21. ICT [2003/04/04]  Iraq War Soldiers Now Face Attack From Anthropologist The world s largest Native American indian news source, shipped internationally. of Latin American, Latino, and American (us) studies. http://www.indiancountry.com/content.cfm?id=1049471515

22. Scalp Dance: Indian Warfare On The High Plains, 1865-1879, By Thomas Goodrich relations between the us state and indians at the end of the ‘indian Wars’, American studies Resources Centre, Aldham Robarts Centre, Liverpool John http://www.americansc.org.uk/Reviews/scalp.htm

Home Page Online Magazine Forum Book reviews ... Response form Scalp Dance: Indian Warfare on the High Plains, 1865-1879, by Thomas Goodrich, Stackpole Books, 2002, paperback, 352 pages, 0811729079, $19.95. Reviewed by Susan Forsyth, University of Essex Posted 30 September 2003 An obituary for Dee Brown in The Guardian (17 December 2002) opens by stating: ‘If one book demolished for ever the heroic myth of America’s conquest of the west, it was Bury My Heart At Wounded Knee: An Indian History Of The American West.’ Unfortunately this sentiment is not embraced by everyone, as shown by Thomas Goodrich in Scalp Dance. Goodrich has amassed an impressive number of first-hand accounts from the writings of soldiers, settlers, their wives and others. From Custer and Sheridan to regulars and homesteaders these are stories of battle, torture, captivity and atrocities encountered during the era of westward expansion in the post-Civil War period and particularly, as the title suggests, of conflict between whites and Indians. Goodrich links these accounts with his own sparse narrative portraying a very traditional story of ‘the winning of the West’, which he describes as ‘one of the most romantic dramas the world had ever known’ (110). Although the book opens with a short account of the Sand Creek Massacre of 1864 the focus is almost entirely on attacks undertaken and atrocities performed by Indians. Only accounts by white people are reproduced in the book with Goodrich providing no analysis, interpretation or critical assessment of these stories, and even overtly racist descriptions of Indian ‘nature’ are included without comment (178-9). Goodrich himself adopts nineteenth-century racial stereotyping of Indians in his own narrative: he describes them as ‘fierce’ (7), ‘wild’ (27, 305), ‘hostiles’ (218) and ‘hangs-around-the-forts’ (40) and writes that it is in the Indians’ ‘nature’ to be ‘warlike’ (185). Oversimplifying the complexity of the relations between the US state and Indians at the end of the ‘Indian Wars’, he writes that ‘hardly a generation passed’ before the Americans, having no time to bear ‘grudges’, had ‘buried the hatchet’ (307) – that would presumably be at Wounded Knee in 1890.

23. Microforms Subject Guide: Native American Studies Cayuse indian war. 2 reels (MICROFILM F 880 .O736 1954). An account of military activity with northern plains indians and Apaches of the southwest. http://libweb.uoregon.edu/govdocs/micro/native.htm

COLLECTIONS Business Government Maps/Air Photos Microforms ... Document Center Microforms Subject Guides Native American Studies Newspapers/Periodicals Akwesasne Notes MICROFICHE E75 .A34 v.16-23 1984-1992 Vol. 1 (1969)-Present. "Official publication of the Mohawk Nation at Akwesasne (People of the Longhouse) and contains (from time to time) Longhouse News, the official publication of the Mohawk Nation at Kanawake." Collections Applegate Papers. 3 reels (MICROFILM F 881 .A67 1900a). Correspondence of Oregon pioneers connected with O. C. Applegate, especially concerning the Modoc Indian War. Boas Collection Materials The Beynon Manuscript. 4 reels (MICROFILM E99.T8 B49 1980). The collection, now preserved at Columbia University, was transcribed by William Beynon, abstracted and arranged by Franz Boas, and consists of Tsimshian history, ethnography, and literature. Finding aid: guide on reel 1. Cayuse Indian War. 2 reels (MICROFILM F 880 .O736 1954). Provisional Government. Adjutant General. File A., documents 1-1127. Diary of John Gregory Bourke.

