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Fools Crow, James Welch
by James Welch Model Teaching Unit English Language Arts Secondary Level with Montana Common Core Standards Written by Dorothea M. Susag Published by the Montana Office of Public Instruction 2010 Revised 2014 Indian Education for All opi.mt.gov Cover: #955-523, Putting up Tepee poles, Blackfeet Indians [no date]; Photograph courtesy of the Montana Historical Society Research Center Photograph Archives, Helena, MT. by James Welch Model Teaching Unit English Language Arts Secondary Level with Montana Common Core Standards Written by Dorothea M. Susag Published by the Montana Ofce of Public Instruction 2010 Revised 2014 Indian Education for All opi.mt.gov #X1937.01.03, Elk Head Kills a Buffalo Horse Stolen From the Whites, Graphite on paper, 1883-1885; digital image courtesy of the Montana Historical Society, Helena, MT. Anchor Text Welch, James. Fools Crow. New York: Viking/Penguin, 1986. Highly Recommended Teacher Companion Text Goebel, Bruce A. Reading Native American Literature: A Teacher’s Guide. National Council of Teachers of English, 2004. Fast Facts Genre Historical Fiction Suggested Grade Level Grades 9-12 Tribes Blackfeet (Pikuni), Crow Place North and South-central Montana territory Time 1869-1870 Overview Length of Time: To make full use of accompanying non-fiction texts and opportunities for activities that meet the Common Core Standards, Fools Crow is best taught as a four-to-five week English unit—and history if possible-- with Title I support for students who have difficulty reading. Teaching and Learning Objectives: Through reading Fools Crow and participating in this unit, students can develop lasting understandings such as these: a. -
Audio Book My People the Sioux by Standing Bear Download Online Qbfzrwpd
Audio Book My People The Sioux by Standing Bear Download Online Audio Book My People The Sioux by Standing Bear Download Online My People The Sioux Download Here Formats: djvu | pdf | epub | kindle My People The Sioux audiobook for kindle | My People The Sioux audiobook download | download My People The Sioux audiobook online free 1 / 2 Audio Book My People The Sioux by Standing Bear Download Online “one of the most engaging and veracious accounts we have ever had.” - Van Wyck BrooksBorn in the 1860s, the son of a Lakota chief, Standing Bear was in the first class at Carlisle Indian School, witnessed the Ghost Dance uprising from the Pine Ridge Reservation, toured Europe with Buffalo Bill's Wild West show, and devoted his later years to the Indian rights movement of the 1920s and 1930s.My People The Sioux remains a landmark in Native American literature, among the first books about Native Americans written from the Native American point of view.Luther Standing Bear (December 1868 – February 20, 1939) (Óta Kté or "Plenty Kill" also known as Mat?ó Náži? or "Standing Bear") was an Oglala Lakota chief notable in American history as a Native American author, educator, philosopher, and actor of the twentieth century. Standing Bear fought to preserve Lakota heritage and sovereignty and was at the forefront of a Progressive movement to change government policy toward Native Americans.Standing Bear was one of a small group of Lakota leaders of his generation, such as Gertrude Bonnin, and Charles Eastman, who were born and raised in the oral traditions of their culture, educated in white culture, and wrote significant historical accounts of their people and history in English. -
Colonial Study of Indigenous Women Writers in Canada, the United States, and the Caribbean
ABSTRACT NATIVE AMERICAS: A TRANSNATIONAL AND (POST)COLONIAL STUDY OF INDIGENOUS WOMEN WRITERS IN CANADA, THE UNITED STATES, AND THE CARIBBEAN Elizabeth M. A. Lamszus, PhD Department of English Northern Illinois University, 2015 Dr. Kathleen J. Renk, Director In the current age of globalization, scholars have become interested in literary transnationalism, but the implications of transnationalism for American Indian studies have yet to be adequately explored. Although some anthologies and scholarly studies have begun to collect and examine texts from Canada and the United States together to ascertain what similarities exist between the different tribal groups, there has not yet been any significant collection of work that also includes fiction by indigenous people south of the U.S. border. I argue