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Native American Context Statement and Reconnaissance Level Survey Supplement
NATIVE AMERICAN CONTEXT STATEMENT AND RECONNAISSANCE LEVEL SURVEY SUPPLEMENT Prepared for The City of Minneapolis Department of Community Planning & Economic Development Prepared by Two Pines Resource Group, LLC FINAL July 2016 Cover Image Indian Tepees on the Site of Bridge Square with the John H. Stevens House, 1852 Collections of the Minnesota Historical Society (Neg. No. 583) Minneapolis Pow Wow, 1951 Collections of the Minnesota Historical Society (Neg. No. 35609) Minneapolis American Indian Center 1530 E Franklin Avenue NATIVE AMERICAN CONTEXT STATEMENT AND RECONNAISSANCE LEVEL SURVEY SUPPLEMENT Prepared for City of Minneapolis Department of Community Planning and Economic Development 250 South 4th Street Room 300, Public Service Center Minneapolis, MN 55415 Prepared by Eva B. Terrell, M.A. and Michelle M. Terrell, Ph.D., RPA Two Pines Resource Group, LLC 17711 260th Street Shafer, MN 55074 FINAL July 2016 MINNEAPOLIS NATIVE AMERICAN CONTEXT STATEMENT AND RECONNAISSANCE LEVEL SURVEY SUPPLEMENT This project is funded by the City of Minneapolis and with Federal funds from the National Park Service, U.S. Department of the Interior. The contents and opinions do not necessarily reflect the views or policies of the Department of the Interior, nor does the mention of trade names or commercial products constitute endorsement or recommendation by the Department of the Interior. This program receives Federal financial assistance for identification and protection of historic properties. Under Title VI of the Civil Rights Act of 1964 and Section 504 of the Rehabilitation Act of 1973, the U.S. Department of the Interior prohibits discrimination on the basis of race, color, national origin, or disability in its federally assisted programs. -
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 -
Developing a Voice the Evolution of Self-Determination in an Urban Indian Community David R
Developing a Voice The Evolution of Self-Determination in an Urban Indian Community David R. M. Beck ore American Indians live in urban areas than anywhere Melse in the United States, a fact that the larger American population has been slow to comprehend. Over the past half century this demograph- ic shift from reservation to city has been a factor of steadily increasing significance in shaping the modern Indian experience in America. The implications have been broad-ranging at the community level on reser- vations and in urban centers, and on the individual level for tribal members in both reservation and nonreservation communities. The American Indian population, despite a significant growth spurt,1 has remained below 1 percent of the total U.S. population. Not- withstanding these small numbers, tribes that are federally or state- recognized have been able to advocate with some success for their own needs. They do this based on the semisovereign status accorded to them under the law. Tribes’ ability to do this improved markedly in the era of self-determination, which encompasses the last quarter to third of the twentieth century, although gaps still exist among tribes and in terms of definitions of sovereign rights. WICAZO SA REVIEW 117 “Self-determination” is in the narrow sense a term with legal im- plications in which the federal government recognizes the authority of tribes to govern themselves under the political and judicial definitions of limited sovereignty. In a larger sense, self-determination means the 2002 FALL ability of a people to determine the direction of their own society and community in political, economic, social, and spiritual arenas. -
Final Copy Abstract
