We Shall Remain: Wounded Knee
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The American Indian Movement, the Trail of Broken Treaties, and the Politics of Media
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Dissertations, Theses, & Student Research, Department of History History, Department of 7-2009 Framing Red Power: The American Indian Movement, the Trail of Broken Treaties, and the Politics of Media Jason A. Heppler Follow this and additional works at: https://digitalcommons.unl.edu/historydiss Part of the History Commons Heppler, Jason A., "Framing Red Power: The American Indian Movement, the Trail of Broken Treaties, and the Politics of Media" (2009). Dissertations, Theses, & Student Research, Department of History. 21. https://digitalcommons.unl.edu/historydiss/21 This Article is brought to you for free and open access by the History, Department of at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Dissertations, Theses, & Student Research, Department of History by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. FRAMING RED POWER: THE AMERICAN INDIAN MOVEMENT, THE TRAIL OF BROKEN TREATIES, AND THE POLITICS OF MEDIA By Jason A. Heppler A Thesis Presented to the Faculty The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Master of Arts Major: History Under the Supervision of Professor John R. Wunder Lincoln, Nebraska July 2009 2 FRAMING RED POWER: THE AMERICAN INDIAN MOVEMENT, THE TRAIL OF BROKEN TREATIES, AND THE POLITICS OF MEDIA Jason A. Heppler, M.A. University of Nebraska, 2009 Adviser: John R. Wunder This study explores the relationship between the American Indian Movement (AIM), national newspaper and television media, and the Trail of Broken Treaties caravan in November 1972 and the way media framed, or interpreted, AIM's motivations and objectives. -
Documentary Movies
Libraries DOCUMENTARY MOVIES The Media and Reserve Library, located in the lower level of the west wing, has over 9,000 videotapes, DVDs and audiobooks covering a multitude of subjects. For more information on these titles, consult the Libraries' online catalog. 10 Days that Unexpectedly Changed America DVD-2043 56 Up DVD-8322 180 DVD-3999 60's DVD-0410 1-800-India: Importing a White-Collar Economy DVD-3263 7 Up/7 Plus Seven DVD-1056 1930s (Discs 1-3) DVD-5348 Discs 1 70 Acres in Chicago: Cabrini Green DVD-8778 1930s (Discs 4-5) DVD-5348 Discs 4 70 Acres in Chicago: Cabrini Green c.2 DVD-8778 c.2 1964 DVD-7724 9/11 c.2 DVD-0056 c.2 1968 with Tom Brokaw DVD-5235 9500 Liberty DVD-8572 1983 Riegelman's Closing/2008 Update DVD-7715 Abandoned: The Betrayal of America's Immigrants DVD-5835 20 Years Old in the Middle East DVD-6111 Abolitionists DVD-7362 DVD-4941 Aboriginal Architecture: Living Architecture DVD-3261 21 Up DVD-1061 Abraham and Mary Lincoln: A House Divided DVD-0001 21 Up South Africa DVD-3691 Absent from the Academy DVD-8351 24 City DVD-9072 Absolutely Positive DVD-8796 24 Hours 24 Million Meals: Feeding New York DVD-8157 Absolutely Positive c.2 DVD-8796 c.2 28 Up DVD-1066 Accidental Hero: Room 408 DVD-5980 3 Times Divorced DVD-5100 Act of Killing DVD-4434 30 Days Season 3 DVD-3708 Addicted to Plastic DVD-8168 35 Up DVD-1072 Addiction DVD-2884 4 Little Girls DVD-0051 Address DVD-8002 42 Up DVD-1079 Adonis Factor DVD-2607 49 Up DVD-1913 Adventure of English DVD-5957 500 Nations DVD-0778 Advertising and the End of the World DVD-1460 -
Native American Film + Video Festival, 2009
March 26 - March 29 NATIVE AMERICAN FILM+VIDEO FESTIVAL HOW TO ATTENd THE FESTIVAL NMAIyellow MANAGEMENT pantone 116 GGHC STAFF SUPPORT All festival programs are free. For daytime pro- Kevin Gover (Pawnee/Comanche), Director, NMAI Samir Bitar, Manager, Visitor Services grams in the Auditorium and Diker Pavilion, seating Tim Johnson (Mohawk), Associate Director, NMAI Quinn Bradley (Navajo), Public Affairs Assistant is on a first-come, first-served basis. For programs Museum Programs Group Leonor Bonuso, Administration in The Screening Room, which has limited seating, John Haworth (Cherokee), Director, George Gustav Marco Cevallos tickets will be distributed at the Will Call Desk Heye Center Margaret Chen, Special Assistant, Executive Office starting 40 minutes before each showtime. Peter Brill, Deputy Assistant Director for Exhibits, Gaetana DeGennaro (Tohono O’odham), Manager, Programs and Public Spaces GGHC Resource Center Reservations are recommended for evening Johanna Gorelick, Manager, GGHC Education programs at NMAI. No more than 4 tickets can FESTIVAL DIRECTORS Department be reserved by any one person. Pick up reserved Elizabeth Weatherford, Head of Film and Video Jorge Estévez (Taino), Cultural Arts tickets at the Will Call Desk starting 40 minutes Center, FVC Tamara Levine, Administration before showtime. Tickets not picked up by 15 Emelia Seubert, Assistant Curator, FVC Jeff Mann, IT Support minutes before showtime are released to the Wait LaKisha Maxey, Administrative Support, Education List. NMAI members are given priority for reserva- FESTIVAL PRODUCERS Scott Merritt, Deputy Assistant Director for tions until March 11. To reserve call 212-514-3737 or Michelle Svenson, Festival Producer, FVC Operations and Program Support email [email protected]. -
We Shall Remain, Episode 5, Wounded Knee 2 of 10 Facilitator Reference
Facilitator Reference WE SHALL REMAIN – EPISODE 5: WOUNDED KNEE (Inspired by real life events) Submitted by: Pam McDonald ........................................................... E-mail: [email protected] Phone: 208-387-5318 Studio: American Experience (PBS) ..................................................................... Released: 2009 Directors: Stanley Nelson Genre: Documentary .......................................................................... Audience Rating: Not rated Runtime: 80 minutes Materials Leading in the Wildland Fire Service, Wildland Fire Leadership Values and Principles, notepads, and writing utensils. Objectives The objective of this lesson is for students to watch We Shall Remain – Episode 5: Wounded Knee and discuss what makes an effective leader, how media and politics can positively and negatively affect public opinion, and the importance of being students of fire through lessons learned. Basic Plot Episode 5: Wounded Knee is the fifth documentary in a five-part mini-series devoted to Native history and the leaders that shaped American history. Episode 5 focuses on the use of the media and other means of influencing public opinion, female leadership, civil disobedience, and the continued struggle between Native Americans and the Federal government. Some links in this document will direct you to a non-government website that may have different policies from those of NWCG. Facilitator Reference Facilitator Notes Discussion of the events at Wounded Knee (1973) can spur lively debate. Facilitators should encourage debate that promotes leadership development and abides by the values and principles of the wildland fire service. Disclaimer: Information and references provided within this lesson plan are intended for the sole purpose of sharing knowledge to improve leadership and organizational learning throughout the wildland fire community. No endorsement of any contributor or their opinions is given or implied and is presented to begin respectful discussion. -
Jackson's Empty Promises
Jackson's Empty Promises Cori Gonzales Luara Guardino Hist 1 16 December 2010 According to Andrew Jackson's State of the Union speech from December 30, 1830, there was in his mind a , “ Happy consummation,” with the Indian people and the White settlements. Jackson proceeded to declare in his speech that the Indian race would be saved, if they relocated, and that the American government would pay for their move and support them for a year even after relocating. “How many thousands of our own people would gladly embrace the opportunity of removing to the West on such conditions!” Jackson wrote in his speech. (carleton.ca) However, although Jackson portrayed some paternalistic tendencies towards the Indians, he proved to be relentless in battle against them, was the key instrument in Indian Removal, and the Indians, despite Jackson's alluring sales pitch, ended up suffering tragically. According to Jackson, many white settlers, and various states, this is what needed to happen in order for American to grow and be civilized. In this paper I will discuss Jackson's proposals and reasoning for Indian removal, what the Indians went through while being removed, and how it affected them in the long run. Even though Jackson was known to have be-friended many Indians, and even adopted a small Indian boy that he raised, he pushed for Indian Removal and believed it was the best solution for Indians and White settlers.(Native Americans 281) Jackson, who was looked at as a hero, because of the battle against the British, was certain that the White people and the Indians would just never be able to live together. -
RENEGADES the Second Battle of Wounded Knee
RENEGADES The Second Battle Of Wounded Knee Susan L.M. Huck is a graduate of Syra and a few lesser pranks. But Justice cuse University , with advanced degrees Department lawyers are not likely to from the University of Michigan and prosecute "vigorously" any of the official Clark University. _ _ ....._ --_ charges. Dr. Huck has taught You see, Russell Means is different. He as a university pro is a radical leader, one of those who fessor of both geog declared themselves an independent na raphy and sociol tion at Wounded Knee. He is one of those ogy, lectured before Establishment-supported, Establishment academic audiences protected, plastic revolutionaries who can on four contin ents, get away with anything. acted asadvisor to one of the world's lead The organization he belongs to, the ing encyclopedias, and is a Contributing so-called "American Indian Movement" Editor to The Review Of The News. hereinafter known as A.LM., has received at least $400,000 in grants from the • SAY , all you citizens out there, federal Office of Economic Opportunity, wouldn't you like a free trip to Washing and at least $300,000 from the churches ton to meet with White House officials of the United States, as well as from the and tell them what's bothering you? World Council of Churches. And when Wouldn't you like to be invited into the A.LM. whistles for the press, the press White House to discuss, let us say, the moves in its heavy artillery and proceeds way the federal government has increas to make Means and his Hollywooden ingly distorted and ignored the clear Indians with warpaint by Avon into meaning of the Constitution of the Noble Savagesand martyrs to a Cause. -
Stereotypes of Contemporary Native American Indian Characters in Recent Popular Media Virginia A
