LESSON PLAN for Students Grades 4 to 8 STANDING BEAR, PAINTED MUSLIN “…
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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. -
EAGUE REPORT Trading Post, Where Indians Are Employed Each Summer to Enter- Reginald and Gladys Laubin, Well T Tain the Tourists
CONN., R hoped to find One Bull somewhere within these bounds. We thought RECENT VISI first to try to find them in Rapid LAUBINS DESCRIBE City, where they had originally Ef EGATE OF N goneg ti attend a conference, so we headed for that place, On ar- rivin in Rapid City our best bet WITH INDIAN FRIENDS IN DAKOTAS seemed to be to go to Duhamel's EAGUE REPORT Trading Post, where Indians are employed each summer to enter- Reginald and Gladys Laubin, well T tain the tourists. But at Duha s delegate of the 1^T9rwich er known local interpreters of Amer """''""'"'"``'"' "` ''''''''""' mel's we learned that the two Sit- achers league to the cohyention, w i^an• Indian I ' n dancing, i n g. haveav returnedn ti gBu Bull 1 boysb Y (OneO Bull, 87 i s s Mary arE. SShields h has as s u bxn i-t or to the he l n d of the Eastern O Oceane n Y e ar s old andan WhiteW i to Bu 11 92)) hahad tot theh leaguee gu e ana interesting® e tina g a^- 1 after a most interesting visit with left "yesterday," which might unt of the annual convention : of to Chief One Bull, Mr, Laubin's In- >; :;• '''''' `''`'`}s:^^<•^:• mean anything in Indian parlance. e National Educational asocia- to dian "father," and other Indian 1:< 3` ' :. '< We inquired of a number of In- n which was held at Detroit, hi friends in the Standing Rock res- t r dians as to their whereabouts but ich., June 28 to July 3, q^ ervation in North and South Da- without success. -
Historical Overview
Indian Claims Insight Historical Overview The Constitution of the U.S. authorizes the President, with the advice and consent of the Senate, to make treaties. The removal of Indian Nations from American lands desired by white settlers was grounded in the treaty- making process. This practice continued a policy established in colonial times, under which white European settlers sought to usurp Native American lands through a process of negotiation rather than direct conquest. The Constitution expressly prohibits the States from entering into treaties or alliances and makes no distinction between treaty making involving foreign nations and treaty making with Native Americans, although it does make a distinction between foreign nations and Indian tribes in the language empowering Congress to regulate commerce. The earliest treaties refer to “Indian Nations” or “Indian tribes.” Of all the treaties signed, most involved Native American lands, Indian removal or resettlement, or clarification of boundaries between white settlements and Indian lands. Despite the fact that treaty making process between the U.S. Government and the Indian Nations/Tribes was overwhelmingly skewed to favor U.S. territorial expansion, Indian removal, and white settlement of lands previously occupied by Native Americans, it is the grounding of the territorial expansion in the treaty-making process that provided the only hope for Native Americans to seek redress. The following timeline highlights major events impacting the history of Indian claims 1789-present. 1 Treaty signed by George Treaty Making Period 1789-1871 Washington 1817 Secret articles of the Treaty of On Dec. 2, 1817 in his annual address to Congress, President James Monroe Peace and Friendship between the provided examples of Government actions involving the purchase of Indian U.S. -
BLACK MOON: the MINNECOUJOU LEADER by Ephriam D
