Podcasts about red river war

PART 3 They were the Comanche, or Numunuh—meaning "The People"— and they were the undisputed "Lords of the Plains," fiercely guarding their vast homeland across Texas, Oklahoma, Kansas, Colorado, and New Mexico. Masters of horseback warfare, they resisted westward expansion as the U.S. government pushed settlers into their territory. In an 1836 raid on Fort Parker, nine-year-old Cynthia Ann Parker was taken captive. She embraced Comanche life, later marrying Chief Peta Nocona. And their son, Quanah Parker, became a legendary leader. As the U.S. broke the Treaty of Medicine Lodge, Quanah led his people in the Red River War, the last major conflict between the southern Plains tribes and the U.S. military. Realizing continued resistance meant destruction, he surrendered at Fort Sill in 1875 to secure his people's survival. Straddling two worlds, Quanah worked to bridge the divide between Native and white societies. Though never elected chief, he was appointed the Comanche Nation's Principal Chief. To his family, he was a beloved grandfather who championed education and Comanche traditions. To history, he remains the "Last Chief of the Comanche." In parts 1 and 2 of this series, I spoke with one of Quanah Parker's descendants, Jody Parker. Now in part 3, you'll hear directly from Quanah's great grandchildren: Jacquetta Parker Ardith Parker-Leming LaNora Parke Sandra Chesnut Don Allen Parker Jody Colbert The family shares insights on: - Quanah's influence on the importance of education and always showing up dressed to impress - His vision for a school and church for his people - What Quanah was like as a master horseman and a great warrior - The significance of Comanche oral history and that much of their knowledge came from both their elders and the Mennonite missionaries Quanah worked with - Did Quanah really tell a missionary she was "ugly"? You may be surprised by the answer! Finally, the elders share a heartfelt reflection on how Quanah bridged two worlds—the world of his people and of those who had taken over. Unfortunately, when I recorded this 2 years ago, my sound and video were messed up. So thank you for your patience, as it has been cleaned up as best as possible. Native ChocTalk Facebook page: https://www.facebook.com/nativechoctalkpodcast All Podcast Episodes: https://nativechoctalk.com/podcasts/

On this episode, we're exploring the Humanities Center's year-long programming theme, “Celebrating Indigenous Resilience: Commemorating the Red River War and Honoring the Vibrancy of Native American History and Culture on the Southern Plains.”  Dr. John William Nelson from TTU's Department of History gives us some vital context for thinking about the Red River War and its relationship to Indigenous history and culture. Then we survey some of the highpoints of our programming from the fall semester: talks by the archaeologist J. Brett Cruse and the Kiowa beadworkers Vanessa Jennings and Summer Morgan, a historical commemoration in Palo Duro Canyon, and an exhibition of the Southern Plains handgame here on the TTU campus.Check out material referenced in this episode:J. Brett Cruse's book Battles of the Red River WarAn oral history with Vanessa JenningsArt by George Curtis LeviTexas Monthly article about the September 28 commemoration of the Battle of Palo Duro Canyon  "Send us a message!"

Send us a Text Message.Step back in time to the heart of the Second Battle of Adobe Walls, where 28 brave buffalo hunters faced off against a coalition of Native American tribes in an epic struggle for survival. You'll discover the intricate history behind the Medicine Lodge Treaty of 1867, designed to safeguard Native lands but ultimately undermined by the relentless buffalo hide trade following the Civil War. Find out how pioneers like J Wright Moore and George Hoodoo Brown revolutionized the hunting industry with powerful rifles and new tanning methods, dramatically declining buffalo numbers and reshaping the frontier economy, especially in towns like Dodge City, Kansas.Join us as we recount the harrowing events of June 26, 1874, at the Adobe Walls Trading Post, where a united front of Native American tribes, led by Comanche medicine man Isetai and Quanah Parker, sought revenge for the buffalo slaughter. We'll unveil the gripping details of the intense battle, spotlighting the bravery of the 28 men and one woman who stood their ground against overwhelming odds. Plus, don't miss our preview of the Western Cattle Trail Association's 150th Anniversary Conference in Dodge City, where we will delve into the profound economic impacts of the buffalo hide trade and the Red River War on the region's cattle trade. Register now for the Western Cattle Trail 150th anniversary conference to commemorate many historical milestones with us and gain deeper insights into the legacy of the American frontier.Support the Show.Return of the Great HuntersCattle Drives WebsiteLegends of Dodge City WebsiteOrder Books

