A Distant Genetic Relationship Between Siouan-Catawban and Yuchi Ryan M
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The Principal Indian Towns of Western Pennsylvania C
The Principal Indian Towns of Western Pennsylvania C. Hale Sipe One cannot travel far in Western Pennsylvania with- out passing the sites of Indian towns, Delaware, Shawnee and Seneca mostly, or being reminded of the Pennsylvania Indians by the beautiful names they gave to the mountains, streams and valleys where they roamed. In a future paper the writer will set forth the meaning of the names which the Indians gave to the mountains, valleys and streams of Western Pennsylvania; but the present paper is con- fined to a brief description of the principal Indian towns in the western part of the state. The writer has arranged these Indian towns in alphabetical order, as follows: Allaquippa's Town* This town, named for the Seneca, Queen Allaquippa, stood at the mouth of Chartier's Creek, where McKees Rocks now stands. In the Pennsylvania, Colonial Records, this stream is sometimes called "Allaquippa's River". The name "Allaquippa" means, as nearly as can be determined, "a hat", being likely a corruption of "alloquepi". This In- dian "Queen", who was visited by such noted characters as Conrad Weiser, Celoron and George Washington, had var- ious residences in the vicinity of the "Forks of the Ohio". In fact, there is good reason for thinking that at one time she lived right at the "Forks". When Washington met her while returning from his mission to the French, she was living where McKeesport now stands, having moved up from the Ohio to get farther away from the French. After Washington's surrender at Fort Necessity, July 4th, 1754, she and the other Indian inhabitants of the Ohio Val- ley friendly to the English, were taken to Aughwick, now Shirleysburg, where they were fed by the Colonial Author- ities of Pennsylvania. -
In Search of the Indiana Lenape
IN SEARCH OF THE INDIANA LENAPE: A PREDICTIVE SUMMARY OF THE ARCHAEOLOGICAL IMPACT OF THE LENAPE LIVING ALONG THE WHITE RIVER IN INDIANA FROM 1790 - 1821 A THESIS SUBMITTED TO THE GRADUATE SCHOOL IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS BY JESSICA L. YANN DR. RONALD HICKS, CHAIR BALL STATE UNIVERSITY MUNCIE, INDIANA DECEMBER 2009 Table of Contents Figures and Tables ........................................................................................................................ iii Chapter 1: Introduction ................................................................................................................ 1 Research Goals ............................................................................................................................ 1 Background .................................................................................................................................. 2 Chapter 2: Theory and Methods ................................................................................................. 6 Explaining Contact and Its Material Remains ............................................................................. 6 Predicting the Intensity of Change and its Effects on Identity................................................... 14 Change and the Lenape .............................................................................................................. 16 Methods .................................................................................................................................... -
Samuel Stehman Haldeman (1812–1880) Anthony Grant
