Samuel Stehman Haldeman (1812–1880) Anthony Grant
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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................................................................. -
Languages of the World--Native America
REPOR TRESUMES ED 010 352 46 LANGUAGES OF THE WORLD-NATIVE AMERICA FASCICLE ONE. BY- VOEGELIN, C. F. VOEGELIN, FLORENCE N. INDIANA UNIV., BLOOMINGTON REPORT NUMBER NDEA-VI-63-5 PUB DATE JUN64 CONTRACT MC-SAE-9486 EDRS PRICENF-$0.27 HC-C6.20 155P. ANTHROPOLOGICAL LINGUISTICS, 6(6)/1-149, JUNE 1964 DESCRIPTORS- *AMERICAN INDIAN LANGUAGES, *LANGUAGES, BLOOMINGTON, INDIANA, ARCHIVES OF LANGUAGES OF THE WORLD THE NATIVE LANGUAGES AND DIALECTS OF THE NEW WORLD"ARE DISCUSSED.PROVIDED ARE COMPREHENSIVE LISTINGS AND DESCRIPTIONS OF THE LANGUAGES OF AMERICAN INDIANSNORTH OF MEXICO ANDOF THOSE ABORIGINAL TO LATIN AMERICA..(THIS REPOR4 IS PART OF A SEkIES, ED 010 350 TO ED 010 367.)(JK) $. DEPARTMENT OF HEALTH,EDUCATION nib Office ofEduc.442n MD WELNicitt weenment Lasbeenreproduced a l l e a l O exactly r o n o odianeting es receivromed f the Sabi donot rfrocestarity it. Pondsof viewor position raimentofficial opinions or pritcy. Offkce ofEducation rithrppologicalLinguistics Volume 6 Number 6 ,Tune 1964 LANGUAGES OF TEM'WORLD: NATIVE AMER/CAFASCICLEN. A Publication of this ARC IVES OF LANGUAGESor 111-E w oRLD Anthropology Doparignont Indiana, University ANTHROPOLOGICAL LINGUISTICS is designed primarily, butnot exclusively, for the immediate publication of data-oriented papers for which attestation is available in the form oftape recordings on deposit in the Archives of Languages of the World. This does not imply that contributors will bere- stricted to scholars working in the Archives at Indiana University; in fact,one motivation for the publication -
Siouan and Caddoan Languages Conference
Proceedings of the 39th Siouan and Caddoan Languages Conference Held at Northeastern State University Broken Arrow, Oklahoma May 3031, 2019 Editors Ryan M. Kasak Samiron Dutta Justin T. McBride Kasak, Ryan M., Samiron Dutta & Justin T. McBride (eds.). 2020. Proceedings of the 39th Siouan and Caddoan Languages Conference. Broken Arrow, OK: Northeastern State Univeristy Depart ment of Languages and Literature. This title can be downloaded at: http://www.siouan.org/proceedings/sclc39/ © 2020, the authors Published under the Creative Commons Attribution 4.0 Licence (CC BY 4.0): http://creativecommons.org/licenses/by/4.0/ ISSN: 26419904 (digital) Typesetting: Ryan Kasak Proofreading: Ryan Kasak, Justin T. McBride, & Samiron Dutta Font: Times New Roman Typesetting software: XƎLATEX&BIBTEX First printing, 7/31/2020 Contents Acknowledgments ....................................... iii Preface ............................................. v Another Catawba lexicon Samiron Dutta & David Kaufman ............................. 1 Considerations for the continuation of a Kansa corpus Justin T. McBride ...................................... 39 Functions of the prefix wa in Umoⁿhoⁿ Julie Marsault ........................................ 53 More JiwereBaxoje fantastic creatures from the Dark Side Jill D. Greer ......................................... 63 Unaccusativity in Crow Edwin Ko .......................................... 83 About the Proceedings ..................................... 103 i Acknowledgments Many people helped to make SCLC 39 a success, -
The Lower Mississippi Valley As a Language Area
The Lower Mississippi Valley as a Language Area By David V. Kaufman Submitted to the graduate degree program in Anthropology and the Graduate Faculty of the University of Kansas in partial fulfillment of the requirements for the degree of Doctor of Philosophy. ________________________________ Chairperson, Carlos M Nash ________________________________ Bartholomew Dean ________________________________ Clifton Pye ________________________________ Harold Torrence ________________________________ Andrew McKenzie Date Defended: May 30, 2014 ii The Dissertation Committee for David V. Kaufman certifies that this is the approved version of the following dissertation: The Lower Mississippi Valley as a Language Area ________________________________ Chairperson Carlos M Nash Date approved: June 9, 2014 iii Abstract It has been hypothesized that the Southeastern U.S. is a language area, or Sprachbund. However, there has been little systematic examination of the supposed features of this area. The current analysis focuses on a smaller portion of the Southeast, specifically, the Lower Mississippi Valley (LMV), and provides a systematic analysis, including the eight languages that occur in what I define as the LMV: Atakapa, Biloxi, Chitimacha, Choctaw-Chickasaw, Mobilian Trade Language (MTL), Natchez, Ofo, and Tunica. This study examines phonetic, phonological, and morphological features and ranks them according to universality and geographic extent, and lexical and semantic borrowings to assess the degree of linguistic and cultural contact. The results -
The Native Languages of the Southeastern United States
