Tag Archives: first nation/indigenous peoples’ history

American Indian Religions, South

“American Indian Religions, South: Religious beliefs and practices of the indigenous peoples of South America. The ancient Andean civilizations  of the Chimu and Inca had highly developed religions. The Inca religion combined complex ceremonies, animistic beliefs, belief in objects having magical powers, nature worship, and sun worship. The Incas build monumental temples, occupied by priests and Chosen Women. Priests conducted divination, and sacrifices were offered on every important occasion. Human sacrifice was offered when the need was extreme. In present-day South America, as many as 1,500 distinct native cultures have been described, and religious beliefs vary greatly. Creation mythologies are of first importance, often describing the origin of the first world and its fate as well as the creation and destruction of subsequent worlds. Ceremonial initiation into adulthood is widely practiced, both for males and females, with the initiation ceremony of acting out events from the dawn of creation. Initiations are also used to mark the ascent of individuals into positions of religious authority, with priests, diviners, and spirit mediums playing special roles. The shaman specializes in inducing states of ecstasy, controlling the passage of the soul out of and back into the body. Ritual fires, musical instruments (especially the rattle), esoteric languages, and sacred songs may demonstrate the shaman’s command of invisible powers. Christianity has come to be a strong component of folk belief among many native peoples, but it continues to be interpreted in the light of local tradition, and elements of traditional religion continue to survive.”

Excerpted from: Stevens, Mark A., Ed. Merriam-Webster’s Collegiate Encyclopedia. Springfield, Massachusetts: Merriam-Webster, 2000.

The Weekly Text, 7 November 2025, National Native American Heritage Month Week I: A Reading and Comprehension Worksheet on the Annexation of Hawaii

November is National Native American Heritage Month, and to the greatest extent possible, Mark’s Text Terminal strives to produce and publish material to observe the month.

Let’s start with this reading on the annexation of Hawaii along with its accompanying vocabulary-building and comprehension worksheet. Here in the United States, I have perceived, we don’t think of the Native Hawaiians in the same way we think of the indigenous peoples of the North American continent. Ethnically Polynesians, the indigenous peoples of Hawaii settled the islands 800 or so years ago. Then they experienced the same colonization and dispossession as the tribes in the United States.

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.

Places in Indigenous History: Chinatown, Manhattan, New York City

Atahualpa

“Atahualpa: (1502?-1533) Last free-reigning emperor of the Incas. He became ruler after defeating his half-brother in what may have been the greatest military engagement in Inca history. The conquistador Francisco Pizarro met Atahualpa just before the emperor’s triumphal entry into Cuzco and invited him to a feast in his honor. When Atahualpa and his unarmed retainers arrived, Pizarro ambushed them on horseback with cannons and guns, slaughtered thousands, and took Atahualpa prisoner. Pizarro accepted Atahualpa’s offer of a ransom of a roomful of gold, then, having received 24 tons of gold and silver, ordered Atahualpa burned at the stake, The sentence was changed to death by garrote when Atahualpa agreed to convert to Christianity.”

Excerpted from: Stevens, Mark A., Ed. Merriam-Webster’s Collegiate Encyclopedia. Springfield, Massachusetts: Merriam-Webster, 2000.

Cultural Literacy: Sitting Bull

Last but not least for National Native American Heritage Month 2024, here is a Cultural Literacy worksheet on Sitting Bull. This is a half-page worksheet with a reading of three sentences, all of them relatively long, and three comprehension questions. For its brevity, it is nonetheless a surprisingly thorough introduction to this Sioux leader.

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.

Shawnee

“Shawnee: Algonquian-speaking people from the central Ohio River Valley. Closely related in language and culture to the Fox, Kickapoo, and Sauk, the Shawnee were also influenced by the Seneca and Delaware. In the summer the Shawnee lived in bark-covered houses grouped into large villages near fields in which women cultivated corn. The primary male occupation was hunting. In winter the village broke into small patrilineal family groups, which moved to hunting camps. In the 17th century the Shawnee were driven from their home by the Iroquois, scattering into widely separated areas. After 1725 the tribe reunited in Ohio. Following their defeat by General Anthony Wayne (1794), they broke into three independent branches that eventually settled in Oklahoma. Today they number about 4,000.”

Excerpted from: Stevens, Mark A., Ed. Merriam-Webster’s Collegiate Encyclopedia. Springfield, Massachusetts: Merriam-Webster, 2000.

Cultural Literacy: Sioux

Here is a Cultural Literacy worksheet on the Sioux people. This is half-page worksheet with a reading of five sentences, one of which is a short imperative, a see-this, thing, enclosed in parentheses, with three comprehension questions. This worksheet, like a few I’ve posted here recently, seems a bit crammed to me. You might want to adjust it to a full-page document.

The reading, even in five sentences, manages to note that the Sioux, who call themselves the Dakota or Lakota, administered a beatdown to Lieutenant Colonel George Armstrong Custer and the 7th Cavalry Regiment of the United States Army at the Battle of Little Bighorn, and names three significant Sioux leaders, Sitting Bull, Crazy Horse, and Big Foot, who is also known as Spotted Elk, whom  U.S. forces murdered at the Wounded Knee Massacre in 1890.

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.

Sacagawea

“Sacagawea: (1786?-1812) Shoshone Indian woman who, carrying her infant son on her back, traveled thousands of wilderness miles with the Lewis and Clark expedition (1804-6). Though she had been separated from her people for nearly 10 years when the expedition began, Sacagawea was instrumental in obtaining horses and guides from a band of Shoshone (led by her brother, Cameahwait) at a point when the expedition may well have ended. Her fortitude in the face of hazards and deprivation became legendary.”

Excerpted from: Stevens, Mark A., Ed. Merriam-Webster’s Collegiate Encyclopedia. Springfield, Massachusetts: Merriam-Webster, 2000.

The Weekly Text, 29 November 2024, National Native American Heritage Month Week V: A Reading and Comprehension Worksheet on Geronimo

For the fifth and final Friday of National Native American Heritage Day 2024, here is a reading on Geronimo with its attendant vocabulary-building and comprehension worksheet.

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.

Penutian Languages

“Penutian languages: Hypothetical superfamily of North American Indian languages that unites a number of languages and language families mainly of the far western United States and Canada. The Penutian hypothesis was proposed by Roland B. Dixon and Alfred B. Kroeber in 1913 and refined by Edward Sapir in 1921. Like the Hokan hypothesis (see Hokan Languages), it attempted to reduce the number of unrelated language families in one of the world’s most linguistically diverse areas. At its core was a group of languages spoken along California’s central coast and in the Central Valley, including Ohlone (Costanoan), Miwok, Wintuan, Maidu, and Yokuts. Sapir added Oregon Penutian (spoken along the lower Columbia River), Plateau Penutian (languages of Plateau Indian peoples), Tsimshian (spoken in western British Columbia), and Mexican Penutian (spoken in southern Mexico). Aside from the Mexican group, all the languages today are either extinct or spoken exclusively by older adults. Though the hypothesis remains unproven, at least some languages of the group are probably related to each other.”

Excerpted from: Stevens, Mark A., Ed. Merriam-Webster’s Collegiate Encyclopedia. Springfield, Massachusetts: Merriam-Webster, 2000.