5 10 107 https://digitalcollections.lakeheadu.ca/files/original/2ad6abe2e85781968e2b4e6a83fb1a42.pdf fefaa962922cd9fe4e95e9ac8abb0a29 PDF Text Text ��(Acting) Coordinator's Message I would like to let everyone reading this newsletter know that I am NOT a bishop! Some people seem to mix me up with the Catholic Bishop of Thunder Bay, whose name is John O'Mara (notice the spelling difference). So, if you have something to say to me, don't worry about what might happen if you offend a bishop... Even though it seems that we have only just fin­ ished NLIP for this year, we are already planning for next year's NLIP. Students and faculty are obviously thinking about next year too, as we have received telephone calls enquiring about summer 1993! Some preliminary infonnation about courses and programs can be found on pages 14 and 15 of the newsletter. We've included a list of all the students who successfully completed their program this sum­ mer--congratulations, and we hope that you have a great year, whatever you are doing. We would like to start keeping a list of all students and grads who are looking for employ­ ment.Often we receive telephone calls from schools that are looking for Native language teachers, and having a list of available teachers who help us to match up teachers and schools. Anyone who is interested is encouraged to fill out the form on page 17 and send it in. This month's newsletter does have information about a teaching job on page 13 which you may be interested in. Perhaps the most important news this month is thatLakehead University has authorized the School of Education to start advertising for a new full-time Coordinator for the Native Language Instructors' Program. The advertisement is reproduced on page 3, and I would strongly encourage readers to show it to anyone who might be interested in applying. This is a very important job, and the University is hoping to find a dedicated and enthusiastic person to fill this position. This month's newsletter also includes informa­ tion about sources of information for Native lan­ guage resources and teaching ideas, such as the Toronto Reference Library and the Ministry of Natural Resources, mentioned on page 8. We've also included an announcement about a new Ojibwe language instruction book written by Patricia N ingewance, on page 8. And don't forget that the Lakehead University Bookstore carries a large number of Native language publications. We've included a list of these on page 10. More light-hearted is a piece on what the word Kemosabe really means, on pages 11 and 12. Your guess is as good as ours... Have a great Christmas. -John O'Meara Native Language Education in Ontario Vol. 8, No. 2 Page 1 �IN MEMORIAM Condolences to NLIP faculty member Jean Shawana who recently suffered the loss of her husband. "Time heals, no one person can do it for you - but it helps to know that others share your loss" NLIP NEWS ... Famlllar Faces • Tom Beardy is teaching Intermediate Ojibwe (OJ 2001) at Lakehead University during the Fall/ Winter term. • Chris Kakegamic is teaching two sections of Introductory Ojibwe (OJ 1010 and OJ 1012) at Lakehead University during the Fall/Winter term. •GildaDokuchie is now a social worker for Nanibi­ jou Family and Cultural Centre, 127 S. May Page2 Street in Thunder Bay. Gilda says the job reminds her of her summers at Lakehead Uni­ versity. Congratulations and good luck! Gilda can be contacted at 622-6164 or 622-7076 if you would like to say hello. • Laura James is now teaching at the new NNEC school in Sioux Lookout. • Cecilia Sugarhead is keeping busy teaching in two schools in Sioux Lookout. Native Language Education in Ontario Vol. 8, No. 2 �Employment Opportunity Please bring this advertisement to the attention of anyone who might be interested in this challenging (but important) position. Although there is no deadline for submitting applications, it would be advisable for interested persons to apply in the near future. The School of Education at Lakehead University invites applications for the contract position of Co-ordinator, Native Language Instructor's Program. This appointment is expected to be renewable, contingent upon targeted government funding. candidates should hold as a minimum a Masters degree in a relevant discipline, demonstrate a knowledge of Algonquian languages especially Cree and oj ibway, have qualifications and experience in second language education, must hold a teaching certificate, and be sensitive to the culture of Native peoples. Preference will be given to candidates of Aboriginal ancestry. Duties will include an appropriate combination of administration, teaching student supervision and scholarship. Salary will be commensurate with qualifications and experience. Applicants should submit a curriculum vitae and the names and addresses of three referees to: Dr. A.D. Bovd, Director, School of Education, Lakehead university, 955 Oliver Road, Thunder Bay, Ontario, P7B 5E1. In accordance with Canadian Immigration requirements, this advertisement is directed to Canadian citizens and permanent residents. Lakehead University is committed to employment equity and encourages applications from women, members of