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Traditional beliefs of American Indians
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Examination of “The History of the Ojibway People” by William W. Warren The goal of this paper is to provide an examination of the book “The History of the Ojibway People” by William W. Warren as well as express some of what I learned about the book, the author and the Ojibway people. William W. Warren, born of a white father and Ojibway mother, used his fluent familiarity with the Ojibway language and his tremendous popularity with both whites and Indians to document the traditions and oral statements of the Ojibway people at a time when the future of their existence was in jeopardy. Why did I choose this book to read and review? Every summer for eight years my wife and I took a group of approximately 20 high school students to the Bois Forte Band, Chippewa Indian Reservation in Tower, Minnesota. We spent several weeks getting to know both the children and adults of the reservation providing fun, interactive, learning programs for the children and other activities for the teens and adults. Over the years, we developed several strong relationships with the Indians and learned a lot from them about their culture and their way of life and in turn, hopefully shared some of the same with them. It is because of the relationships built and the time spent with the Chippewa Indians that I wanted to learn more about their history. With a little research, I came across “The History of the Ojibway People” by William W. Warren. Learning about this book means first learning about its author. William W. Warren was born in 1821 to Lyman M. Warren, a white fur tradesman, and Mary Cadotte, an Ojibway woman. He was the oldest of eight children. His mother, Mary, spoke no English so at an early age William began speaking both English and the Ojibway language. Because of his fluent speech in both languages, he was genuinely liked and respected by Indians. At a young age, he began documented stories from older men in the Ojibway tribes and translating the bible and other stories like “Arabian Nights” for the Indians. Documenting the stories and traditions of the Ojibway people became his greatest pass time during his teen years while translating and interpreting became a stepping stone for a political career as he was soon involved in the negotiations of treaties between the United States and the Ojibway people. While living in Minnesota in 1850, ... ... middle of paper ... ...as a tribe, fought for the British during the war of 1812. This is not true. Of the nine thousand Ojibway on Lake Superior and the Mississippi, not one or two warriors joined the British (Warren, 1984). The British sent an interpreter bearing gifts and promises of land to the Ojibway. Warren states the Ojibway chief returned the gifts with the answer “When I go to war against my enemies, I do not call on the whites to join my warriors. The white people have quarreled among themselves, and I do not wish to meddle in their quarrels, nor do I intend ever, even to be guilty of breaking the window-glass of a white man’s dwelling” (p.369). All of the chief’s warriors refused to fight with the British except one. The book, “History of the Ojibway People”, is over 410 pages of tradition and culture that provide incredible insight into the Ojibway people. William W. Warren had a unique position of trust from both the whites and the Ojibways, a passion for listening to and telling these stories, as well as the rare ability to speak the languages of both people. All of these abilities make for a rare glimpse into the life of the Ojibway people of early America.
Whitehead’s main argument is that the Mi’kmaq have historically been homogenized as “Indians” or “Savages” and not as individual Nations with individual stories and histories. Whitehead further argues that what does exist is typically dominated by the colonial perspective. In her own words Whitehead’s stated goal of this text is to “counterbalance such works, by restoring to our collective memory – whether we are Micmac or not – a sense of the individual and specific.”
