This Powerpoint address specific aspects of Native or First Nations culture and historical events, primarily with a focus on the Haudenosaunee (Iroquois) or Six Nations of New York.
First and second lectures for second year ISLN students in American history. The lectures focus on the economic political and social divide of the American nation in 1860-1865
First and second lectures for second year ISLN students in American history. The lectures focus on the economic political and social divide of the American nation in 1860-1865
Essay on Population | Population Essay for Students and Children in .... Essay websites: Over population essay. Persuasive Essay: Essay on population growth.
Defining CultureCulture as a Shared System of Meaning.docxvickeryr87
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Defining Culture
Culture as a Shared System of Meaning
Culture: the knowledge that people in groups share and learn, which helps them to interpret and generate behavior
Components of Culture
Abstract body of knowledge expressed in various things throughout society
Beliefs, values, ideals, expectations, explanations
Ways of acting and interacting
People in groups (can not have a culture of one)
Culture as communication from individuals to the group
Cultures spawn subculture (subset of larger culture)
Subcultures have more of an impact on an individualâs lifestyle because they are more specialized
Have mostly to do with how you construct your reality, although you are still part of the national culture
What are some subcultures that you belong to?
Enculturation: the process of learning oneâs own cultureâalso known as cultural learning.
Primary learning period is from birth to age seven
Continue learning throughout entire life
Dual-process of enculturation
Tacit: understood learning (observed/experienced learning)
Tacit learning is more valuable
Explicit: stated or written
Formal codes, laws, institutions
Sanctions: system of rewards and punishments
*Example of cultural learning: Southern California freeways. How does being able to survive on the freeways of Southern California require a combination of tacit and explicit cultural knowledge?
Cultural knowledge helps you interpret behavior and generate your own behavior
Allows individuals to act among others and be understood
Evolves and changes
Question to consider:
What are some examples of the way cultural knowledge has changed over time?
For example, look at the way we understand
gender in the contemporary momentâhow has what it means to be a woman changed since even the beginning of the 20th century?
Set of ideas to defend/rationalize the distribution of power
Inequalities are arbitrary in that they are socially constructed/socially agreed upon
So what does this mean?
System of beliefs about the world that involves distortions of reality at the same time it provides justification for the status quo.
Ideology serves the interests of groups in the society who justify their position by distorting social definition of reality.
Social control? Gives âusâ a definition of reality that is false, yet it simultaneously orders our comprehension of the surrounding world, it constructs our reality.
Ideology: system of justification (or to make right) of arbitrary inequalities
A social construction, or social construct, is an idea which may appear to be natural and obvious to those who accept it, but in reality is an invention or artifact of a particular culture or society.
Social constructs are in some sense human choices rather than laws resulting from divine will or nature.
Obvious social constructs include such things as games, language, money, governments, universities, corporations and other institutions.
Less obvious social constru.
The Land Ethic By Aldo Leopold, from A Sand County Almanac.docxcherry686017
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The Land Ethic
By Aldo Leopold, from A Sand County Almanac, 1948
When god-like Odysseus returned from the wars in Troy, he hanged all
on one rope a dozen slave-girls of his household, whom he suspected of
misbehavior during his absence.
This hanging involved no question of propriety. The girls were property.
The disposal of property was then, as now, a matter of expediency, not of right
and wrong.
Concepts of right and wrong were not lacking from Odysseusâ Greece:
witness the fidelity of his wife through the long years before at last his black-
prowed galleys clove the wine-dark seas for home. The ethical structure of that
day covered wives, but had not yet been extended to human chattels. During the
three thousand years which have since elapsed, ethical criteria have been
extended to many fields of conduct, with corresponding shrinkages in those
judged by expediency only.
