Lakota, Nakota, and Dakota Language Resources in S.I.C.C Library the Red-Winged Bird and the Lost Children: Zintkala Hupahu Sa N

Total Page:16

File Type:pdf, Size:1020Kb

Lakota, Nakota, and Dakota Language Resources in S.I.C.C Library the Red-Winged Bird and the Lost Children: Zintkala Hupahu Sa N Lakota, Nakota, and Dakota Language Resources in S.I.C.C Library The red-winged bird and the lost children: zintkala hupahu sa na wakanyeja nunipi - United States. Office of Education Sungmanitu locin = hungry coyote - Morgan, Mary The Lakota runner = Lakota makamani iyanke ki - Little, Paul A dictionary of the Teton Dakota Sioux language: Lakota- English: English-Lakota with considerations given to Yankton and Santee = Oie wowapi wan: Lakota - Ieska: Ieska – Lakota - Buechel, Eugene Iktomi meets the giant = Iktomi iya kin a'ta ye - Little, Paul Iktomi and the ducks = Iktomi na magaksica kin - Little, Paul The sundancer = Wi wanyang waci kin - Little, Paul The woman who lived with the wolves = Winyan wan sunkmanitu tanka ob ti ke: a Lakota oral legend - Clark, Ardys The Sioux: the Dakota and Lakota nations - Gibbon, Guy E American Indian music - Powers, William K The day the world will end = anpetu wan el makoihanke kte ki: a Lakota oral legend - Clarke, Ardys The owl's warning = hinhan wowakta: a Lakota oral legend - Clarke, Ardys Four seasons - four languages: five year calendar handbook - Bellegarde, Jean L Iteowapi Taiya Owapi.: [Lakota Pictionary] - Speidel, Darlene Lakota woonspe wowapi - Hairy Shirt, Leroy Hecetu yelo (the way it is): student manual - Oglala Lakota College Hecetu yelo (the way it is): instructor’s manual - Oglala Lakota College Lakota language 1: quiz and test manual - Oglala Lakota College The chosen spirit = Wanagi yus icu pi kin - Little, Paul Dictionary of modern Lakota - Starr, Edward English-Lakota dictionary - Ingham, Bruce Lakota language lessons: advanced unit: lessons 1-18 - Bullhead, Earlwin B Conversational Lakota - (Cassette) Hoksila's dream - Kills Straight, Biril L Crazy crane = pehan witko - Short Step, Elizabeth The story of devil's tower = ehe stola wicooyake: a Lakota oral legend - Clarke, Ardys Makiizita opaya capa oti = the beaver gone down along the little white river - Mousseau, Ollie Lakota dictionary: Lakota-English/English-Lakota - Buechel, Eugene Reading and writing the Lakota language: Lakota iyapi un wowapi nahan yawapi - White Hat, Albert The Pine Ridge porcupine - Clark, Ann The hen of Wahpeton - Clark, Ann Lakotiyapi: an introduction to the Lakota language - Starr, Ivan 550 Dakota verbs - Lafontaine, Harlan Learning to be an anthropologist and remaining "Native": selected writings - Medicine, Beatrice Dakota texts - Deloria, Ella Cara Remember this! Dakota decolonization and the Eli Taylor narratives - Wilson, Angela Cavender Dakota grammar, texts and ethnography - Riggs, Stephen Return A Dakota-English dictionary - Riggs, Stephen Return Dakotah Sioux Indian dictionary: over 4,000 words, pronunciation-at-a-glance - Warcloud, Paul An English-Dakota dictionary. Wasicun ka Dakota ieska wowapi - Working Indians Civil Association Inc Iteowapi Taninyan Owapi: (Dakota Pictionary) - Speidel, Darlene Languages – Dakota (Vertical File) Native language instruction guide: Levels I to IV, (K - 3): Dakota - Manitoba Native Education Branch Native language instruction guide. Level V - no author listed? Dakota iapi: wowapi tokaheya - The Dakota Language Program Waniyanpi wanyanka na eya - Saskatchewan Indian Cultural Centre Dakota: our language - Pratt, Doris Dakota oyate kin otokaheya woonspe icupi - Sparvier, Doris Dakota/Sioux language course: Book 11 - Manitoba. Native Education Branch Sioux Indian dictionary - WarCloud, Paul An English-Dakota dictionary - Williamson, John P Dakota grammar - Boas, Franz .