UNIVERSITY OF OKLAHOMA GRADUATE COLLEGE “ABORIGINALLY YOURS”: THE SOCIETY OF AMERICAN INDIANS AND U.S. CITIZENSHIP, 1890-1924 A Dissertation SUBMITTED TO THE GRADUATE FACULTY in partial fulfillment of the requirements for the degree of Doctor of Philosophy By PATRICIA LEE FURNISH Norman, Oklahoma 2005 UMI Number: 3203322 Copyright 2005 by Furnish, Patricia Lee All rights reserved. UMI Microform 3203322 Copyright 2006 by ProQuest Information and Learning Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. ProQuest Information and Learning Company 300 North Zeeb Road P.O. Box 1346 Ann Arbor, MI 48106-1346 “ABORIGINALLY YOURS”: THE SOCIETY OF AMERICAN INDIANS AND U.S. CITIZENSHIP, 1890-1924 A Dissertation APPROVED FOR THE DEPARTMENT OF HISTORY BY ______________________________ Gary C. Anderson ______________________________ R. Warren Metcalf ______________________________ Clara Sue Kidwell ______________________________ David W. Levy ______________________________ Karl F. Rambo © Copyright by PATRICIA LEE FURNISH 2005 All Rights Reserved Acknowledgements I am indebted to my late parents, children of the Great Depression, for encouraging my studies. As their only child, I know they believed education to be central to my economic security as an adult. A small handful of public school teachers helped me learn how to learn, what should be one of the foundational features of education. They are Mrs. Taylor, Mrs. Retter, Mrs. Cantrell, Mrs. Barnocky, and most influential, Mrs. Sarah Miller and Mr. Vernon Taylor (both history teachers). I must also credit the late Norma Krider for teaching me how to type. Thanks to Mitzi Foster, Lt. Col. John Regal, Shearle Furnish, Joe Mitchell, Michelle Yelle, Ron Hunt, Heather Clemmer, Sara Eppler Janda, Brett Adams, Lance Allred, Katie Oswalt, Jacqueline Rohrbaugh, Richard Atkins, Susan Kendrick, Geneva and Wayne Beachum, and Jackie Young. -
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. -
Charles Eastman, Standing Bear, and Zitkala Sa
Dakota/Lakota Progressive Writers: Charles Eastman, Standing Bear, and Zitkala Sa Gretchen Eick Friends University a cold bare pole I seemed to be, planted in a strange earth1 This paper focuses on three Dakota/Lakota progressive writers: Charles Alexander Eastman (Ohiyesa) of the Santee/Dakota; Luther Standing Bear (Ota Kte) of the Brulé; and Gertrude Simmons Bonnin (Zitkala Sa) of the Yankton. All three were widely read and popular “Indian writers,” who wrote about their traumatic childhoods, about being caught between two ways of living and perceiving, and about being coerced to leave the familiar for immersion in the ways of the whites. Eastman wrote dozens of magazine articles and eleven books, two of them auto- biographies, Indian Boyhood (1902) and From the Deep Woods to Civilization (1916).2 Standing Bear wrote four books, two of them autobiographies, My People, the Sioux (1928) and My Indian Boyhood (1931).3 Zitkala Sa wrote more than a dozen articles, several auto-biographical, and nine books, one autobiographical, American Indian Stories (1921), and the others Dakota stories, such as Old Indian Legends (1901). She also co- wrote an opera The Sun Dance. 4 1 Zitkala Sa, “An Indian Teacher Among the Indians,” American Indian Stories, Legends, and Other Writings, Cathy N. Davidson and Ada Norris, eds., ( New York: Penguin Books, 2003), 112. 2The other titles are Red Hunters and the Animal People (1904), Old Indian Days (1907), Wigwam Evenings: Sioux Folk Tales Retold (1909), Smoky Day’s Wigwam Evenings: Indian Stories Retold (1910), The Soul of an Indian: An Interpretation (1911), Indian Child Life (1913), The Indian Today: The Past and Future of the First Americans (1915), Indian Heroes and Great Chieftains (1918), Indian Scout Talks: A Guide for Boy Scouts and Campfire Girls (1914), and his two autobiographies, Indian Boyhood (1902) and From the Deep Woods to Civilization (1916). -
ANGELA A. GONZALES Curriculum Vitae
ANGELA A. GONZALES Curriculum Vitae Arizona State University Email: [email protected] School of Social Transformation Office: 480.727.3671 777 Novus, Suite 310AA Mobile: 607.279.5492 Tempe, AZ 85287-4308 PERSONAL: Enrolled Hopi Tribal Citizen EDUCATION 2002 Ph.D., Sociology, Harvard University 1997 M.A., Sociology, Harvard University 1994 Ed.M., Education Policy and Management, Harvard Graduate School of Education 1990 B.A., Sociology, University of California-Riverside EMPLOYMENT Academic Appointments 2016 – present Associate Professor, Justice & Social Inquiry, School of Social Transformation, Arizona State University 2010 – 2016 Associate Professor, Department of Development Sociology, Cornell University 2009 – 2010 Ford Postdoctoral Diversity Fellow, National Academies. Fellowship