DOCSLIB.ORG

Early Cultures

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Early Cultures Name ___________________________________________________ Date __________________ Class ____________________ LESSON PREHISTORIC PEOPLES OF GEORGIA 1 Objective: To learn about the prehistoric peoples of Georgia During the last Ice Age, peoples from eastern Asia seeds for their superior performance, and used these migrated to North America on a now-vanished land seeds to grow their crops. bridge. This land bridge spanned the Bering Strait Woodland Indians were far from being farmers, and disappeared when the Ice Age ended some however. They still relied heavily on hunting and 10,000 years ago. The peoples who crossed the gathering, although they did make advances in land bridge came over in waves and gradually these areas. They began to use the bow and arrow migrated south. Eventually, descendants of some as a hunting tool and also developed various other of these peoples reached what is now Georgia. stone and bone tools for processing and preparing food. The biggest technological change during the Early Prehistoric Peoples Woodland period was the making of pottery. Clay The earliest inhabitants of present-day Georgia are vessels may have been used to store cultivated or called Paleo-Indians. These migratory peoples gathered foods, such as nuts. Woodland peoples wandered into the region between 10,000 and 8000 added textured designs to the surface of the pots B.C. Paleo-Indians left few traces of their culture, by pressing a fabric-wrapped stick or paddle into and scholars know little about them. We do know the wet clay. that these early peoples were hunter-gatherers, The Woodland Indians lived a more settled life moving around in search of game and foraging for than their hunter-gatherer ancestors. Some Woodland nuts and wild plants. They used stone-tipped spears peoples even lived in small villages. In addition, to hunt big game, such as mammoths. they built earthen mounds, believed to be burial sites. The Paleo-Indian culture was gradually These mounds contain many elaborate, small artifacts replaced by the Archaic, or Meso-Indian, culture such as pipes, tools, figurines, and ornaments made (8000–1000 B.C.). Like the Paleo-Indians, Archaic peoples were hunter-gatherers who followed the WOODLAND AND MISSISSIPPIAN seasonal migrations of animals. Archaic Indians ARCHAEOLOGICAL SITES also fished, hunted small game, and gathered wild Nacoochee plants. These peoples developed a greater variety Tunacunnhee of bone and stone-tipped tools than the Paleo- Long Swamp Indians, however. Etowah [ Woodland Culture Rock The Woodland culture (1000 B.C.–A.D. 900) eventually Eagle replaced the Archaic culture. The transition was gradual, with changes occurring earlier and faster in some areas than in others. Nevertheless, certain }Macon Plateau features identify all Woodland societies. First, Wood- land peoples began to grow their own food. In Ocmulgee small gardens they cultivated sunflowers, squash, and a green plant called sumpweed. Later, they Cemochechobee Mandeville began growing corn as well. Kolomoki How do we know the Woodland peoples cultivated plants? The evidence comes from seeds Copyright © by Holt, Rinehart and Winston. All rights reserved. gathered at the sites of Woodland communities. At Woodland Sites these sites, archaeologists have found sunflower and Mississippian Sites sumpweed seeds that are larger and more uniform in Scale in Miles size than the wild seeds from these plants. This fact 050 suggests that the Woodland peoples saved the best GEORGIA HANDBOOK j HISTORY 1 Lesson 1 continued of copper or stone. These “grave goods” games were held. The main mound, which usually suggest that Woodland peoples had developed had a flat top, was the site of a wooden temple or funeral rituals. Woodland Indians also built other chief’s residence, where important religious or larger mounds. These mounds were often shaped political ceremonies took place. like animals, and their purpose is unknown. One Many Mississippian mounds were quite tall. example, the Rock Eagle Mound, in Putnam County The largest of the Etowah Mounds, for example, is in central Georgia, is in the shape of a bird. This 63 feet high. The Ocmulgee site also had several mound, which is made not of dirt but of thousands large platform mounds, which were built up to their of quartz stones, measures 102 feet across from wing full height in stages over many years. In addition, to wing. the site had many earth lodges, one of which has been reconstructed. This earth-covered building, Mississippian Culture 42 feet in diameter, may have served as a temple Starting around A.D. 900 the Mississippian culture or meetinghouse for the group’s leaders. slowly began to replace the Woodland culture. A funeral mound at Ocmulgee marks the place Mississippian culture refers to a way of life shared by where over 100 