that ongoing colonization is the central link that binds these distinct groups together. Thus, drawing heavily on postcolonial literary theory, I isolate the role of displacement and mapping; language and storytelling; and cultural memory and female community in the fiction of women writers such as Leslie Marmon Silko, Pauline Melville, and Eden Robinson, among others. Their distinctive treatment of these common themes offers greater depth and complexity to postcolonial literature and theory, even though independence from settler colonizers has yet to occur. Similarly, the transnational study of these authors contributes to American Indian literature and theory, not by erasing what makes tribes distinct, but by offering a more diverse understanding of what it means to be a Native in the Americas in the face of ongoing colonization. NORTHERN ILLINOIS UNIVERSITY DEKALB, ILLINOIS DECEMBER 2015 NATIVE AMERICAS: A TRANSNATIONAL AND (POST)COLONIAL STUDY OF INDIGENOUS WOMEN WRITERS IN CANADA, THE UNITED STATES, AND THE CARIBBEAN BY ELIZABETH M. -
Ideology and Rhetoric
Ideology and Rhetoric Ideology and Rhetoric: Constructing America Edited by Bożenna Chylińska Ideology and Rhetoric: Constructing America, Edited by Bożenna Chylińska This book first published 2009 Cambridge Scholars Publishing 12 Back Chapman Street, Newcastle upon Tyne, NE6 2XX, UK British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Copyright © 2009 by Bożenna Chylińska and contributors All rights for this book reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. ISBN (10): 1-4438-0163-1, ISBN (13): 978-1-4438-0163-8 The Editor wishes to acknowledge the invaluable assistance of the University of Warsaw Foundation, Poland TABLE OF CONTENTS Introduction Bożenna Chylińska . xi PART I Poetry, Drama, and Prose:Femininity Revisited, Death Reconsidered . 1 Edna St. Vincent Millay and Marianne Moore: Two Types of “Feminine Masquerade” Paulina Ambroży-Lis . 3 Marys and Magdalenes: Constructing the Idea of a “Good Daughter” in Early American Drama Kirk S. Palmer . 17 Don DeLillo’s Rhetoric of Exhaustion and Ideology of Obsolescence: The Case of Cosmopolis Justyna Kociatkiewicz . 29 Against Simulation: ‘Zen’ Terrorism and the Ethics of Self-Annihilation in Don Delillo’s Players Julia Fiedorczuk . 41 PART II African American Studies:The Rhetoric of Blackness . 51 “Mislike Me Not For My Complexion”:The First Biography of Ira Aldridge, the African American Tragedian (1807-1867) Krystyna Kujawińska Courtney . 53 (De)Constructing Gender Ideology in Alice Walker’s The Third Life of Grange Copeland Pi-hua Ni . -
Contemporary Voices Teacher Guide
Teacher Guide for High School for use with the educational DVD Contemporary Voices along the Lewis & Clark Trail First Edition The Regional Learning Project collaborates with tribal educators to produce top quality, primary resource materials about Native Americans, Montana, and regional history. Bob Boyer, Kim Lugthart, Elizabeth Sperry, Sally Thompson © 2008 Regional Learning Project, The University of Montana, Center for Continuing Education Regional Learning Project at the University of Montana–Missoula grants teachers permission to photocopy the activity pages from this book for classroom use. No other part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without written permission of the publisher. For more information regarding permission, write to Regional Learning Project, UM Continuing Education, Missoula, MT 59812. Acknowledgements Regional Learning Project extends grateful acknowledgement to the tribal representatives contributing to this project. The following is a list of those appearing in the DVD, from interviews conducted by Sally Thompson, Ph.D. Lewis Malatare (Yakama) Lee Bourgeau (Nez Perce) Allen Pinkham (Nez Perce) Julie Cajune (Salish) Pat Courtney Gold (Wasco) Maria Pascua (Makah) Armand Minthorn (Cayuse/Nez Perce) Cecelia Bearchum (Walla Walla/Yakama) Vernon Finley (Kootenai) Otis Halfmoon (Nez Perce) Louis Adams (Salish) Kathleen Gordon (Cayuse/Walla Walla) Felix -
“Carried in the Arms of Standing Waves:” the Transmotional Aesthetics of Nora Marks Dauenhauer1