Recommended publications
  • Qualitative Examination of Historical Trauma and Grief Responses in the Oceti Sakowin Anna E
    Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2019 Qualitative Examination of Historical Trauma and Grief Responses in the Oceti Sakowin Anna E. Quinn Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Quantitative Psychology Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University College of Social and Behavioral Sciences This is to certify that the doctoral dissertation by Anna E. Quinn has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Benita Stiles-Smith, Committee Chairperson, Psychology Faculty Dr. Sharon Xuereb, Committee Member, Psychology Faculty Dr. Victoria Latifses, University Reviewer, Psychology Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2019 Abstract Qualitative Examination of Historical Trauma and Grief Responses in the Oceti Sakowin by Anna E. Quinn MS, Walden University, 2011 BA, Dakota Wesleyan University, 2008 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Psychology Walden University February 2019 Abstract Past research regarding historical trauma in the Lakota, one of the three major groups of the Oceti Sakowin or Sioux, has contributed to the historical trauma theory, but gaps continue to exist. The purpose of the study was to examine the historical trauma experiences and grief responses of individuals who identify as Oceti Sakowin, specifically the Nakota and Dakota, including present experiences.
    [Show full text]
  • Dakota Tiwahe
    Volume 2, Issue 4 April 2014 Dakota Tiwahe M A Ġ A O K A D A W I • GEESE EGG LAYING MO ON W o o s i d a - Compassion Han Mitakuyepi, cante tive. Everything you do is and son. There are many wasteya, nape ciyuzapi done in a good way- from other terms to describe OUR MISSION ye. Kunsi sampa he- using the language in a kinship. Last but not macan. Wanna waniyetu respectful, kind way, to least, wakanheza, chil- To preserve wikcemna sakowin sam your actions – to not dren, they too are sacred. Dakota as a yamni waun. My rela- make anyone feel bad. Just saying the names to tives, I greet you with a When we establish that one another, brings you living language, good heart and a hand- kinship and relative way, the feeling of family, and through it, shake. I am a great that closeness and love. grandmother. I am now We had our sacred hunka transmit Dakota 73 winters. ceremony, making of rela- lifeways to Ehanna, many years ago, tives. I searched, searched and We will talk again about future generations. finally found my spirit the other values we have, back to our old ways. I such as generosity, cour- searched out the wisdom age, perseverance and so “Mazaokiye Win” and knowledge of elders, Yvonne Leith much more. Our elders medicine men and taught us many things, a women, who had much we use the relative terms framework on how to live wisdom and experience in that embody that respect a good life – It takes work our indigenous lifeways, and responsibility of being and one which we must Dakota wicohan.
    [Show full text]
  • Medicine Wheels
    The central rock pile was 14 feet high with several cairns spanned out in different directions, aligning to various stars. Astraeoastronomers have determined that one cairn pointed to Capella, the ideal North sky marker hundreds of years ago. At least two cairns aligned with the solstice sunrise, while the others aligned with the rising points of bright stars that signaled the summer solstice 2000 years ago (Olsen, B, 2008). Astrological alignments of the five satellite cairns around the central mound of Moose Mountain Medicine Wheel from research by John A. Eddy Ph.D. National Geographic January 1977. MEDICINE WHEELS Medicine wheels are sacred sites where stones placed in a circle or set out around a central cairn. Researchers claim they are set up according to the stars and planets, clearly depicting that the Moose Mountain area has been an important spiritual location for millennia. 23 Establishing Cultural Connections to Archeological Artifacts Archeologists have found it difficult to establish links between artifacts and specific cultural groups. It is difficult to associate artifacts found in burial or ancient camp sites with distinct cultural practices because aboriginal livelihood and survival techniques were similar between cultures in similar ecosystem environments. Nevertheless, burial sites throughout Saskatchewan help tell the story of the first peoples and their cultures. Extensive studies of archeological evidence associated with burial sites have resulted in important conclusions with respect to the ethnicity of the people using the southeast Saskatchewan region over the last 1,000 years. In her Master Thesis, Sheila Dawson (1987) concluded that the bison culture frequently using this area was likely the Sioux/ Assiniboine people.