BLACK MOON: THE MINNECOUJOU LEADER By Ephriam D. Dickson III Salt Lake City, Utah Joseph White Bull (Ptesan Hunka) recorded in 1931 that, prior After several years struggling to survive in Canada, the majority to settling on the reservation, the Minnecoujou recognized six of the exiled Lakota returned to the U.S. and surrendered to hereditary leaders within their tribe. In addition to White Bull's military authorities, culminating in the surrender of Sitting Bull father, Makes Room, these men included Black Shield, Lone at Fort Buford in July 1881. A small number of Lakota however Horn, White Hollow Horn, White Swan, and Comes Flying. He elected to remain in Canada, divided into small groups under the added that there were also two men who became renowned war leadership of men such as Black Moon, the Hunkpapa headman leaders among the Minnecoujou, presumably rising through the No Neck, and a Brule named Black Bull who claimed to be a ranks of the men's warrior societies. "They were treated as nephew of Sitting Bull. In what is today south Saskatchewan, chiefs because of this," White Bull explained. "They wore shirts these Lakota families lived near frontier communities such as decorated with scalps." He identified these two leaders as Lame Moose Jaw and Willow Bunch, establishing relationships with Deer and Black Moon.; the Canadians in the region. Black Moon's daughter, Mary, married Thomas W. Aspdin, a corporal in th~ Royal Mounted Not to be confused with the prominent Hunkpapa leader by the Police stationed at nearby Fort Walsh. Black Moon was same name, Black Moon (Wi Sapa) was born about 1821. -
Northern Cheyenne Military Alliance and Sovereign Territorial Rights Christina Gish Hill Iowa State University, [email protected]
World Languages and Cultures Publications World Languages and Cultures Fall 2013 “General Miles Put Us Here”: Northern Cheyenne Military Alliance and Sovereign Territorial Rights Christina Gish Hill Iowa State University, [email protected] Follow this and additional works at: https://lib.dr.iastate.edu/language_pubs Part of the American Literature Commons, Cultural History Commons, Indian and Aboriginal Law Commons, and the Other Languages, Societies, and Cultures Commons The ompc lete bibliographic information for this item can be found at https://lib.dr.iastate.edu/ language_pubs/153. For information on how to cite this item, please visit http://lib.dr.iastate.edu/ howtocite.html. This Article is brought to you for free and open access by the World Languages and Cultures at Iowa State University Digital Repository. It has been accepted for inclusion in World Languages and Cultures Publications by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. “General Miles Put Us Here”: Northern Cheyenne Military Alliance and Sovereign Territorial Rights Abstract Today, the Northern Cheyenne Reservation stretches west from the Tongue River over more than 400,000 acres of pine forests, gurgling streams, natural springs, and lush grasslands in southeastern Montana. During the 1870's the Cheyenne people nearly lost control of this land, however, because the federal government was trying to forcibly remove them from their homeland and confine them to an agency in Oklahoma. In both popular and scholarly histories of the establishment of the reservation, Dull Knife and Little oW lf have been exalted as heroes who led their people back to their Tongue River Valley homeland. -
The War with the Sioux: Norwegians Against Indians 1862-1863 Translation of Karl Jakob Skarstein Krigen Mot Siouxene: Nordmenn Mot Indianerne 1862-1863
University of North Dakota UND Scholarly Commons Digital Press Books The Digital Press at the University of North Dakota 2015 The aW r with the Sioux Karl Jakob Skarstein Follow this and additional works at: https://commons.und.edu/press-books Recommended Citation Skarstein, Karl Jakob, "The aW r with the Sioux" (2015). Digital Press Books. 3. https://commons.und.edu/press-books/3 This Book is brought to you for free and open access by the The Digital Press at the University of North Dakota at UND Scholarly Commons. It has been accepted for inclusion in Digital Press Books by an authorized administrator of UND Scholarly Commons. For more information, please contact [email protected]. THE WAR WITH THE SIOUX: NORWEGIANS AGAINST INDIANS 1862-1863 Translation of Karl Jakob Skarstein Krigen mot siouxene: nordmenn mot indianerne 1862-1863. Copyright © 2015 by The Digital Press at The University of North Dakota Norwegian edition published by Spartacus Forlag AS, Oslo © Spartacus Forlag AS 2008 Published by Agreement with Hagen Agency, Oslo “Translators’ Preface” by Danielle Mead Skjelver; “Historical Introduction” by Richard Rothaus, “Becoming American: A Brief Historiography of Norwegian and Native Interactions” by Melissa Gjellstad, and “The Apple Creek Fight and Killdeer Mountain Conflict Remembered” by Dakota Goodhouse, are available with a CC-By 4.0 license. The translation of this work was funded with generous support from a NORLA: Norwegian Literature Abroad grant. www.norla.no The book is set in Janson Font by Linotype except for Dakota Goodhouse’s contribution which is set in Times New Roman. -