The Ethical Sequence
This extension of ethics, so far studied only by philosophers, is actually
a process in ecological evolution. Its sequence may be described in ecological as
well as in philosophic terms. An ethic, ecologically, is a limitation on freedom of
action in the struggle for existence. An ethic, philosophically, is a differentiation
of social from anti-social conduct. These are two definitions of one thing. The
thing has its origin in the tendency of interdependent individuals or groups to
evolve modes of co-operation. The ecologist calls these symbioses. Politics and
economics are advanced symbioses in which the original free-for-all competition
has been replaced, in part, by co-operative mechanisms with an ethical content.
The complexity of co-operative mechanisms has increased with
population density, and with the efficiency of tools. It was simpler, for example,
to define the anti-social uses of sticks and stones in the days of the mastodons
than of bullet and billboards in the age of motors.
The first ethics dealt with the relation between individuals; the Mosaic
Decalogue is an example. Later accretions dealt with the relation between the
individual and society. The Golden Rule tries to integrate the individual to
society; democracy to integrate social organization to the individual.
There is as yet no ethic dealing with manâs relation to land and to the
animals and plants which grow upon it. Land, like Odysseusâ slave-girls, is still
property. The land relation is still strictly economic, entailing privileges but no
obligations.
The extension of ethics to this third element in the human environment
is, if I read the evidence correctly, an evolutionary possibility and an ecological
necessity. It is the third step in a sequence. The first two have already been taken.
Individual thinkers since the days of Ezekiel and Isaiah have asserted that the
despoliation of land is not only inexpedient but wrong. Society, however, has not
yet affirmed their belief. I regard the p ...
A Powerpoint for those interested in genealogy and family history - a "how to" get started and what to do and what to avoid to ensure the longevity and ease of access to your treasured heritage!
Immigrants and Immigration in Social Studies LearningHeidi Bamford
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This Powerpoint presents "big picture" questions and related lesson ideas and primary and secondary sources for various grade levels about immigration and its impact on American History.
From Enslavement to Freedom: Resources for Teaching the African American Expe...Heidi Bamford
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This Powerpoint contains many active links and images that can be used to present a general or specific perspective on the African American experience, focusing particularly on New York. While local history resources are identified, there are many national and regional resources included to make this adaptable for any classroom.
Thematic unit on african american historyHeidi Bamford
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This is designed for teachers, elementary through high school, to guide them in developing lessons that address issues of immigration (and subtopics of women, children, reform and regulation, racism, and 19th century change). The unit provides "big picture" questions, information about online and published resources, links to sites and more. Suggested lesson activities are also included.
Local history resources and the common coreHeidi Bamford
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A Powerpoint presentation designed to incorporate the Stanford History Education Group's "Thinking Like a Historian" strategies with elements from the New Common Core Standards, all using local history resources that connect to the "bigger picture"
Acetabularia Information For Class 9 .docxvaibhavrinwa19
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Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Palestine last event orientationfvgnh .pptxRaedMohamed3
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An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
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This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The Roman Empire A Historical Colossus.pdfkaushalkr1407
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesarâs dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empireâs birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empireâs society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
A Strategic Approach: GenAI in EducationPeter Windle
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
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Francesca Gottschalk from the OECDâs Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Model Attribute Check Company Auto PropertyCeline George
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In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasnât one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. Essential Questions
īĸ 1. How were Native American and European or American world
views different? How did this impact their views of land
ownership? What happens when two different views of land
âownershipâ are in conflict?
īĸ 2. How were different groups of Native Americans viewed by
different groups of Europeans and later by the Americans? How
do you think these perceptions developed? What were the
consequences?
īĸ 3. What does it mean to be âcivilized?â What do you think
happens when different cultures come into contact with one
another and they have differing views and understandings about
ways of life or âworld viewsâ?
īĸ 4. How has contact affected both Native and Euro-American
cultures over time?
4. Things to Keep in Mind
īĸ Native American culture is non-Western
īĸ Encounters between Native Americans and
Europeans were interactive, not reactive
īĸ Native American culture has been altered by
contact, not destroyed by it
īĸ Native American learning should take place in
a cultural context, just as it does for American
History and World Studies
īŦ See discussion and âAll Culturesâ chart in Cornelius, p. 37-41.