Mississippian village leaders were scattered groups who lived in a wide area of central buried. Mourners placed many valued goods in the and southeastern North America between A.D. 900 graves of leaders and other persons of high status. and 1700. This culture developed first along the Diggings at Mississippian sites have uncovered Mississippi River. It then spread throughout the carved copper headdresses, shell necklaces, and southeast, including what is now Georgia. To see ornaments featuring feathered serpents, spiders, evidence of the Mississippian culture in Georgia, and half-human figures as well as intricate geometric two of the best places to go are the Etowah Mounds, designs. The delicate workmanship displayed in near Cartersville, and the Ocmulgee National these items suggests that Mississippian society Monument, near Macon. included full-time artisans. Mississippian Indians were skilled farmers who Clay pots also were often placed in graves. grew corn and other crops. Unlike the Woodland During the Mississippian era, clay vessels were peoples, who lived in small, widely separated settle- essential for daily living. Mississippian potters ments, Mississippian peoples lived in permanent began to use ground-up shells to create clay towns and villages located next to rivers (see map). pots of many different kinds and sizes. They also As these larger settlements competed for resources, decorated these vessels in a variety of ways, such warfare increased. Thus, Mississippian towns were as stamping or etching them with geometric often surrounded by a tall, protective fence. A patterns or folding and pinching their rims to priest-chief governed each Mississippian community, create bold textures. which was made up of a larger town and smaller At the time of European contact, Mississippian outlying villages. culture already was beginning to fade. By around The earthen mounds built by Mississippian 1700, little remained of the culture the first European peoples were much larger and more numerous than explorers encountered in southeast North America. those built by earlier peoples. Each Mississippian When European colonists began to settle in present- settlement typically had one or more mounds built day Georgia, the Creek and the Cherokee were the near a central plaza, where ceremonies and athletic dominant American Indian tribes in the region. REVIEW 1. What are some differences between the mounds the Woodland Indians built and those the Mississippian Indians built? 2. Using the map, what generalization can you make about the location of Mississippian settlements? 3. Thinking Critically How was Mississippian society more complex than that of the Woodland Indians? Copyright © by Holt, Rinehart and Winston. All rights reserved. 4. More About the Native Americans of Georgia Use the library and the Internet (go.hrw.com keyword: SG9 GA Indians) to gather additional information on the early Native Americans of Georgia. Then prepare a 10-question quiz about Georgia’s early peoples. On a separate piece of paper, write the answer to each question to create an answer key. Exchange quizzes with another student. GEORGIA HANDBOOK j HISTORY 2.
Load more

Recommended publications
  • Georgia Historical Society Educator Web Guide
    Georgia Historical Society Educator Web Guide Guide to the educational resources available on the GHS website Theme driven guide to: Online exhibits Biographical Materials Primary sources Classroom activities Today in Georgia History Episodes New Georgia Encyclopedia Articles Archival Collections Historical Markers Updated: July 2014 Georgia Historical Society Educator Web Guide Table of Contents Pre-Colonial Native American Cultures 1 Early European Exploration 2-3 Colonial Establishing the Colony 3-4 Trustee Georgia 5-6 Royal Georgia 7-8 Revolutionary Georgia and the American Revolution 8-10 Early Republic 10-12 Expansion and Conflict in Georgia Creek and Cherokee Removal 12-13 Technology, Agriculture, & Expansion of Slavery 14-15 Civil War, Reconstruction, and the New South Secession 15-16 Civil War 17-19 Reconstruction 19-21 New South 21-23 Rise of Modern Georgia Great Depression and the New Deal 23-24 Culture, Society, and Politics 25-26 Global Conflict World War One 26-27 World War Two 27-28 Modern Georgia Modern Civil Rights Movement 28-30 Post-World War Two Georgia 31-32 Georgia Since 1970 33-34 Pre-Colonial Chapter by Chapter Primary Sources Chapter 2 The First Peoples of Georgia Pages from the rare book Etowah Papers: Exploration of the Etowah site in Georgia. Includes images of the site and artifacts found at the site. Native American Cultures Opening America’s Archives Primary Sources Set 1 (Early Georgia) SS8H1— The development of Native American cultures and the impact of European exploration and settlement on the Native American cultures in Georgia. Illustration based on French descriptions of Florida Na- tive Americans.
    [Show full text]
  • Bibliography
    Bibliography Many books were read and researched in the compilation of Binford, L. R, 1983, Working at Archaeology. Academic Press, The Encyclopedic Dictionary of Archaeology: New York. Binford, L. R, and Binford, S. R (eds.), 1968, New Perspectives in American Museum of Natural History, 1993, The First Humans. Archaeology. Aldine, Chicago. HarperSanFrancisco, San Francisco. Braidwood, R 1.,1960, Archaeologists and What They Do. Franklin American Museum of Natural History, 1993, People of the Stone Watts, New York. Age. HarperSanFrancisco, San Francisco. Branigan, Keith (ed.), 1982, The Atlas ofArchaeology. St. Martin's, American Museum of Natural History, 1994, New World and Pacific New York. Civilizations. HarperSanFrancisco, San Francisco. Bray, w., and Tump, D., 1972, Penguin Dictionary ofArchaeology. American Museum of Natural History, 1994, Old World Civiliza­ Penguin, New York. tions. HarperSanFrancisco, San Francisco. Brennan, L., 1973, Beginner's Guide to Archaeology. Stackpole Ashmore, w., and Sharer, R. J., 1988, Discovering Our Past: A Brief Books, Harrisburg, PA. Introduction to Archaeology. Mayfield, Mountain View, CA. Broderick, M., and Morton, A. A., 1924, A Concise Dictionary of Atkinson, R J. C., 1985, Field Archaeology, 2d ed. Hyperion, New Egyptian Archaeology. Ares Publishers, Chicago. York. Brothwell, D., 1963, Digging Up Bones: The Excavation, Treatment Bacon, E. (ed.), 1976, The Great Archaeologists. Bobbs-Merrill, and Study ofHuman Skeletal Remains. British Museum, London. New York. Brothwell, D., and Higgs, E. (eds.), 1969, Science in Archaeology, Bahn, P., 1993, Collins Dictionary of Archaeology. ABC-CLIO, 2d ed. Thames and Hudson, London. Santa Barbara, CA. Budge, E. A. Wallis, 1929, The Rosetta Stone. Dover, New York. Bahn, P.
    [Show full text]
  • Archeology of the Funeral Mound, Ocmulgee National Monument, Georgia
    1.2.^5^-3 rK 'rm ' ^ -*m *~ ^-mt\^ -» V-* ^JT T ^T A . ESEARCH SERIES NUMBER THREE Clemson Universii akCHEOLOGY of the FUNERAL MOUND OCMULGEE NATIONAL MONUMENT, GEORGIA TIONAL PARK SERVICE • U. S. DEPARTMENT OF THE INTERIOR 3ERAL JCATK5N r -v-^tfS i> &, UNITED STATES DEPARTMENT OF THE INTERIOR Fred A. Seaton, Secretary National Park Service Conrad L. Wirth, Director Ihis publication is one of a series of research studies devoted to specialized topics which have been explored in con- nection with the various areas in the National Park System. It is printed at the Government Printing Office and may be purchased from the Superintendent of Documents, Government Printing Office, Washington 25, D. C. Price $1 (paper cover) ARCHEOLOGY OF THE FUNERAL MOUND OCMULGEE National Monument, Georgia By Charles H. Fairbanks with introduction by Frank M. Settler ARCHEOLOGICAL RESEARCH SERIES NUMBER THREE NATIONAL PARK SERVICE • U. S. DEPARTMENT OF THE INTERIOR • WASHINGTON 1956 THE NATIONAL PARK SYSTEM, of which Ocmulgee National Monument is a unit, is dedi- cated to conserving the scenic, scientific, and his- toric heritage of the United States for the benefit and enjoyment of its people. Foreword Ocmulgee National Monument stands as a memorial to a way of life practiced in the Southeast over a span of 10,000 years, beginning with the Paleo-Indian hunters and ending with the modern Creeks of the 19th century. Here modern exhibits in the monument museum will enable you to view the panorama of aboriginal development, and here you can enter the restoration of an actual earth lodge and stand where forgotten ceremonies of a great tribe were held.
    [Show full text]
  • Dissolution Caves of Mississippi
    Mississippi State University Scholars Junction Theses and Dissertations Theses and Dissertations 1-1-2006 Dissolution Caves of Mississippi Christopher Michael Moore Follow this and additional works at: https://scholarsjunction.msstate.edu/td Recommended Citation Moore, Christopher Michael, "Dissolution Caves of Mississippi" (2006). Theses and Dissertations. 1533. https://scholarsjunction.msstate.edu/td/1533 This Graduate Thesis - Open Access is brought to you for free and open access by the Theses and Dissertations at Scholars Junction. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of Scholars Junction. For more information, please contact [email protected]. DISSOLUTION CAVES OF MISSISSIPPI By Christopher Michael Moore A Thesis Submitted to the Faculty of Mississippi State University in Partial Fulfillment of the Requirements for the Degree of Masters of Sciences in Geosciences in the Department of Geosciences Mississippi State, Mississippi May 2006 Copyright by Christopher Michael Moore 2006 DISSOLUTION CAVES OF MISSISSIPPI By Christopher Michael Moore Approved: _________________________________ _________________________________ John E. Mylroie Darrel W. Schmitz Professor of Geology Head, Department of Geosciences, and (Director of Thesis) Professor of Geology (Committee Member) _________________________________ _________________________________ John C. Rodgers Chris Dewey Professor of Geography Associate Professor of Geology (Committee Member) Graduate Coordinator of the
    [Show full text]
  • Feasibility Study on a Potential Susquehanna Connector Trail for the John Smith Historic Trail
    Feasibility Study on a Potential Susquehanna Connector Trail for the John Smith Historic Trail Prepared for The Friends of the John Smith Chesapeake National Historic Trail November 16, 2009 Coordinated by The Bucknell University Environmental Center’sNature and Human Communities Initiative The Susquehanna Colloquium for Nature and Human Communities The Susquehanna River Heartland Coalition for Environmental Studies In partnership with Bucknell University The Eastern Delaware Nations The Haudenosaunee Confederacy The Susquehanna Greenway Partnership Pennsylvania Environmental Council Funded by the Conservation Fund/R.K. Mellon Foundation 2 Contents Executive Summary ........................................................................................................................ 3 Recommended Susquehanna River Connecting Trail................................................................. 5 1. Introduction ........................................................................................................................... 6 Staff ............................................................................................................................................. 6 Criteria used for Study................................................................................................................. 6 2. Description of Study Area, Team Areas, and Smith Map Analysis ...................................... 8 a. Master Map of Sites and Trails from Smith Era in Study Area........................................... 8 b. Study
    [Show full text]
  • A Thriving Middle Georgia
    Plan for . A THRIVING MIDDLE GEORGIA REGIONAL ASSESSMENT TABLE OF CONTENTS Executive Summary ....................................................................................................................................... 2 Potential Issues and Opportunities........................................................................................................... 4 Issues and Opportunities in Economic Development ................................................................................... 4 Issues and Opportunities in Housing ............................................................................................................. 5 Issues and Opportunities in Community Facilities and Services .................................................................. 5 Issues and Opportunities in Natural and Cultural Resources ....................................................................... 6 Issues and Opportunities in Transportation .................................................................................................. 7 Issues and Opportunities in Land Use ........................................................................................................... 8 Issues and Opportunities in Education and Workforce Development ......................................................... 8 Issues and Opportunities in Aging Services ................................................................................................... 9 Issues and Opportunities in Intergovernmental Coordination ..................................................................
    [Show full text]
  • Summary of Sexual Abuse Claims in Chapter 11 Cases of Boy Scouts of America
    Summary of Sexual Abuse Claims in Chapter 11 Cases of Boy Scouts of America There are approximately 101,135sexual abuse claims filed. Of those claims, the Tort Claimants’ Committee estimates that there are approximately 83,807 unique claims if the amended and superseded and multiple claims filed on account of the same survivor are removed. The summary of sexual abuse claims below uses the set of 83,807 of claim for purposes of claims summary below.1 The Tort Claimants’ Committee has broken down the sexual abuse claims in various categories for the purpose of disclosing where and when the sexual abuse claims arose and the identity of certain of the parties that are implicated in the alleged sexual abuse. Attached hereto as Exhibit 1 is a chart that shows the sexual abuse claims broken down by the year in which they first arose. Please note that there approximately 10,500 claims did not provide a date for when the sexual abuse occurred. As a result, those claims have not been assigned a year in which the abuse first arose. Attached hereto as Exhibit 2 is a chart that shows the claims broken down by the state or jurisdiction in which they arose. Please note there are approximately 7,186 claims that did not provide a location of abuse. Those claims are reflected by YY or ZZ in the codes used to identify the applicable state or jurisdiction. Those claims have not been assigned a state or other jurisdiction. Attached hereto as Exhibit 3 is a chart that shows the claims broken down by the Local Council implicated in the sexual abuse.