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, -
Panic, Erratic Behavior, and the Psychological Impact of the Battle of the Littlei B Ghorn on the Soldiers, Including the Swiss Troopers Albert Winkler Dr
Swiss American Historical Society Review Volume 55 | Number 2 Article 5 6-2019 Panic, Erratic Behavior, and the Psychological Impact of the Battle of the Littlei B ghorn on the Soldiers, Including the Swiss Troopers Albert Winkler Dr. Brigham Young University - Provo, [email protected] Follow this and additional works at: https://scholarsarchive.byu.edu/sahs_review Part of the European History Commons, and the United States History Commons Recommended Citation Winkler, Albert Dr. (2019) "Panic, Erratic Behavior, and the Psychological Impact of the Battle of the Little iB ghorn on the Soldiers, Including the Swiss Troopers," Swiss American Historical Society Review: Vol. 55 : No. 2 , Article 5. Available at: https://scholarsarchive.byu.edu/sahs_review/vol55/iss2/5 This Article is brought to you for free and open access by BYU ScholarsArchive. It has been accepted for inclusion in Swiss American Historical Society Review by an authorized editor of BYU ScholarsArchive. For more information, please contact [email protected], [email protected]. Winkler: Psychological Impact of the Battle of the Little Bighorn Panic, Erratic Behavior, and the Psychological Impact of the Battle of the Little Bighorn on the Soldiers, Including the Swiss Troopers by Albert Winkler Introduction Twe lve men born in Switzerland were in the Seventh Cavalry at the time of the Battle of the Little Bighorn. Of these, five were on detached service at that time and did not participate in the campaign and battle. The other seven participated in the encounter. Also, many other men in the Seventh Cavalry at that time had at least some Swiss ancestry, and all of them like ly suffered from the psychological effects of the battle as did numerous other participants. -
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. -
Guide to Documents Relating to American Indians in Montana
Guide to Documents Relating to American Indians in Montana Identified and Collected by the Natives of Montana Archival Project (NOMAP) From Repositories in the National Archives and Records Administration, Smithsonian Institution & Library of Congress 2008-10 Helen Cryer (Saddle Lake Cree, ’08) Miranda McCarvel (’08-10) Carole Meyers (Oneida/Seneca/Blackfeet) (’10) Wilena Old Person (Blackfeet/Yakama, ’08-09) Glen Still Smoking Jr. (Blackfeet, ’08) Eli Suzukovich III (Cree, ’08) Richmond Clow (’10) David Beck, faculty advisor to project Steve McCann, Digital Projects Librarian Contents Introduction ……………………………………………………………..... 2 National Archives and Records Administration, Washington D.C. …........ 3 Record Group 75 Records of the Bureau of Indian Affairs (BIA) .... 3 Record Group 94, Records of the Adjutant General’s Office ……… 5 Record Group 217 Records of the Accounting Officers of the. Department of Treasury …………………………………...... 7 Record Group 393, Records of the U.S. Army Continental Commands, 1821-1920 ……………………………………... 7 National Archives and Records Administration, College Park, Maryland 8 Smithsonian Institution, National Anthropological Archives …………..... 9 NAA Manuscripts …………………………………………………. 9 NAA Audiotapes, Drawings, Films, Photographs and Prints ……... 20 Smithsonian Institution, National Museum of the American Indian Archives …………………………………………………….. 23 Library of Congress ……………………………………………………….. 26 Appendix 1: Key Word Index ...…………………………………………… 27 Appendix 2: Record Group 75 Entry 91 Letters Received Index …………. 41 1 Introduction This is a guide to primary source documents relating to Indians in Montana that are located in Washington D.C. These documents have been identified and in some cases digitized by teams of University of Montana students sponsored by the American Indian Programs of the National Museum of Natural History of the Smithsonian Institution and the UM Mansfield Library.