In her 1988 novel Tracks, American author Louise Erdrich explores the transformational factors of Ojibwe society in the 1910s. Amid lurid tales of cultural larceny and the erosion of traditional animism, she discusses a key catalyst for social change: the acceptance of the Roman Catholic faith by many Ojibwe. Erdrich condemns those self-denying, death-rooted elements of Catholicism that divide a people caught between traditional and modern identities, selecting her troubled co-narrator, teenaged Pauline Puyat, as a vehicle through which to convey this message. A mixed-race fifteen-year-old seeking to establish a modern identity on a North Dakota Ojibwe reservation, Pauline embraces Catholicism with alacrity. Like the Ojibwe people, Pauline
In Thomas King’s novel, The Inconvenient Indian, the story of North America’s history is discussed from his original viewpoint and perspective. In his first chapter, “Forgetting Columbus,” he voices his opinion about how he feel towards the way white people have told America’s history and portraying it as an adventurous tale of triumph, strength and freedom. King hunts down the evidence needed to reveal more facts on the controversial relationship between the whites and natives and how it has affected the culture of Americans. Mainly untangling the confusion between the idea of Native Americans being savages and whites constantly reigning in glory. He exposes the truth about how Native Americans were treated and how their actual stories were
of Native American Culture as a Means of Reform,” American Indian Quarterly 26, no. 1
In his essay, “The Indians’ Old World,” Neal Salisbury examined a recent shift in the telling of Native American history in North America. Until recently, much of American history, as it pertains to Native Americans; either focused on the decimation of their societies or excluded them completely from the discussion (Salisbury 25). Salisbury also contends that American history did not simply begin with the arrival of Europeans. This event was an episode of a long path towards America’s development (Salisbury 25). In pre-colonial America, Native Americans were not primitive savages, rather a developing people that possessed extraordinary skill in agriculture, hunting, and building and exhibited elaborate cultural and religious structures.
Seale, Doris. Through Indian Eyes: The Native Experience in Books for Children. New Society Publisher, Philadelphia, PA: 1992.
Talking Back to Civilization , edited by Frederick E. Hoxie, is a compilation of excerpts from speeches, articles, and texts written by various American Indian authors and scholars from the 1890s to the 1920s. As a whole, the pieces provide a rough testimony of the American Indian during a period when conflict over land and resources, cultural stereotypes, and national policies caused tensions between Native American Indians and Euro-American reformers. This paper will attempt to sum up the plight of the American Indian during this period in American history.
Banks, D., Erodes, R. (2004). Dennis Banks and the Rise of the American Indian Movement. Ojibwa Warrior. Retrieved January 20, 2005, from http://www.oupress.com/bookdetail.asp?isbn=0-8061-3580-8
Kugel, Rebecca, and Lucy Eldersveld Murphy. Native women's history in eastern North America before 1900: a guide to research and writing. Lincoln: University of Nebraska Press, 2007.
Tovias, B. (2011). Colonialism on the prairies: Blackfoot settlement an cultural transformation, 1870 - 1920. Portland, Oregon: Sussex Academic Press.
Bibliography: Bibliography 1. John Majewski, History of the American Peoples: 1840-1920 (Dubuque: Kent/Hunt Publishing, 2001). 2.
The functional area of service-learning is currently emerging as an acknowledged department at an institution of higher education. The theoretical roots of service learning go back to John Dewey, and the early twentieth century. However, current research on service-learning pedagogy dates back only to the early 1990’s. Best practices for the field are still being created as more and more new offices are springing up on campuses throughout the United States and institutions internationally. The reason this functional area is becoming ever popular is due to the positive impact it has on students and most all educational outcomes.
There were quite many relations made between my service learning experiences and themes addressed in the course. Some of the connections were about human self-respect, unity, and fairness. The social ties hold people together and can support the people who do not have the power to help each other. It was interesting for me to employ my skills and knowledge I learned in the classroom to serve those who need help.
Native American literature from the Southeastern United States is deeply rooted in the oral traditions of the various tribes that have historically called that region home. While the tribes most integrally associated with the Southeastern U.S. in the American popular mind--the FIVE CIVILIZED TRIBES (Cherokee, Chickasaw, Choctaw, Creek, and Seminole)--were forcibly relocated to Indian Territory (present-day Oklahoma) from their ancestral territories in the American South, descendents of those tribes have created compelling literary works that have kept alive their tribal identities and histories by incorporating traditional themes and narrative elements. While reflecting profound awareness of the value of the Native American past, these literary works have also revealed knowing perspectives on the meaning of the modern world in the lives of contemporary Native Americans.
How did a departmental faculty generated 12,000 hours of student community service in one semester? The following is a qualitative analysis of conversations with faculty members in a department that recently instituted a service learning requirement for all student majors. The campus is a large urban comprehensive university with a multi-ethnic student body. Approximately fifteen faculty members were interviewed for this study. While most of those interviewed included service learning components in their courses, interviews with faculty members who resisted or refused to incorporate service learning were conducted as well in order to understand varying faculty attitudes towards service learning.