3 10 107 https://digitalcollections.lakeheadu.ca/files/original/00ca9ed7e61505bfa4db9fe060bfd4fe.pdf 6a8a1c2a70f7a53b1f3d40189a3b0a92 PDF Text Text Page 1 of 4 Volume Two, Number Four, March l 98i . NATIVE LANGUAGE i,n ONTARIO From the Ministry of Education Guideline - Just before press, we contacted Mananna Gouchie for the latest word . Unfortunately, she doesn't know as yet, when the guideline will be released. Let's all keep hoping for the best! Consultants - Three NliT/ NLIP grads have been appo1nted as consultants to assist in the implementation of the guideline. Ruth Isaac will be working with Iroquoian programs and Rubina Naogizic and Lena White with Algonquian programs out of the Thunder Bay and Sudbury offices respectively. Congratulations, and best wishes to all three of you! NLIP Registrations - 19B7 To date, we've received a total of 40 applica­ tions for our summer programs, 1987. Of these 10 are first year applicants for the Native Language Teacher Cert i fication program. There are a total of 30 places available for first year; so if you know of someone who is planning to apply, but has not yet done so, do urge them to get their application in the mail as soon as possible. Coordinator Visits Schools Mary Mitch~ll spent the week of March 2 - 6 visiting schools in Sault Ste Marie and Chapleau. From these visits, the following notes may be of interest; Sault Ste Marie - Elizabeth Schuchert has been teaching Ojibwe at East View Public School since December. Next week, she'll turn the work over to Sharon Boissoneau who is return­ ing after maternity leave. (Congratulations, Sharon!) One of the classes Elizabeth is teaching has been working on the formation of sentences that include: a bug: snake, frog. mosquito, butterfly, bee, etc. a season: spring, fall, winter, summer a verb: spin-a-web, slither, fly, walk, etc. a locative: through the grass, on the window, etc. a colour: yellow, black, red, etc. For example: "The ye 11 ow snake s l ithers th rough the grass in the spring." The class has some interest­ ing bulletin board displays depicting these bugs and colours on the wall in their little Ojibwe language classroom, and seem to be having lots of fun with the program. Marva Moilala accompanied Mary Mitchell on her visit to Elizabeth. Marva will be teaching NASL, parts one and three this surruner, and wanted to get an orientation into Ojibwe L2 education. Marva fitted right into the activities, learned a little Ojibwe, and shared a couple of excellent suggestions. We're looking forward to working with her in July. Chapleau - Unfortunately, because of bad fly­ ing weather, Mary didn't get to Chapleau when she was supposed to. By the time she did arrive, Theresa Memegos had already left for a syllabic conference in Timmins. (We'll hope to hear more of this in a future news­ letter. ) However, Mary did visit Virginia Jackpine, who was continuing the classes alone while her team-teaching partner was away. Mary was impressed with the amount of Ojibwe the children had learned in one year: they knew a number of songs off by heart, and were able to do the complete dialogue of Ravenlocks and the Three Bears (see Core Book /#K). Junior ( K-2) and Senior (3-7) classes meet daily for 25 minutes each in the Chapleau Public School. On Fridays, Virginia and Theresa have art (or craft) lessons with the children, in which they use all the Ojibwe they can (colours, numbers, simple instruc­ tions). For example Mary observed one boy counting the pages he had completed for a project in good Ojibwe. Last week's art project was painting on rocks which Virginia had saved in her basement through the winter. The teachers tied this in with the ancient Ojibwe rock paintings found in many Northern Ontario locations. Mary hopes to visit more Native Language classrooms before the end of the year. UPCOMING EVENTS AND CONFERENCES ORDINATION of Native Deacon in Thunder Bay Diocese. The first Native Deacon for the Thunder Bay Diocese will be ordained in Nipigon, in the Church of the Annunciation of the Blessed Virgin Mary, Sunday, 29th of March, 1987, at 10:00 a.m. Tim Hardy is also a graduate of the Native Teache~s: course at Lakehead University, Faculty of Education. Tim Hardy and Gerald Rhodes of Nipigon will both be ordained on the same day. Bishop John O'Hara will preside. SUMMER FORUM The TESL Canada Summer Forum is a four day conference which will be held betwee n the summer terms (July 23-26). Papers workshops, and other activities will be presented by institute faculty and other distinguished language education professionals. Hail inquiries to: B. Barclav TESL Centre Concordia Universitv 1455 de Maisonneuve Blvd. W Montreal~ Quebec HJG l MS Telephone:(514)848-2449 0 �. ..~,ao- ... • ­ ~ NATIVE AMERICAN STUDIES CONFERENCE October 16 and 17, 1987 YOU are invited to submit two copies of a 250-500 word progra ~ proposal. Half-hour individual and one hour group presentations or workshops available. A varie ty of presentation formats-including pe rtinen t displays- over a broad ra nge of t o pics. Possible areas include, but are not limited to: • • • • • • • • • • Native American Poetry - historic/modern Native American in literature Literature by Native Americans Role of education for N11tive Americi!lns Issues in Ni!!tive American Hei!l llh Role or women - matrilineal tri!ldillons Derinition of ill Native American Religion/role of mythology lntermixture of art, religion and mythology Natj v~. !.-merican f_!l~ y.:J_t_~~a~ging nature Selected papers and abstracts of all presentations will be published in a Proceedings. SUBMIT PROPOSALS TO: Jack Kibble, Director Native American Centre Lake Superior State College Sault Ste. Marie MI 49783 Phone: 906-635-2223 PROGRAM PROPOSAL DEADLINE;APRIL 15, 1987 7th Annual Native American Language Issues Institute May 19-22, 1987 Saskatoon, Saskatchewan 1. The learning ma terials to be develooed mu~t be f ree of discrimina t ion and b ias ~ especially with regard to re l igion, sex and age. 2. Projects must be linked to the curriculum -. guideline •Native Languages• . 3. Pr oje cts must involve Ca nadian authorship and manufacture. 4. Funds made available from the Ministry of Education may not be applied towards the purchase of major items of equipment . s. When appropriate, the proposal should describe plans for field-testing sampl es of the learning materials to be developed . 6. Upon completion of the project, the Ministry of Education shall receive two copies of each publication, in the case of print materials, and/or one sample of the finished product, in the case of non-pri nt materials. The proposed budget should reflect this requirement. 7. The Ministry funds will be paid in ' instalments. B. No acknowledgment is to be made in the funded learning materials of the Ministry of Education, or its officials. 9. Projects are to be completed within two years. 10. Upon completion of the project, t he author/producer will be required to complete certain forms. The information provided will be added to the Learning Materials data base. (LEMA) The costs that may be included in the budget of a proposal are: secretarial services and editing 3rd Annual Native Curriculum Conference of the First Nations Education Council May S,6,7, 1987 Maria, Quebec. physical materials duplication rough artwork for field-testing purposes travel and living expenses, if incurred honorarium or salary to writer(s) (the maximum per diem allowance is not to exceed $100.00). If an individual is applying, an honorarium or salary is not permitted. Each submission should include: LEARNING MATERIALS . The Curriculum Branch in the Ministry of Education is providing a special fund f or the development of learning materials in support of the Native as a Second Language program. The criteria for this funding is similar to that for the Learning Materials Oevelopment Plan. The term "learning materials" means any materials designed to facilitate learning, including books (whether textbooks or books of a more general nature ) and non-printed materials. Work­ books are not eligible . The materials to be developed should not duplicate Native Language mat~rials 3lready produced by Cultural-Education Centres. All applications for funding will be considered on a competitive basis. Once a project has been accepted for funding, an agreement, drawn up between the Ministry of Education and the applicant, will specify the commitments and under­ standings of each party. There are a number of general rules around this funding: a summary explaining the scope of the project and the need that it fills and outlining the time schedule for its development. a resume of the qualifications a nd experience of each individual who will be significantly i nvolved in t he project . where applicable, a description of any plans for field-testing the learning materials to be developed. Each submi s sion s hould be addressed to the undersigned . N.K. Lickers Education Officer Curriculum Branch Intermediate and Senior Div. Ministry of Education 16th Floor, Mowat Block Queen 's Park To ronto, Ontario M7A 1L2 Phone: (416) 965-9672 �.. Page 3 of 4 ABSTRACTS "The Perception of Ambiguity in a Second Language." Karpf, Annemarie International Review of Applied Linguistics in Language Teaching; v24 n2 p1S7-69 May 1986 In order to show the problem second language learners face when . confronted with ambiguity, this article explores the linguistics and meta­ linguistic stategies used by adult Dutch learners of English. These learners possess the cognitive maturity and metalinguistic skil~s of native speakers but resemble-in knowledge of English- children acquiring their first language. ~ I• "Implications of Research and Theory Concerning the Influence of Choice and Control on the Effectiveness of CALL." Stevens, Vance CALICO Journal; v2 nl p28-33 Sept. 1984. Describes a project that tested two computer-assist ed language lessons, one designed to emulate drill and practice, and the other to ut i lize concepts of cl a rifying education a l environments, microworlds, games and autotelic environ­ ment s . The project su ~ gests that allowing students control over their learning and some choice in procedures enhances learning. - - - - - --- ·­ 0 " 'Information Gap' Tasks: Do they Facilitate Second Language Acquisition?" Doughty, Catherine; Pica, Teresa TESL Quarterly; v20 n2 p305-25 Jun e 1986 Describes a study conducted to determine the effects of task type and participation pattern on language classroom interaction. Evidence suggests that tasks which require information exchange are crucial to conversational modification of classroom interaction and that group and d~ad inter­ action patterns produce more modification than teacher-fronted situations. "Computer-Assisted ESL Research,"Dalgish, Gerard M. CALICO Journal; v2 n2 p32-37 Dec. 1984. Describes a computer-assisted research project into the writing errors of English as a second language college students. Sentences with error types and first languages of students were entered into a database and analyzed for the most common errors of all students and the most prevelent patterns within each language group. -----·· -- - --·. "Positively Yours." Maron, Stephen TESL Talk; v16 nl p22-25 1986. Discusses ways in which classroom communication can be stimulated by encouraging students to talk about their positive emotions and points out the danger of encouraging students to voice negative emotions. De s cr i bes two class­ room activities that e ncourages positive emotions. "Computer Assisted Foreign Language Materials: Advantages and Limitations." Ariew, Robert CALICO Journal; v2 nl p43-47 Sept. 1984. Explores the decision making process that went into making the Blossom Computer assisted instruction (CAI) materials for French instruction at Pennsylvania State University. Some of the attributes, limita­ tions, and questions concerning the user, validity and usefulness of Cai mat~rials are also discussed. "GENERATE: A Natural Language Sentence Generator," Hackenburg, Robert G. CALICO Journal; v2 n2 pS-8 Dec. 1984. Discus~es GENERATE, p7ogr~m ~esigned to help a computer the beginning 11ngu1st1cs student understand the rules and pr ocesses of tran s formational gene7a~i~e.gra~mar. Many problems and pos~1b1l1t1es involving the program and TG interface ( the ~lgorithm) are pointed out. "Transition From Multimedia Materials to Interactive Videotape in Teaching Russian Culture and Language," Norkeliunas, Casimir J. CALICO Journal; v2 n2 p19-22 Dec. 1984. Describes a course at Marist College, Poughkeepsie, New York, in which multi­ media and computer-assisted instruction are used to teach Russian culture. The use of this approach to meet individual student needs in large classes is discussed. "Developing Listening Fluency in l2: Theoretical Principles and Pedagogical Considerations." Dunkel, Patricia A. Modern Language Journal; v70 n2 p99-106 Su1M1er 198 . Examines the listening process and delineates some of the strategies used by listeners to extract meaning from spoken input. The importance of listening comprehension development in second language acquisition is discussed, as are types of activities and listening materials which can be used to foster development of listening comprehension. • �Paga l. More Abstracts "Design and Evaluation Issues on CAL Materials," England, Elaine CALICO Journal; v2 nl pll-13 Sept. 1984. Suggests that insights from othe r disciplines be considered when evaluating . computer-assisted language instruction · materials. Issues which need to be considered when evaluating these materials include: design issues, user-machine interfacing, support documentation, screen layout, color and animation, and restricted visual display capacity. "Cultur es in Contact: Using Cl assroom Microcomputers for Cultural Interchange and Reinfo rcement~" Cummins, Jim TESL Canada Journal; v3 n2 p13-31 Mar. 1986. Explores way in which microcomput e r s may be used in classrooms, both to enhance academic skills and to allow students to interact directly with students in other cultures. Examines the transmission and the interactional pedagogical models in terms of using computers for teaching writing and instituting cultural exchange networks. "Foreign Language Software: The State of The Art, or Pick a Card, Any (flash) Card~ Baker, Robert L. CALICO Journal; v2 nl p6-10 Sept. 1984 Reports on the state of the art in software development for computer-assisted language instruction, with some emphasis on Russian, and describes 10 areas in which much current software is deficient. It suggests that our best teachers be given time to work in teams to develop good software. "Interactive Video for Language Learning: The Autotutor Project~ Little, David; Davis, Eugene System; v14 nl p29-34 1986. Describes interactive video, compares disc- and tape-based systems, and summarizes the considerations that led to th e d evelopment of the "Autotutor',' an interactive video system for language learners. The process of creating inter­ active video learning materials is explained and its advantages to the learner are discussed. ~ --- - · ·· ----- ~ "Diga! Telephone Protocols and Stratesies in the Intermediate Spanish Conversation Course." Brown, Joan Lipman Hispania; v69 n2 p413-17 May 1986. Presents a technique devised to help intermediate Spanish students master the art of communication over the telephone and outlines the specific learning and testing activities and pedagogical rationale behind them. The technique can also be used to test oral competence and aural proficiency. "Interactive Language Simulation Systems: Technology for a National Language Base." Rowe, A. Allen CALICO Journal; v2 n3 p44-47 March, 1985. Discusses the efforts of the Defence Language Institute Foreign Language Centre to make interactive video an integral part of foreign language instruction. Interacti ve video is seen as a method which would pro­ foundly alter the old classroom model of language instruction. "A Model of a Course For the Training of Teachers o f English as a Foreign Language," Newland, Michael. Rassegna Italiana di Linguistica Applicata; vlS nl p. 97-116 Jan-April 1986. Discusses the problems encountered in training foreign language teachers, in particular the lack of behavioral objectives. f actors in setting up a teacher training course are considered. These include s tudent s ' ch~racteristics, the instructional team, reference room materials, classroom environment, course procedures and evaluation, and classroom language. "Computer-Assisted Instruction in Beginning College German: An Experiment." Teichert, Herman U. CALICO Journal; v2 n3 p18-24 Mar. 1985 Reviews several German computer assisted instruction (CAI) programs and describes an experiment in CAI to discover if immediate reinforcement in self pacing would enable the students to perform better on the final examina­ tion. The experiment was carried out with two homogeneous sections of second­ semester students of German in High school. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 2 (4), March 1987 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Lakehead University Faculty of Education Date A point or period of time associated with an event in the lifecycle of the resource 1987-03-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/a91cc7a534d4771085af59b465b566d1.pdf e2bd96592fc08aa408abde3a138d3a93 PDF Text Text Volume III, Number 5 - June 1988 NATIVE LANGUAGE EDUCATION in ONTARIO Two NATIVE lANGUAGE AP101NTMENTS The Native Language Office is pleased to announce the appointment of two new faculty melllbers in Native Language Studies at Lakehead University. Barbara Toye-Welsh, Coordinator, Native Language Progr<1111S, Faculty of Education Barbara is presently a lecturer of English Language Arts in Teacher Education at the College of the Bahamas. She has taught in England, Alberta, Ontario and Quebec. She holds a BA in Linguistics and a BEd in Native Education fro~ the University of Saskatchewan, as well as an HA from Dalhousie University in Curriculum Development. She has also studied ESL at the Master's level and has a PhD in Progress in Multicultural Literature . Barbara has 2 children, a boy and a girl, around 8 and 9 years of age . She has taught Inuit children, studied Cree linguistics, taught and administered a number of education programs and written several significant papers in the Second Language teaching area. Barbara will join the Lakehead staff around the middle of July, and will thus have an opportunity to work with Mary in our NLIP /88 school, before Mary leaves the university at the end of July. We welcome Barbara warmly to the "NLIP family" and look forward to 111eeting her soon. John D.W . O'Keara, Algonquian Linquistics, Department of Language•, Faculty of Art• ' sciences and Native Prograaa, Faculty of Education John is no stranger to the NLIP school. He taught Algonquian courses in our school during the summers of 1985 and 1986. He is currently completing the PhD dissertation for his doctorate in Linguistics from McGill University. His dissertation title is Delaware Stem Morphology, and Delaware language teachers have come to know hi m well through his frequent visits to Sout hwestern Ontario while working on the Delaware language. Even during his busy university years, John has done much to support Algonquian language st udies. In 1985, he co-organized the Seventeenth Annual Algonquian Conference, held in Montreal. He has also wri tten a Delaware suppliment to the Native Language Guideline put out by the Ministry of Education. John will be teaching in NLIP this summer as f ollows: Al 12328 (Year 2, NASL/NLTC) and NL 2113 (Algonquian Linguistics), an "Institute• course. We're delighted to have •an old friend• coming to strengthen the Native Language program within our Languages Department, on a full-time basis . Welcome John; it will be good to have you here. 'PR12.I: WINNER ANNOUNCED Congratulations to Larry Beardy, whose name has just been announced as the first winner of the (annual) Henriette Seyffert Me~orial Pri ze in Native Language Studies. To date, Mr. Beardy has completed six half courses in Native Langu­ age studies with an overall high A average. He has also taught Oj 1010-1012 in Lakehead's Department of Languages, and taught a methods course in NLIP's Native-as-a-first-language program. We wish him well as he continues his studies toward a BA degree. lROQ.UOlS Coun.ses To '?>G 'DROPPED In Volume III, Nwnber 3 of this newsletter, a call went out to Iroquois language personnel to respond to the idea of removing the Iroquois courses from the Lakehead University calendar. Since NO response has been received to date, we believe that there is no longer any demand for these courses at Lakehead and have therefore begun the process of striking these courses from the language department listings. We have many happy memories of Iroquois language students on this campus, and will continue to remember you all, and wish you well. Please keep in touch! NL·· A .. TEAtHA8LG SUBJECT .. Plans are going forward under regulation 269 to add "Native Language" to schedule A, in order to make it a "teachable subject" for purposes of entry into the Intermediate/Senior panel of pre­ service studies in Faculties of Education in Ontario. He applaud the Ministry for this initi­ ative, and see it as an important step forward in regularizing the study of Native Languages in Ontario's School Curriculum. Deadline for Applications for NLIP /88 is June 10th! Don't Delay!!! !NTE'RNATloN~L TcACttETt /as JOINS NLIP STAFF Students in the NAFL major this summer will be privileged to study with Professor Seth Agbo. Mr. Agbo, a citizen of GHANA, has for the past four years been a senior lecturer at the teacher's college in Sierra Leone, and has had experience in the preparation of teachers of minority language groups to teach reading and language arts skills in villages. He brings to the task personal teaching experience in all l evels of education, and i s presently in Canada furtheri ng his studies i n educati onal administration . We l ook forward to having him on the teaching team thi s sWM1er, and to sharing his ideas in the area of minority language arts education. NATIVE LANGUAGE EDUCATION IN ONTARIO is an occasional Newsletter, published by the Native language Office, Lakehead University, Thunder Bay, Ontario, P7B 5El, and mailed without charge to students re9istered in the Native Language Ins tructors' Program at L. U. �NATIVE LANGUAGE MATERU\\S DEVELOPMENT Four materials development projects have recently been completed or are nearing completion: Syllabic Template Under the supervision of Grant Stephenson and with the financial assistance of the Secretary of State, a syllabic template has reached the final production stage, and will be on sale in the Lakehead University bookstore within a few days. The template is similar in shape to a plastic ruler, and has the syllabic shapes cut out of it. With the proper technical pen, the template can be used to trace neat and regular syllabic titles, signs, posters, etc. A sample of the lettering from this template is provided elsewhere in this newsletter. Templates can be ordered for $6.25 each, plus $2 shipping charge by writing to Lakehead University Bookstore, Thunder Bay, Ontario, P7B SEl., and requesting a "syllabic template". It is reconunended that the appropriate technical pen also he ordered at the same time. This pen will cost approximately $14. Algonquian Verb C&rd A study tool for Ojibwe or Cree language learners and for students in Al 1212 or Al 1210 is now in the bookstore. It is a companion to the Algonquian noun card developed three years ago. It is a buff coloured card, sold in 100 card packages at $2.25 (plus tax) per package. It looks like this: 0 code D 1 2 3 Illustrated is one set of p1cturu from the Core Ill Program, used to teach the Preterit of unrealiied intentions. The script runs as follows: I 1 I I I I was was was was was was going going going 90lng going going to to to to to to wash clothes, but the wringer Isn't working. wash dishes, but there Is no soap. iron curtains, but I can't find the iron. paint the shed, but I spilled the paint. plant the garden, but it's rainin~. carry water, but the pail is leaking. 