Handbook of Native American Studies and Chronology of Native

Total Page:16

File Type:pdf, Size:1020Kb

Handbook of Native American Studies and Chronology of Native DOCUMENT-RESUME- FD 055 716 95 RC 005 672 AUTHOR Forbes Jack D.; And Others TITLE Handbook of Native American Studies and Chrono/ogy of Native American History. INSTITUTION California Univ., Davis. Tecumseh Center. SPONS AGENCY Office of Education (DREW), Washington, D.C. PUB DATE Apr 70 NOTE 236p. EDRS PRICE MF-$0.65 HC-$9.87 DESCRIPTORS *American Indians; Anthropology; *College Curriculum; Cultural Fixtors; *Curriculum Guides; *Ethnic Studies; HAstory; *Program Development AB TRACT Intended as "a pract cal guide to the development o Native American Studies progcams, Native American Studies courses, and Indian-oriented higher education programs," this handbook places emphasis upon materials actually utilized in the development of Native American Studies at the University of California, Davis, and in the creation of Deganawidah-Quetzalcoatl University. Chapter headings are "Native American Studies and Ethnic Studies;" "Autonomy or Integration: Structural Arrangements for Native American Studies Programs;" "Materials Utilized in the Development ot Native American Studies at the University of California, Davis;" "Selections from the Brief Proposal for Deganawidah-Quetzalcoatl University; "Thoughts on the Development of Programs at Deganawidah-Quetzalcoatl University;" and "Sample Courses and Course Outlines." Also included is a 111-page chronology of Native American history (with emphasis on the U.S.) from 100,000 E.P. (Before the Present) Lo April 1971. Although it is noted that the chronology represents only a beginning in the vast effort to record the facts of Native American development, it is hoped that the chronology will be useful to instructors in Indian history and that it will serve as a beginning point for a more complete chronology. (JD) U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO- DUCED EXACTLY AS RECEIVEDFROM THE PERSON OR ORGANIZATION ORIG- INATING IT, POINTS or VIEW OR OPIN- IONS STATED DO NOTNECESSARILY REPRESENT OFFICIAL OFFICE OF EDU- CATION POSITION OR POLICY HANDBOOK OF NAT IV E AMER I CAN STUD ES A N D CHRONOLOG NAT I VE AMER ICAN H ---17i6AR-ED STAFF:AND-STUOENT'S- OF", NKRVE AMER I CAW:STUD I ES TIECUMiEH' -CENTER:: _-_ UNIVERSITY F,Pi3N DAV I S; --__CAL I FORN IA. HANDBOOK FOR THE DEVELOPMENT OF NATIVE AMERICAN STUDIES PREPARED BY Jack D. Forbes Carl N. Gorman Kenneth R. Martin David Risling, Jr. WITH THE ASSISTANCE OF Sun Bear Jeri Kemp SusanVan Fal kenburg Native American Studies Tecumseh Center Uni versi ty of Cal i forni a Davi s, Cal i forni a Dedicated to Carlos Montezuma, the intellectual founder of modern Indian resistance. The project reported herein was performed, in part, pursuant to a grant from the U.S. Office of Education, Department of Heal th, Education, arid Welfare. Theopinionsexpressedherein, however, do notnecessarilyreflect the posi Lion or policy of the U.S. Office of Education, and no officialendorsement by the U.S. Office of Education should be inferred. TABLE OF CONTENTS I. Introduction II. Native A erican Studies and Ethnic Studies 2 III. Autonomy or integration: Structural Arrangements for Native American Studies Programs - 13 IV. Materials Utilized in the DevelOpment of Native American Studies at the University of California, Davis 17 Selections from the Brief Pro _sal for Deganawidah- Quetzalcoat1 Uni versi ty 46 VI. Thoughts on the Development of Programs at Deganawi dah-Quetza 1 coati Uni versi ty VII. Sample Courses and Course Outlines 75 Introduction- This handbook is intended__as a practical _guide to the de- velopment of-Native American Studies programS,Aative Amer- ican Studies_courses, and Indian-oriented -higher education programs in. general. Because_of-its1Dractical-nature, the handbook_plac.es mar jor emphasis Upon materials _actually utilized-in the.. de- velopment of:Native American .Studies at the .University_ of. California, DaviS, and in. .the dreatiOh.Of-Deganawidah-- -QuetzalcOati-Universityit is'anticipated that.