The Modern Health System

Provide American Indian families with health services that promote healing and wellness. “Carl Albert Indian Health Facility serves the medical needs of more than 117,000 Native American patients each year from across central and southern Oklahoma. Eligibility requires each patient to have a Certificate of Degree of Indian Blood (CDIB) card from a federally recognized tribe. The hospital is a 53-bed acute care facility, including a 36-bed Medical/Surgical unit, 13-bed OB/GYN unit, 4-bed ICU and Emergency Room services provided 24 hours a day.

Renovations, redecorating, and new equipment purchases enable the hospital to provide the most up-to-date patient oriented medical services. Carl Albert Indian Health Facility and satellite clinics are fully accredited by the Joint Commission for Accreditation of Hospitals. Patients in need of medical services and non-emergency care can visit one of our outpatient clinics. Outpatient care is also available at our satellite clinics in Ar! dmore, Tishomingo, and Durant. All clinics provide medical care with laboratory services and pharmacies, Ardmore and Tishomingo also offer dental, optometry and behavioral health care services.

Medical emergencies and trauma patients have access to CAIHF’s 24-hour emergency room, two emergency medical vehicles and Medi-flight, an emergency helicopter service readily available to transport severe trauma cases to other more specialized treatment centers. CAIHF has extended its hours at the urgent care clinic. The clinic is open 8 a. m. – 8 p. m. , Monday-Friday and from 9:30 a. m. – 6 p. m. Saturday, Sunday and holidays. Pharmacy hours were also extended to coincide with the urgent care clinic, making CAIHF a one stop health care facility.

The history of the Chickasaw Nation can be divided into four parts; o Early History, The Nation east of the Mississippi River o Chickasaw Nation in Indian Territory, 1837-1907 o Limbo period from 1907-1983 o The New Chickasaw Nation, 1983-Today The Chickasaw, while being a relatively small tribe, occupied or claimed large hunting areas in parts of Mississippi, Alabama, Tennessee and Kentucky. The first recorded contact with the tribe was in December of 1540, by Spanish explorer Hernando de Soto. De Soto and his men spent the winter among the Chickasaws, often abusing the hospitality of their host.

In March of 1541, De Soto made preparations to continue his explorations and made demands on the Chickasaw chiefs that they supply two hundred warriors to carry his column’s baggage. (Some say he demanded a number of Indian maidens as well. ) This was the last straw as for as the Chickasaws were concerned and on the night of March 4, 1541, the Chickasaws attacked and routed De Soto and his men. Thus began the reputation of the Chickasaws as being one of the most fearsome Indian Tribes in the southeast.

After the American Revolutionary War and the westward migration of white settlers, the lands of the Chickasaws became prime targets for westward expansion. When the American government acquired those lands west of the Mississippi River in the Louisiana Purchase, a program was began by the United States to “remove” the Chickasaws and other eastern tribes to the west. After much physical, economic and legal trickery, the Chickasaws finally capitulated in 1832 to signing a removal Treaty with the United States, this Treaty was re-negotiated in 1834.

One of the principle clauses in the Treaty was that the Chickasaws were not to be required to “remove” until a suitable land had been located west of the Mississippi in the new Indian Territory. As not suitable land could be found which had not already been given to another tribe, the Chickasaws were pressured into leasing a portion of the newly removed Choctaw lands in Indian Territory. This was done under the Treaty of 1837. One of the disadvantages of this Treaty, was that for all practical purposes, the Chickasaws lost their identity as a separate nation and became Choctaws.

They were to have representative on the Choctaw Council, but soon found themselves in the minority. There was much dissension among both the Choctaws and the Chickasaws over this arrangement. Efforts were begun almost immediately after the 1837 Treaty was signed to purchase outright their lands from the Choctaws. This effort came to fruition in the Treaty of 1855, and the Chickasaws had their own nation once again. This period lasted until 1907, when the Indian Territory was combined with Oklahoma Territory to form the present State of Oklahoma.

It was the belief and intentions of the United States Government that this act of statehood would be end of the Chickasaw Nation, and that all Chickasaws would be assimilated into the American population. >From 1907 to about 1983, the Chickasaw Nation essentially did not exist. There were some unofficial organizations of those of Chickasaw descent, but little more. In the Chickasaw constitution of 1856, the Chickasaws had changed from having a “Chief” as head of the tribe to having an elected “Governor. ” Because, not all the business of the Chickasaw Nation had been completed, essentially business dealing with claims against the U.

S. and the settlement of land issues, the President continued the office of Governor of the Chickasaws by Presidential appointment. This was the “Limbo Period” of the Chickasaw Nation. In the 70’s a nation wide movement of Indian activists and Indian rights began. The Chickasaws began to reawaken. This finally culminated with respect to the Chickasaws in about 1983 when a new recognition was made of the Chickasaw Nation and a new Constitution of the Chickasaw Nation was adopted. The Chickasaw Nation was once again reborn. Chickasaw Nation Department of Education

Higher Education Grant Application This program is available to Chickasaw students enrolled full-time at an accredited college/university. Students must be pursuing an undergraduate degree and possess a minimum 2. 0 GPA. Financial assistance is available only to those students determined to have an “Unmet Need” by their college/university financial aid office. ALL ASSISTANCE IS SUBJECT TO AVAILABILITY OF FUNDS. INSTRUCTIONS FOR APPLICATION Please Read Carefully – Keep this page for your records 1. Apply for admission to an accredited college or university. 2.

Students must apply for federal financial aid through a college/university using the Free Application for Federal Student Aid. All students must apply regardless if they feel they may or may not be eligible for federal financial aid. The application and response are used by your college/university to determine your financial need. The Chickasaw Nation uses this process to determine your eligibility for the Higher Education Grant. Even if you are determined to be over income for federal financial aid you may still be eligible for the Chickasaw Nation Higher Education Grant.

When you receive a response from federal financial aid in the form of a Student Aid Report (SAR), the Needs Analysis form attached should be taken to your college/university financial aid office for completion. 3. Complete the attached application. Please complete every blank on the application. Incomplete applications cannot be processed. Application must be postmarked by the application deadline date. 4. Provide the Chickasaw Nation Department of Education with the required documentation: A. Copy of CDIB B. Copy of Complete High School Transcript C. Current College Transcript (if applicable) D.

Pre-Enrollment for Semester in Which You are requesting assistance E. Chickasaw Nation Citizenship Card F. Proof of ACT/SAT Score G. Copy of Student Aid Report (SAR) H. Completed Needs Analysis (attached) Kill the Indian and Save the Man George Grant, a Presbyterian minister from Nova Scotia who traveled across the northwest portions of Canada in 1872 observing Native Americans of that country, wrote upon his return; “As the Indian has no chance of existence except by conforming to civilized ways, the sooner that the Government or the Christian people awake to the necessity of establishing schools among every tribe the better.

Little can be done with the old, and it may be two, three or more generations before the old habits of a people are changed; but, by always taking hold of the young, the work can be done. ” Grant’s attitude closely resembled that of many clergy and legislators in both the United States and Canada throughout the Nineteenth-Century and into the Twentieth. It was an attitude that Captain Richard Pratt epitomized in his motto for the Carlisle Indian School in Pennsylvania – “Kill the Indian, save the Man. “

Pratt and others felt that the Natives must have their inherited culture stripped away in order for them to become productive members of society. Initially, the process of education fell to missionaries who opened up schools on Native lands, and then eventually, boarding schools were opened on the East Coast where Native children were sent to be taught trades and farming skills. Reservation Schools Before the late 19th Century, the formal educations of Natives was left up to missionaries, most notably within the Choctaw, Cherokee, and Chickasaw tribes.

The aim of these institutions was to “de-indianize” the children and begin the road towards assimilation into European-American society. The missionaries worked primarily to inculcate Christian religion and morals in the students, which was also viewed as a necessary step in the assimilation process. East Coast Boarding Schools In the late 19th Century, Captain Richard Pratt began a trend with opening his Carlisle Indian Industrial School in Pennysylvania in 1879. Hampton Institute in Virginia was another such institution, although this one was opened primarily for the education of African-Americans.

Native American children were sent to schools like Carlisle in order to learn trades that would allow them to become working members of white society, but this education often worked to create children and young adults who did not have a place in any society. Prejudice would never really allow them to fit comfortably into white communities, and their extensive separation from their families and culture often rendered them cultural outsiders back on the reservations.