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CONTENTS
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WELCOME! : Where We Bring the Museum to You! About These Materials The Sioux: Lakota, Dakota, Nakota People of the Central and Northern Plains Activity One A Few Words Activity Two Winter Count Bibliography and Selected Resources Who is Jennifer Edwards Weston (Pte San Waste Win)? Activity One My Story Activity Two All Types of Families Bibliography and Selected Resources Lakota and Dakota Social Gatherings, Religion and Government 17 Section I: Relatives, Powwows and Naming Activity One What Will You Wear? Activity Two Celebrations and Gatherings Activity Three Star Quilt Designs Bibliography and Selected Resources Section II: Religious Ceremonies Bibliography and Selected Resources Section III: Government and Community Activity One Which States do the Lakota, Dakota, and Nakota Call Home? Activity Two What is Community? Activity Three Bringing it All Together Activity Four Native American Across America Bibliography and Selected Resources General Information and History Vocabulary Additional Resources Acknowledgements
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WELCOME!
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About These Materials The following curricular materials have been developed in cooperative consultation with Haffenreffer Museum staff, and past and present Native American students at Brown from a variety of majors and tribal affiliations. The materials recognize and enforce the importance of providing teachers and students with appropriate background information, project and activity suggestions, and resource materials related to Native peoples. Content focuses on American Indian groups from the Northern Great Plains region, and specifically on the tribal groups known as the Sioux and their social, political and cultural experiences from the era of treaty-making with the United States government to today. These materials will be further developed with educators who have visited the museum with their students, and with American Indian educators working in tribal and non-tribal settings suggestions regarding educational content and cultural perspective are welcomed. The current version focuses on interdisciplinary learning and provides some links with curriculum standards used in Rhode Island and Massachusetts. Presented in a personal narrative style, based on the life and family of Jennifer Edwards Weston, a young Lakota woman and member of the Standing Rock Sioux Tribe, and recent graduate of Brown University the unit emphasizes contemporary Lakota life, highlighting cultural, educational and political experiences. This curriculum is focused almost entirely on the present. Brief mention is made of earlier periods in Lakota history, such as the early Reservation period (late 1800s) and the federal treaty-making and removal policies (early to mid-1800s). Setting the narrative in the present helps students visualize Indian peoples and cultures as contemporaries of modern American life. Suggested activities, vocabulary and a bibliography accompany the unit. We hope these materials help you to reinforce the positive imaging of American Indians, and to teach your students that Native peoples continue to live and thrive in contemporary American society. Vocabulary words are in bold and a listing can be found on page 39.
The Sioux: Lakota, Dakota and Nakota Peopleof the Central & Northern Plains
Lakota, Dakota and Nakota are the related languages spoken by people usually called the Sioux in history textbooks. Symbols of Sioux life the tipi, the buffalo, and the long eagle feather headdresses worn by chiefs are well known to many Americans, even though the Sioux were only one of hundreds of Indian (or Native American) groups living in North America. Lakota, Dakota and Nakota all mean The People, or are sometimes translated to mean Allies. In the early 1600s French traders and missionaries began to call the Dakota and their allies Nadowesioux,1 a combination of two Ojibwe words meaning snake and little. The Ojibwa people also known as Chippewa, Anishinaabe or Ojibway lived on the eastern plains into the Great Lakes region and were longtime neighbors and often enemies of the Dakota, calling them the little snake people. During the 1700s and 1800s, the Dakota, Nakota and Lakota people ranged across regions of present-day Minnesota, North and South Dakota, Montana and Wyoming. The Dakota lived in villages on the easternmost reaches of these territories, gathered wild rice and grew corn in addition to hunting game animals such as deer and buffalo. The Nakota were members of a smaller language group living in the central prairie regions of Sioux territory, while the Lakota were the most numerous and ranged