Learning Lakota: High School Level 1 Sample

Iyúškiŋyaŋ Lakȟól’iyapi
Uŋspéwičhakhiyapi
High School
Level 1
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Red Cloud Indian School
American Indian Studies Research Institute
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Written by Dr. Indrek Park
Illustrated by Cecil Apple
Wóuŋspe 1
Introducing Yourself
Wóglakapi 1
Háu, Dave emáčiyapelo.
Čhaŋkpé Ópi emátaŋhaŋ.
Malákȟota yeló.
Wayáwa hemáčha.
Maȟpíya Lúta él wabláwa.*
Hello, my name is Dave.
I am from Wounded Knee.
I am Lakota.
I am a student.
I go to school at Red Cloud.
* Note that stress is marked with an acute accent (´) above vowels.
Stress in Lakota can impact the meaning of words, so it is very important that you pay attention
to it. Stressed vowels have a higher pitch and are pronounced louder than other vowels in a given
word. There is only one primary stress in Lakota words and it occurs on either the first or second
syllable. The majority of Lakota words are stressed on the second syllable.
Wóglakapi 2
High School Level 1
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My name is Mary.
I am from Porcupine.
I am Lakota.
I am a student.
I go to school at Red Cloud.
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Mary emáčiyapi kštó.
Pȟahíŋ Siŋté emátaŋhaŋ.
Malákȟota kštó.
Wayáwa hemáčha.
Maȟpíya Lúta él wabláwa.
Grammar
Distinctive Male and Female Ways of Speaking
GREETINGS AND RESPONSES
Peter: Háu, Dave.*
Tukténitaŋhaŋ hwo?
Hello, Dave.
Where are you from?
Dave:
Háu, Peter.
Chaŋkpé Ópi emátaŋhaŋ yeló.
Tukténitaŋhaŋ hwo?
Oyúȟpe enítaŋhaŋ hwo?
Hello, Peter.
I’m from Wounded Knee.
Where are you from?
Are you from Manderson?
Peter:
Háŋ, Oyúȟpe emátaŋhaŋ yeló.
Yes, I’m from Manderson.
* Note that whenever two vowels occur directly beside each other they are separated by a glottal
stop (’), or the stoppage of breath in the throat like in the English expression uh-oh. This rule is so
regular that glottal stops are not written between vowels in this textbook. The only exception to this
rule is the male greeting háu, which is pronounced like the English word how.
Betty: Mary, tukténitaŋhaŋ he?
Mary, where are you from?
Mary: Betty, Pȟahíŋ Siŋté emátaŋhaŋ kštó.
Tukténitaŋhaŋ he?
Wazí Aháŋhaŋ enítaŋhaŋ he?
Betty, I’m from Porcupine.
Where are you from?
Are you from Pine Ridge?
Betty:
Hiyá, Pȟežúta Ȟáka emátaŋhaŋ kštó.
No, I’m from Kyle.
••For “yes” in answer to a question, both men and women say háŋ
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In Lakota, there are important differences between the speech of males and females.
For example, men and women have different ways to greet one another and respond to
questions:
••For “hello,” men say háu, while women say háŋ or use a personal name or kin term
••For “yes, I heard you,” men can say háu, háŋ, or oháŋ, while women say háŋ
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Wóuŋspe 1: Introducing Yourself
Practice
Students should take turns introducing themselves to the class. Follow these
examples:
Boys:
Girls:
* Note that in Lakota whenever certain consonants occur directly beside each
other a small breath of air is released. This occurs whenever bl, gl, gm, gn, kt,
mn, pk, pt, and tk occur next to each other. Mimic your teacher’s, parents’, and
grandparents’ pronunciation.
Translate the following introduction into English.
3.
a. Háu, Brian emáčiyapelo.
b. Oglála emátaŋhaŋ.
c. Malákȟota yeló. d. Wayáwa hemáčha.
e. Maȟpíya Lúta él wabláwa.
Translate the following introduction into Lakota.
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[Name] emáčiyapi kštó.
Wayáwa hemáčha.
Maȟpíya Lúta él wabláwa.
a. My name is Britney.
b. I’m from Kyle.
c. I am Lakota.
d. I am a student.
e. I go to school at Red Cloud School.
High School Level 1
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2.
(Háu,) [Name] emáčiyapelo.
Wayáwa hemáčha.
Maȟpíya Lúta él wabláwa.*
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1.
Grammar
Distinctive Male and Female Ways of Speaking
STATEMENT-ENDING ENCLITICS
Malákȟota yeló.
I am a Lakota. (man speaking)
Betty Lakȟóta yeló.
Betty is a Lakota. (man speaking)
Malákȟota kštó.
I am a Lakota. (woman speaking)
Betty Lakȟóta kštó.
Betty is a Lakota. (woman speaking)
Malákȟota.
I am a Lakota. (man or woman speaking, informal)
Lakota includes a number of word-like elements called enclitics. Enclitics cannot stand
alone but must be used in combination with verbs. They always come at the end of
the verb and when there are multiple enclitics in a single sentence they always occur
in a fixed order.
When Lakota speakers wish to emphasize a statement they use special statementending enclitics. These forms are different for male and female speakers. The enclitic
yeló is used by males and kštó is used by females. These enclitics are used primarily
in formal speech. They are generally omitted in informal speech.
Note that when yeló occurs after verbs ending in -pi, it changes to -pelo. You have
already seen one example of this:
Wóuŋspe 1: Introducing Yourself
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My name is Dave. (“I am called Dave.”)
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Dave emáčiyapelo. Practice
1.
Fill in the blanks with the correct statement-ending enclitic based on the gender of
the speaker. Translate your answers into English.
Example: →
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Michael: Pȟayábya emátaŋhaŋ _______.
Michael: Pȟayábya emátaŋhaŋ yeló. I am from Payabya.
a. Hailey: Maȟpíya Lúta él wabláwa __________.
b. Jason: Malákȟota __________.
c. Dave: Wayáwa hemáčha __________.
d. Mary: Pȟahíŋ Siŋté emátaŋhaŋ __________.
e. Betty: Mary Pȟahíŋ Siŋté etáŋhaŋ __________.
f. Chad: Wayáwa héčhape ______.
High School Level 1
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2.
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Look at these sentences and decide whether each one is spoken by a male or
female.
a. Maȟpíya Lúta él wabláwa kštó.
b. Pȟahíŋ Siŋté emátaŋhaŋ yeló.
c. Malákȟota.
d. Pȟayábya emátaŋhaŋ kštó.
e. Wayáwa hemáčha.
f. Wayáwa héčhapelo.
g. Britney Pȟežúta Ȟáka etáŋhaŋ yeló.
h. Nilákȟota kštó.
i. Háu.
Grammar
Distinctive Male and Female Ways of Speaking
ASKING QUESTIONS
Wayáwa heníčha hwo?
Are you a student?
(male speaking, in formal situation)
Wayáwa heníčha he?
Are you a student?
(female speaking; male speaking in informal situation)
Tukténitaŋhaŋ hwo?
Where are you from?
(male speaking, in formal situation)
Tukténitaŋhaŋ he?
Where are you from?
(female speaking; male speaking in informal situation)
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Wóuŋspe 1: Introducing Yourself
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Question markers are another example of enclitics:
••hwo is used by males in more formal situations—for example, in public
speeches and ceremonies, and when addressing people they do not know
••he is used by females in all situations and used by males with relatives
and friends, at home, and in other everyday situations
When asking questions in English, the speaker’s voice frequently rises in
pitch at the end of the question. This happens especially in English questions
for which an answer “yes” or “no” would be appropriate. In Lakota, the pitch
of the voice usually falls at the end of a question, just as it does at the end of
a statement, so the question markers are essential to include when asking
questions.
Practice
1.
Practice the conversation below with your classmates. Be sure to use the
appropriate question-marking enclitic for your gender.
(Háu,) toníktuka he/hwo?
Táku eníčiyapi he/hwo?
Tukténitaŋhaŋ he/hwo?
Nilákȟota he/hwo?
2.
Introduce another student to your class following the example below.
[Name] ečíyapelo/ečíyapi kštó.
Lakȟóta yeló/kštó.
[Place] etáŋhaŋ.
3.
For each of the following statements, ask a question to which the statement would
be a suitable answer (using hwo or he depending on whether you are a boy or a
girl).
Example:
Háŋ, Wazí Aháŋhaŋ emátaŋhaŋ yeló/kštó. →
Wazí Aháŋhaŋ enítaŋhaŋ he/hwo?
High School Level 1
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a. Háŋ, wayáwa hemáčha.
b. Háŋ, Dave Lakȟóta yeló/kštó. c. Háŋ, Mary emáčiyapi.
d. Háŋ, matáŋyaŋ. e. Háŋ, Pȟayábya emátaŋhaŋ.
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Wičhóiye 1
Lakȟól’iyapi
Wašíčuiyapi
ečíyapi
to be called, to be named (used of people)
Čhaŋkpé Ópi
emáčiyapi
Wounded Knee
I am called
eníčiyapi
él
ečíyapi
etáŋhaŋ
emátaŋhaŋ
you are called
he/she/it is called
at, in, on, to, onto
to be from
I am from
enítaŋhaŋ
you are from
etáŋhaŋ
háŋ
etáŋhaŋpi
he/she/it is from
they are from
yes; yes (I heard/hear you); hello (female form)
háu
hello (male form); yes (I heard/hear you) (male form)
he?
question-marking enclitic (female form; informal male form)
(does not trigger ablaut; ablauting vowels remain -a or -aŋ)
héčha
to be (that kind)
hemáčha
I am (that kind)
heníčha
you are (that kind)
héčha
héčhapi
he/she/it is (that kind)
they are (that kind)
no
hwo?
question-marking enclitic (formal male form) (does not
trigger ablaut; ablauting vowels remain -a or -aŋ)
kštó
emphatic statement-ending enclitic (female form) (triggers
Wóuŋspe 1: Introducing Yourself
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-e ablaut)
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hiyá
Lakȟól’iyapi
Lakota language
Lakȟóta
Lakota, Indian; to be Lakota, to be Indian
malákȟota, Lamákȟota
nilákȟota, Laníkȟota
Lakȟóta
Lakȟótapi
I am Lakota, I am Indian
you are Lakota, you are Indian
he/she/it is Lakota, he/she/it is Indian
they are Lakota, they are Indians
Maȟpíya Lúta
Red Cloud
Maȟpíya Lúta Owáyawa
Red Cloud School
Oglála
Oglala (community); Oglala (people/nation/tribe)
oháŋ
okay, OK, yes, sure, alright; yes (I heard/hear you)
(male form)
Oyúȟpe
Manderson
Pȟahíŋ Siŋté
Porcupine (literally, Porcupine Tail)
Pȟayábya
Payabya
Pȟežúta Ȟáka
Kyle (literally, Medicine Root)
táku
what? to be what?
tóktuka
to be how?
tóktuka
tóktukapi
tuktétaŋhaŋ
tuktémataŋhaŋ
tukténitaŋhaŋ
tuktétaŋhaŋ
tuktétaŋhaŋpi
how are you?
how is he/she/it?
how are they?
to be from where?
where am I from?
where are you from?
where is he/she/it from?
where are they from?
Wašíčuiyapi
English language
wayáwa
student; to go to school; to study
wabláwa
waláwa
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I go to school; I study
you go to school; you study
High School Level 1
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toníktuka
how am I?
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tomáktuka
wayáwa
wayáwapi
he/she/it goes to school; he/she/it studies
they go to school; they study
Pine Ridge (village/community)
wóglakapi
conversation; dialogue
wóuŋspe
lesson; class
yeló / ló / weló
emphatic statement-ending enclitic (male form) (triggers
-e ablaut, shortens to ló after an ablauting vowel, and
takes the form weló after the vowels o, u, and uŋ)
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Wóuŋspe 1: Introducing Yourself
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Wazí Aháŋhaŋ
Maȟpíya Lúta
(Red Cloud): Part 1
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Maȟpíya Lúta was born in 1821 on Blue
Creek, where it empties into the Pȟaŋkéska
Wakpá (literally, Shell River, today called
the Platte) in Nebraska. His father, Išnála
Wičháša (Lone Man), was a member of the
Sičháŋǧu (Brulé) tribe of Lakȟóta (Lakota)
oyáte (people; tribe; nation). His mother, who
belonged to the Saóni (Saone) tribe, was a
sister of Šóta (Smoke), the itȟáŋčhaŋ (chief)
of the Ité Šíča thiyóšpaye (Bad Face band)
of the Oglála (Oglala) tribe. After his father’s
death, Maȟpíya Lúta and his mother joined
Smoke’s band.
As a young man Maȟpíya Lúta was ambitious and took pride in his talent for breaking
šúŋkawakȟaŋ (horses) and was successful as
a wakhúwa (hunter). At age twelve, he went
on his first buffalo chase. By sixteen he was
going on the warpath against tȟóka (enemies),
such as the Sčíli (Pawnees), Psáloka (Crows),
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Maȟpíya Lúta, 1880
Súsuni (Shoshones), and Sápa Wičháša
(Utes). In battle, young Maȟpíya Lúta continually distinguished himself for bravery and
quickly became an influential warrior.
The years of Maȟpíya Lúta’s youth and
early manhood were a difficult time for the
Lakȟóta oyáte (Lakota people). The wašíču
(whites) were beginning to encroach on
Lakȟóta lands by making a wagon road along
the Pȟaŋkéska Wakpá and building a fort
on the Laramie River. The wašíču brought
new things. They traded mázawakȟaŋ (guns)
to the Lakȟóta, which were especially useful in defense against enemy tribes, but they
also brought mníwakȟaŋ (whiskey), which
resulted in drunkenness and violence in the
Lakȟóta camps. Some Lakȟóta wanted to establish wólakȟota (peace) with the wašíču
while others wanted to stay away from them
and were willing to fight them if necessary.
This difference in opinion concerning what
to do about the wašíču caused much conflict
within the Lakȟóta oyáte.
One
Oglála
itȟáŋčhaŋ,
Matȟó
Tȟatȟáŋka (Bull Bear), was a rival of Šóta
and there was tension between their bands. In
ptaŋyétu (autumn) 1845, that tension came
to a head when a drunken brawl led to deaths
on both sides. Maȟpíya Lúta blamed Matȟó
Tȟatȟáŋka for the trouble and in retaliation
he shot him dead, an act that made a čhažé
(name) for Maȟpíya Lúta. The killing split
the Oglála oyáte (Oglala people) into two factions, a division that lasted for many years.
In 1851 Maȟpíya Lúta was present at the
Maȟpíya Lúta Red Cloud
Matȟó Tȟatȟáŋka Bull Bear
Lakȟóta Lakota
Lakȟóta oyáte Lakota people; Lakota
nation, Lakota tribe
Matȟó Wayúhi Conquering Bear
mázawakȟaŋ gun, rifle, firearm
L A K ȞÓ TA W IČ H Ó IYE
blokétu summer, to be summer
čhažé name, reputation
Išnála Wičháša Lone Man
Ité Šíča thiyóšpaye Bad Face band
itȟáŋčhaŋ chief, leader, headman
Oglála Oglala, Pine Ridge Sioux
Oglála oyáte Oglala people; Oglala
nation, Oglala tribe
oyáte people, nation, tribe
Pȟaŋkéska Wakpá Platte River
Psáloka Crow
ptaŋyétu autumn, to be autumn
Saóni Saone (northern division of the
Lakota)
Sápa Wičháša Ute
Sčíli Pawnee
Sičháŋǧu Brulé, Rosebud Sioux
Súsuni Shoshone
Šóta Smoke
šúŋkawakȟaŋ horse
tȟóka enemy, enemies
wakhúwa hunter
wašíču white, white person, person of
European or Euro-American ancestry
wólakȟota peace, peace-time, a peace
treaty
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great council held on Horse Creek, near Fort
Laramie, when the U.S. government made a treaty with the Lakȟóta oyáte. On that occasion,
Matȟó Wayúhi (Conquering Bear), the Sičháŋǧu
itȟáŋčhaŋ, was appointed head itȟáŋč haŋ .
Many sources also say that Maȟpíya Lúta was
present at the Grattan Fight near Fort Laramie in
blokétu (summer) 1854, when Matȟó Wayúhi
was killed.
By 1861-62, Maȟpíya Lúta was leading
war parties against the Psáloka and other tȟóka and was becoming recognized as a leading
itȟáŋčhaŋ. Men who were itȟáŋčhaŋ were
charged with looking after the wellbeing of the
oyáte. Maȟpíya Lúta was now becoming one
of the most important Lakȟóta itȟáčhaŋ and
perhaps the greatest warrior of his generation.
mníwakȟaŋ whiskey, liquor,
(literally, mysterious water)
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Home of Maȟpíya Lúta at Wazí Aháŋhaŋ, 1907
Lakota Language Project
Red Cloud Indian School
Pine Ridge, South Dakota
American Indian Studies Research Institute
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Indiana University