List Of Important Wars In Indian History Pdf

[Algernon Alcala]

Time Period: Late 19th century, Early 20th century, Gilded Age, Progressive Era

Topics: This lesson could be used in middle and high school units relating to American Indian and Native American history, 19th century frontier history, American Indian culture, the history of education in the U.S., and Pennsylvania state history.

Standard H: The student examines, interprets, and analyzes physical and cultural patterns and their interactions, such as land uses, settlement patterns, cultural transmission of customs and ideas, and ecosystem changes.

National Park Service
The National Register of Historic Places lists Carlisle Indian Industrial School. These records describe the physical site of the former school and its surroundings as well as their historical significance.

Carlisle Indian School Digital Resource Center, Dickinson College
This resource offers a searchable database of digitized school records from the US National Archives, Cumberland County Historical Society, and other repositories. It includes Carlisle student files, photographs, publications such as The Indian Helper and The Red Man, and class lists and rosters.

Library of Congress
The Library of Congress features a collection of photographs and prints from the Carlisle Indian Schoo. It also offers a primary source set and teacher's guide entitled "Assimilation through Education". It features photographs, illustrations, newspapers, reports from the Commissioner of Indian Affairs about off-reservation boarding schools in the late 18th and early 19th centuries.

TNT: Into the West
TNT produced a mini-series called "Into the West" about assimilation at off-reservation boarding schools, using Carlisle Indian School as the setting. A brief clip is available on YouTube.

Radio Lab
RadioLab features a podcast episode on the important role that Carlisle Indian School students played in the development of the modern sport of football in the United States. The hosts interviews local historians from the Cumberland County Historical Society, U.S. Army Heritage and Education Center, and Haskell Indian Nations University.

Libraries and Archives of the Autry
The Libraries and Archives of the Autry and the Cante Sica Foundation of Boarding School Stories shares oral histories of former boarding school students. The collection features audiovisual recordings and time index of each person's memories of boarding school experiences.

Battles has been an important factor in creating states and empires throughout history and, equally so, in destroying them. Major advances in science, technology, and engineering have been brought about through necessity during times of war/battles. In UPSC preparation, you must be aware of some such landmark battles in Indian and world history. Here is a curated list of important battles -

The causes of the US-Dakota War of 1862 were many and it remains one of the most important events in Minnesota history. The effects of the war can still be felt today. To learn more about the war itself, visit the US-Dakota War of 1862 website.

Fort Snelling played a central role in the war and its aftermath. In early August 1862, recruitment of the Sixth through Eleventh Infantry regiments meant for service in the Civil War had commenced. When news of Dakota attacks reached St. Paul, Governor Ramsey appointed Henry Sibley a colonel in the state's military forces and commander of the army that would march against the Dakota. Sibley led four hastily armed companies of the Sixth Infantry Regiment from Fort Snelling to St. Peter. Over the next few days, a trickle of supplies and detachments from the other partially recruited infantry regiments and militia units left Fort Snelling to join Sibley.

The state's military forces came under federal control on September 16, when Major General John Pope assumed command of the newly created Military Department of the Northwest. Sibley, just appointed a brigadier general of US Army volunteers, directed the US forces in the decisive Battle of Wood Lake on September 23, defeating the Dakota. Many of the Dakota combatants moved westward into Dakota Territory, while others went north to Canada, but many of the men who had fought stayed with their families, who could not move swiftly enough to escape. Numerous Dakota who had not participated in the war, as well as some who had, met Sibley's army at a place that came to be called Camp Release. When he arrived, Sibley took the Dakota into the custody of the US military.

Over the course of three weeks, a military commission tried 392 Dakota men for their participation in the war and sentenced 303 of them to death. Some of the trials lasted no longer than five minutes. At the time, and ever since, the legal authority of the commission and the procedures it followed have been questioned. After the trials, General Pope ordered that the convicted Dakota be removed to Mankato, and the Dakota non-combatants be removed to Fort Snelling. Sibley put Lieutenant Colonel William R. Marshall and 300 troops of the Eighth and Fifth Minnesota Infantry in charge of the forced removal of the Dakota from the Minnesota River Valley to Fort Snelling. The Dakota who traveled to Fort Snelling beginning November 7, 1862, numbered 1,658. The vast majority were children, women, and elderly.

The concentration camp at Fort Snelling was not a death camp, and Dakota people were not systematically exterminated there. The camp was, however, a part of the genocidal policies pursued against Indigenous people throughout the US. Colonists and soldiers hunted down and killed Dakota people, abused them physically and mentally, imprisoned them, and subjected them to a campaign calculated to make them stop being Dakota.

In early May, the army put the Dakota captives from the Fort Snelling camp aboard steamers and took them to a desolate reservation at Crow Creek, Dakota Territory. The removal of the Ho-Chunk people coincided with that of the Dakota. For a brief time, the US army held hundreds of Ho-Chunk at Fort Snelling before they, too, were removed from the state.

In November of the following year, an event marked the close of the US-Dakota War era at Fort Snelling. Bdewakantunwan (Mdewakanton) leaders Sakpedan (Little Six) and Wakan Ozanzan (Medicine Bottle), who had been involved in the war (though to what degree is still not certain), helped guide hundreds of Dakota people, including non-combatant women, children, and elderly, to safety in Canada after the fighting. US Army officers asked John H. McKenzie, who was then living near Fort Garry, Winnipeg if he would abduct the Dakota leaders and bring them across the border. McKenzie agreed to do so, enlisting a colleague named Onisine Giguere and others to help him capture Sakpedan and Wakan Ozanzan. McKenzie and his cohorts drugged the two Bdewakantunwan men using opiates, kidnapped them, and delivered them to the US Army at Pembina. The army then imprisoned them at Fort Snelling and tried them by military commission.

In separate trials, the military charged Sakpedan and Wakan Ozanzan with murder and general participation in "the murders massacres and other outrages committed by the Sioux Indians upon whites in 1862." Each charge included multiple specifications related to particular acts of violence. The commission made it clear within the specifications that they deemed the two men as having been "under the protection of the United States" when the war began, and that opposing US forces and the killing of US soldiers during the war were considered crimes.

Both Sakpedan and Wakan Ozanzan asked permission to obtain counsel. Permission was granted, but neither was able to secure an attorney. The two Bdewakantunwan leaders pleaded not guilty to all of the charges. In both trials, witnesses gave hearsay testimony, most of them claiming they had heard Sakpedan or Wakan Ozanzan talk about committing murders during the war. Multiple witnesses provided circumstantial evidence that Wakan Ozanzan participated in the violence. However, no person called to testify had personally witnessed Sakpedan or Wakan Ozanzan kill "white settlers" or US soldiers. Both defendants submitted final defense documents professing their innocence. Wakan Ozanzan was able to obtain the services of the attorneys Gorman and David in the writing of his final statement. In it, he argued that his abduction from Canada made his trial by US authorities invalid.

New Jersey is also a microcosm of the United States of America. In its past are stories that reveal the complexity of the American experience, reflecting the people, places, beliefs, and events that shaped who we are today. By understanding the experiences of Indigenous people, immigrants, free and enslaved African Americans, workers, soldiers, farmers, elected officials, teachers, scholars, activists, social reformers, inventors, and scientists, we hold a mirror up to America, exploring the foundational questions of who we are and where we came from. This brief history provides a general overview of the rich tapestry that constitutes the history of New Jersey.

The land now known as New Jersey has been inhabited by Indigenous peoples for over 10,000 years. The ancestors of the Lenape, often referred to as the Delaware, were a network of individual nations whose traditional homelands once covered a vast area along the Eastern seaboard, including parts of present-day New Jersey, Delaware, Pennsylvania, and New York. They lived in thriving communities with rich cultural beliefs. A visitor to New Jersey in the 1600s would have found a land populated by approximately 8,000 Indigenous people, with myriad histories and social relationships

As ideas around inalienable rights gained popularity, so did the movement for American independence from Britain. After the passage of the Stamp and Townshend Acts, New Jerseyans signed non-importation agreements which increased the demand for domestic goods. In response, women across New Jersey established spinning bees to produce thread for homespun cloth, turning a domestic task into a public and radical act.

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