furthest west, following the buffalo herds, their primary food source. These three groups of Sioux people practiced very similar religions, were part of an alliance often called the Seven Council Fires, and spoke dialects of the Sioux language that were understandable to one another for example the Lakota word for eagle is wambli,2 while the Dakota word for eagle is wamdi.3 While the Sioux called themselves by separate names, they considered themselves to be related to one another and intermarriage was common among the Dakota, Lakota and Nakota. When French, English and later American traders, missionaries and ranchers moved into Sioux territory, intermarriage also happened between the Sioux and these groups. Within the three main branches of Sioux people there were (and are today) smaller clusters of people called bands. A band was a group of perhaps thirty related families called a tiospaye,4 or a large extended family. Among the Lakota there were seven bands for example: Oglala, Hunkpapa, Sihasapa. 5 The Oglala and Hunkpapa are among the most well known bands of the Lakota because of their warriors and leaders Crazy Horse and Sitting Bull, who gained international fame in the 1876 Battle of the Little Big Horn against General George Custer and the Seventh Cavalry of the United States Army. The Sioux have often been portrayed in books and movies as warlike and fierce people who fought the American Army for their land until the Massacre at Wounded Knee in 1890, a little over one hundred and fifteen years ago. In fact, while the Sioux did engage in battles over territory and hunting rights with other Indian tribes, they also placed a strong emphasis on bravery. In fact, counting coup6 striking/hitting an enemy in battle was considered a higher honor than killing that enemy. Of course, warfare was not the only way the Sioux settled disputes with others, and the Sioux had many close allies; friendly tribes like the Cheyenne and Arapaho. The Sioux people also entered into many treaties with the U.S. government in order to try to avoid further military conflicts over territory.
1 Pronounced: Nah-dway-sioux (Buechel, Lakota/English Dictionary) 2 Pronounced: wom-blee 3 Pronounced: wom-dee 4 Pronounced: tee-oh-shpy-yay 5 Pronounced: Oh-glah-lah, Hoonk-pah-pah, See-hah-sah-pah 6 Pronounced: coo (p is silent) The Haffenreffer
Museum of Anthropology
A Few Words
Purpose To have students learn new vocabulary words. Materials Vocabulary words found at the end of the unit. Instructions Using the following selections of vocabulary words highlighted in the text thus far, have students spell, define and use each word in a sentence.
Missionaries Sacred Drum Reservations Alliance Treaties Intermarriage Kinship Intertribal Urban Rural
Curriculum Links Rhode Island English/Language Arts: Standard 9 Language Arts & Citizenship Massachusetts English/Language Arts: Language Strand, Standard 4 Vocabulary and Concept Development.
Winter Count
Purpose To introduce students to the idea of a winter count and to illuminate concepts of why and how we record history and events. Please read winter counts section prior to starting this activity. Materials Brown paper grocery bags, art materials: pencils, markers, crayons. Optional: picture of an actual Winter Count, such as Lone Dogs Winter Count. Instructions 1. Introduce students to the idea of a winter count. Discuss how and why we record our history and events (in books, family trees, diaries, newspapers, newscasts, time capsules, oral stories, etc.) Explain that many Native American tribes did not have a system of writing, but rather they used other devices such as pictures woven into wampum belts in New England, or painted on hide in the Plains to keep records. They showed images of events in the tribes history or in a persons life, with each symbol standing for an important or outstanding event in a given year. 2. Pass examples of a winter count around. Create a class winter count on a paper bag. The winter count should have as many symbols as the average age of class students (10 years = 10 symbols). 3. Ask students to suggest significant events that the majority of students remember (such as the Red Sox winning the World Series in 2004, or at year 5 = start kindergarden). Record on the board. 4. Ask students to come to the board and volunteer simple symbols for the events. If more than 1 is proposed, then vote. Create a legend/guide which records the symbols & their meaning. Decide if the class wants to arrange symbols as a timeline, or as a spiral (oldest in center). 5. Ask students to work on their own to create their class winter count, either with symbols the class chose, or ones they create. Ask them to include a legend/guide that explains the symbols. 6. Have students present their winter counts to the class.
Curriculum Links Rhode Island Social Studies Standard 1 Culture Standard 4 Individual Development & Identity Massachusetts Arts: Visual Arts Media, Materials & Techniques
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Books
Books for Adults
The Sioux: The Dakota and Lakota Nations (Peoples of America) by Guy E. Gibbon. Blackwell Publishers, January 2003 The Death of Crazy Horse: A Tragic Episode in Lakota History by Richard G. Hardorff (Editor). University of Nebraska Press, February 2001 With My Own Eyes: A Lakota Woman Tells Her Peoples History by Susan Bordeaux Bettelyoun, Josephine Waggoner, Emily Levine (Editors). University of Nebraska Press, August 1999 Bury My Heart at Wounded Knee: An Indian History of the American West by Dee Brown. Owl Books; 30 Anniversary edition, January 2001 Lakota Woman by Mary Crow Dog. Harper Perennial; Reissue edition, May 1991 (may be appropriate for high school students)
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Internet Resources
Treaties
puffin.creighton.edu/lakota/index_treaties.html This page is a listing of all the treaties and information on them made between the U.S. government and Sioux tribes. You can view some of the original treaty texts.
Winter Counts
http://wintercounts.si.edu/index.html Smithsonian photographs and artifacts, a documentary about Sioux history & culture, video interviews with Lakota people, and Teachers Guide.
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Curriculum Links Rhode Island Social Studies Standard 2 Time, Continuity & Change Standard 4 Individual Development & Identity English/Language Arts Standard 1 Communication Standard 7 Enduring Themes Massachusetts History/Social Science: Individuals, Families and Communities Now and Long Ago English/Language Arts: Composition Strand Standard 19 Writing
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Purpose Students will be able to recognize that there are different family structures. They will be able to identify different family members and their roles. They will do this through the creation of a Family Bar Graph and a Family Collage. Materials 1 large sheet of butcher paper; list of family relations vocabulary words; 11x14 sheet of colored construction paper; glue; pencils; markers; crayons, etc.; four family pictures from each child (children must bring in ahead of time.); magazines with pictures of families in them. Instructions 1) on the sheet of butcher paper, make a bar graph showing the numbers and makeup of each students family using information obtained from students answers to the following: How many people are in your family? Who is in you family? Number of children? Who do you live with?
2) Go over family relations vocabulary words. Discuss what each one means. Mother Father Children Sister Brother Grandmother Grandfather Cousin Aunt Uncle Nephew Niece Family Blended Extended One-parent family
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Curriculum Links Rhode Island Social Studies Standard 1 Culture Standard 4 Individual Development & Identity Massachusetts History/Social Science: Individuals, Families and Communities Now and Long Ago Arts: Visual Arts Media, Materials & Techniques
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Books
Standing Rock Sioux (Images of America) by Donovin Arleigh Sprague. Arcadia Publishing, May 2004 The Modern Sioux: Social Systems and Reservation Culture by Ethel Nurge. University of Nebraska Press, 1970 Lakota Sioux Children and Elders Talk Together by E. Barrie Kavasch. PowerKids Press; 1st edition, August 1999
Internet Resources
www.standingrock.org The official website of the Standing Rock Sioux Nation. www.sittingbull.edu Website of Sitting Bull College, at Fort Yates, ND. www.standingrocktourism.com The official website for Standing Rock reservations tourism office. www.indiancountrynews.com/fullstory.cfm?ID=163 This website is the home of the News from Indian Country, the independent Native journal. www.aktalakota.org The website for the Akta Lakota Museum & Cultural Center, which honors the Lakota people as an outreach of St. Josephs Indian School.
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Star quilts or blankets are a fairly recent tradition which originated among the Sioux tribes (Lakota, Dakota, and Nakota) and spread throughout the Great Plains. Quilting was one of many crafts that Native Americans borrowed from European traditions and adapted into something unique to their culture. Star quilts are made by piecing a mosaic of cloth diamonds into the shape of the traditional eight-pointed morning star design of the Sioux. Before the evolution of star quilts, traditional Plains Indian blankets were made from painted, quilled and beaded buffalo hide.
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Powwow
On Standing Rock, each of the eight tribal communities holds an annual Wacipi (celebration) called a powwow. They are social gatherings and dance contests that stretch over a whole weekend and are a little bit like family reunions, since relatives often travel from far away to the event in their hometown. During summer powwows, a huge camping area of tents, trailers and the occasional tipi surround the grounds and dance circle. The powwow in my hometown, McLaughlin (called the Bear Soldier Community by tribal members), is held every Fourth of July weekend. Families often use the event as a time to hold a meal or a feed in honor of a relative who has passed away or accomplished some milestone in their life like graduating from high school, finishing a military tour, or completing college. While powwows are not religious gatherings, sometimes a naming ceremony or adoption ceremony might be held during a break in the dance contests. Other times, families hold a special dance contest in honor of a child who competes in a dance category like the fancy shawl or grass dance. Dancers at the powwow will compete for prize money or gifts that a family is giving away in honor of a relative. Often, the winners of these specials become friends with the family and are asked back to the powwow the following year. For teens, powwows are great social events to meet new friends or hang out with boyfriends and girlfriends. Groups of kids and teens walk around the outside of the powwow arena, shopping at the art and food vendors, visiting, checking out their dance competition, catching up with old friends or making new ones. Other events include a rodeo, softball or basketball tournament, even the occasional carnival. During the summer events, the dancing and socializing often go late into the night sometimes until one or two oclock the next morning! Food is also a big part of any powwow experience. Vendors set up food booths around the powwow dance arena, selling everything from snow cones and lemonade to buffalo burgers, fry bread and Indian tacos At Brown Universitys annual powwow, founded by our organization Native Americans at Brown, students provide lunch each day to the drummers and singers. One year my mother was here for the powwow and she helped several of the students make hundreds of pieces of fry bread for the afternoon meal. The tiny tots dance category, for kids five years old and younger, is always one of our favorite events because we see that we are not only giving children the chance to carry on dance traditions, but also a weekend of fun with their families as they participate in a cultural event together.
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Naming
My grandmothers name was Sophie Taken Alive, and her mothers name was Frances Kills Crow Indian. When I was 10 years old my parents held a naming ceremony for me so I could receive my Lakota name. My Lala (grandfather) Joe Flying Bye, a respected elder and medicine man, named me Pte San Waste Win (White Buffalo Woman) after my great-grandmother, Frances. Shortly after my mother married and began having children she decided that she wanted to become more involved in the Lakota traditions and ceremonies. My brother and I have grown up attending (although not always participating in) ceremonies like the sweat lodge, Sun Dance, wiping of the tears (a mourning tradition), and adoptions. Receiving a Lakota name at birth was relatively uncommon until the past several decades because of the heavy emphasis that the church and government-run schools placed on the English language, as well as total conversion to Christian beliefs and practices. In fact, in the early reservation period of the late 1880s the government banned all Lakota ceremonies, even social dances. It was not until the late 1930s that these bans were relaxed, so for a period of nearly fifty years Lakota people could literally go to jail for trying to hold a ceremony like an adoption or a Sun Dance. Luckily, many Lakota people held their traditional beliefs very close. My Lala Joe told me that he didnt attend school when he was young, but instead spent his time with his grandfather who taught him many ceremonies and healing traditions. He told me that he gave me my great-grandmothers name Pte San Waste Win because I was a strong woman like my mother and grandmother. When I received my Lakota name, the naming was held as part of a larger ceremony dedicating a veterans memorial in my mothers home community of Little Eagle, SD. I remember feeling frustrated that I couldnt understand the prayers and long speeches all conducted in Lakota. But I felt very calm and proud when my grandfather was praying over me, singing for me, and smudging me with sage, fluttering the sweetsmelling smoke around me with his eagle feather fan. As part of the naming ceremony, young girls receive a beautiful white eagle plume, which is attached to a medicine wheel and tied into the hair. I was so happy to know that I had this feather to wear when I danced at powwows or attended ceremonies with my family. When I graduated from high school my grandfather held another honoring ceremony and gave me another eagle plume. My aunt made me a beautiful red quilt with a white buffalo standing in the center. These items are still among my most treasured possessions today.