Chapter 5 A forgotten figure in Siouan and Caddoan linguistics: Samuel Stehman Haldeman (1812–1880) Anthony Grant In the light of Bob Rankin’s Dhegiha work, this paper examines some of the earliest recorded material on Kanza and Osage, collected and transcribed by the natural- ist Samuel Stehman Haldeman in an alphabet of his own devising (Haldeman 1859; 1860). Although his transcriptions fail to capture many crucial phonetic and phone- mic distinctions, they are useful as records of earlier and more conservative forms of these languages. 1 Introduction Robert Rankin’s examinations of earlier sources on Native American languages which have rarely been the subject of fuller description impel us to look at the work of other early collectors of data on Siouan and Caddoan languages. We may mention for instance his paper on Max von Wied’s (1839–1841) brief vocabulary of Kaw, Kanza or Kansa (Rankin 1994), Nor should we overlook his splendid sal- vage work on Kanza (the name I will use henceforth in this paper) and Quapaw, and his pivotal role in the organization of the Siouan-Caddoan Conferences. One researcher is almost overlooked nowadays (despite a memoir by Lesley 1886 which hymns his activities while getting its dedicatee’s name wrong). The naturalist, sawmill manager and avocational linguist Samuel Stehman Haldeman (1812–1880) was mostly known to the linguists in the 19th century for his ‘Ana- lytic Orthography’ (Haldeman 1859, also produced in book form as Haldeman 1860). This was a prizewinning attempt to construct a universal phonetic alpha- bet, based on Latin letters (and following some precepts of classical Ciceronian Latin pronunciation, for instance <C> for /k/ and <V> for /w/) but enhanced with some created symbols. -
Final Agenda OK Indigenous Languages Conference
United Nations International Year of Indigenous Languages Tribal Nations in Oklahoma Working to Preserve, Protect and Revitalize Our Languages November 15 & 16, 2019 Chickasaw Cultural Center, Sulphur, Oklahoma Agenda Coffee, tea, water and light snacks will be available throughout the Conference days 1st Day: Friday, November 15th 8:00 AM Registration and Continental Breakfast 8:30 AM Opening Prayer: Stanley Smith, Chickasaw Nation 8:45 – 9:15 AM Opening Words of Welcome and Introduction to the Conference ● Honorable Jefferson Keel, Lieutenant Governor of the Chickasaw Nation ● Rodney Factor, Assistant Band Chief, Seminole Nation, Board Member, International Indian Treaty Council ● Andrea Carmen, Yaqui Nation, Executive Director, International Indian Treaty Council 9:15 – 9:45 AM The United Nations Year of Indigenous Languages: Objectives, Outcomes and plans for an International Decade • Grand Chief Ed John, Hereditary Chief of Tl’azt’en Nation, Indigenous Co-Chair of UNESCO International Year of Indigenous Languages Steering Committee (via Skype) • Kristen Carpenter, Chair of the Expert Mechanism on the Rights of Indigenous Peoples 9:45 – 10:00 AM Questions, comments and discussion. All participants. 10:00 AM – 11:15 AM Panel 1: How did we get here? Impacts of Colonization, Historical Trauma and Current Threats to Indigenous Languages • Casey Camp, Councilwoman of the Ponca Tribe, Hereditary Drumkeeper, Ponca Scalp Dance Society, Elder and Matriarch • Rodney Factor, Assistant Band Chief Seminole Nation • Miryam Yataco, Quechua, Peru, Language Educator • Richard A. Grounds, Ph.D., Yuchi/Seminole, Yuchi Language Project • Moderator: Bineshi Albert, Yuchi/Annishinaabe, Movement Building Coordinator, Indigenous Environmental Network 11:15 – 11:45 AM Questions, comments and discussion. -
FLOOD of AUGUST 1935 Dtf MUSKINGUM RIVER Z < 5
UNITED STATES DEPARTMENT OF THE INTERIOR Harold L. Ickes, Secretary GEOLOGICAL SURVEY W. C. Mendenhall, Director Water-Supply Paper 869 FLOOD OF AUGUST 1935 dtf MUSKINGUM RIVER o O z < 5 BY i ;> ^, C. V. YOUNGQUIST AND W. B. WITH SECTIONS ON THE ASSOCIATES METEOROLOGY AND HYDROLOOT ^ ;j . » BY * V WALDO E. SMITH AND A. K. SHOWALTEK 2. Prepared in cooperation with the * ^* FEDERAL EMERGENCY ADMINISTRAflCg^ OF PUBLIC WORKS ' -o j; UNITED STATES GOVERNMENT PRINTING OFFICE WASHINGTON : 1941 jFor sale by the Superintendent of Documents, Washington, D. G. - * * « Price 40 cents (paper) CONTENTS Pag« Abstract---.--_-_-__-__-___--______.-__-_---_---_-__-_--_-__-.-_._ I Introduction.______________________________________________________ 1 Administration and personnel---_______--_-_____-__--____________-__ 3 Acknowledgments ________-________-----_--__--__-_________________ 3 Geography _ ____________________________________________________ 6 Topography, drainage, and transportation________________________ 6 Rainfall...--_---.-__-------.-_--------__..---_-----------_---- 7 Population, industry, and mineral resources_---_-__--_________--__ 8 Flood control-___-_-___-__-_-__-____-_--_-_-__--_--__.____--_- S General features of the flood-_______________________________________ 9 Damage.-__-_______--____-__--__--__-_-____--_______-____--__ IT Meteorologic and hydrologic conditions, by Waldo E. Smith____________ 19 General features of the storm.___-____-__________---_____--__--_ 19 Records of precipitation._______________________________________ 21 Antecedent -
