Little Bighorn Battlefield National Monument
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How the Civil War Became the Indian Wars
Price of Freedom: Stories of Sacrifice How the Civil War Became the Indian Wars New York Times Article By Boyd Cothran and Ari Kelman May 25, 2015 On Dec. 21, 1866, a year and a half after Gen. Robert E. Lee and Gen. Ulysses S. Grant ostensibly closed the book on the Civil War’s final chapter at Appomattox Court House, another soldier, Capt. William Fetterman, led cavalrymen from Fort Phil Kearny, a federal outpost in Wyoming, toward the base of the Big Horn range. The men planned to attack Indians who had reportedly been menacing local settlers. Instead, a group of Arapahos, Cheyennes and Lakotas, including a warrior named Crazy Horse, killed Fetterman and 80 of his men. It was the Army’s worst defeat on the Plains to date. The Civil War was over, but the Indian wars were just beginning. These two conflicts, long segregated in history and memory, were in fact intertwined. They both grew out of the process of establishing an American empire in the West. In 1860, competing visions of expansion transformed the presidential election into a referendum. Members of the Republican Party hearkened back to Jefferson’s dream of an “empire for liberty.” The United States, they said, should move west, leaving slavery behind. This free soil platform stood opposite the splintered Democrats’ insistence that slavery, unfettered by federal regulations, should be allowed to root itself in new soil. After Abraham Lincoln’s narrow victory, Southern states seceded, taking their congressional delegations with them. Never ones to let a serious crisis go to waste, leading Republicans seized the ensuing constitutional crisis as an opportunity to remake the nation’s political economy and geography. -
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. -
Moving Men and Supplies: Military Transportation on the Northern Great Plains, 1866-1891
Copyright © 1984 by the South Dakota State Historical Society. All Rights Reserved. Moving Men and Supplies: Military Transportation on the Northern Great Plains, 1866-1891 GARY S. FREEDOM Copyright © 1984 by the South Dakota State Historical Society. All Rights Reserved. Moving Men and Supplies 115 In the twenty-five years after the Civil War, the northern Great Plains was transformed from a frontier with limited trans- portation into a settled region with a complex transportation in- frastructure. In any assessment of this landscape modification, the military presence deserves consideration as an agent of change. In this period, 1866 to 1891, the army organized the terri- tories of Dakota and Montana into the Military Department of Dakota and established a network of forts that extended from the Red River to the Rockies and from the Canadian border to the Platte River (Figure 1). The isolation and vast distances between the individual forts on the northern Great Plains, and between this network and supply depots in the East, necessitated a com- plex transportation system to move men and materials. In order to facilitate these logistical operations, the military built a sys- tem of roads while protecting and utilizing established trails, waterways, and rail networks. Although the army had its own means of transport, for reasons of economy it preferred to em- 0 ver land freight wagons drawn by mules, 1885 Copyright © 1984 by the South Dakota State Historical Society. All Rights Reserved. 116 South Dakota History ploy civilian carriers to move men and supplies on a contractual basis. Various modes of commercial transportation were used, in- cluding freight wagons, stage coaches, riverboats, and railroads. -
Brf Public Schools
BRF PUBLIC SCHOOLS HISTORY CURRICULUM RELATED TO AMERICAN INDIAN STUDIES GRADES 8-12 COMPONENT The following materials represent ongoing work related to the infusion of American Indian history into the History curriculum of the Black River Falls Public Schools. Our efforts in this area have been ongoing for over 20 years and reflect the spirit of Wisconsin Act 31. SEPTEMBER 2011 UPDATE Paul S Rykken Michael Shepard US History and Politics US History BRFHS BRF Middle School Infusion Applications 1 INTRODUCTION AND OVERVIEW The Infusion Task Force was established in December of 2009 for the purpose of improving our efforts regarding the infusion of American Indian history and cultural awareness throughout the BRF Public School K-12 Social Studies Curriculum. This action occurred within the context of several other factors, including the signing of a Memorandum of Understanding between the Ho-chunk Nation and the School District and the establishment of a Ho-chunk language offering at BRFHS. Our infusion efforts go back to the early 1990s and were originally spurred by the Wisconsin Legislature’s passage of Act 31 related to the teaching of Native American history and culture within Wisconsin’s public schools. The following link will take you to a paper that more fully explains our approach since the early 1990s: http://www.brf.org/sites/default/files/users/u123/InfusionUpdate09.pdf THE 8-12 COMPONENT As with any curriculum-related project, what follows is not the final word. We do our work in an ever- changing environment. The lessons and information included here, however, reflect the most recent (and complete) record of what we are doing within our 8-12 curriculum. -
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. -
History of Navigation on the Yellowstone River