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Dance Styles Mens Fancy Mens Grass Mens Straight Mens Traditional Womens Buckskin Womens Cloth Womens Fancy Womens Jingle
Curriculum Links Rhode Island Social Studies Standard 1 Culture Standard 4 Individual Development & identity Massachusetts Arts: Visual Arts Media, Materials & Techniques
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Curriculum Links Rhode Island: Social Studies Standard 1 Culture Standard 2 Time, Continuity, & Change Standard 4 Individual Development & Identity Massachusetts: History/Social Science Individuals, Families, & Communities Arts: Visual Arts Media, Materials & Techniques
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Curriculum Links Rhode Island Social Studies Standard 1 Culture Massachusetts Arts, Visual Arts Media, Materials & Techniques
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Internet Resources
Powwows
www.wanderingbull.com This website sells videos, audio tapes/cds and books about powwows and has an on-line powwow calendar. www.gatheringofnations.com This website has a video of the largest powwow in the country, which takes place in Albuquerque, New Mexico. www.schemitzun.com This website has information on the Maskantucket Pequots annual powwow, held each August. www.powwows.com This website contains links to descriptions of different activities that take place at powwows, as well as descriptions of the different dance styles. Includes a calendar that lists powwows.
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Sweatlodge: Inipi
A sweatlodge is a small dome structure that can seat four to eight people, and is used for prayer. The Lakota believe that their ceremonies were brought to us by White Buffalo Calf Woman many thousands of years ago, including the pipe ceremony, the sweat, and others. The pipe is used in all ceremonies, and tobacco is offered to the four directions with a pipe-filling song. The pipe is also used within the sweatlodge ceremony. The sweatlodge is built from carefully bent, flexible saplings, usually willows, and then covered tightly with a variety of materials like blankets, tarpaulins, old carpet, or perhaps buffalo robes. Most people no longer have buffalo robes available for this use, however. Rocks are heated in a fire pit
Right: Lala Joes sweatlodge
The Haffenreffer Museum of Anthropology
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Sun Dance
The Sun Dance is the main traditional religious ceremony of the Lakota people, held at a certain time during the summer months for a period of four days. The Sun Dance was one of the primary ceremonies targeted by the U.S. government as an illegal activity, but it has continued to be practiced despite being outlawed for many years. Some Lakota people believe that only Lakota or other American Indian people should participate in this ceremony, while others think that anyone who is willing to make this commitment should be allowed to take part. Sun dancers fast for four days and nights, meaning they eat no food and often no water for this period of time. Sometimes dancers will have a small drink of water as part of the sweatlodge ceremony that is held at the close of dancing each day. Dancing takes place all throughout the day, and sometimes even at night, in a large circular arbor built of cottonwood trees and boughs to shade the singers and spectators. A drum group provides the special Sun Dance songs, often singing for hours at a time. In the center of the arbor is a single tall cottonwood tree that has been selected in a tree-chopping ceremony.