24. Mountain Studies Institute - The Utes contact with hostile plains indians, spurring the rise of war leaders. The Ute Mountain Utes accepted the indian Reorganization Act and adopted a http://www.mountainstudies.org/DataBank/History/UteHistory.htm

var MenuLinkedBy='AllWebMenus [2]', awmBN='532'; awmAltUrl=''; The Utes by RICHARD N. ELLIS Adapted from, used by permission of University Press of Colorado When the Spanish arrived in the Southwest, the people they called the Yutas, or Utes, ranged across much of present-day Colorado, northern New Mexico, and Utah. According to anthropologists, the Utes were organized into loosely defined bands, but the basic social unit was the extended family, which could most efficiently utilize the available natural resources. These small family units of perhaps ten to forty people followed a seasonal migration pattern, moving into the higher country in the spring and summer and returning to lower elevations in the autumn. They hunted deer, elk, antelope, and occasionally mountain buffalo and other animals and gathered seeds, fruits, and wild berries in the summer and fall. Each extended family had a recognized use area. Every autumn the Utes moved southward out of the high country of southern Colorado to exploit the antelope herds in the canyon and mesa country south of the San Juan Mountains. In spring they gathered in large groups for the annual Bear Dance, which was an important ceremonial and social event, and then moved into the high mountain valleys of the San Juans and the Uncompahgre Plateau.

25. Red River War-Reconstructing The Red River war led to the final confinement of the southern plains Lines of us Army advance and indian retreat at the Battle of Red River site. http://www.texasbeyondhistory.net/redriver/reconstructing.html

Texas Beyond History TBH Home Frontier Forts Main Red River War Red River Main The Battles Weapons Reconstructing the War ... Teaching Resources Reconstructing the Red River War Archeologists conducting a metal detector survey at the Battle of Red River site. Photo courtesy of the Texas Historical Commission. THC archeologists Randy Vance (left) and Brett Cruse use a Global Positioning system receiver to record the locations of artifacts. Photo courtesy of the Texas Historical Commission. Click images to enlarge Scene of the Battle of Red River site and surrounding environs. Photo courtesy of the Texas Historical Commission. Portion of an 1875 map showing the general location of the Battle of Red River. The running battle covered a distance of some 12 miles. Photo courtesy of the Texas Historical Commission. Contour map of site of the Battle of Lyman's Wagon Train showing the distribution of Indian and U.S. Army cartridges and bullets. Courtesy of the Texas Historical Commission.

26. Social & Behavioral Science lawmen, cowboys, and plains indians. 4 semester hours. 381 World war II Minor in American indian studies SOC 102, 107, 202, 304; HIS 471; THE 301; http://www.umary.edu/UM/AcademicInformation/Undergraduate/SocialScience/SocialBe

Quick Links Academic Calendar Employment Opportunities Career Services Headline News Health Care Programs How to order a transcript My.Umary.edu Online Enrollment Application U-Mary at a Glance U-Mary Sports Webcast U-Mary WebMail Welder Library U-Mary Home About U-Mary Academics Undergraduate ... Technology Services Program Director: Dr. Charles Fortney PHILOSOPHY MISSION OUTCOMES Use effective written and oral communication skills. Analyze, interpret, and process data from a variety of vantage points. Demonstrate a commitment to community service. Appreciate the importance of diversity and tolerance in American society. Be competently-prepared for graduate study in their chosen field. Be able to apply course content to current historical, social, and political events. Major requirements may be met by completing courses in various combinations in geography, history, political science, anthropology, psychology, and sociology. Two options are available for the Social and Behavioral Science Major: A. Non-Teaching Major Option: One lower division course in four of the following: anthropology, geography, history, political science, psychology, or sociology for a minimum of 16 semester hours; five upper division courses, with at least four semester hours in each of three areas. A minimum of 24 credits must be attained in upper division courses and at least 16 credits must be earned at the University of Mary. All students in the Social and Behavioral Sciences non-teaching major must also complete the Senior Seminar which is included in the 24-credit hour requirement. As an option, students may enter into an Honors Program with the consent of their major advisor.