1+3 s 2+1 pl 2+2 3+3 h Verbo Game The plates for the reprinting of the Algonquian game "VERB-0" have been delivered to Keith Lickers. We are encouraged by this step-in­ the-right-direction, and hope that Keith will have good news for us soon. Core III (Algonquian) The fourth teachers' guide in the series "Teaching an Algonkian Language as a Second Language" is in it's final editing process and should be on its way to the printer soon. The book is a Core Program for grade three, and ~ontains two interesting appendices: Appendix A is a physical education program for grade III, to be taught IN the Native Language. It was written by John Delaney, a highly regarded physical education instructor and educator of Native children and youth. Appendix B contains a plan for the beginning of Native reading instruction to Na~ ive-as-a - second-language students, and is written by Mary Kitchell. Ernestine Buswa, of the Ojibwe Cultural F?undation, is in charge of this project, and we wish her well as she prepares the manuscript to go to press! Sample of Script Produced from Portion of Syllabic Template (see above article) � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 3 (5), June, 1988 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1988-06-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/14e967ae6712276d20b3b984cadbb8de.pdf 9d292f326b8dcde4563578f5bb6e6c3e PDF Text Text .. Volume One, Number One - November 1985 NATIVE LANGUAGE EDUCATION in ONTARIO Profile on Genevieve McGinnis October 28, lg55 Jici.""" . . ... Genny Oear Friends, radiz.hiniKQcts. Greetings f POm Lakehead, and I hope you are having a creative and busy Fall. Mary has told you that I am working uith her to put out this Newsletter and from time to time, I will LlT'ite you or put in something of (better known as Genny) intsrest for you the Native Language Teachers! I came across thie description in one ()f my Genevieve fs an Ojfbway from the Treaty varied readings for coursee this yea:r ". ! • a man Three area. Married for 36 years, her and digging knee-deep, in a muddy ditch, i.n:th banke husband Harold have 5 children and 13 grand­ eo high as tc shut out the landscape, i.n a hot children. Genny has resided on the ~1anfto~ sun and a BtJarm of blackflies around his head is Rapids reserve near Emo, Ontario all ~er 11fe. a good description of the life of many a Her education comprises resident1al school deserving teachel'. " The man who wrote that was days, up-grading at Confederation College and EG>al'd Thri.ng about a hundred years ago, and w her recent (1g55) achievement as a graduand of certainly hope that you CI1'en 1 t in Ml'. Thring's the Native Language Instn.ictors' Program at rubber boote! I chuckled when I read it Lakehead University. because I remember certain times when in t~ Prior to 1970, Genny was a contented ctassl'OOll1, I felt as though I flti.ght have a housewife raising her family . She then ventured 8IJa1'rn of bl.ackflies <U'Ou:nd me! out into the world, first as a sa~ill labourer, However, besides entertaining you, I really then as a store clerk, a Native teacher's aide do have a purpose for this letter. I uas for­ for 7 years, then advancing to her present tunate enouah to catch Bill McCallwn for a few career as Ojibway language teacher for the Fort fltinutes in his busy day. We were discussing the Frances-Rainy River Board of Education. She idea that he and some of you had this BU/1f11er, of started teaching with no curriculum or materials. o~anizing a gl"<:lup for the Native Language Today, after 5 years of hard ~rk Genny and her Instructors out of Lakehead lJYliversity. Let me daughter Bev who is also an OJibway language refresh your memories and introduce you to the teacher have worked to build up curriculum for idea if you have not yet heard of it. K-4. She also works once a month with other You as a gl"<:lup found that a Native Language teachers, developing Native curriculum on Instructors' O~anization needed to be o~aniaed different subjects, (like wfld rice, birch bark, and a name chosen for purposes of group identity. pottery, etc.} so teachers can use materials All Native Language Instructors r.>ould be able to in their classrooms. talk about a cormron area, and standardise e:z:­ Genny likes square dancing, pizza, rabbit pectations they have. and strawberry shortcake. For relaxation she l>is.:ussion did take place uith Bill this reconnends BHIGO; she says ft stimulates her past July and some elemente of a proposal were 11ind. discussed. Her goals: To wear that black cap and l. Who would be eligible? gown from Lakehead University. To hold a great Requirements - Native Language Instructor grandchild. - Native ancestry Her advice to young native people is to - fluency in at least ons learn your language and complete your education, Native language "Go for ft." - qualified instructor or student in NLIP and could be e:::tended to NLTC 2. This or-ganization must have some purpose Update on Hfnf stry Courses in meeting. J . Objectives - To find out what r.>e stand On Tuesday, October 22, 1g55, a meeting f or . was held at Lakehead University to review last su11111er' s Ministry "cert fff cation" programs in Now the questi on i s "Are you ezcited about Native Language. Present were: Robert this ?". Would you join and support this new Sheridan (Teacher Certification Branch, M.C.U.} born idea? If you do, i t could mean a strcng Keith Lfckers and Hae Hall (Ministry of Educa­ o~ani zat ion of Nati ve Language Teachers who tion), Del Wolsey (Iroquoian NLTC, University have an i dentity and speak uith ona voice. The of Western Ontario), Dean Mcleod and Hary first o~aniaational meet ing !Jill take place Mitchell (lakehead University) . when NLIP swmier session begins. In the mean­ A full day of discussion covered many time i f you L10uld like to s tart a core group issues relating to the Iroquoian programs. in your area and ge,t some sugges~ions togetlulr, lwong the items were : (1) Admissibility to please do and l et me hear about i.t. the program of Delaware and Onondaga teachers Hope to hear from you, Bette Ross PS You will f ind a form to fi.il out and re turn to me regal'di ng your thoughts about t his i dea on page 3. (hopeful of a positive decision} . (2) Procedures for fluencr testing of appli ­ cants to the programs (3) Possibility of offering year 3 of the program next sunmer as well as "validation" year for grads of NLTI/ NLIP (seems to be a good possibflfty), and (4) Specification of the winter experience requirement for ad'nission to the next part of the program. On this last issue, work still needs to be done, and a follow-up meeting 1s planned for November 18 fn Toronto . �Teaching or Tunnoil? Relationship Organization - Teachers have a unique relationship with students - not a buddy or a pal - Respect - indispensable - Effect rapport - be sensiti ve to feelings - Attitudes - you enjoy teaching them and expect the best - you think they are capable of doinq the work - you like and respect each one as an individual - Be sincere - Firmness - Understandin~ - courtesy to students - helpful - flexible - good humored - Recognition to appreciate students' efforts Preparation - knowing what to do, when to do it and having supplies on hand Plan Book - have it done - proper supplies - seating charts - keep them up-to-date - emergency lesson plans - keep a resource box - dittoed quizzes - puzzles - extra ideas - magazine pictures - your own neat ideas Routine - not time wasting - keep grading lists up-to-date - it will help when report card time rolls around - keep extra copies of handouts - if you already have 3 holes punched - kids can out them in notebook bulletin board - keep it contemporary - new - let students help - class folders are good - keep in same place so students can locate them • one can pass them out Lesson Pl ans variety - have other activities - Zl'l questions - Trivia game based on your subject - audio-visual - creative designing - student teaching - drama, simulations - controlled movement (making circles) moving to game formation ' Discipline - order - students like order - sense of security - can see clearly the rules learning and sense of accomplishment is a joy - begin strictly - enforce consistently - punishment - inmediate - impartial - suitable - impersonal Don't - make extravagant threats - give ultimatums you can't back up - humiliate a student in front of others - indul9e in mass punishment Brierley, Ruth 0., Teachfn~ or Turmoil, A Practical Handbook on C assroom Control, Silver Burdett Co . , Morrestown, N.J. 1982 . 5rACJ itJNe'O FOR '. l<\ODIE. 1MC1'TER_. .1 ~ · r· ~ :. . -' from lime 10 lime. - How Can I Evaluate· Results? may wish to ftnd out how wefl lh• studttnts h•t1• lttarnttd. Better yet. we m•y wish to find out how wttll wit h•v• t.:iu!1ht. In what ways can we make these assessments 7 1. Questions on Uinguago Master cards. Pupils must record their enswers. Remember you r goals as you evaluate your 2. Distribute sheets of pictures illustr•ting pupils. or your program. or your leeching. full phrases (for 011ample. lho cat is The number of native words a pupil can say drinking, three red flowers. etc.). The doesn't really show how well he is learni ng teacher says the phrases by number ­ the language . Consider these points: the pupils must wri te the correct number 1. Attitude: Does he enjoy the native lan­ guage and is he proud to speak it 7 2. Use: Does he use the native language on each picture. whenever he can (schoolyard. home. etc.) and not just in class whon he has to 7 3 . Comprehension: Ooo~ he untforstand the native languago when spoken tn. not just by his teacher. but by other speakers 4. 3. Keep a class list in front of you while you are te•ching. for each good answer. put a checkmerk beside the pupil's name. Tolal lhese checkpoints once a week. 4. Give an oral •est. privately. one pupil at "'tune. 5. Have the children listen to a story re· (e.g. 1opes, fihns etc ) as well? corded on tape. and then paint Expression. Can he express hlmsolf cor· illustrating the story. They may ei1plain 11 picture rectly In complete thoughts 7 Can he their painting to you in the native Ian· make up hes own ei1prcssions correctly gu;ige (advanced) or in English when he needs to? Are hrs accent and (beginners). i ntonation good? •Native Language Teacher's Handbook Page 2 �.. How Can I Give Homework? If you wish to give homework, while avoiding written work and/or translation work, try some of the following. 1. Assign a telephone call. Each student rnust phone a friend and speak only in the native language while on the phone.• 2. Ask the class to go through one entire LETTER FROM AN EXCITED NATIVE LANGUAGE TEACHER! meal, using only the native language to ask for food.• 3. Verna Shawkanee of Kettle Point Reserve sent along a letter to Mary telling of her creative year that she's been having. Verna graduated in 1981 from the NLIP program. She had an exciting year last year when she con­ ceived the idea of fanning an Ojibwe choir. She got pennission from the Native Advisory Committee and her principal and she fonned a choir made up of 18 Grade 3 &4 girls. Verna did this during noon hours 12:30 to 1:00 p.m. when she wasn't on lunch duty. They learned six songs and gave performances in Kettle Point, Sarnia Reserve and at a Lambton County Board of Ed . meeting in Sarnia. They were received with standing ovations and great enthusiasm. As well, the choir has been singing in non-native schools in the area and they do this to create an awareness of Native Culture through Language. To date, the choir and Verna are looking forward to going into other schools and the choir itself has expanded to 25 girls. They have native dresses that they sing in and Verna also wears native dress . Verna sent a picture of the group and they are just beautiful. Verna also teaches Native Culture as well as Native Language in her school .... she is using crafts, legends, language, Native art, Native dancing and writing and possibly cook­ ing as part of her program . Verna says that she feels her teaching has been good and she wants to share her ideas with other teachers. It is great to hear about teachers that are using the Language and their ideas to excite the students and parents by using Native Culture and Language in the schools. Megwech Verna for sharing this with us and we hope to hear from you again. Bette Ross Send a language game home to be played. The game should be returned the next day . Games are explained in section C of this Notebook. and include battleship, dominoes. etc. 4 . Send home cassette language learning tapes for at-home practice. This may interest and instruct tho family as well (for interm ediates>. Ask the children to collect and bring to 5 class certain articles with their native names. They may have to research this with the older members of the commu­ nity. For example. five types of weeds or three types of shells. or four types of insects . etc. 6 . Assign three- or four-line "plays" for the children to prepare at home for presenta­ tion to the class. 7. Send home tiny pictures of household vocabulary already learned. Ask the children to put these in the appropriate places around their houses (e.g. a mirror in the mirror frame). These will serve as reminders to use the language wherever possible. Th is type of homework can be fun and should help children to practice and remember what they are learning in school. It will likely have the added advantage of getting their famili es to be more interested in using the language also . ~ ·· ---- · r ~anl<.s to Reb<icca Whi te . St. Regis Reserve. detach here and send to Bette Ross Graduate Studies Faculty of Education Lakehead University Thunder Bay, Ontario P7B SEl D Yes , I really think we need to organize as Native Language Teachers . I would like to be an Active Member . D Yes, it's a great idea and I would like to be a part of core group and help organize next July. Address Thanks for your support. Page 3 �* How Can I Get the Community Involved? It is very important to the NASL program that 11. Visits to the school by the elders of the the whole community be interested and in­ community as native language resource volved in the native language. Children cannot people. IP.am ,1// their tangua9e in school; the more 12. An education11I goal: to teach honour and they use it outside of school, the better they respect for the community elders and the will learn and remember it. nati ve language by precept and example. This invol ves the entire school staff. Some Ideas for Getting the Community Involved 13. "Password" admission requirements at community activiti es . A new word or sentence to be mastered each time . 1. Plays in the native language, to which 2. Community production of tapes or video the whole community is invited . tapes for educational use in the school. 3. 4. Collection and community use of bilin­ schools, recrea tion programs. 16. Material sent home with children after it has been mastered at school (e .g . picture and becomes a fad). books, game cards. etc.). Some of the Open house days, when people may more elaborate material might be given visit the native language classrooms as as Christrnas presents . 5 . Adult education classes for adults who wish to learn the native language. 6. Home and school meetings where NASL is the topic. If you need teaching mate­ 17. A talented teenager commissioned to write a folksong (with your help , if necessary ) in the native language, with a singalong chorus . 18. Dub films on tape in the native language r ials for your class. you might have a and show the films with soundtrack meeting where everybody makes some· turned off, and tape turned on, at com· thing for the program. This will be fun. munity shows. and will get folks involved and interested . 19. Pictures of " our honour speakers of the School yells (for inter-school games, etc. ) month " posted on bulletin board. in the native language. 8. Community sing-songs in the native 9. neighbouring reserve, as newsletters . 15. Native language picnics, camps, summer gual jokes (this often catches on quickly observers. 7. 14. Tapes made by students and mailed to a 20. Continued investigati on of the mass media for inclusion of material in the lanuuage. native language (e.g. local TV or radio Some kind of honour roll or reward stati on). system, planned and administered by the *Native Language Teacher s Handbook 1 elders of the communit'/, to recognize levels of competence in each child 's use of the language. 10. Continued investigation of ways to recognize the native language as a high school credit. Page 4 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 1 (1), November 1985 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1985-11-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/19d3546f730dc785184ac04adcb0f3ae.pdf 0c0c46114c312b9ef0370b3991731f1b PDF Text Text .­ ·... .. Volume One, Number Four - March 1986 NATIVE LANGUAGE EDUCATION in ONTARIO March, 19R6 Dear Friends, I don't know whether to call this a February or a March 1etter so I wi11 ca 11 it a Spring letter . Anyway , greetings from Moose Factory! I have decided to relocate for a bit so am spend­ ing Spring in the North. It certainly is not Spring as yet , but it is coming! I am writing as your roving editor and I hope that the blahs have not attacked you yet. This will be an interesting issue as Ann and Mary are pu t ting together information from t~eir end and I am sending information their ways as we l l. Mary has been travell i ng quite a bit this past month or so and some of you wil l have seen her either in the classroom or in a hurried ' flying · vi sit. Congratulations to those of you with successful practicums and best of luck to the others who have not been 'seen' yet. J wish I could see you all working in your classrooms, I wou ld learn a lot! I have been back in the classroom as well, supplying fo r Min1stik school and I really enjoy it! I have missed not being in the classroom . Anyway, soon it will be Soring Break and you will have a chance to rest or holiday to get ready for the pus h to the end of school . Take care, As ever, Bette Thursdcry. November l.C, 198$ Th• Chopleou Sentinel Vtrg1nio Jocltp1ne. ThereJo Mernego• ond Bene Broornheod wort.. on No11ve lon9vog• !curriculum ot Choploou Public School Native langua ge instruction begins a t Chapleau Public School Mondoy. November l ltn, inuruction 1n the Native longuoge. This woy, the Nati•• student$ wiJI be lonqvog• Ojibwoy begon ,l1arnin9 Native language for h o1h 1tahu ond no n· rhrough Nohve studl•s. Bene ttohH Not;we •tudeflh. jlroomhead ho1 been Vir g ; n~o Jac lr. pin e on d wotlung with Mrs. Memeoos 1 Ther"io Me meoos w ill be th e o0nd Mrs . Jockpine on ins•r1. ::'ors. Both these Notive developing the cvr ricu'u m lo.Ji,' went to lakeh•od the post few weekt. The two u ,,•v ~ni t y losr 1ou mrn•r to Noti¥e ladte1 oJso went to toke the No liv• l o ng uoge Soult Ste Marie lo obs•"'• fnuruc.tors course . In Notive longvoge instruction teac ~..ng Motive longuoge. toking ploce in a uhaol these ladies will use Native there. cuhur• hi.Tory. food. or1 ond ln1trvction will tok• place oom s, etc to teo<ft th• fror11 8·30 o.m. • 8:55 om. for J.I(. ond grodes .S. 6, 7 & 8 while S.I(. ond grodet l, 2, 3 ond A wtll receive in1truc.. tion f<om 3:3.S p.m. • .C:OO p m Should ony people of Nattve heritage be inter· ••led in ho•ing their children tokino Native longuoge •n1ttuction please calf Mr. 8o•loy ot the school for detoUs. NLIP Coordinator Visits NL Classrooms From Feb. 17 to 28, Mary Mitchell "hit the road", visiting as many ~lative Language Classrooms as possible. Despite bad weather, cancelled flights and other minor misfortunes, the completed schedule took in the following: Monday - Moose Factory: Stella Mcleod Tuesday - Moosonee: Jane Moore Wednesday - Dok is: Bernie Restau le Monday - Chapleau: Virginia Jackpine, Theresa Hemegos Wednesday - West Ray: Nancy Oebassige, Priscilla Wassegijig, Lorraine Debassige Thursday - A planned trip to Parry Island was cancelled when the school was closed because of illness. This brings to nine the number of classrooms visited this year, including the quick trip made to New Credit to see Rhonda Doxtator's classes on January 27. If time permits, a few more classrooms will be visited in the spring. If Mary missed your school this year, she hopes to include it in next year's "tour". Observations from the trip: - Rhonda ha~ planned to cover the same content (at different levels) through all the qrades, ln order that all the students will have a cOITlllOn core of things they can talk to each other about outside of class. - Classroom discipline seems to be a c0111110n difficulty with many tlative Language classes. Mary has requested that next surrmer's NLIP teachers provide as much help as possible in this area. Theresa and Virginia are "team teaching" in classes before and after regular school hours (8:30-9 and 3:30-4). They are using the Core K book for everyone because i t's a new program in the school this year. The children obviously enjoy their classes, and have learned a ~ of language in the few short months the program has been in effect. - Jane Moore is work i nq ha rd to rep 1ace tla ti ve Lanquage materials lost when there .was a fire in the school this past year. Priscilla and Lorraine are working at the Day Care Centre across the road from the school. They zoom across the road to teach their native lanquage classes in the school and then zoom back to day care a~ain. Good track training, ladies! �,. Look to this day ---­ For yesterday is but a dream And tomorrow only a vision But today well lived makes every yesterday a dream of happiness and every tomorrow a vision of hope. from the sanskrit IDEAS! By: BRANT JOSEPH MARACLE The Seasons The ~asons . oh how beautiful to behold! Mo1her Eu1h begins to stir, The blanl.et of snow having warmly ca.ressed her slcer. Watch. our Mo1her is awakening, Soon the first green shoots will appear, Spring 1s fi nally here Our elder brother the sun, Lench forth his smile, Our liule brothers the animals running wild, Crops. vegetation. greenery, The warm spring days have turned Into the he:u of the summer sun. Now the nigh1s grow cooler, And the dan are bright and crisp. The l""''es ne turning red and gold. The pines stand dark against th.: :iutumnal The frost is on the ground. The pumpkin is on the vine. Fall, oh. how beautiful she is. skie~. The d:in grow shorter. rhe nights longer. The weather 1s turning cold. I look into the sky. The snow as tl\'inkling stars, Falling to cover :'lfother Earth. The fores! stands icy and quiet. Fall h:is given way to winter. Did I not sa\, "The Seasons are bcauuful to beholcl?" RA~IHIOE SHIELDS Reference: The Native Americans - p. 372 Indian Arts - p. 78 Other ethnographies of the Plains Indians Content: It should be emphasized that warfare among the Plains Indians was intensified only after the acquisition of the horse, which gradually.moved northward from the Spanish­ settled areas. The horse may have arrived before the European, in a given area, but it did come from the European culture. The period of horses and battles on the plains then, is spectacular, but somewhat brief. The children should note that it is a small era of the ongoing culture of the plains . - what were shields made of? how were they used? why did they have designs on them? where did these designs come from? Practical Application: "life-sized" circles could be cut from corrugated cardboard cartons, to be used as a base. Several layers of paper towelling and cold water paste can build up the rawhide appearance on the front of the shield. When this is thoroughly dried, the shield may be painted with tempera colour. Junior School Indian Day Towards the end of the school year, an Indian Day could be held. This would consist of an afternoon when the school is released from classes to browse through the displays set up by the grades in the junior division. Each junior class, from the beginning of the year would have been assigned one special tribe or cultural family for special study, and the results of this study would form the basis for each class's display; 1. Diorama - A large cardboard carton could fonn the stage into which is built a model of the village of a particular tribe. Some tribes may require several boxes or scenes, to depict various areas of their life, e.g. Plains culture : a cutaway of the ins i de of ti pi the meetinq of the bands for the sun dance a plains camp in winter the buffa 1o hunt Page 2 �... Pl ans for NLI P - Summer /86 During the past 2 weeks, packages have been mailed out to all NLIP students and NLIP/~lLTT grads containing information and application forms for summer 1986. If you have not received yours, please let us know. Staffing is almost complete for the summer, and we're proud to be able to introduce our staff to you, as follows: Linguists: Lena White, Paul Proulx, John O'Meara, Donna Starks and Doug Ellis. Second Language Methods: Carol Nabarra, Michelle Stevens, Roland Milanese First Language Me t hods: Jackie Daigle, Larry Beardy. Pedagogy: Steve Chase, Bette Ross, Dan Klassen*, Rubina Naogizic Associate Teachers: Genevieve McGinnis, Anita Knott, Claudine John. Validation Course for NLIP/NLTT grads: Others TBA Dave Bates* * Lakehead Faculty of Education Validation promises an exciting year of renewing acquaintance with former grads who will be returning to validate their diplomas for Ontario Certification. Another exciting aspect of this surrnner's session will be the inter-relatedness of two separate courses on campus with our NL! Program: Dr. C. Douglas Ellis, from McGill University, will be teaching a course in Introductory Cree (for non-speakers), as well as one of the Algonquian courses in our program. And Bill Marshall, from Ottawa, will teach a course for Ontario Teachers in Teaching English as a Second Language, Part I", with an emphasis on ESL in Northern Native Classrooms. 