The Haffenreffer Museum of Anthropology
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Internet Resources
Spirituality
www.bluecloud.org/dakotaspirituality.html This website has information on Dakota spirituality, coming from long living with and listening to the Elders of the Dakota/Lakota/Nakota Nation. www.sicc.sk.ca/heritage/ethnography/dnl/beliefs/index.html Saskatchewan Indian Cultural Centre - Heritage Website This section of the SICCs website offers information on Lakota/Dakota/Nakota beliefs and customs
Lakota Legends
www.aktalakota.org/index.cfm?cat=54&artid=136 Some information on beliefs & traditions from the Akta Lakota Museum & Cultural Center.
Vision Quest
www.menstuff.org/issues/byissue/mentors.html#visionquest In addition to information on the Vision Quest, this site also contains information on both building a sweatlodge and the sweatlodge ritual,
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Which States do the Lakota, Dakota and Nakota Mainly Call Home?
Purpose To help your students understand where the states that the Lakota, Dakota and Nakota call home are located. Materials Present day maps of the Great Plains and the United States Instructions 1. Using a map of the Great Plains, work with your students to locate the states of Minnesota, North and South Dakota, Montana and Wyoming. Can they find any of the Lakotas, Dakotas or Nakotas reservations in these states (such as Standing Rock, Lake Traverse, Fort Peck, Cheyenne River, and/or Pine Ridge)? Do any of the towns in these states have Indian-sounding names? What are they? 2. Using the map of the Unites States, locate your home town. How far are the home states of the Lakota, Dakota and Nakota peoples from your town? From Providence, RI where Jennifer works at Brown University? Can they find the Haffenreffer Museums location at Mount Hope in Bristol, RI? How far is the museum from your school? How far are the homelands of the Lakota, Dakota and Nakota from the museum?
Curriculum Links Rhode Island Social Studies: Standard 3 People, Places and Environment Standard 9 Global Connections
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What is Community?
Purpose To have students think and write about what makes a community. Materials Butcher paper, post-it notes, markers, paper and pencils. Instructions 1. Have students take a few minutes to write down all the words or pictures they can think of when we say community. Post butcher paper with the word Community written on it. 2. Each student selects their top 3 suggestions and writes them on a post-it note. Each adds their post-it to the paper. 3. Have students read the definition of community from the dictionary. Have them work in groups to discuss how their words that relate to community compare with the dictionarys definition. 4. Discuss all the ideas on the butcher paper: Talk about how communities can be neighborhoods, churches, schools, classrooms, friends at work, etc. List similarities between different types of communities (talk about people in communities feel they have something in common). Talk about how a classroom can be a community. What might they all have in common? 5. Have students write their reflection on communities including how many communities they think they belong to and why.
Curriculum Links Rhode Island Social Studies Standard 4 Individual Development & identity English/Language Arts Standard 1 Communication Massachusetts History/Social Science: Individuals, Families and Communities English/Language Arts: Composition Strand Standard 19 Writing
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Curriculum Links Rhode Island Social Studies Standard 3 People, Places & Environments
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Curriculum Links Rhode Island Social Studies Standard 1 Culture Standard 3 People, Places & Environments Standard 5 Individual Groups & Institutions
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Internet Resources
http://www.standingrock.org/ The official website of the Standing Rock Sioux Nation. http://www.mnisose.org/profiles/strock.htm Standing Rock Sioux Tribe Community Profile http://www.state.sd.us/oia/oia.html#Tribal Governments South Dakotas Official site, with information links to nine tribal offices.
The Haffenreffer Museum of Anthropology
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General Information
Geographical features
In North America the territory of the Lakota, Nakota and Dakota Nation covers some 77,220 square miles in the present day state of South Dakota and neighboring states.
Population
The Lakota, Nakota and Dakota Nation are also known as the Great Sioux Nation. The total number of native North Americans is approximately 1.5 million, of which around 100,000 are Lakota. They reside near the Sacred Black Hills of South Dakota. Today the Lakota consist of eight main tribes: Oglala, Brule, Sicangu, Minneconjou, Hunkpapa, Sansarcs, Two Kettles and Blackfeet.
