Qualify for free education money. Native American students might begin looking close to home, with their tribe affiliation. Sometimes colleges and universities have scholarship funds in place native american essay contest those who can prove even one-quarter Indian heritage.
Do You Qualify for Tribal Funds? Are you a Member in a Federally Recognized Tribe? Any search for college funding should begin with the Federal government. The following scholarships are offered through the Bureau of Indian Education. Awards are determined on the basis of financial need.
Award amounts vary according to program, course of study and financial need. Divining America is made possible by grants from the Lilly Endowment and the National Endowment for the Humanities. Teaching about Native American religion is a challenging task to tackle with students at any level, if only because the Indian systems of belief and ritual were as legion as the tribes inhabiting North America. First, at the time of European contact, all but the simplest indigenous cultures in North America had developed coherent religious systems that included cosmologies—creation myths, transmitted orally from one generation to the next, which purported to explain how those societies had come into being. They also venerated or placated a host of lesser supernatural entities, including an evil god who dealt out disaster, suffering, and death. Third and finally, the members of most tribes believed in the immortality of the human soul and an afterlife, the main feature of which was the abundance of every good thing that made earthly life secure and pleasant. Like all other cultures, the Indian societies of North America hoped to enlist the aid of the supernatural in controlling the natural and social world, and each tribe had its own set of religious observances devoted to that aim.
These uncommon abilities included predicting the future and influencing the weather—matters of vital interest to whole tribes—but shamans might also assist individuals by interpreting dreams and curing or causing outbreaks of witchcraft. As even this brief account indicates, many key Indian religious beliefs and practices bore broad but striking resemblances to those current among early modern Europeans, both Catholic and Protestant. They, too, propitiated their deity with prayers and offerings and relied upon a specially trained clergy to sustain their societies during periods of crisis. Finally, the great majority of early modern Europeans feared witches and pondered the meaning of their dreams. The most important is that Indians did not distinguish between the natural and the supernatural.
By contrast, Protestant and Catholic traditions were more inclined to emphasize the gulf that separated the pure, spiritual beings in heaven—God, the angels, and saints—from sinful men and women mired in a profane world filled with temptation and evil. When you take up Native American religion in class, you could spend hours describing the specific beliefs and rituals of the major tribes spanning the North American continent, but this barrage of information might leave your students feeling overwhelmed and confused. It might be more profitable to begin by promising yourself to avoid any approach to Native American spirituality that is too exhaustively detailed. Thus you might start by describing the most salient and definitive characteristics of Indian spirituality and its most basic similarities to and differences from Euro-American Christianity, about which many students may also have only the vaguest notions, so your remarks will do double duty. Draw upon this specific information to build toward more sweeping statements about the general character of Native American religiosity. Consult these works for wonderful descriptions of Native American religious cultures and read from the following examples.
If you can find time to do more in class, your best students may be fascinated by examples of how native peoples adapted Christianity to their particular historical circumstances and needs. Christianity with one of two starkly opposite and inaccurate assumptions. There’s some merit in your reasoning, but I think that this matter might be more complex. And having got them, what you do next is to offer some examples, as many as you can work into the time available, of how and why native peoples selectively borrowed from Christianity, picking and choosing certain elements of Catholic or Protestant belief and ritual which they then combined with traditional Indian practices. Many of the books cited in this essay describe the varying ways in which individual Native Americans and whole tribes participated in this process. For examples, you may read more on the following tribal groups.
Indians did not simply replace one faith with another, nor did most converts cynically pretend to embrace Christian convictions. It yielded a broad spectrum of results, ranging from native peoples’ accepting almost entirely the Christianity of the dominant white society to tribal attempts at revitalizing traditional Indian religions and, in some instances, renewing their resistance to Euro-American efforts at military and cultural conquest. Indians as a result of their contact. In both versions, native peoples figured primarily as passive victims. More recent histories tell another story entirely, drawing attention to the enduring Indian resistance to white domination and, even more important, to the multiple forms of cultural adaptation and accommodation that took place on both sides of the moving frontier.
Ohio valley and shows how a common cultural terrain gradually emerged as its indigenous peoples interacted with missionaries, soldiers, traders, and other settlers, first the French and later the English. To get the most from this book requires several hours of close reading, but every learned, lucidly written page repays the effort. The book sparkles with learning and wit, and its pages are filled with anecdotes that will delight your students. Woodland tribes, as well as much helpful commentary in the introduction and prefaces to each selection. Yale University in American Studies and is currently Professor of History in the Department of History at the University of Delaware. James West Davidson, William Gienapp, Mark Lytle, and Michael Stoff .
Native American Religion in Early America. Insights, a firm providing market information to colleges and universities. The gaucho is a national symbol in Argentina, Brazil and Uruguay. Gauchos became greatly admired and renowned in legends, folklore and literature and became an important part of their regional cultural tradition. Beginning late in the 19th century, after the heyday of the gauchos, they were celebrated by South American writers. In Argentina and Uruguay today a gaucho is, according to the same source, simply “A country person, experienced in traditional livestock farming”. One who is skilful in subtle tricks, crafty”.
State of Rio Grande do Sul. There are several hypotheses concerning the origin of the term. Gauderios” when it mentions the Gauchos or “Huasos” as poorly dressed men. An essential attribute of a gaucho was that he was a skilled horseman. He has taken his first lessons in riding before he is well able to walk”.
Without a horse the gaucho felt himself unmanned. He described meeting a blind gaucho who was obliged to beg for his food yet behaved with dignity and went about on horseback. For the gaucho, the horse was absolutely essential to his survival for, said Hudson: “he must every day traverse vast distances, see quickly, judge rapidly, be ready at all times to encounter hunger and fatigue, violent changes of temperature, great and sudden perils”. For I don’t need my woman. It was the gaucho’s passion to own all his steeds in matching colours. The gaucho, from the poorest worker on horseback to the largest owner of lands and cattle, has, or had in those days, a fancy for having all his riding-horses of one colour. Every man as a rule had his tropilla — his own half a dozen or a dozen or more saddle-horses, and he would have them all as nearly alike as possible, so that one man had chestnuts, another browns, bays, silver- or iron-greys, duns, fawns, cream-noses, or blacks, or whites, or piebalds.