    [Show full text]
  • Outline of United States Federal Indian Law and Policy
    Outline of United States federal Indian law and policy The following outline is provided as an overview of and topical guide to United States federal Indian law and policy: Federal Indian policy – establishes the relationship between the United States Government and the Indian Tribes within its borders. The Constitution gives the federal government primary responsibility for dealing with tribes. Law and U.S. public policy related to Native Americans have evolved continuously since the founding of the United States. David R. Wrone argues that the failure of the treaty system was because of the inability of an individualistic, democratic society to recognize group rights or the value of an organic, corporatist culture represented by the tribes.[1] U.S. Supreme Court cases List of United States Supreme Court cases involving Indian tribes Citizenship Adoption Mississippi Band of Choctaw Indians v. Holyfield, 490 U.S. 30 (1989) Adoptive Couple v. Baby Girl, 530 U.S. _ (2013) Tribal Ex parte Joins, 191 U.S. 93 (1903) Santa Clara Pueblo v. Martinez, 436 U.S. 49 (1978) Mississippi Band of Choctaw Indians v. Holyfield, 490 U.S. 30 (1989) South Dakota v. Bourland, 508 U.S. 679 (1993) Civil rights Oliphant v. Suquamish Indian Tribe, 435 U.S. 191 (1978) United States v. Wheeler, 435 U.S. 313 (1978) Congressional authority Ex parte Joins, 191 U.S. 93 (1903) White Mountain Apache Tribe v. Bracker, 448 U.S. 136 (1980) California v. Cabazon Band of Mission Indians, 480 U.S. 202 (1987) South Dakota v. Bourland, 508 U.S. 679 (1993) United States v.
    [Show full text]
  • ED 069 166 AUTHOR EDRS PRICE ABSTRACT This Issue of the 1971-72 Series of Language in Sioux, Is a Bibliographic Essay Dealing Wi
    DOCUMENT RESUME ED 069 166 FL 003 514 AUTHOR Slager, William R.; Ed.; Madsen,' Betty-M., Ed. TITLE . Language in American Indian Education: A Newsletter of the Office of Education Programs, Bureau of Indian Affairs;, United States Department of the Interior. INSTITUTION Bureau of Ind` an Affairs (Dept. of Interior), Albuquerque, N. Mex.; Utah Univ., Salt Lake ity. PUB DATE- 72- 4-'--- NOTE 116p. EDRS PRICE - MF-$0.65 HC-$6.58 DESCRIPTORS American Culture; American Indian Culture; *American Indian Languages; Bibliographies4 *Bilingual Education; Cree; *Educational Programs; English. (Second Language); *Language Instruction; language Skills; *Language Tests; Multiple Choice Tests; Papago; Test Construction; Testing IDENTIFIERS Sioux - ABSTRACT This issue of the 1971-72 series of Language in American Indian'Educationn contains articles on bilingual education and the testing of language skills. The first, ',The Language of the Sioux, is a bibliOgraphic essay dealing with the studies that have been made to date of the Sioux language and its dialects. ATitle 7 bilingual education project at Loneman Day School in Oglala, South Dakota,. and a Title 1 bilingual eduCation program in theBethel Agency, Juneau Area, Alaska, are reported. Otherarticles examine means teachers use to evaluate their students, progressin English. They include:(1) "Testing Language Skills,"(2) "Common Errors in Constructing Multiplethoice Itenis, and (3) "The Language of rests for Young Children.'! A section -on Indian languages-containsastory in Papago and a sample of the Cree materials presently being developed by the Title 7 bilingual project_on the Rocky Boy reservation in Montana. An information exchange secticnconcerning Indian education is also included. (RL) LANGUAGE IN AMERICAN INDIAN EDUCATION U.S.
