Center for American Indian Studies

The Center for American Indian Studies was established at Black Hills State University by an act of the South Dakota Legislature. The mandate of the Center is:

  • To serve as the administrative unit for academic programs in American Indian Studies (AIS major and minor)
  • To act as a coordinating and liaison facility for issues and programs dealing with American Indian students (BHSU has the highest proportion of American Indian students of any South Dakota state institution of higher learning)
  • To promote awareness of American Indian cultures, value systems, and social problems among both American Indian people themselves and members of the larger society
  • To assist the University in both recruiting and retaining students of American Indian ancestry
  • To act as a liaison with tribal governments, tribal educational facilities, and American Indian organizations in the Northern Plains region when so requested
  • To support, encourage, and seek funding for research and publication pertaining to all areas of American Indian culture, language, and heritage

Six students who are active in the Center of American Indian Studies walk together on campus.

 

The Center currently administers four academic programs: the Major in American Indian Studies, leading to the Bachelor of Science degree; a general Minor in American Indian Studies; the Minor in American Indian Studies - Teaching; and an American Indian Studies Minor, Emphasis in Communications.

The Major in American Indian Studies was first offered in the Fall of 1997. It is cooperatively offered by Black Hills State University and the University of South Dakota and is the only such cooperative program in the United States. For further information on these programs, please follow the link indicated above.

The Center for American Indian Studies actively supports two student organizations: Lakota Omniciye ("a gathering, assembly"), and the American Indian Science and Engineering Society (AISES).

Lakota Omniciye is currently the largest student organization on the BHSU campus in terms of budget. This organization promotes fellowship among Native and non-Native students and organizes an annual American Indian Awareness Week and Wacipi (pow-wow0 in early April which is now in its 38th year. In past years, the Wacipi has attracted as many as 3,500 persons, making it one of the larger pow-wows in the state.

AISES assists and supports American Indian students who are preparing for careers in the areas of science, engineering, and technology.

 

Contact Information

Profile Picture: 300w x 400h
Urla Marcus

Director American Indian Studies

Urla.Marcus@BHSU.edu

605.642.6919

Jonas 103

Box #Unit 9003

Profile Picture: 300w x 400h
Jordon Mendoza

Assistant Director, American Indian Studies

Jordon.Mendoza@BHSU.edu

605.642.6578

Jonas 101

Box #Unit 9003

 

Student Organizations

 

Scholarships

Criteria: International or Native American student who is a sophomore, junior, senior, or graduate maintaining a 2.5 GPA

Criteria: Native American South Dakota resident with a minimum 2.0 GPA, must be enrolled in 16 credit hours

Criteria: Majoring in music, preference given to students from Mobridge first, Standing Rock Reservation Tribal members second, followed by any transfer student from Sitting Bull College

Criteria: Majoring in music, preference given to Native Americans

Criteria: College of Arts & Sciences major, preference will be given to American Indian Students

Criteria: Each year, one $500 scholarship is presented to an American Indian sophomore who demonstrates outstanding academic ability and leadership skills.

Criteria: A Native American student 

The purpose of this fund is to provide educational opportunities for Native American students to study accurate history, culture and language of native people of North America and South Dakota. Student recipient(s) must be majoring in American Indian Studies and maintain a 2.0 GPA or higher. The recipient(s) must also enroll in a minimum of 12 credit hours per semester offered by BHSU. 

 

Non-BHSU Scholarships

  • South Dakota Opportunity Scholarship - The South Dakota Opportunity Scholarship provides approximately $7,500 over four years to scholarship recipients. Applicants must be a South Dakota resident, have an ACT score of 24 or higher (1090 SAT), complete high school requirements with a 2.0 overall GPA, attend a college or university accredited by the North Central Association of Colleges and Schools that provides instruction in South Dakota, and enter the program within five years of high school graduation. Up to $7,500. Due for the spring semester, and for the fall semester.

  • Dakota Corps Scholarship Program - Applicants must have a 2.8 GPA, a score of 27 or higher on the ACT or equivalent SAT score, and must agree to work in South Dakota in a critical needs area for as many years as the scholarship is received, plus one. The scholarship provides full undergraduate tuition and fees at public South Dakota institutions.  
  • Al Neuharth Free Spirit Scholarship - The annual Al Neuharth Free Spirit Scholarship and Journalism Conference program awards $1,000 college scholarships to rising high school seniors who are interested in pursuing a career in journalism. Application must include the completed application, journalistic work, two essays, letters of reference, high school transcript, and color headshot photo. Up to $1,000 awarded. Due .
  • American Indian Services Scholarship - Requires 2.25 GPA, proof of financial need, certificate of Indian blood, transcript, and less than 150 credit hours acquired. Amount awarded varies.  Due for April or May term start.
  • Daughters of the American Revolution American Indian Scholarship - Open to Native American students who can show proof of ancestry, demonstrate financial need, and have a 3.5 GPA or higher. The scholarship award is $4,000. 
  • Daughters of the American Revolution Frances Crawford Marvin American Indian Scholarship - Applicants must be enrolled full-time at a 2- or 4-year college or university, submit proof of American Indian heritage, demonstrate financial need and academic achievement, and have a 3.25 GPA or higher. Amount awarded varies. Amount awarded varies. 
  • Intertribal Timber Council Truman D. Picard Scholarship - The Truman D. Picard Scholarship is geared toward Native American students pursuing degrees in natural resources. Applicants must submit a letter of application, resume, three letters of reference, evidence of enrollment in a federally recognized Tribe, and college and/or high school transcripts. Up to $2,500. Due
  • Yankton College Scholarship - Graduating seniors who have a relative who attended Yankton College or are a former student of Yankton College are eligible for several scholarships in the amount of $1,000. Applicants must have an ACT of 21 or higher, a 3.0 GPA, a college transcript, and two letters of recommendation. The amount awarded is $1,000. 
  • Ardell Bjugstad Scholarship - The South Dakota Board of Regents offers the Ardell Bjugstad Scholarship Program for Native American high school seniors. This scholarship is awarded to students studying agribusiness, agricultural production, agricultural sciences, or natural resources. Students must be enrolled in a Federally Recognized Tribe in North Dakota or South Dakota, be a resident of North Dakota or South Dakota, demonstrate academic achievement, and plan or earn a degree in agriculture or natural resources. Applicants must complete the scholarship application form and submit two letters of recommendation, an official high school transcript, and verification of tribal enrollment. The scholarship amount is $500. 

  • South Dakota Bankers Foundation Scholarship - Several scholarships are available to college juniors at a South Dakota college or university. Applicants must have an interest in banking, finance, or business. Up to $,4000
  • Morris K. Udall Scholarship - Applicants must provide an 11 question application, an 800-word essay about a speech, legislative act, book, or public policy by either Morris K. or Stewart L. Udall and its impact on your interests and goals, college transcripts, and three letters of recommendation that speak to leadership, public service and academic achievement. Applicants should have an interest in Tribal policy, Native health care, or environmental issues. Up to $7,000.
  • Intertribal Timber Council Truman D. Picard Scholarship  - The Truman D. Picard Scholarship is geared toward Native American students pursuing degrees in natural resources. Applicants must submit a letter of application, resume, three letters of reference, evidence of enrollment in a federally recognized Tribe, and college and/or high school transcripts.  Up to $2,500.
  • Catching the Dream - Catching the Dream will fund high-achieving Native American students pursuing at least a bachelor's degree. Applicants must have 1/4 or more of American Indian blood and be enrolled in a U.S. Tribe. Amount awarded varies. Due for the summer semester.
  • Fred & Marie Christopherson Scholarship - Applicants who plan to attend a four-year college or university in South Dakota are eligible. Minimum GPA of 3.9 after seven semesters, and have a minimum ACT score of 28. $3,000 Scholarship.
  • Casey Family Programs Continuing Education and Job Training Program - Renewable for up to six years for undergraduate students with the amount of the award based upon need. Applicants must have received foster care, guardianship, or adoption services from Casey Family Programs in Louisiana, Montana, North Dakota, Oklahoma, Oregon, South Dakota, or Wyoming and starting at a technical school, college, or university in pursuit of a certificate, associate’s, bachelor’s or postgraduate degree. $2,500-$5,000 award.

  • American Indian Services Scholarship - Requires 2.25 GPA, proof of financial need, certificate of Indian blood, transcript, and less than 150 credit hours acquired. Amount awarded varies. Due for June or July term start.
  • American Indian Education Foundation - Applicants must be of Native American, Alaska Native, or Native Hawaiian descent and proof of enrollment, attend a 2- or 4-year accredited college/university, be enrolled full-time, and have a GPA of at least 2.0. Up to $2,000. 
  • Indian Health Service Scholarship - The Indian Health Service provides scholarships to American Indian studies who intend to pursue health-related careers. Applicants must have completed 24 credit hours and send official transcripts from every institution attended for the past 7 years. Amount awarded varies.
  • South Dakota Retailers Association - Applicants must be enrolled full-time. $500-$1,600 scholarship.
  • Catching the Dream - Catching the Dream will fund high-achieving Native American students pursuing at least a bachelor's degree. Applicants must have 1/4 or more of American Indian blood and be enrolled in a U.S. Tribe. Amount awarded varies. Due for Fall semester applicants.

  • American Indian Services Scholarship - Requires 2.25 GPA, financial need, certificate of Indian blood, transcript, and less than 150 semester credits. Amount awarded varies. Due for the fall semester.
  • Association General Contractors of South Dakota, Inc. Scholarships - Several scholarships are available for students pursuing degrees related to construction. Applicants must demonstrate above academic achievement and be committed to working in South Dakota following graduation. Up to $5,000. 
  • Native Vision Scholarship - Scholarships for outstanding American Indian young people with a commitment to education, athletics, and leadership. Complete application with 2 letters of reference, tribal documentation, high school transcript, 200-word essay explaining future goals and how your goals relate to continued involvement in American Indian communities, and how this scholarship will help you achieve your dreams. Amount awarded varies. 
  • Sertoma Club Hard of Hearing or Deaf Scholarship - Student must have a minimum 40dB bilateral hearing loss, be a US citizen, entering college on a full-time basis to pursue a bachelor's degree, and have a minimum 3.2 GPA. $1,000 scholarship. 
  • American Indian College Fund Full Circle Scholarship - Native American students attending non-profit, affiliated colleges or universities are eligible for the American Indian College Fund’s Full Circle Scholarship. Students must be enrolled full-time and have a 2.0 GPA. Amount awarded varies. 
  • The American Indian Graduate Center (AIGC) - AIGC administers several grant and scholarship opportunities available to American Indian/Alaska Native students. Check the website for requirements and details of individual scholarships. Amounts awarded vary. Deadlines vary by scholarship and are due May-June.

  • Accenture American Indian Scholarship - The Accenture American Indian Scholarship is open to Native American students who have a 3.25 GPA, are incoming freshmen, and are interesting in engineering, computer science, operations management, management, finance, marketing, or other business-related fields. Amount awarded varies.
  • American Indian Graduate Center (AIGC) - AIGC administers several grant and scholarship opportunities available to American Indian/Alaska Native students. Check their website for requirements and details for individual scholarship opportunities. Amounts awarded vary, with scholarship deadlines primarily May through June.
  • American Indian Services Scholarship - Requires 2.25 GPA, proof of financial need, certificate of Indian blood, transcript, and less than 150 credit hours acquired. Amount awarded varies. Due for August, September, October, or November term start.
  • Presbyterian Mission Native American Education Grant - Applicants must be a member of the Presbyterian Church, an enrolled member of a Tribe in the United States, enrolled full-time, have a 2.5 GPA, and demonstrate financial need. Up to $3,000. 
  • Guide to Online Medical Assistant Programs with Financial Aid - Medical assisting students have a number of options to help fund their educations, including federally-sponsored financial aid, school-specific funding programs, grants, scholarships, loans, and payment plans. This page is designed to walk readers through the full education funding process for medical assistant students, with useful information on all of the above-described financial aid sources – what’s available, where to find it, and how to get it.

  • Association on American Indian Affairs - Applicants must be enrolled in a Tribal Nation in the U.S., submit proof of tribal enrollment, be enrolled as a full-time student, have a 2.5 GPA, submit a current course list and transcript, and attend an accredited university in pursuit of an associate's degree or higher. Amount varies.

  • American Indian Services - Requires 2.25 GPA, financial need, certificate of Indian blood, transcript, and less than 150 semester credits. Amount varies. Due for the fall semester. 
  • Edison Home Health Care Scholarship - Applicants must submit a 500-1000 word essay on what they would do to improve healthcare. One $1,000 scholarship is selected annually. 

  • Catching the Dream - Catching the Dream will fund high-achieving Native American students pursuing at least a bachelor's degree. Applicants must have 1/4 or more of American Indian blood and be enrolled in a U.S. Tribe. Amount awarded varies. Due for the spring semester.
  • South Dakota Opportunity Scholarship - The South Dakota Opportunity Scholarship provides approximately $6,500 over four years to scholarship recipients. Applicants must be a South Dakota resident, have an ACT score of 24 or higher (1090 SAT), complete high school requirements with a 2.0 overall GPA, attend a college or university accredited by the North Central Association of Colleges and Schools that provide instruction in South Dakota, and enter the program within five years of high school graduation. Up to $6,500. Due for the fall Semester. 
  • KFC REACH Educational Grant Program - Applicants must be a KFC employee, have a 2.5 GPA, be enrolled full or part-time at an accredited two or four-year institution, and be employed at KFC at the time of the award announcement. $3,000 award. 

  • Horatio Alger Scholarship - Must pursue a bachelor's degree at an accredited institution (may start at a two-year institution and transfer) and demonstrate critical financial need. Must be involved in co-curricular and community service activities, and demonstrate academic achievement (minimum GPA of 2.0) Up to $25,000. 
  • Coca Cola Scholarship Foundation - $10,000 to $20,000 to 250 deserving students. Must be a high school senior with at least a 3.0 GPA. Up to $25,000. 
  • Veterans of Foreign Wars Voice of Democracy Scholarship Contest - $2.5 million in annual awards and scholarships are awarded across the nation. High School students in grades 9-12 are eligible and must write a 3-5 minute original essay and then record it on an audio cassette. Amount awarded varies. 
  • American Indian Services Scholarship - Requires 2.25 GPA, proof of financial need, certificate of Indian blood, transcript, and less than 150 credit hours acquired. Amount awarded varies. Due for December, January, February, or March term start. 

  • American Indian Services Scholarship - Requires 2.25 GPA, financial need, certificate of Indian blood, transcript, and less than 150 semester credits. Amount varies. Due for the spring semester. 
  • Stokes Educational Scholarship Program -  National Security Agency (NSA) - Open to high school seniors, particularly minority students, planning on majoring in computer science, computer/electrical engineering, mathematics, intelligence analysis, or foreign language. Student attends college full time and works in the summer at National Security Agency for 12 weeks in areas that relate to their study. They will receive experience and a salary year-round. Applicants must have a 2.75 GPA as a freshman and a 3.0 GPA each semester as a sophomore, junior or senior. Requires an ACT score of 25 or 1200 SAT score, completion of an application. And a resume following their directions. Amount varies. 
  • Elks National Foundation Most Valuable Student Scholarship Competition - Four-year scholarships ranging from $1,000 to $12,500 per year for graduating high school seniors based on financial need, leadership, and scholarship. Up to $12,500 per academic year. 

No scholarships with December deadlines are available at this time. 

Howasteya Oyuspapi: Capturing Their Good Voices

Download the viewing guide

Poster for the documentary "Howasteya Oyuspapi: Capturing Their Good Voices," set against a scenic landscape with a red hill and reflective lake. Sponsored by the NEH and Black Hills State University.

John Eagle Shield, Sr., Standing Rock Lakota Elder
My name is John Eagle Shield. I'm a member of Standing Rock Sioux Tribe, or Standing Rock Lakota Nation, I guess the new term is going to be.
Arlouine Gay Kingman, Executive Director of Great Plains Tribal Chairman's Association
I am Arlouine Gay Kingman, and I am from the Cheyenne River Sioux Reservation. And I am the executive director, current, of Great Plains Tribal Chairman's Association.
Beverly Stabber Warne, Coordinator/Mentor/Instructor
My name is Beverly. Stabber is my maiden name, and my married name is Warne. And I was born in 1939 in Pine Ridge, South Dakota. And, I've been a nurse for 60 years, and I'm still working. And I still have not burned out, so I guess I won't.
Faith Spotted Eagle, Dakota Activist
My English name is Faith Spotted Eagle, and my Dakota name is Tunkan Inajin Win, which means Standing Stone, and I am named after my great-great grandmother, who was descended from the Mdewakanton. I am on the elder counsel for the American Indian Science and Engineering society, and I have a minor in biology. And I reside on the Yankton [says Dakota name for reservation] reservation. For many years, 20 years, I was in urban India, then I needed to come home, so I'm home.
Jerome Kills Small, Lakota Storyteller and Singer
[Speaks in native language]
My name is Jerome Kills Small. My spirit Lakota name is red-breasted robin. And I am happy to be here.
Duane Hollow Horn Bear, Weksuye Immersion School Director
[Speaks in native language]
Hollow Horn Bear is not really my name. That name belonged to a great-great grandfather. I am striving, humbly, to carry my great-grandfather's name, Hollow Horn Bear, Matȟó Héȟloǧeča in Lakota. But in our customs and our traditions that we still have today, the name that was given to me by my family is [says Lakota name]. [Says Lakota name, again], I will pursue something bigger. I'll go after the bigger one.
Beverly Stabber Warne, Coordinator/Mentor/Instructor
I had my basic education partially at Pine Ridge Boarding School, and then Rapid City School system in the 40s and 50s. And then I went to- when I graduated from high school, I went to nursing school at St. Johns McNamara School of Nursing in Rapid City. And I graduated in '62. So that means this summer I hit my 60 year anniversary of being a nurse, and I've worked all those years. And so I have experiences I wouldn't trade for anything.
Arlouine Gay Kingman, Executive Director of Great Plains Tribal Chairman's Association
I graduated Northern State and went to teach right away in 1963 on the Pine Ridge reservation. And I taught elementary school and Oglala Community School on Pine Ridge is where I began my teaching. And then later, I transferred to Cheyenne River to Eagle Butte and taught there. And then went on to Minneapolis to teach there, several years later, in the urban area.
John Eagle Shield, Sr., Standing Rock Lakota Elder
I was born in, um, July 22, 1948, here in Fort Yates at the old, white hospital. And I grew up in Little Eagle. I remember starting 1954, 55- I can remember back that far. And I had to be- had to be 5 or 6, but I remember a lot from Little Eagle. I was raised by my grandmother, and that's where I got a lot of my information. Amongst the [Lakota name], there are I think seven different bands within the [Lakota name] and I come from, or my family comes from the [Lakota name] of the [Lakota name]. And, of lately, we take it very seriously. And we like to maintain our traditions and do our prayers and our ceremonies, and try and keep that going, so. That's how I got here.
Faith Spotted Eagle, Dakota Activist
And so, I was raised by a grandmother, and so I did not speak English growing up with her till I was 5 years old. And I went to a country school for a couple of years while I learned English, and then ended up- and my father was always present, and he was a very strong figure in my life. And he knew the old ways. My dad absolutely refused to let me go to Boarding school because he saw what happened to my family, all the way back to Carlyle. And so he was very astute. He said there is no way you're going to be hurt by those people in those schools. So, he made me go to a public school, which I hated. I hated every person there. But he said you're going to have to learn how to put up with them anyway, so I did. I graduated and the first place I went to actually was Black Hills State College. And, I was so naive. I didn't know that they still sent your grades home. So I was telling this big ole fib to my dad that school was going good, and I was doing good. He was getting my grades and I was failing. And he didn't say anything to me because he figured, "She'll tell me. It's her responsibility to tell." And so finally they put me on academic probation, and pushed me out, and said go home until you figure out what you want to do.
Duane Hollow Horn Bear, Weksuye Immersion School Director
In '54 when, at the time the president Dwight Eisenhower, he had legalized back alcohol to the sale of Native Americans. That was a devastating time period for our people, particularly when you're mixing it with uprooting families off of their homeland and placing them into cities and saying, "make a go at it." Well, with alcohol so readily available in the big cities there- and my father fell into it. When my mother- she left about there and brought us kids back. My grandparents were at the railroad station in Valentine, Nebraska. My grandmother said but one phrase to my mother and she couldn't answer. My grandmother says, "[speaks Lakota]. These boys belong to me. I'm taking them and I will raise them. You can raise the girls." My mother couldn't answer. So my grandparents, they took me and my little brother and they raised us all the way until 61 when grandpa passed.
Jerome Kills Small, Lakota Storyteller and Singer
Lakota intimacy was born in a single room dwelling, and even the log homes were single room because you see one another everyday, especially during a snow storm. Sometimes you're in there for 30 days together, so we have no swear words. And we don't raise our voice because grandma and grandpa might be sleeping. Or a little baby might be sleeping. Sometimes we have grandma, grandpa, auntie, uncle, and all the little cousins in one huge tipi, log homes too.
Arlouine Gay Kingman, Executive Director of Great Plains Tribal Chairman's Association
I have two sons and they have given me six grandchildren, and I have eight great-grand children. And we've been brought up to have a strong family background with our language and culture. I'm very, very proud of my sons and the families that they've raised. They are the joy, they're in my heart. Family is everything, and in our family, we've tried to adhere to our Lakota values and our spiritualism. You know, we practice our ceremonies and they're very important, and we know why. You know, it's who we are as [unintelligible] people. And that keeps us strong for whatever comes our way, whatever adversities or anything.
Jerome Kills Small, Lakota Storyteller and Singer
You know when I was in school as a small boy, and they asked me to read. So I read, "See Puff run. Run, puff, run! And see Spot jump. Jump, Spot, jump!" You know, Dick and Jane, Sally and Puff, Mother and Father. So those were the characters in the book Dick and Jane. It was a reading book. And so, one day, I must of had my face in a questioning look. And Mrs. Albertson said, "What's wrong, Jerome?" So I said, "In our book there is Mother, Father, Dick, and Jane, Sally, Puff, and Spot." I said, "Where are the grandpas and grandmas, and the uncles? Where's the cousins?" There are just these people, like they're all by themselves, lonely. There should be cheer, and happiness, and laughter. I mean, I didn't say all that, I just said, "Where's grandma and grandpa, uncle and auntie, and the cousins?" So she said, "That's in the next grade."
John Eagle Shield, Sr., Standing Rock Lakota Elder
But I remember a lot from Little Eagle. Like all the communities, Little Eagle isn't the way it is now. People lived up and down the river. People lived around the loop as they say in Little Eagle. Up river, up the Grand River, up Little Oak Creek. We didn't have the turmoil that we have today. Today I guess, um, my biggest concern is that, you know, everybody lives so close together and there's always conflict. But back then, when there was a meeting or a gathering, it was an occasion to get together and just visit- catch up on family, friends, and relatives. And that's kind of what I would like to see happen again here.
Faith Spotted Eagle, Dakota Activist
I was raised by a grandmother that I mentioned to you from Crow Creek. And she was 104 when she died, and so I- that means that she was born in 1876, and she actually- when she was dying I was having my first child. And she wanted me to let her know when Baby was coming so she could let go of this earthly place so she could pass him as she went into the spirit world, and that indeed happened. And so I feel blessed that in a way, in spiritual way, my son met his great-grandmother. And so that's really just caring on the teaching that I got in my home, which at the time when I was growing up, it felt like the great mystery. And I didn't know anybody else had- a lot of people didn't have the same kind of experiences that I had that were truly magical and miraculous, but I thought everybody lived like that. And as I grew up, I realized that it wasn't like that with everybody. There was a lot of loss.
Duane Hollow Horn Bear, Weksuye Immersion School Director
The language was there. The language was there. I hardly heard my mother speak in English with me. Other elders, my grandparents always speak in Lakota. I can recall being surrounded by it almost- almost all my childhood days. I think it began- you know, I want to share something. There's something I really feel strongly about this- something about midwives because I was born at home. And my mother used to always remind me all the time about the grandmother who brought me into the world, how in Lakota she uttered a prayer into my mouth when she took the mucus out and pushed that first breath into my mouth. So I reflect back on that a lot. This might be the first time I'm talking about it. But I've always felt that that prayer, that little utterance she gave me, has guided me in my life. Because it's- it being in the essence of spirituality that she uttered that prayer and gave me life with that prayer. In a sense it's- whatever the prayer was, it's something that I feel I have been following.
Beverly Stabber Warne, Coordinator/Mentor/Instructor
That's one of the differences that I appreciate even more as I get older is they way we pray- is, is beautiful. It becomes part of what is happening in that moment and not just words that's been memorized for a lifetime. Not that they're bad, but after a while, they loose their meaning. In those days, the idea of assimilation went in every direction. Not just in our culture, but in our religion as well. And, um- but they were all wrote. They were prayers, but they were wrote. You know, just the same old words. After awhile, those words don't mean anything.
Arlouine Gay Kingman, Executive Director of Great Plains Tribal Chairman's Association
In my career history, my- when I was trying to decide what to do, like all high school student do you know, my passion was working with people rather than machines or something. And so, I went into education. So I've been in education for many years- been a principal, superintendent, and college president. But education, I found, is something that is in everything. I mean now as I work with congress in my work, you know, we have to education congress as we work on sovereignty and our rights as tribal people. We're constantly educating people on what is sovereignty, what are our treaties, why are we- we have a special relationship with the United States government. We're not another race of people, we're- we have a political relationship. So, it's constant education whether it's formal like teaching in school, or whether you're working in your careers. So I've taken on some challenges and been able to, I guess, do some achievement, so. But, education has always been my first love and like I said, education is in everything we do. So, I continue to educate.
Beverly Stabber Warne, Coordinator/Mentor/Instructor
My love for nursing, evidently, was early on because my mom told me when we were living in- way out in the boondocks in Manderson District with our maternal grandparents. In that extended family setting, she said when somebody was sick, she said you would just go sit by them, even as a kid. I didn't do anything- I just sat, you know. And so, she told me this when I wanted to go to nursing school. And she said, "This is what you were meant to do." So that made me feel good, made me feel like I was doing the right thing.
Faith Spotted Eagle, Dakota Activist
When I was 12 years old, I was sitting along the river with my dad in the community that the Corps of Engineers destroyed. They- it's called environmental racism now. But they put a dam in every- every dam along the Missouri River mainstem is in a native community, like Fort Yates, Fort Peck, Fort Randall, Fort Thompson. So they put it deliberately in Indian communities that were thriving after the Indian wars, and they destroyed our communities. And so we became homeless and they moved us to Lake Andes. And I remember my dad sitting along the river with me one day, and he was looking out at the river where the old community used to be, and he said, "You know what, my girl? Someday you're going to have to do something about this." And I told him, I said, "I'm only 12 years old, what am I going to do?" And he said, "You're going to figure it out." He said, "I know you're going to figure it out." And so I tucked that away in my mind and I thought, "Okay. I got to figure out what I'm going to do."
Duane Hollow Horn Bear, Weksuye Immersion School Director
By this time I was in middle school- getting through with middle school going into high school. So, I was well-embedded with the language, but I really wasn't using it. Really wasn't using it until- just with the few- if I go to some family's home or I meet another one of the kids that spoke the language at school. We would speak it out of the range of the nuns and the priests, but it existed. So I guess it was there until after '70. Then when Uncle started sharing stories about the 70s, I didn't join up until the 90s when- you know, my life story about coming out of high school and Vietnam war going on. Everything- there was no work, no- I don't feel the boarding schools really academically prepared us to succeed in higher education. And so, a lot of us didn't go. I had the opportunity, but instead I followed a friend who was being drafted if he didn't enlist. We went in on a buddy-buddy program. Ended up going to Vietnam, and coming home and realizing the Indian-American uprising and hearing a lot of harsh language. But there really wasn't that much Lakota in that anger, now that I think about it. The anger of Aim, the Aim song, there's no words to it. Because many of the people who came out of the boarding school era at that time, they didn't know the language. And I thought a lot more people knew the language at that time, but sadly they didn't. Then realizing they were trying to stave my family and working and finding I needed help. Was a spiritual medicine man who helped me until he went home. And then Uncle Albert pulled me in at the university in 1990. Then I realized that they were going to be teaching the language. And he said, "You need to help me with that. You grew up with it and you know the language." So I learned the methodologies and it felt good. It felt good to, you know- this is something we could do. So I got started with him- team teaching and then the history and culture aspect of it.
Jerome Kills Small, Lakota Storyteller and Singer
So visitors will come here. Sometimes there's a fellowship of Christians come, and they want to go to the sweat lodge. So maybe they want a different door for spirituality. And I would agree. So I went in there and I used my tobacco mixture, usually I use the family's that live here. Usually I use there pipe and I use there tobacco, but this day, I used my own. They stay for about four days, you know. They help us. Sometimes they paint our benches at our amphitheater, paint the stage or waterproof it. They do different things coming here to help us. So when they come, they want to learn. The trade off is they want to learn about our culture. And so, two days later after my ceremony in that lodge, a woman came to me and she shook my hand. She said, "I want to shake your hand." And I shook her hand already when they arrived, but she come over and shook my hand. She said, "When I went in that lodge with you, since then, I don't have headaches anymore." So I said, "Well, it isn't me." (Laughs) I have to tell the truth. I don't make believe, right? [Speaks Lakota], it's not a good thing. It's not a good thing to make believe. So I told her, "It's probably my pipe tobacco because I have the outer bark of the choke cherry, and that's got tannin in there. It's got medicines in there and it helps with headache. And it's good to tan with- the hides. It takes away the smell of the hide when you're cleaning it and scraping it. And so some things we've used as ingredients to be able to make things better in our lives. And one of them is getting rid of the headaches. But usually we don't tell about that. We don't tell about what we're using. We don't overload information in one setting. You know, somethings we just hold to ourselves. You know, if they feel better, fine. But this women was blaming me for healing her, and I don't hear that. Otherwise my phone be ringing off the hook. Oh, he's a healer, you know. I don't want to hear that. I just want to be a storyteller, and I want to tell stories about the plants. I want to tell stories about incenses and nostalgia- things that help the body. I think that's my duty. I claim it as my duty, but I get asked to pray for people, and name their children, and wipe their tears. Those are all rituals, so those are prayer rituals. And that's what I do. I use prayer rituals in my ceremonies. And it keeps me safe. It keeps me safe and honest. And I love it better that way because I'm accepted as an ordinary, little ole singer and storyteller, and that's where I want to keep it. But I help in prayers, and that's where I want to keep it.
John Eagle Shield, Sr., Standing Rock Lakota Elder
I was at a meeting a couple weeks ago down in Oglala country, and I asked the same thing, you know. How many of you have had the opportunity for animals to talk to you? Birds, insects. And if you told somebody from IHS, they would think, you know, you're psychotic or something. Schizophrenic. But, that's the way we were. That's the way we are. And that's the part that our youth are missing. They don't know the language. And we're not the only ones, you know. There are other tribes that have the same problem. Um, our youth don't know the language. And even if they were teaching them, they have no one at home to practice with because their parents don't know. And for those places that have the Lakota language, it's numbers, it's colors, it's animals, plants- there's no conversation. And, along with that, is were you get your values and your morals. And our youth just don't have that. So, we're missing a lot that should already be here, and that's part of our concern. How do we provide that to our youth? How are we going to give them the benefit of our knowledge so they can become leaders?
Faith Spotted Eagle, Dakota Activist
The biggest thing was that I went to a school, in public school, were they thought- they told us that Indians didn't do very well in education. My math teacher, even though I loved chemistry and physics and math, he told me that a lot of Indians didn't make it in those fields. And so he put me in general. I said, "No, I want to be in them. I like them." And he said, "No, you have to go to general math." And I begged my dad to make him let me take chemistry, so I did. I still love chemistry. And so I made it, but when I went to college, I bombed out in the courses like organic chemistry. Because I really wanted to be a biologist, but I think they impeded me. And so I had an opportunity to go to Washington D.C. And they said that my grades before I got crazy were pretty good, and I had high whatever. And so, they recruited me to go to American University in Washington D.C. So I went there, and I worked in senator McGovern's office. I was an intern. That was pretty interesting, and I think that kind of got me to my senses where I thought, "Okay, this is what they do. This is how they have control over us." And so, I got to figure this out. How could I have influence? And American University was such as amazing experience because there were- it's like there were so many people of color that it wasn't like what I grew up in with the public school. And I felt like I was free. Everyday I'd go down to Dupont Circle and grab my sign and protest against the war because that's what everybody was doing. And I met so many different people. And then from there, I decided I got to straighten out my academic career.
Arlouine Gay Kingman, Executive Director of Great Plains Tribal Chairman's Association
So, when I was teaching in Minneapolis and there was a lot of problems within the city, our children were getting pushed out of school. It was not a good environment for them. There was a lot of prejudice and people didn't understand our Indian students or where they came from. And so, the American Indian Movement was just starting at that time. It was 1969. And so, along with a lot of people in the urban area, they decided to start there own school. And so, we began working on it. I was teaching full-time in the Minneapolis public schools, but I helped work on the curriculum and develop it and help wade through some of the white tape, you know, to get the school accredited. And then, my husband was the first principal. So we started the survival school on Franklin Avenue. And Franklin Avenue is where a lot of the Indians lived. And it's kind of the heart of the Indian community. And so, we started the AIM survival school, and it was wonderful.
Duane Hollow Horn Bear, Weksuye Immersion School Director
I had gone to a couple of workshops where they talked about immersion, and I have been giving that a thought. I said, you know, that's the way I was raised. It seems like there was more to it than the immersion, but you just can't do a one hour class totally in Lakota. It's got to be almost an all day- it's got to be total immersion. Once the kid arrives- the student arrives at the school, then it's going to be throughout the entire day. We started this immersion school last January. So, one of the most important things in this immersion school is creating a relationships with these children. Identifying in Lakota who this child is. [Speaks Lakota] Come here grandchild. And [Speaks Lakota]. And so, when you're- you start teaching them that [Speaks Lakota]. We're going to start to use some- to ween them off the English language, we're going to use some and we're going to explain to them this is what we're going to start to do till one day, you're not going to need that English language. We're going to start to put this Lakota- everything there in Lakota. So that relationship one day when they want to identify something [Speaks Lakota]. When they see me it's like [Speaks Lakota] Duane, [Speaks Lakota] Ronnie.
Beverly Stabber Warne, Coordinator/Mentor/Instructor
So that's how I started my career in nursing. I still enjoy it, obviously after 60 years. My current job is with student nurses, all Lakota basically, maybe one or two other tribal, but they're all Lakota nursing students. And I currently mentor 14 of the major students that are in the major now. And that is such an enjoyable time to mentor these young women, and we do have some men coming in pretty soon. So that's different, to have Lakota men coming in to nursing. But currently, it's mostly women. But the beautiful thing for me to hear is they all want to give back. There's a feeling of wanting to make a change, and that is part of the joy of what I do is listening to these young women who have a passion for making a change. They're all future change agents because they see what's happening in our communities. They see what's happening to our children, 75% of our children drop out of school K-12 in Rapid City. We have to turn that around, and part of that is to heal the people first so that the families can heal their own units, including the children.
Faith Spotted Eagle, Dakota Activist
I realized that things changed in the 20 years that I was an urban Indian to when I came home. And I realized that people were angrier, meaner, and more violent. And I thought, "You know what, I'm going to call this something." I remember I woke up one morning at Rosebud and the sun was coming up. And I thought, "What could I call this?" Because everybody is so pissed off, and it's beyond anger, so I named it Red Rage. And so I developed a healing model of Red Rage, and I have been doing it since 1994, maybe. And I still do it.
Arlouine Gay Kingman, Executive Director of Great Plains Tribal Chairman's Association
We had- the children would come and we would start in the morning with the drum and songs. Then, they'd do their education, the curriculum. And I think it's the way schools should be, you know, when you pay attention to the whole child.
John Eagle Shield, Sr., Standing Rock Lakota Elder
I really want to make sure that we have some bonafide leaders that, again, have a firm foundation of the Lakota language, values, morals, disposition- know their history.
Arlouine Gay Kingman, Executive Director of Great Plains Tribal Chairman's Association
When we think of tribal leadership, it goes back to earlier when I talked about what we instill in our students, and our language and culture and our spiritualism. It's our virtues, our values.
Beverly Stabber Warne, Coordinator/Mentor/Instructor
Parts of what I teach is who they are as Lakota people, and our values, and how if they make their decisions, life decisions, based on our Lakota values, their decisions will be correct. Utilizing those values either in your personal decisions, or professional because they're very closely related to what you do in life. So every part of it is teaching something to each student with each session of mentoring. And so, they go through all their courses, and once they finish that, I ask about their clinical experience. And that is, my love of nursing has always been at the bedside taking care of somebody. And so I like to hear how they're feeling about it, and possibly give them another clue of approaching a patient holistically. When I say holistically I mean our way of thinking- physical, mental, emotional, and spiritual. As you remember that there's a spiritual side to your caring for each individual. Many of them are fearful of their [unintelligible] lives ending. That's pretty deep and that's a huge responsibility for you to even think about, and you're the caregiver. You can ease that. You know, you can ease that by what you say and the way you are caring about the person who can't pretend because it won't work.
Jerome Kills Small, Lakota Storyteller and Singer
The importance of Lakota is the word itself. It means allies. So if you read in your textbook that Lakota were savages or cutthroats, don't believe it. Because we're really allies of everybody. We were so welcoming and kind and courteous, but if you mess with these societies, you're doing the wrong thing. Because we don't retaliate unless we're approached in a demeaning, and forceful, aggressive way. You don't do that to somebody who's friendly.
Beverly Stabber Warne, Coordinator/Mentor/Instructor
I think our job is to teach like you do, and teach what a Lakota is, and what we know, and what we do, and how we lived. It's not old and unusable today. It's relevant, even more relevant today than ever to teach that so that people know and have self confidence and self worth, especially our students.
Arlouine Gay Kingman, Executive Director of Great Plains Tribal Chairman's Association
I guess if there's anything else I would share, again, is to just reinforce: know who you are, respect your culture and your language and your spiritualism because that's who we are, and it has kept us strong, our people strong, for centuries. And we've got to instill that in our children so our values and our virtues and who we are as Indian people remains forever strong.
Duane Hollow Horn Bear, Weksuye Immersion School Director
There's a little cultural flame that is burning inside of these children. And we need to feed this flame. We need to feed this flame with who they are, their culture, their language- everything that's about them and their people, until that little flame is once again a burning inferno inside of them. And they can stand up and say [Speaks Lakota]. I am Lakota and I am proud.