University of Massachusetts Amherst ScholarWorks@UMass Amherst Masters Theses 1911 - February 2014 2012 Stereotypes of Contemporary Native American Indian Characters in Recent Popular Media Virginia A. Mclaurin University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/theses Part of the American Popular Culture Commons, Film and Media Studies Commons, Indigenous Studies Commons, and the Television Commons Mclaurin, Virginia A., "Stereotypes of Contemporary Native American Indian Characters in Recent Popular Media" (2012). Masters Theses 1911 - February 2014. 830. Retrieved from https://scholarworks.umass.edu/theses/830 This thesis is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Masters Theses 1911 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. Stereotypes of Contemporary Native American Indian Characters in Recent Popular Media A Thesis Presented by Virginia A. McLaurin Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of MASTER OF ARTS May 2012 Department of Anthropology Sociocultural Anthropology Stereotypes of Contemporary Native American Indian Characters in Recent Popular Media A Thesis Presented by Virginia A. McLaurin Approved as to style and content by: _________________________________________________ Jean Forward, Chair _________________________________________________ Robert Paynter, Member _________________________________________________ Jane Anderson, Member _________________________________________________ Elizabeth Chilton, Department Chair Anthropology Department DEDICATION To my wonderful fiancé Max, as well as my incredibly supportive parents, friends and entire family. ACKNOWLEDGEMENTS I would like to thank my advisor, Jean Forward, not only for her support and guidance but also for kindness and general character. -
WFLDP Leadership in Cinema – We Shall Remain, Episode 1, After the Mayflower 2 of 8 Facilitator Reference
Facilitator Reference WE SHALL REMAIN – EPISODE 1, AFTER THE MAYFLOWER Submitted by: Pam McDonald ........................................................... E-mail: [email protected] Phone: 208-387-5318 Studio: American Experience (PBS) ..................................................................... Released: 2009 Directors: Chris Eyre Genre: Documentary .......................................................................... Audience Rating: Not rated Runtime: 74 minutes Materials Leading in the Wildland Fire Service, Art of Influence, Wildland Fire Leadership Values and Principles, notepads, and writing utensils. Objective The objective of this lesson is for students to watch We Shall Remain - Episode 1: After the Mayflower and participate in group discussion regarding leadership styles and the importance of alliances and upholding one’s values and principles. Basic Plot Episode 1: After the Mayflower is the first documentary in a five-part mini-series devoted to Native history and the leaders that shaped American history. Episode 1 focuses on the leadership of two fathers and their sons—Massasoit and Philip and Edward and Josiah Winslow. This film presents the importance of forming, and the difficulty in maintaining, alliances. Main Characters Marcos Akiaten ............................................................................................................ Massasoit Annawon Weeden ....................................................................................................... King Philip Nicholas Irons ................................................................................................... -
Date ___Red Power Prevails Student Worksheet
Name ______________________________ Date __________ Red Power Prevails Student Worksheet Warm Up (THINK) Take (1) min to reflect on the information you’ve learned in school about Native American history. Jot Down some words or phrases that come to mind. (PAIR) 1.Discuss your prior knowledge with a partner. Put a check by any information, above, that your partner also wrote down. 2.With the same partner reflect on any movements for Native American rights that either of you may have learned about or heard of. Jot Down your notes below. (3mins) (SHARE) Review your notes above and circle the one you both think is most important or interesting. One of you will share this with the whole group. Activity #1 - See Think Wonder Examine the images carefully, making educated observations. Complete the see, think, wonder sentence stems. Then use the background information to explore the history and purpose of the American Indian Movement. IMAGE 1 I see (only describe what you see) ● ● I see _____________ , which makes me think … So now I wonder….. IMAGE 2 I see (only describe what you see) ● ● I see _____________ , which makes me think … So now I wonder….. Founded in July 1968 in Minneapolis, Minnesota, the American Indian Movement (AIM) is an American Indian advocacy group organized to address issues related to sovereignty, leadership, and treaties. During the 1950s, increasing numbers of American Indians had been forced to move away from reservations and tribal culture because of federal Indian termination policies intended to assimilate them into mainstream American culture. Founders of AIM included Mary Jane Wilson, Dennis Banks, Vernon Bellecourt, Clyde Bellecourt, and George Mitchell, while other activists like Russell Means worked with the organization prominently in the 1970s. -
Alcatraz Is Not an Island.Indian Activism |