    [Show full text]
  • Dakota, Nakota, Lakota Life (Worksheets)
    Dakota, Nakota, Lakota Life South Dakota State Historical Society Education Kit Dakota, Nakota, Lakota Life (Worksheets) Background Information: About 8.3% of South Dakotans hold dual citizenship. Most of the 64,000 American Indians living in South Dakota are members of the Lakota, Nakota and Dakota Nation (also known as the 1 Great Sioux Nation) as well as Americans. Lakota histories are passed from generation to generation through storytelling. One story tells about the Lakota coming to the plains to live and becoming Oceti Sakowin, the Seven Council Fires. The story begins when the Lakota lived in a land by a large lake where they ate fish and were warm and happy. A man appeared, and told them to travel northward. The Lakota obeyed, and began the journey north. On their way they got cold, and the sun was too weak to cook their food. Two young men had a vision, and following its instructions, they gathered dry grasses and struck two flint stones together, creating a spark and making fire. There were seven groups of relatives traveling together. Each group took some of the fire, and used it to build their own fire, around which they would gather. 2 As a result, they became known as the Seven Council Fires, or Oceti Sakowin. During the mid-17th century, nearly all the Sioux people lived near Mille Lacs, Minnesota.3 Pressured by the Chippewas, they moved west out of northern Minnesota in clan groups by the early 18th century.4 The three tribes spoke the same general language, but each developed dialects or variations, which also became their known name.
    [Show full text]
  • Table of Contents
    Dakota, Nakota, Lakota Life South Dakota State Historical Society Education Kit Table of Contents Table of Contents 1 Goals and Materials 2 Photograph List 3-4 Books and CDs in the Kit 5 Music CDs and DVD in the Kit 6 Erasing Native American Stereotypes 7-8 Teacher Resource 9-18 Bibliography 19-20 Worksheets Word Find 21 Word Find Key 22 Crossword Puzzle 23 Crossword Puzzle Key 24 Word Scramble 25 Word Scramble Key 26 Activities Reading an Object 27-28 Object Identification Sheet 29-35 Trek to Wind Cave 36-37 South Dakota Coordinates Worksheet 38 Comparing Families 39-40 Comparing Families Worksheet 41 What Does the Photo Show? 42-43 Beadwork Designs 44-45 Beadwork Designs Worksheet 46 Beadwork Designs Key 47 Lazy Stitch Beading 48-49 Lazy Stitch Beading Instructions / Pattern 50-51 What Do You Get From a Buffalo? 52-53 Buffalo Uses Worksheet 54 Pin the Parts on the Buffalo 55-56 Pin the Parts on the Buffalo Worksheet 57 Pin the Parts on the Buffalo Worksheet Key 58 Pin the Parts on the Buffalo Outline & Key 59-60 Create a Ledger Drawing 61-62 Examples of Ledger Drawings 63-66 Traditional & Contemporary: Comparing Drum 67-68 Groups Come Dance With Us: Identifying Powwow Dance 69-72 Styles 1 Dakota, Nakota, Lakota Life South Dakota State Historical Society Education Kit Goals and Materials Goals Kit users will: explore the history and culture of the Dakota, Nakota and Lakota people understand the changes brought about by the shift from buffalo hunting to reservation life appreciate that the Dakota, Nakota and Lakota culture is not something
    [Show full text]
  • Glossary Descriptions and Definitions of Some of the Concepts, Characters
    Glossary Descriptions and definitions of some of the concepts, characters, places, nations and peoples mentioned on this site. A useful lexicon. CONCEPTS Dominion Land Surveyor Dominion Land Surveyors were sent out to western Canada by the federal government to divide Crown lands into square sections (cadastres) for agricultural and other purposes. Métis, métis Métis, with a capital M, means a member of the Métis nation, a person of mixed Indigenous (primarily Anishinaabe and Cree) and European (primarily French and Scottish) descent. Section 35 of the Constitution Act , 1982, recognized the Métis as Aboriginal people. The Métis constitute a nation not just legally, but socially: over time they have established a national consciousness, a distinctive identity, and their own culture and values. A person can self-identify as métis, a more generic term for a person of mixed heritage. This is an individual identity rather than an expression of membership in a distinctive culture with specific rights. Michif or mechif or mitchif Linguists classify Michif as a mixed language rather than a creole language, though there is some disagreement about this categorization. Michif emerged in the early 19 th century from the increasing contact between (French) Canadian fur traders and the Indigenous inhabitants of the Prairies, particularly the Cree. Michif typically consists of French nouns, numerals, articles and adjectives, combined with Cree syntax and verb structures. Michif was also influenced by Assiniboine and Nishnaabemwin, an eastern Ojibwa dialect. It was spoken by the Métis of western Canada and North Dakota. Like many languages around the world, Michif is slowly disappearing: currently, there are fewer than 1,000 Michif speakers in Canada.
