DOCSLIB.ORG

1 the Muskogean Languages: an Overview Ives Goddard's Map of The

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
1 the Muskogean Languages: an Overview Ives Goddard's Map of The The Muskogean Languages: An Overview Ives Goddard’s map of the SE: Wikipedia map based on Goddard’s work: https://en.wikipedia.org/wiki/Indigenous_languages_of_the_Americas#/media/File:Langs_N.Am er.png Earliest and modern locations: https://www.google.com/maps/d/edit?mid=1dwLWc7sNY9N1K8u1_uNzXnN3_5s&ll=31.8064 018320913%2C-86.39648468749999&z=6 https://www.google.com/maps/d/edit?mid=1CWDY0fucqF0Tno6LlGOzCbEyCb0&ll=31.80640 18320913%2C-86.39648468749999&z=6 1 Muskogean family a. Chickasaw-Choctaw: Chickasaw, Choctaw b. Alabama-Koasati: Alabama, Koasati c. Apalachee d. Hitchiti-Mikasuki e. Muskogee (Creek, Seminole Creek) History of documentation Vocabularies: 1730s on. First missionary materials for Choctaw, Muskogee: 1830s on. Typological overview Phonology Labial Alveolar Palatal Velar Glottal stops/affricate p b t ʧ k fricatives f s ɬ h nasals m n approximants w l j Muskogee: no /b/. Choctaw, Chickasaw: have /ʃ/ distinct from /s/. Chickasaw: has glottal stop with limited distribution. non-open i iː ĩ o oː õ open a aː ã All the Muskogean languages make use of tone (mostly to indicate aspect). SOV (or predicate-final). (1) ifá-t wo:hk-ís dog-T bark.SG.LGR-IND ‘The dog is barking.’ (2) ifá-t pó:si lást-i:-n á:ssi:č-ís dog-T cat black-DUR-N chase.LGR-IND ‘The dog is chasing the black cat.’ Two cases: one for subjects and one for nonsubjects (appearing at the end of the noun phrase): 2 (3) ’taló:fa-n â:y-ánk-s town-N go.SG.FGR-PAST2-IND ‘He/she went to town.’ (4) Bill ’taló:fa-n ato:tk-ačók-s Bill town-N work.LGR-DED-IND ‘Bill is working in town.’ (5) oy-mó:ɬk-i-n yahá-n akálho:y-ín water-boil-I-N wolf-N pour.on.IMPL-LGR-N ‘. they pour boiling water on Wolf . .’ (1939b) Case markers on noun phrases are generally the same as switch-reference markers on verbs: (6) ifá-t wo:hk-ít pó:si-n á:ssi:č-ís dog-T bark.LGR-T cat-N chase.LGR-IND ‘The dog is barking and chasing the cat.’ (7) ifá-t wo:hk-ín pó:si-t á:ssi:č-ís dog-T bark.Lgr-N cat-T chase.Lgr-IND ‘The dog is barking, and the cat is chasing him.’ Postpositions (though postposition may be a type of noun): (8) háčči tapá:la-n léyk-i:-s stream other.side-N sit.SG-DUR-IND ‘He/she lives on the other side of the stream.’ Auxiliary verbs follow main verbs: (9) a. a:y-ís go.SG.LGR.IND ‘He/she is going.’ b. a:y-ít o:m-ís go. SG.LGR-T be.LGR.IND ‘He/she is going.’ The languages have grades or internal changes in verbs used to indicate aspect: (10) wanay- ‘tie’ stem wanáy-as ‘tie it!’ zero grade 3 wana:y-ís ‘he/she is tying it’ lengthened grade (lgr.) wanáhy-is ‘he/she tied it (last night/today)’ aspirating grade (hgr.) wanâ:y-is ‘he/she has tied it’ falling tone grade (fgr.) wanǎ:ny-is ‘he/she keeps tying it’ nasalizing grade (ngr.) Verbs have prefixes for instrumental and dative applicatives, location, and direction: (11) ta:č-ís ‘he/she is cutting it’ ís-ta:č- ‘he/she is cutting it with it’ Instrumental ís is- ín-ta:č- ‘he/she is cutting it for Dative im- ís him/her’ (12) leyk-itá ‘(one) to sit’ a-leyk-itá ‘(one) to sit at, sit on (a side or underside)’ ak-leyk-itá ‘(one) to sit in water or a low place’ oh-leyk-itá ‘(one) to sit on top of’ tak-leyk-itá ‘(one) to sit on the ground or floor, or in an enclosed space’ (13) hič-íta ‘to look, see’ iɬ-hič-íta ‘to go a distance and look’ ɬa:-hič-íta ‘to go a short distance and look, to look back’ (i)yi-hič-íta ‘to come and see, visit’ a:-hič-íta ‘to look this way’ Verbs agree with their subjects (and objects). Different series of agreement markers are generally used for a) agents; b) nonagents; and, c) nonagentive datives (indirect objects and a few subjects): (14) a. aní-t míhč-ey-s I-T do.HGR-1S.A-IND ‘I did it.’ / ‘I’m the one who did it.’ b. aní-t ča-nókk-i:-s I-T 1S.PAT-sick-DUR-IND ‘I am sick.’ / ‘I’m the one who is sick.’ Number is not extensively marked on nouns, but is generally richly indicated in verbs. (15) il-íta ‘(one) to die’ pasatk-itá ‘(two or more) to die’ 4 (16) leyk-itá ‘(one) to sit’ ka:k-itá ‘(two) to sit’ apo:k-itá ‘(three or more) to sit’ Some of the languages have rich tense systems with multiple degrees of past time: (17) Future nis-áɬi:-s ‘he/she will buy it’ Prospective nis-áha:n-ís ‘he/she is going to buy it’ Present ni:s-ís ‘he/she is buying it, bought it (up to a few seconds ago)’ Past 1 perfective níhs-is ‘he/she bought it (today up to last night)’ imperfective ni:s-êy-s ‘he/she was buying it (today up to last night)’ Past 2 nî:s-ánk-s ‘he/she bought it (yesterday to several weeks ago)’ Past 3 nî:s-imát-s ‘he/she bought it (several weeks to about a year ago)’ Past 4 ni:s-ánta-s ‘he/she bought it (long ago, at least several years)’ Past 5 ni:s-atí:-s ‘he/she bought it (very long ago)’ 5 Agentive/Nonagentive Agreement Muskogee has different series of person markers: A P D 1s -ey- ča- am- 2s -íčk- či- čim- 3 im- 1p -i:- po- pom- 2p -á:čk- či- čim- Series A is only used for subjects: for the subject of agentive intransitive verbs (yaheyk-éy-s ‘I’m singing’); for the subject of most transitive verbs (na:fk-éy-s ‘I’m hitting it’). Series P is used for: the most directly affected object of most transitive verbs (ča-hi:c-ís ‘he/she sees me’) the subject of nonagentive intransitive verbs (ča-híko:kk-ís ‘I’m hiccuping’); the subject of a handful of transitive verbs (ča-yâ:c-is ‘I want it’); inalienable possession (ča-sákpa ‘my arm’). Series D is used for: a benefactive or less directly affected object; a handful of subjects; alienable possession (am-ífa ‘my dog’). Other points: some verbs (generally intransitive) are fluid translations are not always a good diagnostic of verb meaning grammatical relations are distinct from person marking some copular constructions use series A for the subject; others use P some morphological processes cause shifts in agreement series o Causatives in Muskogee o Comparatives in Muskogee o Reflexives and reciprocals in Chickasaw 6 Questions: How predictable is agreement selection based on meaning? What methods can we use to access verb meaning? Approaches to agreement: lexical: every verb has to be specified for agreement selection (Munro and Gordon 1982) semantic syntactic o the Unaccusative Hypothesis: the subjects of intransitive verbs with P agreement are objects in an initial stratum (see especially Davies for work on Choctaw). Italian (Burzio 1986). (1) Maria ha telefonato. ‘Maria has telephoned.’ (avere ‘to have’) Maria è arrivata. ‘Maria has arrived.’ (essere ‘to be’) Questions: What would an ideal theory of linguistics look like? How could we express generalizations linking meaning to agreement class while also allowing for exceptions? 