11 It's going to be a great summer and we look forward to having you be a part of it. REISSUE IN INDIAN STUDIES The Minnesota Archaeological Society and the Indian Studies Program at Bemidji State University are pleased to announce the publication of: Oll I B~JEl-.!I-I KI DOW IMAN An Oj ibwe Word Resource Book Contributors: ~~aude Kegg, Selam Ross, Earl Nyholm Editors: John Nichols, Earl Nyholm Ojibwewi-Ikidowinan is a revised and augmented edition of Ojibwe-Ikidowinan, a word list published in a limited edition by Bemidji State University in 1973. In the current edition the core vocabulary reflects the speech norms of the Mille Lacs area of central Minnesota with additional words from the Upper Peninsula of Michigan. SEND ORDERS TO: Indian Studies Publications Indian Studies Program Bemidji State University Bemidji, MN 56601 Make Cheques or Money Orders Payable to: or Indian Studies Publications Minnesota Archaeological Society Building No. 27, Fort Snelling St. Paul, Minnesota 55111 Indian Studies Publications Page 3 �Lake head University Library --·-...,on-.,,,. WMeskle, Don. Aborlglnal people: • Mlected blbllograplly concemln11 Can-·• llret people (Ed. Lb· Ref. 016.971 W46. Main U» Rel. Z 1209.2 C2W451 Finding r.1ut about... NATIVE EDUCATION TM ~odt lisls SOU<cesol inlolmallonon NATIVE EDUCATION. Mal9rlal on ndYe ecM:mllon Ii avallable al !ht E~lion Libtary in 111• Bora Uslcin 8uildlng and The Chlnoelat PlleROl'I lbrf. For lurlhtr asslSlance ask at the Cin:ulalion Desk In the Ecb:allon lblly «Ille lnlonnaliM Delk• The~ CURRICULUM GUIDES Canada. Oepartmenl ol Indian Alfairs and Nortllem 0.vetopment. A notebook lor native lulguagt leacllera, with apeclal reference lo 11\e Algonktan lan11u•11• of Ontario. (Ed. Lib: Ref, 497.3 C211 Fot IO-ol c:l>ild<on ~to_.... read, -wrile In !heir.-. ia..ou-- Pa1erson Library Ontarlo. Ministry ol Education. People of native ancettry: currlculum guldellne for the Mnl• division. (Ed. Lb· Rat 016.9701 05931 ; Maln lb: COOOC CA20N DE81P21 } BOOKS Ontario Mintstty of EducatlOll People of nallve ancutry: a raaoutce gullM for tlla Intermediate dtvlalon. (Ed. LI>: Ref. 016.9701 0592; Main lib: COOOC CA20N DE 77P241 The liblary catalogues list books on native education. Check In the ~ec:I Mellon ol the CARO CATAl.OGVE. and lo< the most raant ~ties. In the~ ..alono'1he GENERAL MICROCATAl.OGUE under subftdl headings such as Onlario. Mlnislry of Education People ol native aneeetry: • "'aoutce guide tor Ill• primary and junior dlvlalona. (Ed. Lib Rel 016.9701 0592; Main lib: COOOC CA20N OE 7SP251 Vern.II, Cathetlne. Canadian AMOCtallon In Suppol1 of Ill• Native Peoplaa reaource/ reading 1181. (Ed. Lib: Rel. 016.97041 V36) INOIANS OF NORTH AMERICA- CANADA- EDUCATION INOIANS Of NORTH AMERICA-ONTARIO- EDUCATION INOIANS Of NORTH AMERICA-EDUCATION DICTIONARIES PERIODICAL ARTICLES I RESEARCH DOCUMENTS Tile following INDEXES and ABSTRACTS list periodic:al ll1iclef and otlw lletalUfe on ndYe ecM:allon. Nicholl, John. An 01~ word ruource book. (Ed. lib: Rtf. 497.3 041 Pigged, G. l. td. An Ojibwa lexlcon. (Ed. Lib· Rel. 497.3 041 C.nadl1n educ1llon Index. (Ed. Lib: Inda• 1111: Main lib: Ref. Z 5813 C21) Current ln<M1 to jourl\lla In *Clucalfon (CIJE). (Ed lib: Index Avllilabl• 1or oo"'l)UI•• Johnston, Baslt Ollbw&V 1anou•a• le•lcon for b&glnnert. (Ed. Lib· Rel. 497.3 J7S. Main Lib: COOOC CAI IA 185 78045) II~ 19~) tN!d>in9. Education Index. (Ed. Lib: Index area. Main Lib: Rtl. Z 5813 E24) MICROFORMS ONTERIS: printed Index. (Ed. Lib. AV IOOtn) C.nadlan Aaaoctallon In Suppol1 of Iha Native Peoplea (CASNPI Verltcal FUea (M9in Ui: Mlc:follche MB 1) Av~iloble lor Cl>fllp<Jl•r •Nrc:hing. moaojodlo. Tho~ l.baly hM ..OHTVllS ,.....,,. _ _ on Colr4MC• ~ol d111e ~- • ._i.,_.,.......c_,.,..,., P'- ••lo-•.....,,.,.,,.. ond P'- c:lpplngo ol 111• CASNP b"'Y- C:OV-lhe P"rlOd 1~1979. ReaourcH In educallon (RIEi. (Ed. Lib; Incle• UH) Avoj- lot oompAOI """""""'· REPORTS BIBLIOGRAPHIES Maclean. Hope. A rr1law of lndlan aducallon In Nottb Ametlc• Rev. ed. !Ed. Ub: Rel. 371 975 Mt6) Brooks. I. R. Nath•• education In c.....ia ancl the Una.cl States: • blbllog111plly. (Ed. Lib: Rel. 0\6.37\9707\ 87; Maln l.1>: Rel. Z 1209 876) Canada. Department of tl'ldian Alfaln and Notlhern 0.Wlopnent. AboUI Indiana;• llellna of book•. ~lh ed. tEd. Lib: Rel. 016.9701 C36; Main Ub: "-I. Z 1209.2 H67C3&3) Green, Howard Th• NESA bibliography annotated for natl.,. 81udl11. (Ed. Lii: Rel. 016. 97000497 (i7) RolOUluo tho! Ila•• been uHd ouccM&fulll'- ....... _ , . . , Onlario. Ministry ot Educalion. People ol native •-try: junior dlvl•lon•. (Ed. lib: Ref. 9701 0592) COMPUTERIZED SEARCH SERVICES ~12. NtOUrce Ontario. Task Fo11:e on the Educ:a1ional Netda of NetIva Ptopltl. Summary repol1 (Ed. Lib: Rel. 371 97970713 OS: Main lib· COOOC CA20N Z 3 76501) The library has access IO appruxlmalaly 250 ~er dalabasea. Compol1eriied literatur. sealthes on NATIVE EDUCATION can be petlotmed using Iha loloMtlg dalabases: Hal tor 11\e primary and ERIC NORTHERN & REGIONAL STUDIES ONTEfllS Ruoff. A . Lavonne Brown. Am.rlcan lndlan lteraturea In the United States: a bulc: blbllography for teachers. (Ed lib: Ref. 016.897 Re 19831 Note : The following will be of interest to Ojibwe speakers from what our NLIP school calls the "Central and Eastern dialect areas. The $25 special price is available .2.!!11. to individuals who have paid their $7 membership fee in the Society. For non-members or for libraries, the price is rou~hly 3 times more. Serious students of Ojibwe will likely want to own this dictionary, which is, in this writer's view, the most comprehensive and accurate one available for these dialect areas. M.l.M . 11 11 11 EASTERN OJIBWA-CHIPPEWA-OTTAWA DICTIONARY Special Offer Mouton Publishers has set a special price for individual members of the Society for the Study of the Indigenous Languages of the Americcis to purchase the Eastern Ojibwa-Chippewa-Ottawa Dictionary: Rhodes, Richard: Eastern Ojibwa-Chippewa-Ottawa Dictionary, Trends in Linguistics, Documen­ tation 3. 1985. liv + 626 pages. Clothbound. $25 US. ISBN 3-11-010203-X. To take advantage of this offer you must join the SSJLA by sending a check for $7 US payable to the SS/LA to Victor Golla, Secretary-Treasurer, SSILA, at the address below. Both the membership and the book order may be included in the same envelope. The books are shipped by seamail which takes about two months. Airmail shipping, which takes about two or three weeks, may be requested for a higher handling fee. ************* Please send me - - - -- copies of Eastern Ojibwa-Chippewa-Ottawa Dictionary by Richard Rhodes I enclose a check payable to Mouton Publishers for - - - - - - ­ All orders must be prepaid. Please add $2.00 US for postage and handling, or $7.75 US for airmail postage. This order form should be sent directly to Prof. Victor Golla, Editor SSILA, Department of Anthropology, George Washington University, Washington, DC 20052. Page 4 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 1 (4), March 1986 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1986-03-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/f74c19f28b07e0dd35f4a2f2c1c7ad65.pdf bc52da4cda08fbb0806c2810907bef3d PDF Text Text . .. NATIVE ·L ANGUAGE • EDUCATION 1n ONTARIO FROM THE PRINCIPAL'S OFFICE . . . . It's getting close to 6:45 p.m. - no sign of students or teachers so I guess the practicllll really i s over for another year. There \Ere a lot of can­ rrents made about the practicl..ITI this year, as always, and ~ have been discussing sore ways to irrprove it for next year. Wlile it may not be possible to do EVERYTHit-Xl \E mJld like to, \E are hoping to see at least a feH changes in 1989. Here are sore exC1Tples of things ~ are looking at: -t-t:>re students - and irore children - for the Free School -t-t:>ving the practicl.ITI to an earlier tine (C:OO't cheer too loudly - it could rrean going to classes at night.) -A better (?) rrethod of evaluating student teachers. -Taking the Free School classes out of the classroans and doing irore experience- centered teaching -Having ALL students (Years I, II and I II) teaching in Free School -Streanlining our videotaping of the teaching done in the Free Schoo1 -~rking with other sl.ITTTer progrifTIS here in Thunder BaJ to share experiences, resources, and expertise. ~·re \'IOrking OON on these neH ideas, trying to fit than into the NLTC practicllTl. It will take tine, thcx.lgh, as do all gocx:I things. (Wlich raninds ne ­ I'm going to beco1"E a father early in the New Year!! Watch for a cigar in your mailbox.) Keesic \'IOrked at it for about a year then set it aside. f'brthern Light Q:ispel Mission ( a M:!nnonite mission based in Red Lake} began to gather tne jXlrtions that had been translated. These iocluded translations by Cello ~is of Sandy Lake (the (1)spel of Luke, Books of Philat00, First and Second Peter and Jude), Nahlm Fiddler of Sandy Lake ( the Q:ispel of Matthew and the book of Pets) and Kenina Vincent of Sandy Lake (W1o had finished the Book of Jcrres) . Wien a11 of the trans 1ations v.ere gathered, then the Canadian Bible Society again cannissioned Keesic to corrplete the translation in 1983. Finally, in January 1988, the final translation was ready for printing. Keesic, Wio took an Ojibtlay linguistics course at Lakehead Lhiversity s~. "To IT!Y understanding, this is the biggest piece of translated material that exists in the Oji ""1ay 1anguage, It wi 11 he1p the Nat; ve Churches and it wi 11 al so help to preserve our language. I'm really glad ncM that I can read the Bib1e in rey Ml language. " The Canadian Bible Society printed 2,CXX> copies Wiich sell for $10 each. They are available at the twainonite Handicraft Shop in Red lake. ANISHAABEMOUIN ----·---­ TEACHER'S ASSOCIATION --------~ f.EETit-Xl CF JULY 19, 1988. BIBLE TRANSLATED TO OJIBWAY The ATA \'IOUld like to introduce the executive and steering cannittee : Chairperson: Alex tvt:Kay Co- Chairperson; G:orgina Thml:>son Secretary/Treasurer: Isadore Toulouse Steering Ccmrritt~rs : Russell TabOOandung, Ursula Souliere, Isadore Toulouse, Olive tvtG"egor, Bernice G--een, G:orgina Thorrpsoo, Juliette Blackh~, Pauline WilliCJTIS, Liz t-teoy, Isabelle fube, Eleanor A New look for an Old book• . . • fvtleod Over oo decades ago, San Q.Ji 11 Sr. of Pi kangi ­ kl.ITI was involved in the translation of the Q:ispels of Saint John and Revelations. l'tw after 25 years, the New Testarent has been fully translated and printed in the Oji!May language. QJill s~ \'ilen he heard the neNS, "I could hardly wait to see the book, I couldn't believe it." San Q.Ji 11, Edward Turtle, l\brman ~il 1 and Chuck Fiero of Christian Missionary Allian:e :hurches began translating portions of the New Testcment into the Pikangikun Ojibtiay dialect in the 1%0's. ~ognizing the need for an Ojibtlay bible, the Canadian 3ible Society cannissioned Jimrrt Keesic (a Lac Seule )and llBTDer) to coordinate and finish the translation )f the New Testarent into the Ojib.olay language in 1979. Resource People; Barbara rt>lan, Shirley Willians, Lena Wlite, Georgina Nal1.-.egahbo, Anne Sutherland If you have al'1Y special concerns or suggestions for the practicl.ITI or Free School, please send than oo to us here at Lakehead Lhiversity. ~·re beginning to put things together for next J.Jly and \'IOUld ~lcare your input. The Priocipal The organizatioo finally was conceived after many years of talking since the inception of Native Language Teacher's Progran. It is hoped that Chtario is represented by all the grrup appointed, if not please let us k°™. Your year­ book has all the phone nllTDers and addresses of these individuals. We all need your help and v.e wi 11 be a strong organization with your ideas, help and fTBl'bership. �~ In t he Face of Restrictions, Restraints, or Reluctance .•• r, TOOERS CAN TRY 11NJmlDfINi11 JUiS RR ST1.IENTS • • • By le Landgren Fron Early Years . chains that carry a hug rressage. Children love to be able to display their things. Have the students make their Ml hug posters. Start a hug club. Make a cassette tape of stories they write about hugs. Have the PT order hug t-shirts for the school as fund-raiser. Parents should be infonred at every opportunity about the need for and the positive aspects of, the caring touch and hClti the nontouch hug is just a beginning. The nontouch hug is a manifestation of love and caring. Think hug. It 's good for you, your students, the parents, and the \'.Orld, even if it i s done with your hearts and not with your hands. For rre, hugs in the elarentary classroon \Ere al­ ways a special aid adding a positive dirrension for student and teacher, and helping build rapport betw:!en students, teachers and parents. ijjgs helped students becOTE nnre responsible for their actions, build a nnre positive self-image, and care to grips with the problen of self-discipline. Hugs accarplish these goal s very 'IE11 , but if there are restrictions, re­ strai nts, or reluctance on the teacher's part, another [bing her best to 'IElcare the new::arer to the fi rst grade, direction rrust be found. even though she had care late and all the desks \\ere taken, To CamtJ11icate love and caring to students in the teacher smiled and said, "You may sit here at the table altemate ways, I have developed a prograTI ca11 ed the 0 for the present. ()Jestioned at hare that night about her "nontouching" hug. It is especially for those Wio are first day, the child replied, "She said to sit there for restricted fron touching, those W1o don't kOON hOil to the present. I sat there all day, but she never did give touch but want to start, or those W1o feel uncanfort­ rre a present." able with physical contact. Students wi 11 need sore involvarent and background \'.Ork established first, so start by verbalizing. Let then kOON they are thought about and cared about, and SEEN ON A BULLETIN BOARD. . are special. Help them think of a hug as a very broad concept - a hug is any rreaningful connection with an­ Teachers -- Pl ease try ~o avoid: other person. Talk about the iJllX)rtance of making positive connections with others. Read hug books to 1. Excessive use of orders, opinions, questions. raise the awareness and sensitivity of the students. 2. Saying rrore than oo things withoot waiting for a wtien students realize Wiat it rreans to make a response. connection in a nontouching way, let them kOON they 3. Speaking over and under the learner's level of don't have to be touched to be hugged. Give them canrunication or carprehension. specific exC1tples Wiich they will irmediately in­ Sarething to think about!!!! terpret as caring nnves. Here is a list of nontouching hugs - a list you can add to: -())e approach is to wink at a child and te11 him he HELPFUL HINTS FOR HALLOWE'EN . . . • . just received a hug. You'll only have to rrention once to the class, I guarantee. -A smile can be interpreted as a hug if it's a friend­ Here's a fun treat for your Hallo.E'en party....or for the ly and genuine one. day Wien everyone passes the spelling test. Prepare a can -rtite pads can be printed to sa.y "ijjgs fron the desk of frozen orange juice. Orange Kool-Aid will also provide of ." leave lots of notes on the desks a cool orange treat. Cut the tops off sticks of black of stuaents. licorice for children to use as straws. -Rubber stCllps are easy to obtain and use. Have one made with your hug rressage. StCllp papers to be returned Prepare finger Jello or regular orange jello in small or use a stCllp as a quick hug rressage all by itself. plastic containers. AllClti them to harden and let students -Stickers with hug tl'leles can be found in stationery and add jack-o-1antem faces with an aerosol can of frosting. gift stores. Children love to find stickers on returned papers. rb.-1 about trying sore sand-WIT!H:S by cutting pieces of -A badge or button can be \'.Om as ahug rressage. The teacher toast or bread into witch shapes with a cookie cutter? need only point to it. Or perhaps you cool d make tri angu1ar witch hats. -A bl.lrper sticker sign could be displayed in the classroon. It could be made fron construction paper. The rressage Using your favourite recipe for play dough, make a large might be, "Have you hugged your today?", using batch of red and an equal arount of yellCltf. Let your kids fill-ins like teacher, friend, parents, etc. mix the oo together to make orange pla.y dough for use in -A hug jar on the desk filled with cookies or treats is a making purpkins. Mini pulllkins can then be dried and \'.Om great idea. Aspecial treat on occasion is a hug. Arressage on chains. on the jar can say as rruch• Abag of oranges may be the best treat of a11 ! Decorate -Stuff~ anima1s. in the cl assroan allClti a child to snuggle with markers and eat or float orange slices in a punch. sareth~ng. ~_fifth grade students lov~ to use then. Be sure to make frosted faces on the orange slices. -The sign rrean1ng hug used for the deaf is a \\Onderful way for . students to camunicate. -A soft, furry puppet might be designated as the classroon hugger. Huggers might be allcw:!d to go hare overnight. NATI VE LANGUAGE EDUCATION IN ONTARIO is an occasion­ -A coupon redeemable at hare for a hug could be given. al l'i'tJSletter, published by the Native Language Office, -A hug licens7 could be_ given Wien.a child.has d~strated Lakehead liliversity, Thunder Bay, frltario, P7B 5El, mailed an understanding of making connectionsand is feeling comwithout charge to students registered in the Native Lang­ fortabWith 1e practice, you will be able to add nontouch hugs that uage Instructors • ProgrCfll at Lakehead lilwersi · ·ty. fit you style. There are also classroon activities that can be used to i 11 ustrate the benefits of hugging. You might want to staSert with thebulsle.. bo rd Ch.ld b. . f IF YOU HAVE AN ARTICLE, SOME WORDS OF t up a etm a · i ren can ring itans or WISDOM A CARTOON, OR EVEN A JOKE display ~uch as carc:ts, articles, pictures, and posters. These THAT YOU WOULD LIKE TO SHARE, PLEASE c~ be discussed, d1 splayed, and then pvt on large posters for sEND I T To us . . . . • display and storage. Create a hug stuff center. Students share personal itens for disµley such as animals, dolls, rrugs, pencils, and key �A CREATIVE WRITING SUGGESllON FOR HALLOWE'EN! RUG ABUSE: ACTION OR APATHY? 6TH ANNUAL CONFERENCE SOECIAL FOCUS ON YOUTH EDUCATION AND ACTION ON DRUG ABUSE" Have children cut out a witch face, arms and legs . Accordion fold a piece of paper and attach it to the head and feet. Make sure the letters in HALLOWE'EN are printed vertically on the accordion folded paper. Use the letters to begin words (for smaller kids) or sentences (for older kids) about Hallowe'en. Some students may want to make their sentences rhyme. Cct00er 31 and l'tlvemer l, 1988 XATI«lt: IXw1tMl 1-bl iday Im, 89 Chestnut Street, Torooto ~TE: r nD"e infauelim regardilYJ the Ing fOJse Cmferen:e cmt:CK:t: r+. Henry Schankula Jlddiction Research Foundation 33 Russe11 Street TOO'ITO, Oltario M5S 2Sl Pha'le: (416) 595-60'.)4 XXXXXX>OOOOOOOO ANTED: ATTENTION!!! N.W. ONTARIO ARTISTS !!! Thunder Bzy Prt Gallery is organizing a juried exhibitioo l'tlvamer 18, 1988 to January 8, 1989. Craftspeople re­ iding in l'tlrttMestem Oltario are eligible to subnit up to iREE pieces of original, innovative craft in a variety of ~ia including : clay, fibre, \OX!, metal and glass. Entries, Wiich rrust be accarpanied by an entry fomi and jentificatioo labels, rrust be delivered to the Gallery oo )VE!TDear 6, 7, or 8, 1988. There wi 11 be an opening reception/awards presentatioo l llbvE!TDer 18, 1988. The public is invited to attend; ad­ ssion is free. Cooplete guidel ines and entry fonTlS are available fran le Thunder Bay Art Gallery and enquiries concerning eligibility JOUld be directed to the Gallery at (007) sn-fA27. le "Ol1 ~NADIAN INDIAN/NATIVE STUDIES ASSOCIATION ANNUAL CONFERENCE Ojibwe•• NOVEMBER 17 - 19, 1988 Oh Canada, mant-pee endji-ba-ian JST: ~EME: SCHOOL OF NATIVE STUDIES, UNIVERSITY OF ALBERTA (EDMONTON) "INDIGENOUS PEOPLES' EDUCATION" )R FURTHER INFORMATI ON, CONTACT : DONNA WILTON 403-432-2991 xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx t***C 0 N T E S T*****C 0 N T E S T*****C 0 N T E S T***** _IP NEWSLETTER (THAT'S US !!!) IS LOOKING FOR A NEW LOGO !! JU HAVE UNTIL DECEMBER 25th TO SUBMIT YOUR ENTRY FOR NLIP's LOGO. THE WINNING ENTRY WILL BE SELECTED AND ANNOUNCED ~ OUR JANUARY NEWSLETTER. THe WINNING ENTRY WILL RECEIVE NLIP T-SHIRT. ENTER AS SOON AS YOU LIKE AND AS OFTEN AS JU LIKE BUT MAKE SURE YOU ENTER !!! :w xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx Neen da-keem '-nang Ki-tchi a-pee-ten-da-gwak Neen-de-i-nang Mash-ka·wen-dan da Gee-we-di-nong sa-gi -to-da Na-ni-bwi-da Oh Canada , We-we-ni ga-na-wen-dan-da Oh Canada . Ki-tchi-gwa -natch Na-ni-bwi-da mee-gwetch·l-wen-dan-da Na-ni-bwi-da M ee-gwetch·i-wen-dan-da �.. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 4 (1), October 1988 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1988-10-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/02e50708330f1f7ee1b0070643afa2a5.pdf e75a52e0fbb44d39801b5158b676bf87 PDF Text Text NEWSLETTER 1'ffl'IVE � 'IEX'Hffi'S m:GW-1:, I1IKEHEN) lNIVERSI'IY, 'IH.KER BAY, CMNUO. A NOTE FROM YOUR CO-ORDINATOR••••• Seasons bring many changes in various ways. Since arriving at Lakehead University, I have experianced three saasons, The summer was filled with lovely, warm days, gentle winds, and the blooming of flowers, Students were completing the NLIP Summer Program and anxious about returning home.. September painted the trees with yellow, orange and red hues. The NLIP office moved to a portM able behind the Bora Laskin building. I started teaching Ojibve 1010, 2001 and Native American Linguistics. As the leaves started to fall, planning for NLIP 1989 began. seasons bring many changes - so�e are highlighted with bright colours, laughter and excitement, others are more subdued and involve tevision, growing but a painful growing process. As the snow gently drifts from the white, puffy clouds, another season is upon us. We nov look forward to the festive season - a time to visit our families, cook delightfUl foods, bring happiness to the children in our lives, As the seasons change, NLIP adjusts and adapts. Steve and I are working on a new practicum format. It will involve each student partici­ pating on a daily basis, We are excited about the practicum and will include more details in future newsletters. 