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A Retrospective on Archaeology at Fort William Henry, 1952-1993: Retelling the Tale of the Last of the Mohicans David R
Northeast Historical Archaeology Volume 20 Article 2 1991 A Retrospective on Archaeology at Fort William Henry, 1952-1993: Retelling the Tale of The Last of the Mohicans David R. Starbuck Follow this and additional works at: http://orb.binghamton.edu/neha Part of the Archaeological Anthropology Commons Recommended Citation Starbuck, David R. (1991) "A Retrospective on Archaeology at Fort William Henry, 1952-1993: Retelling the Tale of The Last of the Mohicans," Northeast Historical Archaeology: Vol. 20 20, Article 2. https://doi.org/10.22191/neha/vol20/iss1/2 Available at: http://orb.binghamton.edu/neha/vol20/iss1/2 This Article is brought to you for free and open access by The Open Repository @ Binghamton (The ORB). It has been accepted for inclusion in Northeast Historical Archaeology by an authorized editor of The Open Repository @ Binghamton (The ORB). For more information, please contact [email protected]. A Retrospective on Archaeology at Fort William Henry, 1952-1993: Retelling the Tale of The Last of the Mohicans Cover Page Footnote I want to thank Paul Huey for impressing upon me the importance of studying older, unpublished, artifact collections. While it may appear more exciting to tackle "new" sites, we have a strong ethical obligation to make sure that older excavations are published, even when the original research was directed by others. I also wish to thank Mike Palumbo, Curator at Fort William Henry, for many stimulating conversations and for giving me access to photographs and artifacts from the 1950s excavation; and thanks go to the Fort William Henry Corporation for allowing me to reproduce archival photographs. -
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 -
Notions of American Identity in James Fenimore Cooper's the Last of the Mohicans and Catharine Maria Sedgwck's Hope Leslie Or, Early Times in the Massachusetts
City University of New York (CUNY) CUNY Academic Works Dissertations and Theses City College of New York 2010 Visions of the Future; Notions of American Identity in James Fenimore Cooper's The last of the Mohicans and Catharine Maria Sedgwck's Hope Leslie or, Early Times in the Massachusetts Cheryl M. Gioioso CUNY City College How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/cc_etds_theses/12 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] VISIONS OF THE FUTURE: NOTIONS OF AMERICAN IDENTITY IN JAMES FENIMORE COOPER'S THE LAST OF THE MOHICANS AND CATHARINE MARIA SEDGIWCK'S HOPE LESLIE OR, EARLY TIMES IN THE MASSACHUSETTS By Cheryl M. Gioioso May 10, 2010 Submitted in partial fulfillment of the requirements for the degree of Master of Arts of the City College of the City University of New York Contents Acknowledgments......................................................................... i I: Introduction .............................................................................. 1 II: Biographical Information .................................................. 8 III: The Wilderness & Nature ................................................ 26 IV: European Heritage ............................................................ 47 V: Native American Heritage .............................................. 59 VI: Women & Power ............................................................... -
James Fenimore Cooper and the Idea of Environmental Conservation in the Leatherstocking Tales (1823-1841)
Ceisy Nita Wuntu — James Fenimore Cooper and the Idea of Environmental Conservation in the Leatherstocking Tales (1823-1841) JAMES FENIMORE COOPER AND THE IDEA OF ENVIRONMENTAL CONSERVATION IN THE LEATHERSTOCKING TALES (1823-1841) Ceisy Nita Wuntu IKIP Negeri Manado [email protected] Abstract The spirit to respect the rights of all living environment in literature that was found in the 1970s in William Rueckert’s works was considered as the emergence of the new criticism in literature, ecocriticism, which brought the efforts to trace the spirit in works of literature. Works arose after the 1840s written by Ralph Waldo Emerson, Henry David Thoreau, and Margareth Fuller, the American transcendentalists, are considered to be the first works presenting the respect for