    [Show full text]
  • Print ED375649.TIF
    DOCUMENT RESUME ED 375 649 FL 022 487 AUTHOR Harnett, Stephen A., Ed.; Meyer, Jim, Ed. TITLE Work Papers of the Summer Institute of Linguistics, University of North Dakota Session. Volume 38. INSTITUTION Summer Inst. of Linguistics, Grand Forks, N. Dak. PUB DATE 94 NOTE 132p. AVAILABLE FROMSIL-UND Work Papers, c/o International Linguistic Center, Bookroom, Dallas, TX 75236. PUB TYPE Collected Works General (020) EDRS PRICE HF01/PC06 Plus Postage. DESCRIPTORS African Languages; *American Indian Languages; Bantu Languages; Dakota; *Descriptive Linguistics; *Grammar; Higher Education; *Language Research; Linguistic Theory; Nouns; Paragraphs; Teacher Education; Uncommonly Taught Languages; Verbs; Vowels IDENTIFIERS Object (Grammar); Zapotec ABSTRACT This collection of eight papers and six "data squibs" (short research findings) are based on topics and languages under study by students and staff of the linguistics program of the University of North Dakota. The papers are:(1) "Dakota Sioux Objects" (Thomas M. Pinson);(2) "The Tapir: A Yanomami Text" (Irma Thiele);(3) "One Less Crazy Rule" (Stephen A. Martlett);(4) "Writing, Teacher Training, and Grammar" (Jim Meyer);(5) "The Paragraph: Toward a Richer Understanding" (Jim Meyer and Brendan Cooney);(6) "The Existential Use of Positional Verbs in Texmelucan Zapotec" (Charles Spook);(7) "Nontonal Floating Features as Grammatical Morphemes" (James S. Roberts); (8) "The Distribution and Properties of Babole Prenasalized Segments" (Myles Leitch). The research squibs are: "Vowel Features in Marlija" (Patsy Adams Liclan and Stephen A. Martlett); "Vowel Length in Seri Possessed Nouns" (Stephen A. Martlett and Mary B. Moser); "Seri Vowels and the Obligatory Contour Principle" (Stephen A. Harnett and Mary B. Moser); "Switch Reference in Seri" (Stephen A.
