherine E. Lhamon, Chairperson bipartisan agency established by Congress in 1957. It is Patricia Timmons-Goodson, Vice Chairperson directed to: Debo P. Adegbile Gail L. Heriot • Investigate complaints alleging that citizens are Peter N. Kirsanow being deprived of their right to vote by reason of their David Kladney race, color, religion, sex, age, disability, or national Karen Narasaki origin, or by reason of fraudulent practices. Michael Yaki • Study and collect information relating to discrimination or a denial of equal protection of the laws under the Constitution Mauro Morales, Staff Director because of race, color, religion, sex, age, disability, or national origin, or in the administration of justice. • Appraise federal laws and policies with respect to U.S. Commission on Civil Rights discrimination or denial of equal protection of the laws 1331 Pennsylvania Avenue, NW because of race, color, religion, sex, age, disability, or Washington, DC 20425 national origin, or in the administration of justice. (202) 376-8128 voice • Serve as a national clearinghouse for information TTY Relay: 711 in respect to discrimination or denial of equal protection of the laws because of race, color, www.usccr.gov religion, sex, age, disability, or national origin. • Submit reports, findings, and recommendations to the President and Congress. -
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. -
Resolving Native American Land Claims and the Eleventh Amendment: Changing the Balance of Power
Volume 39 Issue 3 Article 1 1994 Resolving Native American Land Claims and the Eleventh Amendment: Changing the Balance of Power Katharine F. Nelson Follow this and additional works at: https://digitalcommons.law.villanova.edu/vlr Part of the Constitutional Law Commons Recommended Citation Katharine F. Nelson, Resolving Native American Land Claims and the Eleventh Amendment: Changing the Balance of Power, 39 Vill. L. Rev. 525 (1994). Available at: https://digitalcommons.law.villanova.edu/vlr/vol39/iss3/1 This Article is brought to you for free and open access by Villanova University Charles Widger School of Law Digital Repository. It has been accepted for inclusion in Villanova Law Review by an authorized editor of Villanova University Charles Widger School of Law Digital Repository. Nelson: Resolving Native American Land Claims and the Eleventh Amendment: VILLANOVA LAW REVIEW VOLUME 39 1994 NUMBER 3 RESOLVING NATIVE AMERICAN LAND CLAIMS AND THE ELEVENTH AMENDMENT: CHANGING THE BALANCE OF POWER KATHARINE F. NELSON* TABLE OF CONTENTS I. INTRODUCTION ........................................... 526 II. INDIAN TITLE AND THE NONINTERCOURSE ACT ........... 530 III. THE HISTORY OF TRIBAL ACCESS TO THE FEDERAL COURTS ................................................... 533 A. Before Oneida I and II. ....................... 533 B. O neida I .......................................... 542 C. O neida II ......................................... 543 IV. NEGOTIATED SETTLEMENTS ............................... 546 A. Land Claims ...................................... -
UNITED STATES DISTRICT COURT for the DISTRICT of COLUMBIA the CHEROKEE NATION, Plaintiff
Case 1:13-cv-01313-TFH Document 248 Filed 08/30/17 Page 1 of 78 UNITED STATES DISTRICT COURT FOR THE DISTRICT OF COLUMBIA THE CHEROKEE NATION, Plaintiff/ Counter Defendant, v. RAYMOND NASH, et al., Defendants/ Counter Claimants/ Cross Claimants, --and-- Civil Action No. 13-01313 (TFH) MARILYN VANN, et al., Intervenor Defendants/ Counter Claimants/ Cross Claimants, --and-- RYAN ZINKE, SECRETARY OF THE INTERIOR, AND THE UNITED STATES DEPARTMENT OF THE INTERIOR, Counter Claimants/ Cross Defendants. MEMORANDUM OPINION Although it is a grievous axiom of American history that the Cherokee Nation’s narrative is steeped in sorrow as a result of United States governmental policies that marginalized Native American Case 1:13-cv-01313-TFH Document 248 Filed 08/30/17 Page 2 of 78 Indians and removed them from their lands,1 it is, perhaps, lesser known that both nations’ chronicles share the shameful taint of African slavery.2 This lawsuit harkens back a century-and-a-half ago to a treaty entered into between the United States and the Cherokee Nation in the aftermath of the Civil War. In that treaty, the Cherokee Nation promised that “never here-after shall either slavery or involuntary servitude exist in their nation” and “all freedmen who have been liberated by voluntary act of their former owners or by law, as well as all free colored persons who were in the country at the commencement of the rebellion, and are now residents therein, or who may return within six months, and their descendants, shall have all the rights of native Cherokees . -
Gendered Ideals in the Autobiographies of Charles Eastman and Luther Standing Bear
Compromising and Accommodating Dominant Gendered Ideologies: The Effectiveness of Using Nineteenth-century Indian Boarding school Autobiographies as Tools of Protest Sineke Elzinga S1012091 M North American Studies 24 June 2019 Supervisor: Prof. Dr. Hans Bak Second Reader: Dr. Mathilde Roza NORTH AMERICAN STUDIES Teacher who will receive this document: Prof. Dr. Hans Bak and Dr. Mathilde Roza Title of document: Compromising and Accommodating Dominant Gendered Ideologies: The Effectiveness of Using Nineteenth-century Indian Boarding school Autobiographies as Tools of Protest Name of course: Master Thesis Date of submission: 25 June 2019 The work submitted here is the sole responsibility of the undersigned, who has neither committed plagiarism nor colluded in its production. Signed Name of student: Sineke Elzinga Student number: S1012091 Abstract Gendered ideals dominant in nineteenth-century America have been significantly different from gendered ideals in Native American communities. In using their Indian boarding schools autobiographies as tools of protest, these Native writers had to compromise and accommodate these gendered ideals dominant in American society. This thesis analyzes how Zitkála-Šá, Luther Standing Bear and Charles Eastman have used the gendered ideals concerning the public and domestic sphere, emotion and reason in writing, and ideas about individuality and analyzes how this has affected the effectiveness of using their autobiographies as tools of protest for their people. Keywords Indian boarding school autobiographies, -
