Essay Sample on Seminole Indians: 10,000+ Years of Residence in Florida

Introduction

The period of residence for the Seminole Indians of Florida is dated back to around 10,000 BC. The community maintained control of the entire region for many years before it started facing competition from the newcomers. The existence of the Seminoles as a tribe is supported by the fact that the American community possessed many tribes before the reign of Columbus (Weisman, 2013). In fact, it was after his tenure that the succeeding regime decided to merge the tribes into one more massive nation. Initially, the state of Florida was part of Spain but was later transferred to the United States through a legal process. In the year 1817, the number of Seminole Indians was increasing steadily, and they had spread to most parts of the now North America. The number, which was around 5000 individuals, settled around the north and central parts of Florida and focused more on agricultural activities (Weisman, 2013). However, the group was dealt a massive blow by the American government because the latter wanted to cut its dominance in the region.

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The Seminoles participated in several ways, beginning from as early as 1817 to 1858. While the wars brought a lot of suffering to the individuals, they managed to bring about the realization of new things and aspects. History was created through what can is referred to as the process of ethnogenesis. In other words, cultural identity was created through the struggles, encouraging issues of social cohesion. It was the Second Seminal War that lasted between 1835 and 1842 that initiated the modern self-identity of the Seminole tribe (Weisman, 2013). In total, the individuals were involved in three major wars, the first one from 1817-18, started by General Andrew Jackson (Fletcher, 2013). The second one lasted from 1835 to 1842 and the final one from 1857 to 1858. Unfortunately, the end of the hostilities in 1858 saw a little number of the Seminoles remaining, totaling to approximately 200 people. The latter remained scattered in remote islands of the Bid Cypress Swamp and Everglades (Weisman, 2013). Hence, the descendants of the survivors formed the Seminole tribe, whose identity is recognized nationally in the current generation.

Continually, the new creek or rather Muskogee language immersion program is a practice that was started to enhance the speaking and teaching of the language. The main concerns and aims of the program are to maintain, preserve, and revitalize the language (Gilliam, 2019). The community seeks to bring back the language into its initial state of usefulness. It tries to encourage the adult residents, connect with the tribal leaders, and teach children about the importance of writing, reading, and speaking their ancestral language. Importantly, the program employs three significant approaches in ensuring that the plans are fulfilled and success is realized. Firstly, the implementers consider collaborations with the language programs of other tribes to obtain mechanisms that will strengthen the language in future generations (Gilliam, 2019). Secondly, the program implements the instructions both in audio and video formats through media like CDs and DVDs. Finally, regular reviews are carried out on the curriculum of the language for purposes of updates and revisions and providing the schools with the rightful materials.

However, several challenges arise in the process of ensuring that the language is revitalized. The program targets both adults and children, with the dependence settling on the elderly. The reason is that most of the native cultures, specifically the Seminole tribe, have only the elderly holding the capability of speaking the language fluently. The first issue that arises is the development of the materials, lessons, and curriculum for the language (Hirata-Edds et al., 2003). Most of the programs possess objectives and goals that have not undergone proper evaluation, setting too many goals to be achieved in a short period. To counter the same, continuous production of materials is made to keep the program moving. The second issue is the acquisition of the language (Hirata-Edds et al., 2003). The curriculum of the Muskogee language has some of its sections developed without revealing the proper understanding of its attainment with respect to the learning stages.

The next issue is the structure of the language. The relatively complex morphology of the Muskogee language slows down the process of revitalization because teachers need to master the aspect before proceeding. Thus, the best individuals are selected to act as trainers of trainers, expanding the knowledge base. Finally, documentation remains to be a critical issue facing the restoration program (Hirata-Edds et al., 2003). Most of the fluent speakers of the Muskogee language are the elderly, deeming it more difficult to document their communication directly. Thus, language advocates and teachers learn various techniques, including eliciting the knowledge of the speakers to enhance documentation.

Conclusion

Finally, I have learned many things regarding the native American cultures, especially the tribe of Seminole Indians. From the analysis of the group, I have obtained sufficient knowledge about the history of the tribe and the challenges it went through to be recognized in the current regime. Communication and collaboration are key among members of a community because, through them, the Seminoles faced the American armies and survived the wrath of extinction. Besides, there are major steps that have been made in the field of education because if it were not for the progress, the language would still be dominant. Lastly, there is a need to provide all the necessary support for all the communities who are striving to restore their ancestral languages.

References

Fletcher, M. L. (2013). The Seminole Tribe and the Origins of Indian Gaming. FIU L. Rev., 9, 255.

Gilliam, T. C. (2019). The Revival of the Muscogee Creek Language through the Development of an Indigenous Language Interest Group.

Hirata-Edds, T., Linn, M., Peter, L., & Yamamoto, A. (2003, December). Language training in Oklahoma & Florida. Retrieved from https://www.culturalsurvival.org/publications/cultural-survival-quarterly/language-training-oklahoma-florida

Weisman, B. R. (2013). The Background and Continued Cultural and Historical Importance of the Seminole Wars in Florida. FIU L. Rev., 9, 391.