THE NATIVE LANGUAGES OF THE SOUTHEASTERN UNITED STATES Nicholas A. Hopkins Jaguar Tours, Tallahassee, Florida Table of Contents The Southeast as a Cultural and Linguistic Area The Native Languages of the Southeast Muskogean Languages Algonquian, Iroquoian, and Siouan Languages The Languages of the Lower Mississippi The Languages of Peninsular Florida The Prehistory of the Languages of the Southeast The Comparative Method of Historical Linguistics The Southeastern Linguistic Area Muskogean and the Southeast List of Figures Sources Cited The Southeast as a Cultural and Linguistic Area The Southeastern region of the United States is an area within which the aboriginal cultures and languages were quite similar to one another, as opposed to cultures and languages which lay outside the area. Within such a “culture area”, languages and cultures have developed along similar lines due to shared circumstances and intergroup contact, and it is possible to make general statements which apply to all of the native groups, as opposed to groups which lie outside the area. Other such "culture areas" of North America include the Pacific Northwest and the Southwest (Kroeber 1939). The core of the Southeast culture area (Kroeber 1939:61-67, Swanton 1928) is the region that stretches from the Mississippi River east to the Atlantic, from the Gulf Coast to the border between Kentucky and Tennessee (or North Carolina and Virginia). The periphery of the Southeast includes territory as much as 200 miles west of the Mississippi (into Arkansas, Oklahoma, and East Texas), and as far north as the Ohio and Potomac rivers (including Kentucky, West Virginia and Virginia). -
Table 3. American Indian Languages Spoken at Home by American Indian Persons 5 Years and Over in Households: 1990
Table 3. American Indian Languages Spoken at Home by American Indian Persons 5 Years and Over in Households: 1990 Source: U.S. Bureau of the Census Release date: August 1995 (Data are estimates based on a sample) United States United Region Region States Northeast American Indian languages............... 281,990 5,195 Algonquian languages......................... 12,887 1,106 Athapascan-Eyak languages.................... 157,694 135 Caddoan languages............................ 354 - Central and South American Indian languages.. 431 21 Haida........................................ 110 - Hokan languages.............................. 2,430 9 Iroquoian languages.......................... 12,046 2,290 Keres........................................ 8,346 23 Muskogean languages.......................... 13,772 33 Penutian languages........................... 8,190 - Siouan languages............................. 19,683 85 Tanoan languages............................. 8,255 - Tlingit...................................... 1,088 - Tonkawa...................................... 3 - Uto-Aztecan languages........................ 23,493 22 Wakashan and Salish languages................ 1,105 - Yuchi........................................ 65 - Yuki......................................... - - Unspecified American Indian languages........ 12,038 1,471 Table 3. American Indian Languages Spoken at Home by American Indian Persons 5 Years and Over in Households: 1990--Con. (Data are estimates based on a sample) United States Region--Con. Region Midwest South -
DESCRIPTORS American Indian Languages in the United States And
DOCUMENT RESUME MD 104 168 FL 006 830 AUTHOR Martin, Jeanette TITLE A Survey of the Current Study andTeaching of North American Indian Languages in the United States and Canada. CAL - ERIC /CLL Series on Languages and Linguistics, No. 17. INSTITUTION ERIC Clearinghouse on Languages andLinguistics, Arlington, Va. PUB DATE May 75 NOTE 97p. AVAILABLE FROMCenter for Applied Linguistics, 1611 North sent Street, Arlington, Virginia 22209 ($4.00) EDRS PRICE MR -50.76 RC -$4.43 PLUS POSTAGE DESCRIPTORS *American Indian Languages; *Bilingual Education; Bilingualism; *College Language Programs; Higher Education; Instructional Materials; *Language Instruction; Reference Materials; *Surveys ABSTRACT This survey attempts to bring together as such information as possible on the current study andteaching of North American Indian languages in the United States andCanada. The primary source of data for this survey was aquestionnaire distributed in the spring of 1973 to 61 universitiesand colleges in the U.S. and Canada. Other sources werepublications, conferences, and correspondence with individualsworking with these languages. An overview of the study of North American Indianlanguages is presented first, outlining the contributions of severalgenerations of linguists and leading up to a discussion ofthe present situation. Some current trends are identifiedthrough discussion of a representative group of recently instituted programs.Three appendices present the collected data. Appendix Alists American Indian language courses and other types of programsof 101 universities and colleges in the U.S. and Canada. InAppendix Of materials useful for the study of Amerindianlanguages are cited. Appendix C indicates persons who are makingsignificant contributions to tbe study of American Indianlanguages. Also included are statistics relating to the present neither ofspeakers in the major language groups and the recommendationsof the Conference on Priorities in American Indian Language Work,held in Eugene, Oregon, in August 1973* (Author/PMP) Aliamaarir. -