University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 1950 History of navigation on the Yellowstone River John Gordon MacDonald 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 MacDonald, John Gordon, "History of navigation on the Yellowstone River" (1950). Graduate Student Theses, Dissertations, & Professional Papers. 2565. https://scholarworks.umt.edu/etd/2565 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]. HISTORY of NAVIGATION ON THE YELLOWoTGriE RIVER by John G, ^acUonald______ Ë.À., Jamestown College, 1937 Presented in partial fulfillment of the requirement for the degree of Mas ter of Arts. Montana State University 1950 Approved: Q cxajJL 0. Chaiinmaban of Board of Examiners auaue ocnool UMI Number: EP36086 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. Also, if material had to be removed, a note will indicate the deletion. UMT Ois8<irtatk>n PuUishing UMI EP36086 Published by ProQuest LLC (2012). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. -
Indian Education for All Connecting Cultures & Classrooms K-12 Curriculum Guide (Language Arts, Science, Social Studies)
Indian Education for All Connecting Cultures & Classrooms K-12 Curriculum Guide (Language Arts, Science, Social Studies) Montana Office of Public Instruction Linda McCulloch, Superintendent In-state toll free 1-888-231-9393 www.opi.mt.gov/IndianEd Connecting Cultures and Classrooms INDIAN EDUCATION FOR ALL K-12 Curriculum Guide Language Arts, Science, Social Studies Developed by Sandra J. Fox, Ed. D. National Indian School Board Association Polson, Montana and OPI Spring 2006 TABLE OF CONTENTS Introduction ..................................................................................... i Guidelines for Integrating American Indian Content ................. ii Using This Curriculum Guide ....................................................... 1 Section I Language Arts ...................................................................... 3 Language Arts Resources/Activities K-4 ............................ 8 Language Arts Resources/Activities 5-8 ............................. 16 Language Arts Resources/Activities 9-12 ........................... 20 Section II Science .................................................................................... 28 Science Resources/Activities K-4 ......................................... 36 Science Resources/Activities 5-8 .......................................... 42 Science Resources/Activities 9-12 ........................................ 50 Section III Social Studies ......................................................................... 58 Social Studies Resources/Activities K-4 ............................. -
The Symbolic Role of Animals in the Plains Indian Sun Dance Elizabeth
17 The Symbolic Role of Animals in the Plains Indian Sun Dance 1 Elizabeth Atwood Lawrence TUFTS UNIVERSITY For many tribes of Plains Indians whose bison-hunting culture flourished during the 18th and 19th centuries, the sun dance was the major communal religious ceremony. Generally held in late spring or early summer, the rite celebrates renewal-the spiritual rebirth of participants and their relatives as well as the regeneration of the living earth with all its components. The sun dance reflects relationships with nature that are characteristic of the Plains ethos, and includes symbolic representations of various animal species, particularly the eagle and the buffalo, that once played vital roles in the lives of the people and are still endowed with sacredness and special powers. The ritual, involving sacrifice and supplication to insure harmony between all living beings, continues to be practiced by many contemporary native Americans. For many tribes of Plains Indians whose buffalo-hunting culture flowered during the 18th and 19th centuries, the sun dance was the major communal religious ceremony. Although details of the event differed in various groups, certain elements were common to most tribal traditions. Generally, the annual ceremony was held in late spring or early summer when people from different bands gathered together again following the dispersal that customarily took place in winter. The sun dance, a ritual of sacrifice performed by virtually all of the High Plains peoples, has been described among the Arapaho, Arikara, Assiniboin, Bannock, Blackfeet, Blood, Cheyenne, Plains Cree, Crow, Gros Ventre, Hidatsa, Kiowa, Mandans, Ojibway, Omaha, Ponca, Sarsi, Shoshone, Sioux (Dakota), and Ute (Spier, 1921, p. -
The Pain Experience of Traditional Crow Indian by Norma Kay
The pain experience of traditional Crow Indian by Norma Kay Krumwiede A thesis submitted in partial fulfillment of the requirements for the degree of Master of Nursing Montana State University © Copyright by Norma Kay Krumwiede (1996) Abstract: The purpose of this qualitative research study was to explore the pain experience of the traditional Crow Indian people. An understanding of the Crow people's experience of pain is crucial in order to provide quality nursing care to members of this population. As nurse researchers gain understanding of these cultural gaps and report their findings, clinically based nurses will be better equipped to serve and meet the unique needs of the traditional Crow Indian. Ethnographic interviews were conducted with 15 traditional Crow Indians currently living on the reservation in southeastern Montana. The informants identified themselves as traditional utilizing Milligan's (1981) typology. Collection of data occurred through (a) spontaneous interviews, (b) observations, (c) written stories, (d) historical landmarks, and (e) field notes. Spradley's (1979) taxonomic analysis method was used to condense the large amount of data into a taxonomy of concepts. The taxonomy of Crow pain evolved into two indigenous categories of “Good Hurt” and “Bad Hurt”. The Crow view “good hurt” as being embedded in natural life events and ceremonies, rituals and healing. The Crow experience "bad hurt” as emanating from two sources: loss and hardship. The Crow believe that every person will experience both “good hurt” and “bad hurt” sometime during their lifetime. The Crow gain knowledge, wisdom and status as they experience, live through, and learn from painful events throughout their lifetime. -
