September 2022

September 2022

Indigenous Studies Newsletter, Lincoln High School 2900 S. Cliff Avenue, Sioux Falls, SD (605) 367 7990

Orange Shirt Day Seeks Reconciliation

Wear an Orange Shirt on September 30

By Otto Sahl Staff Writer

Phyllis Webstad has a deep connection to the color orange. It was the same color of the shirt her grandmother gave her before she went to residential school in Canada; an education institution used to assimilate native children normally overseen by the churches. But, when she arrived, the orange colored shirt was ripped from her body, then hair cut short, therefore stripping her of everything.

Phyllis said the color orange reminded her of how insignificant and worthless the staff at the Residential Mission School made her feel. These same types of incidents that happened to Indigenous people in Canada also happened in the United States in off reservation boarding schools. Therefore, the Orange Shirt Day message has impacted masses of Native Americans in such a remarkable number that Native Americans across Canada and North America are recognizing Orange Shirt Day as a national holiday; beginning from one story shared from one girl to another.

The purpose of Orange Shirt Day is to remember and work towards reconciliation where Native people can feel heard and understood after the events that took place in forced residential and off reservation boarding schools. The last residential boarding school in Canada closed in 1996 and many Indian boarding schools in the United States closed in the 1980s and early 1990s. A handful of off reservation boarding schools still exist, but are not forcing assimilation policies.

Webstad’s story recognizes the fact that many survivors from these boarding schools are still trying to recover from the trauma. Many children experienced multiple forms of abuse and died while attending boarding schools. From this painful past, healing is an important component for Natives and non Natives to try to build trusting relationships in academic and non academic settings.

The Orange Shirt Society has more information about Orange Shirt Day and their mission to promote healing throughout communities. Their website is:

https://www.orangeshirtday.org/phyllis story.html

Origin of the Oceti Sakowin Seven Council Fires

By Essence Antelope and Claire Conover Staff Writers

(Editors’ Note: There are several creation narratives of the Oceti Sakowin (Dakotas, Nakotas, and Lakotas). The origin story will progress through the issues of the Mitakuye Oyasin newsletter)

Based on scholarly writings by James R. Walker, a physician that worked in the Pine Ridge Reservation from 1896 to 1914 was not only given permission by the Holy Men to learn the beliefs of the Lakota people, but also to write about their spiritual beliefs of how the people came to be. The Spiritual Leaders were concerned the origin and beliefs of their people could be lost forever as life for the people was quickly changing with the influx of white settlers. What follows is the beginning of the Lakotas’ origin narrative:

Inyan (EEN yan) was in the beginning and was everywhere and the power was in his blood. Inyan wanted a companion, but it had to be created from his blood. He took part of his blood and he created a disk around himself and named her Maka (makha), but instead of just taking a little of his blood, all his blood flowed out and he became hard, powerless and brittle. (continued on page 6)

Graphic courtesy of the Orange Shirt Society

Graphic created by Josh Holtz

Dakota Sacred Beings Created Earth Life Began when Animals Swam in the Waters

By Essence Antelope and Claire Conover Staff Writers

Four men went from their village searching for the end of the land by the command of their Chief, and as they traveled through the rolling green and yellow hills there were faint sounds, as they neared the sound they noticed a yelling man at the bottom of the hill. His words were unintelligible, some of the men wanted to go to him in case the man was in trouble, the other villagers wanted to continue their journey. After a while of endless arguments, the man said, “You four up there, come down here I have something to tell you.” This piqued all the men’s curiosity so they went down the hill in zig zags to show the man they came in peace.

This strange man, which many of the men had assumed to be a sacred being, looked at all of them and somehow knew exactly the purpose for which they had traveled. He began to talk about the creation of the stars and the moons and the earths. These men heard the vivid words of the man and could see all these creations but what amazed them was how their earth was created.

The world was created by many beings: the moons, the planets, the stars and Kúŋši Maka, Grandmother Earth who decided to hold the world.

In the beginning, earth was covered in deep blue and nothing else. The earth started to hold life when the creator made animals that could swim in the water.

Many of the animals tried to reach the infamous bottom of the ocean for some clay and all of the animals who tried ended up dying. Then, a muskrat decided to dive to the bottom. After many unsuccessful attempts the muskrat obtained a paw of clay. All the animals cheered at his accomplishment. The animals were curious what the muskrat would do with the clay. The muskrat took a glance at the hard lump and wondered as well what he should do with it. He turns to one of his turtle friends and sets it on the turtle's back. From this clump the mound hills, mountains, prairies were formed. Thus, he had created turtle island and so, life begins!

