Tag Archives: readings/research

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.

American Indian Languages

“American Indian Languages: Languages spoken by the original inhabitants of the Americas and the West Indies and by their modern descendants. They display an extraordinary structural range, and no attempt to unite them into a small number of genetic groupings has won general acceptance. Before Columbus, more than 300 distinct languages were spoken in North America north of Mexico by an estimated population of 2-7 million. Today there are fewer than 170 languages, of which a great majority are spoken fluently only by older adults. A few widespread language families (Algonquian, Iroquoian, Siouan, Muskogean, Athabaskan, Uto-Aztecan, Salishan) account for many of the languages of eastern and interior North America, though the far west was an area of extreme diversity (see Hokan, Penutian). In Mexico and north Central America (Mesoamerica), an estimated 15-20 million people spoke more than 300 languages before Columbus. The large Otomanguean and Mayan families and a single language, Nahuatl, shared Mesoamerica with many smaller families and language isolates. More than 10 of these languages and languages complexes still have over 100,000 speakers. South American and the West Indies had an estimated pre-Columbian population of 10-20 million, speaking more than 500 languages. Important language families include Chibchan in Columbia and south Central America, Quechuan and Aymaran in the Andean regions, and Arawakan, Cariban, and Tupian and north and central lowland South America. Aside from Quechuan and Aymaran, with about 10 million speakers, and the Tupian language Guarani, most remaining South American Indian languages have very few speakers, and some face extinction before linguists can adequately record them.”

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

The Weekly Text, 22 November 2024, National Native American Heritage Month Week IV: A Reading and Comprehension Worksheet on Pine Ridge

This week’s Text, in observation of the fourth Friday of National Native American Heritage Month 2024, is this reading on Pine Ridge along with its vocabulary-building and comprehension worksheet.

The Pine Ridge Reservation entered my consciousness in 1973, when activists from the American Indian Movement (AIM) began the Wounded Knee Occupation. AIM had earlier, for almost two years between 1969 and 1971, occupied the Alcatraz Federal Penitentiary. I was dimly aware of that, but by 1973 I’d become much more aware, having read by then for the first time Dee Brown’s Bury My Heart and Wounded Knee. In 1975, members of the Menominee Nation seized the Alexian Brothers Novitiate in Gresham, Wisconsin; I lived in Madison at the time, and my high school friends and I followed these events with keen interest.

This reading pulls no punches about the role of the United States government in creating neglect and failure in the way it proceeded with establishing Native American reservations. The massacre at Wounded Knee in 1890 took place at Pine Ridge. Enough said.

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.

Chief Joseph Surrenders

[Speech of surrender at tend of Nez Perce War, 5 Oct. 1877:] “I am tired of fighting…. I want to have time to look for my children and see how many of them I can find. Maybe I shall find them among the dead.

Chief Joseph, Quoted in Herbert J. Spinden, The Nez Perce Indians (1908)

Excerpted from: Schapiro, Fred, ed. The Yale Book of Quotations. New Haven: Yale University Press, 2006

Anasazi Culture

“Anasazi Culture: North American civilization that developed from c.AD 100 to historic times, centering on the area where the boundaries of Arizona, New Mexico, Colorado, and Utah intersect. Anasazi (Navajo for “Ancient Ones”) is used to refer to the ancestors of contemporary Pueblo Indian peoples. Anasazi civilization is customarily divided into five periods: Basketmaker (AD 100-500), Modified Basketmaker (500-700), Developmental Pueblo (700-1050), Classic Pueblo (1050-1300), and Regressive Pueblo (1300-1550). As among present-day Pueblo peoples, religion was highly developed and centered on rites partly conducted in underground circular chambers called kivas. The best-known Anasazi ruins are the great cliff dwellings at Mesa Verde (Colorado) and Chaco Canyon (New Mexico).”

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

Black Hawk

“Black Hawk: (1767-1838) Sauk Indian leader of a faction of Sauk and Fox whose defiance of government orders to vacate villages along the Rock River in Illinois resulted in the brief but tragic Black Hawk War of 1832. Long antagonistic to whites, Black Hawk, who had been driven into Iowa from his native Illinois in 1831, led his people back across the Mississippi the following year, only to face military opposition and eventual massacre, though he himself survived. The ruthlessness of the war so affected neighboring Indian groups that by 1837 most had fled to the far West, leaving most of the Northwest Territory to white settlers.”

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