5. Different World Views
īĸ Native American Worldview
īŦHuman and natural worlds are
interrelated
īŦNature is sacred
īĸ Western or European Worldview
īŦCultural evolution
īŦFear of nature
6. Haudenosaunee World View
īĸ Is both a civic and social code of
conduct that has been maintained
throughout their history and into the
present:
īŦCreation Story
īŦThanksgiving Address
īŦGreat Law of Peace
īŦMessage of Handsome Lake
7. Haudenosaunee Creation Story
īĸ Relates ongoing struggle
between good and evil
īĸ Is part of the belief of the
âGood Mindâ
īĸ Calls for the giving of
thanks for all things
created
īĸ Calls for understanding of
duties and responsibilities
8. Haudenosaunee Thanksgiving A
īĸ Defines relation between Creator
and each of the âelementsâ
contained in cycle of life
īĸ Expresses human kinship with
rest of natural world
īĸ Defines specific duties and
responsibilities for each element
īĸ Expresses appreciation for and
equality of all world elements
īĸ Is recited often
īĸ The People
īĸ The Earth Mother
īĸ The Waters
īĸ The Fish
īĸ The Plants
īĸ The Food Plants
īĸ The Medicine Herbs
īĸ The Animals
īĸ The Trees
īĸ The Birds
īĸ The Four Winds
īĸ The Thunderers
īĸ The Sun
īĸ Grandmother Moon
īĸ The Stars
īĸ The Enlightened Teachers
īĸ The Creator
9. The Three Sisters: Corn,
Beans, Squash
īĸ Ability to harvest food and
sustain life from the earth is
critical to Haudenosaunee
culture
īĸ Indicates a strong agricultural
lifestyle, contrary to âhunter-
gathererâ concept
īĸ Impacted social organization
īĸ Reflected in Haudenosaunee
system of land use â communal
Lesson idea:
The Three Sisters: Exploring an Iroquois Garden
10. Ceremonial Cycle
īĸ Midwinter (Jan/Feb)
īĸ Maple (March)
īĸ Thunder (April)
īĸ Planting/Seed (May)
īĸ Strawberry (June)
īĸ Green Bean (July)
īĸ Green Corn (Aug/Sept)
īĸ Harvest (Sept/Oct)
"Native Things" Project at RM
11. Great Law of Peace
"One good mind" to make decisions, thatâs the way we
proceed. When the Confederacy was born, each
nation agreed to act as a part of a league. There is
autonomy for each nation, each nation has its own
fire. Each nation has its own chiefs, its own Clan
Mothers, but when it comes to matters that impact
the entire Confederacy, then we act as one.
The Peacemaker used as a symbol of our Confederacy,
not a flag, but a tree, the great
white pine. The Tree of Peace. And at the base of
that tree grow four white roots in the
four cardinal directions of the earth; north, south,
east and west. And any nation that can embrace the
concepts of peace, power and righteousness, can
follow back one of those roots to the tree of Peace
and join there with us.
âĸ G. Peter Jemison
Lesson ideas: âSymbols of the Haudenosauneeâ
âWalk in the Woodsâ
12. The Confederacy of Six
Nations
īĸ Governance by
consensus
īĸ Tribal representation in
Council
īĸ Establishes role of
women in decision
making
īĸ First use of wampum
recognized
īĸ Clan system
Lesson idea: Great Law of Peace and
US Constitution
13. First Contact and Two-Row Wam
īĸ Haudenosaunee firmly
believe in idea of
separate, equally
respected cultures,
living side by side.
īĸ Haudenosaunee use of
wampum as reminders
of speeches, promises,
obligations
Lesson:
http://www.pbs.org/warrior/content/modules/tworow.pdf
14. Denonville and French Contact
īĸ Jesuit Relations with Native Americans
īĸ Early Canadiana Online
īŦECO Search terms: seneca, denonville,
iroquois and new york, new york and
seneca
īŦVariations in accounts? Similarities?