The image embedded in this article taken by the Webb telescope, showcasing a fascinating look at how one can imagine the birth of stars forming the milky way. The article from “The Elegant Universe”, by physicist Michio Kaku, further expresses the idea that life comes from light and energy. From his perspective, we ourselves are made of stardust. It is perhaps a jump; however, the vision of the Dakotas’ origin describes human spirits coming to the earth along the Milky Way

Native Words of Wisdom Students Reflect on Elders’ Words

By Honorae Little Bear Staff Writer

Words of Wisdom by Native people is our classroom daily bell ringer. While Mrs. Martin takes attendance, we reflect upon the words of wisdom that are passed through the generations of our Native elders. Each student has the opportunity to share their feelings about the words of wisdom on a notecard

One of the quotes of Words of Wisdom that we reflected on were from Chief Joseph, Nez Perce

“

Here are some reflections from students that chose to share their thoughts about their elders’ Words of Wisdom.

“Truth is not hard to live with.” Jaycee

“The truth is easily spoken ” Honorae

“I believe that Chief Joseph means that you can tell the truth and you don’t have to explain it in many words. If you are honest that is all that matters, always speak the truth and love ” Bailey

When you lie, you speak more words by making a story up. If you tell the truth you speak less and does not require the guilt of lying.” Aubree

“You don’t need to say much to be honest, it is shown through your actions.” Claire

“The truth doesn’t take long to talk about.” Jordan

NASA Image from the James Webb Telescope

The Cathedral Spires are located in the Black Hills in Custer State Park. The Black Hills are known as Paha Sapa to the Lakotas. Paha Sapa means, “the heart of everything that is.”

Photo courtesy of Janet Kolb

“It does not require many words to speak the truth.”

Chief Joseph Nez Perce

Star Knowledge Teaches Culture Sky reflects the Earth

By Janet Fleming Martin Advisor

Students study Lakota Star Knowledge in class due to the relationship of the stars to the earth in Lakota culture. A way to look at this is in the Lakota narratives, which express, “what is above is what is below”

This means the Lakota constellations that are observable in the winter sky, are a mirror to what is on earth. In other words, every narrative event and object can be found in the sky, for example, Mato Tipila (Devils Tower), a sacred site for several tribes has a corresponding constellation in the night sky.

After reading the narrative The Milky Way and Lakota Relatives, students wrote Haikus to reflect the meaning of the story.

Student Haikus

Wanáǧi Tačáŋku

By Essence Antelope

Born with Wanáǧi Comes to us our star spirits At death we return

Eternal Resting

By Aubree Pickner

Wanáǧi is born

On the blanket, carries Guiding to great peace

Starlights

By Gabriel Keezer

Under the starlight

The spirits high above us Sophisticated lights

Wanáǧi

By Claire Conover

Wanáǧi by my Side until the last breath Carry me back home

Universes Crib

By Meron Gebremariyam

As stars lay to rest Wičhákiyuhapi carries them to holy ease

Going Home

By Otto Sahl

A child is born

They keep a piece of the star

A child returns home

Oceti Sakowin Events in History

September 3, 1855

Brule Village Massacre

September 3, 1862

Birch Coulee Battle

Milky Way Lights the Way Home Journey Begins and Ends in the Stars

By Jordan Fool Bull and JayCee Roubideaux Staff Writers

According to the Lakota traditions regarding the Milky Way, when children were born they were given a spirit known as Wanagi, which they lived with for many years to come. Upon a person's death, the spirit would leave their body and go to a place known as the Cup of Wicakiyehapi or “The Big Dipper”. According to the narrative, a blanket lies between the four stars known as Wangi Tacanku or Spirit Trails. The first three stars in the handle of Wicakiyhapi represent the mourners. The four stars that shape the dipper are the carriers. The carriers and the three mourners accompany the Wanagi Tacanku in the north. The Wanagi travels on the Spirit trail in the south until it has returned to a star in the sky known as the soul star

Graphic courtesy of Dr. Craig Howe

Image from Judy Volker, StarLore A Lakota Tipi and the Milky Way.