'Your teaching ideas and contributions would be appreciated. As the seasons change, so do we. Hay each and every one of you, have a happy, healthy, festive_, eeaeon II -Barbara· Brown,,,. I 11 Ice the ,colour Brown becauae • Indiana are brown, and I'm an Indian. I like brovn becauae coolciee and cako and bannock ie Drown. II. hocae and bear and nice big moose ia brown. I 11 ke brovn bac11u11e I like to eat mooee. Monkey• ace brown too but I don't like to eat monkeys. Trees are brown and when bananas are old they turn brown. Th11t te good for bcovn banana I like bcovn becauae football gum and ice-crea01 and pot:.11to chips iind cake and chocolate ill brown. Brown is dalicioue, I feel sad about Brown becauae all the people aren't brown, IF YOJ fi\VE PNl s-mI' SICRIES rnREIRY \<RlTIEN BY 3J,,E CF YUF FUPII.S, ADSE raL FREE i'IO SEN) SJ-E 'IO IB S'.) WE cm INTIIE '!HEM IN aE NEi'B.El'IER. but then I feel happy• becauae all Indian11 �re brown. Brown la a happy colour because I •m bro"n 11 By Bruce Kwiaaiva, Grade 4 Hobert Indian Reserve •• 1988 \Q.JJ,,E "N N'.MfR 2 HEY! A'ITENTION ! ! I-& mmy tinm a day cb }Ul say to }Olr class, ''Pay Attalti01!11? Ha\e j'O.l E!'.'er' stqp3:i to thirK llhat }Ul rrem cy attmtia,? By ac:kirg }O.lr p.¢ls to i;:a_y- attalti01, j'O.l are ac:kirg thm tD diJ:a:.t t1Eir mims en to ltBt }Ul are t.e8:trinJ am at tlE S:rre tine Olttirg rut � el..9a fran ttei.r m:i.n:5. Yru can oftal t.ell if a p..pil is attarlirg cy th:! p:sitirn arxi attit:uE of hi&,11-er l:xrly Fbr exatpl.e, a � wh:> re;ts his or ter h:8:1 01 tlE t.ab1e cam:,t mll.ly te attarlirg. 1-e or mi.git i:m:ahlY te as1a:p. Cb }'0..1 lB.Bily sh:ut at }O.lr class tD ''J<a:p quiet"? rtt.e tlBt yell airmt g9t swtaira:i attEntim fmn stnrt:.IDJ. 1. H:w can }OJ g:!t ssta:ire:l attaltia, of }OJI° p.¢ls? 'Ira tarlEr wh:> t.erla:; hi.&lrer swjoct in a li\.el.y arrl vig::rcu; Wc1!f am \B:S his -mi.a? arrl �ity tD lElp will m1.d fa: .1arJ tte att:mticn of h:is/1Er; cla$. 2. Cb }'0..1 all6}'5 nBl<B }O.lr 1a:s.:ns as interestirg as p::ssihle? Yru can m1.d th:! attmt:im of }OlC' class cy rraki.n,;J }'OJr leB:Jls as :intere;t:kg as p::ssihle. 3. D:> }OJ<lu,f tlB.t attmtirn in th:! rel 93l9e of th:! \Otd, is a grEBt strain m tte min:l am b::dy'? rtt.e trat attmti01 carrot te lel.d irdefinitely en � s.ibjoct, or a,e Wc1!f of 1aicirg at a smjoct. Yru nay trerefcre vary }'CUr awrari1 tD tte s.ibje:t }OJ are t.ed1irg, cy cxmt:antly cta:gin;J fron S3flilJ tD cbmJ, fron ta:der � to SEBt w::itk, so trat :interest is lEl.d am trare is m tine far tora:hn. 4. Cb }0-1 take tirrE to plan }0.1t" J..em::ns? 'Ille g:x:d teder will pi.de rut tre inp:rtant thin.;J; arx:I th::aa m:st wefu1 tD tlE ed.l:aticn of tlE child, a'xl dinct his attmticn tD th:se. J\tte, tlBt tte big}:?r tlE si:>ja::t tre less cetail a pmo1 will rotiO:? am tre 1Ess atua:.tii.e tte cetails will te fer hinvh:r. N:Jte tlBt a child CBl1 all.y att:a'rl tD ae thirg fully at at a tine. 5. D:> }Ul rotioe attalticn in }0.1t" p..p..ls? If }01 ch, trat k:in:i of attmtim is aill.ed sp:ntara:,..5 attaltia,. It is so CBllErl b=cBlFe le cta5 rot fa:c:e hinself tD l::axrre attalti....e. 6. w-at rave JOl h:Bl ch:in1 to SEtain attaltim in }"C1lr' class? N:Jte tlBt l::argirg 01 }'a.It d3Ek, sn.ttirg far attalti01, p:e:h:kg a1:rut tie evils of irattmticn, uttedr.g threats of p..nisnaJt am givirg remas far attEnticn ·. nerely anEB tre c1.aSS am are isal.Ess in tre .l.arJ nn. 7. htat SDll.d }'Ol cb to � arrl s..stain attmticn of }'a.It p.ipi.ls? a) � }O.lr tarlilig neth:rls a:nst.antl.y te:dl with a variety of naterial b) · c) � illust.raticn. an::l draratizatia,s if rx:s=;:ibJe d) let }O.lr chi.ldral. cb, � arrl h:ar as m..d1 as p:ssible e) always p:cx:arl fron tre krn.n tD tre l..ri<ro..n, step cy step. sra ... * ... * .... * . � ... * . � OIUSIM\S ND A IWPf NEW m\R!!!!! ! Fron Seth �••• D 4 � ••• WHY THE BEAVER HAS A BROAD TAIL Noqodi"'3 su, omi� ....,ee,-wo :zhvzhkoN 9ee du"'inook n,beethiny­ Apih:hi <3ee n,;,..endo'3o.seok --- •• 43ee pon>kozhwe.ok , ,.,.,._,_q 9et. q09ogce.9woshkniok, Amik gee l<iwe bonhi, ':lee �iwe bl:zinshe 1- "Esno, Mino ¼-09od1nq lawOl'lu':Jon'I wu zh<Jzhko N nibculi wepidun9 , Apeglsh nq necn we., dn.-,u zowonuc; eyomombo • �•en mc,ndo..1 rhawonu9om 9e90 0"1C'e\t\O• A=,4 qee zhamon 2.J..uzhkoN;t"I, "Anee :invzh�oN • 9e• k,·do, "Esna rnino +a9 od h'.t0>10nuq nibcesh wepidumun • Ap ikl•;, n'Jo l,;IJ,i nendvn1 �arnombq we dnowll zowanuq. f1no jinu lc'do gee. kiwe alhl,,,,,rnod me.•" Mee5u mobLJ zhu,l,koN qcah, Weedokozuf, mee 9ce o,hh;nmod...J 20wonu<3omwaf"I Ho,., exc:if.ed and hQpp<J +he beaYer- was wiH"I his new lb;/. Ht. +urned ihi.s WO\} ord 4-hof Wa'j, od,-n;,.inq hio new to,I. Esna gee k,�cl·,i ncndum ""'-' om;k qce dc:beridun9 we U,wonu9• Apiich, 90na gee marrm:kwamdito, Pa kilchi 2h1zhqabwe zlie'a fQ bec$kunc, We 2awonu9 • He jum�d info fhe wafer. /.le. 5rniltd happloj os. h;5 new +o;I s�ruck +he wafer-, If was 0 beoufiPul sovnd- Gee qogeeqwa&hkr1e. l<ilchi bopc n,e buquskwaksuY zowonogom n;bee!.hin9 • Apih.h·, qono gee. l"ninoh:.n buquskwekscnik zowona9om <:Jije nibee!ahin�l' ihe mu.slu-a+ sfood of +he . edge of ♦he wot-er wal-ehin9 ♦he beaver 5plosh and plo'j • He bego,'I h, feel &or� obau+ lendi� his hiil, He won'hd hi& own �ii boc�. Jee':libee� dush zhu:ihkoN 9ee. nan•elowe qonowobmcd- ne'e,-,, am,l,on ,,.becsh,ng n'Ji n,;r,end 09osif. Mee 9ee moji monodendv"S · l.eap we, 1owonu9.om qeen dO"'cndon w�e. de\iinvn3 • �e ,o \,e 5owodl'30d wu omik fl'lltt go w c'up 9ee �we.jimol- neop wee rneerw9oq zowonu9om. Apilchi 9ono <;JCC. n'�hinader,dum 9ce me oshfcnmo'Jc+ - .rowonugom, But ¼-he beci11t.l' hod no inle�ion J ':iivinq ♦he foil bock +o the n-.u,�t'Or• 1he beover quickl_, r-on in� fhe bush • 1he poor muskral now llnew +ha+ the beove,. had tricked him• He !new l"loW fhof +he beo'oll!r hod no l�n•IOl'l aF e.-er reh.,,.nin<j 1• • He was. ve.1;1, Vf"';J l.lf"lhOpplJ• "'°"" l<c. sl,;na qini9,.N om;k qce nendv·zee ne' op wee meegwcf we ZOW0/'W'3 , Meqwe tl'lofiCjoHs�"1 '3tC ne puwe. Menu qee kendu"'j mabv 1l,..,2hkoN gee rr-e. k& e bc:n.emint • Mee gee kendu ncop wuka WH aebinv1.iJ.. nq we zowonv9. Apilchi gonq see n'5hi110dendum wu 7.hu1hkoN The mus.krof- c.hond or-1-e,. H-e beaver, Cf\Jl,S end pleadi ng fa. +he reh.lrf'l of his fi:i;/. �8ecNer, bri"':l -Iha• it.ii bac:lc, So Jhof I can cor"J ;f ora.,nJ, k,," Gee minosl,kowon dush 90 .�'er, omikon • Fbmdem1.1 1 pa beeq,ze, bi�sendu"9 neap wee rneeninl­ we zowonvs• • Amikon, n'1.owe neap beedori, Genee �na n'q,., bibomadon� Nccbunvric.hin':I onowec goweJimotJ nc'en omikon, llo dv0 ql 9ecp gee nob.d�no • ?.o <:JO q1n ige N rnobu omi� neq:, wee meeqwueen we zcwor,u9 • Meo mabu omik ga .zh;fch;gePIJ wee debinun9 we zowonug • Pee dush 90 no""ilo da'on we 2owonug, -�,-­ --� __.,...,.-i:.,• . -�� .... ..•. He pleaded wifh fhe beove,. ewer ond oYer �n--- but it wos no U5e.. 1he 13eo�r would nof give. him bock +he. fail�-·· so Jl,ot is how ♦he beaver go!- his flat, b-ood, +oil __ O"ld he sf-;11 has it to this dOIJ , .,.,,..... ., ,_.,.., ._.......,..._......._, ... ....----·· --'""· ________ ..... ..........,._ .............,..,._ .._....... _.... __ _ ......._.... ---·-�---· .. * ... * .. •. * ... � ... * . .. � . .. ·*IIICIIWAl' IOOlt SIIOt,COIALT,OHl'AJUO ....--· ....-"' IIIGIIWAY tool­ llU --1"• ,_Q,.....1111 __,_,OIIO:.......... -...-.. .. ._._..., ........... ., .............. ,.. ............ .c · 2 �� Crafts to � Celebrate December POP-OUT CHRISTMAS CARD BOOKMARK GIFTS We thank Anne Barbour, Isl Essex Cubs, Ont., for this idea. Nancy Schoenherr of the national of­ fice shared lhe idea for these novel and very effective bookmarks. You need col• oured felt; patterns for your youngest members, inexpensive hair'clips (one for each member), scissors and glue. Santa's Mit1e11s are good Christmas gifts. Supply a simple millen pattern or ask members to draw one several cen• timetres longer than the hairclip on while card. Fold in half a piece of red felt big enough for two mitten patterns. With the wrist end on the fold, trace the pattern on the felt two times and cut out. I. Fohl in holf a piece of green con­ struction paper 22.5 cm x 15 cm. 2. On the front, measure up 2 cm from the bottom and draw a line 9 cm long from the fold towards lhe edge of lhe card. 3. Draw another straight line joining a point on the fold l cm from the top of the card to the end of the first line to form a triangle. I Birds To makethese danglerafor a tree, win­ dow, or good luck mobile, memben con draw a simple bird shape oa illustrated or trace a pattern you've prepared. Cut out the shape from white card and make a slit for the wings. Pleat a strip of paper as if making a paper fan, slip the pleated strip through the wing slit, and fan out the pleats. Add an eye and perhaps Jines on the tail feathers with black marker. Fi­ nally, purich a small hole at the top as shown and put in a loop of cord for hang­ ing. Leave birds white as doves of peace or try variations. • 4. Starting 2 cm down from the top, draw a line across the triangle every 1 cm. 5. On each line, cut in from the fold to the edge of the triangle. Now you have two pairs of mittens joined at the wrists. In the fold of one, cut a slit as wide as the prongs of the haircl ip. Unfold both felt shapes and glue them together around the edges. When the glue is dry, put some glue on the hairclip prongs, pinch open the clip slightly, and 6. Fold in every second section made by the cuts to the inside of the card. 7. Decorate. Scouter Barbour provided her Cubs clear-drying glue, red sequins, green and silver sequin leaves, star stick-' ers, and multi-coloured glitter. On the front, they wrote "Wishing You" in marker pen ancl glued down sequins and leaves to resemble a sprig of holly. In­ side, !hey stuck a star on lop of the tree, drew horizontal parallel lines on the pop­ out parts of the tree, and spread glue and gliller on the folded in sections. 111ey f::.:::bcd inside with a "Merry Christ­ mas, Happy New Year" and their own personal messages. DECORATIONS Make danglers , table decorations, and wreaths to brighten up your meeting place for a party or add to the festive air at home. 111ey all make good presents, too. • •• slip a prong into each of the mittens. Let the glue dry, then glue a strip of white felt or couon batting around I.he wrist of your pair of mi liens. . .. � � • With their bright colours and cheer­ ful songs, birds always symboliu hap­ piness. Give birds bodies of one colour and wings of a different colour, or deco­ rate them with mu !ti-coloured glittcr and sequins.Try cutting the body shape from aluminum foil and pleating wings from coloured tissue paper. GIFT WRAP How a gift is wrapped can be just as exciting as what's inside. This idea, suit• able for small gift items on any gift-giv• ing occasion in December; needs only plain paper, cotton balls, and glue. Your Cubs or Beavers can either put their gift in a box or just bundle it in a bit of tissue before wrapping in plain paper. Then · have them glue cotton balls all over the package and, aft e r the glue is dry, gently tease them out with a hairpin or straight­ ened paper clip until they are nice and 0uffy. The result? A present that looks like a snowballl The slllrdy spiral-bound Making Your Own Traditions books by Delle Hu111er and Jocelyn Shipley are invaluable re­ sources for Beaver and Cub leaders. To buy Making Your Own Traditio11s Arou11d the Year, ( ''fast & easy crafts & recipes to celebrau sumnrer,fall, winter & spring"), w1d $8.95 plus SJ.00 postage to: Delle Hunter, Traditio11s Press, 125 Arden A11e11ue, Newmarket, .. . Wa ••• 0111. LJY 4H7. A � .. �.. .. ., ••• � �� Place Names t, light-hearted lo<Jk at the first mean­ ings of some Ontario place names, col• lected by the Master Gatherer, John Robert Colombo. Quick, how many of the following questions can you answer? What's the meaning of the word Ottawa1 Suppose you went for a swim in the Lake of the Cat-what lake would you be swimming in? What's the current name of Berlin, Ont.? ts there a city once known as -1.ondon the Lesser'"l IC you can't answer all these ques• lions (and even If you can), you will find the answers. In the paragraph■ that follow, which are devoted lo a ras• cinating subject, the etymology o( On­ tario place names. Etymoloey ia the .:1tudy o( word origins. The word -ety• mol<Jgy" means, in Greek, "true sense.­ To the etymologist, the names of On­ tario's cities and lakes. towns and townships, are a fascinating ,tudy, for many of the root-meanings are Indian in oriljin. Most people know that TORONTO is just such an Indian word and that the word means "place o( meetina." But etymologi.,t1 ond historians bave aug­ gi,sted there are other root-meanings. Toronto may also me.an �trees in the water" (Iroquois) or "loke opening" {Seneca I or �much. many" (Huron), But "place of meeting" [from the Algon• kien) is certainly the most poetic, and appropriate. There are many theories as to the proper pronunciation o( the word. On an. early map dated 1656, the word is spelled Torantou. One thing is certain: nowhere is it pronounced T'ronnot How many people know the meaning of the word ONTARIO? This is an Iro­ q u o i s word that originally meant "� plashing water.· a picturesque phrue !hat does justice to the lake. In the �ame way two other provinces have fine Indian names. Manitoba. in Cree, means "strait of the spirit," which is an allusion to the narrowing of Lake Win• nipee, and Quebec, In Algonkian, means "where the river narrows," a reference 10 the S1. Lawrence. The holiday district that is known today as MUSKOKA bears the name of Chief Misquuckkey, which looks un­ pronauncable but, when uttered, sounds surprisingly like "Muskoka." ln 1s1, Ch,ef Misquuckkey of the Chippaways signed a treaty that exchanged ZS0,000 acres in the district for £4,000, a signif­ icant sum of money In thoae daya but nowhere near the present value of tho111 quorter-mtltion acres! HAMILTON was named ln 1812 alter George Hamilton, a farmer in the region. But the township of Hamilton, In Nor• thumberland County, named fourteen yeau &arlier, recalls the one-time lieu­ tenant-governor Henry Hamilton. By the same token, someday there may be a McGibbon township. to honor Pauline McCibbun, Ontario's and the country'• first woman lieutenant-govemor. KITCHENER acquired its present name in 1Sl16 when, in a burst of Great Wor patriotism, the townsfolk of Berlin renamed the town to honor Horatio HerbeTt, Lord Kitchener, Britain's lraa• cible Secretory of State for Wor. He dled witlfout ever visiting the town named In his honor. or indeed knowing of the honor, The twin city of Waterloo also boast!' a martial name, for it was called a!ter the battlefield in Belgium, where In 1815 Wellington inflicted a humiliatlng defeat on Napoleon. •• ••• � � .. . . � � OSHAWA ls fittingly named. "The Go Ahead City" it id�::ti!ied with the McLaughlln-Buick and auto-building generally. Its nama comes from the· Seneca word Ior "the carrying place," which evokes a senae of movement. from moccaaia to canoe to horaeleu . carriage, OTI'AWA ls another appropriately namedcity. Thaword dates back to 1855. and comes from the Ottawa Indian word odawe, which meana "to trade" or "to barter." The lndlana had in mind the trade in furs, and certainly that went on along the banks of the Ottawa River, The trading conducted on Parliament Hlll today h likely to be of tha hors■• trading variety. the exchange of opinion, lobbying and levying of taxes, etc. ST. CATHARlNES, as a word, i1 not Indian, yet th11r11 is difficulty apalling the city's name. Catharine is usually spelled with two e's, not two o'a. The unuaual spelling and naming an, in honor of Mu. Catharine Hamilton, the wife of a prominent early Ontarian and the mother of George Hamilton {who gave hla name to the city of Hamilton). WINDSOR la as Brillah as Windsor Castle, the historic seat of the Brfllah Royal Family. Windsor Caatle wu the heunlofQueen Victoria. whom Kipling called "the Widow o( Windsor... Wind­ !or, Ont., was known ea Windaor Mill• when In 1899 it became plain Windsor. The automotive industry ls recalled In the name that East W_ind1or originally bore-Ford Clty. It became part of the city ln 1929. For the record, there are two other Windsors in Canada,'one in Nova Scotia, another in Quebec. It will come as no surprise that LONDON, Ont., was named alter Lon• don, Eng. But how many people who live. in either city know that the early Britons called their hamlet on the Thamu · Llyndin, which meana "town on the lake"7 The Ontario counterpart l1 sited on the forks of the Ontario Thames, and when it was named in 1793 It was done so in expectation that London would be' the capital of "all Canada... Destiny de­ nied this lo the town 10 that It., Cate throughout the latter half of the 19th century was to be known aa •London the Lesser ... If you are .sllll wondering about_ swimming in the LAKE OF THE CAT, the word "cat" is translated into Iro­ quois a, erie. So Lake Erie is the Lake oC the Cal, To make remembering the Great Lakes eesler;aomeone devised a simple mnemonic device. So if you have trouble recalllng all flve-Laka Huron, Lake Ontario, Lake Michigan, Lake Erie, !Ake · Superior-simply remember that p_laced in this order the initial lellera apeU out: . H-O·M•E-SI e ... � � .. . � � •• N,1:\TIVE PIJ'£E r,w.ES t-ati:...e pa::p1e ime mm arrl are nek:i.nJ a a:nt:rih.tticn to this cnntry cy gi-vj,qJ p1a::e raIES to varirus la:al­ ities. � if }Ul am rrat:ch tlE falJ.CMir:g p1a::e with treir Jlative m:eniigs . rares 1. IRWI' & 1:RANIR.R) - a city arrl cn.nty in Ort:ario 2. Cl\NAD\ - tlE rare of a naticn 3. CHilLlWPO{ - a city in B.C. __ 4. FRIE - a gret .lake in Chtario 5. � - a p:ovin:E __ r-mnizy:; a. 'I\,,o e,q:ll.arBtims of this l'eti'\e wxd are gi'\el. ());! drives it fron tlE Cree M:lnitoj,eJ:ov ar tra Oj ib.ay M:mito-mw, rreanirg "tlE strait of tie nenito or spirit.'' '1h: otlEr expl.anaticn cerives th! 'l,QrO fron or an:L tie Ass:i.nil:oire Sirux:, mire, td:::a , irean:irg "water oc lake of tra p:airie. " b. '!his is tra rare of a M:imk Otlef, 1742 - um, a � of tra six N:tticn;. c. 1re v.Clt'd is Ircq\.Ois in origin nmns "cat". It was tlan to N:ttive trfre li-vj,qJ in tlE vicinity of tra .lake, called rore -writers, tra �t N:lticn. an awlierl cy amtrer d. e. cy It is driva:1 fron tlE In:qtnis .ad r K:mat:a or l<a'lacB, llB:IIUllJ "a 10'.:g:! o ' cabin. ' 'Ire IDtd. is driverl fron dri.ll-a-wmk, ''tra valley of nany waters" , cm:rir,ti.e of tra Il'Bl"4' sml.l rra.ntain st.tem;. IIB3l'linJ S:> }Ul fim th:Ee l1cll'EE arrl � � cb }Ul?? Will., }Ul' ll jl.5t lme to W:ri.t tntil tra rext isae � tlEy 9=!t mr.h ratd.:!!:. Yru' 11 aloo lme to wait mtil th:n to 9=!t tra right ar&et'S. • • • • • Amst.rtrg, G.H. , 'Ire Origin arrl in Caa:Ja, M:d1i.llaJ 'Ib:mto, 193)• S::mt:E: M:mirq of P.la::e N3res John Robert Colombo is notionally known for such populor referenca works os Colombo's Canodion Quotations and Colombo's Canadian References. ff you have any quips or quotes, etymologies or jokes you would like to share with us, send them to him core of Canadian Motorist. Editorial Offices. 2 Carlton Street, Toronto MSB 1K4. In the next issue: Colombo's Iokes of Ontario; · N.l(I'IVE l1\NJ.1GE Ell.Ofi'ICN IN <J.JINUO is ai p.lbligm tlE a:xmiaBl. t-ssletta:, cy N:ltive � Office, IakEta:rl lhi�it 'Ih.nE' Bay, Ort:ario, P78 5El , nailerl cut � to st:ui:nts regist.eraj tre J\ative I.an;µg? ImtnLtots I Prtgran <)I;. in with I.akaHd lhivers.ity. � "Ire Imian � is Uete5Sc!IJ:!. In it are arteli:d a valua syst:an arrl a sysb of hmm rel.atial:hi.P3. . • • . If jOl CEStroy t:re �. }Ul mt ally lnek d:w1. t:h:ea rel.atim:hlP3, b.lt als:> th::EE p:rtainirg to nan's co1:aticn with tra Great !:pirit, ratuz:e arrl tlE of thmJS• II (Eli 'lay.lort Mmitd:::a) *•••� otrer oo o O o ••• * o o o ••• *."' • • • o 0 �- .. .. * . . . � ... *- . . .. � . . . � . . . * .. . �· Contact Contact North Noni Gi ni-l::a m? Gi ni-m na? Ni--sl'm-m:s Ni--€ih:e-rte; Dlatance Bducatlon1 Secondary Schoola NW Ontario Sbarlng Re■ourcee Norkebop 2l"&-zhi g::£ na--<h,,e-si-n:xn 2l"&-zhi gi:e �i-n:xn 0 nisl-kan 0 �- AGENDA, Friday, Oeceaber 9 , 1988 l.akehead Uni_vuaity C:<1nference Centre 8 1.45 Gi ni-l::a na? Gi ni-l:a na? Ni�-re Ni� 9 1:00 10,00 Tu-t.a-g.n Irll-d.e-sin Tu-t.a-g.n nu-d\o.e-sin 11,00 'Ia-ta--gl.n 'Ia-1:a--gln. 12,00 1 : 00 Introduction■ Revlev (Oct. lltnl RecOfflfflendatione Nev develop1ente-9roup report■ Strategic Planning, MAP C:oneultante -Preaentation■ re1 poet 1990 CN/CN Support for di■tance education initiatives, -CN/CN -Miniatry of Education -Indian Atfaira -Oth•r organiaationa t.unch Sharing resource• ( teleconference option) 1 -Introduction of DENIS -cour•e offerln9■ and cout■e need■ for fall 1989 wrap-up and tollov�up IF YaJ WiVE PN JIRl'IClE, SJ-£ WEl3 CF WISXM, A CNmXN, CR EVEN A J(]{E 'Ilffl' IDJ m.ID LIKE 'ID 9-ME, � S:ID IT 'IO tB • • • • • Phase cell Contact North/Contact ford ( Bernie Simand or Brian Beaton) at 1 807) 343-8006 tor further lnforNtlon and to re9ieter tor the vorkanop. Thia workahop l■ ,■ponaored by CN/�N. There 1■ no coat for re9l■tratlon but 'lndlvl�ual■ are required to provide their ovn tran■portatlon and ac:coramodation, Deadline for r11t9ietrat1on i• RoY. 25th. eno ta· ceetricted to the fir•t 70 · ' ·· ' ,s,articipant•. **>l-k1tt,,1•tt-·A(!Q NTEST -ktt*"**"*AC!ON TEST -NLIP NB-&El'IER {'IH7\'l'' S tB ! ! ! ) IS I.CXJallG RR A NEW um ! ! ! ! ! rave mtil Ia:aiter: 25th to simi.t }'Olt' 01try for Yru NLIP' s N2w Lo:_;p. 'Il"e wimir:g 01try will l::e .seJ..a:ta:1 an:l arn:uurl in cur Jan.my leslett.er. 'Il"e w:imiq:) as entry will ra::ei\e a NLIP T4tlrt. Enter as nake s.D:e frat }'Wlil<e an:l as aft.al as }Ql liJ<e }W Slter ! ! ! ! ! wr s:m £..iTE:R OuR Lo&o Cow,E ST To oA-< � I k11ow Can do �o\.\ ·rr ·' Get o ut -t½"Cf"e C\.nd. s ho \IJ u.s �ru-r stuff .'! . ·* . . ·· * .. •. * .. I !/(INT.�•• YO(J Cook.. l' Fl.511.... 'tll!/ C.leAN.· T/.IA T5. 'eQI.IAI->, . .. AIN'T IT ?? �• MORE HOLIDAY IDEAS . Here are some good i deas for things to do dur ing the Chr i s tmas Season . For those of you that a r e really amb i t i ous , t ry transl a t i ng the activi t i e s into Oj ibway , Cree or whatever l anguage you are teaching . I f you f ind any of the act ivi t i es useful and work well , and would l ike to see more of these kinds of thing s in the following news letters , please write us and let us know . . . . • • • . • Santa•• Workshop Saaata•s Workshop Math Facts Wbeel Dlrac:llona: Color Santa'• Workehop. Cul out the two windows. Cul out the math laola wheal. Use • paper fastener to join the wheal 10 Santa'a Workahop. Turn 11,a wheal and aolve Iha problema. Olrecllon• to lhe te•cher: Belcwa you lherff'Ot1x tho who•J. write If\ lhtl math 1,... .. .,,_ ... .,, • •� -- ........... �, tut ,-r 'l,,r..n le -.,k 1hhtli.ln1 .r lt•M• lh111I wHI ht lht11 l�lt. YH •Ill tite4 ulra p11p•'• lltft't ltow l• ■catt ·•uf fHllf11: 1 ,-fttt f•r ,klt •ttt__, .... lhfNMIIKtN• �u11t1N11 t•t hulhtt 11-41,- M lO, 3 �•• ..ch fet ll e, aett. :1,....,, Chifmos\\6rd1ree lh"t ••t fe,ty,tl• �� hhWH ht lhll (hrltl11U1 tftt. '•llow t1tt ,,,..., ct.c-•tm• ,. ..... . ,.... CAIi n.wa tht• ·"· l'n, .......pk. •I lht . .. .. .... .,,. � ... ... ClllllffNAl, whloh ho• tlvN _ _ _ II. ...... J.6 • Ok., Kcitp TM.ln1, 7•l♦ • ON4. 1740 • V-, G.... JJ ., ....,, • £.. oU."'' 7 FOODS WE £AT DURING THE HOLIDAYS 7 THINGS ON ClilUSTMAS TREES 1. ..,. .. 2. l, 1, ,.•. ,.,. 10, JO, II II, n. u u. .. 13, '4, 8 THINGS TO 00 DURING WINTEll VACATION I. t. ,. �. ,. 3. ,. 1, ,. ,. 10. 10, II, ll. u. u. IJ. u. "· "· 15. 15. u. 1,. 1n Ill � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 4 (2), 1988 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1988-01-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/027a4b85095d5c5953b2571c6fbfa940.pdf b32ba26119a804ad8b6dfc8e47bf3360 PDF Text Text .. ---~ .. . NEWSLETTER 1989 -N~T!VE LANGOAGE-TEACRERS PROGRAM~ LAKEHEAD UNIVERSITY, THUNDER BAY, ONTARIO. VOLUME IV NUMBER 3 Coortlindor' • • • Now that the holidays are over, we begin a new year. l nope all ot you h~d a restful hol iaav with your tamily. May you nave a happy ana nealthv New ~ear. Since the l~st NLIP Newsletter, plans 1 o r the Summer of 1989 are underway and a1most complete. ·rner·e ~i~l be a third ano fourth vear +or the N.A.F.L. Program and ~!so a fou r th year for the N.A.S.L. ::--rogram. fhe oract1ca will be part of the aay program in 1989, tnat is, eacn class in tne NLTC Program wil l have an nour a day tor eitner student teacning or planning. A timetable witl be prepared so that students w1I I know where they are expected to oe. f"11e en i \ oren in the ;: lasses wi ·11 oe from ~ive years to thirteen years ~ i age. 1 am working with the Direc­ tor o+ Continuing Education~ Lakehead boarc of ~oucation, to fund and regis­ ter the children for this program. the +ourtn week, NLfC students wit I have workshops to attend. So far t he c noices are: Learning Centres, Drama. Audio Visual Aids, Outdoor Exper­ iences, Bulletin Board laeas and Art. ~ach stuoent will choose two of tne ~ ~r . snaps to participate in. l met with kon ~pina~ Director of Student Residence. we discussed tne state of the rooms ano the mea1 plan s. At the be­ ginning o+ June, I wil I go l ook at the rooms you wi1 I be staying in. Also, when you are nere this summer, if a light is not working or a screen missing, report it to the person at the front desk immedi­ ate1 v. As t o r the meal plans, you will oe offered more of a choice tnis year. You will be able to choose from a hot meal or nave a soup and sandwich. Specific aetails will be enclosed in your regis­ tration cac~ &~ es. Tnere will also be more low salt toods, suc n as fresh vege­ tables. +ru1t, rice. and potatoes. 1 nave oeen working with Bev. Sabourin, Native Consel ior in Student Services and Joy Lawson, Director of Student Services to address the possibility of hiring a ~~udent Advisory for NLIP. Good News~ we w1ll be advertising shortly for this person. lhe Stuoent Advisory will have an otfica 1n one of the suites in tne residence. hours 5:00 p.m. - 12:00 p.m. and on ca l l during the night. The res­ ponsib11 it1es of the Student Advisory include course monitoring, assisting students to maintain program standards, supporting students in personal and cu l tural aaJustments, and assisting in the planning o~ extra curricular activ­ ities. uur1ng the day, Bev Sabourin wil 1 share an office with me, to assist you in any way that she can. As for your instructors, you will see many familiar taces and some new ones. As many Native instructors as possible will be nired to teach, especially in tne first and second year. ~ur1ng lne aatea for the summer scnool this year are Ju ; y 6 - August 2, 1989. ~eg1stration will be on July 5, 1989 t r am lO:uu - 12:00 p.m. At 1:00 p.m. there w i; i be an Orientation for a 1 l t n e stuaents. At that time, you will nav~ an opportunity to meet your in­ structors and other key people involved in your program. There will be a uni­ versity tour, a library orientation, ana an opportunity for you to talk to instructors at coffee session. In reviaw1ng your evaluations from last summer. l made a list ot your concerns, then attempted to address some o~ tnem. .i.n Hpr i I , l nope 't.O start trave ·i ·1 ing to visit as manv schools as time will allow. l am 1ook1ng for~ard to visiting your classrooms. 5cme of you nave written 1etters, sharing some of your teaching ideas and expressing some concerns. Keep writing, l will try my best to assist you in any way l can. - Barbara �' ..')-. ­ Wil.lV~N!3UAGE ~!::'.._ll.FilL9UMME.B PBACT I CUM V l OliOTAPE.S IEaQ:Wlg IN ONTARIO The 1989 summer practicum lesson• ware videotaped in order to ••lect •odel l•ssona +or teacher• who would be interes­ ted in viewing these l•••ona. ~n internal videotape instrument which was developed bv Barbara and her oraduate a••i•tants was uaed in ratin9 all the le••ons. The ratino inatrument was d1v1dad into ~ecions namely, ta> plannin9 (bl in•truct1on (cl claasroorn manav•m•nt and (d) per~onal qual iti•• of the teacher . One lesaon wa• selected from each of the dialects. lhe videotapes of the model lesaons av•1lable are in Cree, Central OJ1bwe and Western Ojibwe. ln Ontario there are two type• of •ituation• in which Native lan9ua9e• are tauvht. The difference• between the two are very 1mportant for teacher•, and al•o for •choo t admini•trator• who provide lanvuav• provram• tor Native children. Jn eome co111111uniti••• children learn th• Nat1ve lan9ua9e from the1r parent•, and from other people in the community, When they fir•t 90 to •Chool, children already k now th• Native lanvuave. They do not need to learn it in •chool. Th••• communitie• may b• cal led NATIVE AS A FlR~I LAN~UAGE COll\munities. "o•t Of th• Native as a <fir•t lanvuav• coai-niti•• are found 1n northern Ontario. J n •om• commun1ti••• children vrow up lear1n9 Envliah f1r•t. When they go to school, they already know Engli•h but don't •P••k the Native lanvuage. Children who wish to learn the Native language may do •o in achool. lne•• commun1ti•• may be called NATIVE A~ A SECOND LANliUAGE comuniti••• ~t ot th• native a• a second languav• cOIUIUniti•• are found in •outhern Ontario. because of th• n••d• of Native a• a Fir•t Language and Native a• a Second Lan9uage com­ munitia• are different, lan9ua9e teacher• r•c•ive di<f<ferent types of trainin9, depending on where they are from, and where they will be teaching. Jn Native as a Second Lanvuav• com­ munit i es, teacher• teach the Native lan9ua9e to children. They teach them different words, how to • a Y them, how to put thefll tovether in een­ ten c e• when they •o•ak, as well a• readin9 and writing. Jn Nat1ve •• a First Lanouav• communiti••• children alr•ady know the Nat1ve lan9ua9e, they don't need to be tauvht how to •peak it. ln Native as a Fir•t Lan9ua9e co111111Unlties, the teacher •how• th• children how t read and writ• their languav•• how to add to the word• they already know, and how to their languav• creative\ v . Jt 1e important that t•achers and school administrator• under•tand the differences be­ tw•en the two types of lan9ua9• •ituations that eKLSt in Untar10. 1t is alao important to raal•~• that the method• which are used <for teaching one group of studanta are not appropriate +or teach1n9 th• other. For eKample, if chil­ oran already know how to speak their languave,_ us1n9 Native a• . · second Lanou•v• method• will not promote lan9ua9e orowth. Children will be bored, and reatless with the repitition of vocabulary, because they will not understand w~ at the teacher is attempting to do. lherefore, it is very important for school admLniatratora and community members who are ccna1dar1n9 a Native Lanouage Program to make certain that the pro9ram they chooee meets the need• of thaLr community. This lS a 30 minute le••on in which adult •tuoent• are tauoht to 1dent 1<f y ob j ect• in real life and ln picture• from c lues gi ven by the teacher, and •tudents learn t o say name• of tne obJ•ct• in Cree. ~l:.N ! 6f.\L A 3V minute lesson in which stude n ts a re tau9ht how to recognize everyday o bj ects b y their names. Students learn by doing s imp le act1v1t1es, tollowinv directions 9iven by t h e teacher. WES I E.kN OJ UllllE A 3V minute l•••on an whlch th• tea cher teach•• young be9inner• who had l i t t le or no prior knowl•d9• of the dialect by usinv v i sual Ol•cr1m1nation activities. In thi• leason, students identify object• in real life and in pictures, and played games of reco9nition. •o u•• ~or !.JJ l t!WE IF YOU Af<E INlERE.STEO IN VIEWING THESE TAPES CONTACT l"HE NL.lf' COOkD1NATOR'9 OFFICE AT THE' SCHOOL 0~ EDUCAT ION, LA~H~AO UNIVERSITY. TB TB TB TB TB TB TB TH & 3 S UMr1Ek ALL NLIP STUDENTS MUST HAVE A -1 B TEST. A CARD LIKE THE ONE SHOWN bl::.LUW WiLL BE SENf TO YOU AT THE END OF Wlf~ YOUR APPLICATION FORM . I~ YOU UU NOl HAVE PROOF THAT YOU HAVE further information, please contacts FEBKUAk ~ t1at1ve Lan9uage Pro9ram• School of ~ducation Un1vers1ty l hunder ~av, Untar10 HA~ ~akahead F'71:1 ~l 1-807-34.J-EU99 1 11::.sr, rou WILL BE A,~ STUOl::.NT t>E.RVICES tl~Fl.)R5,. YOU '·~!f~=~n;m-Uon ~ENr TO R~GISTEk. lm.munlza"tlon aeco.td AutrH NllMIOMlll•nh ~· CY com1M1•·1M &llerglHI NATIVE PLACENAMES Here are the answers to the f1ve questions in the last . news"Jetter. 1. b ~. d 3. e 4. c 5. a You· I 1 have to wait until the next newsletter due out at the eno of ~ebruary to get the · rest of the questions. ..w . M. ·~ �NLJP 1988SUMMEB fRACTlCU!1 VlQEOTAf>ES The 1988 summar practicum l•••on• were vid•ot•P•d in order to ••lect model l•••ons tor teachara who would be interes­ ted in v1ew1ng th••• leeeona. ~n internal videotape inatrument which wee develoP•d bV Barbara and her graduate •••i•t•nt• was u•ed in ratin; all th• l•••ons. The ratino lnetrument was d1v1ded into ~ecions namel y , <a l plannino (b> inatruct1on l e) classroom management and (d) par•on~l qualities of the teach•r. One lesson waa ••lected from each of the dialect•. 1h• vid•ctapea of the model l•ason• available are in Cree , Central OJ1bwe and West•rn OJ1bwe. In Untarlo th•r• are two types of situation• in which Native lan9uav•• are tau9ht. The differences between the two are very 1moortant +or teachers, and also for achool administrator• who provide lanvuav• pro9ra•• tor Nativ• children. ln •om• co1M1unitl••• children learn th• Nat1v• lan9ua9• fl"Otll their parents, and from oth•r people in the C0111munity. When they fir't 90 to school, children alr•ady know th• Nativ• lan9ua9s. They do not ne•d to l•arn it in school. Th••• cOftl•unities may b• call•d NATIVE AS A FlR~I LAN~UAGE com111Uniti••· Most of the Native a• a first 1an9ua9• co111111unit1•• ar• +ound 1n north•rn Ontario. ln •om• com111Unlti••• children orow up learin9 English first. Wh•n th•Y 90 to school, they alr•ady know English but don't tne Nativ• lan9ua9•. Children ..iho wish to l•arn the Native lanouao• may do so in •chool. lh••• communities may b• called NATIVE A~ A SECONU LAN~UAGE comunitiea. Ptost of th• nativ• as a second lan9ua9• cOfftlllUniti. . are found in southern Ontario. ~•cause of th• n••d• of Nativ• as a First Lanouao• and Native as a Second Lanouao• coai­ munit1•s ar• different, language teacher• receive diff•r•nt typas of trainino, dependino on where they ar• from, and wh•r• th•Y will be taachino. ln Native as a S•cond Lanouao• com­ aiuniti••• teacher• teach th• Native lanouav• to children. They teach th•• diffarent word•, h~ to aay them, how to put th9fll to;ether in sen­ tence• when th•Y •o•ak, ••well as re&din9 and writing. In Nativa •• a Fir•t Lanvuao• c0111munitiea, children already know the Native lanouao•, so th•Y don't nead to be tauoht how to speak it. In Nativ• a• a Firat Lan9ua9e c~nitias, the teachar shows the children how t read and write th•ir lanouage 1 how to add to th• words they already know, and how to uae their lan9ua9e craat1valy. lt ia important that teachers and school administrators understand th• dif+eranc•• be­ tween th• two types of lan9uage situations that •xist in Untario. lt is also important to r•al ize that th• 111ethod• which are u•ad for t•ach1n9 on• group of atudents ar• not appropriat• tor teaching th• other. For example, 1f chil­ oren al re•dY know how to speak the tr 1 anouag•,_ u•1no Nat1v• as a · sacond Lan9ua9e mathod• will not promote lanouaoe orowth. Children will be bored, and restl••• with the repitition of vocabulary, because they will not und•r•tand what the teacher i• attempting to do. lheretore, tt is very iftlC)ortant for school admin1str~tors and community member• who are conaioerin9 a Native Langu•g• Prooram to mak• certain that th• pro9ra111 they choo•• meets th• need• of their community. Thi• is a 30 1111nut• l•••on in which adult •tudent• are taught to identify obJecta in real life and in pictures frCJlll clues given by the teacher, and •tudents learn to say names of th• obJ•ct• in Cr••· •P••k ~or A 3U minute l•••on 1n which student s are taught how to recoonize everyday obJ•cta by their names. Students learn by doing simple act1v1t1ea, +ollowin9 direction• given by th• t•ach•r. WE,S ! E,kN DJ U!WE A 3U minute l•••on in which the t•ach•r teach•• youn9 b•oinn•r• who had little or no prior knowl•do• of th• dialect by usin9 v1aua1 a1acr1m1nation •ct1v1t1••· In thi• lesson, student• id•ntify obJects in real life and in pictursa, and playad gaees of recognition. IF YOU AkE INlERESTED IN VIEWING THESE TAPES, CONTACT IHE NLlP COO~OlNATDR'S OFFICE AT THE SCHOOL 0~ EDUCATION, LAKEHEAO UNIVERSITY. TB TB 18 TB re TB TB TB THI~ SUMMER ALL NLIP STUDENTS MUST HAVE A TB TEST. A CARD LIKE THE ONE SHOWN B~LOW WILL BE SENf TO YOU AT THE END OF FEBHUAK Y WifH YOUR APPLICATION FORM. IF YOU uU NOl HAVE PROOF THAT YOU HAVE HA~ Al~ J~sr, YOU WILL BE SENr TO SlUDENT ~E.RVICES BEFLIR~ YOU Rt:.GISTEh:. further 1nformat1on, pl•••• contect1 Hativ• Language Pro9rams Schoo a of education LaKahead Un1vera1ty lhund•r ~•Yo ~ntar10 P7b TB ~1 1-ao7 -34.J-e119s - ~.Olhw Nleftnt lnlannalloct j liiiiiW AulNe-~~· ()' oornprla ·1• •lle<vlN) You- I 1 have to wait until the next newsletter due out at the ena of ~ebruary to get the rest of the questions. Bso.td • ~1Dal:loM.'ll*!Dm:dl- ­ NATIVE PLACENAMES Here are the answers to the f1ve questions 1n the last news'I etter. 1. o ~. d 3. e 4. c 5. a ·1m.munlz8tton ®C' gncludlf>9!P.l"-'Pl.lllll ~~lolllmm~ • 11 • ' ·-· ' .. -~ ·­ . . .C.alenal11tf dJJ anmunLutklnl . ~~l.ill4t0d ~··tout\ ~unJuU~IXlltaall . . ,,.~r'l:anr."Jf.lflJl!l01111.lfl"4.lq~ • - - ~- . ~ . i(i)S:: .. ­ ... -'°''''° - .. . ·­ .. , ~ frout.:~~~ -. =' .. .. ~ .,· ~·. ­ I _...,.. - I �.. ' ­ NEWSLETTER 1989 -- t:JATl9E LAt'fGOAGE-TEACAE:RS PROGRAf'I~ LAKEHEAD UNIVERSITY, THUNDER BAY, ;MilP Coordindor' · ONTARIO. • • No w that the ho] ldays are over, we o eg1n a new year. I nope all ot you had a restful ho1 i~av with your family. May you have a happy and nealthv New ~ear. Since the last NLIP Newsletter, plans 1or the Summer of 1989 are underway and almost complete. Tner·e ~i~I oe a third ana fourth vear ~or the N.A.F.L. Program and a.~o a fourth year for the N.A.S.L. f-·rogram. fhe pract1ca will be part o~ the oav program in 1989, that is, each class in tne NLTC Program will have an hour a day +or eitner student teaching or pianning. A timetable wi1 \ be prepared so that students w1l I k now where they are expected to oe. ri·1e chi I dren in the c·1 asses wi ·11 ce fro ~ tive years to thirteen years ~t age. 1 am working with the Direc­ tor ot Continuing Education, Lakehead board af ~cucation, to fund and regis­ ter the children for this program. the fourth week. NLiC students w11 l have workshops to attend. So far t he cnoices are: Learning Centres, Drama. Audia Visual Aids, Outdoor Exper­ iences, Bulletin Board Ideas and Art. ~ach student will choose two of tne ''"cH"" f ~ 5nops to participate in. VOWME IV NUMBER 3 1 met with ~on ~p1na~ Director of Student Residence. we discussed tne state of the rooms ano the mea ~ plans. Ht the be­ ginning o? June, I w1il go look at the rooms you wi11 be s t a y ing in. Also, when vou are here this summer, if a l ight is not working or a screen missing, report it to the person at the front desk i mmedi ateiy. Hs tor the mea l plans, you will oe offered more of a choice tnis year. tou wi l l be able to choose from a hot meal or nave a soup and sandwich. Spec1fi aeta1ls wil 1 be enc)osed in your regis­ tration pac~~ges. fnere will also be more low salt toods, such as fresh vege­ tables. fruit, rice, and potatoes. I nave oeen worKing with Bev. Sabourin, Native C~nsel ior in Student Services and Jay Lawson, Director of Student Services to address the possibility of hiring a b~ udent Advisory ior NLIP. Good News! we will be advertising shortly for this person. l he Stucent Advisory will have an office in one of the suites in tne residence, hours 5:00 p.m. - 12:00 p.m. and on call during the night. The res­ ponsib111t1es of the Student Advisory inciude course monitoring, assisting stuaents to maintain program standards, supporting students in persona1 and cu l tural aaJustments, and assisting in the planning of extra curricular activ­ ities. uur1ng the day, Bev Sabourin w1il share an o+t1ce with me, to assist you in any way tnat sne can. As for your instrLlctors, you w i 1 ·1 see many familiar faces and some new ones. As many Native instructors as possible will be nired to teach, especially in tne ~1 r st and second year. ~uring l'ne aates fer the summer school this year are JU i Y 6 - August 2, 1989. ~e91straticn will be on July 5, 1989 1 r am lO:uO - 12:00 p.m. At 1:00 p.m. there w11 t oe an Orientation for a11 tne stuaents. At thot time, you will nave an opportunity to meet your in­ structors and other key people involved in your program. There will be a uni­ versity tour, a library orientation, anc an opportunity for you to talk to ~nstructors at coffee session. In rev1ew1ng your evaluations from last summer. l made a list of your concerns, then attempted to aodress some o~ them. ;,n Hpri I , l nope to start trave'i ling to v1s1t as many schools as time will ailow. l am 1ook1ng torward to visiting your classrooms. Some of you nave written letters, sharing some of your teaching ideas and expressing some concerns. Kee~ writing, l will try my best to assist yoL in any way 1 can. - Barbara � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 4 (3), 1989 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1989-01-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/1ab112fad1e14769ff8d474468d89a26.pdf ea3edea474d0ba84a99a993f4feb9685 PDF Text Text . ::. .Volume One, ~umber Two - December 19~5 NATIVE LANGUAGE EDUCATION in ONTARIO December, 1985 Dear Friends, IN MP10~IAl1 The sad news has recently reached the Native Language office that Kaspar Solomon passed away in November . Kaspar was born in 1913. ~e came to know him i n 1982, when he began his studies at ~LIP . He finished his course work last surmlE!r, and his name had been recommended to our University Senate for qraduation just days after his decease. His NLIP diploma will be granted post­ humously. During our association with Kaspar, he was always diligent in his studies and committed to excellence in Native Language education. All our linquists spoke highly of his rich and precise knowledge of Ojibwe. He was never too busy to help and encourage anyone, NLIP students and staff alike. He taught Ojibwe at Wandering Spirit School in Toronto and was highly regarded there . He will be sorely missed by all of us . As we extend our sympathy to his family, we comfort them and ourselves with the knowledge that his life among us enriched us all, and he will not be forgotten. He are privileged to have known him. "1iikwec! The fall tenn is just about at an end and we are all being warned that there are only so many days left before Christmas. That also reminds us here at Lakehead that we should be getting a Christmas issue newsletter out to you. Thankyou for the nice letters you have been sending, along with good wishes for Mary and I, there have been some great ideas and articles sent in. If you have ideas or any­ thing that you would like us to include in a future issue of the newsletter, be sure to tell us when you write, that way we will be sure to have your pennission to print whatever contri­ butions that you send in. I have been hearing excellent news re­ garding the teaching of Native Language in the schools. Rhonda Doxtater has sent very inter­ esting information regarding not only Native Language in the school but also classes for the adults in her area. Congratulations Rhonda and we wish you all the best. I had a nice letter from Virginia Jackpine and Theresa t1emeqos and they are going full speed ahead with Native Language in Chapleau and are looking ahead to the Christmas Concert this year. I am so happy to hear how everyone is doing, so please drop me a Christmas card and let me know how you are . Take pictures of your classes and maybe include some of the ideas that you have tried with your students and by next July you will have some great ideas that you can share with us at Lake­ head . Have a great holiday season and a blessed Christmas with your friends and families . • . • Fondly, --/)itlcOUR PROFILE OF ~HE MONTH ••••• RETA SANDS Reta was born at Walpole Island and spent her life there. The attended Walpole #2 Sch?ol for six years· then went to Wallaceburg Publ1c School for Gr~des seven and eight . Reta next attended Wallaceburg District High School for five years, then London Teacher's College for two years. Reta then taught Grades two and three and Huron Park Public School in Woodstock for one year then returned to Walpole School to teach Kind~rgarten, Pre-Kindergarten and Native Language. She has been there for twenty years. In Reta's own words, "l live two miles from the Walpole bridge--on Old Chief's Road South. Hy family consists of my husband Jack, my daughters Marla age 16, Su1t111er age 8 and son Kenda 11 age 14. I am interested in all that goes on around the Island as I write a weekly Walpole News column in the Wallaceburg newspaper. A hobby may be quiltmaking. I belong to three local organizations that sew. My interest in the native language began as my grandparents raised me. They stre~sed daily school attendance to get an educat10~ and earn a livelihood. I attended the Nat1ve Language Teachers Program as it helped ~ . establish an Indian writing system. This is useful at home when called upon to spell and/ or write Indian names and also help any non­ residents learn Ojibwe . " Thankyou Reta, for sharing your exper­ iences with us. �·' ----------------... ~ FROM: New Credit Native Language Conmittee INTRODUCTION ".·•' •Gnla\ IS BYL!/J34l ...WAT MEANS SH~ C'AN W THC ~ THING mirce, &Jr )OU CAN ()4CI UNtlRSTMt> IT <:WC&: . Mrs. Rhonda Doxtator, Coordinator New Credit Native Lanquaqe Program R.R.6, Hagersville, Ontario NOA lHO (519) 445-2866 December 3, l 985 Mrs. Bette Ross, Editor Native Language Newsletter c/o Faculty of Education Lakehead University Thunder Bay, Ont. P78 5El Dear Bette, Merry Christ~as! I hope you've been a good anishnaabe kwe, so Santa can be generous to you. I have more information for you concerning that conference I mentioned to you last time. A conference, Sweet Grass is scheduled for February 26-27, 1986. It is being held in London, Ontario, at the Lamplighter Inn, 591 Wellim1ton Road. (519) 681-7151. For more information contact lliss Shirley Taylor, Educa­ tion Coordinator, London District Education Council. R.R. l ,lofuncey, Ontario. NOL lYO. (519) 264-1528. Theme - to preserve and enhance the culture and heritage of aboriginal peoples true language. Teaching the languaqe the Silent Nay will also be included. This should be an interestinq conference. If more happenings come up I'll be sure to let you know. Sincerely, Rhonda Doxtator. The New Credit Native Language Program was begun in 1983 to provide the Mississau­ gas of the New Credit Reserve conmunity an opportunity to regain their native language. To further this program. support was provided through band couhcil resolution by the Mississaugas of the New Credit Band Council. In October, 1983, classes were be­ gun at the New Credit Elementary School for instruction in Chippewa/Ojibwe for kinder· garten through grade ·s ix. In July, 1984. the Province of Ontario, Ministry of Education announced that native language curricula would become available for elementary and secondary schools. But the New Credit Native Language Program has taken this government initiative one step further, offering a program in language training to conmunity adults as well. The unique nature of the New Credit Native Language Program has given cultural education a new dimension--a c011111Unity initiative that has anticipated the direction for native language education. New credit Commences Evening Classes New Credit Language classes for adults from the New Credit/Six Nations Reserves commenced on November 4, 1985, Native Language Program Co-ordinator Rhonda Doxtator announced. The New Credit Native Language Program re­ ceived financial assistance from the Secretary of State, and will hold classes on Mondays and Tuesdays from 7:00 p.m. to 9:30 p.m. for 20 weeks. "We're going to be teaching conversational Ojibway." Doxtator said, "and a 1so a 1ittl e about New Credit history." The Ojibway (Chippewa) Language Program at New Credit is also planning a second session to begin in April and run until the end of June. "Operatfon of this session will depend on conrnunity interest and available funding," Doxtator said. For more information on the New Credit Native Language Program, contact Rhonda Doxtator at (519) 445-2866 or Bryan LaForme at (416) 768­ 3497 or by writing to the New Credit Band Office, R.R. #6, Hagersville, Ontario NOA lHO. December 11, 1984 l. Learn Song "Silent Night" in Indian. 