Crazy Horse, Sioux Name Ta-Sunko-Witko
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Cumulative Index North Dakota Historical Quarterly Volumes 1-11 1926 - 1944
CUMULATIVE INDEX NORTH DAKOTA HISTORICAL QUARTERLY VOLUMES 1-11 1926 - 1944 A Aiton, Arthur S., review by, 6:245 Alaska, purchase of, 6:6, 7, 15 A’Rafting on the Mississipp’ (Russell), rev. of, 3:220- 222 Albanel, Father Charles, 5:200 A-wach-ha-wa village, of the Hidatsas, 2:5, 6 Albert Lea, Minn., 1.3:25 Abandonment of the military posts, question of, Albrecht, Fred, 2:143 5:248, 249 Alderman, John, 1.1:72 Abbey Lake, 1.3:38 Aldrich, Bess Streeter, rev. of, 3:152-153; Richard, Abbott, Johnston, rev. of, 3:218-219; Lawrence, speaker, 1.1:52 speaker, 1.1:50 Aldrich, Vernice M., articles by, 1.1:49-54, 1.4:41- Abe Collins Ranch, 8:298 45; 2:30-52, 217-219; reviews by, 1.1:69-70, Abell, E. R, 2:109, 111, 113; 3:176; 9:74 1.1:70-71, 1.2:76-77, 1.2:77, 1.3:78, 1.3:78-79, Abercrombie, N.Dak., 1.3: 34, 39; 1.4:6, 7, 71; 2:54, 1.3:79, 1.3:80, 1.4:77, 1.4:77-78; 2:230, 230- 106, 251, 255; 3:173 231, 231, 231-232, 232-233, 274; 3:77, 150, Abercrombie State Park, 4:57 150-151, 151-152, 152, 152-153, 220-222, 223, Aberdeen, D.T., 1.3:57, 4:94, 96 223-224; 4:66, 66-67, 67, 148, 200, 200, 201, Abraham Lincoln, the Prairie Years (Sandburg), rev. of, 201, 202, 202, 274, 275, 275-276, 276, 277-278; 1.2:77 8:220-221; 10:208; 11:221, 221-222 Abstracts in History from Dissertations for the Degree of Alexander, Dr. -
Plains Indians
Your Name Keyboarding II xx Period Mr. Behling Current Date Plains Indians The American Plains Indians are among the best known of all Native Americans. These Indians played a significant role in shaping the history of the West. Some of the more noteworthy Plains Indians were Big Foot, Black Kettle, Crazy Horse, Red Cloud, Sitting Bull, and Spotted Tail. Big Foot Big Foot (?1825-1890) was also known as Spotted Elk. Born in the northern Great Plains, he eventually became a Minneconjou Teton Sioux chief. He was part of a tribal delegation that traveled to Washington, D. C., and worked to establish schools throughout the Sioux Territory. He was one of those massacred at Wounded Knee in December 1890 (Bowman, 1995, 63). Black Kettle Black Kettle (?1803-1868) was born near the Black Hills in present-day South Dakota. He was recognized as a Southern Cheyenne peace chief for his efforts to bring peace to the region. However, his attempts at accommodation were not successful, and his band was massacred at Sand Creek in 1864. Even though he continued to seek peace, he was killed with the remainder of his tribe in the Washita Valley of Oklahoma in 1868 (Bowman, 1995, 67). Crazy Horse Crazy Horse (?1842-1877) was also born near the Black Hills. His father was a medicine man; his mother was the sister of Spotted Tail. He was recognized as a skilled hunter and fighter. Crazy Horse believed he was immune from battle injury and took part in all the major Sioux battles to protect the Black Hills against white intrusion. -
DCHS Program
DOUGLAS COUNTY HIGH SCHOOL Eighty-Fourth Commencement Class of 2021 Thursday, May 27, 2021, 8:0 0 AM Douglas County High School DOUGLAS COUNTY HIGH SCHOOL DOUGLAS COUNTY HIGH SCHOOL Douglasville, Georgia 8705 Campbellton, Douglasville, GA 30134 770-651-6500 • https://dchs.dcssga.org Eighty-Fourth Commencement - 2021 Thursday, May 27, 2021, 8:00 AM Dear Senior Class of 2021: You finally made it! Your parents finally made it! Look what a difference four years can make! Do you remember in 9th grade “Scream” the TV series being filmed at DCHS? Do you remember the abrupt end to the 19-20 school year? I mean, “wow,” what a time to graduate! COVID-19 has created an entirely different world from Fall of your Junior Year to now. As the world goes back to “pre-COVID” times, remember the small things we used to take for granted … Family, Fun, and Fellowship. Do not lose sight of those things in or out of the COVID pandemic. It has been an absolute pleasure and an honor to serve you all through the good times, bad times and uncertain times. I have watched you all grow from scared, immature young teenagers to mature young adults that are ready to take on the world. I want you to remember the main goal of high school is to learn, grow and graduate. Of course, on the way, we know/hope you have learned a lot, been challenged, become a critical thinker, made friends, got involved, competed and grew. Graduating from DCHS sets you up to have options after high school and to make a decision of which way you want your life to go. -
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. -
Young Man Afraid of His Horses: the Reservation Years
Nebraska History posts materials online for your personal use. Please remember that the contents of Nebraska History are copyrighted by the Nebraska State Historical Society (except for materials credited to other institutions). The NSHS retains its copyrights even to materials it posts on the web. For permission to re-use materials or for photo ordering information, please see: http://www.nebraskahistory.org/magazine/permission.htm Nebraska State Historical Society members receive four issues of Nebraska History and four issues of Nebraska History News annually. For membership information, see: http://nebraskahistory.org/admin/members/index.htm Article Title: Young Man Afraid of His Horses: The Reservation Years Full Citation: Joseph Agonito, “Young Man Afraid of His Horses: The Reservation Years,” Nebraska History 79 (1998): 116-132. URL of Article: http://www.nebraskahistory.org/publish/publicat/history/full-text/1998-Young_Man.pdf Date: 1/20/2010 Article Summary: Young Man Afraid of His Horses played an important role in the Lakota peoples’ struggle to maintain their traditional way of life. After the death of Crazy Horse, the Oglalas were trapped on the reservation , surrounded by a growing, dominant, white man’s world. Young Man Afraid sought ways for his people to adapt peacefully to the changing world of the reservation rather than trying to restore the grandeur of the old life through obstructionist politics. Cataloging Information: Names: Man Afraid of His Horses; Red Cloud; J J Saville; Man Who Owns a Sword; Emmett Crawford; -
Case Studies of the Early Reservation Years 1867-1901
University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 1983 Diversity of assimilation: Case studies of the early reservation years 1867-1901 Ira E. Lax 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 Lax, Ira E., "Diversity of assimilation: Case studies of the early reservation years 1867-1901" (1983). Graduate Student Theses, Dissertations, & Professional Papers. 5390. https://scholarworks.umt.edu/etd/5390 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]. COPYRIGHT ACT OF 1976 Th is is an unpublished manuscript in which copyright sub s i s t s . Any further r e p r in t in g of it s contents must be approved BY THE AUTHOR, Mansfield Library University of Montana Date : __JL 1 8 v «3> THE DIVERSITY OF ASSIMILATION CASE STUDIES OF THE EARLY RESERVATION YEARS, 1867 - 1901 by Ira E. Lax B.A., Oakland University, 1969 Presented in partial fulfillment of the requirements for the degree of Master of Arts UNIVERSITY OF MONTANA 1983 Ap>p|ov&d^ by : f) i (X_x.Aa^ Chairman, Board of Examiners Dean, Graduate Sdnool Date UMI Number: EP40854 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. -
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. -
Review Essay: Custer, Crazy Horse, Sitting Bull, and the Little Bighorn
REVIEW ESSAY Bloodshed at Little Bighorn: Sitting Bull, Custer, and the Destinies of Nations. By Tim Lehman. Baltimore, MD: Johns Hopkins University Press, 2010. 219 pp. Maps, illustrations, notes, bibliogra- phy, index. $19.95 paper. The Last Stand: Custer, Sitting Bull, and the Battle of the Little Bighorn. By Nathaniel Philbrick. New York: Viking, 2010. xxii + 466 pp. Maps, photographs, appendices, notes, bibliography, index. $30.00 cloth, $18.00 paper. Custer: Lessons in Leadership. By Duane Schultz. Foreword by General Wesley K. Clark. New York: Palgrave Macmillan, 2010. x + 206 pp. Photographs, notes, bibliography, index. $14.00 paper. The Killing of Crazy Horse. By Thomas Powers. New York: Knopf, 2010. xx + 568 pp. Maps, illustra- tions, photographs, notes, bibliography, index. $30.00 cloth, $17.00 paper. CUSTER, CRAZY HORSE, SITTING BULL, AND THE LITTLE BIGHORN In the summer of 1876, the United States some Cheyennes, and a handful of Arapahos. government launched the Great Sioux War, The resulting Battle of the Little Bighorn left a sharp instrument intended to force the last Custer and 267 soldiers, Crow scouts, and civil- nonagency Lakotas onto reservations. In doing ians dead, scattered in small groups and lonely so, it precipitated a series of events that proved singletons across the countryside—all but disastrous for its forces in the short run and fifty-eight of them in his immediate command, calamitous for the Lakotas in the much longer which was annihilated. With half the regiment scheme of things. killed or wounded, the Battle of the Little On June 17, Lakotas and Cheyennes crippled Bighorn ranked as the worst defeat inflicted General George Crook’s 1,300-man force at the on the army during the Plains Indian Wars. -
Wind Through the Buffalo Grass: a Lakota Story Cycle Paul A
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Paul Johnsgard Collection Papers in the Biological Sciences 2008 Wind Through the Buffalo Grass: A Lakota Story Cycle Paul A. Johnsgard University of Nebraska-Lincoln, [email protected] Follow this and additional works at: http://digitalcommons.unl.edu/johnsgard Part of the Indigenous Studies Commons, Other Languages, Societies, and Cultures Commons, and the Terrestrial and Aquatic Ecology Commons Johnsgard, Paul A., "Wind Through the Buffalo Grass: A Lakota Story Cycle" (2008). Paul Johnsgard Collection. 51. http://digitalcommons.unl.edu/johnsgard/51 This Article is brought to you for free and open access by the Papers in the Biological Sciences at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Paul Johnsgard Collection by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Fiction I Historical History I Native Ameri("an Wind Through the Buffalo Grass: A Lakota Story Cycle is a narrative history of the Pine Ridge Lakota tribe of South Dakota, following its history from 1850 to the present day through actual historical events and through the stories of four fictional Lakota children, each related by descent and separated from one another by two generations. The ecology of the Pine Ridge region, especially its mammalian and avian wildlife, is woven into the stories of the children. 111ustrated by the author, the book includes drawings of Pine Ridge wildlife, regional maps, and Native American pictorial art. Appendices include a listing of important Lakota words, and checklists of mammals and breeding birds of the region. Dr. Paul A. Johnsgard is foundation professor of biological sciences emeritus of the University of Nebraska-lincoln. -
“Crazy Horse with Us”
Title: Crazy Horse: The Life behind the Legend Author: Mike Sajna ISBN: 0-471-24182-2 1 “Crazy Horse with Us” Slowly the column made its way down the wide valley between two long, sloping bluffs. It was about ten o’clock in the morning.1 The sky was clear and bright, the plains gleaming with the night’s rain and the first tender green of spring. About a mile in advance of the column rode Lieutenant J. Wesley Rosenquest with a detachment of the 4th U.S. Cavalry.2 Five days earlier, on May 1, 1877, Rosenquest had left Camp Robinson in northwestern Nebraska to meet the “hostiles,” the band of the Oglala Lakota Sioux leader Crazy Horse, on Hat Creek. At the request of the Oglala Lakota Red Cloud, who had been out in the Powder River country negotiating Crazy Horse’s surrender since mid-April, Rosen- quest brought the band ten wagons of supplies and a hundred head of cattle.3 Rosenquest would later become known as the first army officer to shake hands with Crazy Horse, but interpreter William Gar- nett, who accompanied him on the mission, said that is a “mistake.”4 He does not, however, elaborate. To meet Rosenquest and accept the surrender of Crazy Horse, Lieutenant William Philo Clark, known to the Indians as White Hat, had ridden up Soldier Creek from Camp Robinson with twenty Chey- enne scouts and a reporter for the Chicago Times, most likely L. F. Whitbeck.5 The reporter would write of Clark: There is a personal magnetism about the man that attaches a person to him as soon as one meets him. -