Stock Photo

Conversations with Staff at Lincoln High School

By: Gabriel Keezer and Luta CrazyThunderDuran Staff Writers

For the Mitakuye Oyasin newsletter, students wanted to interview Lincoln High School staff members in order to gain insight from staff members about their perspectives of working with and teaching Native American students

Tanielle Sylvester

Counselor

Q: What do you see as some of your key successes with Native American students?

A: Seeing how these students have the ability to acquire knowledge and their ability to use these skills outside of school.

Q: Have there been any big surprises you weren’t prepared for in working with Native American students?

A: I am always humbled by how involved Native American families can be compared to other families.

Q: Why is it key to build strong relationships with Native American students?

A: My experience with Native American students is how strong their relationships are and how open they are in these relationships.

Q: What are some of your most memorable moments in working with Native American students?

A: Students graduating, going to college, then showing up in our communities as working and successful adults.

Q: What has been your most rewarding experience so far in working with Native students?

A: Students who have taken more than 4 years to graduate high school but then staying to finish, and then making the phone call to their parents and being able to tell them. It was great seeing how the relationship between them and the people here were able to motivate them to finish high school

LHS Indigenous Club

The club will represent Lincoln in the Native American Day parade in Sioux Falls on October 10. The theme is “we walk with our teachers.” Parade starts at 11 a.m.

Brian Bechard Science

Q: What do you see as some of your key successes with Native American students?

A: I feel like I’ve developed some pretty decent relationships with students, regardless of where a student comes from connecting with them makes it better.

Q: Have there been any big surprises you weren’t prepared for in working with Native American students?

A: There haven’t been a lot of surprises. I worked in Topeka Kansas, and grew up in Onida, South Dakota, so I’ve been around Native students throughout my entire career.

Q: Why is it key to build strong relationships with Native American students?

A: I think it's not just Native American students but rather all students. For students to be successful, they need a connection in school and the easiest to find that is through a teacher. I think historically, our Native students and families haven’t had those connections and relationships and it is one of the areas we struggle with the most

Q: What are some of your most memorable moments in working with Native American students?

A: Having conversations at lunchtime. We had a football player that stopped by last year. His nickname was the Gravedigger. We called him the Gravedigger because he wore this shirt that had cutoff sleeves so we called him the gravedigger (the wrestler).

Q: What has been your most rewarding experience so far in working with Native students?

A: Kids coming back to say hi or seeing them the community after they graduated. Those are the most rewarding things, regardless of the grades they got in class.

Photo by Jahnessah Rondell

Photo by Jahnessah Rondell

Native American Sacred Sites Sites are throughout North America

By Bailey Phillips and Johnny Waters Staff Writer

In our Indigenous studies curriculum, we are studying Sacred Sites in and around South Dakota, with the focus on Sacred Sites in South Dakota. However, after doing the research we have found there are Native American Sacred Sites throughout the United States

In our quest to find information on sacred sites, we compiled a chart of the well known sites within South Dakota and the surrounding states. There is a multitude of sacred sites throughout North America. The website, sacredsites.com, provides a fairly comprehensive map with interactive links to navigate to information on each sacred site by state. It is amazing and would be quite interesting to visit all of these sites to learn more about the cultures and histories of the first peoples on this continent.

Sacred Sites South Dakota and surrounding states

Iowa Effigy Mounds

Minnesota Pipestone National Monument, Jeffers Petroglyphs

Montana Medicine Tree, Chief Mountain, Giant Springs, Sweetgrass Hills

Nebraska Pahuk Pawnee and Fort Robinson

South Dakota Black Elks Peak, Wind Cave, Craven Canyon, Bear Butte, Badlands, Pe Sla, Wounded Knee, Iyan Kara Mountains

Wyoming Bighorn Medicine Wheel, Devil’s Tower, Jenny Lake, Dinwoody Canyon, Crowheart Butte

Senior Spotlight: Elliot Renville Believes Education is Key for Healing

By Otto Sahl Staff Writer

Elliot Renville is a senior at Lincoln High School. He is a Co Captain for the football team. He will attend Augustana University in the Fall of 2023 on a full scholarship.

Q. What tribe or reservation do you identify with?

A. I’m a member of the Sisseton Wahpeton Oyate from Lake Traverse Reservation.

Q. How has being a Native American impacted your time playing football for Lincoln High School?

A. I think it has impacted my experience with football because of how diverse the whole team is and how my perspective has influenced the team. It’s like an ecosystem.