Language
Lakota is the largest of the five major dialects of the Sioux language. The Lakota dialect represents one of the largest Native American language communities in the United States, having approximately 8,000 to 9,000 speakers. Lakota is predominantly associated with the Teton Sioux bands living west of the Missouri River. Around 1840, missionaries put the language into written form. It has since evolved to reflect contemporary needs and usage. The number of fluent speakers is decreasing rapidly and increasingly it is found only among the elders. A revitalization program started in the 1970s to secure the future survival of the Lakota language.
Organizations
The Lakota have formed several organizations for the development and betterment of tribal people, such as the Alliance of Tribal Tourism Advocates, whose overriding goal is to enhance prospects of tourism development in accordance with the traditional values and cultural integrity of the native people. Other projects include the Oglala Lakota College, KILI radio, the voice of the Lakota Nation, and the Lakota Fund, which makes small loans to help entrepreneurs start businesses on the reservation. In 1994, the Lakota Nation Human Rights Organization was founded. The organization monitors the situation in the reservations (tribal courts, social service programs, communication between tribal councils and the State/Federal Agency with respect to case complaints filing, etc.). The Lakota Nation Human Rights Organization also prepares media presentations on the situation in the reservations.
Economy
Traditionally, the Lakota hunted buffalo. Today, their economy is based on agriculture, cattle and sheep ranches, fishing and tourism. The natural resources on their land are gold, silver, oil, ore and shale.
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History
1851 The US signed the First Fort Laramie Treaty with several indigenous Nations, which formally recognized the Lakota as being entitled to a huge tract of space upon their sacred land and that Indians were an independent political community which possess sovereignty. Despite the Treaty, the clash between the Lakota people and the invaders continued. The Second Fort Laramie Treaty was signed and it secured traditional Sioux territories. After, the Treaty was almost immediately violated and Euro-American exploitation continued. The US government forced the chiefs to transfer the Black Hills to white control, and organized the partition of Sioux Territory into a number of small reservations. The US Court of Claims ruled that the US government had violated the 1868 Treaty and that the Sioux were entitled to $110 million in compensation for the Black Hills. The US Supreme Court upheld the rule. The Sioux were awarded $40 million for losses based on the treaty of 1868, which designated lands to the Lakota. This $40 million currently lies in a trust fund in Washington. There is now division in the Sioux nations as to whether to claim the money, and therefore relinquish their rights to the Black Hills forever, or to press for the return of the Black Hills. The countrys largest gold mine is operating in the Black Hills. The Lakota, Dakota and Nakota Nation became a member of UNPO (Unrepresented Nations and Peoples Organization -- http://www.unpo.org/) The Lakota band of Hunkpapa, on Standing Rock Reservation, proclaimed inherent powers of sovereignty by using cultural resource laws relating to tribal landowners and tribes. The Wakpala School puts the finishing touches on the implementation of a $400,000 government grant to help save the Lakota language from extinction. The grant, to promote bi-lingual learning, was used to create classroom tools, mostly computer-based, to help students and teachers keep the Lakota language alive. The members of the Defenders of the Black Hills, Tetuwan (Sioux) Nation members and the Indigenous Peoples of the Great Plains of South Dakota, all met in the Sacred Paha Sapa- Black Hills to discuss the great concerns and issues within the 1851-1868 treaty lands. In a Legislature where both women and American Indians are in the minority, Theresa Two Bulls, a Pine Ridge woman stands out as the first Indian woman to serve as a state lawmaker in South Dakota.