Transmotion Vol 1, No 2 (2015) “Carried in the Arms of Standing Waves:” The Transmotional Aesthetics of Nora Marks Dauenhauer1 BILLY J. STRATTON In October 2012 Nora Marks Dauenhauer was selected for a two-year term as Alaska State Writer Laureate in recognition of her tireless efforts in preserving Tlingit language and culture, as well as her creative contributions to the state’s literary heritage. A widely anthologized author of stories, plays and poetry, Dauenhauer has published two books, The Droning Shaman (1988) and Life Woven With Song (2000). Despite these contributions to the ever-growing body of native American literary discourse her work has been overlooked by scholars of indigenous/native literature.2 The purpose of the present study is to bring attention to Dauenhauer’s significant efforts in promoting Tlingit peoplehood and cultural survivance through her writing, which also offers a unique example of transpacific discourse through its emphasis on sites of dynamic symmetry between Tlingit and Japanese Zen aesthetics. While Dauenhauer’s poesis is firmly grounded in Tlingit knowledge and experience, her creative work is also notable for the way it negotiates Tlingit cultural adaptation in response to colonial oppression and societal disruption through the inclusion of references to modern practices and technologies framed within an adaptive socio-historical context. Through literary interventions on topics such as land loss, environmental issues, and the social and political status of Tlingit people within the dominant Euro-American culture, as well as poems about specific family members, Dauenhauer merges the individual and the communal to highlight what the White Earth Nation of Anishinaabeg novelist, poet and philosopher, Gerald Vizenor, conceives as native cultural survivance.3 She demonstrates her commitment to “documenting Tlingit language and oral tradition” in her role as co-editor, along with her husband, Richard, of the acclaimed series: Classics of Tlingit Oral Literature (47). -
Heavy Metals in Traditionally Used Fruits Among the Lakota Joanita M
South Dakota State University Open PRAIRIE: Open Public Research Access Institutional Repository and Information Exchange Theses and Dissertations 2013 Heavy Metals in Traditionally Used Fruits Among the Lakota Joanita M. Kant South Dakota State University Follow this and additional works at: https://openprairie.sdstate.edu/etd Recommended Citation Kant, Joanita M., "Heavy Metals in Traditionally Used Fruits Among the Lakota" (2013). Theses and Dissertations. 1448. https://openprairie.sdstate.edu/etd/1448 This Dissertation - Open Access is brought to you for free and open access by Open PRAIRIE: Open Public Research Access Institutional Repository and Information Exchange. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of Open PRAIRIE: Open Public Research Access Institutional Repository and Information Exchange. For more information, please contact [email protected]. HEAVY METALS IN TRADITIONALLY USED FRUITS AMONG THE LAKOTA BY JOANITA KANT A dissertation submitted in partial fulfillment of the requirements for the Doctor of Philosophy Major in Biological Sciences Specialization in Plant Science South Dakota State University 2013 ii HEAVY METALS IN TRADITIONALLY USED FRUITS AMONG THE LAKOTA This dissertation is approved as a creditable and independent investigation by a candidate for the Doctor of Philosophy in Biological Sciences with Plant Science Specialization degree and is acceptable for meeting the dissertation requirements for this degree. Acceptance of this does not imply that the conclusions reached by the candidate are necessarily the conclusions of the major department. ________________________________________ Bruce W. Berdanier, Ph. D., P. E. Date Co-Dissertation Advisor Department of Civil & Environmental Engineering ________________________________________ Gary E. Larson, Ph. -
A Selective Study of Negro Worksongs in the United States Margaret E
Eastern Illinois University The Keep Masters Theses Student Theses & Publications 1976 A Selective Study of Negro Worksongs in the United States Margaret E. Hilton Eastern Illinois University This research is a product of the graduate program in Music at Eastern Illinois University. Find out more about the program. Recommended Citation Hilton, Margaret E., "A Selective Study of Negro Worksongs in the United States" (1976). Masters Theses. 