2013 Annual Report
Office of Navajo Nation Scholarship & Financial Assistance 2013 Annual Report Inside 2 Data & Statistics 2013 Statistical Profile Types of Student Funding 4 Funding Sources Federal Navajo Nation Trust Funds Corporate 7 Funding Activity Summary of Funds Expended by Agencies 10 Student Performance Degrees Sought Decreases in Funding Underscore Need for Prudent Use By Award Recipients By Rose Graham ABOVE Six students named Chief Manuelito Scholars in 18 Chief Manuelito Scholars Department Director 2013 gained admission to Stanford University. (L-R) Emily Walck, Ashley Manuelito, Taryn Harvey and Taylor Billey. 110 Students Earn the A four-year college degree has probably never Not shown: Katelyn McKown and Isabella Robbins. Photo Nation’s Top Scholarship been more valuable. In 2013, college graduates courtesy of Eugene R. Begay made 98 percent more an hour on average than people without a degree according to data re- The ONNSFA also owes much gratitude to leased by the U.S. Dept. of Labor. Navajo Nation leaders. In 2013, the Nation’s contri- Apply online at: Meanwhile, the cost of a college education bution to the scholarship fund greatly increased. continues to rise and so does the demand for Revenues from Navajo Nation sales taxes pro- www.onnsfa.org scholarships. vided an additional $3 million and the Nation’s set Since 2010, the Office of Navajo Nation Schol- aside from General Funds increased by $2 million. Chinle Agency Office arship & Financial Assistance has received more There is still a real need for additional resourc- (800) 919-9269 than 17,000 applications each year. More than half es. -
Battle of the Greasy Grass
The Military Campaign of 1876 After the discovery of gold in the Black Hills following Custer’s 1875 Expedition, the US tried to buy the land from the Sioux, but they would not sell their sacred Paha Sapa. The government issued a decree requiring all non-reservation Indians to report to the agencies by Jan. 1, 1876. Because of this decree, in November of 1875, . Hunkpapa Lakota Headman and Holy Man SITTING BULL sent out a call to gather together all of the Sioux, Cheyenne, and Arapaho at the Chalk Buttes at the end of the Moon When Geese Return to discuss what to do about the incursion of whites into the land granted them in the United States treaties. Sun Dance Sitting Bull decides to hold a Sun Dance to gather the leaders to decide what to do about the white invaders and unite the people in the sacred ceremony. Sitting Bull sacrifices 100 pieces of flesh and has a vision of Long Knives Falling from the Sky. General George Crook, General Alfred Terry, and Colonel John Gibbon Led the Campaign to move all Indians to reservations, defeating those who resisted. Battle of the Rosebud Or, Battle Where the Woman Saved Her Brother On June 17, 1876, Sioux and Cheyenne forces led by Crazy Horse spotted General Crook, his 1,050 soldiers, and 260 Crow and Shoshone scouts, defeating them and eliminating them from the campaign. Three Army Expeditions General Crook would be coming from the south from Fort Fetterman in Wyoming Territory Col Gibbon would arrive from the west from Fort Ellis in Montana Territory General Terry would travel from the east from Fort Abraham Lincoln in Dakota Territory. -
Pilgrimage Journeys of the Body, Mind, and Spirit
SUMMER 2009 Pilgrimage Journeys of the body, mind, and spirit Native Lands | Lessons at Sea | Long Live the King prelude Going to Graceland In the movie The Bucket List, Jack As for our twelve-year- Nicholson and Morgan Freeman star olds, they were just happy to as unlikely companions who set out to be out of school and on the complete a list of essential experiences road, eating junk and watch- before they die—see the Pyramids, go ing DVDs in the back seat. skydiving, drive a Shelby Mustang. On the way to Memphis, we I have no idea what a Shelby Mustang made them play the classic is, honestly, or what’s so special about Blue Hawaii, and they gamely it, but I suspect that most of us have our gave it about forty-five min- own list of things we’d like to do—or utes before getting bored and perhaps more correctly, to be able to say switching to Jurassic Park. we did. Some are undoubtedly unique (Which may be why, when we to individuals, but others, like seeing the discovered that you can actu- Pyramids, are near-archetypal experi- ally buy one of Elvis’s hairs, ences—the things that people travel for my son said, “Oh my god. days, walk for miles, line up by thou- DNA. We could clone Elvis!”) sands, and wait for hours to do. Then We took the VIP tour of they talk about them for years. Graceland, soaking up the While planning this issue of Emory 1960s décor, the fabled Jungle Magazine, Associate Editor Mary Loftus Room, the paneled walls lined and I decided we couldn’t properly with cases of music awards and elabo- to share a common event with others get into the spirit of the thing without rate stage costumes worn by the King.