In 1874 a group of buffalo hunters were camped about a mile from the site of where representatives of the trading firm of Bent, St. Vrain and Company had established a trading post in the 1840s.  Ten years later the encamped buffalo hunters, hide men and merchants fought the Second Battle of Adobe Walls on June 27, 1874. The hide hunters had built a number of log buildings and surrounded it with an eight foot high corral fence made from cottonwood tree trunks that they had harvested from nearby creeks. They had two stores, a blacksmith shop, and a saloon. The location served as a place for the buffalo hunters to sell their hides and stock up with supplies. The Plains tribes were not happy with the situation. The Adobe Walls camp violated the terms of the Medicine Lodge Treaty. A young Comanche prophet named Isa-tai called for the People to gather for a Sun Dance where he called for vengeance. He claimed they would be invulnerable to the bullets of the hunters. Quanah Parker and hundreds of others answered the call. Near dawn most of the hunters were trying to repair a ridgepole in Hnrahan's saloon when the Comanches, Kiowas, and Cheyennes led by Quanah Parker and Isa-tai attacked. There were twenty-eight men, including Bat Masterson and Billy Dixon and one woman, Hannah Olds who worked as a cook, in the camp. When the attack began they sought protection of cover in Jim Hanrahan's Saloon. Myers and Leonard's Store and Wright's Store They lost two men in the first attack, two teamster brothers that had been sleeping outside in their wagon.  The attackers also killed a Newfoundland dog. All three were scalped. The attacks continued until about noon, killing another man. A fourth defender accidentally killed himself by the discharge of his own gun. The attackers then set siege for about four or five days. They did not launch anymore attacks but set siege for about four or five days. It must have been a grim and tense period of time. It was on the second day that Willie Dixon made his famous shot. A group of fifteen to twenty Cheyennes appeared on a high mesa overlooking the post and from a distance of seven-eighths of a mile away Dixon fired, shooting one of the warriors off of his horse with his Sharps rifle. He hit the ground before the sound of the shot reached the group. Dixon himself must have been amazed. Word spread and other buffalo hunters came to the rescue. By the fifth day, when the Plains attackers withdrew from the fight, there were more than 100 defenders at Adobe Walls. The warriors had lost about thirty men, not being invulnerable to the bullets. Quanah himself was wounded and Isa-Tai had his horse shot out from under him. The defenders decorated the corral with twelve Plains warriors heads. Not long after the Second Battle of Adobe Walls, the United States military launched the Red River War of 1874 to 1875, which led to the Plains tribes settling on the reservations near Fort Sill in Indian Territory.  The Texas History Lessons Theme song, Walking Through History, was written and recorded by Derrick McClendon. Listen to his new album, Interstate Daydreamer! Available everywhere you find good music. Thank you Derrick! Twitter: @dmclendonmusic The song at the end of the episode is Kade Anson's Pawnshop Past Palestine. If you are enjoying Texas History Lessons, consider buying me a cup of coffee by clicking here! Help make Texas History Lessons by supporting it on Patreon. And a special thanks to everyone that already does. Website: texashistorylessons.com email: texashistorylessons@gmail.com Twitter: @TexasHistoryL Learn more about your ad choices. Visit megaphone.fm/adchoices

On September 11, 1874, the John German family, consisting of his wife and seven children, were attacked by a band of Cheyenne east of Ft. Wallace, Kansas. Only four of the children, Catherine, Sophia, Julia, and Adelaide, were spared and taken captive. The two youngest, Julia and Adelaide (aged 7 and 5), were subsequently abandoned on the prairie in what is now the Texas panhandle. Catherine and Sophia were kept by their Cheyenne captors. Wild west Podcast proudly presents the story of the German Family ambush with our special guest afterwords - Mr. Scott Dean. 