-th.est materials can be adapted to use-elsewhere.-. It should be stressed that the materials used at Davis and in the founding of DQO are presented as originally pro- duced (not edited) in order that students and faculty planning the development of Native American Studies can actually see what materials were utilized. Some-of these documents illustrate the evolution of the program at Davis and the compromises which had to be made in order to gain the sometimes reluctant support of university administrators. We are well aware that other Native American Studies pro- grams have made considerable progress in the past year or two, and that other materials could have been reproduced here. We decided, however, to emphasize Davis and DQU as representative of the "cutttng" forward edge of Native American higher educational developments. Davis, California AOril1970- 11. Native, American StLdies and Ethnic Studie A. In troduc ti on There are several myths -afoot on college campuses which need correcting- -among them the idea that -the. 'concept of ethnic studies is new. One .of the greatest problems of higher education hos been prectsely the fact that programs of ethnic studiez.'have:been all 'too well devel- oped in the:past,to- Such a degree that virtually all the social science-hUmani tiet Oirricula have been satur- ated -wi thethnici ty. BUt -thi s large --sca le- development in ethnic studies has been confined- to Certain ethnic categories. Ethnic Studies in Perspective Prior to World War 11 virtually all ethnic studies pro- grams were European in character-Anglo-Saxon studies (e.g., English and English literature, English history French studies, Spanish-Castellano studies, German studies, Russian studies, and so on. During and after World War 11 such regional programs as Far Eastern (Mainlan& Asia) studies, Latin American studies, Russian studies, and so on, began to come into vogue, although it should be emphasized that these programs were and are often taught from a European or Anglo-European per- spective. By far the greatest single ethnic studies program was that Of Anglo-American studies, encompassing the var- ious areas of United States history, "American" studies, U.S. political science, U.S. sociology, music, drama, "American" literature, and so on. This progi-am was all the: larger since Anglo-Saxon-studies and the bulk of art2 music, etc., tended to feed into or relate direct- ly to the Anglo-American studies program The fact_isl-then, that ethnic studi_es programs a ejipt new. _ On_ the contrary, they constitute one of the',614-- est- elements- of-anyrcollegecurricu4. liowever, it is -clear Alidt-the distribUtion- of facultY between- the var- ___ . _ _ _ _ _ -ieus kinds _of -ethnic studies_is_ extremely_ uneven. At .--the present-time; for example, French studies on the' University :Of _Cal i forni a, Davis :campu-s, 'possesses more._ teaching facul ty than= all- Of' the-Third Wdrld= programs : -combinedl The- same _is true _of =Spapish-Caitel-lano stu- GerMan-studies,-Al*lo77Saxon studies, Latill,Ital- ian-arld_ Greek:-studies-: And, of_coUi-Se,'aS 'Stated aboCie, Anglo-American studies and general European studies completely dominate the liberal arts faculty. Ethnic studies fields, such as French studies and Anglo-Saxon studies, have succeeded in reproducing themselves in great quantity on virtually every col- lege campus in the country, even in geographic areas where i t would be difficul t to demonstrate any compel- ling necessity for the presence of these areas of study. What has happened, in general, is that higher education throughout the country, and especially in the West, has been colonized by people of Northeastern or Atlantic Seaboard white origin. These people in- variably reproduce their own kind of education, which happens to be highly oriented toward Europe. Unfortunately, college administrators and the "core" facul ty of new colleges in the West and elsewhere sel- dom question the curriculum of New England, but rather duplicate it wheeler it is relevant or not. Of course, almost immediately chairmen are hired for all of the "traditional" departments (traditional in the East) which include, needless to state, French, English and so on. These .7hairmen in turn hire facul ty who con- form to their guild biases and strive mightly to in- crease the size of their programs. They argue for new facul ty by referring to the example of what is taught at Harvard or Yale, and the college bends to their de- mands instinctively "knoming" that what is right for New England must be right for California, Hawaii, or New Mexico. In any event, for whatever precise his- torical reason, European ethnic studies programs of little regional relevance have served to gobblc up large numbers of faculty positions and have also ser- ved, in too many instances, to create an ethnically and cul tura 1y imbal anced facul ty. That the University of California Davis, should offer for example, 334 units of work in German studies and no courses in Mexican-American or Chicano studies (with only one or two courses related to Mexican studies) is an obvious absurdity, especially when one considers that California possesses more than two million citi- zens of Mexican descent and culture and only a handful of people who can be identified as German-Americans. for California, the Mexican heritage is of far greater significance than is the German heri tage. Unfortunately, many College systems have allowed rather specialized p!'-ograillS to Orel tferate-to such-a degree tha t these pro gr amS =have -bec6me se" f- Oerpe tua ti ng'; tha t is, the need for-neW professors- te staff these programs justifies, in §reat 'part, the-Very existence of the programs in thefirst_-place Thus over-staffed white-oriented ethnic studies pregraMs -have the effect of -making- the deveioPment of neW.programs exceedingly di fficul t. This: is especial 1 y true newthat budgets are beComing _!ltight", and the -easy:.
Recommended publications
  • Nanjemoy and Mattawoman Creek Watersheds
    Defining the Indigenous Cultural Landscape for The Nanjemoy and Mattawoman Creek Watersheds Prepared By: Scott M. Strickland Virginia R. Busby Julia A. King With Contributions From: Francis Gray • Diana Harley • Mervin Savoy • Piscataway Conoy Tribe of Maryland Mark Tayac • Piscataway Indian Nation Joan Watson • Piscataway Conoy Confederacy and Subtribes Rico Newman • Barry Wilson • Choptico Band of Piscataway Indians Hope Butler • Cedarville Band of Piscataway Indians Prepared For: The National Park Service Chesapeake Bay Annapolis, Maryland St. Mary’s College of Maryland St. Mary’s City, Maryland November 2015 ii EXECUTIVE SUMMARY The purpose of this project was to identify and represent the Indigenous Cultural Landscape for the Nanjemoy and Mattawoman creek watersheds on the north shore of the Potomac River in Charles and Prince George’s counties, Maryland. The project was undertaken as an initiative of the National Park Service Chesapeake Bay office, which supports and manages the Captain John Smith Chesapeake National Historic Trail. One of the goals of the Captain John Smith Trail is to interpret Native life in the Middle Atlantic in the early years of colonization by Europeans. The Indigenous Cultural Landscape (ICL) concept, developed as an important tool for identifying Native landscapes, has been incorporated into the Smith Trail’s Comprehensive Management Plan in an effort to identify Native communities along the trail as they existed in the early17th century and as they exist today. Identifying ICLs along the Smith Trail serves land and cultural conservation, education, historic preservation, and economic development goals. Identifying ICLs empowers descendant indigenous communities to participate fully in achieving these goals.
    [Show full text]
  • CORVINUS UNIVERSITY of BUDAPEST INTERSTATE RIVALS' INTERVENTION in THIRD PARTY CIVIL WARS: the Comparative Case of Saudi Arabi
    CORVINUS UNIVERSITY OF BUDAPEST INTERSTATE RIVALS’ INTERVENTION IN THIRD PARTY CIVIL WARS: The comparative case of Saudi Arabia and Iran in Yemen (2004-2018) DOCTORAL DISSERTATION Supervisor: Marton Péter, Phd Associate Professor Palik Júlia Budapest, 2020 Palik Júlia Interstate rivals’ intervention in third-party civil wars: The comparative case of Saudi Arabia and Iran in Yemen (2004-2018) Institute of International Studies Supervisor: Marton Péter,Phd Associate Professor © Palik Júlia Corvinus University of Budapest International Relations Multidisciplinary Doctoral School Interstate rivals’ intervention in third-party civil wars: The comparative case of Saudi Arabia and Iran in Yemen (2004-2018) Doctoral Dissertation Palik Júlia Budapest, 2020 Table of Content List of Tables, Figures, and Maps....................................................................................................................................... 9 Abstract ....................................................................................................................................................................................... 12 INTRODUCTION ..................................................................................................................................................................... 9 1. RESEARCH DESIGN ................................................................................................................................................. 12 1.2. Methodology ...........................................................................................................................................................
    [Show full text]
  • Bladensburg Prehistoric Background
    Environmental Background and Native American Context for Bladensburg and the Anacostia River Carol A. Ebright (April 2011) Environmental Setting Bladensburg lies along the east bank of the Anacostia River at the confluence of the Northeast Branch and Northwest Branch of this stream. Formerly known as the East Branch of the Potomac River, the Anacostia River is the northernmost tidal tributary of the Potomac River. The Anacostia River has incised a pronounced valley into the Glen Burnie Rolling Uplands, within the embayed section of the Western Shore Coastal Plain physiographic province (Reger and Cleaves 2008). Quaternary and Tertiary stream terraces, and adjoining uplands provided well drained living surfaces for humans during prehistoric and historic times. The uplands rise as much as 300 feet above the water. The Anacostia River drainage system flows southwestward, roughly parallel to the Fall Line, entering the Potomac River on the east side of Washington, within the District of Columbia boundaries (Figure 1). Thin Coastal Plain strata meet the Piedmont bedrock at the Fall Line, approximately at Rock Creek in the District of Columbia, but thicken to more than 1,000 feet on the east side of the Anacostia River (Froelich and Hack 1975). Terraces of Quaternary age are well-developed in the Bladensburg vicinity (Glaser 2003), occurring under Kenilworth Avenue and Baltimore Avenue. The main stem of the Anacostia River lies in the Coastal Plain, but its Northwest Branch headwaters penetrate the inter-fingered boundary of the Piedmont province, and provided ready access to the lithic resources of the heavily metamorphosed interior foothills to the west.
    [Show full text]
  • Parker Adkins & Blue
    Parker Adkins & Blue Sky: Was Their Story Possible? June 2, 2017 / Parker Adkins (links removed) Researched & written by Sarah (Sallie) Burns Atkins Lilburn, Georgia June, 2017 INTRODUCTION Parker Adkins’s parents, William Atkinson (Adkins) and Elizabeth Parker were married on January 17, 1716, at St. John’s Church in Richmond, Virginia. One branch of Parker’s descendants has embraced the story that, in addition to the children he had with his wife, Mary, he had two children by a daughter of Chief Cornstalk named Blue Sky and when Blue Sky died, Parker took his two half-Shawnee children, Littleberry and Charity, home to his wife, Mary, who raised them along with their other children. No proof existed, one way or another, until 2016 when a direct female descendant of Charity Adkins was located and agreed to have her mitochondrial DNA analyzed. Mitochondrial DNA traces a female’s maternal ancestry, mother-to-mother-to-mother, back through time. The DNA came back as Haplogroup H, the most common female haplogroup in Europe. Charity’s mother was a white woman with mostly English and Irish ancestry. Many other women match her descendant’s DNA kit, all of them with the same basic ancestry. Some members of the Adkins family who have long embraced Blue Sky as their ancestor did not accept the DNA results so I researched and put together the following paper trail in an attempt to validate the story, beginning with Littleberry and Charity Adkins. This information was posted on the Adkins Facebook page over a period of time. I have consolidated the posts into one document – a future reference for everyone who has heard or is interested in this story.
    [Show full text]
  • Ethnic Studies (ETHS) 1
    Ethnic Studies (ETHS) 1 ETHS 131 C African-American History II 3 Units ETHNIC STUDIES (ETHS) Advisory: Eligibility for ENGL 100 C or ENGL 101 C or ESL 110 C. Term hours: 54 lecture. This course is a survey of the African-American ETHS 101 C American Ethnic Studies (formerly ETHS 100 C) 3 Units experience in the United States from the Era of Reconstruction to the Advisory: Eligibility for ENGL 100 C or ENGL 101 C or ESL 110 C. present, emphasizing the roles of African Americans in the political, social Term Hours: 54 lecture. This survey course is a comparative and and economic development of American society. Topics covered include: interdisciplinary examination of the historical experiences of Native the various phases of the Reconstruction period; African-American life Americans, African Americans, Chicanos, and Asian Pacific Americans in in the "New South"; the debates over educational and socio-economic the United States from the colonial era to the present. Historical themes progress; the migrations to the North and West; the struggles of the will be analyzed through an intersectional lens that interrogates categories African-American working class; the impact of World War I and World War of identity and power such as race, ethnicity, class, gender, and sexuality. II on African-Americans; the Civil Rights Movement; militancy during the The course explores theoretical concepts and socio-historical processes 1960s and 1970s; and the African-American experience in contemporary including colonization and migration; racialization, the development of race America. (CSU/UC, AA GE, CSU GE, IGETC, SOC JUST/C-ID: HIST 140) as a social category, and the construction of citizenship; the relationship ETHS 150 C Introduction to Chicana-o Studies (formerly ETHS 140 C) between race and U.S.
    [Show full text]
  • Native Peoples of North America
    Native Peoples of North America Dr. Susan Stebbins SUNY Potsdam Native Peoples of North America Dr. Susan Stebbins 2013 Open SUNY Textbooks 2013 Susan Stebbins This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Published by Open SUNY Textbooks, Milne Library (IITG PI) State University of New York at Geneseo, Geneseo, NY 14454 Cover design by William Jones About this Textbook Native Peoples of North America is intended to be an introductory text about the Native peoples of North America (primarily the United States and Canada) presented from an anthropological perspective. As such, the text is organized around anthropological concepts such as language, kinship, marriage and family life, political and economic organization, food getting, spiritual and religious practices, and the arts. Prehistoric, historic and contemporary information is presented. Each chapter begins with an example from the oral tradition that reflects the theme of the chapter. The text includes suggested readings, videos and classroom activities. About the Author Susan Stebbins, D.A., Professor of Anthropology and Director of Global Studies, SUNY Potsdam Dr. Susan Stebbins (Doctor of Arts in Humanities from the University at Albany) has been a member of the SUNY Potsdam Anthropology department since 1992. At Potsdam she has taught Cultural Anthropology, Introduction to Anthropology, Theory of Anthropology, Religion, Magic and Witchcraft, and many classes focusing on Native Americans, including The Native Americans, Indian Images and Women in Native America. Her research has been both historical (Traditional Roles of Iroquois Women) and contemporary, including research about a political protest at the bridge connecting New York, the Akwesasne Mohawk reservation and Ontario, Canada, and Native American Education, particularly that concerning the Native peoples of New York.
    [Show full text]
  • Traditional Knowledge of Fire Use by the Confederated Tribes of Warm T Springs in the Eastside Cascades of Oregon ⁎ Michelle M
    Forest Ecology and Management 450 (2019) 117405 Contents lists available at ScienceDirect Forest Ecology and Management journal homepage: www.elsevier.com/locate/foreco Traditional knowledge of fire use by the Confederated Tribes of Warm T Springs in the eastside Cascades of Oregon ⁎ Michelle M. Steen-Adamsa, , Susan Charnleya, Rebecca J. McLainb, Mark D.O. Adamsa, Kendra L. Wendela a USDA Forest Service, Pacific Northwest Research Station, 620 SW Main St., Suite 502, Portland, OR 97205, UnitedStates b Portland State University, Institute for Sustainable Solutions, 1600 SW 4th Avenue, Suite 110, Portland, OR 97201, United States ABSTRACT We examined traditional knowledge of fire use by the Ichishikin (Sahaptin), Kitsht Wasco (Wasco), and Numu (Northern Paiute) peoples (now Confederated Tribesof Warm Springs, CTWS) in the eastside Cascades of Oregon to generate insights for restoring conifer forest landscapes and enhancing culturally-valued resources. We examined qualitative and geospatial data derived from oral history interviews, participatory GIS focus groups, archival records, and historical forest surveys to characterize cultural fire regimes (CFRs) –an element of historical fire regimes– of moist mixed conifer (MMC), dry mixed conifer (DMC), and shrub-grassland (SG) zones. Our ethnohistorical evidence indicated a pronounced cultural fire regime in the MMC zone, but not in the two drier zones. The CFR of the MMCzonewas characterized by frequent (few-year recurrence), low-severity burns distributed in a shifting pattern. This regime helped to maintain forest openings created by previous ignitions, resulting from lightning or possibly human-set, that had burned large areas. The CFR was influenced by the CTWS traditional knowledge system, which consisted of four elements: fire use and associated resource tending practices, tribal ecological principles, the seasonal round (the migratory pattern tofulfill resource needs), and culture.
    [Show full text]
  • Northern Paiute and Western Shoshone Land Use in Northern Nevada: a Class I Ethnographic/Ethnohistoric Overview
    U.S. DEPARTMENT OF THE INTERIOR Bureau of Land Management NEVADA NORTHERN PAIUTE AND WESTERN SHOSHONE LAND USE IN NORTHERN NEVADA: A CLASS I ETHNOGRAPHIC/ETHNOHISTORIC OVERVIEW Ginny Bengston CULTURAL RESOURCE SERIES NO. 12 2003 SWCA ENVIROHMENTAL CON..·S:.. .U LTt;NTS . iitew.a,e.El t:ti.r B'i!lt e.a:b ~f l-amd :Nf'arat:1.iern'.~nt N~:¥G~GI Sl$i~-'®'ffl'c~. P,rceP,GJ r.ei l l§y. SWGA.,,En:v,ir.e.m"me'Y-tfol I €on's.wlf.arats NORTHERN PAIUTE AND WESTERN SHOSHONE LAND USE IN NORTHERN NEVADA: A CLASS I ETHNOGRAPHIC/ETHNOHISTORIC OVERVIEW Submitted to BUREAU OF LAND MANAGEMENT Nevada State Office 1340 Financial Boulevard Reno, Nevada 89520-0008 Submitted by SWCA, INC. Environmental Consultants 5370 Kietzke Lane, Suite 205 Reno, Nevada 89511 (775) 826-1700 Prepared by Ginny Bengston SWCA Cultural Resources Report No. 02-551 December 16, 2002 TABLE OF CONTENTS List of Figures ................................................................v List of Tables .................................................................v List of Appendixes ............................................................ vi CHAPTER 1. INTRODUCTION .................................................1 CHAPTER 2. ETHNOGRAPHIC OVERVIEW .....................................4 Northern Paiute ............................................................4 Habitation Patterns .......................................................8 Subsistence .............................................................9 Burial Practices ........................................................11
    [Show full text]
  • Phase I Archaeological Survey Report Summarizing the Results of Tasks 1-5
    CONTRACT PUBLICATION SERIES: WV08-70 PHASE I ARCHAEOLOGICAL SURVEY OF THE BEECH RIDGE WIND ENERGY PROJECT & ASSOCIATED TRANSMISSION SUPPORT LINE, GREENBRIER AND NICHOLAS COUNTIES, WEST VIRGINIA Authored By: Jamie S. Meece, RPA & Aaron O. Smith, RPA Submitted to: Mr. Erik Duncan Beech Ridge Energy LLC 7564 Standish Place, Suite 123 Rockville, Maryland 20855 Submitted by: Cultural Resource Analysts, Inc. 3556 Teays Valley Road, Suite 3 Hurricane, West Virginia 25526 Phone: (304) 562-7233 Fax: (304) 562-7235 Website: www.crai-ky.com CRAI Project No.: W08P004 ______________________________ C. Michael Anslinger, RPA Principal Investigator January 28, 2009 Lead Agency: West Virginia Public Service Commission, Case #.: 05-1590-E-CS West Virginia State Historic Preservation Office FR #.: 06-147-GB-23 MANAGEMENT SUMMARY Cultural Resource Analyst, Inc. conducted a Phase I archaeological survey for the proposed Beech Ridge Wind Energy project and associated Transmission Support Line in Greenbrier and Nicholas counties, West Virginia. The survey was completed under contract with Potesta & Associates, Inc. on the behalf of Beech Ridge Energy LLC. The records search for this project was completed on July 17, 2008, and the field investigation was conducted between August 25 and September 26, 2008. The area for the Phase I survey was considered the direct Area of Potential Effect. The direct Area of Potential Effect to archaeological sites was defined as the footprint of proposed ground disturbing activities, which includes the development of a wind turbine power generating facility, new access roads, access roads requiring upgrade, a substation, an operation and maintenance facility, and a transmission line. Systematic survey resulted in the identification of six newly recorded archaeological sites; 46Gb445, 46Gb446, 46Gb447, 46Gb448, 46Gb449, and 46Gb450.
    [Show full text]
  • CONTROL NUMBER 27. W ' Cu-.1.SSJT:ON(€S)
    m ,. CONTROL NUMBER 27.SU' W' cu-.1.SSJT:ON(€S) BIBLIOGRAPHIC DATA SHEET AL-3L(-UM0F00UIEC-T00J: 9 i IE AN) SUBTIT"LE (.40) - Airicult !ral development : present and potential role of edible wild plants. Part I Central .nd So,ith :Amnerica a: ( the Caribbean 4af.RSON \1. AUrI'hORS (100) 'rivetti, L. E. 5. CORPORATE At-TH1ORS (A01) Calif. Uiliv., 1)' is. 6. nOX:U1E.N7 DATE 0)0' 1. NUMBER 3F PAGES j12*1) RLACtNUMER ([Wr I icio 8 2 p. J631.54.,G872 9. REI F.RENCE OR(GA,-?A- ION (1SO) C,I i f. -- :v., 10. SIt J'PPNIENTA.RY NOTES (500) (Part II, Suh-Sanarai Africa PN-AAJ-639; Part III, India, East Asi.., Southeast Asi cearnia PAJ6)) 11. NBS'RACT (950) 12. DESCRIPTORS (920) I. PROJECT NUMBER (I) Agricultural development Diets Plants Wild plants 14. CONTRATr NO.(I. ) i.CONTRACT Food supply Caribbean TYE(140) Central America AID/OTR-147-80-87 South America 16. TYPE OF DOCI M.NT ic: AED 590-7 (10-79) IL AGRICULTURAL DEVELOP.MMT: PRESENT AND POTENI.AL ROLE OF EDIBLE WILD PLANTS PART I CENTRAL AND SOUTH AMERICA AND THE CARIBBEAN November 1980 REPORT TO THE DEPARTMENT OF STATE AGENCY FOR INTERNATIONAL DEVELOPMENT Alb/mr-lq - 6 _ 7- AGRICULTURAL DEVELOPMENT: PRESENT AND POTENTIAL ROLE OF EDIBLE WILD PLANTS PART 1 CENTRAL AND SOUTH AMERICA AND THE CARIBBEAN by Louis Evan Grivetti Departments of Nutrition and Geography University of California Davis, California 95616 With the Research Assistance of: Christina J. Frentzel Karen E. Ginsberg Kristine L.
