Native American Tribes In North Dakota

There is a great deal of information on the native peoples of the United States, which exists largely in national publications. Since much of Native American history occurred before statehood, there is a need for information on Native Americans of the region to fully understand the history and culture of the native peoples that occupied North Dakota and the surrounding areas. The first section is contains an overview of early history of the state and region. The second section contains an A to Z dictionary of tribal articles and biographies of noteworthy Native Americans that have contributed to the history of North Dakota. The third section contains several selections from the classic book, A Century of Dishonor, which details the history of broken promises made to the tribes throughout the country during the early history of America. The fourth section offers the publishers opinion on the government dealings with the Native Americans, in addition to a summation of government tactics that were used to achieve the suppression of the Native Americans.

One of the most popular misconceptions about American Indians is that they are all the same-one homogenous group of people who look alike, speak the same language, and share the same customs and history. Nothing could be further from the truth! This book gives kids an A-Z look at the Native Americans that shaped their state's history. From tribe to tribe, there are large differences in clothing, housing, life-styles, and cultural practices. Help kids explore Native American history by starting with the Native Americans that might have been in their very own backyard! Some of the activities include crossword puzzles, fill in the blanks, and decipher the code.

Please note that the content of this book primarily consists of articles available from Wikipedia or other free sources online. Pages: 35. Chapters: Anishinaabe, Arikara people, Hidatsa people, Hunkpapa, Little Shell Band of Chippewa Indians, Mandan, Mandan, Hidatsa, and Arikara Nation, Ojibwe people, Pembina Band of Chippewa Indians, Spirit Lake Tribe, Turtle Mountain Band of Chippewa Indians, Turtle Mountain Indian Reservation. Excerpt: The Ojibwe (also Ojibwa or Ojibway) or Chippewa (also Chippeway) are among the largest groups of Native Americans-First Nations north of Mexico. They are divided between Canada and the United States. In Canada, they are the second-largest population among First Nations, surpassed only by Cree. In the United States, they had the fourth-largest population among Native American tribes, surpassed only by Navajo, Cherokee and the Lakota. Because many Ojibwe were historically formerly located mainly around the outlet of Lake Superior, which the French colonists called Sault Ste. Marie, they referred to the Ojibwe as Saulteurs. Ojibwe who subsequently moved to the prairie provinces of Canada have retained the name Saulteaux. Ojibwe who were originally located about the Mississagi River and made their way to southern Ontario are known as the Mississaugas. The Ojibwe peoples are a major component group of the Anishinaabe-speaking peoples, a branch of the Algonquian language family which includes the Algonquin, Nipissing, Oji-Cree, Odawa and the Potawatomi. The Ojibwe peoples number over 56,440 in the U.S., living in an area stretching across the northern tier from Michigan west to Montana. Another 77,940 of main-line Ojibwe; 76,760 Saulteaux and 8,770 Mississaugas, in 125 bands, live in Canada, stretching from western Quebec to eastern British Columbia. They are historically known for their crafting of birch bark canoes, sacred birch bark scrolls, use of cowrie shells for trading, cultivation of wild rice, and use of copper arrow...

"The Indian people have been significant players in North Dakota's history even though the state has neither the largest nor the most diverse Indian population. In a meaningful way North Dakota's Indian Heritage emphasizes the important contributions that Indians have made to the mosaic of North Dakota's culture. In so doing, it celebrates the unique history and culture of the Indian people of North Dakota."--Jacket

"North Dakota Indians: An Introduction is a text and resource guide for college students and teachers. Because the book is intended for use in North Dakota, the materials generally relate directly to the major contemporary tribal cultures of North Dakota: Arikara, Dakota, Hidatsa, Mandan, Lakota, and Turtle Mountain Chippewa. Information from other areas or concerning Indian people in general is included when necessary. The chapters are organized topically, not by tribe or reservation, and a major concern has been, when possible, to present both Indian and non-Indian viewpoints. The chapters on Indian origins, Indian historical methods and Indian economics are based on original research design to explicitly present Indian perspectives on these topics"--Preface (Page vii)

There is a great deal of information on the native peoples of the United States, which exists largely in national publications. Since much of Native American history occurred before statehood, there is a need for information on Native Americans of the region to fully understand the history and culture of the native peoples that occupied South Dakota and the surrounding areas. The first section is contains an overview of early history of the state and region. The second section contains an A to Z dictionary of tribal articles and biographies of noteworthy Native Americans that have contributed to the history of South Dakota. The third section contains several selections from the classic book, A Century of Dishonor, which details the history of broken promises made to the tribes throughout the country during the early history of America. The fourth section offers the publishers opinion on the government dealings with the Native Americans, in addition to a summation of government tactics that were used to achieve the suppression of the Native Americans.

Provides an overview of the state of North Dakota, covering its history, geography, economy, people, and points of interest.

In the spring of 2015, the North Dakota Department of Public Instruction brought together tribal Elders from across North Dakota to share stories, memories, songs, and wisdom in order to develop the North Dakota Native American Essential Understandings (NDNAEU) to guide the learning of both Native and non-Native students across the state. They are: (1) Sacred Relatives; (2) Learning and Storytelling; (3) Sharing and Generosity; (4) Sense of Humor; (5) Tribal Policies, Treaties, and Sovereignty; (6) Native Contributions; and (7) Native Identity. Similar Essential Understandings have been developed and are being used in several other states already, and more are making plans to begin a similar process. Many tribal Elders have had input into these understandings, and it is hoped that the NDNAEU themselves will open up many more additional opportunities for tribal Elders and Educational Leaders to impact North Dakota classroom practice with important tribal stories, songs, and cultural perspectives. The learning benefits to North Dakota students who have a tribal or native heritage are clear. According to research around Culture Based Education (CBE), "&in culture-rich environments, teachers push beyond conventional best practice to achieve greater relevance, relationships, and rigor using culturally responsive, relevant approaches. Teachers can and must make learning culturally meaningful to their students and families by honoring culture and place in teaching and learning with respect to the heritage language, family and community involvement, instructional content and context, and authentic assessment" (Kana'iaupuni and Ledward 2013). This publication provides a detailed description of the North Dakota Native American Essential Understandings, and a summary of outcomes connected with multi-cultural education as summarized in ASCD Express, Vol. 6, No. 15., 2011 (http://www.ascd.org/ascd-express/vol6/615-koppelman.aspx). They are: (1) All students should be encouraged to affirm themselves as unique individuals and they should accept and respect the differences shaping individual identities of other students; (2) Students should learn about their group from the school curriculum and about the diverse groups in American society to have a basis of appreciation and respect for cultural diversity; (3) Students should engage in intergroup dialogues that promote cross-cultural communication skills and reduce biases and prejudices; (4) Students should learn to be critical thinkers able to analyze historical and contemporary issues in order to make intelligent decisions about problems and conflicts; and (5) Students should engage in activities that address social justice issues and be encouraged to develop and implement strategies to respond to such issues in their school and their community. It is the hope of both the North Dakota Department of Public Instruction and the tribal Elder team of writers that these seven NDNAEU can create a framework for learning that will foster these outcomes. The NDNAEU are merely a starting point for this work.

When Scandinavian immigrants and Dakota Indians lived side by side on a turn-of-the-century reservation, each struggled independently to preserve their language and culture. Despite this shared struggle, European settlers expanded their land ownership throughout the period while Native Americans were marginalized on the reservations intended for them. Karen Hansen captures this moment through distinctive, uniquely American voices.