7 External Possession In many languages, the most common way to express possession is to have a possessor modify the possessed noun within a noun phrase: [[Jan]’s dog] We can call that “internal possession”. In some languages, possession also arises in what are called external possessive constructions. French and Spanish have what might be called a dative external possessive construction: (1) French Il me prend le bras he me takes the arm ‘he takes my arm’ (2) Spanish (Velázquez-Castillo 1999): Me lavé las manos to.me washed the hands ‘I washed me the hands.’ (3) Spanish (Velázquez-Castillo 1999): Me suda mucho la espalda to.me sweats a lot the back ‘The (=my) back is sweating me a lot.’ The possessed item is generally the direct object of a transitive verb or the subject of an intransitive verb (that is, an absolutive argument). Japanese (Uehara 1999:46) has a different construction involving multiple subjects: (4) a. John-no oneesan-ga totemo kirei-da John-GEN older.sister-NOM very pretty-is ‘John’s older sister is very pretty.’ (Uehara 1999:46) b. John-ga oneesan-ga totemo kirei-da John-NOM older.sister-NOM very pretty-is ‘John’s older sister is very pretty.’ 8 These have slightly different meanings related to focus. Uehara translates (1a) as ‘It is John’s older sister who is very pretty’, while (1b) is translated as ‘It is John whose older sister is very pretty’. Discussion: a) Why is the dative pronoun in Romance interpreted as a possessor in (1-3)? b) Why must the possessee be an absolutive argument? c) In (4b), why is John interpreted as a possessor? d) In Jan’s dog, why is Jan interpreted as a possessor? What is a “possessor”? One approach to these constructions has been to posit a rule of possessor raising (Kitagawa 1986; Kuno 1973; Kuroda 1992): (5) [[John-ga] [[ t oneesan-ga] totemo kirei-da]]] Possessor raising in this case is thought to move the possessor out of the subject noun phrase and adjoin it to the sentence.
Load more

Recommended publications
  • PETITION Ror,RECOGNITION of the FLORIDA TRIBE Or EASTERN CREEK INDIANS
    'l PETITION rOR,RECOGNITION OF THE FLORIDA TRIBE or EASTERN CREEK INDIANS TH;: FLORIDA TRIBE OF EASTERN CREEK INDIANS and the Administra­ tive Council, THE NORTHWEST FLORIDA CREEK INDIAN COUNCIL brings this, thew petition to the DEPARTMENT Or THE INTERIOR OF THE FEDERAL GOVERN- MENT OF THE UNITED STATES OF AMERICA, and prays this honorable nation will honor their petition, which is a petition for recognition by this great nation that THE FLORIDA TRIBE OF EASTERN CREEK INDIANS is an Indian Tribe. In support of this plea for recognition THE FLORIDA TRIBE OF EASTERN CREEK INDIANS herewith avers: (1) THE FLORIDA TRIBE OF EASTERN CREEK INDIANS nor any of its members, is the subject of Congressional legislation which has expressly terminated or forbidden the Federal relationship sought. (2) The membership of THE FLORIDA TRIBE OF EASTERN CREEK INDIANS is composed principally of persons who are not members of any other North American Indian tribe. (3) A list of all known current members of THE FLORIDA TRIBE OF EASTERN CREEK INDIANS, based on the tribes acceptance of these members and the tribes own defined membership criteria is attached to this petition and made a part of it. SEE APPENDIX----- A The membership consists of individuals who are descendants of the CREEK NATION which existed in aboriginal times, using and occuping this present georgraphical location alone, and in conjunction with other people since that time. - l - MNF-PFD-V001-D0002 Page 1of4 (4) Attached herewith and made a part of this petition is the present governing Constitution of THE FLORIDA TRIBE OF EASTERN CREEKS INDIANS.
    [Show full text]
  • Trailword.Pdf
    NPS Form 10-900-b OMB No. 1024-0018 (March 1992) United States Department of the Interior National Park Service National Register of Historic Places Multiple Property Documentation Form This form is used for documenting multiple property groups relating to one or several historic contexts. See instructions in How to Complete the Multiple Property Documentation Form (National Register Bulletin 16B). Complete each item by entering the requested information. For additional space, use continuation sheets (Form 10-900-a). Use a typewriter, word processor, or computer to complete all items. _X___ New Submission ____ Amended Submission ======================================================================================================= A. Name of Multiple Property Listing ======================================================================================================= Historic and Historical Archaeological Resources of the Cherokee Trail of Tears ======================================================================================================= B. Associated Historic Contexts ======================================================================================================= (Name each associated historic context, identifying theme, geographical area, and chronological period for each.) See Continuation Sheet ======================================================================================================= C. Form Prepared by =======================================================================================================
    [Show full text]
  • Introduction
    xix Introduction In 1936, at the age of just 26, Mary R. Haas moved from New Haven, Connecticut to Eufaula, Oklahoma to begin a study of the Creek (Muskogee) language. It was the height of the Great Depression and Dust Bowl, and jobs were scarce, but with help from former teachers Haas found meager support for her research until the threat of war in 1941. The texts in this volume are a result of that project. About Mary R. Haas Mary R. Haas was born January 23, 1910 in Richmond, Indiana to Robert Jeremiah Haas and Leona Crowe Haas.1 She received three years of tuition scholarships at Earlham College, where she studied English.2 She also received a scholarship in music during her final year and graduated at the head of her class in 1930.3 She entered graduate school in the Department of Comparative Philology at the University of Chicago the same year. There she studied Gothic, Old High German with Leonard Bloomfield, Sanskrit, and Psychology of Language with Edward Sapir.4 She also met and married her fellow student Morris Swadesh. The two traveled to British Columbia after their first year to work on Nitinat, and then followed Sapir to Yale University’s Department of Linguistics in 1931. She continued her studies there of Latin, Greek, and Sanskrit and took two courses in Primitive Music.5 Haas worked as Sapir’s research assistant from 1931 to 1933.6 In the summer of 1933, she received funding to conduct field work in Louisiana with the last speaker of Tunica, close to where Swadesh was working on Chitimacha.7 Haas’s next project was the Natchez language of eastern Oklahoma.
    [Show full text]
  • The Creek "Migration Legend"
    UCLA UCLA Electronic Theses and Dissertations Title Dancing Breath: Ceremonial Performance Practice, Environment, and Personhood in a Muskogee Creek Community Permalink https://escholarship.org/uc/item/2qm3x2bd Author Koons, Ryan Abel Publication Date 2016 Peer reviewed|Thesis/dissertation eScholarship.org Powered by the California Digital Library University of California UNIVERSITY OF CALIFORNIA Los Angeles Dancing Breath: Ceremonial Performance Practice, Environment, and Personhood in a Muskogee Creek Community A dissertation submitted in partial satisfaction of the requirements for the degree Doctor of Philosophy in Ethnomusicology by Ryan Abel Koons 2016 © Copyright by Ryan Abel Koons 2016 ABSTRACT OF THE DISSERTATION Dancing Breath: Ceremonial Performance Practice, Environment, and Personhood in a Muskogee Creek Community by Ryan Abel Koons Doctor of Philosophy in Ethnomusicology University of California, Los Angeles, 2016 Professor Tara Browner, Chair This dissertation presents an ethnography utilizing a multispecies perspective of the "busk" ritual cycle as performed by the southeastern Muskogee Creek American Indian community, Pvlvcekolv (Apalachicola). Humans construct humanity and personhood partially via interactions with other-than-human persons, such as animals, plants, and objects. I examine ritualized interactions between humans and others-than-human in a southeastern Indigenous "natureculture," exploring the intersections of ontology, personhood, and performance practice. Pvlvcekolv, an animistic Florida-based tribal town with a ceremonial Fire that pre-dates European Contact, maintains a centuries-old ritual tradition, the busk. Sometimes known as "Green Corn Ceremonialism," many Native communities share this tradition, including ii Cherokee, Chickasaw, Seminole, Yuchi, and other Creek peoples historically and in the present day. Performing the songs, dances, and ritual actions of the busk places participants into dialogue with other-than-human persons.
    [Show full text]
  • Challenge Bowl 2020
    Sponsored by the Muscogee (Creek) Nation Challenge Bowl 2020 High School Study Guide Sponsored by the Challenge Bowl 2020 Muscogee (Creek) Nation Table of Contents A Struggle To Survive ................................................................................................................................ 3-4 1. Muscogee History ......................................................................................................... 5-30 2. Muscogee Forced Removal ........................................................................................... 31-50 3. Muscogee Customs & Traditions .................................................................................. 51-62 4. Branches of Government .............................................................................................. 63-76 5. Muscogee Royalty ........................................................................................................ 77-79 6. Muscogee (Creek) Nation Seal ...................................................................................... 80-81 7. Belvin Hill Scholarship .................................................................................................. 82-83 8. Wilbur Chebon Gouge Honors Team ............................................................................. 84-85 9. Chronicles of Oklahoma ............................................................................................... 86-97 10. Legends & Stories ......................................................................................................
    [Show full text]
  • Native American Languages, Indigenous Languages of the Native Peoples of North, Middle, and South America
    Native American Languages, indigenous languages of the native peoples of North, Middle, and South America. The precise number of languages originally spoken cannot be known, since many disappeared before they were documented. In North America, around 300 distinct, mutually unintelligible languages were spoken when Europeans arrived. Of those, 187 survive today, but few will continue far into the 21st century, since children are no longer learning the vast majority of these. In Middle America (Mexico and Central America) about 300 languages have been identified, of which about 140 are still spoken. South American languages have been the least studied. Around 1500 languages are known to have been spoken, but only about 350 are still in use. These, too are disappearing rapidly. Classification A major task facing scholars of Native American languages is their classification into language families. (A language family consists of all languages that have evolved from a single ancestral language, as English, German, French, Russian, Greek, Armenian, Hindi, and others have all evolved from Proto-Indo-European.) Because of the vast number of languages spoken in the Americas, and the gaps in our information about many of them, the task of classifying these languages is a challenging one. In 1891, Major John Wesley Powell proposed that the languages of North America constituted 58 independent families, mainly on the basis of superficial vocabulary resemblances. At the same time Daniel Brinton posited 80 families for South America. These two schemes form the basis of subsequent classifications. In 1929 Edward Sapir tentatively proposed grouping these families into superstocks, 6 in North America and 15 in Middle America.
    [Show full text]
  • COURTLAND – LEIGHTON ______CULTURAL LANDSCAPE INVENTORY & ASSESSMENT ______Prepared by the MTSU Center for Historic Preservation
    ________________________________________________________________________ COURTLAND – LEIGHTON ______________________________________ CULTURAL LANDSCAPE INVENTORY & ASSESSMENT ______________________________________ Prepared by the MTSU Center for Historic Preservation ___________________________________________________ Submitted to the National Park Service, National Trails Intermountain Region, Santa Fe, NM November 2018 ________________________________________________________________________ TABLE OF CONTENTS This report was prepared by: Introduction ........................................................................................................ 1 Amy Kostine, Trail of Tears Project Coordinator Management Summary .............................................................................. 1 Savannah Grandey, Fieldwork Coordinator Historical Overview .................................................................................... 1 Dr. Carroll Van West, Director Scope and Methodology ............................................................................ 3 Study Boundaries ....................................................................................... 4 Summary of Findings ................................................................................. 4 Landscape Historical Context ........................................................................... 5 1814-1823: Growth in the Tennessee River Valley..................................... 5 1824-1836: Envisioning and Building the Tuscumbia, Courtland, &
    [Show full text]
  • Pum Opunvkv Pun Yvhiketv Pun Fulletv
    Pum Opunvkv Pun Yvhiketv Pun Fulletv !"!"!"!" Our Language Our Songs Our Ways Note: This is a draft of a textbook. Some parts are still incomplete. We would be grateful for any comments. -Jack Martin, Margaret Mauldin, Gloria McCarty, 2003. Acknowledgments / Mvtô! These materials were prepared in 2003 at the University of Oklahoma. We are grateful to Dean Paul Bell of the College of Arts and Sciences and Pat Gilman, Chair of Anthropology, for supporting our work. We would also like to thank the many students who have studied Creek with us over the years. The alphabet 8 More on the alphabet 12 Heyv eshoccickvt ôs 'This is a book', Eshoccickvt ôwv? 'Is that a book?' 15 Heyv nâket ôwv? 'What's this?' 17 Heyv cokv cat!t ôs 'This book is red', Mv cokv hvtk!t ôwv? 'Is that book white?' 19 R"kke-mah! 'very big' 23 Cokv-h!cvt ôwis 'I am a student', Mvhayvt #ntskv? Are you a teacher? 24 Heyv cokv tokot ôs 'This is not a book' 26 Vm efv 'my dog', cvcke 'my mother': Possession 28 Likepvs 'Have a seat': Commands 31 Expressing aspect: Grades 33 Progressive aspect: The L-grade 34 Resulting states and intensives: The F- and N-grades 37 The H-grade 40 N!sis 'I'm buying' 42 N!set owis 'I am buying' 44 Overview of the sentence 45 Efv hvmken hêcis 'I see one dog': Numbers 47 Cett#t wâkkes c!! 'There's a snake!': Expressing existence 49 $h-ares 'It's on top of (something)': Locative prefixes 51 More on locative prefixes 53 Ecke tempen lîkes 'He's sitting near his mother': Locative nouns 55 L!tket owv? 'Is he/she running?' 57 Nâken h#mpetska? 'What are you eating?' 59 Letkek#t os 'He/She is not running' 61 Vyvhanis 'I'm going to go', M!car!s 'I will do it' 63 Lêtkvnks 'She ran': Expressing past time 65 Overview of the verb 66 Cvyayvk!n 'quietly': Manner adverbs 67 Mucv-ner! 'tonight': Time words 69 Expanding your vocabulary: -uce 'little' and -r"kk# 'big' 70 Cvnake 'mine' 71 Vce 'corn' vs.
    [Show full text]
  • CREEK VOICE: BEYOND VALENCY Jack B. Martin Within Chemistry
    CREEK VOICE: BEYOND VALENCY Jack B. Martin Within chemistry, VALENCY refers to the capacity of an atom or group of atoms to combine in specific proportions with other atoms or groups of atoms.1 The French linguist Lucien Tesnière is generally credited with introducing this term to linguistics, where it is used metaphorically for the capacity of a verb to combine with distinct arguments or valents (Crystal 1985). A verb like rain, which has no referential noun phrases associated with it, is said to be ZERO-PLACE or AVALENT; a verb like disappear, which takes only a subject argument, is said to be ONE-PLACE or MONOVALENT; verbs like devour and give are said to be TWO-PLACE (BIVALENT) and THREE-PLACE (TRIVALENT), respectively. This chemical metaphor has had a pervasive influence in linguistics: causative and applicative morphemes are now described as ‘adding arguments,’ while passives and middles are described as ‘suppressing’ or ‘deleting’ arguments, respectively. Entire sections of grammars are devoted to ‘valency-changing,’ ‘valency-increasing,’ or ‘valency-reducing’ processes, suggesting that the primary function of these grammatical processes is to regulate the number of arguments in clauses. The chemical metaphor contrasts with an older tradition that distinguishes just two classes of predicates—TRANSITIVE and INTRANSITIVE—and a category of VOICE. Passive voice and middle voice are seen within this tradition as altering the ‘point of view’ or ‘centre of interest’ (Jesperson 1924:167) within a clause rather than applying mathematical operations to it, and causatives and applicatives are sometimes included and sometimes excluded from the traditional range of voice-related phenomena.
    [Show full text]
  • Georgia Genealogy Research Websites Note: Look for the Genweb and Genealogy Trails of the County in Which Your Ancestor Lived
    Genealogy Research in Georgia Early Native Americans in Georgia Native inhabitants of the area that is now Georgia included: *The Apalachee Indians *The Cherokee Indians *The Hitchiti, Oconee and Miccosukee Indians *The Muskogee Creek Indians *The Timucua Indians *The Yamasee and Guale Indians In the late 1700’s and early 1800’s, most of these tribes were forced to cede their land to the U.S. government. The members of the tribes were “removed” to federal reservations in the western U.S. In the late 1830’s, remaining members of the Cherokee tribes were forced to move to Oklahoma in what has become known as the “Trail of Tears.” Read more information about Native Americans of Georgia: http://www.native-languages.org/georgia.htm http://www.ourgeorgiahistory.com/indians/ http://www.aboutnorthgeorgia.com/ang/American_Indians_of_Georgia Some native people remained in hiding in Georgia. Today, the State of Georgia recognizes the three organizations of descendants of these people: The Cherokee Indians of Georgia: PO Box 337 St. George, GA 31646 The Georgia Tribe of Eastern Cherokee: PO Box 1993, Dahlonega, Georgia 30533 or PO Box 1915, Cumming, GA 30028 http://www.georgiatribeofeasterncherokee.com/ The Lower Muscogee Creek Tribe: Rte 2, PO Box 370 Whigham, GA 31797 First People - Links to State Recognized Tribes, sorted by state - http://www.firstpeople.us/FP-Html-Links/state- recognized-tribes-in-usa-by-state.html European Settlement of Georgia Photo at left shows James Oglethorpe landing in what is now called Georgia 1732: King George II of England granted a charter to James Oglethorpe for the colony of Georgia to be a place of refuge.
    [Show full text]
  • The Creek War of 1813-1814
    The Creek War of 1813-1814 Moderator’s Guide “In classrooms where teachers use deliberation, students learn to think critically, work through differences, and interact with people who may or may not share their point of view. Teaching through deliberation provides students with the skills and abilities to work with others as citizens to claim a better future for their communities.” - Stacie Molnar-Main, Deliberation in the Classroom This issue guide is designed for classroom deliberation on a period of Alabama history that deserves more of our attention: the Creek Indian Civil War of 1813-14. Deliberation is a form of discussion where participants weigh the pros and cons of different approaches to solving a complex problem. Participants work through various tradeoffs or consequences of actions with respect and passion, and, over time, they develop skills required for living in a democratic society: critical thinking, communication, judgment, and empathy. This classroom deliberation invites students to consider the difficult choices that faced Creek Indians in 1813. About the Project This issue guide was developed in collaboration with the Charles F. Kettering Foundation as part of a research project on integrating historical and civic education. Partners include the Caroline Marshall Draughon Center for the Arts & Humanities in the College of Liberal Arts at Auburn University; Clarke County Historical Museum; and the David Mathews Center for Civic Life. Special thanks to colleagues at the Alabama Department of Archives and History and the Alabama Bicentennial Commission, as well as Dr. Kathryn Holland Braund, History Department, Auburn University. This issue guide is dedicated to Robert Thrower (1961-2017), Tribal Historic Preservation Officer, Poarch Creek Indians.
    [Show full text]
  • THE PROTO-MUSKOGEAN NUMERAL SYSTEM Geoffrey
    THE PROTO-MUSKOGEAN NUMERAL SYSTEM Geoffrey Kimball Tulane University Introduction From reflexes in the various daughter languages, the Proto-Muskogean numeral system seems to have been made up of five categories, cardinal numerals ( eg. Koasati ostll:kan 'four'), adverbial numerals (K. onostll:kan 'four times'), ordinal numerals (K. stonosta:ka 'fourth), causative cardinals (K. osta:lin 'to quarter') and causative adverbials (K. onosta:lin 'to do four times'). However clear this basic system is, the details vary from language to language, and the system itself is subject to variation. For example, in most languages there has been a partial or complete collapse of two categories into one, eg. Mikasuki satoci:na 'three times; third;' cf. Hitchiti atoci:na 'three times;' satoci:na 'third;' Koasati ontocci:nan 'seven; seven times.' This paper will attempt to set out the correspondences between the numerals of the various languages. It should be pointed out that in the Muskogean languages numerals are verbs, frequently requiring case marking on the nouns they govern and switch- reference marking to relate them to additional verbs in a sentence, as in the following examples. Creek (Nathan 1977:148) 1) l6cafHka ••• pA:li-hokkM-a:t s-im-fa:n-a:t GOPHER:11JRTLE ... TEN-'IWO-f.t.theme-part.I iistr-3i>-PASS:BY-Wheme- partl mcy clw-t-j:y-al)k-s PLACE G RASP-pl.do-f.t.theme-s.r.-1 pl:subj-pastll-dec I 16cali:+ka ••• pA:lihokkO:la:t simf4:na:t mfy cJwtj:yal)ks I 'We had taken more than twenty gopher turtles.' Mikasuki (Derrick-Mescua 1980:436) 2)
    [Show full text]