    [Show full text]
  • The Colorblind Turn in Indian Country: Lumbee Indians, Civil Rights, and Tribal State Formation
    The Colorblind Turn in Indian Country: Lumbee Indians, Civil Rights, and Tribal State Formation by Harold Walker Elliott A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (History) in the University of Michigan 2019 Doctoral Committee: Professor Philip Deloria, Co-Chair, Harvard University Professor Matthew Lassiter, Co-Chair Associate Professor Matthew Countryman Professor Barbra Meek Professor Tiya Miles, Harvard University Harold Walker Elliott [email protected] ORCID iD 0000-0001-5387-3188 © Harold Walker Elliott 2019 DEDICATION To my father and mother, Hal and Lisa Elliott And for Lessie Sweatt McCloud, her ancestors, and her descendants ii ACKNOWLEDGMENTS This dissertation is the culmination of eight years of graduate study and nearly a decade of research, writing, and editing. The result is deeply imperfect. Its faults come from my many shortcomings as an author. For anything this project does accomplish, I owe credit to the many people who have helped me along the way. Completing this project would have been impossible without the love, support, and inspiration of my parents, Hal and Lisa Elliott. During my upbringing, they instilled the values that guided me through the moral choices that a project like this one entails. My mother and her family have always been the driving forces behind my research into Lumbee and American Indian history. My father, a reluctant physician, passed down his fondness for history and dream of writing it. In the many difficult moments over the past eight years, my parents steadied me with long hugs or reassuringly familiar, South Carolina-accented voices on the phone.
    [Show full text]
  • American Indians in Texas: Conflict and Survival Phan American Indians in Texas Conflict and Survival
    American Indians in Texas: Conflict and Survival Texas: American Indians in AMERICAN INDIANS IN TEXAS Conflict and Survival Phan Sandy Phan AMERICAN INDIANS IN TEXAS Conflict and Survival Sandy Phan Consultant Devia Cearlock K–12 Social Studies Specialist Amarillo Independent School District Table of Contents Publishing Credits Dona Herweck Rice, Editor-in-Chief Lee Aucoin, Creative Director American Indians in Texas ........................................... 4–5 Marcus McArthur, Ph.D., Associate Education Editor Neri Garcia, Senior Designer Stephanie Reid, Photo Editor The First People in Texas ............................................6–11 Rachelle Cracchiolo, M.S.Ed., Publisher Contact with Europeans ...........................................12–15 Image Credits Westward Expansion ................................................16–19 Cover LOC[LC–USZ62–98166] & The Granger Collection; p.1 Library of Congress; pp.2–3, 4, 5 Northwind Picture Archives; p.6 Getty Images; p.7 (top) Thinkstock; p.7 (bottom) Alamy; p.8 Photo Removal and Resistance ...........................................20–23 Researchers Inc.; p.9 (top) National Geographic Stock; p.9 (bottom) The Granger Collection; p.11 (top left) Bob Daemmrich/PhotoEdit Inc.; p.11 (top right) Calhoun County Museum; pp.12–13 The Granger Breaking Up Tribal Land ..........................................24–25 Collection; p.13 (sidebar) Library of Congress; p.14 akg-images/Newscom; p.15 Getty Images; p.16 Bridgeman Art Library; p.17 Library of Congress, (sidebar) Associated Press; p.18 Bridgeman Art Library; American Indians in Texas Today .............................26–29 p.19 The Granger Collection; p.19 (sidebar) Bridgeman Art Library; p.20 Library of Congress; p.21 Getty Images; p.22 Northwind Picture Archives; p.23 LOC [LC-USZ62–98166]; p.23 (sidebar) Nativestock Pictures; Glossary........................................................................
    [Show full text]