27. Indians Today, the area has been preserved for visitors and scientific study as Spiro Mounds State plains indian Painting plains indians. After the Civil war, http://www.otrd.state.ok.us/StudentGuide/indians.html

Native People Before Coronado and his colleagues landed on America's shores, Indians resided in what would become Oklahoma. Remnants of several different hunter-agricultural civilizations have been found in Oklahoma, including a site near Anadarko, where archaeologists discovered the bones of a mammoth and several spear points. Scientists estimate the mammoth was killed more than 11,000 years ago and have identified the spearheads as belonging to an ancient group of hunters known as the Clovis culture. From 500 to 1300 A.D., a group known as the Mound Builders lived in an area just west of the Arkansas/Oklahoma border in LeFlore County. Artifacts left in ceremonial burial site "mounds" show the Mound Builders were highly skilled artisans with a sophisticated economy. By the time explorers discovered the mysterious earthen mounds in the 17th and 18th centuries, the culture centered there was extinct, and the Osage and Quapaw tribes laid claim to the region. Today, the area has been preserved for visitors and scientific study as Spiro Mounds State Park Click this icon to hear a sample of Indian Flute music (113 Kb).

28. Teacher Resources: Beauty, Honor, And Tradition: The Legacy Of Plains Indian Shi The Hidden Half studies of plains indian Women. The University Press of America, 1983. The Arikara war The First plains indian war, 1823. http://www.minnesotahumanities.org/Teachers/3-04plains.htm

Beauty, Honor, and Tradition: The Legacy of Plains Indian Shirts Teacher Resources Developed for the Teacher Institute seminar that took place March 12-13, 2004. (See also our resource lists from "Learning and the Land: The Impact of Government Treaties on Ojibwe Education" and "Lewis and Clark: Myth and Reality." Web Sites Minneapolis Institute of Arts Sites "Beauty, Honor, and Tradition: The Legacy of Plains Indians Shirts" exhibit The "Exhibition Preview" section includes pictures of and information about the shirts as well as information about Plains culture. Surrounded By Beauty An online resource for K-12 students and teachers featuring American Indian works of art from the MIA permanent collection. Objects made by both ancient and contemporary people of the Northwest Coast, Southwest, Northeast Woodlands, Plains and the Mississippi Valley tell a story of strength and continuity. Arts ConnectEd A site of the Minneapolis Institute of Arts and the Walker Art Center. Includes an "Art Collector" feature wherein teachers can create and save their own exhibits of American Indian art using pieces from the two museums' collections.

29. Those Who Came Before Us: The Indian Murals Of H. D. Bugbee Seven of the murals depict Southern plains Indians, while the remainder Also included in the exhibition are compositional sketches and studies for the http://www.tfaoi.com/aa/2aa/2aa628.htm

Panhandle-Plains Historical Museum Canyon, TX http://www.panhandleplains.org/ Those Who Came Before Us: The Indian Murals of H. D. Bugbee O n June 30, 2001, the Panhandle-Plains Historical Museum at Canyon, Texas, will begin exhibiting Those Who Came Before Us: The Indian Murals of H. D. Bugbee , which Harold Dow Bugbee painted in the early 1950s. The exhibition will include Bugbee's original thirteen murals for the Museum's then-Indian Hall, plus three Indian dance murals he added to cycle later, and sketches and studies (some made in the 1920s) for the murals. Much like Charles M. Russell , Bugbee's idol, who depicted life on the northern Great Plains in the late 1800s and early 1900s, Bugbee portrayed historic and then-contemporary Southern Plains life, including cowboys, American Indians, and flora and fauna of the region. (left: Canyon de Chelly (left: The War Dance Advised by cattlemen Frank Collinson and Charles Goodnight, Bugbee rendered the landscape and wildlife of the Texas panhandle, as well as nostalgic paintings of Indians and cowboys. Each fall, until the late 1930s, the artist traveled to Taos to paint with his fellow artists "Buck"Dunton

30. North American Indian Videos At The University Of Arizona Shows examples of early petroglyphs or stone painting; the plains war Depicts everyday life of plains indians children at us government indian schools. http://www.library.arizona.edu/library/teams/sst/AIS/guide/na/