Aboriginal Title Reconsidered Nell Jessup Newton Notre Dame Law School, [email protected]
Notre Dame Law School NDLScholarship Journal Articles Publications 1980 At the Whim of the Sovereign: Aboriginal Title Reconsidered Nell Jessup Newton Notre Dame Law School, [email protected] Follow this and additional works at: https://scholarship.law.nd.edu/law_faculty_scholarship Part of the Indian and Aboriginal Law Commons Recommended Citation Nell J. Newton, At the Whim of the Sovereign: Aboriginal Title Reconsidered, 31 HASTINGS L.J. 1215 (1980). Available at: https://scholarship.law.nd.edu/law_faculty_scholarship/1199 This Article is brought to you for free and open access by the Publications at NDLScholarship. It has been accepted for inclusion in Journal Articles by an authorized administrator of NDLScholarship. For more information, please contact [email protected]. At the Whim of the Sovereign: Aboriginal Title Reconsidered By NELL JESSUP NEWTON* In 1947, Professor Felix Cohen, then Associate Solicitor for the United States Department of the Interior and a recognized scholar in American Indian law, wrote that despite what "[e]very American schoolboy is taught . the historic fact is that practically all of the real estate acquired by the United States since 1776 was purchased not from Napoleon or any other emperor or czar but from its original In- dian owners."' Only eight years later, Justice Reed, writing for the ma- jority of the United States Supreme Court in Tee-Hit-Ton Indians v. United States,2 asserted a ontrary view: "Every American schoolboy knows that the savage tribes of this continent were deprived of their ancestral ranges by force and that, even when the Indians ceded mil- lions of acres by treaty. -
What Sort of Indian Will Show the Way? Colonization, Mediation, and Interpretation in the Sun Dance Contact Zone
WHAT SORT OF INDIAN WILL SHOW THE WAY? COLONIZATION, MEDIATION, AND INTERPRETATION IN THE SUN DANCE CONTACT ZONE DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Sandra Garner, B.A., M.A. Graduate Program in Comparative Studies The Ohio State University 2010 Dissertation Committee: Lindsay Jones, Advisor Maurice Stevens Richard Shiels Copyright by Sandra Garner 2010 ABSTRACT This research project focuses on the Sun Dance, an Indigenous ritual particularly associated with Siouan people, as a site of cultural expression where multiple, often conflicting concerns, compete for hegemonic dominance. Since European contact the Sun Dance has been variously practiced, suppressed, reclaimed, revitalized, and transformed. It has also evoked strong sentiments both from those that sought to eradicate its practices as well as those who have sought its continuance. In spite of a period of intense colonial repression, during the last three decades the Siouan form of the Sun Dance has become one of the most widely practiced religious rituals from Indigenous North America and the number of Sun Dances held and the numbers of people participating has grown significantly. How has the Sun Dance ritual endured in spite of a lengthy history of repression? What is it about the Sun Dance that evokes such powerful sentiments? And, how do we account for the growth of the Sun Dance. I argue that the current growth and practice of the Sun Dance must be considered within the context of colonialism; a central focus of this dissertation. I identify the complex and messy ways that individuals mediate the inequitable power relations that shape colonialist interactions, as well as the way they interpret these social spaces. -
H-1780-1, Improving and Sustaining BLM-Tribal Relations, Replaces H-8120-1 (Rel
Form 1221-2 (June 1969) UNITED STATES DEPARTMENT OF THE INTERIOR Release BUREAU OF LAND MANAGEMENT 1-1781 Date MANUAL TRANSMITTAL SHEET 12/15/16 Subject: BLM Handbook 1780-1 Improving and Sustaining BLM-Tribal Relations (P) 1. Explanation of Material Transmitted: This release transmits the new Handbook (H) 1780-1, Improving and Sustaining BLM-Tribal Relations, which replaces H-8120-1, Guidelines for Conducting Tribal Consultation. H-1780-1 implements new administration and Departmental policies to provide comprehensive guidance concerning tribal relations for all BLM managers and programs. 2. Reports Required: None. 3. Material Superseded: H-8120-1. Release number 8-75 4. Filing Instructions: Remove and replace in accordance with the below instructions. REMOVE All of H-8120-1 INSERT All of H-1780-1 Release 8-75 Neil Kornze Director Bureau of Land Management H-1780-1 – IMPROVING AND SUSTAINING BLM-TRIBAL RELATIONS (P) i Table of Contents CHAPTER I. INTRODUCTION .............................................................................................. I-1 A. PURPOSE AND ORGANIZATION OF THIS HANDBOOK ........................................................... I-1 B. THIS HANDBOOK’S PLACE IN THE BLM MANUAL SYSTEM ............................................... I-2 CHAPTER II. BUILDING AND MAINTAINING TRIBAL RELATIONSHIPS ............. II-1 A. INTRODUCTION .................................................................................................................II-1 B. CONFIDENTIALITY ............................................................................................................II-1