DOCSLIB.ORG

Swampy & Moose Cree Flora & Fauna Glossary

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Swampy & Moose Cree Flora & Fauna Glossary ! ! !"#$%&'(')**+,'-.,,' /0*.#'('/#12#'30*++#.&' ' !"#$%&'"(%)%&)*$+,'-*-(+."/%/-)* !"#$%&#'!()* +,-./' !"#$%&#0!(1* +,-./0! ! ! """#$%&$'(&)*+#,$! """#'-./0*,100#.1+! 2! 34'5/0+."4/!6100!6.4*,)&! ! ! ! ! ! ! ! National Library of Canada Cataloguing in Publication Data Marie-Odile Junker Katie Martinuzzi Swampy & Moose Cree Flora & Fauna Glossary ISBN 978-0-770906-05-4 1. Cree language – Swampy Cree - N-dialect –Moose Cree - L-dialect – English language – Bilingual. 2. Title Swampy & Moose Cree Flora & Fauna Glossary Kâ-nihtâwikihk nêsta awêyâšišak ᑳᓂᐦᑖᐎᑭᐦᐠ ᓀᐢᑕ ᐊᐌᔮᔑᔕᐠ ᑳᓂᐦᑖᐎᑭᐦᒃ ᓀᔅᑕ ᐊᐌᔮᔑᔕᒃ Based on the Moose and Swampy Cree Dictionary by C. Douglas Ellis www.spokencree.org Edited by Marie-Odile Junker and Katie Martinuzzi at Carleton University for the Omushkego Education – Mushkegowuk Council as part of The Algonquian Dictionaries Project (www.atlas-ling.ca). Export scripts and Technical assistance: Delasie Torokornoo. The Moose and Swampy Cree to English dictionary, by C. Douglas Ellis, includes the glossaries of the three Spoken Cree volumes and the Cree Legends and Narratives from the West Coast of James Bay. Unless otherwise stated, the forms are given in Moose Cree. This Flora and Fauna Glossary (2017) offers additional features such as full word entries (as opposed to only stems), pointed syllabics corresponding to the roman orthography and a thematic classification inspired by the Thematic Dictionaries of Eastern James Bay Cree by Visitor, Junker and Neacappo (2013). Funded by Omushkego Education —Mushkegowuk Cree Council and the Social Sciences and Humanities Research Council grant # 435-2014-1199. ISBN 978-0-770906-05-4 Copyright © 2017, atlas-ling.ca Table of Contents Codes & Abbreviations ............................................................................................................................... 3 References ................................................................................................................................................. 4 Usage Guide ............................................................................................................................................... 5 Nomenclature ................................................................................................................................................. 5 Notation .......................................................................................................................................................... 6 Dialect(s) ......................................................................................................................................................... 7 Syllabic Charts ............................................................................................................................................ 7 Swampy Cree, N-dialect .................................................................................................................................. 8 Moose Cree, L-dialect ...................................................................................................................................... 9 Plants ....................................................................................................................................................... 11 Moss .............................................................................................................................................................. 11 Trees .............................................................................................................................................................. 12 Plants ............................................................................................................................................................ 19 Berries ........................................................................................................................................................... 22 Flowers .......................................................................................................................................................... 24 Animals .................................................................................................................................................... 25 Birds .............................................................................................................................................................. 25 Fish ................................................................................................................................................................ 31 Insects ........................................................................................................................................................... 34 The Hunt .................................................................................................................................................. 36 Bear ............................................................................................................................................................... 36 Caribou .......................................................................................................................................................... 37 Moose ........................................................................................................................................................... 38 Deer ............................................................................................................................................................... 40 Beaver ........................................................................................................................................................... 41 Hare (rabbit) ................................................................................................................................................. 43 Porcupine ...................................................................................................................................................... 44 Grouse ........................................................................................................................................................... 44 Goose ............................................................................................................................................................ 45 Duck .............................................................................................................................................................. 46 Loon .............................................................................................................................................................. 46 Seal ................................................................................................................................................................ 47 Whale ............................................................................................................................................................ 47 Other Fur-bearing Animals ....................................................................................................................... 48 Muskrat ......................................................................................................................................................... 48 Marten .......................................................................................................................................................... 