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VOCABULARY
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Vocabulary
Alliance/allies Ancestors Descent Friends or units of government that act together to help each other. One from whom a person is descended, usually more remote than a grandparent. Derivation (coming) from an ancestor. Dialect a regional or social variety of a language distinguished by pronunciation, grammar, or vocabulary; a variety of speech differing from the standard written or spoken language of a culture. Among the Lakota, the drum occupies a position of great cultural and symbolic power. Regarded as a living entity, it is seen as both a spiritual guardian and a musical instrument; a living tradition and a reference to a past way of life. To marry a member of another group. Existing or occurring between tribes. Those people who are related to you. Kinship was of key importance in Sioux life, and family groups were large and close-knit. Relatives such as aunts and uncles were also called mothers and fathers by Sioux children; and the sisters, brothers and cousins of grandparents were considered grandparents. Relative. A ceremony for strangers who are new to the camp. In a generic way everyone is a relative to each other, but the Hunka ceremony includes the new member in a special way. People sent by a church or government to do religious or charitable work in a territory or foreign country. Established ancient history that is passed down verbally from generation to generation. A gathering of Native American families and friends at certain times of the year. Land set aside for Native Peoples by the United States government. Rural of, relating to, or characteristic of the country (as opposed to the city). Worthy of religious veneration. Of or relating to religious objects, rites, or practices.
Drum
Hunka
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VOCABULARY
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Sioux A group of Native American peoples, inhabiting the northern Great Plains from Minnesota to eastern Montana and from southern Saskatchewan to Nebraska. A religious ceremony widely practiced among Native American peoples of the Great Plains, typically marked by several days of fasting and group dancing. Lakota/Dakota word meaning an extended-family group of perhaps thirty or more related families, often called a band; a basic unit of Sioux family and political organization. Lakota/Dakota word for the inner circle of a family the parents and their children. A formal agreement between two or more states, outlining terms of peace or trade. Of, relating to, or located in a city (as opposed to the country).
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ADDITIONAL RESOURCES
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Additional Resources
Books for Adults
Books
The Sioux: The Dakota and Lakota Nations by Guy E. Gibbon. Blackwell Publishers, January 2003 Tribes of the Sioux Nation by Michael Johnson and Jonathan Smith. Osprey Publishing, April 2001 Legends of the Lakota by James Lapointe. Indian Historian Press, June 1975 Quill and Beadwork of the Western Sioux by Carrie A. Lyford. Johnson Books, June 1979 Hau, Kola!: The Plains Indian Collection at the Haffenreffer Museum of Anthropology by Barbara Hail. Brown University, 1980.
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GENERAL BIBLIOGRAPHY
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Internet Resources
http://www.state.sd.us/oia/oia.html#Tribal Governments South Dakotas Official site, with information links to nine tribal offices. http://www.standingrock.org/ The official website of the Standing Rock Sioux Nation. http://www.lakhota.com/ This is a Native American owned and operated site for Natives and Non-Natives interested in the Lakhota (Lakota) Language and Culture. http://www.lakotamall.com/oglalasiouxtribe/history.htm History of the Oglala Sioux Tribe http://www.ipl.org/div/natam/bin/browse.pl/t96 Native American Authors: Browsing by Tribe: Sioux http://www.crazyhorse.org/ Information about the memorial mountain carving for the great Sioux leader Crazy Horse. http://www.alliance2k.org/daklang/dakota9463.htm Dakota Language learning project by Native Language Systems. http://puffin.creighton.edu/lakota/index.html This Lakota/Dakota Information Home Page includes information on: Bibliographic research, electronic texts, legal concerns, history, treaties, Lakota affiliated schools and others sites of Lakota interest.
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ACKNOWLEDGEMENTS
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Acknowledgements
Project Director Keni Sturgeon, Curator of Education, Haffenreffer Museum of Anthropology These materials were written by Jennifer Edwards Weston, Brown University, edited and refined by Associate Curator of Education Patricia Sanford, and arranged for www.haffenreffermuseum.org by Brian Gohacki (2006) The materials were edited and refined by Geralyn Hoffman, Curator of Programs and Education Additional edits by Kevin P. Smith, Deputy Director Arranged for www.brown.edu/Haffenreffer by Rip Gerry and Sarah Philbrick (2009)
2009 [2006]
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