Places in Indigenous People’s History: Brooklyn Museum, Eastern Parkway, Brooklyn, New York

Maquinna on Banking and Charity

“Once I was in Victoria, and I saw a very large house. They told me it was a bank, and that the white men place their money there to be taken care of, and that by and by they got it back, with interest.

We are Indians, and we have no such bank; but when we have plenty or money or blankets, we give them away to other chiefs and people, and by and by they return them, with interest, and our hearts feel good. Our way of giving is our bank.”

Maquinna

Nootka Chief

Excerpted from: Nerburn, Kent and Louise Mengelkoch, eds. Native American Wisdom. San Rafael, CA: Classic Wisdom Collection, 1991.

Cultural Literacy: Transcontinental Railroad

Moving right along this morning, here is a Cultural Literacy worksheet on the Transcontinental Railroad. This is a half-page worksheet with a reading of five sentences and three comprehension questions. I assume it goes without saying that this estimable civil engineering project, ultimately, exercised a deleterious effect on the indigenous peoples in its path.

If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Yokuts

“Yokuts: The name of the Yokuts, pronounce Yo-kuts, is generally written with an ‘s’ whether singular or plural. It means ‘person’ or ‘people’ in the various dialects of the Penutian language family spoken by different Yokuts groups. The Yokuts Indians lived in a wide expanse of territory that is now located in central California along the San Joaquin River Valley and the foothills of the Sierra Nevada.

The Yokuts are classified in the California Culture Group. They were hunter-gatherers, depending on small mammals, fowl, fish, and wild plant foods, especially acorns, for their food. They constructed enclosures called blinds where they could hide to trap pigeons. They also hunted eagles. The following is a Yokuts prayer that was recited before killing an eagle:

Do not think that I will hurt you.

You will have a new body.

Now turn your head northward and life flat.

The Yokuts made exquisite baskets, coiling thin bundles of grass stems upward in a spiral and binding them with marsh grass. They also drew elaborate picture messages, called pictographs, on rocks.

The Yokuts did not make up a unified tribe. Scholars sometimes use the word tribelet to describe the political and territorial organization of the Yokuts and other California Indians, a category between a tribe and a village. The Yokuts had about 50 tribelets. A tribelet contained a main permanent village and several smaller satellite villages that were moved from time to time. Each tribelet had a chief and a shaman. A chief’s messenger carried his commands to other villages. A village crier made announcements within his main village. These various positions were hereditary offices, passed to a younger brother or to a son. Each tribelet had a distinct name to differentiate it from other tribelets, and a distinct language dialect. Sometimes, among the Yokuts, the different tribelets had disputes that led to violence.

The Yokuts, unlike most Indians, practiced cremation at death. When someone died, his or her possessions were burned along with the body, even the entire house in some cases.

The Yokuts fought in one of the few wars involving California Indians, the Mariposa Indian War. This conflict began in 1850 during the California Gold Rush when the number of whites radically increased. The Yokuts and neighboring Miwoks attacked miners and trading posts. The Mariposa Volunteer Battalion quelled the outbreak in 1851.

The Yokuts, who presently hold the Santa Rosa Rancheria and Tule River Reservation, have strong tribal ties and meet to celebrate traditional ways.”

Excerpted from: Waldman, Carl and Molly Braun. Encyclopedia of Native American Tribes. New York: Facts on File, 1988.

Cultural Literacy: Puritans

Here is a Cultural Literacy worksheet on the Puritans, those humorless English who were the first to arrive here from England. It wasn’t long after their arrival that they began helping themselves to the land and resources of the local indigenous peoples–without whom the Puritans may have not survived on this continent.

This is a full-page worksheet with a reading of seven sentences and seven comprehension questions. This might be best divided into two parts for emergent readers and students who struggle to sustain attention to tasks.

If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

White Shield on “Race”

“The color of the skin makes no difference. What is good and just for one is good and just for the other, and the Great Spirit made all men brothers.

I have a red skin, but my grandfather was white man. What does it matter? It is not the color of the skin that makes me good or bad.”

White Shield

Arikara Chief

Excerpted from: Nerburn, Kent and Louise Mengelkoch, eds. Native American Wisdom. San Rafael, CA: Classic Wisdom Collection, 1991.

The Weekly Text, 6 November 2026, National Native American Heritage Month Week 1: Gadsden Purchase

November is National Native American Heritage Month. I’ve made my thoughts about these themed history months sufficiently clear over the life of this blog that there is no need to belabor them, once more, here. I am quickly running out of materials to publish on these months, as this month’s posts, I’m afraid, will disclose.

This reading on the Gadsden Purchase and its accompanying vocabulary-building and comprehension worksheet are the first of three posts that might be more appropriately considered part of the standard curriculum on United States history. It is that. However, it also points the way toward a deeper understanding of Manifest Destiny in practice, and therefore a clearer picture of how legislation, war, and commerce expanded the United States into Native American lands, always to the detriment of indigenous peoples.

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

The Doubter’s Companion: Ballroom

“There are four architectural periods:

Pre-1850: Situated one floor above the ground level (the piano nobile) in a palace, chateau, or large house. Vaulted ceilings were succeeded by flat painted ceilings. Used for dancing. A mainstay of the Jane Austen-Leo Tolstoy novel.

1850-1945: Situated on the ground floor of hotels and commonly decorated with classical columns and gold leaf. The floors were sprung for dancing, but they are now most often used by businessmen’s lunch clubs to listen to speakers or for charity functions. A fixture of Edith Whartonesque fiction.

1946-1970: Situated on the fortieth floor (the penthouse) where they revolve. These rooms are decorated with oil-based materials in primary colours. They are usually empty. Sometimes used in feature films to depict modern life.

Post-1970: Situated in hotel basements beside the garage. These cement rooms seat 2,500 people when all partitions are folded back. They are used for BUSINESS CONFERENCES and AWARD SHOWs. Thanks to the division of society into thousands of specialized groups, they are always full. The basement ballroom has replaced the opera house, which itself replaced the royal palaces as a place in which the elites legitimize themselves. They exist in a post-literate vacuum. See: CORPORATISM.

Excerpted from: Saul, John Ralston. The Doubter’s Companion. New York: The Free Press, 1994.

Cultural Literacy: Branches of Government

It’s Election Day 2026 in the United States. So it seems like a good time to post this Cultural Literacy worksheet on the branches of government. This is a full-page worksheet with a five-sentence reading and five comprehension questions. A basic, symmetrical explanation of the distribution of governmental power under the United States Constitution.

And don’t forget that it is the role of the United States Congress to limit the power of the Executive Branch–i.e. the president.

If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Write It Right: Distinctly for Distinctively

“Distinctly for Distinctively. ‘The custom is distinctly Oriental.’ Distinctly is plainly; distinctively, in a way to distinguish one thing from others.”

Excerpted from: Bierce, Ambrose. Write it Right: A Little Blacklist of Literary Faults. Mineola, NY: Dover, 2010.