Q Do you believe that Lincoln High School supports and recognizes Native American students?

A. I believe that LHS recognizes Native American students, but I’m an advocate for more support for minorities because we live in the Midwest. Yes, they can recognize us, but recognizing can never help us. It’s important for the youth to feel the support from their teachers and authority figures.

Q. What should the first step to recovering and saving our Native communities be?

A. The first step that needs to be taken is education. Not just for Native Americans, but everyone. We study and discuss in history class about how chattel slavery was very bad, but it was good for the economy, yet we don’t talk about how Native Americans were massacred or how European diseases killed thousands of Native Americans.

Photo by Jahnessah Rondell

Language is an Important Cultural Element

By Aubree Pickner Editor

The language of the Lakotas may be one of the most forgotten aspects of our culture. But why is that? In 1860, native boarding schools opened with the intention to assimilate native kids by forcing them to forget Lakota/Dakota in order to constrain their native knowledge and push white society standards. When the boarding schools closed, those native children feared speaking the forgotten language of Lakota/Dakota. This was due to punishment at the school; If anyone got caught speaking Lakota/Dakota, they would wash their mouths out with soap or render even more severe punishments. Because of this, adult family members did not teach their children the language for fear they would have to endure the harsh punishments forced by boarding schools. Now, only around 2,000 people globally speak Dakota/Lakota.

You may also be wondering since speaking Lakota/Dakota has become more socially acceptable, why isn't it as commonly spoken as other languages? The answer isn't simple. Though there are many elders who are fluent in the language, they are not qualified to teach it. For example, speaking the language doesn't exactly qualify others to teach it. How can we keep the language alive, and educate others of a language that is dying out? Well, as of late many Lakota language speakers are going to school to obtain qualifications to teach the language. People of all ages are putting in the effort to keep Lakota/Dakota alive in order to pursue the lifespan of native knowledge. Elders are also passing down the language to family and friends as an heirloom of indigenous culture.

There is also a Lakota immersion school named Wakanyeja Tokeyahci which is an elementary school concentrating on surrounding the children with Lakota by using it as the primary language. This results in giving the children a greater chance of becoming fluent by familiarizing it to their minds. Native children also enjoy learning in this environment as it surrounds them with other Native children. This isn't the only school teaching children their language as South Dakota offers Native and non Native students the opportunity to learn about the culture and language! The Sioux Falls School District also offers Lakota/Dakota language and Native American history classes! If you have an interest in Native American culture, I encourage you to take a class! Having easy access to learning the Lakota/Dakota language and history is a huge step for students to understand our culture.

Trivia Question

What Native American sacred site was the first National Monument in the United States?

(See answer in October issue).

Superior Sacred Beings Created

(continued from page 1)

His blood became the blue water, but his power could not stay in the water, so it separated and became the blue dome about the earth. This blue power became Skan (shkan) sky, who is a spirit and has all the power. Because Maka complained of the cold, Skan created Wi (wee) sun, from a little of Maka, Inyan and himself, and placed him above the blue dome. Because Inyan had given up all his blood and became hard and brittle, he became the rocks, hills and mountains attached to Maka.

This created the first four superior sacred beings all having a gender, rank and a color. The gender for Wi is male, ranked first and is red, the gender of Skan is male, ranked second and is blue Skan is also the judge of everything Maka is female, ranked third and is green, and Inyan is male, ranked fourth and he is yellow.

Soon the Superior Sacred Beings realize they are lonely and wish for companions. Maka complains to the power of Skan and he will recognize her request.

Mitakuye Oyasin

The Mitakuye Oyasin newsletter is published once a month by the Indigenous Studies class at Lincoln High School. It is designed to promote the understanding of Native American Culture and history

Staff Members

Editors: Meron Gebremariyam, Aubree Pickner

Assistant Editors: Claire Conover, Essence Antelope, Jordan FoolBull

Writers: Essence Antelope, Gabriel Keezer, Kya Lehman, Honorae Little Bear, Bailey Phillips, JayCee Roubideaux, Otto Sahl, Gennea Stands And Looks Back, Luta

CrazyThunderDuran

Artist:

Johnny Waters, Izaiah Long Crow

Advisor:

Janet Fleming Martin

Principal: Dr. Laura Raeder

Layout/Design Support: Janet Kolb