Southeastern Languages
Southeastern Languages JACK B. MARTIN Until the nineteenth century, no area of North America but the far west was as diverse linguistically as the Southeast. Spanning the central region from present Mississippi to Georgia were at least seven Muskogean languages, with Choctaw in the west and Creek in the east. In the north and in the west were Cherokee and Caddo, southern representatives of the Iroquoian and Caddoan families, respectively. The Timucuan languages Tawasa and Timucua reached into Florida, and four Siouan-Catawba languages were scattered in Mississippi, Tennessee, and the Carolinas.1 These five language families were accompanied by five language isolates (languages without close relatives) and one contact jargon (Table 1). In addition, several dozen groups spoke languages that were never sufficiently documented to classify (Table 2).2 At the dawn of the twenty-first century, ten native southeastern languages were spoken and two of these (Choctaw and Mikasuki) still had sizable numbers of children learning them. Surveys of southeastern languages include Mary R. Haas (1971, 1973, 1979a), James M. Crawford (1975), and Karen M. Booker (1991:ix-xiv). Marianne Mithun (1999) published short sketches and passages from several languages. Pamela Munro (1997) described the contributions of Mary R. Haas. Heather K. Hardy and Janine Scancarelli (to appear) include several language sketches. The standard bibliographies of southeastern languages are Pilling (1885, 1887, 1888, 1889) and Booker (1991). Major archives include the Smithsonian Institution’s National Anthropological Archives Martin, p. 1 (NAA), the American Philosophical Society (APS), the Oklahoma Historical Society, the University of Tulsa's McFarlin Library, the University of Oklahoma's Western History Collection, the Gilcrease Museum in Tulsa, and the American Bible Society in New York.3 Caddoan Languages In historic times, the Caddoan languages extended from South Dakota to southeastern Texas and western Louisiana. -
Advances in the Study of Siouan Languages and Linguistics
Advances in the study of Siouan languages and linguistics Edited by Catherine Rudin Bryan J. Gordon language Studies in Diversity Linguistics 10 science press Studies in Diversity Linguistics Chief Editor: Martin Haspelmath Consulting Editors: Fernando Zúñiga, Peter Arkadiev, Ruth Singer, Pilar Valen zuela In this series: 1. Handschuh, Corinna. A typology of marked-S languages. 2. Rießler, Michael. Adjective attribution. 3. Klamer, Marian (ed.). The Alor-Pantar languages: History and typology. 4. Berghäll, Liisa. A grammar of Mauwake (Papua New Guinea). 5. Wilbur, Joshua. A grammar of Pite Saami. 6. Dahl, Östen. Grammaticalization in the North: Noun phrase morphosyntax in Scandinavian vernaculars. 7. Schackow, Diana. A grammar of Yakkha. 8. Liljegren, Henrik. A grammar of Palula. 9. Shimelman, Aviva. A grammar of Yauyos Quechua. 10. Rudin, Catherine & Bryan James Gordon (eds.). Advances in the study of Siouan languages and linguistics. ISSN: 2363-5568 Advances in the study of Siouan languages and linguistics Edited by Catherine Rudin Bryan J. Gordon language science press Catherine Rudin & Bryan J. Gordon (eds.). 2016. Advances in the study of Siouan languages and linguistics (Studies in Diversity Linguistics 10). Berlin: Language Science Press. This title can be downloaded at: http://langsci-press.org/catalog/book/94 © 2016, the authors Published under the Creative Commons Attribution 4.0 Licence (CC BY 4.0): http://creativecommons.org/licenses/by/4.0/ ISBN: 978-3-946234-37-1 (Digital) 978-3-946234-38-8 (Hardcover) 978-3-946234-39-5 (Softcover) -
A Forgotten Figure in Siouan and Caddoan Linguistics: 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. -
The Pueblo Region As a Linguistic Area: Diffusion Among the Indigenous Languages of the Southwest United States
Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1995 The Pueblo Region as a Linguistic Area: Diffusion Among the Indigenous Languages of the Southwest United States. Catherine Bereznak Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Bereznak, Catherine, "The ueP blo Region as a Linguistic Area: Diffusion Among the Indigenous Languages of the Southwest United States." (1995). LSU Historical Dissertations and Theses. 5996. https://digitalcommons.lsu.edu/gradschool_disstheses/5996 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films die text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. Hie q u a lity of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margin^ and im p rop er alignment can adversely affect reproduction. In the unlikely, event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g^ maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps.