DOCSLIB.ORG

Phillips Indian Educators Training Curriculum (3.2 MB PDF)

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Phillips Indian Educators Training Curriculum (3.2 MB PDF) MY CULTURE A LESSON FOR UPPER ELEMENTARY AND SECONDARY STUDENTS Curricular Area: Social Studies Learner Goal: To give students a deeper understanding of their own culture and the conceptual tools for greater understanding of other cultures. Teacher Background: Our culture is the way we live each day. American culture is really a mix of many different cultures, and is therefore, not that easy to describe. Many of our foods, for example, are borrowed from Native cultures. Some of our music traditions, and popular words and phrases, come from African American people. We often find it difficult to describe our culture because we take our culture for granted and expect other people to have the same culture we have. This exercise helps students describe their culture. Some students may feel they are living in more than one culture, and this option is also quite possible. Activity: Culture is the way of life of a group of people. The “group” means people who are like you. Culture includes the language you speak, the food you eat, your ideas about right and wrong, your religion, the games you play, what you do for entertainment, and many other things. If you became friends with a student from a different culture, how would you explain your culture to a friend? Here is an activity that might get you started. My Name_________________________________ The Name of Your Culture_________________________________ How are People Named in Your Culture__________________________? __________________________________________________ How Many Names Do You Have? ________________________________________ Who gave you Your Name? ______________________________________________ What Does Your Name Mean? __________________________________________ Write two things About the People of Your Cultural Group. How are They Like You? 1. ___________________________________________________________ 2. ______________________________________________________________ Language: List Four Words in Your Culture’s Language. What do These Words Mean? WORD MEANING 1. ______________________________________________________________ 2. _______________________________________________________________ 3. _______________________________________________________________ 4. _______________________________________________________________ List Three Games or Sports Played by the People of Your Culture. 1.________________________________________________________ 2.________________________________________________________ 3.________________________________________________________ List Five Foods that are Commonly Eaten by the People of your Culture. Do These Foods Originate in Your Culture? TYPE OF FOOD ORIGIN IF KNOWN 1. ______________________________ _______________________________ 2. ______________________________ ________________________________ 3. _____________________________ _________________________________ 4. _______________________________ ___________________________________ 5. _______________________________ ___________________________________ List five Items of Clothing Commonly Worn by the People of Your Group. After Each Item listed indicate Whether this is an Item Worn by Females, Males or Both. ITEM OF CLOTHING WORN BY 1.________________________ ____________________________ 2. ___________________________ _________________________________ 3. __________________________ _________________________________ 4. _____________________________ ___________________________ 5. _____________________________ ___________________________ Name Four Holidays that are celebrated by the People of Your Culture. What do you do to Celebrate Each of These Holidays? HOLIDAY HOW YOU CELEBRATE 1._______________________ ________________________________ 2. _______________________ _________________________________ 3. _________________________ ___________________________________ 4. __________________________ _____________________________________ List two values (ideas about how people should behave) that are Shared by the People of your Culture 1._________________________ 2.________________________________________ 1. Human Resources Should Include: Name, address, telephone/e-mail address, and area of expertise 2. Development Steps, Preparing Materials and Planning the Training Session a. Develop agenda/evaluation forms. b. Identify human/material resources to conduct training. These suggested resources will help make the session more effective. • Overhead projector • VCR and monitor • Flip chart and markers • Extension cord • Power point exhibits----to be used as overhead transparencies, slides, or handouts. • Index cards • Training curriculum • Handouts • Workshop Evaluation Forms (See Resources Section) c. Coordinate with MPS Human Resources and appropriate union officials to Select training dates; review/approve topics and evaluation formats. d. Make arrangements with MPS/local colleges and universities for Professional development credit. e. Finalize agenda. f. Develop/disseminate promotional materials g. Do before each training session: Become familiar with the materials in the trainer’s manual and participant handouts. Visit the presentation site prior to the training and review the room set up to determine where you will stand, where the participants will sit and where the projector, screen and computer will be placed. h. Conduct training session/collect evaluations i. Obtain information from participants. On a flip chart, make a list of what the participants want to learn about the topic. At the end of the session, review the list. j. Review evaluations/prepare written report WORKSHOP EVALUATION 1. How did you hear about this workshop? 