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Resources Pertaining to First Nations, Inuit, and Metis. Fifth Edition. INSTITUTION Manitoba Dept
DOCUMENT RESUME ED 400 143 RC 020 735 AUTHOR Bagworth, Ruth, Comp. TITLE Native Peoples: Resources Pertaining to First Nations, Inuit, and Metis. Fifth Edition. INSTITUTION Manitoba Dept. of Education and Training, Winnipeg. REPORT NO ISBN-0-7711-1305-6 PUB DATE 95 NOTE 261p.; Supersedes fourth edition, ED 350 116. PUB TYPE Reference Materials Bibliographies (131) EDRS PRICE MFO1 /PC11 Plus Postage. DESCRIPTORS American Indian Culture; American Indian Education; American Indian History; American Indian Languages; American Indian Literature; American Indian Studies; Annotated Bibliographies; Audiovisual Aids; *Canada Natives; Elementary Secondary Education; *Eskimos; Foreign Countries; Instructional Material Evaluation; *Instructional Materials; *Library Collections; *Metis (People); *Resource Materials; Tribes IDENTIFIERS *Canada; Native Americans ABSTRACT This bibliography lists materials on Native peoples available through the library at the Manitoba Department of Education and Training (Canada). All materials are loanable except the periodicals collection, which is available for in-house use only. Materials are categorized under the headings of First Nations, Inuit, and Metis and include both print and audiovisual resources. Print materials include books, research studies, essays, theses, bibliographies, and journals; audiovisual materials include kits, pictures, jackdaws, phonodiscs, phonotapes, compact discs, videorecordings, and films. The approximately 2,000 listings include author, title, publisher, a brief description, library -
Nindoodemag Bagijiganan: a History of Anishinaabeg Narrative Is a Project Interested in How
NINDOODEMAG BAGIJIGANAN: A HISTORY OF ANISHINAABEG NARRATIVE by Niigonwedom James Sinclair A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF Doctor of Philosophy in The Faculty of Graduate Studies (English) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) April 2013 © Niigonwedom James Sinclair, 2013 ii Abstract Nindoodemag Bagijiganan: A History of Anishinaabeg Narrative is a project interested in how Anishinaabe narratives define Anishinaabeg culture and community. It argues that Anishinaabeg expressions are bagijiganan, offerings where unique relationships Anishinaabeg carry enact a dynamic sense of art, identity, and nationhood. Embodying an intellectual praxis called mino- bimaadiziwin (“the good life”) from the past to the present, Anishinaabeg narrative artists are defining the processes of Anishinaabeg culture. I argue that Anishinaabeg narrative bagijiganan are embedded in principles found in the Anishinaabeg Nindoodemag, the totemic system. Articulating the specific and interconnected ways circles of Anishinaabeg relationality operate, Anishinaabeg Nindoodemag is formed through two concepts, enawendiwin (strands connecting all parts of creation) and waawiyeyaag (interwoven systems of circularity). These come together to construct nindinawemaganidog (all of my relations), a law found in traditional expressions like treaties, birchbark, and beadwork and contemporary forms like poetry, paintings, and novels. Anishinaabeg narrative bagijiganan exemplify how Anishinaabeg relationships grow while continuing an inclusive sense of nationhood through the Nindoodemag. In two opening sections, “First Thought” and “First Word,” I overview Anishinaabeg Creation narratives, tracing how Anishinaabeg conceive of the universe as constituted by language and how narrative bagijiganan gesture towards mino-bimaadiziwin. In “Bezhig,” I argue that Anishinaabeg Nindoodemag is the manifestation of this process and Anishinaabeg narratives adopt one (and often more) parts of the totemic system to enact and embody this praxis of relationship making. -
Native People of Wisconsin Teacher's Guide
Revised and Expanded Native People of Wisconsin Teacher’s Guide and Student Materials Patty Loew ♦ Bobbie Malone ♦ Kori Oberle Welcome to the Native People of Wisconsin Teacher’s Guide and Student Materials DVD. This format will allow you to browse the guide by chapter. See the following sections for each chapter’s activities. Before You Read Activities Copyright Resources and References Published by the Wisconsin Historical Society Press Publishers since 1855 © 2016 by the State Historical Society of Wisconsin Permission is granted to use the materials included on this disc for classroom use, either for electronic display or hard copy reproduction. For permission to reuse material for commercial uses from Native People of Wisconsin: Teacher’s Guide and Student Materials, 978-0-87020-749-5, please access www.copyright.com or contact the Copyright Clearance Center, Inc. (CCC), 222 Rosewood Drive, Danvers, MA 01923, 978-750-8400. CCC is a not-for- profit organization that provides licenses and registration for a variety of users. Photographs identified with WHi or WHS are from the Society’s collections; address requests to reproduce these photos to the Visual Materials Archivist at the Wisconsin Historical Society, 816 State Street, Madison, WI 53706. CD cover and splash page: The Whitebear family (Ho-Chunk) as photographed by Charles Van Schaick, ca. 1906, WHi 61207. CD Splash page, from left to right: Chief Oshkosh, Wisconsin Historical Museum 1942.59; Waswagoning Village, photo by Kori Oberle; girl dancing, RJ and Linda Miller, courtesy -
An Analysis of Traditional Ojibwe Civil Chief Leadership
An Analysis of Traditional Ojibwe Civil Chief Leadership A DISSERTATION SUBMITTED TO THE FACULTY OF THE GRADUATE SCHOOL OF THE UNIVERSITY OF MINNESOTA BY Giniwgiizhig - Henry Flocken IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF EDUCATION Frank Guldbrandsen, Adviser May, 2013 © Giniwgiizhig - Henry Flocken 2013 i Acknowledgements My wife, Clarice Mountain, endured the weight of my absence. Her strength helps me succeed. I love her immensely. My children, Terry, Tashina, Samara, Bobbi, Ricky, Ryan, Lisa, Ashley, and Desi, also felt my absence. Marcy Ardito instilled in me that I was smart and could do anything. Dr. Frank Guldbrandsen is a friend and an intellectual guerrilla emancipating cattle from slaughter. ii Dedication This work is dedicated to the late Albert Churchill, a spiritual leader, and his great family. Albert kept traditional ceremonies alive and always shared knowledge with those who asked. Knowledge is useless unless it is shared. He said if we do not share our knowledge, then the flow of new knowledge will be blocked and we will not learn. He always said, “Together we can do anything.” iii Abstract Little is known about traditional Ojibwe civil chief leadership. This critical ethnography is an analysis of traditional Ojibwe civil chief leadership. Hereditary chiefs are interviewed. Chief leadership lies nested in the Anishinaabe Constitution. It is clan-based and value-based. It includes all of creation. Leadership is emergent and symbolic. Chiefs symbolized and are spokespersons for the will of the people. They were selected based on their virtues. The real power is in the people, in clans in council. -
Anishinaabe Warriors, Soldiers, and Veterans from Pontiac's War
“Both the Honor and the Profit”: Anishinaabe Warriors, Soldiers, and Veterans from Pontiac’s War through the Civil War by Michelle K. Cassidy A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (History) in the University of Michigan 2016 Doctoral Committee: Professor Gregory Evans Dowd, Co-Chair Associate Professor Michael Witgen, Co-Chair Professor Susan Juster Associate Professor Scott Richard Lyons Professor Tiya Miles © Michelle K. Cassidy 2016 Acknowledgements During my last year in graduate school, I went on a “final” research trip to Anishinaabe places in western Michigan. I started in Hart and worked my way up to Petoskey, stopping at various county seats to look at government records and land deeds. On my first day, while I was doing research at the County Clerk’s office in Hart, a man wearing a veteran’s ball cap walked in and requested information about several individuals whose last names—associated with Euro- Odawa fur trading families—caught my attention. As he waited for the vital records, he asked why I was sitting in a corner with giant books and we began talking. He knew about the Odawaag in Company K that I was researching and he said he was a descendent of a Company K soldier. We talked about the Odawa soldiers but our conversation quickly turned to contemporary Odawa politics. This dissertation is comprised of many such conversations—both fortuitous and planned—and the encouragement and generosity of many. I would not have written a dissertation on indigenous peoples if I had not taken Michael Witgen’s American Indian history class as an undergraduate. -
Ojibwe Elders' Experiences of Peace
Ojibwe Elders’ Experiences of Peace: To Teach Our Well-Being with the Earth Gail Sarah Lafleur Department of Graduate and Undergraduate Studies in Education Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Educational Studies Faculty of Education, Brock University St. Catharines, Ontario © Gail Sarah Lafleur 2014 Abstract This research focuses on exploring the Anishinaabek/Ojibwe worldview founded upon the spiritual relationship with Mother Earth as the Anishinaabek view of peace to teach our well-being with earth. This research explores the experiences of four 21st century traditional Anishinaabek elders through describing their ways of knowing and of being as it relates to the Anishinaabek worldview of respect and peace with nature. This respect for Mother Earth and respecting earth’s way−akii-bimaadizi is articulated and shared regarding elders’ experiences of teaching our well-being with earth−Akinomaage mino akii-ayaa and is based upon Anishinaabek spirituality. This research details the Anishinaabek worldview from the elders’ shared experiences of earth as teacher and elder. Ten themes emerged from the data. These themes included (a) going back to our original gifts and instructions/building your sacred bundle/sharing your sacred bundle, (b) wisdom−nbwaakaawin: connecting the dots/original instructions/medicine−mshkiki/environmental consciousness, (c) sacred teachings/learning from the elders, (d) relationships/honoring elders/eldership, (e) political experiences and awareness, (f) a way of being in Anishinaabek research, (g) survival, (h) peace is our worldview demonstrated, (i) be aware of colonialistic thinking, (j) Akinomaage: earth as context. The researcher also shares her reflections as a researcher and as an Anishinaabekwe: Ojibwe woman. -
Midewiwin Myths of Origin
MIDEWIWIN MYTHS OF ORIGIN CHRISTOPHER VECSEY Colgate University L Description of Midewiwin Midewiwin is a semi-secret Ojibwa religious organization con ducted by a hierarchical priesthood and composed of numerous leveb, or degrees, of membership. Its cult activity features the symbolic death and rebirth of initiates, although other ceremo nialism surrounds cures and burials. It employs specially con structed lodges with cosmic symbolism as well as ritual accou trements such as seashelb (megis), animal-skin medicine bags, drums, rattles, and pictographic records (see Vecsey 1983:174- 100; rather than repeating my references therein, see the bibli ography, 206-228; see Turner 1978:123-129 for additional refer ences). Contemporary Ojibwas regard Midewiwin as their aboriginal religion; however, most non-Indian scholars, following the lead of Harold Hickerson, have concluded that the organization de veloped in the 18th century in response to various crises brought on by contact with whites and the concomitant dbeases, cul tural anomie, societal dborganization, environmental disequilib rium, and the undermining of religious faith. Although some major scholars (e.g., William Fenton, personal communication, 1977, and Ake Hultkrantz, personal communication, 19S2) prefer to emphasize Midewiwin's continuity with Northeast Woodland traditional religiosity, current opinion considers it a relatively new movement, an indigenous Ojibwa development that took 446 CHRISTOPHER VECSEY root among neighboring Algonquian and Siouian peoples before falling into decline and almost disappearing in some Ojibwa lo cales in the 20th century. In the past decade, however, !vfidewi win has resurfaced in most Ojibwa areas as a revitalizing move ment. In the words of Minnesota Ojibn:a medicine man, Edward Benton-Banai (1979:89): "The Midewiwin Lodge will serve as a. -
Phillips Indian Educators Training Curriculum (3.2 MB PDF)
MY CULTURE A LESSON FOR UPPER ELEMENTARY AND SECONDARY STUDENTS Curricular Area: Social Studies Learner Goal: To give students a deeper understanding of their own culture and the conceptual tools for greater understanding of other cultures. Teacher Background: Our culture is the way we live each day. American culture is really a mix of many different cultures, and is therefore, not that easy to describe. Many of our foods, for example, are borrowed from Native cultures. Some of our music traditions, and popular words and phrases, come from African American people. We often find it difficult to describe our culture because we take our culture for granted and expect other people to have the same culture we have. This exercise helps students describe their culture. Some students may feel they are living in more than one culture, and this option is also quite possible. Activity: Culture is the way of life of a group of people. The “group” means people who are like you. Culture includes the language you speak, the food you eat, your ideas about right and wrong, your religion, the games you play, what you do for entertainment, and many other things. If you became friends with a student from a different culture, how would you explain your culture to a friend? Here is an activity that might get you started. My Name_________________________________ The Name of Your Culture_________________________________ How are People Named in Your Culture__________________________? __________________________________________________ How Many Names Do You Have? ________________________________________ Who gave you Your Name? ______________________________________________ What Does Your Name Mean? __________________________________________ Write two things About the People of Your Cultural Group. -
Roots and Branches: a Resource of Native American Literature--Themes, Lessons, and Bibliographies
DOCUMENT RESUME ED 423 543 CS 216 508 AUTHOR Susag, Dorothea M. TITLE Roots and Branches: A Resource of Native American Literature--Themes, Lessons, and Bibliographies. INSTITUTION National Council of Teachers of English, Urbana, IL. ISBN ISBN-0-8141-4195-1 PUB DATE 1998-00-00 NOTE 327p.; Foreword by Joseph Bruchac. AVAILABLE FROM National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096 (Stock No. 41951: $18.95 members, $25.95 nonmembers). PUB TYPE Books (010)-- Guides Classroom Teacher (052) Reference Materials Bibliographies (131) EDRS PRICE MF01/PC14 Plus Postage. DESCRIPTORS *American Indian Culture; *American Indian Literature; Annotated Bibliographies; Class Activities; Lesson Plans; Literary Genres; Secondary Education; *Stereotypes; Units of Study IDENTIFIERS *Native Americans ABSTRACT This resource book offers teachers an opportunity to learn and to teach about Native American literature in context. Starting with a discussion of themes, rationales, and subthemes, it moves to an examination of the historical and literary contexts that frame the literary work of Native peoples. Lessons, units, and activities in the book keyed to grade level offer practical support. Detailed annotated bibliographies direct the teacher to other resources--historical, cultural, and educational. Appendixes address geographical contexts, historical context, stereotypes, cultural and spiritual contexts; and list North Central regional publications and commercial resources. (RS) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** fit.' 2 - 4v2.-"tr's U.S. DEPARTMENT Or EDUCATION Office ol Educahonai Researchand Improyemen I EDUCATIONAL RESOURCES INFORMATIOI ! CENTER (ERIC) .'.8117..trsdocument has been reproduced V.;I 'mewed from the person or organizahot onginating it. -
Bawating May'winzha
BAWATING MAY’WINZHA: A long time ago, at the place of fast rushing waters. by Leo Baskatawang A Thesis submitted to the Faculty of Graduate Studies of The University of Manitoba in partial fulfilment of the requirements of the degree of MASTER OF ARTS Department of Native Studies University of Manitoba Winnipeg Copyright © 2014 by Leo Baskatawang Leo Baskatawang Bawating May’winzha Abstract The thesis that follows is a work of historical fiction, depicting a time and place four hundred years ago. It was written with a point of breaking down social barriers, classifications, and stereotypes. Although binary classifications may be useful for their simplicity, the exclusionary paradigm is unfit to handle the complexity of history, of life. The very nature of the paradigm chafes against relational principles – which are fundamentally grounded upon the notion that everything and everyone is intimately related – and held as truth by many Indigenous nations. In this project, it was a goal to eliminate these categorical distinctions by telling a story with dynamic characters that challenge standard conceptions of ‘good or bad’ and ‘right or wrong’, and that interact closely with the historical record. 2 Leo Baskatawang Bawating May’winzha Acknowledgements This work would not have been possible without the unwavering support of my advisor, Renate Eigenbrod. She propped me up when I was down, and reined me back in when I strayed too far. Endless thanks are also owed to the other members of my thesis committee, Sherry Farrell-Racette and Warren Cariou, for lending their respective expertise and critical evaluation to, and of, my theory and its application. -
University of California Santa Barbara
UNIVERSITY OF CALIFORNIA SANTA BARBARA Folk Taxonomy in Anishinaabemowin: A Linguistic Approach A thesis submitted in partial satisfaction of the requirements for the degree Master of the Arts in Linguistics by Stephanie Joy Gamble Morse Committee in charge: Professor Marianne Mithun, Chair Professor Carol Genetti Professor Sandra Thompson June 2015 The dissertation of Stephanie Joy Gamble Morse is approved. Carol Genetti Sandra Thompson Marianne Mithun, Committee Chair Folk Taxonomy in Anishinaabemowin: A Linguistic Approach Copyright © 2015 by Stephanie Joy Gamble Morse iii ACKNOWLEDGEMENTS I would like to thank all of the speakers and researchers who have come before me for leaving a record of their language for me to work with. Not only have they made this thesis possible, but the dictionaries and texts both old and new have helped me produce a draft dictionary that has already been helpful for those who are currently teaching the language. I want to especially thank speakers such as Joe Pitawanakwat for being a fellow plant geek and Howard Kimewon, for his dedication to his language students (myself included), his patience with my slowness and his continual help with my projects. My ever-patient husband deserves thanks for his efforts to keep me healthy and motivated as I progress towards my degree. I also offer my thanks to my committee members for their comments and expertise. I am so thankful to have the opportunity to be studying under such thoughtful and caring scholars. Lastly, I would not be nearly so confident with some of the data if it were not for the monetary support of the Jacobs Fund, The American Philosophical Society and The University of California, Santa Barbara Linguistics department. -
The Indian Passion Play: Contesting the Real Indian in Song of Hiawatha Pageants, 1901-1965
Carleton College Carleton Digital Commons Faculty Work Religion 2006 The Indian Passion Play: Contesting the Real Indian in Song of Hiawatha Pageants, 1901-1965 Michael D. McNally Carleton College Follow this and additional works at: https://digitalcommons.carleton.edu/relg_faculty Part of the Religion Commons Recommended Citation McNally, Michael D.. "The Indian Passion Play: Contesting the Real Indian in Song of Hiawatha Pageants, 1901-1965." American Quarterly 58, 1 (2006): 105-136. Available at: https://doi.org/10.1353/ aq.2006.0031. Accessed via Faculty Work. Religion. Carleton Digital Commons. https://digitalcommons.carleton.edu/relg_faculty/3 The definitive version is available at https://doi.org/10.1353/aq.2006.0031 This Article is brought to you for free and open access by the Religion at Carleton Digital Commons. It has been accepted for inclusion in Faculty Work by an authorized administrator of Carleton Digital Commons. For more information, please contact [email protected]. The Indian Passion Play: Contesting the Real Indian in Song of Hiawatha Pageants, 1901-1965 McNally, Michael David. American Quarterly, Volume 58, Number 1, March 2006, pp. 105-136 (Article) Published by The Johns Hopkins University Press DOI: 10.1353/aq.2006.0031 For additional information about this article http://muse.jhu.edu/journals/aq/summary/v058/58.1mcnally.html Access Provided by Carleton College at 06/01/11 4:13PM GMT The Indian Passion Play | 105 The Indian Passion Play: Contesting the Real Indian in Song of Hiawatha Pageants, 1901–1965 Michael D. McNally ach summer from 1901 to 1918, and intermittently thereafter through the 1960s, summer tourists eagerly took their seats on harbor shores of E Lake Huron at Desbarats, Ontario, or near the shores of Lake Michigan’s Little Traverse Bay, while a group of Ojibwe and Odawa people (Anishinaabe [pl.