Whether building vocabulary, practicing conversation, or reading and writing about Dakota history, this collection of fun and informative lessons provides numerous entry points for language learners inside the classroom and beyond.

An indispensable resource designed to enhance everyday conversation and contribute to the scholarship of the Dakota language and its dialects.

A unique collection detailing the customs, traditions, and folklore of the Sisseton-Wahpeton Dakota at the turn of the twentieth century, with descriptions of tribal organization, ceremonies that marked the individual's passage from birth to death, and material culture

This collection of fun and informative lessons provides numerous entry points for language learners and their instructors, inside the classroom and beyond.

On Indian Ground: Northern Plains is the fourth of ten regionally focused texts that explores American Indian/Alaska Native/Native Hawaiian education in depth. The text is designed to be used by educators of native youth and emphasizes best practices found throughout the state. Previous texts on American Indian education make wide-ranging general assumptions that all American Indians are alike. This series promotes specific interventions and relies on native ways of knowing to highlight place-based educational practices. On Indian Ground, Northern Plains looks at the history of Indian education with the states North Dakota, South Dakota, Wyoming, Montana, Idaho, and Nebraska. Authors also analyze education policy and tribal education departments to highlight early childhood education, gifted and talented educational practice, parental involvement, language revitalization, counseling, and research. These chapters expose cross-cutting themes of sustainability, historical bias, economic development, health and wellness and cultural competence. The intended audience for this publication is primarily those educators who have American Indian/Alaska Native/Native Hawaiian in their schools. The articles range from early childhood and head start practices to higher education, including urban, rural and reservation schooling practices.

In August 1862 the Dakota of Eastern Sioux resorted to armed conflict against the white settlers of southern Minnesota. This study uses an ethnohistorical approach to explain why the bonds of peace between the Dakota and the whites were suddenly broken. It shows how the Dakota concept of kinsmen affected the tribe's complex relationships with the whites. The Dakota were obliged to help their relatives by any means possible. Traders who were adopted or married into the tribe gained from this relationship, but had reciprocal responsibilities. After the 1820s, the trade in furs declined, more whites moved into the territory, and the Dakota became more economically dependent on the whites. When American officials and traders failed to fulfil their obligations, many Dakotas finally saw the whites as enemies to be driven from Minnesota.; This edition includes a new introduction by the author, who comments on scholarly developments in the field of ethnohistory in the 19th century.