2. Write Song in Native Language notebooks. 3. Give some time to give out paper, lined paper to work or "mzinigan." - Read some poems, stories for inspira­ tion, encourage creativity. Bzaanidbikat, Kchitwadbikat 51lent Night, Roly N1ght Bzaanidbikat, Kchitwaadbikat Kina bizaante, Kina Waaseyaa, Gashi miinwaa binoojiinhs Kchitwaa binoojiinh inhs Mnanbaan binoojiinhs. Dorothy Wassegijig Pa!Je 2 . . �. . .. The Language Env i ronment The Physica l Env ironment In a bi l inqual school, it is very hel pful both to the students and t o t he teacher s to define areas where i t is clear whi ch l anguage is t he ap9ropri ate one to use . The foll owing descri ption of t he phys i cal envi ronment at the Rough Rock Bil i nqual School in Ari zona wi ll i ll ustrate t his i dea : "In the self-cont ained classrooms during the .rirst- year progl'aJTI a special. Navaho ar ea was penrranently established, wherein independ­ end and informal activity, as well as fo:rmaZ. lessons in the native language, were conducted. Visual clues, including Navaho dolls, photographs of iocal .families at home, familiar desert plants, native arts and crafts tools, recorded Navaho l'!Usic, and picture books of Navaho life, served as decor and resource material. These also served as a pleasant reminder to the children than Navaho speech and behavior 1.iere appropriate in this area. As Rouqh Rock's Navaho Curriculum Center araw, its teachers, writers, and artists pro­ vided more substance with which to achieve Rough Rock 's ma._ior educational poaZ, which is to build the child's self-respect so that he may proceed from the familiar to the unfamiliar with a solid _roundatio11 of pride i11, and knoLJledge o_r, his .'kwnho heritage and identity. F•w Zi.11h l rm!1un!'fe a~ti vi ty took place outside th i s olncr.roor.r Navaho area, and children were cuP.d to act and speak Zike Anglo-Americans throuph language lesson activity and other clas s­ room pursuits. lfaterials were available i n both areas for children's use, and it was conrnon to P.11ter ~ clnssroom and see two or three little oirls weavino at a miniature native Zoom in the Navaho area , ~ while another group satisfied its curoisi ty about astronauts fe7tured in CUI'rent magazi11es in the A11glo area." ~hat are the advantages you might hope to gain by arranginq the physical environfTlent of your school to reflect the atmosphere of each language taught? - reduced confusion about which lan­ guage is appropriate to use in any given situ­ ation. through the use of visual "cues". - building of self-esteem by illust­ rating the validity and attractiveness of both languaqe environments. - convenience in arrangement of sub­ ject matter to be taught in each language. - others (think about it)! How could your school be arran~ed to reflect a suitable lanquage environment for each of the languages used/taught there? The answer to this questi on wi ll depend on many things: - the objectives for language instruction in each lanquage - your course of studies in each lanquaqe - the size and arr'ln~ement of classes in vo•.1r school - ot her aspects of the language environment (what others can you think of ?} 1 Vi rginia Hoffman. Oral English at Rou~h Rock. Navaho Curriculum Center. Arizona, 19 ~. p. 18. Paqe 3 �. ~ ERIC More reviews and abstracts will follow in future newsletters. EDUCATIONAL RESOURCES INFORMATION CENTER ERIC consists of 16 subject-specialized clearinghouses In the United States that acquire, retrieve, and disseminate recent journal articles and report literature related to education at all levels. To organize this material, ERIC produces the followina three publications which are locateCf In the Reference Room of the Education Obrary: Thesaurut of ERIC Descriptors, Resources In Education, and Current Index to Joumals in Education. Thesaurus of ERIC Dllscrlplors The Thesaurus of ERIC Descriptors explains the ERIC Index~ system, and Is a tlst of the subjects, terms, or descriptors used to Index and IOcale material In the pubricatlons Resources in Education (RIE} and CUnent Index to Jouma/s In Educa· tion (CIJE). Sublects are listed alphabetlcaQy, with references hom term• not used. Often the usa&le term Is a synonym of the nonuaable term: Regular class placement USE Mainstreaming A scope note (SN) Is a brief statement of the Intended uee of a detcrlptor, and provides a more precise deRnltlon for amb9,Jous or apec:laftzed terms: lndlvkfuallzed Instruction SN Adapting Instruction to lndlvkfual neede within the group A posting represents the number of tlm" a term has ~ared In RIE end CLJE, and glVea you an Indication of how much matertal ta ~Hable on your topic. Poeling figures sometime• suggest that a revision In search strategy la neceaaary: Creative Dramatics CIJE: 129 RIE: 133 The ThnautU• of ERIC De~,. al8o Includes narrower terrne (t{f), ~· terma (BT), and related terms (RT) under each descriptor. These may dlrec:t you to other areas pertinent to your research: Group Status NT Family Status BT Statue RT Group Dynamics Group Struclure Peer Relatlonshlps ResourcH In Education (RIE) RIE provides abstrads or summaries of.documents and reports on all aspects of education. These abstracts Include 100 - 200 word summart.. of each document, along with complete bibliographic Information, a list of descriptors, and ordering Information. They are arranged numerically by ED (ERIC ~ment) number, whk:h Identifies the document · Subject access to the documents Is provided by the alphabettcally arranged subject Index, which lists titles and ED numbere for aa documents under a particUlar descriptor. To find material on a eubjed In RIE: 1. Consult the ThHaurus of ERIC D11crlptor1 to determine whataublect terms are used to Index your topic. If unsuccessful check under slmRar terms. 2. When the proper descriptors are found, list all narrower, broader, and related terms which you feef may also be useful In your research. 3. Locate the descriptors In the subject Indexes to RIE and fist the titles and their ED numbers found under these descriptors. 4. Use the ED numbers to locate the abstracts In the front section of RIE. Author access lo the documents Is provided by the alphabettcally arranged author Index, which lists titles and ED numbers under each entry. ERIC documents on microfiche held by this library are ticked with an orqe check In the abstracts section of RIE. The Lbary has an documents processed by ERIC from January to September 1973 Inclusive, With some before and aft8f this period as weD. Since January 1983, an documents In the foltowfng subject areas are being received: educational admlnlstratlo.!!z elementary education, handicapped and glftid (SP8dal education), and readl~. 1ne documents are arranged numejically by ED nuinber In microfiche flllng cabin~~ 1., !he AV ~ool'l, where m~rotlcheo re~ttl!P.' •~., ~•eo available. Contact library: staff If you wish to order a document on mk:mflche which la not In the lbary. There ls '!«>charge. Cvmmt lnd.x lo Journal• In Education (CIJE) CIJE Indexes and annotates the articles from over 700 education periodicals by subject, author, and ~journal title. To find material on a subject In CIJE: 1. Consufl the Thesaurus of ERIC Desctiptors to establish the proper subject terms (descriptors} used to Index your area of research. 2. Locate these descriptors In the subject Index" In the annual cumulations and monthly issues of CIJE, and sefect the relevant articles, noting the EJ (Educational JoumaQ number assigned to each. 3. Find the artlcles In the numerical EJ number sequence, along_ with complete btlllographic Information and a brief description for each altlcle. To find out I the Joumal Is In the Libra~·· collection, consult the Library's S.tlala Ust. Journals are arranged alphabetlCally by title In the Reference RoOm. 1-:U l42 7l8 1·-~ SP 024 20S Lorry .4. •.,.••I ~tttu Pmd~I. . Fatton R<1:•l•r Fdeon· t"u ..d \'•riuu ·1·1pa of Spccl•I •Alwal._ Pub Oace-9 Mar 8' Nolc-l4p.; Paper pt~ntcd al a Con•cntion of lhe Ariznna Federation of the Council for E&cep­ lional Children (TUl~un, A7. March 9. 1914), Pub Type • Repc>rts • Ev1luative (142) ­ SpuchC11/Mectin1 Papen (ISO) El>RS Prlte • MAii/PUii Pl• P.-.se. De1e1ip1on-·Cnmper1tive Analy91s, Elcmeniary Sc:huol Te:1ehcrs. Elemenwy Secondary Jo'.duc:1. lion, Emotional Ditturbllnc:c1. Lcamina Dwbi.li· liC11, Menial Rctard•lion, Rc:M>urce Teachers, Secon<bry School Tac:hcrs, Spc:.:ial E6uc:atlo11, •Special Education Tachcn. •Streu Variables, "Tachet Aniludn Jdcnlif'M3-Ari- A 11\ldy rocUMCI OD 1he reletive el'rcct of nrio.. ltreM fllelon OD: (I) l'Cllllaf llDd lpccial educ:atioa lc.c.-hcn; (2) leachcn in raowce and sclf-conllined clulroomt; and (l) lcachcn la pra,rum for ie.n,. ina diAblcd, ctaOCioully llaadic:t;ppcd, aDd ­ handieappcd Mudca"- Dale were plkred with a CIUC*lioanairc lhal wu completed by 27l AriznM cd111:aton. R~ponclcnts indicated thcir Jeni o( •1tccmcnl with lhe suue1lic)n ...... each or • li11 ol 5l faclOn had been ltrest producint for lhcm in lhe previous 12 months. Sire$! facton la· eluded on lhe qoalionnairc were baxd on a review uf' the lilcratu. e and inccrviews wilh special e d ­ lori. The mean C« each ilem Wa$ used 10 rant the ilcftll for each the 1roupa lludlcd. "hperwort.~ ""11rocedural nd lafC," "discipline and bchavb problems." and "dil1nletestcd parents•• were found io ~ hiJh stress produun ror all aroups studied. ComptNUn nf' llOUJll or educatnn resulted in the idcnlirlcaliun nf' ont or more raclon that arc si.,Ufi· can~l1 more ttrCMful for lhOIC in 1pccirie 1ypa ol pn111t1on1 than for lhoK- in nlhcr flQSillo11s. Si1nifi· cant dilrercn.:e1 "'efc al!IU ruuncl bctwcell leveb ol 1treu produced by aome factors for special educa.. tion lc1ehns ill l'ftOUtce and 1elC·contained ciu.. rooms. r'iw arc a11pendccl. (JMIC) ..u,. or ••bla F.D 2'7 051 RC Ol-4 13-4 ""1clt6. J. D. WMt Prolllt1111 Ott Amnfall lndlam Ha•e wtdl F.lllllM1 WICA T, Inc., Orem, Utah. Spont A1ency-Depar1-n1 of Education, Wash­ inaton, DC. Pub Oate-(UI Onn1-G.OOU.0.1•52 Note-lfJp.: for rel.Ced d1..:un1cn1,, •cc RC 014 US·U7. Pub T>TC- lnfommion Analyses (070) EDllS Price • Mt'Ol/PCOl Mus Palla~. Octcriplon-•Ataska Naiivn. American Indian Ed~ation, American ln~ian L:in1uagcs, • Amcri· can l11dian1, •Computer Assisted Instruction, Ele­ nt<"ntary ~condary Education, •Enslish (Second Langua~c), LanJu•1e Pwfkicn<'y. Lan~u~JC Re· tcarch. •un1ua1c Skills. •Lcsrnins l'r.•hlc111s, Receptive LanguaJe. Second un1ua1c lnstruc· lion, Scc<"nd Lan1uafe Leemina A lilctatUtt lutYcy ot QIQl'C chan 800 llOUtces, ap. pro~ima1ely 140 or ,.·hich were iudaed to be rcle· ••DI, auascd problem1 AlasLa :-;a1ivcs and Anlcrican lndius upcricncc i11 leaminJ En11ish lan1uacc 1tillt required for survival •nd su~ccsa in a modem, 1echnolo1ic1\ culture. Since the sun·ey was to 1-.ide the adap1a1icm and development of in,.ru.:li••IHI malerial• for elcm~n1ary and juni• ., hiah 1ehool rcadin' prcan1cd by computer, results emphuizcd receptive rather than urrcHivc la11­ 1uaac. To some deptt the problems or phonolnay. morpholoay. syntax. and tcmantics idencificd "'ere problc1111 racin' not only American Indians. bu1 any 1tuclen1t lcam1n1 Ensli1h u a tccond lanr,u••c. r.forpholo1y problems included America11 ndian UH o( inRections to inc!ica1c syn1a1ic role ••f "'"'ds. utc o( sender, and rcprcsenlAlion or noun modifier• by inRcclions in nouns. Semantic problems con· ccmcd concept dc¥ek>pmcn1 rachcr than ~ocabu· Jary arowrh, Plfticular!y in color words and ""ords conccmins coercion and duly. Rccommcndations incluclec! pro•idin1 computer practice with sckcled minirrMlly cons1ru1in1 vowel pair.<; selected mini­ mally co:urasting con1<>nanl pairs; final cunoonancs •nd coftfOllanl cluster; tclc,lcd phoncmn lhal d<> not ~Al.a~ i~ JCbhZ :,m,, i.:an !nJi1n l•naw1es; in~a· ular plural noun fonno; 1elcclc•I verb cen!IC fomis; cktermincn; third pcnon •i"IUlar pronouns: IC• mantic imrlicationt or juncture; prc-pori1icm1, verb-preposition eombina1iun11, and idiom.s; passive and wh- uansfonnations; and basic vocabulary (Author/NEC) May aZl the joys of the hoZidays be yours. Page 4 ­ � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 1 (2), December 1985 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1985-12-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/b357dc69f990f9b8924843425c94d399.pdf 4ed6b0033e07704e3b41c4cfb918e278 PDF Text Text ~· Volume One, Number Three - January 1986 NATIVE LANGUAGE EDUCATION in ONTARIO January 1986 Dear Friends, Happy New Year! I hope that you had a great Christmas and that your holiday was every­ thing that you hoped for. Now it is back to work for all of us and it is almost the end of J anuary. I like January, it is my birthday then and I still get excited over it. Every year I am one year older, but I guess we all are! I was in Moose Factory for Christmas and New Years and it had been almost seventeen years since I had been there as Music Teacher for the Public School. I had forgotten how beautiful it was and I was pleased to see some people that still remembered me. Oh yes I saw Stella Mcleod from NLIP and it was 9reat to see her in the Bay. We spent New Years Eve together as well. I've heard from a few people regarding the Native Language Teachers' Association. There is interest in getting an association started so get your names to me if you are interested in being part of this worthy cause. We have an interesting letter for you this month. If you have any contributions for February's Valentine issue or March, please send me a letter with material that you would like to share with us. We would like to wish everyone the best in 1936 with your classes and/or other work that you are doing. TEACHING OJ IBt~E THE SILENT WAY The Silent Way of Teaching has been developed by Dr. Caleb Gattagno of New York. He has studied forty five languages which included three North ~erican languages, an Inuit dialect, the Lakota dialect of the Sioux, and his forty fifth langu­ age the Ojibwe. The method consists of an ingenious use of colours to represent sounds of the language. Each ~f the thirty six sounds in the Anishnabe language lS represented by a colour or combination of two colours. The student does not have to know the names of the colours, but only associate a sound with the colour. There is no memorization in­ volved, only retention of new knowledge. In this method the teacher does not utter one sound during the actual production of sounds by the students, but only gives clues and will give negative signs if the proper sound is not pro­ duced. _There is no interpretation during the course nor 1s there any granmar instruction. Gra11111ar and interpretation would take up about ninety perc~n~ of_the.cou~se t~me if used. But by part1c1pat1on 1n s1tuat1ons and dialoguing in the Anishnabe language which they have learned in six to nine hours, the students are actually conversing with one another. Although·they might not know all the words they are uttering, but by repeated use of the words in various situations the knowledge comes to them. In the demonstration projects the students have learned at the end of two hours all the sounds of the language and have learned some simple words and how to structure the sounds to produce these words. After seven to eight hours of instruction, through the use of the colour and word charts along with the use of coloured rods, (Cusenai;e Rods) they are able to converse and exchange ideas. Dominic Eshkakogan P.O. Box 326 Hassey, Ontario POP TPO Coordinator's Notes Convocation 1986, at Lakehead University will be held on Saturday, May 31. NLIP diploma students who have completed 4 years' course work and 2 winter practica will be notified when their names have been reconmended throuah our senate as graduands. If you expect to be among those graduating, do reserve the date, and begin to arrange for travel--we're looking forward to seeing you walk across that stage in your black gown! The Ministry has set 20 days as minimum required experience through the winter for NLTC students. This experience must be in a "regular" (provincial, federal or band operated) school setting, from K to 12. NLTC students will soon be receiving by mail from Lakehead a form to be filled out, indicating your experience through this winter. This form should be returned to us with your application for the su11111er 1986 program. If you have been unable to meet the experience requirement this year, but wish to continue your course work in the sunmer, do write us as soon as possible, explaining your situation fully, and we wf ll try to work some­ thing out for you on an individual basis. I have started a series of visits to NLTC students who sent in their teaching schedule forms last fall. To those I have already seen, my thanks for your hospitality! I'm looking forward to visiting the rest of you soon, and hope to report on these visits in the next news­ 1etter. Dates for next sunrner's courses have been set as fo 11 ows: NLIP (NASL ANO NAFL) - July 2 - 22 NLIP (NLTC - M.inistry) - July 2 - 29 NLTC Validation (for NLTT/NLIP grads) July 2 - 29 NLIP "Institute" - July 2 - 22 Cree 1010-1012 - Introductory Cree for non-speakers, to be taught by Or. C.O. Ellis of McGill University ­ July 2 - August 14 Upcoming Event: Modern Language Teachers' Association ­ Centennial Spring Conference, Harbour Castle Hilton Hotel, Toronto April 3 - 5, 1986. For further information, contact OML Teachers' Association 237 Hellems Avenue Welland, Ontario L3B JBS Memories �·­ IDEASI TOTEM P0LES NAVAJO SAND PAINTING Reference - p. 188 The Native Americans p. 99 Indian Arts Content: discuss why totem is not really the ri qht word. 3 types : memorial, house poles, and r:iortuary poles. Method: carve out of wood: Since imitation of the style is very difficult until some proficiency is gained, it is recommended that a pole be copied. To give a weathered look to the finished poles, vegetable colourino may be diluted in water and used to col our, instead of paint. If the 9irls in the class do not wish to attempt the carving, they could possibly construct houses, and the boys, house poles, and the two could be used, and pasted on a cardboard backing to form the walls. The paintings on the walls of the house could also be copied, rather than attempting original designs . (see Indian Arts. p. 9g) If houses are attemptea:--­ some mention should be made of who lives in each house , etc. Enrichment: The class might be divided into moieties and clans before the work is begun, in order to demonstrate who builds houses, and who raises poles for whom. Any good ethnography will give this infor­ mation . For totem designs, and meanings of symbols , see "Totem Po1es" P6 Lore Leaves . Reference - p. 112 Indians of the Americas - Nat . Geo . al so p. 119 p. 74 Indian Arts p. 335 The Native Americans p. 213 ff. The Navajo, Kluckhorn I'IOI Atl HEADRESSES References: See Ben Hunt pp. 14-29 Indian Arts pp. 151-153, 131 Since the re is usually a ready supply of feathers in an Indian cormiunity, these can be put to good use by the class in making a survey of types of Indian headress. It is unfortunate that the Sioux warbonnet has be­ come such a cliche . Possibly a study of other types of headqear will help to counteract this . The class might make as many different copies as possible. Other materials around town, such as horns , hoofs, bones, etc. may also prove useful. Each headress should be displayed beari ng the minimal data of: tribe, who may i-;ear i t, location, materials used (in original). /, / Content: Note the proper name is not sandpainting , but DRYPAINTIHG as it is not sand, but other substances that are used. - who made them? - how were they made? - why? Pictures of Navajo life in general should be available to give the class a fee l ing for t he overall culture. Location of the area on a map is important. Some mention should be made of the old and contemporary use of dry­ paintinqs. Method: One large sandpainting can be demon­ strated on the floor of the classroom (it i s almost always too breezy to do this outdoors) on top of a rolled-out paper. If an old animal skin is available, it is more real­ istic than the paper, but a "good" skin should not be used. Possibly a "Skin" cut out of brown paper would be a good com­ promise. The skin can be sprinkled with sand, and the design dribbled on using: ground coffee, flour, ground corn, red lentils and any other substances of dif­ ferent colours available. Small individua l "pa intinqs" may be made on stiff cardboard or in heavy paper plates. by the one of the following methods: (a) spread glue evenly over surface. sprinkle thoroughly with sand. allow to dry, and shake off excess sand. Paint on the sand with tempera paint . (b) coat with sand as above. Draw design. one colour at a time, with glue, and sprinkle on the various materials (such as ~round coffee) mentioned above. NOTE: the elongated style of all figures in drypaintings New Credit Native Language Program P..R. 6 Hagersville, Ontario NOA lHO 519-445-2866 January 15, 1986 Mrs . Bette Ross c/o Faculty of Education Lakehead University Thunder Bay, Ontario P7B SEl Dear Bette, I attended the Sweet Gr4ss Language planning meeting on January 10, only to find out that this conference is open only to the following bands, Saugeen, Cape Croker, Six Nations, New Credit, Walpole Island, Muncey and Oneida. The first hundred delegates from these bands will be accepted . However, if these seats are not taken, then it will be open to any other interested language people, on a first come first serve basis. There is not a registration fee, and the rooms and mileage are not paid for. There will be a waitinq list, if the seats are not taken. You can phone Mrs. Shirley Taylor, at the Chippewa Sand Office, 519-264-1528 for registration. Sincerely Rhonda Ooxta tor Page 2 �•. Have you read these? '" . . . ----r' ••, .. ·- ! ·""' • • nooK 1o:v1 t:ws ~ 4·: Canadian Jownal of M r~,_,1, M. tl.tlpo:t, ·n~" 111 l'r•lrx ·111 ltrC1.. r,.,,tnJ (:ou/4• Vuut•uU\.'4.•r ••1d l.undou \fn1nrMh 11( Hulu•h t"ok11n11i~ l'rr'°" m lbJlut•,11100 wnth thto U B.(" Mu11>emu ,,( An1hr1151u~u,:)~. IJttl. ,'.H 111•.• (IJJ.f.:·dwo·k 0111d h.; uckonO 1 ....., Jl fc;.&•t c-.·u ft·~Mtllt' ·rotrm l'ult·~ 1.t 0 Ver) ;ep5m111r ~lt' tit1o for M.r,,nnr I I 1lf1U1 !I. (1fh 1 tti:ht 1m~~ l•.i•k Fir"'· 11 prc,'tM'I~ 1lnt.ounn.~a ,..h.1l the l1u1k •~ oal• 111t '4·.·uiMI , 1tw 1 ·•J•h..o 1·rc111t.-"' •h~· ~unc 1H\')(h1·ul mtt.1 1h;1t ,,. th•u•ll'~....-t 111 the tht>JU(' uf ~ hr 111 ,mu."""·r 11 1t f•~r llu: 'W11rct11 , •1oh~m ,.,.,.,,.~·. (,,ins: lu nunrl muic~• of th«" 1111mo1dial .u1.I 1hr Jltf"ol•ttt. thf> auureH"tit' nod tht• r;ili1tt•••t lh"· nh,.trn('l anti thr t•mw-rc-t.­ S1u1 l•r l\". U.1l1ti11'11 ..-11MniH1H\ 1rr<Jt• the' 1mhj4:t.·t iu auat.,:uu¥ f<1>hi1.n. 11'~ folh•wu~ ('•eti•r11t ~·1:lr.1t 'frfl hum lhc ln1ruJu1•l1un '1to:cU;1friot llu~ JN•uai ·.