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Enregistrement W1995847473 · doi:10.1353/aiq.2005.0018

Dakota Commemorative March: Thoughts and Reactions

2004· article· en· W1995847473 sur OpenAlex

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Notice bibliographique

RevueThe American Indian Quarterly · 2004
Typearticle
Langueen
DomaineSocial Sciences
ThématiqueArchaeology and Natural History
Établissements canadiensnon disponible
Organismes subventionnairesnon disponible
Mots-clésHonorIndigenousArchaeologyGeographyHistoryEcologyBiology

Résumé

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How mitakuyapi. Owasin cantewasteya nape ciyuzapi do! Mato Nunpa emankiyapi. Damakota k'a Wahpetuwan hemaca. Mini Sota makoce heciyatanhan wahi k'a Pezihuta Zizi Otunwe hed wati. Hello, my relatives. With a good heart, I greet all of you with a handshake. I am called Two Bear. I am a Dakota and a "Dweller In the Leaves" (one of the Seven Council Fires, or Oceti Sakowin). I am from "the land where the waters reflect the skies or heavens" (Minnesota) and I live in Yellow Medicine Community" (in BIA terms, this is the Upper Sioux Community, near Granite Falls, Minnesota). For the past ten years I have been an associate professor in Indigenous Studies and Dakota Studies (INDS) at Southwest State University (SSU). At the 8th Annual INDS Spring Conference in April2001, the first planning discussion occurred concerning a march to honor the Dakota women and children who were on the forced march in November1862. We had a number of planning meetings for the Dakota Commemorative March at SSU. On the march I served as one of the Minnesota contact persons and as a "gofer": "go fer" this and "go fer" that. One of the Dakota communities, located at Santee, Nebraska, donated a buffalo. This provided about eight hundred pounds of meat. So, I delivered one hundred-pound chunks of meat to the various communities that cooked and fed the marchers. The marchers who participated in the Commemorative March 140 years after the 1862 event came from South Dakota and North Dakota, [End Page 216] from reserves in Manitoba and Saskatchewan, as well as from Nebraska and Minnesota. Most of the Dakota people had relatives or ancestors who were on these forced removals or were killed in the towns along the march, or who were "murdered" in the concentration camp at Fort Snelling or hanged at Mankato. For most of the participants, this march was an emotional and powerful experience. My thoughts and reflections will be divided into three sections in this article. The first part will deal with some historical background, the concept and policy of removal, forced marches, and/or "ethnic cleansings." The second part will highlight some of the backlash from some Euroamericans and the questions and issues they raised both in the planning and in the actual march. The last part will deal with personal issues, with personal emotions, and the impact of the march upon me. Forced Marches, Removals, and Ethnic Cleansings What happened to these Dakota civilians and noncombatants back in 1862 in Minnesota was not unique to the Dakota People of Minnesota. Many other Indigenous Peoples of the United States were forced to leave their traditional homelands, lands that the Creator gave to them according to their creation or origin stories, and to move to strange lands where they would not be a bother or in the way of the Euroamerican citizens of the United States One major proponent of the concept and policy of removal was Thomas Jefferson, who is still regarded as a hero to many white Americans but as an enemy and Indian-hater to many Native peoples. In 1803 Jefferson drafted a constitutional amendment that would allow the exchange of land the Indigenous Peoples held in the east for other lands west of the Mississippi, though Congress did not give serious consideration to the draft amendment until twenty-seven years later.1 Then, in 1830 Congress passed the Removal Act. Andrew Jackson, elected in 1828, rapidly acted upon it. Although also regarded as a hero among white Americans, Jackson was an Indian hater, Indian fighter, and Indian killer. Clifford E. Trafzer writes in his book that Jackson "pursued removal with unbounded vigor" and that he "treated Native Americans like dependent children who were too ignorant and savage to know that the time had come for them to move out of the way of progress and civilization."2 Andrew Jackson and his successor, Martin Van Buren, entered into [End Page 217...

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Ni prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.

score de la tête « metaresearch » (Codex)0,000
score de la tête « metaresearch » (Gemma)0,000
Version: codex-gemma-dda1882f352aStatut de validation: machine_predicted_unvalidated
Catégories candidatesÉtudes des sciences et des technologies
Catégories consensuellesaucune
DomaineSignal candidat: aucune · Signal consensuel: aucune
Devis d'étudeSignal candidat: Qualitatif · Signal consensuel: aucune
GenreSignal candidat: Empirique · Signal consensuel: Empirique
Score de désaccord entre enseignants0,617
Score d'incertitude au seuil0,999

Scores Codex et Gemma par catégorie

CatégorieCodexGemma
Métarecherche0,0000,000
Méta-épidémiologie (sens strict)0,0000,000
Méta-épidémiologie (sens large)0,0000,000
Bibliométrie0,0000,000
Études des sciences et des technologies0,0010,005
Communication savante0,0000,000
Science ouverte0,0000,000
Intégrité de la recherche0,0000,000
Charge utile insuffisante (le modèle a refusé de juger)0,0000,000

Scores machine (provisoires)

Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.

Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.

Tête enseignante Opus0,017
Tête enseignante GPT0,299
Écart entre enseignants0,281 · la distance entre les deux têtes enseignantes sur ce seul travail
Statut de validationscore_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle