The Dakota language owes much of its expansiveness to its verbs, or action words. Yet until now, students of Dakota have had few resources in verb usage and conjugation beyond nineteenth-century dictionaries compiled by missionaries.
550 Dakota Verbs provides students of Dakota--and the Lakota and Nakota dialects--the proper conjugations for 550 verbs from adi (to step or walk on) to zo (to whistle). Compiled by Dakota language teachers and students, the book is learner friendly and easy to use. It features clear explanations of Dakota pronoun and conjugation patterns, notes on traditional and modern usages, and handy Dakota-English and English-Dakota verb lists.
Designed to enhance everyday conversation as well as contribute to the revitalization of this endangered language, 550 Dakota Verbs is an indispensable resource for all who are interested in Dakota and its dialects. An appendix features John P. Williamson's indispensable guide to verb formation and usage from An English-Dakota Dictionary.
Whether building vocabulary, practicing conversation, or reading and writing about Dakota history, this collection of fun and informative lessons provides numerous entry points for language learners inside the classroom and beyond.
The Beginning Dakota/Tokaheya Dakota Iapi Kin workbook provides exercises for building vocabulary, practicing conversation, and reading and writing about Dakota history. Now a brand-new teacher's edition offers further support through a full answer key, classroom activities, quizzes, and worksheets that will equip teachers with tested strategies to engage and educate students of the Dakota language.
Nicolette Knudson and Jody Snow along with revered elder Clifford Canku share their expertise through activities that organize the language at its most basic level. Twenty-four lesson plans build on each other and use cultural and historical information to increase understanding of the Dakota language and world view. Exercises, including additional worksheets and suggested activities, offer opportunities to practice the language and enhance comprehension. With these features and more, this teacher's edition is an invaluable tool for instructors at all levels.
Clifford Canku, an elder of the Sisseton Wahpeton Dakota Oyate and assistant professor of practice for Dakota Studies at North Dakota State University, assisted Dakota language students Nicolette Knudson, also a member of the Sisseton Wahpeton Oyate, and Jody Snow, a language instructor, in creating this helpful resource.
This Dakota-English dictionary was sponsored by the Minnesota Historical Society when it was first published by the Smithsonian Institution in 1852. The editor, Stephen R. Riggs (1812-83), had worked with Samuel and Gideon Pond and Dr. Thomas S. Williamson to create the dictionary as well as prayer books and hymnals. All four men were missionaries sent by the American Board of Commissioners for Foreign Missions to work among the Dakota of the Minnesota River valley. This reprint edition returns to print an expanded version of the dictionary published in 1890.
Long out of print, this classic work on the Dakota language offers extensive information on Dakota grammar and contains a bilingual selection of Dakota myths. Dakota Grammar presents three interrelating aspects of language and culture, beginning with a detailed description of the Santee dialect of the Dakota language and its grammar. The texts of traditional stories, as recounted in Dakota by native speakers, are accompanied by full English translations. Riggs also provides an ethnographic overview of various aspects of Dakota culture and history that enhances the value of this book to all students of Dakota.
A worthy companion to both Riggs's A Dakota-English Dictionary (MNHS Press) and John P. Williamson's An English-Dakota Dictionary (MNHS Press), this volume lives on as an important source for the preservation and revitalization of Dakota culture.
The language of the Ojibway people was recorded by Frederic Baraga (1797-1868), a missionary priest from Slovenia, who was sent in 1835 by the Catholic church to serve among the Ojibway living in the Lake Superior region. The multilingual Baraga quickly learned the Ojibway language and over many years worked within the community to produce a dictionary, a grammar and religious literature. In 1853 the first edition of A Dictionary of Otchipwe Language Explained in English was published. A revised edition of this Ojibway-English/English-Ojibway dictionary followed in 1878 and is the version now reprinted. More than a hundred years later, this dictionary remains a classic and the most useful for a wide range of dialects. It is an important cultural and linguistic source for historians, anthropologists, linguists, ethnologists, and all students interested in the Ojibway language.
The language of the Dakota people was first put into written form by missionaries who lived within and learned from the Dakota community in the Minnesota River valley. John P. Williamson (1835-1917), son of missionary Dr. Thomas S. Williamson, grew up speaking both English and Dakota, then spent most of his adult life as a missionary on the Santee Reservation in northeastern Nebraska. In 1902, he produced An English-Dakota Dictionary.A companion volume, A Dakota-English Dictionary, by Stephen R. Riggs, is also available from the Minnesota Historical Society Press. These two dictionaries preserve the older language and remian the most comprehensive and accurate lexicons available. They are essential cultural and linguistic sources for all Students of the Dakota Language as well as historians, anthropologists, linguists, and ethnologists. A foreword by Carolynn I. Schommer, a Dakota Indian and former instructor in the American Indian Studies/Dakota Language Department at the University of Minnesota, describes the historical and cultural context in which these dictionaries were created.
In 1876 and 1877, Captain W. P. Clark commanded a detachment of Indian scouts-including Pawnees, Shoshones, Arapahoes, Cheyennes, Crows, and Sioux-who conversed in sign language. They made requests, relayed information, and told stories with their hands, communicating in a language indispensable for quick understanding between Indians of different tribes. The scouts patiently taught Clark the sign system, which he patiently recorded in this book. Originally written in 1884 for use by the United States Army, The Indian Sign Language is far more than a grammar book or curiosity. Clark worked closely with the Indians who taught him the language, and his respect for them and their way of thinking informs every page. Written for future officers in Indian regions, The Indian Sign Language corrects the sentimental and brutal stereotypes of Indians that led to much misunderstanding. Clark believed that sign language could assist him "to think like the Indians," which he considered essential for a conscientious officer. His book discusses reliably and soberly the facts of plains Indian life as he encountered them in the 1870s and 1880s. Now a classic, The Indian Sign Language is a monument to the desire for understanding between radically different peoples.
"Combined here are two classics on the nature of native languages of North America: Boas' famous 1911 essay pointing to new methods of research and Powell's pioneering 1891 work on classification."-Scholarly Books in America "Two cognate essays-the first by the world famous anthropologist Franz Boas, expounding his phonetic and grammatical principles in evaluating Indian languages, and the second by the first director of the Smithsonian Institution's Bureau of Ethnology, John Wesley Powell, which classifies the various 'Amerindian' groups on the basis of language-though issued years ago as Bulletins of the Bureau of Ethnology-are still regarded as fundamental to all subsequent work on the subject."-The World in Books "Both works . . . are of immediate and continuing value, not only to students of linguistics but to all Americanists and anthropologists in general. . . . it must be stressed that all . . . later work stems directly out of the pioneering papers here presented."-Preston Holder, in his preface.