The University of Arizona Library WELCOME! Our purpose is to help you find films and videos on topics related to North American Indians. All of the videos provided through this site can be found in the collection of the University of Arizona Main Library . Good luck with your search, and please contact me ( heitshus@u.library.arizona.edu or (520) 307-2781) with any questions or comments you may have! Sara Heitshu, Librarian Search by Title: A B C D ... Y-Z or Search by Keyword: Find in Page To search, press control-F (Javascript is not enabled on your browser). Press the Enter key to see subsequent "hits" on your keyword. Free JavaScripts provided by The JavaScript Source A CALL # E78.C15 A494 2002 TITLE: Alcatraz is not an island [videorecording] PUBLISHER: Berkeley, CA : University of California Extension Center for Media and Independent Learning, c2002. SUMMARY: This program tells the story of the American Indian occupation of Alcatraz Island in San Francisco Bay beginning in 1969. Many of the former participants are interviewed.

31. Facts On File, Inc. plains indian wars is the culmination of her longtime interest in this important series of events in usMexican war, Updated Edition, $35.00, $31.50 http://www.factsonfile.com/newfacts/FactsDetail.asp?SIDText=0816049319&PageValue

32. Native American Studies Resources In UCSB Special Collections California Ethnic Brusa, Betty war Salinan indians of California and Their Neighbors. Soule, William S. - plains indian Raiders , by Wilbur Sturtevant Nye, http://cemaweb.library.ucsb.edu/native.html

COLLECTIONS List of Guides Student Handouts Digital Chicano Art Projects ... Art for a Change CEMA EXHIBITS Present Past ESSAYS RELATED LINKS ... HOME Credit: Richard Duardo, "Announcement poster for professional musicians program 1978" Native American Studies Resources in UCSB Special Collections The Department of Special Collections at the University of California, Santa Barbara, has a wide range of ethnographic, historical, literary, and other resources relating to Native Americans, including books, serials, pamphlets, newspapers, letters, diaries, documents, photographs, and sound recordings. Materials are located in several areas of Special Collections, with the largest concentration in the William Wyles Collection (history of the American West). Additional significant resources are found in the Native American Studies Collection and elsewhere in the UCSB University Libraries. For details, consult Information Resources for Native American Studies ( http://www.library.ucsb.edu/subj/native.html

33. Guam PSS Curriculum: Social Studies Content Standards - Grade 8 Seminole of Florida, plains Indians of the Midwest). CONTENT STANDARD 2 MS.4 Identify the reasons for us involvement in World war I. http://www.doe.edu.gu/ci/content_std/mid_sch/soc_stu/soc_stu_grade8_cs.htm

Printer friendly version (PDF) Guam Public School System Middle School Social Studies U.S. History: Post Reconstruction to Present SOCIAL STUDIES Middle School Standards U.S. HISTORY: POST RECONSTRUCTION TO PRESENT In Grade 8, students continue with the study of United States History. During Grade 5 students studied U. S. History from its early beginnings to after the Civil War Reconstruction. Students will now study from the Post-Civil War Reconstruction to the present. Historical content focuses on the political, economic, and social events and issues related to industrialization and urbanization, westward expansion, major wars, domestic and foreign policies of the Cold War and post-Cold War eras, and reform movements including civil rights. Students examine the impact of geographic factors on major events and analyze causes and effects of the Great Depression. CONTENT STANDARD 1 1. Culture Performance Indicators 1.MS.1 Identify selected racial, ethnic, and religious groups that settled in the United States and their reasons for immigration. 1.MS.2 Identify ways conflicts between people from various racial, ethnic, and religious groups were resolved.