A score of battles and running skirmishes raged across the plains and canyons with some 3,000 soldiers engaging up to 700 Indian warriors. Several pivotal battles took place in the Texas Panhandle during the summer and fall of 1874. Outnumbered and outgunned, native warriors and their families spent months running and fighting. After decisive Army victories, Southern Plains Indians gave up their free-roaming way of life and by June of 1875, began new lives on the reservation. Wild West Podcast proudly presents “Bat Masterson and the Red River War.” 

On April 25, 1875 three Black Seminole Scouts performed acts of bravery that earned them the Medal of Honor. If you want a little more information on the history of the Black Seminoles and the Black Seminole Scouts then go check out the full episode I did on Johanna July and the Black Seminoles. After living in Mexico since 1850, several Black Seminoles crossed the Rio Grande in 1870 with hopes of someday returning to Indian Territory. With that goal in mind, many of them agreed to serve as scouts in the United States Army and they quickly gained a great reputation for their valor and service as Black Seminole Indian Scouts. Based out of Fort Clark near modern Bracketville, Texas, they participated in regular patrols to watch against property raids by Native Americans. For much of the existence of the Black Seminole Indian Scouts were commanded by Lieutenant John L. Bullis. One of the scouts, Joseph Phillips, had this to say of Bullis: “That feller suffer just like we did out in the woods. He was a good man. He was a Injun fighter. He was tough. He didn't care how big a bunch they was, he went into 'em every time, but he look after his men. His men was on equality, too. He didn't stand back and say 'go yonder,' he say 'come on boys, let's go get 'em." For over a week Lieutenant Bullis and Black Seminole Scouts Sergeant John Ward, Private Pompey Factor, and Trumpeter Isaac Payne had been pursuing a band of Comanche or Apache raiders that had stolen about 75 horses on a raid. Remember that this was after the Black Seminole Scouts had participated in Mackenzie's Red River War the previous winter that pretty much led to most of the Kiowas and Comanches settling in Indian Territory on their reservation near Fort Sill. Still, some bands did not completely end their raids. Four days before April 25, the four had separated from a larger force and traveled west alone. They road their horses with a few supplies and armed with Spencer carbines. They followed a trail for 170 miles over three days. They found a fresh trail and northwest towards Eagle Nest Crossing and reached the Pecos River.  They found the raiders herding the horses across to the west bank of the Pecos. They counted 75 horses and twenty-five to thirty raiders. So what do you do with a force of four against those odds? Well, Lieutenant John Bullis decided to attack. Bulis, Ward, Factor and Payne crawled down the canyon until they were 75 yards away and opened fire. They held the position for about 45 minutes and their efforts had started to disperse the horse herd. The Comanches located the position of the four men and started to outflank them. Bullis and the Scouts started to draw back towards their horses. The Comanches were in hot pursuit. Ward, Factor and Payne were able to mount their rides and started to withdraw but Lieutenant Bullis's horse spooked and he was stuck afoot. Sergeant John Ward realized the dire predicament his commander was in and wheeled around to head to the rescue with Isaac Payne and Pompey Factor following. Payne and Factor laid down cover fire while Ward reached Bullis and pulled him up behind. Ward's carbine's stock had been shattered by a bullet just behind the breach. Bullis was definitely a dead man had they not done this and the threat was so great that their return could have meant their deaths too. Instead, as the raiders fired on them, all four were able to ride away and escape. For their courage above and beyond the call of duty at Eagle's Nest Crossing on April 25, 1875, John Ward, Isaac Payne, and Pompey Factor were awarded the Congressional Medal of honor on May, 28, 1875.  The Texas History Lessons Theme song, Walking Through History, was written and recorded by Derrick McClendon. Listen to his new album, Interstate Daydreamer! Available everywhere you find good music. Thank you Derrick! Twitter: @dmclendonmusic Learn more about your ad choices. Visit megaphone.fm/adchoices

  “This is Queens of the Mines, where we discuss untold stories from the twisted roots of California. Today, we'll be talking about Indian Boarding Schools in the US and California. We are in a time where historians and the public are no longer dismissing the “conflict history” that has been minimized or blotted out. We now have the opportunity to incorporate the racial and patriarchal experience in the presentation of American reality. The preceding episode may feature foul language and or adult content including violence which may be disturbing some listeners, or secondhand listeners. So, discretion is advised.   Over 1,300 bodies of First Nations students were found at former Canada's residential schools this year. In response, Canada has declared September 30 2021, as the first National Day for Truth and Reconciliation. Since 2013, this day has been commemorated as Orange Shirt Day.  Like most of our topics on the podcast, the truth about our Indian boarding school has been written out of the US history books. The system  has long been condemned by Native Americans as a form of cultural genocide. By 1926, nearly 83% of Indian school-age children were attending boarding schools. There once were over 350 government-funded Indian Boarding schools across the US where native children were forcibly abducted by government agents, sent to schools hundreds of miles away, and beaten, starved, or otherwise abused when they spoke their native languages. Nothing short of the previous Mission System, truly.    This Episode is also brought to you by the Law Offices of CHARLES B SMITH. Are you facing criminal charges in California? The most important thing you can do is obtain legal counsel from an aggressive Criminal Defense Lawyer lawyer you can trust. The Law Office of Charles B. Smith has the knowledge and experience to assess your situation and help you build a strong defense against your charges. The Law Offices of CHARLES B SMITH do not just defend cases, they represent people. So visit their website cbsattorney.com, we know even in the gold rush no one liked attorneys, but Charles you will love.   Between 1869 and the 1960s, hundreds of thousands of Native American children were voluntarily or forcibly removed from their homes, families,  communities and placed in boarding schools. where they were punished for speaking their native language, banned from acting in any way that might be seen to represent traditional or cultural practices, stripped of traditional clothing, hair and personal belongings and behaviors reflective of their native culture. The United States government tied Native Americans' naturalization to the eradication of Native American cultural identity and complete assimilation into the “white culture.” Congress passed an act in 1887 that established “every Indian born within the territorial limits of the United States who has voluntarily taken up… his residence separate and apart from any tribe of Indians…[and] adopted the habits of civilized life…” may secure a United States citizenship. Often these residential schools were run by different faith groups including Methodists, Latter-day Saints (LDS) and Catholics. Like the Missions, often crowded conditions,students weakened by overwork and lack of public sanitation put students at risk for infectious diseases such as tuberculosis, measles and trachoma. None of these diseases were yet treatable by antibiotics or controlled by vaccines, and epidemics swept schools as they did cities. Often students were prevented from communicating with their families, and parents were not notified when their children fell ill; the schools also failed sometimes to notify them when a child died. "Many of the Indian deaths during the great influenza pandemic of 1918–19, which hit the Native American population hard, took place in boarding schools. "The 1928 Meriam Report noted that death rates for Native American students were six and a half times higher than for other ethnic groups.  They suffered physical, sexual, cultural and spiritual abuse and neglect, and experienced treatment that in many cases constituted torture for speaking their Native languages. Many children never returned home and their fates have yet to be accounted for by the U.S. government. Though we don't know how many children were taken in total, by 1900 there were 20,000 children in Indian boarding schools, and by 1925 that number had more than tripled. Because of Bureau of Indian Affairs policies, students did not return home for several years. Those who died were often buried in the school cemetery. Many survivors of these residential schools say they suffered physical, psychological and sexual abuse that sometimes resulted in the death of other children, and others died while trying to escape these schools. This episode was brought to you by our main Sponsor Columbia Mercantile 1855, It looks like a living museum, but it is a real grocery store with gold standard products for your modern life from quality international and local products that replicate diverse provisions of when Columbia was California's second largest city after San Francisco. I recently bought rice shampoo and conditioner bars there that have nearly changed how I feel about my hair, and I love the selection of hard kombucha, my favorite. The Columbia Mercantile 1855 is located in Columbia State Historic Park at 11245 Jackson Street and is a great place to keep our local economy moving. At a time like this, it is so important to shop local, and The Columbia Mercantile 1855 is friendly, welcoming, fairly priced and accepts EBT. Open Daily! Also sponsoring this episode is Sonora Florist, who has been providing our community with beautiful flower arrangements since the early 1950s. The designers at Sonora Florists are skilled at creating unique floral designs and you can visit sonoraflorist.com, or search Sonora Florist on Facebook, Pinterest, and Instagram to see what I am talking about. There is a special website for wedding florals at sincerelysonoraflorist.com Thank you Sonora Florist. And if you have not checked out the mural on the side of the shop, on the corner of Washington and Bradford in downtown Sonora, in honor of the local Chinese history, do so! It was a fight to get it up, and it was worth it! Let's talk about the United States Army general Richard H. Pratt. In 1875, Pratt pulled seventy-two American Indian prisoners from the Red River War to form the first Indian boarding school in Florida. The students were taught English, European culture, vocational skills, and required to dress in European clothing. Students were not allowed to speak their native language once their English was sufficient. Many students lost the ability to speak in their native language