    [Show full text]
  • Revisiting the Americas: Teaching and Learning the Geography of the Western Hemisphere
    DOCUMENT RESUME ED 383 623 SO 024 984 AUTHOR Martinson, Tom, Ed.; Brooker-Gross, Susan, Ed. TITLE Revisiting the Americas: Teaching and Laarning the Geography of the Western Hemisphere. Pathways in Geography Series, Title No.4. INSTITUTION National Council for Geographic Education. REPORT NO ISBN-0-9627379-2-5 PUB DATE 92 NOTE 280p. AVAILABLE FROM National Council for Geographic Education, 16-A Leonard Hall, Indiana University of Pennsylvania, Indiana, PA 15705 ($25.00). PUB TYPE Guides Classroom Use Instructional Materials (For Learner) (051) Guides Classroom-Use Teaching Guides (For Teacher)(052) EDRS PRICE MFO1 /PC12 Plus Postage. DESCRIPTORS American Indian History; *American Indians; Area Studies; *Cross Cultural Studies; Culture; Ethhic Groups; Foreign Countries; *Geography; *Latin American Culture; Latin American History; *Latin Americans; North American History; Spanish Culture; Western Civilization IDENTIFIERS North America; South America; Western Hemisphere ABSTRACT This book, issued in observance of the Columbus Quincentennial and on the occasion of the 27th International Geographical Congress, addresses a broad range of contemporary topics including environmental change, dynamics of the world economy, human needs, wants and rights, political order and change, and contemporary cultures. The format is one of essays and complementary learning activities, including one essay and two activities in Spanish. Divided into five sections, section 1, "Environmental Change," contains the following essays:(1) "The Changing Use of Water in the Americas" (Lee);(2) "Streamflow" (Bock);(3) "The Effects of Volcanoes on the Landscapes and Peoples of the Americas"(Romey); (4) "Volcanoes and Human Activities in the Caribbean (Bencloski);(5) "The Global Effect of El Nino" (Caviedes);(6) "Teaching El Nino" (Prorok);(7) "Tropical and Temperate Rainforests" (Hansis); (8) "Humans, Owls, and Trees" (Beaman and Osborne); and (9) "Deforestation on Trial" (Sandmeier).
    [Show full text]
  • Rock Eagle Day Trip Planner Contents
    Rock Eagle 4-H Environmental Education Field Study Program Day Trip Planner Rock Eagle Day Trip Planner Contents Welcome ............................................................................... 3 GA 4-H Program & EE objectives ............................................... 4 Field Study Planning Information Planning the Trip..................................................................... 8 Field Study Checklist .............................................................. 14 Class Descriptions .................................................................. 15 Class by Class Preparations ..................................................... 18 Class Request Form ................................................................ 20 Chaperone Responsibilities ...................................................... 21 Sample Schedule ................................................................... 22 Teaching Group Assignments ................................................... 23 Safety Precautions & Discipline ................................................ 24 Emergency Procedures ............................................................ 25 Rules for Students ................................................................. 26 RE Map ................................................................................. 27 T-shirt order form .................................................................. 28 Directions ............................................................................. 29 Number Confirmation Form
    [Show full text]
  • Gpb Textbook Unit 2 Final.Pdf
    OUR STATE and OUR NATION UNIT Georgia Studies 2 GEORGIA EVENTS EVENTS ELSEWHERE Before it Was Georgia B.C. 12,000 People first arrive in North America CHAPTER 3 10,000 10,000 Let’s Talk History People arrive in the Paleo-Indian period begins; Southeast animals domesticated in Near Why Study History? East How to Do History The Dating Game 8000 Archaic period begins; agriculture appears in Near East CHAPTER 4 Georgia’s Prehistoric Past 4000 Unearthing Clues to Georgia’s Civilization develops in Near Prehistoric Past East; beginning of recorded history Georgia’s First Inhabitants 2500 CHAPTER 5 Egyptians build Great Pyramid Europe Discovers at Giza the New World The Age of Discovery 2000 Pottery first made in North Spain Comes to the Southeast America (near Augusta) England Comes to North America 1000 Woodland period begins A.D. Birth of Christ 1000 Mississippian period begins; Leif Ericson explores Newfoundland 1492 Columbus lands in West Indies 1498 John Cabot explores North American coast, possibly as far south as Florida 1513 Ponce de Leon becomes first European to land on North American mainland 1526 Ayllon colony briefly settles on Georgia coast 1540 De Soto expedition first to explore Georgia’s interior 1565 Spanish destroy French Fort Caroline, build St. Augustine 1566 Spanish missionaries first arrive in Guale (Georgia) 1597 Juanillo rebellion 1607 Jamestown, Virginia, becomes England’s first permanent settlement in America 1619 West Africans brought to Virginia 1663 King Charles II creates colony of Carolina 1690 Spain withdraws from Guale 1721 Britain builds Fort King George Chapter Outline Chapter 3 Why Study History? Foreword How to Do History Starting with Questions Sources of Information Using Primary Sources Analyzing and Evaluating Information Georgia Standards of Excellence The Dating Game Correlations Using a Timeline B.C.
