Five Civilized Tribes
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The Seminole Indian Wars (1814-1858)
THE SEMINOLE INDIAN WARS (1814-1858) Compiled by Brian Brindle Version 0.1 © 2013 Dadi&Piombo This supplement was designed to the cover three small American wars fought between 1814-1858 known today as the “Seminole Wars”. These Wars were primary gorilla style wars fought between the Seminole Indians and the U.S. army . The wars played out in a series of small battles and skirmishes as U.S. Army chased bands of Seminole worriers through the swamps IofN Florida. THE DARK In 1858 the U.S. declared the third war ended - though no peace treaty was ever signed. It is interesting to note that to this day the Seminole Tribe of Florida is the only native American tribe who have never signed a peace treaty with the U.S. Govern- ment. This Supplement allows for some really cool hit and run skirmishing in the dense The Seminole Wars and Vietnam are one vegetation and undergrowth of the Florida of the few confrontations that the U.S. swamps. It also allow s for small engage- Army have engaged in that they did not ments of small groups of very cunning definitively win. natives, adept in using the terrain to its best advantage fighting a larger, more HISTORICAL BACKGROUND clumsy, conventional army. In the early 18th century, bands of Muskogean-speaking Lower Creek In many ways Seminole War echoes the migrated to Florida from Georgia. They Vietnam War, both were guerrilla wars became known as the Seminole (liter- involving patrols out constantly, trying ally “separatists”). Floridian territory was to locate and eliminate an elusive enemy. -
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. -
Seminole Tribe Water Rights Experience (Stephen Walker)
Challenges & Opportunities The Seminole Tribe of Florida’s Water Rights Experience By: Stephen A. Walker The Seminole Tribe of Florida: A History of Success • The Seminole Tribe of Florida is federally recognized by Section 16 of the Indian Reorganization of 1934 (25 U.S.C.§476) • The Seminole Tribe is recognized by the State of Florida pursuant to Chapter 285, Florida Statutes • Significant non reservation holdings including – Seminole Coconut Creek Casino – Hard Rock Hotel Chains A Brief History of The Seminole Tribe • The Seminole Tribe of Florida – Descendants of the Creek people - historic nations referred to as Creek or Cherokee people • 1800’s ordered to move to Oklahoma – “Trail of Tears” • 3 Seminole wars fought resisting removal – Never surrendered • By 1860 most Seminoles relocated, but many remained in the Everglades Reservations: A New Frontier for the Seminole People • The Seminoles resisted life on the reservations based on their belief of land ownership • By 1935 some Seminoles requested land be set aside for reservations • This divided the Seminole people into those that ultimately took the offer of reservation lands and those that later became the Miccosukee Tribe of Indians of Florida The Origins of the Modern Day Seminole Tribe • In 1953 the United States Congress passed legislation terminating federal tribal programs • The Seminole Tribe successfully argued against termination but immediately moved forward with: – Tribal Constitution – Obtained self governance through a tribal council – Created the Seminole Tribe -
A Study of an Eighteenth-Century Yamasee Mission Community in Colonial St Augustine Andrea Paige White College of William & Mary - Arts & Sciences
W&M ScholarWorks Dissertations, Theses, and Masters Projects Theses, Dissertations, & Master Projects 2002 Living on the Periphery: A Study of an Eighteenth-Century Yamasee Mission Community in Colonial St Augustine andrea Paige White College of William & Mary - Arts & Sciences Follow this and additional works at: https://scholarworks.wm.edu/etd Part of the Indigenous Studies Commons, and the United States History Commons Recommended Citation White, andrea Paige, "Living on the Periphery: A Study of an Eighteenth-Century Yamasee Mission Community in Colonial St Augustine" (2002). Dissertations, Theses, and Masters Projects. Paper 1539626354. https://dx.doi.org/doi:10.21220/s2-whwd-r651 This Thesis is brought to you for free and open access by the Theses, Dissertations, & Master Projects at W&M ScholarWorks. It has been accepted for inclusion in Dissertations, Theses, and Masters Projects by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. LIVING ON THE PERIPHERY: A STUDY OF AN EIGHTEENTH-CENTURY YAMASEE MISSION COMMUNITY IN COLONIAL ST. AUGUSTINE A Thesis Presented to The Faculty of the Department of Anthropology The College of William and Mary in Virginia In Partial Fulfillment Of the Requirements for the Degree of Master of Arts by Andrea P. White 2002 APPROVAL SHEET This thesis is submitted in partial fulfillment of The requirements for the degree of aster of Arts Author Approved, November 2002 n / i i WJ m Norman Barka Carl Halbirt City Archaeologist, St. Augustine, FL Theodore Reinhart TABLE OF CONTENTS Page ACKNOWLEDGEMENTS vi LIST OF TABLES viii LIST OF FIGURES ix ABSTRACT xi CHAPTER 1: INTRODUCTION 2 Creolization Models in Historical Archaeology 4 Previous Archaeological Work on the Yamasee and Significance of La Punta 7 PROJECT METHODS 10 Historical Sources 10 Research Design and The City of St. -
PETITION Ror,RECOGNITION of the FLORIDA TRIBE Or EASTERN CREEK INDIANS
'l PETITION rOR,RECOGNITION OF THE FLORIDA TRIBE or EASTERN CREEK INDIANS TH;: FLORIDA TRIBE OF EASTERN CREEK INDIANS and the Administra tive Council, THE NORTHWEST FLORIDA CREEK INDIAN COUNCIL brings this, thew petition to the DEPARTMENT Or THE INTERIOR OF THE FEDERAL GOVERN- MENT OF THE UNITED STATES OF AMERICA, and prays this honorable nation will honor their petition, which is a petition for recognition by this great nation that THE FLORIDA TRIBE OF EASTERN CREEK INDIANS is an Indian Tribe. In support of this plea for recognition THE FLORIDA TRIBE OF EASTERN CREEK INDIANS herewith avers: (1) THE FLORIDA TRIBE OF EASTERN CREEK INDIANS nor any of its members, is the subject of Congressional legislation which has expressly terminated or forbidden the Federal relationship sought. (2) The membership of THE FLORIDA TRIBE OF EASTERN CREEK INDIANS is composed principally of persons who are not members of any other North American Indian tribe. (3) A list of all known current members of THE FLORIDA TRIBE OF EASTERN CREEK INDIANS, based on the tribes acceptance of these members and the tribes own defined membership criteria is attached to this petition and made a part of it. SEE APPENDIX----- A The membership consists of individuals who are descendants of the CREEK NATION which existed in aboriginal times, using and occuping this present georgraphical location alone, and in conjunction with other people since that time. - l - MNF-PFD-V001-D0002 Page 1of4 (4) Attached herewith and made a part of this petition is the present governing Constitution of THE FLORIDA TRIBE OF EASTERN CREEKS INDIANS. -
Trailword.Pdf
NPS Form 10-900-b OMB No. 1024-0018 (March 1992) United States Department of the Interior National Park Service National Register of Historic Places Multiple Property Documentation Form This form is used for documenting multiple property groups relating to one or several historic contexts. See instructions in How to Complete the Multiple Property Documentation Form (National Register Bulletin 16B). Complete each item by entering the requested information. For additional space, use continuation sheets (Form 10-900-a). Use a typewriter, word processor, or computer to complete all items. _X___ New Submission ____ Amended Submission ======================================================================================================= A. Name of Multiple Property Listing ======================================================================================================= Historic and Historical Archaeological Resources of the Cherokee Trail of Tears ======================================================================================================= B. Associated Historic Contexts ======================================================================================================= (Name each associated historic context, identifying theme, geographical area, and chronological period for each.) See Continuation Sheet ======================================================================================================= C. Form Prepared by ======================================================================================================= -
Read an Excerpt
ooChoctaw Tales Collected and Annotated by TOM MOULD Contents xv Foreword xix Preface xxv Introduction 3 THE STORYTELLERS 3 Storytellers of the Past 15 Storytellers of the Present 38 THE GENRES OF CHOCTAW STORYTELLING 40 Native Terms 45 Commentary and Contextualization 53 Patterns and Performance 57 A Note on the Texts 61 CREATION STORIES AND MYTHS 64 The Choctaw Creation Legend 65 Nané Chaha 65 Men and Grasshoppers 66 Creation of the Tribes 67 Origin of the Crawfish Band 68 The Creation of the Choctaw vii viii CONTENTS 71 The Migration Legend 72 Migration 73 A Short Story of the Creation of the First Man 73 Tradition of the Flood 75 The Flood 76 Lightning and Thunder 77 The Origin of Corn 77 Corn-Finding Myth 78 Wild Geese and the Origin of Corn 78 The Geese, the Ducks, and Water 79 The Life of Dogs 80 How the Snakes Acquired Their Poison 81 The Owl 81 Tashka and Walo 83 The Hunter of the Sun 85 Yallofalaiya 88 Nameless Choctaw 92 The Hunter and the Alligator 94 SUPERNATURAL LEGENDS AND ENCOUNTERS 97 The Girl and the Devil 98 The Eagle Story 99 Skate’ne 101 Hoklonote’she 101 A Story of Kashikanchak 103 Kashikanchak 104 The Spectre and the Hunter 107 The Hunter Who Became a Deer 109 The Man Who Became a Snake CONTENTS ix 112 Half-Horse, Half-Man 113 Kashehotapalo 113 Na Losa Falaya 114 Manlike Creature 115 Okwa Nahollo—White People of the Water 116 Big Pond 117 The Water Choctaw 117 Påß Falaya 121 Nishkin Chafa—One-Eye 123 Headless Man 123 The Inhuman Na Losa Chitto 124 The Demon Na Losa Chitto 125 A Big Hog 126 Big Black Hairy Monster -