or were unable to communicate effectively with their relatives and other tribal members due to the students' vocabulary deficiency. This served to distance the children from their culture and traditions and further undermined the authority figures at home and also reinforced the American Indian belief that the boarding schools were aimed at destroying their families and by extension their tribes. Another important part of this education system was the shedding of the Native American religions to be replaced by conversion to Christianity. Sounds familiar right? Pratt said, "A great general has said that the only good Indian is a dead one, and that high sanction of his destruction has been an enormous factor in promoting Indian massacres. In a sense, I agree with the sentiment, but only in this: that all the Indian there is in the race should be dead. Kill the Indian in him, and save the man." In 1879 Pratt opened the first Indian boarding school called the Carlisle Industrial Training School located in  Carlisle, Pennsylvania. From 1879 to 1918, it housed Native students from tribes across America, with the express purpose of assimilating them into American culture. "It was born out of his experience Puritan beliefs and as the jailer of a group of Kiowa, Comanche, and Arapaho prisoners of war who were arrested by the United States and sentenced to a three-year imprisonment, and while working with these 12 prisoners, Pratt developed his philosophy in Indian education." He was able to get those 12 prisoners to help him recruit children from multiple tribes for the Carlisle Indian School, which became the first class at Carlisle. Pratt designed the program to have a regimented structure. When the students arrived at Carlisle, their hair was cut, they were put in uniforms and they were organized into regiments and units and battalions. He implemented a ranking system in which the more senior students would mete out punishment to their subordinates if they disobeyed orders. They followed strict military schedules with marching drills and whistle or bell signals and emphasizing the importance of work were critical to the boarding schools success of turning the Native American children from their heritage to the “white way. The students received a vocational education with the goal of obtaining a lower income job, depending on the child's gender. For the males, carpentering, wagon making, harness-making, tailoring, shoemaking, tinning, painting, printing, baking, and farming. The female Indian students, however, learned “sewing, laundry and housework. Over four decades, roughly 8,000 students attended the school, and nearly 200 were buried here. At times, parents of students at Carlisle would receive notice of their child's passing only after they had been buried. The cause was often attributed to disease, although abuse was often rampant at these schools. Now, the number of graves at Carlisle is incrementally dropping, since efforts began several years ago to return the remains of students to their tribes and families. In June, 10 bodies of kids who attended the Pennsylvania school were returned home to their families.  From 1897, the Indian Industrial Training School was in operation in Perris, California until it was closed in 1904 due to problems with the school's water source. The school was relocated to Riverside, California under the name Sherman Institute and is still in operation today as an off-reservation boarding high school for Native Americans. When the school was accredited by the Western Association of Schools and Colleges in 1971, it became known as Sherman Indian High School. Like a slap in the face, Mission Revival Style architecture was used when the school was built. To meet earthquake standards, most of the original school buildings were demolished during the 1970s, and new structures were built in their place. The California Native Tribes were required to pay for the demolition and for the new buildings. Children from the Klamath, Miwok, Maidu and Concow tribes attended the Fort Bidwell School in Fort Bidwell, California from 1898 to 1930. The Greenville Indian Industrial School was opened near the town of Greenville in Plumas County, California The boarding school enrolled Indian students aged five to sixteen. The school had a history of runaway female students according to multiple newspaper articles. There was also the St. Boniface Indian School in Banning, California built for the purpose of educating the children of the 3000 Mission children. The construction of the buildings was done by the native students. Approximately 21 children died while attending St. Boniface, most of them due to tuberculosis. There have been reports from students who used to attend the school, that the cemetery was at one time bigger than it is now and more children are buried here than we are aware. One researcher, Preston McBride, believes the number of graves discovered could be as many as 40,000 here in the US. In order to understand the development of the present-day Native American tribes and their sovereignty relationship to the United States' federal government; people need to hear a comprehensive history through the use of surviving documents and oral histories from those involved in Indian boarding schools. You can find books on the topic of Indian boarding schools at most bookstores. The topics covered include, but are not limited to: personal accounts of students, resistance amongst the student body, boarding schools' policies, and the treatment and care provided to the boarding school students. Individual case studies are one topic of interest that may be pursued. Also, one could look into the outing system of the Indian boarding schools within the United States and those in Canada.  Alright, love you all, be safe, get vaccinated, wear a mask, stay positive and act kind. Thank you for taking the time to listen today, subscribe to the show so we can meet again weekly, on Queens of the Mines.  Show notes: https://scholarworks.lib.csusb.edu/history-in-the-making Part of the Indigenous Studies Commons, and the United States History Commons Recommended Citation Ward, Erica Maien (2011)   https://www.cbc.ca/books/48-books-by-indigenous-writers-to-read-to-understand-residential-schools-1.6056204   https://boardingschoolhealing.org/education/us-indian-boarding-school-history/   https://scholarworks.lib.csusb.edu/cgi/viewcontent.cgi?article=2100&context=etd   https://www.npr.org/sections/codeswitch/2021/08/28/1031398120/native-boarding-schools-repatriation-remains-carlisle https://www.thespectrum.com/story/news/2021/09/02/how-utah-and-indian-residential-schools-connected-panguitch/5591605001/   https://en.wikipedia.org/wiki/Sherman_Indian_High_School  

