Algonquian Trade Languages Revisited
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About First Nation Autonomy & Anishinabek Unity
Anishinaabe Governance is... ABOUT FIRST NATION AUTONOMY & ANISHINABEK UNITY First Nation Autonomy - First Nation autonomy while working together in unity as the Anishinabek, an Indigenous Nation of People, has always been the basis of both the proposed Governance Agreement and the ratified Anishinabek Nation Education Agreement. Autonomy and unity were stated often by approximately 4,000 First Nation citizens who participated each year in the Nation Building and Restoration of Jurisdiction consultation processes from 1995 to now. These processes were facilitated by the Union of Ontario Indians under the direction of the Anishinabek Grand Council. There have been many Grand Council Resolutions providing direction by First Nation Chiefs over the years on the education and governance initiatives. The Anishinabek Grand Council – The Anishinabek Grand Council has its roots in the Ojibway (Chippewas), Odawa and Potawatomi Nations which formed the Confederacy of the Three Fires of peoples who shared similar languages and territories and who met together for military and political purposes. By the mid 1700s, the Council of Three Fires became the core of the Great Lakes Confederacy. The Hurons, Algonquins, Nipissing, Sauks, Foxes, and others joined the Great Lakes Confederacy. In 1870, after Canada's creation in 1867, the Confederacy transformed to the Grand General Indian Council of Ontario and Quebec. According to the minutes of the annual meetings, much of the Grand Council's time was spent on reviewing the Indian Act. Today the Anishinabek Grand Council represents 39 First Nations and approximately 65,000 First Nation citizens. The Union of Ontario Indians - In 1949, the Union of Ontario Indians (UOI) was established to replace the Grand General Indian Council. -
Kwakwaka'wakw Storytelling: Preserving Ancient Legends
MARCUS CHALMERS VERONIKA KARSHINA CARLOS VELASQUEZ KWAKWAKA'WAKW STORYTELLING: PRESERVING ANCIENT LEGENDS ADVISORS: SPONSOR: Professor Creighton Peet David Neel Dr. Thomas Balistrieri This report represents the work of WPI undergraduate students submitted to the faculty as evidence of a degree requirement. WPI routinely published these reports on its website without editorial or peer review. For more information about the projects program at WPI, seehttp://www.wpi.edu/Academics/Projects Image: Neel D. (n.d.) Crooked Beak KWAKWAKA'WAKW i STORYTELLING Kwakwaka'wakw Storytelling: Reintroducing Ancient Legends An Interactive Qualifying Project submitted to the faculty of Worcester Polytechnic Institute in partial fulfillment of the requirements for the Degree of Bachelor of Science. Submitted by: Marcus Chalmers Veronika Karshina Carlos Velasquez Submitted to: David A. Neel, Northwest Coast native artist, author, and project sponsor Professor Creighton Peet Professor Thomas Balistrieri Date submitted: March 5, 2021 This report represents the work of WPI undergraduate students submitted to the faculty as evidence of a degree requirement. WPI routinely published these reports on its website without editorial or peer review. For more information about the projects program at WPI, see http://www.wpi.edu/Academics/Projects ABSTRACT ii ABSTRACT Kwakwaka'wakw Storytelling: Preserving Ancient Legends Neel D. (2021) The erasure of Kwakwaka'wakw First Nations' rich culture and history has transpired for hundreds of years. This destruction of heritage has caused severe damage to traditional oral storytelling and the history and knowledge interwoven with this ancient practice. Under the guidance of Northwest Coast artist and author David Neel, we worked towards reintroducing this storytelling tradition to contemporary audiences through modern media and digital technologies. -
Minjimendaamowinon Anishinaabe
Minjimendaamowinon Anishinaabe Reading and Righting All Our Relations in Written English A thesis submitted to the College of Graduate Studies in partial fulfillment for the requirements for the Degree of Doctor in Philosophy in the Department of English. University of Saskatchewan Saskatoon, Saskatchewan By Janice Acoose / Miskwonigeesikokwe Copyright Janice Acoose / Miskwonigeesikokwe January 2011 All rights reserved PERMISSION TO USE In presenting this thesis in partial fulfillment of the requirements for a Postgraduate degree from the University of Saskatchewan, I agree that the Libraries of this University may make it freely available for inspection. I further agree that permission for copying of this thesis in any manner, whole or in part, may be granted by the professor or professors who supervised my thesis work or, in their absence, by the Head of the Department or the Dean of the College in which my thesis work was done. It is understood that any copying or publication or use of this thesis or parts thereof for financial gain shall not be allowed without my permission. It is also understood that due recognition shall be given to me and to the University of Saskatchewan in any scholarly use which may be made of any material in my thesis. Request for permission to copy or to make other use of material in this thesis in whole or in part should be addressed to: Head of the Department of English University of Saskatchewan Saskatoon, Saskatchewan i ABSTRACT Following the writing practice of learned Anishinaabe Elders Alexander Wolfe (Benesih Doodaem), Dan Musqua (Mukwa Doodaem) and Edward Benton-Banai (Geghoon Doodaem), this Midewiwin-like naming Manidookewin acknowledges Anishinaabe Spiritual teachings as belonging to the body of Midewiwin knowledge. -
ALGONQUIAN TRADE LANGUAGES Richard Rhodes Eastern Ojibwa
1 ALGONQUIAN TRADE LANGUAGES Richard Rhodes Eastern Ojibwa Dictionary Project University of Michigan In this paper,1 I will turn from my more usual concerns of linguis tic analysis to a question of language use—a question of perhaps broader interest to the current audience since the implications of this paper touch on the domains of anthropology and ethnohistory as well as on linguistics. I will develop the hypothesis that intertribal contact among Algonquians in the Great Lakes area was mediated via trade languages or koines rather than through interpreters or by some other means.2 By the term trade language I mean a language customarily used for communication between speakers of different languages, even though it may be that neither speaker has the trade language as his dominant language. Some familiar examples include Greek, which in Roman times was the trade langauge of the Medi terranean, and Latin, which was the trade language of Europe. More recently Portuguese, French, and English have served as trade lan guages in various parts of Africa and Asia. Other well-known non- Indo-European trade languages include Swahili in East Africa and Fulani in West Africa, and one could argue that Modern Standard Arabic and Mandarin Chinese constitute trade languages in their respective parts of the world. It is characteristic of trade languages that there is a relatively high degree of bilingualism involving the trade language. As we will see later, this fact lends significant support to our position on Algonqui an trade languages. The hypothesis that certain midwestern Algonquian languages and dialects once served as trade languages arose out of an incongruity in my field work that has bothered me for a number of years, namely that most of the speakers of Ottawa that I have been working with are descendants not of Ottawas, but of Potawatomis and Chippewas, i.e. -
Guide to Acknowledging First Peoples & Traditional Territory
Guide to Acknowledging First Peoples & Traditional Territory September 2017 CAUT Guide to Acknowledging First Peoples & Traditional Territory September 2017 The following document offers the Canadian Association of University Teachers (CAUT) recommended territorial acknowledgement for institutions where our members work, organized by province. While most of these campuses are included, the list will gradually become more complete as we learn more about specific traditional territories. When requested, we have also included acknowledgements for other post-secondary institutions as well. We wish to emphasize that this is a guide, not a script. We are recommending the acknowledgements that have been developed by local university-based Indigenous councils or advisory groups, where possible. In other places, where there are multiple territorial acknowledgements that exist for one area or the acknowledgements are contested, the multiple acknowledgements are provided. This is an evolving, working guide. © 2016 Canadian Association of University Teachers 2705 Queensview Drive, Ottawa, Ontario K2B 8K2 \\ 613-820-2270 \\ www.caut.ca Cover photo: “Infinity” © Christi Belcourt CAUT Guide to Acknowledging First Peoples and Traditional Territory September 2017 Contents 1| How to use this guide Our process 2| Acknowledgement statements Newfoundland and Labrador Prince Edward Island Nova Scotia New Brunswick Québec Ontario Manitoba Saskatchewan Alberta British Columbia Canadian Association of University Teachers 3 CAUT Guide to Acknowledging First Peoples and Traditional Territory September 2017 1| How to use this guide The goal of this guide is to encourage all academic staff context or the audience in attendance. Also, given that association representatives and members to acknowledge there is no single standard orthography for traditional the First Peoples on whose traditional territories we live Indigenous names, this can be an opportunity to ensure and work. -
Treaty with Chippewa
TIMELINE OF ANISHINAABE e Lak s In at d e ia r n G F i n s h o i s & s i W m i m TREATY RIGHTS ldlife Co IN THE NORTHERN GREAT LAKES 1971 BIG ABE 1981 U.S. SUPREME COURT LEBLANC REFUSES TO REVIEW 1997 1850 TICKETED MICHIGAN CASE MILLE LACS CASE Upholds rights reserved in IS UPHELD IN U.S. 1954 Fishing in 1836 Treaty waters, the 1990 SANDY Bay Mills Indian Community member 1836 treaty. Michigan 1983 COURT OF APPEALS 1842 was charged with using an illegal gill Chippewa and Ottawa tribes U.S. COURT OF AND HEADS TO U.S. TREATY WITH WILLIAM net and convicted in district court. form the Chippewa Ottawa MILLE LACS 2007 LAKE Treaty Fishery Management APPEALS RULES SUPREME COURT THE CHIPPEWA 1854 Authority (COTFMA) to begin IN FAVOR OF LAC MICHIGAN self-regulation and management BAND OF CONSENT DECREE SIGNED AT TREATY WITH THE JONDREAU 1997 OJIBWE PEOPLE TRAGEDY COURTE OREILLES In October 2013, the State of Four prominent officials of of the treaty area fisheries and Reverses appeal and upholds 1836 LAPOINTE MISSISSIPPI, RULING ENDS Michigan asked the federal court to This treaty ceded further President Zachary Taylor's resources. Ojibwe off reservation hunting, OJIBWE LAKE SUPERIOR, CITED decide whether inland treaty rights MIGRATE TO THE TREATY WITH lands in northern Wisconsin administration and Minnesota Keweenaw Bay Indian fishing, and gathering rights as TRIAL PHASE continue to exist, and if they do, OTTAWA & and in the copper and iron Territorial Governor Alexander AND BOISE Community member William set forth in the 1837 and 1842 On January 29, U.S. -
The Pennsylvania State University the Graduate School College Of
The Pennsylvania State University The Graduate School College of Education A COMPARATIVE SOCIO-HISTORICAL CONTENT ANALYSIS OF TREATIES AND CURRENT AMERICAN INDIAN EDUCATION LEGISLATION WITH IMPLICATIONS FOR THE STATE OF MICHIGAN A Thesis in Educational Leadership by Martin J. Reinhardt ©2004 Martin J. Reinhardt Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy December, 2004 ii The thesis of Martin J. Reinhardt has been reviewed and approved by the following: John W. Tippeconnic III Professor of Education Thesis Advisor Chair of Committee William L. Boyd Batschelet Chair Professor of Education Susan C. Faircloth Assistant Professor of Education Edgar I. Farmer Professor of Education Nona A. Prestine Professor of Education In Charge of Graduate Programs in Educational Leadership *Signatures are on file in the Graduate School. iii ABSTRACT This study is focused on the relationship between two historical policy era of American Indian education--the Constitutional/Treaty Provisions Era and the Self- Determination/Revitalization Era. The primary purpose of this study is the clarification of what extent treaty educational obligations may be met by current federal K-12 American Indian education legislation. An historical overview of American Indian education policy is provided to inform the subsequent discussion of the results of a content analysis of sixteen treaties entered into between the United States and the Anishinaabe Three Fires Confederacy, and three pieces of federal Indian education legislation-the Indian Education Act (IEA), the Indian Self-Determination & Education Assistance Act (ISDEA), and the Individuals with Disabilities Education Act (IDEA). iv TABLE OF CONTENTS List of Figures …………………………………………………………………...... vii Acknowledgements………………………………………………………… ......... -
Downloads/2010-Report-On-The-Status-Of-Bc-First- Nations-Languages.Pdf
Ḵ̓A̱NGEX̱TOLA SEWN-ON-TOP: KWAK’WALA REVITALIZATION AND BEING INDIGENOUS by PATRICIA CHRISTINE ROSBOROUGH B.A., University of Victoria, 1993 M.A., Bastyr University, 1995 A DISSERTATION SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF EDUCATION in THE FACULTY OF GRADUATE STUDIES (Educational Leadership and Policy) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) August 2012 © Patricia Christine Rosborough, 2012 ABSTRACT Kwak’wala, the language of the Kwakwa̱ka̱’wakw, like the languages of all Indigenous peoples of British Columbia, is considered endangered. Documentation and research on Kwak’wala began more than a century ago, and efforts to revitalize Kwak’wala have been under way for more than three decades. For Indigenous peoples in colonizing societies, language revitalization is a complex endeavour. Within the fields of language revitalization and Indigenous studies, the practices and policies of colonization have been identified as key factors in Indigenous language decline. This study deepens the understanding of the supports for and barriers to Kwak’wala revitalization. Emphasizing Indigenization as a key aspect of decolonization, the study explored the relationship between Kwak’wala learning and being Indigenous. The study was conducted through a Ḵ̓a̱ngex̱tola framework, an Indigenous methodology based on the metaphor of creating a button blanket, the ceremonial regalia of the Kwaka̱ka̱’wakw. The research has built understanding through the author’s experience as a Kwak’wala learner and the use of various approaches to language learning, including two years with the Master-Apprentice approach. The research employs the researcher’s journals and personal stories, as well as interviews with six individuals who are engaged in Kwak’wala revitalization. -
Topics in Potawatomi Grammar
Topics in Potawatomi Grammar TOPICS IN POTAWATOMI GRAMMAR home | reference | PLSC | forum 1. Introduction to the Potawatomi Language 2. The Sounds of Potawatomi 3. Writing Systems 4. Sound Rules 5. Grammatical Categories 6. Parts of Speech 7. Introduction to Word Structure [more on this subject soon] 8. The Inflection of Nouns 9. The Inflection of Verbs 10 Introduction to Sentence Structure [more on this subject soon] 11. Adverbial Clauses 12. Complement Clauses 13. Relative Clauses [more on this subject soon] 14. Conjunction [more on this subject soon] 15. Disjunction [more on this subject soon] 16. Adversatives Verb Paradigm Charts A Note on Paradigms and Attrition file:///D|/My%20Documents/anishinaabe/TRIBES/languages/potawatomi/grammartopics.html2007.01.26. 23:36:54 Introduction 1. INTRODUCTION TO THE POTAWATOMI LANGUAGE home | reference | PLSC | forum | grammar topics 1. Communities of Speakers 2. Dialects 3. Potawatomi an Endangered Language 4. Language Families and the Algonquian Language Family 5. Language Family Trees 6. Some Distinctive Features of Potawatomi Grammar 6.1. Animacy 6.2. Preference for Verbal Constructions 6.3. Inflections vs. Pronouns 6.4. Word-Building 6.5. Word Order 6.6. Linguistic Research 1. COMMUNITIES OF SPEAKERS [top] Neshnabémwen, commonly known as Potawatomi, is the heritage language of the Bodéwadmik, or Potawatomi people. In the early 1800's, the Potawatomi area extended over a large territory centered around Lake Michigan. After removal, the tribes were dispersed over much of the midwest of the United States and adjacent Ontario in Canada. In the United States there are six federally recognized Potawatomi Tribes: the Forest County Potawatomis in Wisconsin, Hannahville Indian Community in northern Michigan, the Huron Band Potawatomis in southwestern Michigan, the Pokagon Band Potawatomis (which are also in southwestern Michigan but also extend to northwestern Indiana) the Prairie Band Potawatomis in Kansas, and the Citizen Potawatomi Nation in Oklahoma. -
From Head-Final to Head-Initial in Algonquian: Evidence and Implications*
From head-final to head-initial in Algonquian: Evidence and implications* Will Oxford University of Manitoba This paper shows that the Algonquian languages display evi- dence of a long-term shift from head-final to head-initial order in three domains: the PP, the DP, and the clausal spine. Each do- main displays traces of an original analytic head-final construc- tion whose head directionality became opaque when the heads became affixes. The new analytic constructions that have sub- sequently developed in each domain consistently display head- initial order rather than head-final order. The paper discusses the causes and implications of this shift in head directionality. 1 Introduction The flexible word order of the Algonquian languages may give the impression that these languages have little to tell us about the issue of head directionality. The purpose of this paper is to show that this is not the case. I argue that there is diachronic evidence for a long-term change in head directionality in Algonquian, from head-final to head-initial. The recognition of this long-term change deepens our understanding of the synchronic structure of the Algonquian languages and connects to interesting theoretical questions. The proposal is speculative, however, due to its basis in internal reconstruction. The paper has two goals. The first goal is descriptive. Building on work by Rhodes (2006) and God- dard (2007), I propose that a shift from head-final to head-initial order has taken place in three domains: PP, DP, and the clausal spine. The shift to head-initial order was well underway by the time of Proto-Algonquian (c. -
Gathering the Pieces: the Jondreau Decision EDUCATION MATERIALS
AN OGICHIDAA STORYTELLERS VIDEO SERIES Gathering the Pieces: The Jondreau Decision EDUCATION MATERIALS This is our way of life. If we follow this path we will be strong again. Lee Obizaan Staples, St. Croix Ojibwe Ogichidaa Storytellers Video Series EDUCATION MATERIALS Introduction The successful reclamation and exercise of Ojibwe treaty rights in the late twentieth century is one of the defining moments in the history of the Anishinaabe (also referred to as Ojibwe or Chippewa) people in Wisconsin and central Great Lakes region. It was also a turning point in relations between the state of Wisconsin, Michigan, and Minnesota and the eleven federally recognized Ojibwe sovereign nations, which includes the following: • Bad River Band of Lake Superior Chippewa • Lac Courte Oreilles Band of Lake Superior Chippewa • Lac du Flambeau Band of Lake Superior Chippewa • Red Cliff Band of Lake Superior Chippewa • Sokaogon Chippewa Community (Mole Lake Band of Lake Superior Chippewa) • St. Croix Chippewa Indians of Wisconsin • Lac Vieux Desert Band of Lake Superior Chippewa • Keweenaw Bay Indian Community • Bay Mills Indian Community • Fond du Lac Band of Lake Superior Chippewa • Mille Lacs Band of Ojibwe Purpose The purpose of these materials is to support the use of the Ogichidaa Storytellers Videos in grades 6–12 classrooms. Included are enduring understandings and essential questions to frame learning, extension activities to connect the past to the present and the future, a glossary of key vocabulary words, and lesson ideas for the six Ogichidaa Storytellers Videos. Enduring Understanding The United States (US) federal government is responsible for providing for the welfare and well-being of all Native people and nations and non-Native populations within its national boundaries, including territorial possessions. -
8 Obviation in Potawatomi
8 Obviation in Potawatomi 8.1 Introduction Obviation is an aspect of Potawatomi grammar worth examining in this study, since, like the use of independents, conjuncts, and the preverb é-, it has different uses in syntax and discourse. In Chapter 10, I will argue that these uses are related to each other. The goal of this chapter is to describe obviation in Potawatomi in some detail, since this is an important topic in Algonquian studies, and its use in Potawatomi has not been given much attention in the descriptive literature. Potawatomi also provides an important case study, since its use of obviation places it between such languages as Fox, with significant discourse obviation, and Ottawa, with predominantly syntactic obviation. Based on a detailed study of a traditional narrative, I present a mechanism that would allow a language with discourse obviation to become reanalyzed as a syntactic obviation language, and argue that Potawatomi is an example of this change in progress. 8.2 Background Obviation is a grammatical phenomenon found in Algonquian languages that signals disjoint reference in third persons.1 In a given context, one third person will be designated proximate, and others are marked obviative.2 The marking of obviative status 1 Kutenai (a linguistic isolate spoken in British Columbia, Idaho and Montana) also has obviation (involviing first and second as well as third persons) and inverse marking (see Dryer, 1992). Some Algonquianists speculate that Kutenai was a source of diffusion for obviation in Algonquian. 2 The earliest use of the term ‘obviative’ is in Cuoq (1866). 146 occurs on nouns, and is co-indexed by verbal agreement marking.