site: Smithsonian National Museum of the American Indian, Washington, DC 2006 – 2007 Postdoctoral Fellow, National Institute on Aging (NIA) Native Investigator Development Program, Resource Center for Minority Aging Research/Native Elder Research Center, University of Colorado Health Science University 2002 – 2010 Assistant Professor, Department of Development Sociology, Cornell University 1999 – 2001 Visiting Assistant Professor, Department of Rural Sociology, Cornell University 1997 – 1999 Assistant Professor, American Indian Studies, San Francisco State University Administrative Appointments 2019 – present Associate Director, School of Social Transformation, Arizona State University 2019 – 2020 Director of Graduate Studies, Justice and Social Inquiry, School of Social Transformation, Arizona State University 2018 – 2019 Faculty Head, Justice & Social Inquiry, Arizona State University 2015 – 2016 Director of Undergraduate Studies, Department of Development Sociology, Cornell University 1997 – 1998 Chair, American Indian Studies, San Francisco State University 1994-1996 Director, Hopi Grants and Scholarship and Adult Vocational Training Program, Hopi Tribe, Kykotsmovi, AZ PUBLICATIONS Peer-Reviewed Journal Articles Kertész, J. -
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. -
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, -
The Santee Sioux Claims Case / Raymond Wilson
Forty Years to Judgment Raymond Wilson THE SANTEE, or Eastern Sioux (Dakota), as they first By 1858 the Santee lived on the southern side of the became known to their relati\'es to the West, consist of Minnesota on a reservation 150 miles long and only 10 four major subdi\'isions: Mdewakanton, Wahpekute, Sis miles wide. The Wahpeton and Sisseton bands, served seton, and Wahpeton. They were in present-day .Minne by the Upper (Y'ellow Medicine) Agency, lived in an area sota as early as the 17th centur)- but were gi-aduall)' from Traverse and Big Stone lakes to the mouth of the forced by their Ojibway enemies from Mille Lacs and Yellow Medicine River; the Mdewakanton and Wahpe- other lakes to lands south and west along the Mississippi and Minnesota rivers. Then the)' became victims of HOMELANDS of the Santee Sioux after 1862 white eucroachinent. Much has been written about these Indians, but no one has delved very deeply into a SOUTH % il SI. Paul Santee claims case that stretched well into the 20th cen [Upper '''i/,^ tur)'. This involved the restoration of annuities tor the ,^ . i^ ^ T, . ' Sioux %, DAKOTA j Agency* ''^,^^ Hlvei Lower Santee — the Mdewakanton especially, and the Crow m Wahpekute — the subtribes held primarily responsible ^ Creek Lower Sioux Mankato Reservation Agenc- y• • for the Dakota War, or Sioux Uprising, of 1862 in Min Ftandfeau MINNESOTA nesota. (The complicated Sisseton-W'ahpetou claims case, settled in 1907, has received more attention.)' By 1862 the Santee were filled with resentment and frustration. Two hundred )'ears of contact with whites IOWA ^""^-"/?«,.. -
The Assimilation of Captives on the American Frontier in the Eighteenth and Nineteenth Centuries
Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1977 The Assimilation of Captives on the American Frontier in the Eighteenth and Nineteenth Centuries. Joseph Norman Heard Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Heard, Joseph Norman, "The Assimilation of Captives on the American Frontier in the Eighteenth and Nineteenth Centuries." (1977). LSU Historical Dissertations and Theses. 3157. https://digitalcommons.lsu.edu/gradschool_disstheses/3157 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. INFORMATION TO USERS This material was produced from a microfilm copy of the original document. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the original submitted. The following explanation of techniques is provided to help you understand markings or patterns which may appear on this reproduction. 1. The sign or "target" for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you complete continuity. 2. When an image on the film is obliterated with a large round black mark, it is an indication that the photographer suspected that the copy may have moved during exposure and thus cause a blurred image.