īŦSite of Ganondagan today
15. War for Empire Impacts
Haudenosaunee
īĸ Papers of Sir William Johnson
īŦUse of wampum and reference
to two-row wampum policy
īŦFamilial terms
īŦJohnsonâs âpositionâ on role of
Natives v. Amherstâs position
16. Colonial Relations with Native
Americans
īĸ George Washington's Diaries at
īĸ George Washington's Mission to
17. The American Revolution and
Native American Relations
īĸ Divided by British and
American pressures
īĸ The Clinton-Sullivan
Campaign
īĸ Excluded from treaty
negotiations
īĸ Land seizures
īĸ In sum, the Sullivan-
Clinton Campaign
destroyed roughly 50
towns, 1 million bushels
of corn, 50 thousand
bushels of vegetables,
and 10 thousand fruit
trees. Forty Yankee
soldiers were reported
killed, as were scores of
Indians with no final
tally. And over 5,000
Indian refugees fled
north to Ft. Niagara to
face the winter of 1779-
80 -- the worst in
recorded memory.
Sullivan Clinton Campaign
18. Treaties and Loss of Lands
īĸ After the Revolutionary War, the lands of Iroquois first became part
of the public domain, then were given to Massachusetts and New
York, then quickly turned into a few private land empires and a few
small Indian reservations. The original Haudenosaunee territories
were surveyed, taken away by treaty and sold off to speculators.
īĸ In 1781, New York authorized a military tract to pay off soldiers and
officers. In, 1788, Indian titles to it were extinguished by the Ft.
Stanwix Treaty. And, in 1789, 1.75 million acres were surveyed and
allotted to some soldiers and officers in the absence of pay. Known
as the Military Tract, it was subdivided into 26 (later 28) townships
with 'civilized' names
īŦ Proceedings at Fort Stanwix
īŦ Treaties and Transactions
īŦ Jefferson's Message to Handsome Lake, 1802
īŦ Red Jacket's speech, 1819 (Granger Collection)
19. Haudenosaunee Leaders: Was
âLiving in Two Worldsâ Ely Parkerâs
conflict or was it Americaâs conflict?
īĸ Molly Brant (1736-1796)
īĸ Joseph Brant (1742-1807)
īĸ Cornplanter (1740-1836)
īĸ Mary Jemison (1743-1833)
īĸ Red Jacket (1758-1830)
īĸ Governor Blacksnake
(1760-1859)
īĸ Ely S. Parker (1828-1895)
īĸ Arthur C. Parker (1881-
1955)
īĸ Jesse Cornplanter
(1889-1957)
īĸ Ernest Smith (1907-1975)
īĸ Oren Lyons (b. 1930)
īĸ John Mohawk (b. 1945)
īĸ G. Peter Jemison
(b.1945)
First People website
20. Further Challenges to
Haudenosaunee Culture and
Sovereignty
īĸ Fishing Rights and Water Use
īĸ NYS Thruway and Land Easements
īĸ Kinzua Dam and Land Use
īĸ City of Salamanca and Land Use
īĸ NY Power Authority and Land Use
īĸ Taxes and Sovereignty
īŦhttp://www.sni.org/content/press-room
21. The American Stereotype:
Broken Promises
īĸ âĻ*142 It may be hard for us to understand why these Indians
cling so tenaciously to their lands and traditional tribal way of life.
[FN24] The record does not leave the impression that the lands of
their reservation are the most fertile, the landscape the most
beautiful or their homes the most splendid specimens of
architecture. But this is their home â their ancestral home. There,
they, their children, and their forebears were born. They, too, have
their memories and their loves. Some things are worth more than
money and the costs of a new enterprise.
īĸ
âĻ I regret that this Court is to be the governmental agency
that breaks faith with this dependent people. Great nations, like
great men, should keep their word.
īŦ Excerpt of dissenting opinion of Chief Justice Black in Federal
Power Commission v Tuscarora Indian Nation, 1960
22. Lesson ideas:
īŧ Modify secondary level lesson on âTreaties and Land,â using related
resources and documents and artifacts from Ganondagan and RMSC
instead of suggested material to explore conflicting ideas of land ownership
and the purpose of agreements made.