the living environment as claimed by Peter Barry. James Fenimore Cooper’s reputation in American literary history appeared because of his role in leading American literature into its identity. Among his works, The Leatherstocking Tales mostly attracted European readers’ attention when he successfully applied American issues. The major issue in the work is the spirit of the immigrants to dominate flora, fauna and human beings as was experienced by the indigenous people. Applying ecocriticism theory in doing the analysis, it has been found that Cooper’s works particularly his The Leatherstocking Tales (1823-1841) present Cooper’s great concern for the sustainable life. He shows that compassion, respect, wisdom, and justice are the essential aspects in preserving nature that meet the main concern of ecocriticism and hence the works that preceded the transcendentalists’ work places themselves as the embryo of ecocriticism in America. -
ANSWER KEY Page 113 9 A
The Last of the Mohicans 解 答 ANSWER KEY Page 113 9 a. 3 b. 1 c. 5 d. 2 e. 4 a. 1 b. 11 c. 5 d. 4 e. 8 f. 12 g. 6 h. 7 i. 9 j. 3 k. 10 l. 2 Before Reading Page 114 Page 9 Alice: a, b, d, f Cora: c, e, g 4 1. c 2. g 3. f 4. a 5. h 6. e 7. d 8. b 5 Page 115 1. canoe 2. hoofs 3. moccasins 4. tomahawk 5. knife a. Uncas b. Gamut c. Heyward d. Chingachgook 6. wigwam 7. cave 8. rifle e. Colonel Munro f. Hawkeye g. Magua h. General Webb i. Montcalm Page 10 (Possible Answers) 7 a. 3 b. 6 c. 5 d. 2 e. 1 f. 4 • a. They are friends 8 1. F 2. T 3. T • b. They are sisters • c. They are attracted to each other. Half-way through the Page 25 book Heyward asks Colonel Munro for Alice’s hand in • Alice doesn’t trust Magua because he frightened her when he marriage. ran past her horse and she doesn’t feel safe with him. • d. Magua want Cora as his wife but Cora despises him. • Hawkeye doesn’t trust Magua because he is a Huron and • e. Munro and Montcalm are enemies but they reach an Hurons are thieves. agreement for the surrender of Fort William Henry. Page 35 Page 116 • Cora sends Hawkeye and the Mohicans away because she (Possibile Answers) a and/or d a, b, d, e doesn’t want them to die. -
Wes Studi Cherokee Nation
National Native American Hall of Fame 2019 Inductee Wes Studi Cherokee Nation Arts ACADEMY AWARD WINNING ACTOR 1 - 2 50-minute class periods SELECTED COMMON CORE STATE STANDARDS CCSS Literacy SL 10-1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. CCSS Literacy SL 10-1d Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. CCSS.ELA-Literacy.RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. CCSS.ELA-Literacy.RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. GOALS FOR UNDERSTANDING Students will understand • Wes Studi is a legendary American actor • Wes Studi has helped to reshape the image of American Indians in cinema • Wes Studi is a member of the Cherokee Nation • Wes Studi has overcome many challenges by combining his talent and his work ethic -
The Last of the Mohicans
LEVEL 2 Teacher’s notes Teacher Support Programme The Last of the Mohicans James Fenimore Cooper Magua tries to carry Cora off with him. Uncas, who is in EASYSTARTS love with Cora, tries to stop him and is killed. Cora is also killed and Magua, in making his escape, falls off the cliff and dies. LEVEL 2 Chapters 1–3: Colonel Munro’s daughters, Cora and Alice, arrive in America from Scotland en route to see their father, Colonel Munro. Their father is in Fort William Henry, surrounded by French soldiers. The two LEVEL 3 girls set off, in the company of a Huron Indian, Magua, who will guide them through the woods, and Major Heyward, an British soldier. On their way they meet LEVEL 4 Chinggachgook, a Mohican chief, and his friend Hawkeye, a white man who has lived with the Mohicans. Hawkeye realizes that Magua has a plan to help the French and the About the author LEVEL 5 Hurons will find them and kill them. He chases Magua James Fenimore Cooper (1789–1851) was born in away. Then, Hawkeye takes the girls up the river in a New Jersey, in the United States. He went to school in canoe to a rendezvous in a cave with Chingachgook and Albany, studied for a time at Yale, joined the US Navy Chingachgook’s son, Uncas. Uncas immediately likes the LEVEL 6 and spent five years at sea. In 1811 he resigned from the dark-haired Cora. Navy and married Susan De Lancey settling in Scardale and then New York. -
