Indiana University-Purdue University Indianapolis (IUPUI) / Two boarding schools existed in the state of Indiana to educate Native American children between the ages of six and eighteen. Both schools received a government contract to teach native students which provided the institutions with money for each student they enrolled. St. Joseph’s Indian Normal School in Rensselaer operated from 1888 to 1896. White’s Indiana Manual Labor Institute in Wabash educated Native American children as part of a government contract from 1882 until 1895. These two schools were not the only institutions to educate Native American students in Indiana. However, they are the only boarding schools referenced in the literature on native tribes in Indiana and the only institutions I have found referenced which participated in a government contract to educate native children. This thesis will study both institutions during the period of their government contracts from 1882 until 1896.

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One of the most profitable fields of exploration for the history student today is in the realm of Indian history. Many books have been written concerning the social, cultural, and military aspects of the Indiana, but few have been written to expost the abuse and fraud the savage suffered at the hands of the traders, agents, and government officials. It was for this purpose that this study of the Miami Indians has been prepared.

Past histories have studied the disruptive antiproprietary riots that caused great disorder in colonial New Jersey. This study contextualizes this well-known history alongside other violent events of the Mid-Atlantic region that contributed to eighteenth century antagonisms in East Jersey, such as intercolonial rivalry for authority between administrators of New York and New Jersey and impending war between colonial and Lenape populations. It also looks to earlier periods of East Jersey history to trace the roots of eighteenth century conflicts. Legal confusions resulting from the early proprietary grants, Dutch reconquest, and pre-proprietary settlement created conditions that opponents later challenged. By revealing the tremendously tense and uncertain political, social, and economic circumstances of East Jersey’s early proprietary years, the sense of competition and desperation for stability can be better understood. This master’s thesis argues that early social and legal issues introduced by the early proprietary years persisted beyond the proprietary period and were influential preconditions for later tensions among Euro-American and Native peoples. This study argues that East Jersey’s unique and changing proprietary system created confusion and increasingly divided interests among the people of the Mid-Atlantic. As each of these conflicts remained unresolved within colonial and Native societies for nearly a century, they further frustrated social relations within East Jersey, often leading to violence among local Euro-American and Native groups. I examine this history with expanded temporal analysis, demonstrating that conflicts created by the early proprietary foundations of East Jersey, grew in the late proprietary period and persisted beyond the proprietary years.

abstract: Located in Southwest Alaska on the Bering Sea, Bristol Bay covers the area of land and water that lies north of the Alaska Peninsula. The Bristol Bay region consists of more than 40 million acres and is home to approximately 7,400 people of mostly Alaska Native descent. Many Natives still maintain a subsistence lifestyle. The region’s Indigenous inhabitants include Aleuts, Eskimos, and Indians. Bristol Bay’s Indigenous cultures developed around the abundant salmon runs. The Bristol Bay watershed, with its extensive lake and river systems, provides the ideal breeding grounds for all five species of Pacific salmon. As a keystone species, salmon directly or indirectly impact many species in the ecosystem. This dissertation focuses on the ecology and environment, culture, and economy in the Bristol Bay salmon fishery from its beginnings in 1884 until the present. The arrival of Euro-Americans altered the human/salmon relationship as Alaska Natives entered the commercial salmon fishery. The commercial fishery largely marginalized Alaska Natives and they struggle to remain relevant in the fishery. Participation in the subsistence fishery remains strong and allows Bristol Bay Natives to continue their cultural traditions. On a global scale, the sustainable Bristol Bay’s salmon harvest provides over half of the world’s wild sockeye salmon. Salmon cultures once existed throughout the Atlantic and Pacific. With the decline of salmon, few viable salmon cultures remain today. I argue that because of the ecological, cultural, and economic factors, salmon in Bristol Bay deserve protection from competing resource development and other factors that threaten the valuable fishery. The unique ecology of Bristol Bay needs clean water to continue its bountiful production. As a member of the Bristol Bay community, I include my own experiences in the salmon fishery, incorporating “writing from home” as one of my primary methodologies. I also include ethnohistory and oral history methodologies. I conducted interviews with elders in the Bristol Bay community to incorporate Indigenous experiences as Natives faced changes brought on by the commercial salmon fishery. / Dissertation/Thesis / Doctoral Dissertation History 2019

abstract: This study examines the genesis, practice, and Native experiences of stakeholders with two Arizona kindergarten through 12th grade (K-12) statute that mandate instruction of Native American history. The research questions relate to the original intent of the policies, implementation in urban school districts, how Native American parents experienced Native American history in their own education and their aspirations for this type of instruction in their children's education. Lomawaima and McCarty's (2006) safety zone theory was utilized to structure and analyze data. Critical Indigenous Research Methodologies (CIRM) (Brayboy, Gough, Leonard, Roehl, & Solym, 2012; Smith, 2012) was used in this interpretive policy analysis and phenomenological research study. Interviews were conducted with policymakers, a department of education official, urban school district personnel, and Native American parents with children in the pertinent school districts. Data included in-depth interview and legislative committee meeting transcripts, artifacts including bill versions, summaries and fact sheets, school board manuals, and the state social studies standards. The findings indicate that the intent of the statutes was to foster a better understanding among students (and hence, the state's citizenry) leading toward reciprocal government-to-government relationships between tribal nations and non-tribal governments. Teaching sovereignty and self-determination were fundamental. Although the school-based participants had limited knowledge of the policies, the district personnel believed they implemented the mandates because the state social studies standards were utilized to frame instruction. However, the 45 social studies standards related to Native Americans focus on extinct (referred to as historic in the standards) Native societies. The social studies standards ignore contemporary tribal nations and are thus inefficacious in supporting the goal of a better understanding of sovereignty, or in supporting Native American self-determination. The Native parent participants defied stereotypical images; they were involved in their children's educational attainment and were reintroducing cultural and tribal capital. Recommendations include allocating funds to support implementation of the policies at the local school and state levels, establishing culturally responsive curriculum that recognizes and promotes tribal nations and tribal sovereignty, and strengthening relationships between tribal nations, school districts, and the state department of education. / Dissertation/Thesis / Ed.D. Educational Administration and Supervision 2014

Bouleversements démographiques, pressions assimilatrices, défaites militaires et rivalités territoriales : ce mémoire étudie les transformations que connaît la société Cherokee sous l’impulsion de ces forces au cours du «long XVIIIe siècle» qui débute avec l’intensification des contacts avec les colons anglais vers 1700 et qui se termine avec la déportation des Cherokees vers l’Indian Territory, dans l’actuel Oklahoma, à la fin des années 1830. Son regard porte principalement la centralisation des institutions politiques, la transformation des règles qui définissent l’appartenance à la nation, et l’évolution des rôles des genres dans la famille et dans l’économie pendant la période entre la signature du traité de paix de 1794 et l’adoption par les Cherokees d’une Constitution fortement inspirée de celle des États-Unis, en 1827. / Demographic shifts, pressures to assimilate, military disasters, and territorial rivalries : this thesis studies how Cherokee society was transformed by these forces during the «long 18th century» that began with the intensification of contacts with European settlers in the early 1700s and that ended with the Cherokees’ removal to the Indian Territory (located in today’s Oklahoma) in the late 1830s. It focuses on the centralisation of political institutions, the transformation of the rules governing tribal membership and acceptance, and the changing roles of men and women in the family and in the Cherokee economy, primarily between the signing of the 1794 peace treaty with the United States and the adoption of a Constitutional government by the Cherokee Nation in 1827.

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