Boys' Book of Indian Warriors
FOREWORD Conditions and Terms of Use When the white race came into the country of the red Copyright © Heritage History 2010 race, the red race long had had their own ways of living and Some rights reserved their own code of right and wrong. They were red, but they This text was produced and distributed by Heritage History, an were thinking men and women, not mere animals. organization dedicated to the preservation of classical juvenile history books, and to the promotion of the works of traditional history authors. The white people brought their ways, which were different from the Indians' ways. So the two races could not The books which Heritage History republishes are in the public domain and are no longer protected by the original copyright. live together. They may therefore be reproduced within the United States without To the white people, many methods of the Indians paying a royalty to the author. were wrong; to the Indians, many of the white people's The text and pictures used to produce this version of the work, methods were wrong. The white people won the rulership, however, are the property of Heritage History and are subject to certain because they had upon their side a civilization stronger than restrictions. These restrictions are imposed for the purpose of protecting the integrity of the work, for preventing plagiarism, and for helping to the loose civilization of the red people, and were able to carry assure that compromised versions of the work are not widely out their plans. disseminated. The white Americans formed one nation, with one In order to preserve information regarding the origin of this language; the red Americans formed many nations, with many text, a copyright by the author, and a Heritage History distribution date languages. -
Living in Harmony
LIVING IN HARMONY Empowering Children to Become World Harmony Builders Andrew Kutt LIVING IN HARMONY Empowering Children to Become World Harmony Builders LIVING IN HARMONY WITH OURSELVES Illustrations by Radha Honig Copyright 2005, Andrew Kutt All rights reserved. No portion of this book may be reproduced in any form without express written permission from the Publisher. TABLE OF CONTENTS Introduction Part I: Discovering Harmony Within Ourselves Chapter One ....1 Silence and Concentration Chapter Two ....7 Imagination Chapter Three ....15 Learning about Our Feelings Chapter Four ....25 The Good Things about Ourselves - Our Virtues Chapter Five ....33 Feeling and Expressing Harmony through Art Chapter Six ....39 The Pathway of Writing Chapter Seven ....47 Music Chapter Eight ....57 Building Harmony through Affirmations Chapter Nine ....63 Fitness Chapter Ten ....73 Involvement with Nature Part II: Creating Harmony in the World Chapter Eleven ....89 Welcome to the Web of Life: Understanding How Every Relationship Can Build a Positive World Chapter Twelve ....105 Creativity: Becoming a Problem-Solver Every Day Chapter Thirteen ....121 Let’s Do It Together: Learning the Skills of Cooperation and Teamwork Chapter Fourteen ....139 Conflict Means a Chance to Grow: Learning the Art of Non-Violent Conflict Resolution Chapter Fifteen ....155 Some for You and Some for Me – Learning to Become Partners in Sharing the World’s Resources Chapter Sixteen ....171 Good Morning, Meet your World: Getting to Know the World We Live In Chapter Seventeen ....187 Learning from the Past and Making a Better Future Chapter Eighteen ....203 The Government Is Us: Gaining the Skills of Active Citizenship Chapter Nineteen ....221 Everyone is Born a Leader: Discovering and Practicing Your Own Leadership Qualities Chapter Twenty ....239 Love Starts Here: Building a Just and Peaceful World Afterword ....251 Introduction Living in Harmony is intended to provide a pathway for students and teachers towards the goals of fostering greater harmony in their schools, in their communities and in the world.