īŧ Create comparison chart on how Europeans and Natives met basic needs
using the environment and borrowing from each other.
īŧ Have students explore ideas about what makes a group of people civilized.
Have them look at both Native American and European social
systems discussing features of a civilization.
īŧ Compare Native and European stories of creation and other stories that
teach lessons or help explain things to their young people. Ask questions
such as, âHow are people portrayed in these stories?â âWhat is the
relationship of people to their environment?â and so on. Have students
consider the value of storytelling in both cultures.
īŧHave students explore biographical information about Native American
leaders (include Cornplanter, Handsome Lake, Red Jacket, Joseph Brant and
Mary Jemison) in order to discover that there was (and still is) diversity
among Native American communities, including in their attitudes towards
the European and American settlers.
Editor's Notes
1. â Class texts often portray indigenous people as barriers to American (white) settlement â Turn it around and question: How were white settlers barriers to the security of indigenous people?
RMSC has dioramas and maps depicting various other indigenous people from around the Americas â could use these to look at diversity in Native cultures
*The Haudenosaunee: A Look at Todayâs NYS Curriculum
http://www.otsiningo.com/articles.htm
See Cornelius book
Compare to Western European world view:
separation of church and state
scientific and religious theories of creation compete
supremacy of human sepcies
p. 70-71 in Cornelius book
p. 70-79 in Cornelius
Incorporate discussion of:
Farming of land took place in most Seneca villages â hunting was seasonal and to supplement harvest
Farming was done mostly by women â food was planted, tended, harvested and distributed to all
No one owned land â could plant individual plots, but first responsibility was to village crop.
A Native American Sampler was a 2007-2008 project funded by the New York State Council on the Arts (NYSCA) to digitize selected Haudenosaunee and other Native American related materials housed at the Rochester Museum & Science Center, and to make these digitized images publicly available. A total of 2,100 items from the RMSC collections have been included in LibCat as part of this project.
p. 82 in Cornelius
Smithsonian and RMSC sites
Two row wampum has defined Haudenosaunee view of relations with other nations since first contact.
An account of Sa-Go-Ye-Wat-Ha, or, Red Jacket and his people, 1750- 1830
Bibliography of the Iroquoian languages
Proceedings of the Commissioners of Indian Affairs appointed by law for the extinguishment of Indian titles in the state of New York published from the original manuscript in the library of the Albany Institute /
Legends, traditions and laws, of the Iroquois, or Six Nations, and history of the Tuscarora Indians
League of the Ho-dÊ-no-sau-nee, or, Iroquois
Monacatoocha, a pro-English Oneida chief also known as Scarouady, apparently ranking only below the Half-King in authority. He had been sent by the Six Nations to superintend the Shawnee at Logstown.
The Half-King, or Tanacharison, a Seneca chief, represented the Onondaga Council of the Six Nations among the Seneca. Considered one of the most reliable of England's Indian allies, he was one of the most prominent of the Indian chiefs at the Treaty of Logstown in 1752 and accompanied GW on his 1754 expedition.
Note GWâs use of Native mannerisms â language (chain of friendship, âtake up the hatchetâ, nature terms of sun, stars, rivers, trees) and wampum
Note the change in GWâs tone in message to Cornplanter 1790 â from earlier speeches to Natives during War for Empire â lack of Native expressions, lack of familial terms, no presentation of wampum, etc.
Red Jacketâs letter to Cram is in quotes at First People site and at Oswego site
1819 speech to US govt. in response to Ogden land agents attempts to move Senecas off Buffalo Creek and onto Allegeny Reservation
The People v. Neil Patterson (fishing rights re: 1794 Treaty)
http://www.law.cornell.edu/nyctap/IO5_0099.htm
Federal Power Commission v. Tuscaroras (land rights)
http://www.utulsa.edu/law/classes/rice/USSCT_Cases_Federal_Power_Comm_v_Tuscarora_362_99.htm