•,; •• , f , • • Native Education Spring 1982 Volume9 Number 3 "''°' Tfih~m 1.-1lt'J .,houlcl l.c ltll!llh-cl ;1~ lac•utiful ••l1Je<I~ o.a P attifacC. that inform .,, e:don1lr ua 11h,•ut the 1,11~t . Thry 1r,. run11t1U fnt111~ thul •·•n unit r-lllotlM flt' ·n·.ut ••u .11 nun1IN."t uf ~'"°''" ac-.:utf. ~•nonuc, •nytho&o~M.-..t. tth.:1ut1:4 uml 111·,.1 het1~ 1'hri..e n)nMi\'e eurvinl" u·1>rir~t"nt a cultural 1md1l14,,. tf114 t Oo urn1ht"tl vlnul( '"" to;1atlmr for •·wnturirt.. which W•• hntOy and f1r1Ui.u11h· m.'t•r 1••1l•1Hlcd, nlmust ·~·ru11J.,1tl\' M1kt t.S.~olol•in H•tfN'. Af.y l'•"'P''· th•• hl11od1t. (~alt:1"·y: GltnlNlW·Alb.rc.. Institute end Ill••"' Tribal ('oun<il. 197~. l'I'- ai, 1~r.. S. A. M 11<1..11i 11.,tpm 1}tt·r1 ,.,,..,,.,,.._ 04 ,.,.,v 1,,.,o( Jo.at n rH·•I f'•I"""'""" ·~n lod1•n t•ullurc• of dw..· t.. '11u1'ol Thuu.:h 1uf11UllUllf: nu1od1('4I \'UtU1tum Ill lhe ""WM)'' or 11r~ of 1J1«­ Nnr\hwr.o t Cun.al llf"•1Jlr., '". 11bC" nu1in\•U_. th.al t~ ,·Jet be Ju•('\lued at var•at.nna "' (iv,• t~ ..u· 11:ittl"rn" _.,.... hh, fo111ily. m.,·th1ol,~y. ('t•h·euony , 11nd •.ln•lu.: Fullowic1i: the"' i... ;;oothC'r , .• ry C'ttt\t.·1,..- 1lb..,ba1on ,,f lht.• r..-..1~11111: path·rn~. Nurtltwt',.t It b nol unhl fl4 L: t> tlurh-C:n of lh•• w:ty •h••tl 1rt:Atiw th.I theo •u\hur lurnl\ ~1K"r1liinlly lo d1teos.in1 tntern JJOlt-•. And lh~n thn-c pu..:~~ ure devutt'd tu tec;hmol " "''"'' h uf t."•"·mc •mi thw h11otor1oa1 lrC'uda 11f the •'U•hc rs11rt:Mton m qunuuo. Tht" or•l twt'h'l' JMl~("a 11.-ol ex11rC'~ly wiOt I lw a.l1hjt'i t si:atrcl i11 the tille and titlu:r t'Uf\.'in.i;11 . In \t~· tC'mAinin~ 1"''n t.h• onnhuf tlt'at~ with tw11 m•jor ;,..."""· u"f""C'l.Ji. tJ 1uutC'rnlN•tury M:ul11turc 1n HI 11u~x~ti1111a no lu1w t4• ol~·rv~ tulcm J"' lr11. f "on1,tlt"ntcnt inl( thf' di!ll-·uurae •re rixhty-threc 11i,·turn. •nd uoe m•P· In t·•c hlt cu 11u~'"" """ C'utirt<1)' clt.•\'oh:•I tu tnc.:htt<"tl ontl in n~l\Y o( the ulher 1••~~ 1llutttr~liun"' li·avt· li11l1• ""''m ,.., 1u·ri1~t . Thill i1 not a n...:•~l~v~ feature. Huther. ch.. UM ht,Htn ur M' IMClllY 11i1·h•tinl f\'fM'uduc•l1un" ft!CSl'f the rr.iJt:t in ltr.itlllnlnl: 1I• 'lllftrt'l 14 1~ till> 5)!1wrthlf oa.fli'4lk C'llft°)•)OOll. ln (ttf1C"J0tlin,:. thl!L rt"Vil"Wtt rt-\'l!i. that th~ lnl'llli:hl» th• •lllhor l'f~Ult At'f ~urr.1 '""' l o 1llH'1t Curt h-tr •h ttly 1tf tot~"' poln JoA,aual1y iinponant ia that • Ct~nceptu.} fr.ontwurl for l'luJv111K thi• toJu~· Ui u11tlioe1I - a. fr.t nntwurk that would prohahty f.u·itltJIC' 1n;11imum . a~prH·iatiun and tvtnprrhc:m·ton of •U elUf'mtly wmple& kit iii phc1mmcn,1n 1 ''"'t ;$fl to 11'1:'-~. M1k• Mot1nhun ltotM' UMKM· WtiO t·um11IC"kd 1 enA11u..c-ri11I enlil'-d • Jn,U•n• 1•( tfw W"t,.tn l 1lmn11o.... All •U.~1ne11,. 'Ii htlvh-. t.h• 'lllrotk f)tlhliahed wer~ um.ut.·n..,,.f1,i et 1tw lh1tit'. UuWf\.'l'r. ovr1 forty ycyn. lah·r. autl with t!1e 11idclitivu 4,/ •n lnuudm·tiun nncl th• tiditin• t"&flll'rli.."C' '" ll•11th Ortn1•Y· tllor menu.rri5tt hu bttn 1n1t.1u~ht"t it1 huok form. j.,.nlty. h.\" lhe C:lf'Hhtl"lllr'~ AlllC"rLI lu.. titutr aud tb. Ul1•1111l Tr it~f C11to1dJ "" Ah- l*n11>lr. lllr ltlctotl•. Atthc•HCi• 4 lot'I( tiJnl' in n11nio1:. Lhi• huuk • worlh tht _.·nit. M1k~ Muoma•n lt1•hioe... 1•r11tt.•11•••· .utijt.-.·1 Ui ll1r lift· nrnl ''Ulhm• uf u~ IUouct lo1fin11". whtli!6tl CrillC" #I loC'ntNI '"' " r.,...rvr in 11nutlwrn Alhtrt•. Ar. » IUc111d lntli.nn 0 Mum1t1un Horw " nM•l 'tunltlit"d lo wrilfo on lhhL •uh~·l. HUIJur 111ourm for the ltit.1ok Oft bi" uwn ~&JM"rifont°" lllHt f't't."\1.U"·tiun,.. •Utd ll.011e o( lm1 ttlder rriC'uJ• ant! u l:ili\'f'~ •1k• f•milinr with Utf *•YI' u( the JUuud JncliAnA iu th• )"tant µtiof' to ••~· "i,;ui•'K ,.r Tr""'Y Stow.., Ul JK77. th~ n•l"'•'tl" r.-Hori·h .. i.m1i'" "''" 1tnr•ly ilh1.. ttAh'4I •n hi• arrouot o' ( 'hn.rnwtl. " HluoJ hw'li•H .,.ho lciJtfCt he• wlf,.·,. lcm,r and. en he• sulh'C...IUf'nl nitcht fron\ J••tkt', H "''"'"" cafflt."rt. Ahhouah Chua murelt•r <"o&M" •AA '"'\"f'tt,.t t••t.f'n,ii,,·rly in Ow 1•t..,., the ''~JMJft11 w..re mat"C\irole nnd UN"•idf'd Mousttaln lt11rM' cu•Mtu1:ttd hi• own •hnfy of du• cntif' thr11U1h ini.rvtew. •eth prnNl M who 'N'ett: 1·1.~I~ luvulwd. includins, lh• 1oelian a.-riaun..,. in the M•dl'\•I jail with whom C"h;1ttn.af "IM'ttt h'- lut da~·· l.clote llf'>inJ( hon,:~I. Ont o( Mountain Uotw"a purpcw,H lur wr;t"tta thi• book wu tu""'' •h~ fft•urd •traSa;ht. H•vin1 ttad numerous en•ttur•I~ :•t'•' l#Ullt• ahuut tM nr••'CI h1d111n!I, Mouotain lfnf'lf dM·t ttf'S • numbtr ut eh.aptf'rll \1• '"'''"'" 1 inurrur=tdC'fl. Yor .,anm11lr• .Mounlnin H.ir..,. cerne- arr1... nn n'tM.·&c •r~tkn lty u rt·tin-d p_.ittmnu. whif'h rl1inh.J 1nf'ltrrKtly th.t lmli&rw i.ndud....d anAlr.rS arwt uther ,.,,,,if('• i.i1 • rr,ul•r pArt c.f cheo1r 1n.-n,~. •ntia 1t.At.eme11t. rvocnptfll hjni \u dflt·ra,. not ooly the lndiitna9 di..t. •hith WAJ prinrit•Hy u( buffalo nw111. b.41 •hti lh• in whu·h lncli•1\A ns>tured Uw- lmfla1lo. anff th• numerou• 11'M'lhod1 ~mplu)'t'd in n-.,luni thl'm..._t l'hr 11utr"., wu • ttlllCrt\I fitrurt1 in lhe IUood tnclian C'uhure, and Mtitlh\Aln tfnrM 11ny" hunittK• to thla lttc\ thr•IUl(IMiut the: hnok In a rluipC.t un c-ihiJdhood. the train1n1 1uul •lrcinKthtnint or )"t.uth (01 fuhire ,...,,.,, la cunr.idert'tS, Jnd..n m.eln. for eumple. nfh•u v.·rrf" r•Hlk"tl rtom theoir 11.l~f'J• end Le~ into ice·Cft\'t'Nd 4'fffk.t fot tl1tir tnorn1na ,.,.. ~11t11tion~. "l"hitl; 1•r•-CH'f' wn111 meoun\ to forlify 11 rhiM 11111tiein•l !Uckneu, a1.d Muuntnin Uorllof' -1..-ak" un t)ua "'"""' from 1wn1on•I thiMhouel ••1~rH'n~. •rtw ••mr.l a•••>·C'd hy tmhen t~ - raid,. on Cltr 111•U1 enci11n1>mc-nt (cit huUato 1nc.il. t..,. atid uuow ""ontl>f'hUonli. lwiwk hunhnt£, •aht1otinc •lkka... and mud beUlH - pr~w1ded h:•~i. trainn'J in warf•r•. t•nfortunately. lhC"re .. no dilcuMion ur \he prnea pla)"t'd by lu~taan ,:1rla. •nJ ai1K"e the tirla w.tt nol d""tnW'tl to het."tn• w•rriun, tl~•r K"ITIC'I' w1'.!.1l1I 1ikf'f.Y haw difftmt Oure he tu~ mGAl•rfd lht penn of rhtldhutd, •n Indian _ "·,.JI ·nw ••ff ••)'II yrnuh '"' 11r~ntt'ft I•>"" a~t-d w11rr111r. Cu re-t"'Ci'"' hiM ov.-n 1uiuwul;1r fn,·r tNtint dnie:n. Y."Jtt 1·hunl. atc•o•! loc.·• ....,.....-.. tte ;,. it..•n rently lo dUnd1 himwlf lo• ~rl)' on th-­ 1A·nr1t«t1li ur un • rmdtua,: 4·~1"C'ftilion. TIM.> "''''"'"' iu YtrhN·h th"*' ts1M-tUt;...,,, ,....,.,. c-on1lurlf"ll l• full•"""'' a rlt'M'ri1tlion or tiw laat ,:rt'nt hnlff~ uf lht HIAcUuut c..u,t."fle-tAC·y. whtdt Wb ,.,ua:hl ln IM7U •t:Ai••t the <"rt-.... Thf' r;...s thA1ntr of thf' houk con11ideJA the lnclum 1.,1Hlriltuuon to Wothl War I. Thr l1uh~rn •oldin11. lntlutlintc Mountaf" lforc4: pn1vrd them.el\l"ft to tw worthy warrior.. Mmrutniin lluf'Mt d.-.w·rit.,.. 111 de-coil tht •fte"leoul 1'1Utnul lrib111I nremouy ct! tht> Sun t >tmcr.- ·rht. a rt'liai11u1 actl\•ity iutctMlrJ In 1•n1pit1.nt4• I hf. •nn ~rht cumplu ···t1vihes •radmc ..,, lo lh~ Sun nance ·~ indaaJed Alon" '«ith the DC"\H.ttl n·lchrahon ttf ft:H~l•ntc wttr d:inc'in.i; ec1rt ·Kivinc. 11nd f>rnyer *J'hc "'u~torn uf Rll·lorh1n•. a·hith an Indian w1ll1111' v un1h:rt:•1Ct m fulrlllnlf•nt of h., ~·ow lo lhr aun, is pJ•t'f<t. hy Mountain ffone, welhut the rm•f""' tontut of Che Sun Dann!. Thi• .,·11vu:v M3' llM'n M"V•rrty tt1it.n,terpte-ted by wntflrw. •1i,f' huok it A velnuble and <'O"'J"ff'hrrn11h-c Ml\ltte cm the Sun Daner.. Unforton•LC'ly. th1a infurn1etioa .. JiviJtd ht-lwewn lWn chapter.: ""ltC'~ il(tnt) arwt ·cu.tunu,.• A arJ)•ratc cha1>tr1 deeJinic 11olr.ly wi1h the Sun O•ntt •ould h•v<' l>ftn *•rrnnlfod t:ven lhe hrnvf11t anLI moAI nuhte of worriun d"i'"' •clf'ffUnCt cfolhm~. C"C•••~ IJ'11rf-..o m ~•t. •nd • •ilrtn flnd inv1tin1 ltfltt. In the Uluod cvlturt, lh..., mt>ina1 taah '"u lo \ht' lut or WOn'lt'O. A wurd e.ftclt'tl by Muunhnn Uu~ .....,.,,;riha '••t1hfulty the tolt nf \'..'try womnn lo HJ11ud at•·it!l)' ·,Jrtuf,;:t.· 1\t our timt. •he wu r.-quirtd tu W111!4h her hi.td umJ·. r..tt. \'Ctn'h h111 hair. nnd •• h..ttli1nC'. remu'l'r hi& dotM114. with 1•nrhu1h1r anenhun to hht 1n•111.'('1Hun~. rr a wc1mnn wru1 diiN·overed bc-u'C un(aithful to )n•r huar.hend. ahe auh~·ted lu 0111 mitni.r of ,,.i,•Wnl ulroritin. Al limn. 11u;h *utnf"tt -.:~ lorturfd end 11ut tu clcoth. Thf! •nChnt aftsorN ,._ U111C. hy 19:\r. •t lt:ut. lmhnn wc..ftf'n wtrt tto lilnl(cr etttKiJtf'C'f1 to ht- drud.:cs. "'.d f,,· w•• 1111-11111:....... °'....... dlla ._.., by Patricia Albers and Beatrice Medicine (Unillflrs/ty Press of America. Lanham, Md., $13.50). Ten essays on the life of Native American women p1ltt end present. Bibliography offera a good source of related materiel. ...................°' 1111 ....., T.... by Lynn V. Art­ I NA11VE AMERICANS dl'ews (Harper & RCNI, $15.95). Andrews has written a series of bOokS about her experiences as an appl'entice to a Native Arrer­ ican medicine woman in Man­ ttoba, Canada. •o" The nr lunl 1or11n1 iu..rrnfrd in CIW" bunk cm\ maeny t."'"''°'"" .'"4t \'Atiftl. ·1iwrt it • chartrr un t''l1ri.11llnn~. end one on Mt.. lit.·ine Meon. The rduli11r: 1u •lt•ncJ1 1ut tfoiru111M'CI iu ~""'" 1h·C:•il. iodt.Mlittt1 111~ rU&Cofft of n1Nlinrfonini ~ntttt'4rinM. Tlwre- efau it infor1nnth1n on f1Mti•n lr,:end.. IUtientitiun.. a1>1J N"ito••I 1IAY.. 1:utthtr. tht ftolhot ti:lt1 wuv1efn! ...,..n.- \Hlot'fol 1nti(hta •"' the cftt.-.1• of dviliution un tho tttood~ . The hnuk. hmi\·t•..•tir. ""rrr~ (ro1n pruhJvm1 uf orcanh:.nli•i.n 11nd ITllC'Citiun 'l'he t•frN'nhthon ,,( C1'1ft1f'tlal t. at hntH m,,.ical, end "trnf" C"hafitvt'll Dft' in•pJIR'1Jfi1th•ly lil)rd Alth<>111h lh• hook is nol eai-i1lly • acld••ly ,...,.., il ia w~rthy .,. 1 rrimery •·uor« on lh• Blood lndianL The 1•neral reader wtKI is tn._..ted in utive cuhun will find the ........ both inform1Live end enl.truinana. Thi eacellenl photo11repi... u( which lhere ore m~r fifty, end the humorouo pe,..,,..f tt1Wriance1 indud.d by Lhe oulhnr, mike thtt book onfinitely 1t1doble. ' Pa9e 3 �. . ' • Tl.INta~I' WA\. TO TAN A MOOS~: Hiil!!': lutrucluctrma One t•r Lhe rirohlem1 with iududint lradh 1onal knowttt.lit in the 6Cht,ol curuculum i~ thaL knuwledse ia given ., tnuch in Lhe •tylt or deJivtry as it is in lhe ..runlcnl.. the word,. Ir ~ e1preAA Lh•l lrad1tional knowledite in 111thnol curr•cu,um form. we no lnn1ter ha\"f' traditmtuil knowlf'ds;e. Mnl~I .lnlm~on ·.., narrati"°t> ftl yle i!I ('ll'llr nnd J>fr"on11hle: •he aivf'2t her tl'IHlf'r rx1•hnl Ledminl inform11linn in 1 very pleo,,.nt mtdiurft. Here. re-pr4nl~ frnm Y11.trm1 lndctm. Ntu•A, Summer. 1980, ia M•btl Johnsnn'a "i'l\lttiptinn of the Tlin11:.t wn)' lo trt'nl mu• ·~ hid". or On\'" a ~t -clc in the 1r••und kinrl t i r lf't1t1ina:. le111nin1 •o yon C'ln cut the mH1 n(( v .11 ho~tl Lhe mt'<'l with ~··~tr fin,;er nada IO )'OU dun 't cut them oft Tht kr\ife has to 1~ •hl''I' ;iir; n r•1•1r. ~tart at t he nf'C'k and work down tA. lhe tail and lhe l•sa. Kttr 1a.1vi1.. ie nrr 1•u.I . AfeN ycM~ t1ke All 11.. mf'nl off :lprt1d 1t on lht around but kttll ii • v.·tty lt.1m tht' clirt nnd r.;ind . \rhrn "'-"''" l'nd d irl •'' in thf' heir 1t dull1 tl\t kn1ft>. ~· i..• tt••C •o be kf'J•l (~In. Sprr:sd it 011 o t.erp or t>l11~tk. 1•ut elt<" hule ou tht'" ~lirk 1nJ t~ timt'" ,:l.rltt (r, m thf l1il and work up ag.1uu1t tht h:ur ru ting it 11ff with a '' na bladed knife Kttp tuthua till you rtt up lo tht nKk 1 he h:ur"s. 11ff n•"'-._ · 111e knltc •~ -.h.i us' "o wAldt you dnn 't t."\11 tl.., •kin. The knife: haa l(ul tu l>t" ,h.-rl•· s hnlr dull knife mil(ht c•1&. lhe ~kin Al•'U)"I cul •way hum p.-1. wmk •JCAin.. t l ht> Im r. to aumm• r lnfle Jtul lhe hfclc- ;., a tuh of <"old water. fl helJM th~ 1rain loosen. h flCWl"~ it, It :.\r ii rn-emfKhl T1ke it oul •nd han~ it up And Id it drip. Hine it on some df'11n 1><1lt• or .._.nwchin~. f.t",:m n d1·:ln J'f'l"led. round ~tkk ag1in'-t 1 wall or trte or an)'lhin~. Orivt tpikts in rm eilhtr Llilll' of it ito i' 'lu1n't l'olitlt urnunt.I~ '1311K lhe huh: over tht polt wllh lht ~rain 1idr oul. Srrai~ 1nd Krllpt with I ctutl draw knel'- Ir it dclt'$n't take il orf use a ah:up knire •nd 1have- il But jmt lakt the lup Hrr. lnkL• lh~ r"t nrr with I dull c1raw knifo. Wa~h tht> hide in w;:um watt'f' and :n liltle 1'19P and ("ookrd hr1in1 lhat )'UU drainf'd thmut:h n ...1 dt Sunk it till U'a all wet ri1t-.in \\'cuk mt U. ruh it tUl il"• 11.. ktd thtou(lh. 1 Arter ' ' 11t1 1ioak 1l tJ1kt- duwn lhe lhic;k Jt0rt. nn tht hhl• rrom th« nnh aidt. Ahny1 \VAIC'h ) " tU don'l <'tll any holn.. l\t-rp nn suakini: il till it'a MJ(t. Dram the brain •nd -..Ht l• Wfttf'r aud an..-e it, kef'J> 1t an the time Boil •t ind drain it throuch • uck H('h tim~ '" e..-kf' th<" clirl nut tL lf you don't , the akin will )>e juat brown. Boibna il \.r keeps it (mm ceuinJ stink Add rold W3ter lo it - r•in Wftt.t or 11:now wottr. nol Wtll • ·ater Tht waier·1 sot lo be luke-warm not hoL whrn you sod t.he ak1n, Kai' woraunx thf' htd• hk~ wHhin1 c' othes by h.end R11h iL '" w1urr. •"'irk on the heavy t>arta. UJ.e 1 t..nd sctaptt ut a Oat rock. Sum•timu e hea,·y ' kin h.. lo be oneked el1ht limH, twon m L.tt! You know it'• t.An beause it aoeks u p the brain wep r~ht •••Y· Ab<>ul lht lourlh lime you ..,.k 11 odd b..r are... Cit bo('On s•••••• it kttpo tht hid• wft ind Un. But if yftu put it in ire•~ loo 14M'>n it kHpe the hlood in tht hi&WhC'n )'flU lhink it's ll\n~ you cot ltetlf'fl iunund the ~Kt when il'1 wet. rnur nr fl\'P inchH opftrt ftun 1 Ion,; ...1irk thtoua:h tht hult>S tin thP lf1il tnd Cut 1hout thrtie­ holc-~ amtmd t hf' f'1lke on the front lf'J:1'. On th~ uerlc l'CIJ'f'. f"Ot n hil lonirr holn. ff•thu U(' lht nttk fli1e lo1rlhf'r ··111\ the hole\ a .I htetther. Intl 1•t1llh the rrnnl lti,:,c. 1ha1 you 1athtred up through the huleo you cut in the n•ck. 'J'),.n put that liltle •li<'k lhruu1h th• hol.. in the rront less ond that makes the hole botwten t~ n..·k and l•J•· Thtn ynu p11t th1t ho~e over a !ltump end twrst the hide by thr polt you ran thruu1eh th• la~ tnd \\'rina it nut. A(LN \ 'f'IU wr1ns: it nu~ lett i' mto " h1me Tht fran•• ta .,,adt> oul of dry pc•ln •nd nailtd or lied •l lhrt ('urncu. IAtct> It ln1u lhr wil h ~troui= atrlna ur anylhin, snd y,·orJc it with I 1Ct111u~r on fl lur1i: s.1ick. The 1tlc:k'~ aul Lo fWi! lon1 eunu(l!h fo rtath ICrON tn the middle rut the frame on I • Ceiul \WO Pr three rttL oU the srnuncl. h rltp•11d1 on lh• ht11hl or !he woman. To ,tt lht n~h Jiide nice 1md ctun )'OU Yt' fetll lo llihHJJf'U tht ~('raper You ICOt lo hrf'otk lhe skin wurlc un 1l till 1t"a auh '""04' Tafia is a .lovable 1l·year·old growing up in Northwestern Ontario today. Her adventures and inmost thoughts are chronicled in Dancing · Feathers, the story of her first trip to Toronto, and in A Time to be Brave, which tells how she overcame a deepseated fear of trains in order to summon help for her injured father. Although these books are recommended for ages nine to 11. most pre-teens will identify readily with Tafia's world because it reflecls such universal experiences as bereavement, sibling rivalry, and the search for personal identity. Each book has 62 pages, including photos and other illustrations. Tafia's unusual lifestyle is part or her Ojibway heritage. All summer she lives at Spirit Bay Reserve with her father. grandmother and older brother Minnow. Winters are spent at an isolated trappers cabin. but Tafia is never lonely there. Her days are filled with schoolwork, the wonders of nature, and - the unexpected. The Shebagabow family is almost unbelievably understanding and supportive. Aunt Lilly, a painter, encourages Tafia's artistic talent. Lapses in judgment always seem to be made right by Grandmother Gok'mis. Fath~r Baba shares impor­ tant family decisions. Tafia provides a realistic model for childhood as it ought to be. The books are based on the Spirit Bay television series, seven half·hour dramas aired earlier this .... ''·'· ·.! • \,r:~ · Lt;'!.~:rn)Ary. .. .. i.i..·,,. . , . •* r: . ,.. I . • • .,. • 'o . t • . ' '" • • • ~.,........-~ ·-: !..~J cast! The series evolved from the 1982 pilot "A Time to be Brave·: film­ ed in a 16 mm format at Bonner's Island, Rocky Bay Reserve and McDiarmid on Lake Nipigon, and al Beardmore. Patric Buske of Monitor North (a graduate of Confederation College's film course) assisted in­ dependent filmmakers Paul Stephens and Eric Jordan with the production. Are the books accurate? Perhaps the best measure of authen· ticity is that Wawatay Native Com­ munications Society of Sioux Lookout is exploring having the television series produced in the Ob· jibway language. Elinor Barr is a freelance writer and book reviewer who liues in Thunder Bay. She is also an author (n her own right wUh such credits as While Oller Casile: The Legacy of Jimmy McQual. 0 0 Sm okrns th• hid•. S•w the hol.. t<>tteth•r Stw the h1rle tu••th•r "'' it kttpo the smokt in. Vw can UM two hitln if VoltU ••l'l. Hilr\J! tt troin l hrM- or if'nor Uiclca put US, hkt I lf'f'·PH· Whf'n ~''" M'W up the hide , OM ltmJ 11,it<"hn •nd i ...\·t loo1t1 h)· Lh~ front lee~ lo tit 1trin1• on tu. lo tie nut to tM volH On tl1e nttk t'dct la"e it tn 1 •li<"k end han1 tt fwm thf' top over thto smuke. Mike • tmnk•>' rre. Die 1 holt in Oie 1round and m1kt fire with dry. hrown. rnlten wood Of' dry old pint et1na . That'a all. l..iiht 1 m1l r h h• it! The amokt con and tuuw tht hide brown WMn it°5 ttAd), Curn it in.aide nut. juat like • Mllt"k. Watch it 10 d drwan't ('&trh on riff' You 1tnt lo 1molct- il to rore ii. Yuu tould tlllnkt your m\·n ~.,.., ••Ill n( I"-"«' l1ud nnrl • (',.n o( l\•f'. f>itM1tona nn the nn. 1t•a taiy marlt J'm ture aome of you will ha\•e thi• po~r whf'n you tt workinc on )'Our moc.e akin. If lhe wi nd bh1w )'nur. paflt'r 1w•y. you'll he· huntin.: for it! •Whet"''" that c.lamn plptr"· 1·m ;J ypara old and I C'an Lan 1 mouse 1k;n. a» t-ZHI)' n• f tin pul 011 I Jllill<k' -·· Page 4 f'. ; �_9-r_o_lile.s~Slate Falls, Ont. January 18, 1986 Dolores Wawia, 41 years of age, is a teacher and counsellor for the Natfve Teacher Education Program at the Faculty of Education, Lakehead University, a position she has held for 10 years. She is from the Gull Bay Indian Reserve and speaks Ojibway. In 196g, after graduating from Lakehead Teachers' College, she took a teaching position in Peterborough with the Separate School Board where she remained for three years. She then attended McMaster University in Hamilton where she obtained a Bachelor of Arts degree in Social Sciences. She tauqht for a year in Gull Bay, he r home reserve. While there, she set up a recreation program for the young and old, staged the COflY!lunity's first powwow and began the tradition of a Christmas dinner for the children hosted by the teachers in appreciation for the magn ificent Christmas concert they put on each year. In 1982, Ms. Hawia took a leave of absence from L.U. for 16 months to serve as district assistant superintendent of education with the Department of Indian Affairs and Northern Development. She assisted with the hiring of teachers, acted as a support staff for the teachers and helped with the general adminis­ tration. She also found time to continue her studies. She graduated with a Master of Edu­ cation degree in Educational Aaninistration in 1983, and a Bachelor of Education de9ree in 1985 . She belon~s to several organizations and committees. She sits on the Board of Directors for Teen Family of Thunder Bay, the Native advisory cofTfllittee of Confederation College, the Advisory Board for Kinark and the Board of Directors for the Gull Bay Wood-Cutting Operation. ~s. Wawia is a widow with three children between the ages of 18 - 22 years of age. She says that the driving force in her life has been her three children. Her main goal in life now is to eventually get her doctorate in Education, and to see the implementation of Native Language and Native Studies in the schools, both federally and provincially. 1-UCU~ UN NATIVFe LANGUAGE EUUCATION ~ An in1,•r••Stin~ opportunit\ for (l .:0.1.1. .T ..-\ .. A .0.1'. L. \'. '" :.tr.•q;thl'r. ib u>nta.:ts '' ith Inuit .mJ ll.'.11i'·" P•'t•pl,· b pr.•s.-ntl~· b.:· in~ .:1>0:.iJ...rt'd. Mr. l(,•ith Lkkt'rs 11( tht' Currkulum Sri\n.:h .11 tht• 111111\ .II Bl••.-i... T11r,111ln .lppniMh,•d l'rt':.hknt Di.inn,, l'••nn1Xk "'ith ,, vi.:\\' lo C1>nsidt•ring initiating an in· ter.•st sul'-~n•up. A committl'•' h.is l"-'"'" ,.,t.1t:>h:.lwJ tu dis.:uss th•· l~)Ul~ . 0 .1\\ LT ,\ ·, l'"'"hk 111\ulH" m•·nt ''uh n.1hn· J"-'<'J'll' b l:>.·m~ '""' ,.J "1th111 t Ill' h1ll,1w 111~ \i>ntt~l.H' (II All 11.111\ ,. }'•"<•pk•' ul Ont.mu rq;.1rdk"' 1il th••1r st.1tu~ ,,, Tr,•.11\ , Mt'lis 1•r N11n.,t.11u,. Jn. .ii.m:. llT th,•ir l1,..Jt1<1n h"''' 1.kn1111,•d till' (111111\\ in~ .-on· ........ 1\... . .11 th.ll ~.111n· 1,· .1.:lll'r:. .1nJ .-nun.dims lx• tr.1in<•d ~nd 1·mpl<•y•·d in .1ll ,•knwn1.1ry. :o>l't.."US\\i.H\' .11Hi po'I • ......,.,,., ..,d.u,: ,,.,,iu..:.Hit.>n41I in· :i-titutit.Ul~ !1>\.'rvin,.: N.1ti"~ J't.p1•pk·~. 't:>J T!ll' currk..1!um must ~ ,1d.1p1,•d h• nlt'l'I th•· lll't'dli "' .1JJ N.lli\'l' stuJ.,nb. "" 1h.11 th•• t"duc•ltion th••\' ,..,,.i, ,. r.·O••cts tlwir «ullur.il h,•rit.l~\'. .:) Th... !\"v"'rnml'nt) o( On· 1.1ri,1 .111J C.m.1d,1 mu•t not <mly ,1.-1iv••ly ••n,·uurJgt' lhl' fl•h•nt1un u( n:ati\'1.' ~uhur..l l 1d1·nt1t\ in Ont.u1.1. but .1ls.1 ··nsur.: th.11 tht' non·Natiw p11pul.Hu111 d•·•·dops ·' ill'i);hll'lll'J ,l\\".lr<'Ol'SS <If .111.! for till' n.iti\'<' .:ultur.11 ht>nt.li;t'. Tlrt·~t· .mJ <lther .-oncerns m,1\ lx• h>und m th<' Sum· nMry J~q>11r1 1>1 the T ilsk "''I"'" Dear Bette, It's good to hear you're doing well at the good old faculty. You sound like you're working hard. The first newsletter turned out pretty good, r think. From the letter, I understand that you're interested in how I got here and what I'm doing now. My initial response, to both points, is, al don't know!w, but on reflection I've come up with a little more. When I decided to become a teacher, I wanted to focus on native and special education, partly to improve my "marketability" and partly out of my personal interests. I have been interested in native people, especially native philosophy and reli~ion, for a lon~ time. (I can't remember when it began.) After teacher's college (at Nipissing University College in North Bay), DIANO offered me a position in Sandy Lake, where I taught for two years, teach­ ing J-K, remedial reading, grade 3, and grade 4. During this time I took the native studies program at Lakehead and then last year went back for my ~1.Ed. in curriculum development. This year in Slate Falls I'm teaching 10 students in grades 1-3, as well as some work with the Kindergartens. This term we are going to be starting a syllabics program at the school and a cultural program for the older students. Before Christmas we made a talking book, "Skinning a Muskrat", and sent it to our penpals in Kingston. Dinosaurs are the big thing right now and I hope to have my students make a slide­ tape presentation of Slate Falls later on in the spring. That's about all I can think of to tell you about . This multi-grade situation is the most difficult one I've been exposed to in my travels. A real challenge, to say the least. I'm going to be in Thunder Bay in February and I hope to get over to Lakehead while I'm there. 1 was supposed to see Mary at Christmas but never got around--things were so hectic! Anyway, please tell Mary I'm going to try to make it over during the conference. Take care and good luck with your courses! P.S. Steve Chase Sorry, I don't have a picture. ft>r.:v ,,, tht' Edu.:;ition•I n<"l.'ds oi Nativ<.' rl't1pJ,•s oi Ontariu, June 30th, 1976. (ii) In 1he sprin~ of 1979 a """"d was iJ<·ntUit!d toy rl'pro::.cnt.1t111cs of lhl' Ol'partnwnt ,,f lndi.m Af· lairs ;ind Northt;>rn Devt'lop· mo:nl, Ont.iri" Rt'g111n, lhl' On· tario Mimslry of Educatiun and Several Native orsanizati<lns lo survt'y languJgt" edu.:atwn in both English and the Native L.10guag<':> in s.:houl in Nor· them Ont.uio. The rt'pre!St"ntative of th~~ <'lgcncies wn-e concernt"d about lhl! lo1ck of cunsistenl informa· tiun atouul language educoltion for northern schools which m"d" ii difficult to: • d ...wk>p policies • pl.Jn programs • product' educ.1ti<.1n.1I matt'rials in an l'ffectiVt' 11nd ,·o·t>rdinated way. f,1r furthl'r iniurm.ition, St't': T~ N,•rthl'rn Nath·t.