A proclamation on Alcatraz Island tells new arrivals Co-presented by: where they are. Photo: Michelle Vignes The takeover of Alcatraz was one of the most successful American Indian protest Before AIM [American Indian actions of the 20th century, fueling the Movement], Indians were rise of modern Native American activism. dispirited, defeated and culturally In fact, many of the 74 Indian occupations dissolving. People were ashamed of federal facilities that followed Alcatraz to be Indian. You didn't see the were either planned by or included people young people wearing braids or who had been involved in seizing the chokers or ribbon shirts in those island. The occupation also brought Indian days. Hell, I didn't wear 'em. rights issues to the attention of the People didn't Sun Dance, they federal government and American public, didn't Sweat, they were losing changing forever the way Native people their languages. Then there was viewed themselves, their culture and that spark at Alcatraz, and we their inherent right to self-determination. took off. Man, we took a ride across this country. We put The occupation also succeeded in getting Indians and Indian rights smack the federal government to end its policy of dab in the middle of the public termination and adopt an official policy of consciousness for the first time Indian self-determination. From 1970 to since the so-called Indian Wars.... 1971, Congress passed 52 legislative [AIM] laid the groundwork for the proposals on behalf of American Indians to next stage in regaining our support tribal self-rule. President Nixon sovereignty and increased the BIA budget by 225 percent, self-determination as nation, and doubled funds for Indian health care and I'm proud to have been a part of established the Office of Indian Water that. -
Spirals of Transformation: Turtle Island Indigenous Social Movements and Literatures Laura M De Vos a Dissertation Submitted In
Spirals of Transformation: Turtle Island Indigenous Social Movements and Literatures Laura M De Vos A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Washington 2020 Reading Committee: Dian Million, Chair Habiba Ibrahim, Chair Eva Cherniavsky José Antonio Lucero Program authorized to offer Degree: English ©Copyright 2020 Laura M De Vos University of Washington Abstract Spirals of Transformation: Turtle Island Indigenous Social Movements and Literatures Laura M De Vos Chairs of the Supervisory Committee: Dian Million Department of American Indian Studies Habiba Ibrahim Department of English Spirals of Transformation analyzes the embodied knowledges visible in Indigenous social movements and literatures. It demonstrates how a heuristic of spiralic temporality helps us see relationships and purposes the settler temporal structure aims to make not just invisible, but unthinkable. “Spiralic temporality” refers to an Indigenous experience of time that is informed by a people’s particular relationships to the seasonal cycles on their lands, and which acknowledges the present generations’ responsibilities to the ancestors and those not yet born. The four chapters discuss the Pacific Northwest Fish Wars, several generations of Native women activism, Idle No More, and the No Dakota Access Pipeline movement respectively. Through a discussion of literatures from the same place, the heuristic helps make visible how the place- based values, which the movements I discuss are fighting for, are both as old as time and adapted to the current moment. In this way, spiralic temporality offers a different conceptualization than what the hegemonic settler temporality is capable of. Spirals of Transformation: Turtle Island Indigenous Social Movements and Literatures Laura De Vos Spirals of Transformation: “Our bodies contain all of these rings and motions” .......................... -
Activist and Author Susan Power Set the Tone for This Year's Mari Sandoz Symposium
Fall 2018 Issue Activist and Author Susan Power Set the Tone for This Year’s Mari Sandoz Symposium Mari Sandoz and Susan Power’s American Indian mother Her mother “whispers” Susan late night Facebook posts, once met and commiserated about both being Plains she said. “We aren’t your forgotten past, we are your women who were out of place in the big city of Chicago. future. Their stories are our stories. America wants us to But both of the women became very good at what they build resumes, but there’s no slot for ancestors on did, Sandoz as an author and Mrs. Power as an activist. resumes,” she said. Susan told more than 130 people who attended the 2018 Another strong Indian woman was Dr. Susan La Flesche, “A Annual Pilster Lecture at Chadron State College that her 94 Warrior to Her People,” as characterized by University of ‐year‐old mother is still as feisty as the day she was when Nebraska College of Journalism and Mass Communications she introduced her then 4‐year‐old daughter Susan to instructor and author Joe Starita of Lincoln. “Twenty‐four Martin Luther King Jr. at the Olivett Baptist Church in years after her birth in a buffalo‐hide tipi in western Chicago. “I remember he tugged on my braids and said Nebraska, La Flesche graduated as the valedictorian of her “we shall overcome, we shall not be moved,” Susan Power medical school class and became America’s first Native said. “My mother learned the word, held office, was doctor – 31 years before women could vote and 35 years arrested and stepped in harm’s way.