34. Social Studies Course Description - Social Studies - U.S. History I [2002] Printable Version Social studies us History I 2002 (pdf) Examine the causes and outcomes of the French and indian war. Objective 3 http://www.uen.org/core/core.do?courseNum=6120

35. Senior Assignment Titles Duane McVey, Trade and Its Effects on the plains indian Beth Waller, The us Military s Unwinnable war Study of the Defense Department s Participation http://www.siue.edu/assessment/titles/titllibe04.html

Senior Assignment Titles Liberal Studies AY2004 Charles Abernathy Seasonal Affective Disorder Elizabeth Adams Developing a Public Relations Video for an Aides Clinic Jennifer Ahlmeyer Life and Death: Research on Capital Punishment Traci Allen Travel Study: The Music Industry in Nashville, Tennessee Todd Allen Research on Family Communication Jaclyn Althoff Internship at the Hyatt Regency With Chef Lee Conway: Communication in the Work Place. Susan Barbary Marketing Strategy and Research on Maca Stephanie Benefiel A Feminist Perspective on Women in Film, Including a Discussion on Katharine Hepburn Joseph Berentz Post Traumatic Stress Disorder - Its Etiology, Diagnosis, and Treatment: An Oral Presentation Michael Bivens Travel Study: The Music Industry in Nashville, Tennessee Michael Bivens An Internship at Smith-Lee Productions: A Study of Commercial Studio Recordings Maurice Bracey Travel Study: The Music Industry in Nashville, Tennessee Corey Bradford Ida B. Wells-Barnett Kathleen Brighton Exploring and Identifying the Effect That Music (Singing), Humor, and Sharing, With an Emphasis on Scripture, Has on Men and Women in the Assisted Living Unit at the Apartment Community of the Shrine Cheryl Camp Developing Data Base Computer Management Information Systems Lynn Carpenter The Application and Practicality of the 12 Step Program in the Twenty-first Century Lori Carter Travel Study: The Music Industry in Nashville, Tennessee

36. Santa Barbara City College - American Ethnic Studies BLST 101 — The AfricanAmerican in us History to World war II (3) F, S — CSU, UC Native American studies Courses. NATAM 101 — American indian Past http://www.sbcc.cc.ca.us/americanethnicstudies/

AMERICAN ETHNIC STUDIES ENTER AES WEBSITE AMERICAN ETHNIC STUDIES The United States, California and the Santa Barbara area have a great variety of peoples of different ethnic, racial and cultural backgrounds. All of these groups make up the American mosaic. The American Ethnic Studies Department examines the heritage, contributions and problems of these communities. Current emphasis is placed on the Asian-American, African-American, Mexican-American, Native American and other communities of color. It is the department’s belief that, through an examination of the heritage of others, one can appreciate one’s own heritage. Degrees in Ethnic Studies can be for social work, community agency work, teaching, etc. The department also offers courses which fulfill the Multicultural/Gender Equity requirement and General Education requirements in the Social Sciences and Humanities. John Eggler, Chair (IDC-349, Ext. 2338) Dina Castillo (H-309, Ext. 2408) Barbara Lindemann (IDC-362, Ext. 2481) Daniel Moreno (IDC-329, Ext. 2250) Dennis Ringer (IDC-369, Ext. 2246)

37. TAKS 2003 G8 Social Studies Online Test The first three words of the us Constitution, “We the people,” express the idea of Time Line French and indian war begins 1754; Stamp Act 1765 http://www.tea.state.tx.us/student.assessment/resources/online/2003/grade8/socia

To properly view and evaluate the test you need a browser version 4.0 or later. If you are using such browser and still see this message, you need to enable JavaScript. Enter Your Name (Optional) DIRECTIONS Read each question and choose the best answer. Then mark the circle next to the letter for the answer you have chosen. Use the cartoon and your knowledge of social studies to answer the following question. In this cartoon, what is Benjamin Franklin trying to tell the American colonies? A The only way to win the war against France is to fight together. B Only the New England colonies will succeed in the war against the French. C The only way for the colonies to survive is to surrender to the French. D The South is the key to defending the colonies from France. F Era of Good Feelings G adoption of the gold standard H Industrial Revolution J formation of agricultural cooperatives What factor was most important in growing cotton in the 1800s? A Slave labor B Foreign investment C Dry summers D Improved transportation F Monarchy G Oligarchy H Aristocracy J Democracy Use the illustration and your knowledge of social studies to answer the following question.