James Fenimore Coopers Indianerbild: the Last of the Mohicans Und the Pioneers
James Fenimore Coopers Indianerbild: The Last of the Mohicans und The Pioneers von Sirinya Pakditawan Erstauflage disserta Verlag 2015 Verlag C.H. Beck im Internet: www.beck.de ISBN 978 3 95425 894 9 schnell und portofrei erhältlich bei beck-shop.de DIE FACHBUCHHANDLUNG Leseprobe Textprobe: Kapitel 2.2.2, Der Missionar Heckewelder: In basing his [Cooper’s] early Indian characters (…) upon Heckewelder, he was following, according to his belief, the most reliable authority known at that time. Im Vorwort zu den Leatherstocking Tales von 1850 offenbart Cooper seine Wertschätzung von Heckewelders Kenntnissen der Indianer. Zugleich verteidigt er dabei seine eigene idealisierte Darstellung des nordamerikanischen Ureinwohners als grundlegendes Recht des Dichters und bekennt sich somit auch dazu, Indianer fiktionalisiert zu haben: It has been objected to these books [the Leatherstocking Tales] that they give a more favourable picture of the red man than he deserves. The writer apprehends that much of this objection arises from the habits of those who have made it. One of his critics (…) objected that its ‘characters were Indians of the school of Heckewelder, rather than of the school of nature.’ These words (…) contain the substance of the true answer to the objection. Heckewelder was an ardent, benevolent missionary, bent on the good of the red man, and seeing in him one who had the soul, reason, and characteristics of a fellow-being. (…) It is the privilege of all writers of fiction (…) to present the beau-idéal of their characters to the reader. (Mohicans, Preface to the Leatherstocking Tales [1850], S. 398; Hervorhebung SP). Da Cooper von Heckewelders Zuverlässigkeit überzeugt war, gebrauchte er dessen Werk Indian Nations als Hauptquelle für seine eigene Darstellung des Indianers in den frühen Lederstrumpf- Romanen The Pioneers und The Last of the Mohicans. -
The Last of the Mohicans Photocopiable
LEVEL 2 Activity worksheets Teacher Support Programme The Last of the Mohicans Photocopiable While reading Chapters 7–9 EASYSTARTS Chapters 1–3 5 Are the sentences right (✓) or wrong (✗)? 1 Circle the right words. a Cora was afraid of Magua. c a Cora and Alice came to America from b Cora felt sick when she saw Magua’s France / England / Scotland. stomach. c LEVEL 2 b Magua had a gun / knife / horse. c Magua wanted to marry Cora. c c When the Indians drank the firewater they d The Indians made a fire because they were funny / intelligent / stupid. wanted to eat Heyward and the girls. c LEVEL 3 d There were about ten / twelve / fifteen e Magua hurt Alice with his tomahawk. c Hurons in the woods. f There were about ten thousand men e Magua ran into the woods / river / canoe. near Fort William Henry. c LEVEL 4 f The river was slow / wide / dirty. g Cora shouted her name to her father. c Hawkeye wore beautiful / old / strange clothes. g 6 Find the right words in Chapters 7–9. Alice was younger than / older than / the same h a You can travel on a river in one of these. LEVEL 5 age as Cora. (p. 13) ………………… Cora had black / light / brown hair. i b It’s another word for boss. (p. 14) 2 Put a word on the left with a word on the ………………… LEVEL 6 right. c A group of people who live together. (p. 14) thick quietly ………………… older weak d You do this to food before you eat it. -
About the Author
About the Author James Fenimore Cooper was born in Burlington, New Jersey, USA in 1789. He was the eleventh of twelve children. His parents, William and Elizabeth Fenimore Cooper, were Quakers1. His father was a successful landowner2 and he established the village of Cooperstown in New York State. When Cooper was growing up, he loved exploring the countryside and forests that surrounded his family’s estate3. Cooper joined the Navy when he was 17 and traveled the seas for the next five years. He inherited4 his father’s estate when he was 20, and got married when he was 22. For a while he made a living from farming. He lived comfortably and had time for activities such as reading. He learned about American history and about the lives of the Native Americans. 4 5 About the Book The Last of the Mohicans is set in the summer of 1757. This was the time of the French and Indian War, when the British and the French armies were both trying to gain1 control of an area of West New York State. Fort William Henry, a British outpost controlled by Colonel Munro, is under attack by the French General Montcalm and his Indian allies2, amongst them the Huron and the Delaware tribes. Munro’s daughters, Alice and Cora, are on their way to join their father. They are captured by Magua, a Huron Indian who wants revenge3 on his old enemy Munro. 6 Before Reading 1 Look at these pictures of three characters from the book. Who do you think they are? Where are they from? What are they like? Write five words or phrases to describe their character. -
Photocopiable Exit Test Date
NAME PHOTOCOPIABLE EXIT TEST DATE Level 4 The Last of the Mohicans by James Fenimore Cooper 1 Match the words to their meanings. a) seige 1 destiny, end b) wigwam 2 hurt as a punishment c) fate 3 tent where an Indian lives d) torture 4 go back e) retreat 5 attack 5 2 Answer the questions. a) What news did Magua bring General Webb, the British commander at Fort Edward? ................................................................................................................................................................................... b) Why did the Indians think Hawkeye was killed near the waterfall? ................................................................................................................................................................................... c) Why did Magua want Cora to live as his wife? ................................................................................................................................................................................... d) What did Munro tell Heyward about Cora’s mother and her ancestors? ................................................................................................................................................................................... e) What did Montcalm give to Munro when Munro went to the French camp? ................................................................................................................................................................................... f) What did Munro agree to do at -
SG-Last of the Mohicans 00-13.Indd
| Contents | Notes to the Teacher .......................... 4 17 Words and Meanings, Ch. 9 ... 30 Facts About the Author ..................... 5 18 Drawing Conclusions, Ch. 9 ... 31 Facts About the Times ....................... 6 19 Words and Meanings, Ch. 10 ... 32 Facts About the Characters ............... 6 20 Identifying Antonyms, Ch. 10 ... 33 Chapter Summaries ........................... 7 21 Words and Meanings, Ch. 11 ... 34 Answer Key ....................................... 9 22 Multiple Meaning Words, Ch. 11 ... 35 Literary Glossary ............................. 12 23 Words and Meanings, Ch. 12 ... 36 24 Identifying Synonyms, Ch. 12 ... 37 CHAPTER EXERCISES 1 Words and Meanings, Ch. 1 .... 14 END-OF-BOOK EXERCISES 2 Identifying Characters, Ch. 1 .... 15 25 Book Sequence ........................ 38 3 Words and Meanings, Ch. 2 .... 16 26 Final Exam, Part 1 ................... 39 4 Figurative Language, Ch. 2 ..... 17 26 Final Exam, Part 2 ................... 40 5 Words and Meanings, Ch. 3 .... 18 6 Sequence of Events, Ch. 3 ....... 19 UNIVERSAL EXERCISES 7 Words and Meanings, Ch. 4 .... 20 27 Beyond the Text ....................... 41 8 Suffixes, Ch. 4 ......................... 21 28 Plot Study ................................ 42 9 Words and Meanings, Ch. 5 .... 22 29 Theme Analysis ....................... 43 10 Words and Actions, Ch. 5 ........ 23 30 Character Study ....................... 44 11 Words and Meanings, Ch. 6 .... 24 31 Vocabulary Study ..................... 45 12 Comprehension Check, Ch. 6 ... 25 32 Glossary Study ........................ 46 13 Words and Meanings, Ch. 7 .... 26 33 Book Review, Part 1 ................ 47 14 Inference, Ch. 7 ....................... 27 33 Book Review, Part 2 ............... 48 15 Words and Meanings, Ch. 8 ... 28 16 Comprehension Check, Ch. 8 ... 29 TIMELESS CLASSICS NOTES TO THE TEACHER THE NOVELS Timeless Classics were expressly designed to Research shows that the most effective way help struggling readers gain access to some of to improve comprehension is to teach students the world’s greatest literature.