3429. https://thekeep.eiu.edu/theses/3429 This is brought to you for free and open access by the Student Theses & Publications at The Keep. It has been accepted for inclusion in Masters Theses by an authorized administrator of The Keep. For more information, please contact [email protected]. A SELECTIVE STUDY OF NEGRO WORKSONGS IN THE UNITED STATES (TITLE) BY MARGARET E. HILTON THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENlS FOR THE DEGREE OF MASTER OF ARTS IN THE GRADUATE SCHOOL, EASTERN ILLINOIS UNIVERSITY CHARLESTON, ILLINOIS 1976 YEAR I HEREBY RECOMMEND THIS THESIS BE ACCEPTED AS FULFILLING THIS PART OF THE GRADUATE DEGREE CITED ABOVE 5'/t.. g�,.i� 1 ADVISER �t9/t '"(' •err 8'4r: DEPARTMENT HEAD I PAPER CERTIFICATE #2 TO: Graduate Degree Candidates who have written formal theses. SUBJECT: Permission to reproduce theses. ' The University Library is receiving a number of requests from other institutions asking permission to reproduce dissertations for inclusion in their library holding s . Although no copyright laws are involved, we feel that professional courtesy demands that permission be obtained from the author before we allow theses to be copied. Please sign one of the following statements: Booth Library of Eastern Illinois University has my permission to lend my thesis to a. -
The Carlisle Indian Boarding School and Its Literary Legacy: the War with the Pen
DOCUMENT RESUME ED 476 009 RC 024 041 AUTHOR Harding, Letitia TITLE The Carlisle Indian Boarding School and Its Literary Legacy: The War with the Pen. PUB DATE 2001-02-00 NOTE 41p.; In: 2001 Monograph Series, Proceedings of the Annual Meeting of the National Association of African American Studies, the National Association of Hispanic and Latino Studies, the National Association of Native American Studies, and the International Association of Asian Studies (Houston, TX, February 12-17, 2001). PUB TYPE Historical Materials (060) Opinion Papers (120) Speeches /Meeting Papers (150) EDRS PRICE EDRS Price MF01/PCO2 Plus Postage. DESCRIPTORS *Acculturation; *American Indian Education; American Indian History; *American Indian Literature; American Indians; Authors; Boarding Schools; Cultural Maintenance; Educational History; Elementary Education; English (Second Language); Federal Indian Relationship; *Resistance (Psychology); *School Newspapers; Vocational Education IDENTIFIERS *Carlisle Indian School PA; *Pratt (Richard Henry) ABSTRACT When Richard Henry Pratt founded the Carlisle Indian Boarding School, he felt that assimilation of American Indians was the only alternative to annihilation. Much of the training at Carlisle was intended to break all connections between students and their families. However, the students did have opportunities to record their stories, ideas, and opinions in their school newspapers, even as they were controlled by white staff members. For Pratt's system to flourish, he intended that some graduates from Carlisle and other off-reservation boarding schools would either work at the schools as teachers or return to their reservations to continue his mission. Pratt's objectives required that the students learn both English and a marketable trade. However, some graduates used their newly-developed skills to decry assimilation policies and to denounce the methods practiced at the schools. -
The Postmodern Sacred Course Information
SUNY Cortland English Department ENG 529: The Postmodern Sacred Course Information: Professor Information: 3 Credit Hours Dr. Marni Gauthier Spring 2011 Phone: 753-2076 Office: Old Main 114E Office Hours: T 1:15-3, R 8:30-9:45 Tues 4:20-6:50 p.m. & by appointment E-mail: through our myRedDragon classroom Required Texts: ¥ Don DeLillo, “The Angel Esmeralda” (1994) ¥ Louise Erdrich, Tracks (1988) ¥ Toni Morrison, Paradise (1998) ¥ Michael Ondaatje, The English Patient (1992) ¥ *Films: Blade Runner: The Director’s Cut (1993); Contact (1997); The Matrix (1999); The Lord of the Rings: Fellowship of the Ring (2001): (all on 2-hr reserve in the Library) *NB: Like the written texts, the films are required texts for this course. You are responsible for viewing each film no more than one week prior to our class discussion of it--even if you have previously seen it. This is because each film needs to be fresh in your mind as we refer to it in class--juxtaposing and close reading specific scenes; additionally, you will have assigned papers on the films. If there is interest and/or need, I will arrange on-campus screenings of the films on evenings prior to our class discussions of them; we will discuss this further in class. ¥ Required secondary readings (on e-Reserve at Memorial Library): where citation is absent in the Course Schedule (below), it is listed on the Sign-up Sheet for Oral Presentations. Course Description, Goals and Objectives: The (re)emergence of the sacred in a secular, contemporary world has been variously dubbed the “postmodern sublime”; the “postsecular”; the “postmodern sacred.” This course will map this cultural terrain by exploring several new forms of religiously inflected seeing and being. -
Charles Eastman, Standing Bear, and Zitkala Sa
Dakota/Lakota Progressive Writers: Charles Eastman, Standing Bear, and Zitkala Sa Gretchen Eick Friends University a cold bare pole I seemed to be, planted in a strange earth1 This paper focuses on three Dakota/Lakota progressive writers: Charles Alexander Eastman (Ohiyesa) of the Santee/Dakota; Luther Standing Bear (Ota Kte) of the Brulé; and Gertrude Simmons Bonnin (Zitkala Sa) of the Yankton. All three were widely read and popular “Indian writers,” who wrote about their traumatic childhoods, about being caught between two ways of living and perceiving, and about being coerced to leave the familiar for immersion in the ways of the whites. Eastman wrote dozens of magazine articles and eleven books, two of them auto- biographies, Indian Boyhood (1902) and From the Deep Woods to Civilization (1916).2 Standing Bear wrote four books, two of them autobiographies, My People, the Sioux (1928) and My Indian Boyhood (1931).3 Zitkala Sa wrote more than a dozen articles, several auto-biographical, and nine books, one autobiographical, American Indian Stories (1921), and the others Dakota stories, such as Old Indian Legends (1901). She also co- wrote an opera The Sun Dance. 4 1 Zitkala Sa, “An Indian Teacher Among the Indians,” American Indian Stories, Legends, and Other Writings, Cathy N. Davidson and Ada Norris, eds., ( New York: Penguin Books, 2003), 112. 2The other titles are Red Hunters and the Animal People (1904), Old Indian Days (1907), Wigwam Evenings: Sioux Folk Tales Retold (1909), Smoky Day’s Wigwam Evenings: Indian Stories Retold (1910), The Soul of an Indian: An Interpretation (1911), Indian Child Life (1913), The Indian Today: The Past and Future of the First Americans (1915), Indian Heroes and Great Chieftains (1918), Indian Scout Talks: A Guide for Boy Scouts and Campfire Girls (1914), and his two autobiographies, Indian Boyhood (1902) and From the Deep Woods to Civilization (1916). -
English 233: Tradition and Renewal in American Indian Literature
ENGLISH 233 Tradition and Renewal in American Indian Literature COURSE DESCRIPTION English 233 is an introduction to North American Indian verbal art. This course is designed to satisfy the General Education literary studies ("FSLT") requirement. FSLT courses are supposed to concentrate on textual interpretation; they are supposed to prompt you to analyze how meaning is (or, at least, may be) constructed by verbal artists and their audiences. Such courses are also supposed to give significant attention to how texts are created and received, to the historical and cultural contexts in which they are created and received, and to the relationship of texts to one another. In this course you will be doing all these things as you study both oral and written texts representative of emerging Native American literary tradition. You will be introduced to three interrelated kinds of "text": oral texts (in the form of videotapes of live traditional storytelling performances), ethnographic texts (in the form of transcriptions of the sorts of verbal artistry covered above), and "literary" texts (poetry and novels) written by Native Americans within the past 30 years that derive much of their authority from oral tradition. The primary focus of the course will be on analyzing the ways that meaning gets constructed in these oral and print texts. Additionally, in order to remain consistent with the objectives of the FSLT requirement, you will be expected to pay attention to some other matters that these particular texts raise and/or illustrate. These other concerns include (a) the shaping influence of various cultural and historical contexts in which representative Native American works are embedded; (b) the various literary techniques Native American writers use to carry storyteller-audience intersubjectivity over into print texts; and (c) the role that language plays as a generative, reality-inducing force in Native American cultural traditions.