The story was repeated dozens of times in the 19th century, from the Carolinas to California: lands and resources promised to Native Americans in treaties were seized or plundered, when the nation’s surging white population found those treaties inconvenient. Tribes … Continue reading → Hosted by for KRTS

Fort Concho is a former United States Army installation located in San Angelo, Texas. It was established in November 1867 at the confluence of the Concho Rivers and on the Butterfield Overland Mail Route and Goodnight–Loving Trail. At its height during the American Indian Wars, Fort Concho consisted of 40 buildings on 40 acres (16 ha) of land leased by the US Army. The fort was abandoned in June 1889 and fell into civilian hands. Over the next 20 years, its buildings were used as residences or recycled for their material in the nearby town of San Angelo. Beginning in the late 1920s, a serious effort has been made to preserve and restore Fort Concho by its eponymous museum organization, founded in 1929. The property has been owned and operated by the city of San Angelo since 1935. It was named a National Historic Landmark on 4 July 1961. Fort Concho is one of the best-preserved examples of the military installations built by the US Army in Texas. Over its 22-year career as a US Army base, Fort Concho housed elements of 15 US Cavalry and Infantry regiments, most prominently the "Buffalo Soldiers" of the 9th and 10th Cavalry and 24th and 25th Infantry regiments. From its establishment in 1867 until 1875, Fort Concho was the principal base of the 4th Cavalry and then of the 10th Cavalry from 1875 to 1882. From 1878 to 1881, the fort was the headquarters of the short-lived District of the Pecos, and troops stationed at Fort Concho participated in Ranald S. Mackenzie's 1872 summer campaign, the Red River War in 1874, and the Victorio Campaign of 1879–1880. The Shop: https://teespring.com/stores/yoga-where-youre-at DB Creative Designs: http://dbcreativedesign.com/ Baumgartner Ranch: https://www.youtube.com/channel/UCJxK5yVrrE9znZXITpCKBJg SBRanch@SBRanch.net --- Send in a voice message: https://anchor.fm/loren-alberts/message Support this podcast: https://anchor.fm/loren-alberts/support