Traditional Caddo Stories—7Th Grade
Caddo Traditional Stories Personal Thoughts: My experience this past summer at the workshop and camping down the road at Mission Tejas State Park reinvigorated a personal connection to history. Most authors of history have been men. So, the word history, is simply restated as his story. The collection of oral stories was a tremendous task for early scholars. Winners of conflicts were often the ones to write down the tales of soldiers and politicians alike. Tales of everyday life were equally complex as the tales of battle. With Caddo stories, the main characters were often based on animals. So, a Caddo story can be a historical narrative featuring the environment, culture, and time period. The sounds of nighttime crawlers of the 21st century are the same sounds heard by the Caddo of Caddo Mounds State Historic Site. The nighttime sky above the forests of pine, pecan, and oak is the same as back then. The past is all around us, we just have to take it in. About This Lesson General Citation This lesson is based on the National Register of Historic Places registration files for Caddo Mounds State Historic Site (also known as the George C. Davis site) and materials prepared by the Texas Historical Commission. It was written by Kathy Lathen, a Texas educator with over a decade of classroom instructional experience. This lesson is one in a series that brings the important stories of historic places into classrooms across the country. Where is fits into Curriculum Topics and Time Period: This lesson could be incorporated with the Texas history unit on the historical era, Natural Texas and Its People (Prehistory to 1528). -
Guide to the Robert Rankin Papers, 1886, 1914, 1956-2011
Guide to the Robert Rankin papers, 1886, 1914, 1956-2011 Katie Duvall Funding for the processing of this collection was provided by the Wenner- Gren Foundation. Digitization and preparation of sound recordings for online access has been funded through generous support from the Arcadia Fund. November 2016 National Anthropological Archives Museum Support Center 4210 Silver Hill Road Suitland, Maryland 20746 [email protected] http://www.anthropology.si.edu/naa/ Table of Contents Collection Overview ........................................................................................................ 1 Administrative Information .............................................................................................. 1 Scope and Contents........................................................................................................ 3 Arrangement..................................................................................................................... 3 Biographical Note............................................................................................................. 2 Selected Bibliography...................................................................................................... 3 Names and Subjects ...................................................................................................... 3 Container Listing ............................................................................................................. 5 Series 1: Quapaw, 1972-1991, undated................................................................. -
PROTO-SIOUAN PHONOLOGY and GRAMMAR Robert L. Rankin, Richard T