2. Did the workshop meet your expectations? If so why? If not why? 3. Would you recommend a similar workshop to other educators? 4. What other workshops would you like to see offered in your area? 5. What were the strengths of the workshop? 6. What were the weaknesses of the workshop? TABLE OF CONTENTS 1. Nature of Culture 2. Community of Native Students 3. Tribal Sovereignty in the Classroom 4. MN Dakota and Ojibwe Historical and Cultural Traditions 5. Native Civilizations of Americas/ Discoveries and Contributions 6. Native Families 7. Teacher/Native Student Learning 8. Native Art, Music, and Dance 9. Native Storytelling 10. Contemporary Native Literature HOW TURTLE FLEW SOUTH IN WINTER A STORY FROM THE DAKOTA NATION It was that time of year when the leaves start to fall from the aspens. Turtle was walking around when he saw many birds gathering together in the trees. They were making lots of noise and Turtle was curious. “Hay” Turtle said, “What is happening?” “Don’t you know?” the birds said, “We are getting ready to fly south for the winter>” “Why are you going to do that?” said Turtle. “Don’t you know anything?” the birds said. “Soon it’s going to be very cold here and the snow will fall. There won’t be much food to eat. Down south it will be warm. Summer lives there all the time and there’s plenty of food”. As soon as they mentioned food, Turtle became even more interested. “Can I come with you?” he said. “You have to fly to go south”, said the birds, “You’re a turtle and you can’t fly”. But Turtle would not give up. “Isn’t there some way you could take me along?” He begged and pleaded. Finally the birds agreed just to get him to stop asking. “Look here”, said the birds, “can you hold onto a stick hard with your mouth?” “That’s no problem at all”, Turtle said. “Once I grab onto something no one can make me let go until I am ready.” “Good” said the birds. “Then you hold on hard to this stick. These two birds here will each grab one end of it in their claws. That way they can carry you along. But remember, you have to keep your mouth shut”, “That’s easy”, said Turtle. “Now let’s go south where Summer keeps all the food.” Turtle grabbed onto the middle of the stick and the two big birds came and grabbed each end. They flapped their wings and lifted Turtle off the ground. Soon they were high in the sky and headed toward the south. Turtle had never been so high off the ground but he liked . He could look down and see how small everything looked. But then, he began to wonder where they were. He wanted to ask the two birds who were carrying him, but he couldn’t talk with his mouth closed. Turtle rolled his eyes. But the two birds just kept on flying. Then turtle tried waving his leg at them, but they acted as if they didn’t even notice. Now Turtle was getting upset. If they were going to take him south, then the least they could do was tell him where they were! “Mmmph”, Turtle said, trying to get their attention. It didn’t work. Finally Turtle lost his temper. “Why don’t you listen to---------“ but that was all he said, for as soon as he opened his mouth to speak, he had to let go of the stick and he started to fall. Down and down he fell, a long, long way. He was so frightened he pulled his leg and his head in to protect himself. When he hit the ground he hit so hard that his shell cracked. He ached so much that he crawled into a nearby pond, swam to the bottom, and dug into the mud to get as far away from the sky as he possibly could. Then he fell asleep and he slept all through the winter and didn’t wake up until spring. So it is that today, only birds fly south to the land where Summer lives while turtles, who all have cracked shells now, sleep through the winter. PIE/MOA Meeting Minutes April 11, 2008 Updates • LANGUAGE IMMERSION: Representatives from the Alliance of Early Childhood Educators provided update on the language immersion program they sponsor for
Load more

Recommended publications
  • Wool Characteristics in Relation to Navajo Weaving
    TECHNICAL BULLETIN NO. 790 • JANUARY 1942 Wool Characteristics in Relation to Navajo Weaving By JAMES O. GRANDSTAFF Associate Animal Fiber Technologist Animal Husbandry Division Bureau of Animal Industry LNITED STATES DEPARTMENT OF AGRICULTURE, WASHINGTON, D. C. For sale by the Superintendent of Documents, Washington, D. G. • Price 20 cents Technical Bulletin No. 790 • January 1942 llgFA|i:tBlEIV*r «F ACSIIIC1JI.TI7RE WASIIIM«T»N, »* C. Wool Characteristics in Relation to Navajo Weaving' By JAMES O. GBANDSTAPF ^ Associate animal fiber technologist, Animal Husbandry Division, Bureau of Animal Industry CONTENTS Page Page Introduction 1 Experimental results 12 Purpose of study 7 Rugs woven from wool of experimental Materialsand methods 7 sheep 12 Rugs woven from wool of experimental Old Navajo blankets and rugs 21 sheep- 7 Comparison of wool from experimental Old Navajo blankets and rugs 8 sheep with that in old blankets and rugs. 33 Summary 34 Literature cited 36 INTRODUCTION Hand weaving is an industry of considerable economic and social importance to the Navajo Indians (fig. 1). On and immediately adjacent to a reservation area of approxiiiiately 16 million acres in northeastern Arizona, northwestern New Mexico/and southern Utah, nearly 50,000 Navajos make their home. Sheep raising has been the main occupation of these people for well over a century. After years of continued overgrazing, the land has become badly eroded and will not support a sheep industry of sufficient size to maintain the constantly growing Navajo population. The number of mature sheep and goats on the reservation has been reduced to about 550,000 head, but the total number of stock, in- cluding horses and cattle, is still considerably in excess of the carrying capacity of the range, according to estimates of the Soil Conservation Service, of the United States Department of Agriculture.
    [Show full text]
  • Native Americans Ol'
    Native Americans ol' Clarendon, Vermont *This is only a report of my early findings. This is subject to charge as new evidence and facts arise. I\rly research has led me to cliscover two groups of Native Americiurs that could have resided in Clarendon and one other that may have simply passed through time to time. The tribe of Native l[mericans that has the highest likelihood of being in Clarendon isi the Mahican, specifically the subdivision Mahican proper. Their territory extended from Poughkeepsie, New York to Deerfield, I\4assachusetts, and extended flrttrest north in Rutland. It is important to mention that tlhey are not to be mistaken with the Mohegan tribes of Connecticut; however, they do have lineage witkr one another. As a side note, the Mahicans have lineage with the Lenape and ['equot. Other names for the Mahicans is as follows: Akochakanen (koquois name that means "Those who,speak a strangertongue"), Canoe Indians (Given by colonists), Hikanagi/Nhilcana (Given by the Shawnee), Laups (Given by the French), Orunges (,Given by a school textbook author, Chauvignerie, who rvas referring to a specific Mahican tribe in 1736), River Indians (Given by the Dutch), and Uragees (Again given by an author, Colden, in reference to a specific tribe of the.Mahicans 1747). Mahicans were hunters of southwestem and western Vermont. lheir langrllge belonged to the linguistic family of the Algonquian, spoken with an r-dialect. Sieldom did they settle anywhere in Vermont to stay due to the fact that they were typically hLunters, hotvever, it is not irnprobable that they had permanent selllements in Clarendon.r Historic territory of the |tdahicans l Swanton, John R., The lndion Tribes of North America,1953 pg.
    [Show full text]
  • Navajo Weavers
    SMITHSONIAN INSTITUTION—BUREAU OF ETHNOLOGY. NAVAJO WEAVERS. BY Dr. WASHINOTON MATTHEWS, U. S. A. (371) ILLirSTKATIONS. Page. Platk XXXIV. —Navajo woman spinning 376 XXXV. —Weaving of diamnntl-shaped tliagonals 380 XXXVI.—Navajo woman weaving a belt 384 XXXVII.— Ziiiii women weaving a belt 388 XXXVIII.—Bringing down tbe batten 390 Fig. 42.—Ordinary Navajo blanket loom 378 43. —Diagram sbowing formation of warp 379 44.—Weaving of saddle-girtb 382 45. —Diagram showing arrangement of threads of tbe warp in tbe bealds and on the rod 383 46. —Weaving of saddle-girtb 383 47. —Diagram showing arrangement of healds in diagonal weaving. 384 48.—Diagonal cloth 384 49. —Navajo blanket of the finest quality 385 50. —Navajo blankets 386 51. —Navajo blanket 386 52. —Navajo blanket 387 53. —Navajo blanket 387 54. —Part of Navajo blanket 388 55. —Part of Navajo blanket 388 56. —Diagram showing formation of warp of sash 388 57. —Section of Navajo belt 389 53.—Wooden heaUl of the Zuuis 389 59. —Gix'l weaving (from an Aztec picture) 391 (373) NAVAJO WEAVERS. By Dr. Washington Matthews. § I. The art of weaving, as it exists among the Navajo Indians of New Mexico and Arizona, possesses points of great interest to the stu- dent of ethnography. It is of aboriginal origin ; and while European art has undoubtedly modifled it, the extent and nature of the foreign influence is easily traced. It is by no means certain, still there are many reasons for supposing, that the Navajos learned their craft from the Pueblo Indians, and that, too, since the advent of the Spaniards; yet the pupils, if such they be, far excel their masters to-day in the beauty and quality of their work.
    [Show full text]
  • Civilization and Sexual Abuse: Selected Indian Captivity Narratives and the Native American Boarding-School Experience
    ................................................................................................................. CROSSROADS. A Journal of English Studies 27 (2019) EWA SKAŁ1 DOI: 10.15290/CR.2019.27.4.05 University of Opole ORCID: 0000-0001-7550-3292 Civilization and sexual abuse: selected Indian captivity narratives and the Native American boarding-school experience Abstract. This paper offers a contrastive analysis of Indian captivity narratives and the Native American boarding-school experience. Indian captivity narratives describe the ordeals of white women and men, kidnapped by Indians, who were separated from their families and subsequently lived months or even years with Indian tribes. The Native American boarding-school experience, which began in the late nineteenth century, took thousands of Indian children from their parents for the purpose of “assimi- lation to civilization” to be facilitated through governmental schools, thereby creating a captivity of a different sort. Through an examination of these two different types of narratives, this paper reveals the themes of ethnocentrism and sexual abuse, drawing a contrast that erodes the Euro-American discourse of civilization that informs captivity narratives and the boarding-school, assimilationist experiment. Keywords: Native Americans, captivity narratives, boarding schools, sexual abuse, assimilation. 1. Introduction Comparing Indian captivity narratives and writings on the Native American board- ing- school experience is as harrowing as it is instructive. Indian captivity narratives, mostly dating from 1528 to 1836, detail the ordeals of white, Euro-American women and men kidnapped by Native peoples. Separated from their families and white “civili- zation,” they subsequently lived for a time among Indian tribes. Such narratives can be seen as a prelude to a sharp reversal that occurred in the late nineteenth century under U.S.
    [Show full text]
  • Kiowa County Press Electronic Edition
    The Kiowa County September 13, 2019 Volume 132, Number 37 132 Years and Counting! 75¢ Rack Price PRESSFREE online at KiowaCountyPress.net PERIODICAL A2 PEOPLE & PLACES ber 26, October 10 - Open About the Front Page to the public UPCOMING EVENTS 9:00am - Commission- ers will recess 12 - 1 for MAIL TO KIOWACOUNTYPRESS GMAIL COM lunch - 4 day notice is pre- E @ . ferred for posted agenda Eads Drivers License DD- Ranch Bronc Riding Fri ject to background check. 214 or Active Military ID Sept 13 following rodeo & Contact Rob Morlan 719- must be presented at time races at the Kiowa County 688-5928; Jimmy Brown of renewal for Military In- Fairgrounds. 719-892-0032 or Lane signia to be placed on you Gooden 719-688-0924 for license Dusty Plains Car, Truck & more information. Proceeds Bike Show. Contact Bon- to Operation Christmas County Line Rivals will be nie Morgan – PO Box 853- Child & Missionary Projects holding their first Chili Eads, CO 81036 or 719- Cookoff Sat. October 12 688-0746 Eads Drivers License Sept- 11:00am-2:00pm @ Eads Even the birds - watching 17-18-24-25 preparations from the top of Mini Bulls & Bulls Sat Sept Football Field. Vote for the 14 @7pm Live Music with Kiowa County Commis- BEST CHILI. More informa- the horse starting gates - tion shelbygoodrich74@ can’t wait for the annual Rhett Uhland @ 8pm Kiowa sioners Meeting Septem- County Fairgrounds gmail.com or 719-980- 2846 Kiowa County Fair and Rodeo to begin. Kiowa County Fair & Ro- deo September 11-15, BIRTHDAYS September 22 Photo: Chris Sorensen Eads Praise Community • Raelynn Engstrom Church consignment auc- September 16 • Mark Imel • Jason Briggs KiowaCountyPress.net tion September 28.
    [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]
  • 8​Th​ Annual Five College Queer Gender & Sexuality Conference
    th 8 ​ annual five college ​ queer gender & sexuality conference rd friday march 3 ​ ​ ​& th saturday march 4 ​ hampshire college franklin patterson hall ​ table of contents About 3 Navigating Campus 4 Accessibility 4-5 Media Policies 5-6 Friday Schedule of Events 6 Saturday Schedule of Events 7-8 Opening Speakers 8 Keynote Speaker 9 Featured Speakers 10-11 Friday Night Events 12 Clothing Swap 13 Raffle & Cake! 13 Friday Workshop Descriptions 14-15 Saturday Workshop Descriptions 16-21 About Our Presenters & Organizers 22-27 Special Thanks 28-29 Save the Date! 29 2 about The Five College Queer Gender and Sexuality Conference aims to offer an ​ accountable and supportive environment to explore a wide range of topics and their intersections, such as race, genders, sexualities, ability, class, kink, religion, survival strategies, and many more, in a specifically queer context. Presenters include Five College students, faculty and staff, off-campus educators, and nationally-known performers, activists, speakers, and scholars. The conference is meant to be a safer space for engaging, learning, and fostering community. We are always looking for ways to adapt and improve, with the intention of remaining an annual event, and we welcome your feedback and participation in future organizing. As we enter our eighth year we are grateful for the tremendous level of support we receive from students, faculty, staff and administration throughout the Five College Consortium. We are committed to making this wonderful conference accessible, and are able to offer this as a free public event because of the generosity and dedication of volunteers and donors from the Five Colleges and beyond.
    [Show full text]
  • Library Author List 12:2020
    SDCWG LIBRARY INVENTORY December 2020 SORTED BY AUTHOR Shelf Author Title Subject Location Abel, Isabel Multiple Harness Patterns Weaving Instruction Adelson, Laurie Weaving Tradition of Highland Bolivia Ethnic Textiles Adrosko, Rita Natural Dyes and Home Dyeing Dyeing Adrosko, Rita Natural Dyes in the United States Dyeing Ahnlund, Gunnila Vava Bilder (Swedish Tapestry) Ethnic Textiles Albers, Anni On Designing Design Albers, Anni On Weaving General Weaving Albers, Josef Interaction of Color Design Alderman, Sharon D. Handwoven, Tailormade Clothing Alderman, Sharon D. Handweaver's Notebook General Weaving Alderman, Sharon D. Mastering Weave Structures Weaving Patterns Alexander, Marthann Weaving Handcraft General Weaving Allard, Mary Rug Making Techniques and Design Rug Weaving Allen, Helen Louise American & European Hand Weaving General Weaving American Craft Museum Diane Itter: A retrospective Catalog American Tapestry American Tapestry Biennial I Tapestry Alliance American Tapestry American Tapestry Today Tapestry Alliance American Tapestry Panorama of Tapestry, Catalog Tapestry Alliance American-Scandinavian The Scandinavian Touch Ethnic Textiles Foundation Amos, Alden 101 Questions for Spinners Spinning 1 SDCWG LIBRARY INVENTORY December 2020 SORTED BY AUTHOR Shelf Author Title Subject Location Amsden, Charles A. Navaho Weaving Navajo Weaving Anderson, Clarita Weave Structures Used In North Am. Coverlets Weave Structures Anderson, Marilyn Guatemalan Textiles Today Ethnic Textiles Anderson, Sarah The Spinner’s Book of Yarn Designs
    [Show full text]
  • Wampum Belts Were Used to Record Events and Memories
    Wampum belts were used to record events and memories. The use of patterns and symbols were a method of storytelling. Lesson : WAMPUM UNIT PRE-VISIT SUGGESTIONS Discuss with students the context for Wampum. Ask students “Do you have an article of clothing that commemorates an event or vacation?” Note: this item may or may not contain the description of time, date, and place, but still holds the memorial significance. Have students bring in an object of memorial significance, but not something of great value, to show how the individual brings significance to otherwise ordinary objects. Wampum belts Keywords & Vocabulary quahog - a bivalve mollusk, a hard clam, native to North America’s Atlantic coast that was prized for the purple interior part of the shell, used to make purple wampum. whelk - a marine gastropod (snail-like with a hard shell) whose shell was used to make the white beads for wampum. wampum - purple and white shell beads strung together in patterns or on a ‘belt’ used to record events and memories used by American Indians of the Eastern Woodlands. Guiding Questions What meaning did wampum have for American Indians? What materials were used? Grade Ranges K-2 students use a coloring page with pattern of wampum and tell a story Quahog shells 3-6 students design a wampum belt on graph paper and use it to tell a story Differentiated Instruction 7-12 students design a wampum belt on graph As needed for less able, students will be paired to paper and use it to tell a story facilitate activity success.
    [Show full text]
  • FALL 06 ISSUE 11-9.Indd
    People, Travel, Entertainment, Environment & Real Estate in the Southwest & Rockies Fall 2006 HOLIDAY GIFT-GIVING IDEAS INSIDE! JERRY ANDERSON: Silver Reef’s Renown Sculptor DAI: Building a Legacy of Fine Communities Majestic Lodge at Zion National Park Photo by Mark Breinholt Grapevine Radio for Women Colorland Photography Welcome to the Enchanting West Crisp mornings and bright sunny days Along the Wasatch Front, Development Associates Inc. is known for From the Publisher with trees beginning to drop their leaves. its legendary communities which are developed along the hill, dale, It’s harvest time. and mountainside areas of northern Utah. The partners have perfected PATTI M. EDDINGTON This issue is presents a bounteous these communities for the discerning buyer looking for real estate in offering of great reading and beautiful prime areas, with a diverse selection designed for young famillies or pictorials representing a fine collection of stories–and some fine writers empty-nesters. DAI knows that incorporating greenbelts, shade, ponds and photographers added to the harvest mix. and plenty of space into the natural environment will ensure their I have known of Jerry Anderson’s work since I studied fine art at the communities will thrive for generations to come. university and have always been a fan of bronze sculptures–masterful Denny’s Wigwam has been an icon on the tourists must-see list for renditions of humans and wildlife, all in fine form. decades. Located in Kanab on scenic byway US Hwy 89, buses by the A visit to Anderson’s gallery and studio at Silver Reef in Leeds, Utah, multitude stop daily, all year round.
    [Show full text]
  • Master Plan for the Town of Bernardston, Massachusetts
    Master Plan For the Town of Bernardston, Massachusetts Hillary Collins, Mike Conover, Warren Lee, Rachel Lindsay, and Kate O’Brien The Conway School ● 2015 - 2016 Acknowledgements The authors would like to thank the following people for their support, guidance, and contributions to this report. Hugh Campbell, Bernardston’s Town Coordinator, served as the community representative for this project. He prepared reference materials and organized the Master Plan Steering Committee and community meeting logistics. John Lepore, the Chair of the Master Plan Steering Committee, led the initiative to work with the Conway School, conducted personal tours of the town, and compiled the comments of the committee members for this draft. Eric Almeida, Cris Coffin, Rena Grover, Bill Hill, Ana Kaiser, Peter Shedd, and Barre Tozloski, the members of the Master Plan Steering Committee, met on a regular basis and shared the perspectives of the committees and sectors they represent. Lou Atherton, President of the Historical Society, generously led an off-season tour of the unheated Historical Museum. Karen Stinchfield from the Cushman Library offered space to work and access to historical documents. Many departments, organizations, and individuals contributed information. Thank you to the more than thirty participants in the four community meetings, and to John Lepore, Annette Wadleigh-Mackin, Chris Wysk, Wendy Abramson, Bill Shores, Bill Montiglio, Peter Shedd, Catheryn Thomas, and Mary Leyden, who graciously shared photos. Mary Praus, Ryan Clary, Jessica Atwood, Megan Rhodes, and Glen Ayers from the Franklin Regional Council of Governments provided previous studies and GIS map layers, and shared their experiences working with the small towns of Franklin County.
    [Show full text]
  • 19Th Century Glass Tade Beads
    19TH CENTURY GLASS TRADE BEADS From two Zulu royal residences Sharma Jeanette Saitowitz University of Cape Town The.sis presented to the University of Cape Town in fulfilment of the requirements for the degree of Master of Arts June 1990 The copyright of this thesis vests in the author. No quotation from it or information derived from it is to be published without full acknowledgement of the source. The thesis is to be used for private study or non- commercial research purposes only. Published by the University of Cape Town (UCT) in terms of the non-exclusive license granted to UCT by the author. University of Cape Town ABSTRACT This thesis is a formal analysis of beads from the two Zulu capitals of Mgungundlovu ( occupied by Dingane between 1829 and 1838) and Ondini (held by Cetshwayo between 1873 and 1879). It contains a set of procedures for producing a bead taxonomy, most of which has been adopted from work done in North America, bur some of which consists of analytical methods original to this study. The taxonomy is based on visual and physical screening of large collections, followed by chemical analysis. It provides a standardized system for South African bead studies. Results of the analysis are employed for the following purposes: 1) To provide a database of the varieties of glass beads in circulation in Zululand for two relatively short periods of time in the nineteenth century. 2) To determine the spatial and temporal variability in relative abundance of bead types in the two sites. Subtle differences occur between beads excavated from one section of Mgungundlovu and another.
    [Show full text]