Student Handbook
2021 – 2022 Student Handbook FAIR ELEMENTARY (K-2) LOUISVILLE ELEMENTARY (3-5) EILAND MIDDLE (6-8) LOUISVILLE HIGH (9-12) NANIH WAIYA (K-12) NOXAPATER (K-12) LOUISVILLE REACHES WINSTON-LOUISVILLE CAREER TECHNOLOGY CENTER Table of Contents LMSD Calendar for 2021-22 1 District Vision, Mission, Beliefs, Motto 2 Board of Trustees 2 Administrative Staff 3 School Admission Requirements 3-4 Registration 4-6 Instructional Management Plan 6 Visitors on Campus 6 Vehicles on Campus 6 Solicitation/Fundraising by Students 6 MS Student Religious Liberties Act of 2013 7 Delivery of Flowers and Balloons to Students 7 Student Illness or Emergencies 7-8 Tardies 8-9 Permission to Leave School During the Day 9 Student Absences from School 9-11 Cafeteria Rules and Prices 11 Textbook/ Chromebook Fines Assessment 12 Grooming and Dress 13-14 Phones and Personal Electronic Devices 14-17 Grading Policy 17-29 Credit Recovery Policy 29-31 Hardship Work Release Policy 31 Surveillance of Students 31-32 Student Discipline 32-35 School Bus Regulations 35-36 MS School Safety Act of 2019 37 Bullying, Hazing or Harassment 37-38 Library Media Center Regulations 39 Acceptable Use Policy 39-42 1 Cyberbullying 42-45 MSHSAA Requirements 45-47 Drug Testing Policy 47-50 REACHES/LMSD Alternative School 51-55 Tribal/Parental Involvement 55 The Family Educational Rights and Privacy Act 56 Student Handbook Verification 57 Bullying Complaint Form 58 Active Parent 59 The Louisville Municipal School District complies with all federal and state laws and regulations in employment and in the delivery of educational services. The District does not discriminate on the basis of religion, race, color, national origin or ancestry, sex, gender identity, sexual orientation, age, marriage, or veteran status or disability. -
Fort King National Historic Landmark Education Guide 1 Fig5
Ai-'; ~,,111m11l111nO FORTKINO NATIONAL HISTORIC LANDMARK Fig1 EDUCATION GUIDE This guide was made possible by the City of Ocala Florida and the Florida Department of State/Division of Historic Resources WELCOME TO Micanopy WE ARE EXCITED THAT YOU HAVE CHOSEN Fort King National Historic Fig2 Landmark as an education destination to shed light on the importance of this site and its place within the Seminole War. This Education Guide will give you some tools to further educate before and after your visit to the park. The guide gives an overview of the history associated with Fort King, provides comprehension questions, and delivers activities to Gen. Thomas Jesup incorporate into the classroom. We hope that this resource will further Fig3 enrich your educational experience. To make your experience more enjoyable we have included a list of items: • Check in with our Park Staff prior to your scheduled visit to confrm your arrival time and participation numbers. • The experience at Fort King includes outside activities. Please remember the following: » Prior to coming make staff aware of any mobility issues or special needs that your group may have. » Be prepared for the elements. Sunscreen, rain gear, insect repellent and water are recommended. » Wear appropriate footwear. Flip fops or open toed shoes are not recommended. » Please bring lunch or snacks if you would like to picnic at the park before or after your visit. • Be respectful of our park staff, volunteers, and other visitors by being on time. Abraham • Visitors will be exposed to different cultures and subject matter Fig4 that may be diffcult at times. -
Introduction
xix Introduction In 1936, at the age of just 26, Mary R. Haas moved from New Haven, Connecticut to Eufaula, Oklahoma to begin a study of the Creek (Muskogee) language. It was the height of the Great Depression and Dust Bowl, and jobs were scarce, but with help from former teachers Haas found meager support for her research until the threat of war in 1941. The texts in this volume are a result of that project. About Mary R. Haas Mary R. Haas was born January 23, 1910 in Richmond, Indiana to Robert Jeremiah Haas and Leona Crowe Haas.1 She received three years of tuition scholarships at Earlham College, where she studied English.2 She also received a scholarship in music during her final year and graduated at the head of her class in 1930.3 She entered graduate school in the Department of Comparative Philology at the University of Chicago the same year. There she studied Gothic, Old High German with Leonard Bloomfield, Sanskrit, and Psychology of Language with Edward Sapir.4 She also met and married her fellow student Morris Swadesh. The two traveled to British Columbia after their first year to work on Nitinat, and then followed Sapir to Yale University’s Department of Linguistics in 1931. She continued her studies there of Latin, Greek, and Sanskrit and took two courses in Primitive Music.5 Haas worked as Sapir’s research assistant from 1931 to 1933.6 In the summer of 1933, she received funding to conduct field work in Louisiana with the last speaker of Tunica, close to where Swadesh was working on Chitimacha.7 Haas’s next project was the Natchez language of eastern Oklahoma. -
Challenge Bowl 2020
Notice: study guide will be updated after the December general election. Sponsored by the Muscogee (Creek) Nation Challenge Bowl 2020 High School Study Guide Sponsored by the Challenge Bowl 2020 Muscogee (Creek) Nation Table of Contents A Struggle To Survive ................................................................................................................................ 3-4 1. Muscogee History ......................................................................................................... 5-30 2. Muscogee Forced Removal ........................................................................................... 31-50 3. Muscogee Customs & Traditions .................................................................................. 51-62 4. Branches of Government .............................................................................................. 63-76 5. Muscogee Royalty ........................................................................................................ 77-79 6. Muscogee (Creek) Nation Seal ...................................................................................... 80-81 7. Belvin Hill Scholarship .................................................................................................. 82-83 8. Wilbur Chebon Gouge Honors Team ............................................................................. 84-85 9. Chronicles of Oklahoma ............................................................................................... 86-97 10. Legends & Stories ...................................................................................................... -
The Creek "Migration Legend"
UCLA UCLA Electronic Theses and Dissertations Title Dancing Breath: Ceremonial Performance Practice, Environment, and Personhood in a Muskogee Creek Community Permalink https://escholarship.org/uc/item/2qm3x2bd Author Koons, Ryan Abel Publication Date 2016 Peer reviewed|Thesis/dissertation eScholarship.org Powered by the California Digital Library University of California UNIVERSITY OF CALIFORNIA Los Angeles Dancing Breath: Ceremonial Performance Practice, Environment, and Personhood in a Muskogee Creek Community A dissertation submitted in partial satisfaction of the requirements for the degree Doctor of Philosophy in Ethnomusicology by Ryan Abel Koons 2016 © Copyright by Ryan Abel Koons 2016 ABSTRACT OF THE DISSERTATION Dancing Breath: Ceremonial Performance Practice, Environment, and Personhood in a Muskogee Creek Community by Ryan Abel Koons Doctor of Philosophy in Ethnomusicology University of California, Los Angeles, 2016 Professor Tara Browner, Chair This dissertation presents an ethnography utilizing a multispecies perspective of the "busk" ritual cycle as performed by the southeastern Muskogee Creek American Indian community, Pvlvcekolv (Apalachicola). Humans construct humanity and personhood partially via interactions with other-than-human persons, such as animals, plants, and objects. I examine ritualized interactions between humans and others-than-human in a southeastern Indigenous "natureculture," exploring the intersections of ontology, personhood, and performance practice. Pvlvcekolv, an animistic Florida-based tribal town with a ceremonial Fire that pre-dates European Contact, maintains a centuries-old ritual tradition, the busk. Sometimes known as "Green Corn Ceremonialism," many Native communities share this tradition, including ii Cherokee, Chickasaw, Seminole, Yuchi, and other Creek peoples historically and in the present day. Performing the songs, dances, and ritual actions of the busk places participants into dialogue with other-than-human persons.