We discuss:-Steven's background-Interesting stories from Steven's archeology studies-Wunderlich Farms and the Klein Historical Foundation: their history, what they are, and what they do-Early history of our area: Native Americans and early European settlersAbout Steven: Graduated from Texas Tech University in 1997 with a BA in Anthropology. After working as an archaeologist for a few years, I went back and got my Masters in Archaeology and Heritage Management from the University of Leicester. Steve worked as an archaeologist for many various firms across the state of Texas and eventually decided to hang up his trowel in order to stay home with his growing family. He went back and got his teacher certification and started teaching 4th grade for Klein Independent School District. With his passion for history he received the Texas History Teacher (4th grade) of the year in 2011 presented by the Daughters of the Republic of Texas (DRT). After 8 years in the classroom he was presented with the opportunity to take over the program at the Klein, Texas Museum/Wunderlich Farm as the Living History Educator and Director of the Klein Historical Foundation. He has been running that program for 8 years. Steve lives in Klein, TX with his wife Kasie. He has 2 sons attending Texas Tech, one son attending Klein High School and two daughters ages 5 and 2. Contact Michael:1. ccerppodcast@aol.com2. http://www.goldams.com 3. https://www.linkedin.com/in/michael-gold-2883921/ 4. https://www.facebook.com/groups/1152144714995033/Join us at CCERP on Facebook! https://www.facebook.com/groups/1152144714995033/Show Notes.1. Wunderlich Farm: https://www.kleinhistorical.org2. "Wunderlich Farms" by Matt Stephens (Community Impact Newspaper, Apr 8, 2014): https://communityimpact.com/news/2014/04/08/wunderlich-farms-2/3. "Steve Baird" by Julie Butterfield (Community Impact Newspaper, Aug 10, 2016): https://communityimpact.com/houston/spring-klein/features/2016/08/10/steve-baird/4. "History lives on at the Wunderlich Farm in Klein" by Vagney Bradley (Houston Chronicle (Champions-Klein), Oct. 10, 2016): https://www.chron.com/neighborhood/champions-klein/schools/article/History-lives-on-at-the-Wunderlich-Farm-in-Klein-9960935.php5. "Wunderlich Farms offers peek at Klein's history" by Judi Griggs (Houston Chronicle (Spring Observer ), Feb. 12, 2015): https://www.chron.com/neighborhood/spring/news/article/Wunderlich-Farms-offers-peek-at-Klein-s-history-6077907.php6. The Red River War a. https://www.texasbeyondhistory.net/redriver/b. https://en.wikipedia.org/wiki/Red_River_Warc. https://www.okhistory.org/publications/enc/entry.php?entry=RE010d. https://www.tshaonline.org/handbook/entries/red-river-war7. Lyman's Wagon Train Battlea. https://www.hmdb.org/m.asp?m=153580b. https://en.wikipedia.org/wiki/Battle_of_Lyman%27s_Wagon_Trainc. https://www.tshaonline.org/handbook/entries/lymans-wagontrain]8. Cabeza de Vacaa. https://www.tshaonline.org/handbook/entries/cabeza-de-vaca-lvar-nunezb. https://en.wikipedia.org/wiki/Álvar_Núñez_Cabeza_de_Vacac. "In Search of Cabeza de Vaca’s Route across Texas: An Historiographical Survey"by Donald E. Chipman: https://exhibits.library.txstate.edu/cabeza/pdfs/the_route/route_survey.pdfd. "Pinon Pines and the Route of Cabeza de Vaca" by Donald W. Olson, Marilynn S. Olson, Russell L. Doescher, et. al.: https://exhibits.library.txstate.edu/cabeza/pdfs/the_route/pinon_pines_route.pdfe. https://exhibits.library.txstate.edu/cabeza/exhibits/show/cabeza-de-vaca/further-study/the-route9. The Atakapaa. https://www.atakapa-ishak.orgb. https://en.wikipedia.org/wiki/Atakapa10. The Akokisaa. http://sites.utexas.edu/tarl/2015/02/10/the-akokisa-and-the-atakapans/b. https://en.wikipedia.org/wiki/Akokisac. https://www.tshaonline.org/handbook/entries/akokisa-indiansd. https://www.hcp4.net/parks/jjp/akokisa/11. The Bidaia. https://www.tshaonline.org/handbook/entries/bidai-indiansb. https://en.wikipedia.org/wiki/Bidai12. The Caddoa. https://www.tshaonline.org/handbook/entries/caddo-indiansb. https://en.wikipedia.org/wiki/Caddoc. http://texasindians.com/caddo.htm13. The Gault Sitea. https://www.texasbeyondhistory.net/gault/index.htmlb. https://en.wikipedia.org/wiki/Gault_(archaeological_site)14. PocketSights appa. https://pocketsights.comb. https://apps.apple.com/us/app/pocketsights-tour-guide/id935030205c. https://play.google.com/store/apps/details?id=com.pocketsights.TourGuide&hl=en_US&gl=USBio and picture courtesy Steven Baird.