38. Sioux Wars: Part 1: Introduction: Warfare On The Great Plains Of all American indian Wars, those of the late 19th Century for the Both the us Army and the North American plains indians significantly changed their http://www.magweb.com/sample/saar/aa02swi.htm

Sioux Wars Part 1 Introduction: Warfare on the Great Plains by Pete Panzeri In The Face of Battle I will limit my analysis to the Great Plains Wars beginning with Chief Red Cloud's War in 1866, climaxing with the Little Bighorn Campaign of 1876, and culminating with the pursuit and surrender of most of the key war chiefs including Oglala Sioux leader Crazy Horse in May of 1877. Of all American Indian Wars, those of the late 19th Century for the American Great Plains are by far the most prevalent in historical accounts. This is attributable to an Industrial Age explosion of printed literature, an international fascination for the American "Wild West," and because of American cultural myths about the Battle of the Little Big Horn and the Great Sioux War of 1876. I am adding to that massive collection, not to increase the volume of information, but to fill a gap that is essential in comprehending the Military History of that era. This common misrepresentation is due in part to the absence of accurate tactical models reflecting the mutual acculturation of the Hostile North American Plains Indian's and their U. S. Army opponents. Consequently, the goal of this project is to develop a model of tactical acculturation. (For the purposes of this study, I will define tactical acculturation as changes in methods and motives of warfare resulting directly from an influential clash of diverse cultures.) Accurately applying a Tactical acculturation Model is essential to understanding the Indian wars on the Great Plains, American Western expansion, and hopefully helpful in understanding the nature of warfare in general.

39. American Experience | Transcontinental Railroad | Special Features The us Government began to make treaties with the plains indians during the 1850s to 1871 More than a thousand wars were fought indian versus white. http://www.pbs.org/wgbh/amex/tcrr/sfeature/sf_interview.html

Native Americans In this interview, Donald Fixico, Thomas Bowlus Distinguished Professor of American Indian History and Director of the Center for Indigenous Nations Studies at the University of Kansas, talks about the West before white settlement, the impact of the railroad on Native American life, and the near-extinction of the American buffalo. Interview Questions: What was the West like before white settlers came? What kept Native Americans so faithful to the land? How did white settlers affect that world? Was it inevitable that European Americans would seize Native Americans' land? ... Could the railroad and the world of the Plains Indians have co-existed? What was the West like before white settlers came? The world of Plains Indians and of other American Indians in the West had existed for several centuries. The eighteenth century, in particular, represents the West as we think about it before the arrival of the white man. This enormous area of the Great Plains, Southwest, Pacific Northwest, and Basin area represented the homelands of many Indian communities. At least 28 tribes might be called Plains Indians. Trade alliances existed among these peoples, and protecting hunting domains was important to their economy, depending on the natural resources of the environment, which included antelope and smaller game. North American Indians shared their world with two types of buffalo (plains and wood), eight species of bear, three primary species of wolves, 59 species of eagle, 150 species of antelope and 38 species of deer.

40. Emporia State University - Center For Great Plains Studies Great plains studies Links. • Great plains studies • Great plains People The Miami were prominent in the Ohio Valley indian wars until 1812, http://www.emporia.edu/cgps/tales/m94tala.htm

Center for Great Plains Studies About ESU Academics Admissions Athletics ... International Students ESU Quicklinks Select a link: Blackboard Course Offerings Career Services - Hire-a-Hornet Lifelong Learning Scholarships STING Student Access Transcript Requests Calendar of Events Email Giving to ESU WAW Library Faculty/Staff Directory Office/Department Directory Site Map Great Plains Studies Links Great Plains Studies Great Plains People Great Plains Publications Classes, Resources, etc. ... Center for Great Plains Studies TALES OUT OF SCHOOL May 1994 EMIGRANT INDIAN TRIBES OF KANSAS Michael J. Marchand In the last issue of Tales Out of School we investigated the Indian tribes that came to Kansas either by their own will or because of pressure from other tribesin other words, those Native Americans of Kansas not primarily compelled to locate in Kansas by the United States government. This issue, by contrast, takes up some of the Native American groups that were forced to settle in Kansas. It is a story of over twenty-five tribes or tribal remnants, more than 10,000 children, women and men, and their often tragic odyssey to Kansas. It is a story of removal to Kansas, so that eastern lands could be open to Euroamericans. It is, also, a story of removal

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