48 Otter .............................................................................................................................................................. 48 Mink .............................................................................................................................................................. 48 FoX ................................................................................................................................................................. 49 LynX ............................................................................................................................................................... 49 Wolf .............................................................................................................................................................. 49 Fisher ............................................................................................................................................................. 49 Weasel .......................................................................................................................................................... 50 Squirrel .......................................................................................................................................................... 50 Mouse ........................................................................................................................................................... 50 Dog ................................................................................................................................................................ 51 Others ........................................................................................................................................................... 53 General/Unspecified ..................................................................................................................................... 55 Animal
Load more

Recommended publications
  • Indigenous Languages
    INDIGENOUS LANGUAGES PRE-TEACH/PRE-ACTIVITY Have students look at the Indigenous languages and/or language groups that are displayed on the map. Discuss where this data came from (the 2016 census) and what biases or problems this data may have, such as the fear of self-identifying based on historical reasons or current gaps in data. Take some time to look at how censuses are performed, who participates in them, and what they can learn from the data that is and is not collected. Refer to the online and poster map of Indigenous Languages in Canada featured in the 2017 November/December issue of Canadian Geographic, and explore how students feel about the number of speakers each language has and what the current data means for the people who speak each language. Additionally, look at the language families listed and the names of each language used by the federal government in collecting this data. Discuss with students why these may not be the correct names and how they can help in the reconciliation process by using the correct language names. LEARNING OUTCOMES: • Students will learn about the number and • Students will learn about the importance of diversity of languages and language groups language and the ties it has to culture. spoken by Indigenous Peoples in Canada. • Students will become engaged in learning a • Students will learn that Indigenous Peoples local Indigenous language. in Canada speak many languages and that some languages are endangered. INDIGENOUS LANGUAGES Foundational knowledge and perspectives FIRST NATIONS “One of the first acts of colonization and settlement “Our languages are central to our ceremonies, our rela- is to name the newly ‘discovered’ land in the lan- tionships to our lands, the animals, to each other, our guage of the colonizers or the ‘discoverers.’ This is understandings, of our worlds, including the natural done despite the fact that there are already names world, our stories and our laws.” for these places that were given by the original in- habitants.
    [Show full text]
  • Directory – Indigenous Organizations in Manitoba
    Indigenous Organizations in Manitoba A directory of groups and programs organized by or for First Nations, Inuit and Metis people Community Development Corporation Manual I 1 INDIGENOUS ORGANIZATIONS IN MANITOBA A Directory of Groups and Programs Organized by or for First Nations, Inuit and Metis People Compiled, edited and printed by Indigenous Inclusion Directorate Manitoba Education and Training and Indigenous Relations Manitoba Indigenous and Municipal Relations ________________________________________________________________ INTRODUCTION The directory of Indigenous organizations is designed as a useful reference and resource book to help people locate appropriate organizations and services. The directory also serves as a means of improving communications among people. The idea for the directory arose from the desire to make information about Indigenous organizations more available to the public. This directory was first published in 1975 and has grown from 16 pages in the first edition to more than 100 pages in the current edition. The directory reflects the vitality and diversity of Indigenous cultural traditions, organizations, and enterprises. The editorial committee has made every effort to present accurate and up-to-date listings, with fax numbers, email addresses and websites included whenever possible. If you see any errors or omissions, or if you have updated information on any of the programs and services included in this directory, please call, fax or write to the Indigenous Relations, using the contact information on the
    [Show full text]
  • The Syntax of Innu-Aimun Locatives∗ Will Oxford University of Toronto
    The syntax of Innu-aimun locatives∗ Will Oxford University of Toronto This paper provides a description and preliminary analysis of the syntax of locative phrases in the Algonquian language Innu-aimun (Montagnais). The paper establishes a taxonomy of locative categories and describes the properties of each category. It also sets out the ways in which these categories combine to form locative phrases, which are then analyzed as pPs in a model based on recent work by Svenonius (2006, 2010). Several syntactic patterns that affect locative phrases are described, including word-order variations and an apparent locative licensing effect. 1 Introduction This paper examines the syntax of locative expressions in Innu-aimun, an Algonquian language spoken in Quebec and Labrador. Innu-aimun, also known as Montagnais, is a member of the Cree- Montagnais-Naskapi dialect continuum, and is thus closely related to Cree proper. Aside from brief discussions in Clarke’s (1982) grammatical sketch (33–34, 134–36), the grammatical properties of Innu-aimun locatives had not been described in the literature prior to Oxford 2008; the current paper is a further development of the description begun in that work. My data comes from fieldwork and texts from the community of Sheshatshiu, Labrador, where Innu-aimun is still spoken as a first language by approximately 90% of the population (Burnaby 2004; Thorburn 2005). The main claim of the paper is that locative expressions in Innu-aimun form a grammatical system. There are three CORE LOCATIVE CATEGORIES, which form locative phrases: locative nouns, locative demonstratives, and locative prepositions. There are also two PERIPHERAL LOCATIVE CATEGORIES, which introduce or refer to locative phrases: locative presentatives and locative preverbs.
    [Show full text]
  • The Six Seasons of the Woodland Cree: a Lesson to Support Science 10
    The Six Seasons of the Woodland Cree: A Lesson to Support Science 10 by Duane Johnson 2008 Teaching Materials from the Stewart Resources S106.22 Centre These lessons were developed by the following team of teachers, Elders, and cultural advisors: Yvonne Chamakese, David Hlady, Anna-Leah King, Duane Johnson, Marcia Klein, Lana Lorensen, Sally Milne, Joseph Naytowhow, Lamarr Oksasikewiyin, Stuart Prosper, Ron Ray, Ted View, John Wright, and Laura Wasacase. Support was provided by Dean Elliott from the Ministry of Education, and Margaret Pillay from the Saskatchewan Professional Development Unit. All resources used in these lessons are available through the Stewart Resources Centre: http://www.stf.sk.ca/services/stewart_resources_centre/online_catalogue_unit_plans/index .html Information regarding the protocol when inviting Elders into the classroom can be found in the document: Elders in the Classroom by Anna-Leah King (attached as Appendix A). Further information can be found in the Saskatchewan Learning document: Aboriginal Elders and Community Workers in Schools. Table of Contents Overview ......................................................................................................................... 4 Foundational Objectives.................................................................................................. 4 Timeframe .......................................................................................................................4 Resources .......................................................................................................................4
    [Show full text]
  • Supplementary Resources 2 Connect
    March 2015/Mars 2015 SUPPLEMENTARY RESOURCES 2 CONNECT • "Apihawikosisan" Law, Language, Life: A Plains Cree Speaking Metis Woman in Montreal apihtawikosisan.com This blog follows the life of a Metis teacher and has information on how to attend her "language nest" style Plains Cree language course in Montreal. The site also lists a wide variety of links to Cree language and cultural resources. • Cree Cultural Institute http://creeculture.ca/ This site is an excellent destination for learning about the culture and language of Crees living in the James Bay and Hudson Bay regions of Quebec. Among the many features of this website are an archive of historical photographs, an online exhibition of Cree artifacts from the region, and translated traditional stories. • Centre for Race and Culture http://www.cfrac.com/ This organization based in Edmonton, AB organizes programs and projects to help minority, immigrant, and refugee communities. One of these projects is on-site Cree language lessons. • The Nehiyawewin (Cree) Word/Phrase of the Day https://www.facebook.com/groups/18414147673/ This Facebook group brings together users from across the world to share their favourite Cree words and phrases as a way to promote and strengthen the language and the people it represents. 3 LEARN • A-mowin Virtual Language Classroom http://learncreeonline.blogspot.ca This blog offers free online Cree language lessons every Thursday at 9 pm EST. • Alberta Language Technology Lab http://altlab.artsrn.ualberta.ca/?page_id=150 This team at the University of Alberta has created a number of Plains Cree language tools including a Cree/English dictionary and linguistic generation tools.
    [Show full text]
  • The Swampy Cree Tribal Council and Aboriginal Governance: a Case Study of Nursing Education in Northern Manitoba <Fre>Le C
    CJNR 2008,Vol. 40 No 2, 132–149 Résumé Le conseil tribal des Moskégons et la gouvernance autochtone : une étude de cas portant sur l’éducation en sciences infirmières dans le nord du Manitoba David Gregory, Mary Jane L. McCallum, Karen R. Grant et Brenda Elias Cette étude de cas offre un témoignage historique du parcours qui a caractérisé l’élaboration du programme de baccalauréat en sciences infirmières en région nordique, notamment dans la province du Manitoba. L’approche utilisée dans le cadre de l’étude est axée sur les efforts d’autodétermination (gouvernance) déployés par le conseil tribal des Moskégons dans les domaines de la santé et de l’éducation.Ayant recours aux archives de la Faculté des sciences infirmières de l’Université du Manitoba, les auteurs livrent les grandes lignes de la chronologie du baccalauréat nordique du programme de sciences infirmières, en quatre phases : la conception (1982 à 1986); l’élaboration (1986 à 1988); la gestion (1986 à 1990); la mise en œuvre et la clôture (1990 à 1994). Les répercussions contemporaines générées par un partenariat à part entière entre les universités et les organisations autochtones font l’objet d’une discussion. Mots clés : programme de baccalauréat en sciences infirmières en région nordique, conseil tribal des Moskégons, Manitoba, gouvernance, autodétermination, parte- nariat, sciences infirmières, éducation en sciences infirmières 132 CJNR 2008,Vol. 40 No 2, 132–149 The Swampy Cree Tribal Council and Aboriginal Governance: A Case Study of Nursing Education in Northern Manitoba David Gregory, Mary Jane L. McCallum, Karen R. Grant, and Brenda Elias This case study provides a historical account of the development of the Northern Bachelor of Nursing Program in the Canadian province of Manitoba through the lens of self-determination (governance) efforts in the fields of health and education by the Swampy CreeTribal Council.
    [Show full text]
  • The Metis Cultural Brokers and the Western Numbered Treaties, 1869-1877
    The Metis Cultural Brokers and the Western Numbered Treaties, 1869-1877 A Thesis Submitted to the College of Graduate Studies and Research in Partial Fulfillment of the Requirements for the Degree of Master of Arts in the Department of History University of Saskatchewan Saskatoon By Allyson Stevenson Copyright Allyson Stevenson, August 2004 . 1 rights reserved. PERMISSION TO USE In presenting this thesis in partial fulfilment of the requirements of a Graduate degree from the University of Saskatchewan, I agree that the Libraries of this University may make it freely available for inspection . I further agree that permission for copying of this thesis in any manner, in whole or in part, for scholarly purposes may be granted by the professor who supervised my thesis work, or, in his absence, by the Head of the Department or the Dean of the College in which my thesis work was done . It is understood that any copying, publication, or use of this thesis or parts thereof for financial gain shall not be allowed without my written permission . It is also understood that due recognition shall be given to me and to the University of Saskatchewan in any scholarly use which may be made of any material in my thesis . Requests for permission to copy or to make other use of material in this thesis in whole or part should be addressed to : Head of the Department of History University of Saskatchewan Saskatoon, Saskatchewan S7N 5A5 Abstract i Throughout the history of the North West, Metis people frequently used their knowledge of European, Indian, and Metis culture to mediate Aboriginal and non- Aboriginal social, diplomatic, and economic encounters .
    [Show full text]
  • Swampy Cree Ntoh-Tah-To-Tan Listening to One Another Canadian Version 2015 Facilitator Manual
    SWAMPY CREE NTOH-TAH-TO-TAN LISTENING TO ONE ANOTHER CANADIAN VERSION 2015 FACILITATOR MANUAL About this Manual This manual is intended to guide project staff while implementing the family program. We think of it as a starting point for communities beginning the program, but we hope it may be adapted for specific use in your community. For questions regarding this program and manual, please contact: Dr. Laurence Kirmayer Dominique Geoffroy Principal Investigator Project Coordinator Listening to One Another Listening to One Another Culture and Mental Health Research Unit Culture and Mental Health Research Unit (CMHRU) 4333 Cote Sainte Catherine 4333 Cote Sainte Catherine rm 218B Montreal, Quebec H3T 1E4 Montreal, Quebec H3T 1E4 Tel: 514-340-7549 Tel: 514-340-8222 x2192 Fax: 514-340-7503 Fax: 514-340-7503 E: EE E: [email protected] E: [email protected] www.mcgill.ca/tcpsych www.mcgill.ca/mhp We acknowledge the efforts and contributions of the University of Manitoba and all Swampy Cree communities from Northern Manitoba! 1 WELCOME TO NTOH-TAH-TO-TAN Tansi! We are pleased that you have agreed to help facilitate the 14 session program! The ultimate goal of the Ntoh-tah-to-tan Prevention Program is to promote the mental health and well-being of Swampy Cree youth and families. We plan to use the traditional teachings of our Swampy Cree Elders and ancestors as tools toward our goals. It is our belief that traditional culture offers healthy alternatives to unhealthy behaviours, ideals, morals, values, and knowledge. Although Indigenous people have been exposed to many unhealthy behaviours and social contexts that have taken tolls on well-being, the strength and resilience of individuals and communities can help foster good ways of life.
    [Show full text]
  • Canadian English: a Linguistic Reader
    Occasional Papers Number 6 Strathy Language Unit Queen’s University Kingston, Ontario Canadian English: A Linguistic Reader Edited by Elaine Gold and Janice McAlpine Occasional Papers Number 6 Strathy Language Unit Queen’s University Kingston, Ontario Canadian English: A Linguistic Reader Edited by Elaine Gold and Janice McAlpine © 2010 Individual authors and artists retain copyright. Strathy Language Unit F406 Mackintosh-Corry Hall Queen’s University Kingston ON Canada K7L 3N6 Acknowledgments to Jack Chambers, who spearheaded the sociolinguistic study of Canadian English, and to Margery Fee, who ranges intrepidly across the literary/linguistic divide in Canadian Studies. This book had its beginnings in the course readers that Elaine Gold compiled while teaching Canadian English at the University of Toronto and Queen’s University from 1999 to 2006. Some texts gathered in this collection have been previously published. These are included here with the permission of the authors; original publication information appears in a footnote on the first page of each such article or excerpt. Credit for sketched illustrations: Connie Morris Photo credits: See details at each image Contents Foreword v A Note on Printing and Sharing This Book v Part One: Overview and General Characteristics of Canadian English English in Canada, J.K. Chambers 1 The Name Canada: An Etymological Enigma, 38 Mark M. Orkin Canadian English (1857), 44 Rev. A. Constable Geikie Canadian English: A Preface to the Dictionary 55 of Canadian English (1967), Walter S. Avis The
    [Show full text]
  • News Release
    News Release FOR IMMEDIATE RELEASE September 14, 2020 University College of the North Faculty Members Create Swampy Cree Textbook (The Pas, MB) – University College of the North (UCN) faculty members have collaborated on a Cree language textbook in hopes of maintaining northern culture. It is anticipated that Beginning Cree for Swampy Cree Speakers will officially be published by the University Regina Press in the near future. UCN Arts, Business and Science Faculty Member, Eileen McKay Thomas, teaches a specific dialect of Cree: Swampy Cree. McKay Thomas quickly noticed the lack of a textbook focused on this dialect. McKay Thomas turned to long time Cree language educator, Solomon Ratt for guidance. While his teachings are in a different dialect, Ratt’s Beginning Cree text proved to be a valuable resource in getting started on the creation of the Swampy Cree (N dialect) text. The project took on new life when she formed a partnership with Dr. Ying Kong from UCN’s Faculty of Arts, Business and Science. McKay Thomas drew upon Dr. Kong’s experience in teaching and creating resource materials for the Mandarin language at the Universities of Manitoba and Winnipeg. “Over the years of teaching Indigenous literature at UCN, I understand that it is important for Indigenous people to maintain their mother tongue for their own identity and culture. Having a resource like Beginning Cree for Swampy Cree Speakers will help build the intimacy that comes from shared beliefs and understanding among Swampy Cree speakers,” said Dr. Kong. UCN Seed Funding launched their research project, “Innovation in Cree Language Learning and Teaching: Highlighting the Cree Language Spoken in Manitoba.” The goal was to launch a Cree language textbook for Swampy Cree Speakers.
    [Show full text]
  • MKO Grand Chief: Garrison Settee - MKO Executive Director: Kelvin Lynxleg
    Updated July 2, 2020 MANITOBA KEEWATINOWI OKIMAKANAK INC. MKO Grand Chief: Garrison Settee - MKO Executive Director: Kelvin Lynxleg ADMINISTRATION OFFICE WINNIPEG OFFICE 206 – 55 Selkirk Avenue Suite 1601-275 Portage Avenue Thompson, MB R8N 0M5 Winnipeg , MB R3B 2B3 Phone: (204) 677-1600 Phone: (204) 927-7500 Fax: (204) 778-7655 Fax:(204) 927-7509 MKO Member First Nations & Tribal Council Affiliations – Members of the Executive Council www.mkonation.com Independent First Nations Chief Evan Yassie Onekanew Christian Sinclair Chief Marcel Moody SAYISI DENE DENESULINE NATION OPASKWAYAK CREE NATION NISICHAWAYASIHK CREE NATION Tadoule Lake, MB R0B 2C0 Box 10880 Nelson House, MB R0B 1A0 Phone: 684-2022 Fax: 684-2069 Opaskwayak, MB R0B 2J0 Phone: 484-2332 Fax: 484-2392 Phone: 627-7100 Fax: 623-3819 Chief Eric Redhead Chief Larson R. Anderson SHAMATTAWA FIRST NATION Chief Nelson Genaille NORWAY HOUSE CREE NATION Shamattawa, MB R0B 1K0 SAPOTAWEYAK CREE NATION Norway House, MB R0B 1B0 Phone: 565-2340 Fax: 565-2606 Pelican Rapids, MB R0B 1L0 Phone: 359-6786 Fax: 359-4186 Phone: 587-2012 Fax: 587-2072 Chief Doreen Spence Chief David A. Monias TATASKWEYAK CREE NATION Chief Elwood Zastre PIMICIKAMAK CREE NATION Split Lake, MB R0B 1P0 WUSKWI SIPIHK CREE NATION Cross Lake, MB R0B 0J0 Phone: 342-2045 Fax: 342-2270 Box 65 Phone: 676-3133 Fax: 676-3155 Birch River, MB R0B 0E0 Chief Betsy Kennedy Phone: 236-4201 Fax: 236-4786 Chief Shirley Ducharme WAR LAKE FIRST NATION O-PIPON-NA-PIWIN CREE NATION Ilford, MB R0B 0S0 Box 25 Phone: 288-4315 Fax: 288-4371
    [Show full text]
  • Michif and Other Languages of the Canadian Métis - Peter Bakker & Robert A
    Michif and other languages of the Canadian Métis - Peter Bakker & Robert A. Papen. University of Amsterdam & Université du Québec à Montréal Introduction: the Métis The word 'Métis' is the French word for “mestizo”, a person of mixed Amerindian and European descent. It is used in Canada with two different meanings. On the one hand, it is used for any person of partly Amerindian and partly European descent. These people are as varied as the possible combinations of Europeans and Natives. Although in a sense they do form a political group, they are not a uniform group from a cultural point of view. On the other hand, the word 'Métis' is used for a specific group, limited to people of French and Ojibwe/Cree ancestry in the Canadian Prairie Provinces, a group of “mestizos” who came about as a distinctive group due to the fur trade. Ojibwe and Cree are Amerindian languages of the Algonquian family. French speaking fur traders from New France (now Eastern Canada), called “voyageurs” or “coureurs du bois” who stayed in the west from the late 18th century married Amerindian women and had families with them. This happened to such an extent, that they were by far the biggest group in Manitoba in 1870 and they considered themselves a separate group at least from the 1810s, with the self-designation “Métis” or in their own dialect “Mitif” [mI_If]. Here we will discuss only the languages of the second (but chronologically first) group of Métis, the Red River Métis. They used to live or gather regularly around the forks of the Red and Assiniboine rivers at present-day Winnipeg from around 1800.
    [Show full text]