> languagl'!t rwj•'CI, March, l'lllO. (iii)Th<' i<•ll<•w1ng initiatives art.' prl'~·ntly under discussion at 1h~ Ministry: a) lo recognize the s1atus and fun.:tion ,,f NaliH' lilnguages m Onlario s.-h1111I:.. bt t.1 i1h.urp,1r.1h• th,, fl'.h.. tun~ · ul Nall\'<! l.1ni;uai;<'s as s ... <:•>nJ l,IO~Uil(;t'!> !Ohl lht' rt.>guJ.u Ont.mu curn.: ulum .:) h> <kl'l'k•p m young J>l."'PI.... N.:i11n• .1nJ non· Ndh\'e, an ml'r•'•lS••J .lpprt'<1ahon oi 1lw l.1ngu.1i-;•· .lnd .-uhures ,,t N .111\ ,. pc,1pl.-s as t'll'mt•nts oJf C.ln.ldi.1n hfo. d) h> dl'wlup ,, 1200 ho ur modt'I lur N S L. pwi;rams l') 111 ....t.1 hhsh a lhrl'l'· p.lrt N-'11•·~ Langu.ig.-s Tei!Chl'r's Certificate Program. L.1n.,;1Mi;•· <'<iu•ilh>rs anJ n.lhn· 1nslrudur' h .w,· much h• ll'.1rn from '"'' h 1•llwr. It i,; h• Ix· h<•J'<.•d thJt Jny pn>kl>~iun.:il rd.1ti••n~hip would bring us all doM'r lo reali:ting that gtlill <>i " hl'lping t'.ll.'h ~tudent t•> de\'d•lP l'!>h•t'm for the customs. culture~. and belitofs of a wide viirie· ty of societoll groups.'' Tom S.li;ar IJrddfurJ Distm:t tf1gh S..·lwlll Paqe 5 �.. . .; BIRCH-BARK BITIN Photograph5 anti story hr Frank Fitbtr AT ltf.R ISl.ANI> llOMI :11 lku,·c:r I ah· 111 northern S11d;:11ch1'"''"· Anltd1<111c J\.tcr:"1~ ,1111 prac:c i~c.:~ the :ahnn!'ll t"urgouc:n 1ut of hiung. dt.:'1~1h •H\ folded •«llOll> nf hir1·h hark . I h1· orii!lll ••I 1Jm arl·form j, uh,c:urc, hu1 it b liltcl)' tha1 ii J.:wlnpcJ in a Cot)ual ......,~. In carlk:r tinh.~ lndim• wonn:o v.....r..' known 10 ";" " hrn;id "'"' or ;1 r1c:c.: .. r h1rc:h har~ . folJ it, hilc ;1 few line' in it. unfold ii. and look at t hc: design h wa' a rlca,anl ra,ume. As the 'kill dc•·clopc:J anJ ,.. .., pa.scJ frnm mother 10 duugl\lcr wi1hin 1hc uihc. the ,fc,igns hcc:amc: mnrc complic:1tctl and g;1inc:J in ar1is1i<: \·;1luc. !\tun( lime 1he art is $aid 10 have been useJ 10 ~·rca1c: rauern~ for woven beadwort 1hedc:sig.n' hc:ing.aJaplcd for use on headhands, ltnec:~nJs or shirh. Angcli11uc: Mcras1y. a Woodlands Crc:e. dues nm recall 1ha1 hc:r mo\hcr en~r usc:J her pallcrn' m beadwork; she does rcmemhcr \hat a1 one 11mc conlC5IS were held among. the women oflhearca tn..:c who would make the hcst dc5isns. ltcr moihcr. Sarah ! ' 1' •. -~ ,._ .' . II \ I I '\ , , ' ... ' ~ ..... ·.. I ~· 1 • I' ffallcntrne I I .,·' \ I '. ,., ,._ .·''-.. . '. .. ,.:\ ....: ... • • of Pelican Narro"·s in northern sa~kalchcwan. was the acknowkd11cJ chamr11)n . (. : l . Angelique. born in July 1927. has no J:iulthtcr 10 con1inuc: 1he rracrice. and i1 is lih•ly 1hat her ,lilt "ill die wi1h her. In recent years Angelique'> de~iitn' hl\c hroadened from simplt 1eomC1ric and flower p:utcrns 10 a range 1>f subjecrs lhat include birds. animals. insccls. ;ond human rigurcs. The 'transparenciC$' JHO\ iJe her w11 ha moJc:st income. When her tools - her natural 1c:c1h ;ire 11011c. Mrs Mcrasly sa}'S that ~hc: will mm tu other familiar crafts: basltet-wea11in1 and the maldn1 of mocca5ins and jackets. She ~hares "·i1h her hushanJ a hfc thal is close to lhe tradi1innal wa~ of 'life on 1hc: 1:11111' allhouith they do o,.·n a >mall ba11cry­ nrc:ra1cd 1clc\ 1sinn set. For postcriry. Angelique Merasry's dcs111ns in birch hark arc prcM:rvcd hc:twccn plastk anJ forn1 a""'' nf nati\'c e1hnology collections in most Canadian museums. We require S1atus or Non·Slatus ~ns. Mefis 0< lnu11 l"--<-l>lc: 10 become INl1\89t!rs of programs and proiec:ts c1.,sll,lned 10 a$$0S1 indigenous people 1n such maners H utlucauon, employ~nt and soc;io-ec:onom1c developmenl Successlul candidates will oain on-the·JOb experience 1n dotvulap1n9 sysiema .1nd prucedut. . for the der-ty ol Ptug<ams. •ecommend1ng rts1ional resource requ1remen11 and "' the con1t0lhng ot netive aftd public asseis. Senior Level Developmental Opportunities for Indigenous People Jndian and Inuit AecTuitment and OevetoJ)m&nt Pirogram I ndj11n and Northern A1ta1rs Canada t0c.1tfons; on-•. QueMt: City. Wi~. Regine,~' Edmonton Vou reqwre aucceulul c:omplelion of secondary school "d11ca1tort In eddltion. 11;n1ficant Hn•or level e•perience in ni.1n~111ent llftd edminis1ra1ion incluOlnst 0per•tt0nal 1>lann1n9. l1n•nc1al INl~t and 1upent1sion ii reqlrited. •:ombtned Wtlh eapefrencie •\' worlunv wirh 1nd1Q11nous ·• oersons. groupt or communilin SUCh •s Indian b9nds. government:; « lstOC181ionl. unguage requiremenls vary according 10 pos41ion being filled. We offer .1 salary ranging from «5.702 to 151.591 commensurate wilh YoUr qualifications. lh1s recrullmenr/employment program. entitled the Senior P11rsonnel Authortllel Program. 11 pursu•nt to Excluslon A1JP<ova1 Order No. P.C. 1981 ·3427 and is in with 1he P<OV>ltOnl of Section 16 of !he Canedi8n Human -•nee fl111h11 Acts. II is detigned to r~ dlS.ldvantages suffettd by 1nd19enous people with respect 10 employment 10 and Wtlt11n the Public ~. vour ...,.. .-.dlOI applic.ldon f0tm, indic81ing your ondlQB•'IOUS 11e1us and quocing reference No. 85 · OSSSO·Ol. 10: fotWard JoAnne Chrisc.. 1613) 990·7972 Nalional Capital Regional S1effing Officer Pubh~ Service Commission ol ~ 171 Slater Street 011a..,1. Onc.lrio KIA OM7 Page 6 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 1 (3) January 1986 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1986-01-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/5efcd8974453866774242f3c1468d7ed.pdf c43a9710569b7e8064580b4fbe5e50bd PDF Text Text PAGE 1 of 4 Vol ume Two, Number One - October 1986 NATIVE LANGUAGE EDUCATION in ONTARIO NEW EDITOR for NEWSLETTER NATIVE LANGUAGE NEWS With this issue Christine (Chris) Hardy begins her work as editor of the Native Language Newsletter. Chris has just begun working on her Master's Degree in Educational Administra­ tion here at Lakehead. She and her husband Tim are both teachers. They have four children, ages 8 to 15, and come from Rocky Bay Reserve (on the south-east shore of Lake Nipigon.) Chris brings a wealth of educational and practical experience to the task of editor, and is already working on a number of interesting ideas for future copies of the Newsletter. Welcome Chris! Again our thanks to Bette Ross, who got our newsletter off to such a good start last year. Bette is now in Moose Factory, where her husband works as an educational officer with IAB, and she plans to do some teaching in the new school there this winter. - The Ministry of Education has initiated plans for a three part A.Q. (Additional Qualifications) program leading to a specialists' certificate in Native Language teaching. This program is intended for teachers holding a regular Ontario teaching certificate. It is not yet clear when the first sunmer of the program will be offered. RESOURCES OJIBWAY and CREE Resource Centre 65 Maple Street South Tilllllins , Ontario P4N 1Y6 (705)267-7911, Telex 067-81595 They have books, periodicals, audio visual material, and vertical files dealing with Cree and Ojibway people and issues for Northern Ontario. Membership is free to Treaty #9 band members, and is $2.00 for non-band members. Some subject areas covered include: A. History and Archaeology B. Culture C. Technology (Applied Sciences) D. Religion and Philosophy E. Legends and Tales F. Literature and Oratory G. Language H. Music &Performing Arts J. Arts &Crafts K. History &Geography L. Current Government Relations & Attitudes M. Law N. Aboriginal Rights P. Social Development Q. Education R. Connunity Development (Human) S. Economic Development T. Housing &Co11111unity Improvement U. Health & Welfare V. Crim ' nal Justice System w. Sports &Recreation x. Pure Sciences Y. Biographies &Autobiographies z. Fict ~ on ~-·--CQ_~ - Certificates have now been mailed to successful candidates from this past sunrner's Native Language Teacher Certification Program. Third year and validation students received permanent letters of standing; first and second year students received interim letters of standing. All those receiving certificates are urged to register with QECO as soon as possible. - Three NLIP students are being reco11111ended to Senate for graduation this fall: Evelyn Baxter, NAFL; Nancy Jones, NASL; and Susan Sandau, NASL. Congratulations to all three of you! - Our NLIP secretary, Ann Guthmann, has just finished mailing out winter practicum. If you wish to do a practicum but have not received a form, get in touch with Ann, Just a reminder: (1) Those working toward a Lakehead University Diploma in Native Language are required to complete 2 practica before graduation. (2) Students working toward certification who do not intend to procede with diploma require­ ments do not need to enroll in any winter practicum. - Input from validators is now being reviewed and incorporated into what will become the "official" version of the Native Language Guideline, Ontario Ministry of Education. Publication date for this guideline is not yet known, but it is hoped that it will be out sometime this winter. A sincere "thank you" to all the NLIP students and faculty who worked on the validation of this document through the sunner. A special word of appre­ ciation too, to Marianna Couchie, the team leader for this project, who has worked so long and so hard to make its publication a reality. Upcoming Events: EIGHTEENTH ALGOtlQUIAN CONFERENCE The Eighteenth Algonquian Conference invites papers in either English or French (and no longer than 20 minutes) on any scholarly topic in the field of Algonquian Studies. Abstracts and enquiries: Arden C. Ogg, Coordinator, 18th Algonquian Conferenve, c/o Linguistics Program, University of Manitoba, Winnipeg, Manitoba. R3T 2N2 (204) 474-9472 TIME AND PLACE: October 24-26, 1986 Hotel Fort Gary Winnipeg , Manitoba �PAGE 2 OF 4 Some Ideas for Getting the School and Community Together Things the school can do: - send home a school or class newsletter - bring in elders to tell stories, legends, history, etc. - bring in local experts to demonstrate or instruct students (art, cooking, trapping, crafts, snowshoeing, traditional food preparation) - field trips (nature walks, camping, trapping, fishing, skiing, nursing station, band office, radio station, other near-by reserves) - "Helpers Week": students assist older people by doine chores or jobs for them (using native language) - "Invite-a-Carreer": bring people who have various jobs to talk with students about their occupations - special events at school (graduation, concerts, banquets, Christmas) - write to pen pals on other reserves and encourage students to visit them if possible - traditional' sports (lacrosse, snow-snake, etc.) - special days (Cultural Day, Elders' Day, Survival Day, Bush Day, Long Ago Day) - plays in native language - native language choir - visit students' homes - brin& in volunteer assistants for classroom and/or special events book/tape lending library available to school and community - special awards or scholarships supplied by community or band for achievement in native language - Parent-Teacher Association or Home and School - parent-teacher interviews at school - Indian frince and Princess Fageant (traditional dress and dancing with prizes for best dancers and outfits) - tape various community events and use in native language classes - tape student activities and loan out to parents or community groups - invite parents to participate in I'D days - display student work in prominent places in the community (band hall, clinic, store, church, bulletin boards) - weekly school radio program with news and recordings from the school Things the community can do : - participate in a committee to oversee school programs (including native language programs) - organize a pow-wow develop resource/support groups who would be available to the school - co~munity picnics, feasts, fish-fry, etc, supervise and/or provide lunch for students - church activities and services in the native language - day care provided in the native language - community members teach traditional activities (dancing, drumming, medicine, etc,) . - friendship or cultural centre - craft shop - traditional religious activities (such as a Sunrise Ceremony) - workshops (language , vision seeking, drug and alcohol abuse, etc,) - community youth worker - regular bingo in the native language (could include radio bingo) - native language choir - "bees" (quilting, sewing, building, beadwork, leatherwork) - host a native cultural conference - community research and development in the area of native language - community sports leagues and events held in the native language Treaty Day celebrations - develor ~d print local . books (recipes, legends, stories, family trees, history, local dictionary) Ojibwa Dyes long ago the Ojibwa woman mode dyes for clothing and other things from the plants, roots and bark which she found. Blueberries Sumoch bork Hazel burs ,•••r.,r .... = ~ \-.~ blue-purple lambs quarters ~ = yellow Maple wood <f1tlt:J = btack Chokeberries 1. Boil plants in water. 2. Allow to cool. 4. Add your material. 5. Simmer for one hour. = green I @) -.... = purple go<S' o SJ'ct co<f = red 3. Remove plants. - -t • _... 6. Rinse in cold, salt water. ..r • .._ c.. eAlt~ough ~OU can always buy .c~mmerclal dyes . ther~' is a sense of accomplish· ment tn making your own: Are you ~illing to tryi Be careh.~1.!'ot to s~aln things that you do ~ot want changed in colour,~l1ke a tab!~ ~i:your clotl1es I, Dyes0me cloth and then point or bead some pa~e~~·-~~~:~c~~a~tl~·~:~ ~~:~l. )),;..:~. J..:· '. ' �PAGE 3 of 4 ABSTRACTS Peer Involvement in Language Learning. Language in Education: Theory and Practice No. 60 Center for Applied Linguistics, Washington, D.C.; ERIC Clearing House on Languages and Linguistics, Washington. Report No. ISBN-0-15-599316-X Pub. Date 85 Contract- 400-82-0009 Note- 168p. Available form - Harcourt Brace Jovanovich, Inc., Orlando, Florida 32887. While not an instructional panac~a. peer involvement in second language learning can provide a rich and productive suppliment to the second language classroom experience. it casts learners and teachers into new roles that may lead to a variety of benefits, enriching the total educational and social environments. The systematic use of peer teachers and tutors is a much publicized practice in contemporary education, but informtion about it has not been widely disseminated. While peer involvment programs are often widely in response to practical needs, they also closely reflect current views about how a second language is learned best. It is widely applicable to learners of all ages and achievement levels and for a wide variety of instruction purposes. The potential benefits include increased individualiztion, intensified drill practice, and increased communication opportunities. Potencial socio--affective benefits include increased motivation, strengthen cross cultural understanding, self-concept and sense of self-direction, and reduced inhibition. To be successful , peer involvement programs must be thoughtfully planned, carefully structured and systematically monitored. If this is accomplished the situation may lead to a new teacher­ learner relationship an form the basis for more effective and meaningful second language learning. Workbook In Second language Acgujsjtjpn and Teachers Manual For Workbook in Second Language Acgyjsjtjon, Selinker, Larry and Gass, Susan. Pub. Date 85. Available from- Newbury House Publishers Inc. Rowley, MA 01969 This workbook with teachers guideprovides "hands-on" experienre for second language acquisition researchers in analizing second language data. The sample data is organized into language categories including morphology, lexicon, and phonology, syntax/semantics, spoken and written discourse, specific purpose acquisition, and a final section on methodology and research design. In each section various types of data are presented along with infonnation on the source of the data, educational level of the students (high school or college), and the native or target language of the speaker. The teachers manual provides material to supplement the text's series of 64 research questions in 8 problem sequences, ordered in such a way as to take students from the data to an analysis step by step ( or in some cases to approach the data from different perspectives), and is intended as aguide to issues and discussion of techniques. It is also intended that the limited data present in each problem will enable L2 acquisition students to consider what might be confirming or disconfirming evidence for the specific hypotheses created in each case. Lateralization of Auditory Language: An EEG Study of Bilingual Crow Indian Adolescents. Pub. Date-Nov. 83 Paper presented at the Annual Meeting of the Speech Communication Association, Washington, o.c. "Prevalence of Otis Media in Cree and Ojibway School Chil dren in Six Ontario Communities", Scaldwell, Uill iam A. Journal of American Indian Education. V25 nl pp. 1-5, Oct. 1985 Correlates high incidence of chronic middle ear infection in Ame dcan Indian children aged 3-16 with problems of 1anguage development, acquisition and use. 1eaningful Classroom Activities in Teaching :ngl i sh as a Second or Foreign Language". ~ng, Shuang-chu Chen. >ub. Date Dec. 83 taster of English Thesis Substitute, Arizona itate University. Teaching activities useful in enriching the :lassroom teaching of English as a second anguage are compiled from the relevant literature. 1any are adapted from sources concerned with the .eaching of languages other than English. Separate :ections present suggestions of specific group ictivities or games involving audiovisual material tiscussion techniques, interviews, question and 1nswer game s, physical response, problem solving, ·ole pl aying, and cultural material. Examples are irovided. A concluding chapter discusses adoption if the vari ous techniques in different teachinq ~nviro nments. Also a grid outlines appropriate ctivities for various combination of lesson plan :ontent {di alogs, grammar and vocabulary) and type 1f informat ion to be shared { facts, opinions, and magination ) . A study was undertaken to learn whether involvement of the brains right hemisphere in auditory language processing, a phenomenon found in a previous study of Crow-English bilinguals was language specific. Alpha blocking response as measured by electro­ encephalography (EEG} was used as an indicator of brain activity. It was predicted that (1) overall linguistic processing would be bilateral; (2) during the Crow language receptive condition, right hemisphere lateralization would occur; and (3) during the English language condition left hemisphere lateralization would occur for receptive language processing. Subjects were 11 Crow ··· Indians determined to be balanced Crow-English bilinguals attending high school on a Montana ­ reservation. The subjects listened to tapes of the same content in Crow and in English while ur.~ergoing EEg. Results showed no significant difference in lateralization for_r~ceptive , processing of English, but a highly significant left lateralization was found for Crow, contradicting other lateralization studies of Native American Stud ies. "Some Textbooks For Cree Language Teaching", Ahenakew, Freda Canadian Journal of Native Education, V 12 n3 pp. 51-55, 1985. Illustrates how major Cree language instruction books are not idiomatically and syntactically correct. Believes problems could be overcome if native speakers using spontaneous, everyday Cree would develop appropriate learning materials based on traditional and contemporary family life and conmunity activities. �.. I MORE ABSTRACTS A Model FLEX (Foreign Language Experience) Program for the Elementary School. Wiley, Patricia Davis. Pul. Date 85 Note· 8p.; Paper presented at the International Conference on Second/Foreign Language Acquisition by Children (Oklahoma City, OK, March 1985). Research has documented that the study of a second language in the elementary school may positively affect the young childs' general school achievement and linguistic progress, promote superior performance in high school language study, result in significantly higher mental maturity, make children more language aware and improve other cognitive skills. In respnse to requests from corrmunity for elementary school instruction the Foreign Language Education Department of the University of Tennessee at Knoxville developed a foreign language experience (FLEX) program for the kindergarten and first grades at an elementary school in 1982. Response to the program by parents, teachers and students has been positive and enthusiastic, and some interest has been expressed in expandine the program and making it an integral part of the elementary school curriculum. "Language Learning Motivation: A Descriptive and Causal Analysis", Ely, Christopher M. Modern Lan~uage Journal, v. 70 n. 1 p. 28·35 Sprrng 198 Describes a study of first year university students of Spanish done to discover their types of motivation for learning a second language and to investigate the relationship between type and strength of motivation. Findings indicate the existence of two types of motivation clusters that resemble the integrative and instrumental orientations. Motivations: course requirements, job qualifications, future careers, interests in culture, history, literature, wants more languages, converse with friends, well rounded educations, etc. PAGE 4 "Reclaiming a Part of the Micmac Heritage", Hamilton, W.D. Canadian Journal of ~ative Education v.12 n. 3. pp. 46·50, 1985 Describes a research project which resulted in publication "The Julian Tribe" and showed how lost Micmac tribal heritage was reconstructed from church, census, county, provincial, and federal records when no tribal printed or secondary accounts or oral tradition remained. This study helped form a foudation on which to rest their growing ethnic cornnunity and personal pride. "Culture Before Ethnicity", West, Betsy, Childhood Education, v. 62 n. 3 pp. 175·181. Jan.-Feb. 1986. Discusses some of the broader cultural influences that precede (and go beyond) ethnic influences in childrens behaviors and attitudes and teachers interpretations of them. Those influences that affect students as well as teachers behav1ors and attitudes include perpetuation of the conflicting values and individualism and cooperation, local and social class values. All children are different and need different motivation and reinforcement no matter what culture. We must see them as individuals. "Comprehension and Production in Interactive Language Teaching", Rivers, Wilga M. Modern Langua~e Journal. v. 70 n. l pp. 1·7 Spr1ng 1986 Rev ~ ews the theories which assert the necessity for prolonged intensive listening without expectations of production for some time in language teaching. Asserts that com· prehension and production are indissoluble partners in the two way process of convnunica­ tive interaction and that teacher·directed and dominated classrooms are not interactive class­ rooms. People are interactive human beings for better learning. Use action songs, repetitive choruses, acting out short situations, play games, anything that will motivate students to talk. "The Promise and Problems of Native American Students. A Comparative Study of Native High School Students on the Reservation and Surrounding Areas" Lin, Ruey-Lin. Journal of American Indian Education, v. 25 n.1 pp. 6-16, Oct. 1985. Compares attitude toward education of 64 male American Indian high school students and 354 male white students. Finds little statistical difference between the two groups in orientation towards education, but significant differences in world view, drug/ alcohol use, and perception of relevance of education. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 2 (1), October 1986 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1986-10-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text