PROTO-SIOUAN PHONOLOGY AND GRAMMAR Robert L. Rankin, Richard T. Carter and A. Wesley Jones Univ. of Kansas, Univ. of Nebraska and Univ. of Mary The intellectual work on the Comparative Siouan Dictionary is relatively complete we and now have a picture of Proto-Siouan phonology and grammar. 1 The following is our Proto-Siouan pho neme inventory with a number of explanatory comments: labial dental palatal velar glottal STOPS Preaspirates: hp ht hk Postaspirates: ph th kh Glottals: p? t? k? ? Plain: p t k FRICATIVES voiceless: s g x h glottal: s? g? x? RESONANTS sonorant: w r y obstruent: W R VOWELS oral vowels: i u e 0 a nasal vowels: i- II ACCENT: 1'1 (high vs, non-high) & (possibly IAI falling) VOWEL LENGTH: I-I (+long) PREASPIRATED VOICELESS STOPS. We treat these as units be cause they incorporate a laryngeal feature that has attached it self to the stop, and because speakers today treat the reflexes of the series as single units for purposes of syllabification and segmentability. However, in pre-Proto-Siouan it is possible that there was no preaspirated series. The preaspirates pretty clearly arose as regular allophonic variants of plain voiceless stops preceding an accented vowel. This was pointed out by Dick Carter for Ofo in 1984. Even so, we have a number of lexical sets where it appears to be necessary to reconstruct plain voiceless stops in this environment also. Therefore, by the Proto-Siouan period the distinction between plain and preaspirated stops had appar- ently been phonemicized as shown by the following cognate sets: -
Tribal and House District Boundaries
! ! ! ! ! ! ! ! Tribal Boundaries and Oklahoma House Boundaries ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 22 ! 18 ! ! ! ! ! ! ! 13 ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 20 ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 7 ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! Cimarron ! ! ! ! 14 ! ! ! ! ! ! ! ! ! ! ! ! ! ! 11 ! ! Texas ! ! Harper ! ! 4 ! ! ! ! ! ! ! ! ! ! ! n ! ! Beaver ! ! ! ! Ottawa ! ! ! ! Kay 9 o ! Woods ! ! ! ! Grant t ! 61 ! ! ! ! ! Nowata ! ! ! ! ! 37 ! ! ! g ! ! ! ! 7 ! 2 ! ! ! ! Alfalfa ! n ! ! ! ! ! 10 ! ! 27 i ! ! ! ! ! Craig ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! h ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 26 s ! ! Osage 25 ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! a ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 6 ! ! ! ! ! ! ! ! ! ! ! ! ! ! Tribes ! ! ! ! ! ! ! ! ! ! ! ! ! ! 16 ! ! ! ! ! ! ! ! ! W ! ! ! ! ! ! ! ! 21 ! ! ! ! ! ! ! ! 58 ! ! ! ! ! ! ! ! ! ! ! ! ! ! 38 ! ! ! ! ! ! ! ! ! ! ! ! Tribes by House District ! 11 ! ! ! ! ! ! ! ! ! 1 Absentee Shawnee* ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! Woodward ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 2 ! 36 ! Apache* ! ! ! 40 ! 17 ! ! ! 5 8 ! ! ! Rogers ! ! ! ! ! Garfield ! ! ! ! ! ! ! ! 1 40 ! ! ! ! ! 3 Noble ! ! ! Caddo* ! ! Major ! ! Delaware ! ! ! ! ! 4 ! ! ! ! ! Mayes ! ! Pawnee ! ! ! 19 ! ! 2 41 ! ! ! ! ! 9 ! 4 ! 74 ! ! ! Cherokee ! ! ! ! ! ! ! Ellis ! ! ! ! ! ! ! ! 41 ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 72 ! ! ! ! ! 35 4 8 6 ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 5 3 42 ! ! ! ! ! ! ! 77 -
Constructing a New Identity Through Language Acquisition
Utah State University DigitalCommons@USU All Graduate Plan B and other Reports Graduate Studies 5-2020 Journeying Into a New World: Constructing a New Identity Through Language Acquisition Hyrum Hansen Utah State University Follow this and additional works at: https://digitalcommons.usu.edu/gradreports Part of the Applied Linguistics Commons Recommended Citation Hansen, Hyrum, "Journeying Into a New World: Constructing a New Identity Through Language Acquisition" (2020). All Graduate Plan B and other Reports. 1452. https://digitalcommons.usu.edu/gradreports/1452 This Report is brought to you for free and open access by the Graduate Studies at DigitalCommons@USU. It has been accepted for inclusion in All Graduate Plan B and other Reports by an authorized administrator of DigitalCommons@USU. For more information, please contact [email protected]. JOURNEYING INTO A NEW WORLD: CONSTRUCTING A NEW IDENTITY THROUGH LANGUAGE ACQUISITION By Hyrum Hansen A portfolio submitted in partial fulfillment of the requirements for the degree of MASTERS OF SECOND LANGUAGE TEACHING Approved: _________________________ _________________________ Dr. Joshua J. Thoms Dr. Sarah Gordon Major Professor Committee Member _________________________ _________________________ Dr. Abdulkafi Albirini Dr. Bradford Hall Committee Member Department Head UTAH STATE UNIVERSITY Logan, Utah 2020 i Copyright © Hyrum Hansen All rights reserved ii ABSTRACT Journeying into a New World: Constructing a New Identity through Language Acquisition By Hyrum Hansen: Master of Second Language Teaching Utah State University, 2020 Major Professor: Dr. Joshua J. Thoms Department: Languages, Philosophy, and Communication Studies The following portfolio represents the author’s experiences and studies while he has participated in the Master of Second Language Teaching (MSLT) program. -
Ethnology of the Yuchi Indians
ii: iff m Class. PKKSKNTKl) m UNIVERSITY OF PENNSYLVANIA ANTHROPOLOGICAL PUBLICATIONS OF THE UNIVERSITY MUSEUM ^OL. I NO. 1 ETHNOLOGY OF THE YUCHI INDIANS BY FRANK G. SPECK DissertatJon presented to the Faculty of the University of Pennsylvania for the degree of Doctor of Philosophy i'ii.i_^ij...i:ruiA PUBLISHED BY THE UNIVERSITY MUSEUM w I UNIVERSITY OF PENNSYLVANIA ANTHROPOLOGICAL PUBLICATIONS OF THE UNIVERSITY MUSEUM VOL. I. NO. 1. ETHNOLOGY OF THE YUCHI INDIANS BY FRANK G. SPECK GEORGE LEIB HARRISON FELLOW IN ANTHROPOLOGY PHILADELPHIA PUBLISHED BV THE UNIVERSITY MUSEUM 1909 Cll Gift The Uaiveraity 28 '0& CONTENTS. PAGE INTRODUCTION 5 THE YUCHI INDIANS 6 HISTORICAL SKETCH 7 POPULATION 9 ENVIRONMENT 11 Neighbors 11 Natural Environment 13 LANGUAGE 15 MATERIAL CULTURE 18 Agriculture 18 Hunting 19 Fishing 23 Pottery and Work in Clay 25 Basket Making 31 Other Occupations 34 Houses 37 Domestic Utensils 41 Food and its Preparation 42 Dress and Ornament 46 DECORATIVE ART AND SYMBOLISM 54 MUSIC 61 DIVISION OF TIME 67 SOCIAL AND POLITICAL ORGANIZATION 68 Kinship 68 The Clans 70 crimes and punishments 73 The Societies 74 (3) 4 CON'TKXTS. I'AGi: SOt'lAl. AND POLITICAL ORGANIZATION.—Continued. The Town and Town Square 78 Town Officials and Council 81 WARFARE 84 GAMES 86 CUSTOMS 91 Birth 91 Naming 93 rl\rriage 95 Initiation 96 Menstruation 96 Burial 97 Miscellaneous 99 HELIGION 102 Religious Beliefs and Folklore 102 Symbolism of the Town Square Ill Ceremonies 112 The Annual Town Ceremonies 116 NEW fire rite 120 scarification rite 121 the rite of the emetic 122 dancing 124 Treatment of Disease 132 shamanism 132 ceremonies 135 AMULETS 137 MYTHOLOGY 138 SUPPLEMENTARY MYTHS 143 ETHNOLOGY OF THE YUCHI INDIANS. -
Native Language Immersion Initiative
YEARS 1 & 2 OUTCOMES REPORT OCTOBER 2019 NATIVE LANGUAGE IMMERSION INITIATIVE OUR GUIDING PRINCIPLE We believe that when armed with appropriate resources, Native peoples hold the capacity and ingenuity to ensure the sustainable, economic, spiritual and cultural well-being of their communities. 1 NLII | YEARS 1 & 2 OUTCOMES REPORT First Nations Development Institute (First Nations) launched its Native Language Immersion Initiative (NLII) in late 2017 to build on its longtime efforts to support the revitalization and perpetuation of Native languages. Language is a vital asset for Native people and communities. It defines who we are, where we come from and our value systems that, in many ways, cannot be translated into English. Language-immersion programs have been recognized as providing key benefits to Native communities by boosting educational achievement and student retention rates. They also support community identity, Native systems of kinship, and management of community, cultural and natural resources. Thank you to National Endowment for the Humanities, Lannan Foundation, NoVo Foundation, Kalliopeia Foundation and thousands of individual donors across the nation for supporting this initiative. Because of this generous support, First Nations was able to provide 25 grants totaling more than $2.1 million in 2018 and 2019 through this initiative. We are pleased to share the initial results of Years 1 and 2 of this vital initiative with our stories of strength, CHAMPIONS ACROSS THE NATION resistance, We are grateful to the thousands of individuals across the nation who resiliency supported this initiative in late 2018 through a matching-gift challenge. and hope. 2 NLII | YEARS 1 & 2 OUTCOMES REPORT REFLECTIONS BENNY SHENDO, JR.