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| a track as in a dirt road made by the passage of wheeled vehicles |
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| a territory or range of rule or control |
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| to bring from a primitive to a highly developed state of society and culture. To educate. |
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| to wined or twine around or about |
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| not yielding or giving in. firm |
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| a person chosen to speak an act for another person or for a group to which he belongs. A Representative |
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| a positive statement intended to inspire confidence. a guarantee, certainty |
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| to bring on, arouse, to stir to action, incite. |
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| lack of agreement among persons, groups or things, dissension. |
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| to give rise to, cause, produce |
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| bitter conflict or struggle |
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| strict personal honesty and independence |
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| a reform movement whose followers worked to make alcohol illegal |
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| land set aside, or reserved, by the U.S. government specifically for Indians |
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| A person who comes into a country to live there |
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| somebody who encourages others to join a group |
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| First Sunday school, Temperance group, Community project |
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| Pushed onto reservations. |
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| Number of Reservations in Minnesota in 1850 |
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| Indians wanted to keep what |
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| Who wanted to own their own land |
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| Who were running low on food and supplies |
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| Who was taking all the food and supplies |
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| foot, canoes, ox carts, steamboats, train, stage coach |
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| Harriot Bishop's first school |
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| Harriot Bishop's strong feelings |
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| Democracy, religion, laws, schools |
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| When did Mn become a territory |
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| Wealthy fur trader who went to congress to ask for MN to become a territory. First Governor |
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| Traverse des Souix treaty |
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| White settlers came before they were supposed to |
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| Reservations were developed for this |
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| to separate kids from families |
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| Swedish Immigrant who survived a terrible winter in MN in 1853 |
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| Why Germans left Germany to move to MN |
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| Why Irish left Ireland to move to MN |
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| Why Norwegians left Norway to move to MN |
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| lack of jobs and land to own |
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