    [Show full text]
  • Unraveling the Earth Force and the Geodetic Code
    Unraveling the Mystery of the Earth Force and Geodetic Code Don & Diane Wells © 2019 INTRODUCTION Steven Spielberg introduced the phase, “May the Force be with you” in his Star Wars series. In Episode IV: A New Hope, Obi-Wan Kenobi explains the Force to Luke as "an energy field created by all living things. It surrounds us, penetrates us, and binds the galaxy together." Spielberg was not that far off from reality. Guy Underwood in his book, The Pattern of the Past published initially in 1969 in Great Britain introduced the concept of the Earth Force. He said, “Observations of the influence which affects the water diviner suggests that a principle of nature exists which is unknown to, or unidentified by science. Its main characteristics are that it appears to be generated within the Earth, and to cause wave motion perpendicular to Earth’s surface: that it has great penetrating power; that it affects the nerve cells of animals; that it forms spiral patterns; and is controlled by mathematical laws involving principally the numbers 3 and 7. Until it can otherwise be identified, I shall refer to it as the Earth Force. It could be an unknown principle, but it seems more likely that it is an unrecognized effect of some already established force, such as magnetism or gravity.” THE EARTH FORCE Underwood described this Earth Force as being made up of three distinct lines of energy. He called these Water lines as found by the water diviners, Track lines and Aquastats lines. His tract lines are likely what is called today “Ley Lines.” He does not offer a definition of Aquastats but by the term used are likely some other water line.
    [Show full text]
  • Home in the Choctaw Diaspora
    HOME IN THE CHOCTAW DIASPORA: SURVIVAL AND REMEMBRANCE AWAY FROM NANIH WAIYA By Jason Lewis Submitted to the graduate degree program in Global Indigenous Nations Studies and the Graduate Faculty of the University of Kansas in partial fulfillment of the requirements for the degree of Master of Arts. ________________________________ Chairperson Stacy Leeds ________________________________ Sherrie Tucker ________________________________ Sharon O’Brien Date Defended: May 16, 2011 The Thesis Committee for Jason Lewis certifies that this is the approved version of the following thesis: HOME IN THE CHOCTAW DIASPORA: SURVIVAL AND REMEMBRANCE AWAY FROM NANIH WAIYA ________________________________ Chairperson Stacy Leeds Date approved: May 16, 2011 ii ABSTRACT This thesis analyzes oral histories collected from Choctaw people since their displacement away from Nanih Waiya, to look for an understanding of Home and the formations of Home that have enabled Choctaw identities over time. Oral sources were reviewed from four collections that represent distinct spatial and temporal Choctaw perspectives, located at the Alabama Department of Archives and History, the Western History Collections at the University of Oklahoma, the Samuel Proctor Oral History Program at the University of Florida, and the Center for Oral and Public History at California State University, Fullerton. The Choctaw values of survival and remembrance are so consistent in the analysis, that significant material formations observed in these collections are made meaningful by their relation to these values. Findings have been used to develop a narrative from a diasporic perspective that is rooted in the decolonization project of critically rereading history. Through oral sources and theoretical framing, the voices of Choctaw people contribute to and challenge colonial, postcolonial, and decolonization discourses.
    [Show full text]