After the Red River War in 1874, drawing was one of the few sanctioned ways that the prisoners of Fort Marion were able to keep their cultural traditions alive. Back home on the Plains, they would have commemorated a successful battle by depicting it on a buffalo hide, but in Florida, where they had been shipped off and stripped of their communities, these men drew what they knew on what they had – and for some, it was lined ledger paper. Emil Her Many Horses (curator, Smithsonian's National Museum of the American Indian) speaks about the history, the practice and the people at Fort Marion.

On June 5, 1874, Hanrahan and a party of hunters departed Dodge City for Adobe Walls. The Indians on the Texas plains did not like the occupation of the hunters in the area, especially when they began killing off their buffalo for the sale of hides. The Battle of Adobe Walls fought on June 27, 1874, between the Comanche force of 700 and a group of 28 bison hunters defending the settlement. Comanche Chief Quanah Parker, son of a captured white woman, Cynthia Ann Parker, led the Indian contingent. Some of the hunters, who were present at Adobe Walls, included James Hanrahan, 20-year-old Bat Masterson, William "Billy" Dixon who on the third day of the battle made a famous long-distance rifle shot effectively ending the siege. You can purchase the book by clicking on the link Return of the Great Hunters: Tales of the Frontier.

In Part four of “Return of the Great Hunters” the Buffalo Hunters from Dodge City establish a new settlement along Adobe Creek. The buffalo hunters are waiting for the big herds to arrive while Billy Dixon explores the territory for the movement of the spring buffalo herds. The Indians become aware of the settlement and gather under the leadership of Quanah Parker to form a war party. Quanah Parker a Comanche war chief seeks the advice of a spiritual leader by the name of Isatai who holds a Sundance. Two members of the war party gathering escape to Fort Sill to warn of a possible Indian uprising. You can purchase the book by clicking on the link Return of the Great Hunters: Tales of the Frontier. Join us on https://www.facebook.com/WildWestPodcast

The story “The Return of the Great Hunters” written by Mike King and narrated by Brad Smalley is Part I of an eight-part series-taking place in March of 1874. The buffalo hunters have returned to Dodge City in preparation to travel 150 miles south deep into Indian Territory. Their purpose is to kill off the rest of the southern herd. The expedition is organized by A.C. Myers a Dodge City general merchandising owner who recruits a forty-man team, which ultimately leads to the second battle of Adobe Walls and the Red River War. You can purchase the book by clicking on the link Return of the Great Hunters: Tales of the Frontier. Learn more about this episode at Wild West Podcast Facebook Page.

Segment 1: Mike Stoops out Ruffin McNeil in. Curtis Bolton walking out of the Cotton Bowl. Worth noting that Caleb Kelly has played in his 4th game this year and could still red-shirt. Will we see Levi Draper. Revisit Curtis Bolton interview Segment 2: Best case scenario for OU for the rest of the season. Things could be worse. OU still has WVU, K-State, OSU, as the possible trip up games. and Tech Segment 3: Who does and OU Texas re-mach favor  Learn more about your ad choices. Visit podcastchoices.com/adchoices

Segment 1: Mike Stoops out Ruffin McNeil in. Curtis Bolton walking out of the Cotton Bowl. Worth noting that Caleb Kelly has played in his 4th game this year and could still red-shirt.  Will we see Levi Draper.  Revisit Curtis Bolton interview  Segment  2:  Best case scenario for OU for the rest of the season. Things could be worse.  OU still has WVU, K-State, OSU, as the possible trip up games.  and Tech Segment  3:  Who does and OU Texas re-mach favor  Learn more about your ad choices. Visit megaphone.fm/adchoices

The surrender of nation-to-nation climaxed on May 6, 1875 at the close of the Red River War that for hundreds of years pitted one civilization against another: one by greed for control of land and resources, the other for preservation of a free-ranging nomadic hunting lifestyle. We speak of the Comanche Nation, the last free Indian Nation in the Americas who surrendered to foreigners governed by the Great Father in Washington D.C. The post The Red River War Surrender with Vision appeared first on Diane Carol Mark.