    [Show full text]
  • Guide to Acknowledging First Peoples & Traditional Territory
    Guide to Acknowledging First Peoples & Traditional Territory September 2017 CAUT Guide to Acknowledging First Peoples & Traditional Territory September 2017 The following document offers the Canadian Association of University Teachers (CAUT) recommended territorial acknowledgement for institutions where our members work, organized by province. While most of these campuses are included, the list will gradually become more complete as we learn more about specific traditional territories. When requested, we have also included acknowledgements for other post-secondary institutions as well. We wish to emphasize that this is a guide, not a script. We are recommending the acknowledgements that have been developed by local university-based Indigenous councils or advisory groups, where possible. In other places, where there are multiple territorial acknowledgements that exist for one area or the acknowledgements are contested, the multiple acknowledgements are provided. This is an evolving, working guide. © 2016 Canadian Association of University Teachers 2705 Queensview Drive, Ottawa, Ontario K2B 8K2 \\ 613-820-2270 \\ www.caut.ca Cover photo: “Infinity” © Christi Belcourt CAUT Guide to Acknowledging First Peoples and Traditional Territory September 2017 Contents 1| How to use this guide Our process 2| Acknowledgement statements Newfoundland and Labrador Prince Edward Island Nova Scotia New Brunswick Québec Ontario Manitoba Saskatchewan Alberta British Columbia Canadian Association of University Teachers 3 CAUT Guide to Acknowledging First Peoples and Traditional Territory September 2017 1| How to use this guide The goal of this guide is to encourage all academic staff context or the audience in attendance. Also, given that association representatives and members to acknowledge there is no single standard orthography for traditional the First Peoples on whose traditional territories we live Indigenous names, this can be an opportunity to ensure and work.
    [Show full text]
  • Perspectives of Saskatchewan Dakota/Lakota Elders on the Treaty Process Within Canada.” Please Read This Form Carefully, and Feel Free to Ask Questions You Might Have
    Perspectives of Saskatchewan Dakota/Lakota Elders on the Treaty Process within Canada A Dissertation Submitted to the College of Graduate Studies and Research In Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy In Interdisciplinary Studies University of Saskatchewan Saskatoon By Leo J. Omani © Leo J. Omani, copyright March, 2010. All rights reserved. PERMISSION TO USE In presenting this thesis in partial fulfillment of the requirements for a Postgraduate 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 the thesis in any manner, in whole or in part, for scholarly purposes may be granted by the professor or professors who supervised my thesis work or, in their absence, by the Head of the Department or the Dean of the College in which my thesis was completed. It is understood that any copying or publication or use of this thesis or parts thereof for financial gain is not to 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. Request for permission to copy or to make other use of material in this thesis, in whole or part should be addressed to: Graduate Chair, Interdisciplinary Committee Interdisciplinary Studies Program College of Graduate Studies and Research University of Saskatchewan Room C180 Administration Building 105 Administration Place Saskatoon, Saskatchewan Canada S7N 5A2 i ABSTRACT This ethnographic dissertation study contains a total of six chapters.
    [Show full text]
  • Languages of New York State Is Designed As a Resource for All Education Professionals, but with Particular Consideration to Those Who Work with Bilingual1 Students
    TTHE LLANGUAGES OF NNEW YYORK SSTATE:: A CUNY-NYSIEB GUIDE FOR EDUCATORS LUISANGELYN MOLINA, GRADE 9 ALEXANDER FFUNK This guide was developed by CUNY-NYSIEB, a collaborative project of the Research Institute for the Study of Language in Urban Society (RISLUS) and the Ph.D. Program in Urban Education at the Graduate Center, The City University of New York, and funded by the New York State Education Department. The guide was written under the direction of CUNY-NYSIEB's Project Director, Nelson Flores, and the Principal Investigators of the project: Ricardo Otheguy, Ofelia García and Kate Menken. For more information about CUNY-NYSIEB, visit www.cuny-nysieb.org. Published in 2012 by CUNY-NYSIEB, The Graduate Center, The City University of New York, 365 Fifth Avenue, NY, NY 10016. [email protected]. ABOUT THE AUTHOR Alexander Funk has a Bachelor of Arts in music and English from Yale University, and is a doctoral student in linguistics at the CUNY Graduate Center, where his theoretical research focuses on the semantics and syntax of a phenomenon known as ‘non-intersective modification.’ He has taught for several years in the Department of English at Hunter College and the Department of Linguistics and Communications Disorders at Queens College, and has served on the research staff for the Long-Term English Language Learner Project headed by Kate Menken, as well as on the development team for CUNY’s nascent Institute for Language Education in Transcultural Context. Prior to his graduate studies, Mr. Funk worked for nearly a decade in education: as an ESL instructor and teacher trainer in New York City, and as a gym, math and English teacher in Barcelona.
    [Show full text]