visible minorities, aboriginal peoples, and persons with disabilities. Native Language Education in Ontario Vol. 8, No. 2 Page3 �CONGRATULATIONS TO SUCCESSFUL CANDIDATES OF NLIP 1992 NLTC - YearOneProvisional Letter ofStandin£ -Allonauian Atatiste,Josephine Atchitawens-Roy, Sally Bacon, Agnes Baldwin,Ernestine Barkman,Jimmy Beaver,Isaiah Boissoneau,Doris Bombay, Mary Bottle, Michael Brizard, Pearl Anne Cockerham,Hilda Elmes, Josephine Enosse, Gertrude Hardy, Agnes Hunter, Agnes Hyacinthe, Deanna Isaacs, Peter* Iserhoff, Nancy John, Charles Johnson Jr.,John Keye, Alfred* Knott, Rohen Koostachin,Adelaide Logan, Rose Longboat,Janet* Makoop,Nelson McCue, Beatrice McCue, Eldon McKay,Elizabeth Messon,Marcelline Miller,Franklin • Monague, Roseanne Moonias,Madeline Moose,Donald White, Rosemarie* * Iroquois Students Neshinapaise,Agnes Nonon,Emily Nummelin, Alice Okimaw, Christine Osawamick,Elizabeth Oshag, Victoria Oskineegish,Annie Oskincegish, Roger Roy, Caroline Helen Sandy, Ethel Shawanda,Gordon Strang, Lucie Sutherland, Mary Sutherland, Myrtle Twain,James D. Walser, Nancy Winter, Fanny NLTC - YearTwoProvisional LetterofStandiu -Altonuuian Baker,Aldrid Belmore, Irene Bluebird,Roland Bobb,Jim Chikane,Doreen Cromarty,Sarah Jane Etherington,Jim Flamand, Violet George,Melva Hookimaw,Miriam Page4 Jacko, Lorraine John, Sylvia Jones,Dorothy Kane,Terry Elizabeth Martin,Camron* McKay,Modina Nadjiwon, Rose Ningewance, Richard Owl,Joanne * Iroquois Students Pitawanakwat, Dorothy Restoule,Geraldine Sainnawap, Jenosa Southwind,Clara Stevens,Bridget Wassegijig,Helen Wesley,Mary Wesley, Stella Whitefeather, Edna Native Language Education in Ontario Vol. 8, No. 2 �NLTC -Year Three PermanentLetter ofStandina -Alt011fluian Jones, Beatrice Kakekayash, Gladys Kelly, Donald Loon, Annie Macinnis, June McKay, Bernice McKay.Mary Morriseau,Phyllis Nagotchi, Dorothy Nahdee, Maenard Neshinapaise, Linda Oskineegish, Emma Abel, Don Allison, Amy Assinewe, Mary Beardy, Tom Beaver, Judas Beaver, Norman Bob, Eli Lomy Corbiere, Mabel George, Sonja Henry, Virginia Jacob, Bill Jacobs, Glen * Iroquois Students Kakekagumick, Jackie W. Thomas, Alice Angees, Mary Ottertail, Alma Peters, Marsha Gail* Recollet, Elaine Rose, Rita Sagon, Christine Scott, Irene Sugarhead, Cecilia Sutherland, Hannah Thompson, Marie* Trudeau,Wanda Wabano,Pauline Wabasse, Loretta Yellowhead, Robina NativeQIAFir1t Lanauaee DiJlloma • Year Qne Nanve QIaFir1t LonlutJ6e Du,lmna - Year Three NanveQIaFiat £a.nlutJ6e Diploma - Year Four NativeasaSecond Lan1u01e Diploma • Year Four Hoy, Theresa Barnhart, Rebecca Baxter,Wanda Big George-Stevens, Margaret Bob, Eli Lomy Bob, Mary Otakwadjiwan Boshkaykin, Frances Cantin, Ruben Ingersoll, Arnold Jackson. Margaret Kelly, Donald Kowtiash, Annette Lennox, Lydia Loon, Annie McKay, Alex Proszek, Mary Rivers, Julie Ann Sault, Tena Scott, Irene Schuchert, Elizabeth Whitefield, Cecelia AQ -Nati.veQIaSecondLa"lfUap 5.Reciali1t -Akonfluian Debassige, Nancy Endanawas, Mary Anne James, Laura McGregor, Celina Pangowish, Dorothy Native Language Education in Ontario Vol. 8, No. 2 Page 5 �1993 Linguistic Institute Scholarships for Native Americans Every second summer the Linguistic Society of America sponsors a Linguistic Institute which is held in various locations in North America. The next Linguistic Institute will be held at Ohio State University in Columbus, Ohio from June 28-Au­ gust 6 1993. Scholarship funds will be available for Native Americans who wish to attend the Linguis­ tic Institute. Students of linguistics and related disciplines who are of Native American background are in­ vited to apply for scholarship funds, provided by the Columbus Quincentenary Committee,to attend the 1993 Linguistic Institute. Applicants may request funds to coverone,some, or all of the following expenses: (a) Tuition fees (about $900 US for the full 6 weeks of the Institute; 4-week and 2-week course are also available, and applicants may opt for a shorter attendance, with a corresponding smaller tuition). (b) Housing ($80/ week housing and $80/week full meal plan in air­ conditioned double room-some more economi­ cal arrangements are possible). (c) Travel to and from Columbus. (d) Books and supplies. Native Americans from North, Central, or South America are invited to apply. Applicants need not Page6 be students of linguistics, but may be studying in related areas (such as anthropology, education, sociology, etc.) or involved in such activities as language maintenance, education, literacy, etc., where linguistic experience would be beneficial. Awards will be made with two goals in mind first, to support the most deserving applicants; and second, to make limited funds go as far as possible to support as many good applicants as possible. In effect this means that those who ask for more support must have the strongest applications. To apply for this scholarship, please send the following infonnation (there is no formal applica­ tion form): (a) name,address,and telephone number; (2) a brief statement of educational background, experience in linguistics, and reasons for wanting to attend the Institute; (3) amount of funding re­ quested, with a brief account of what it will be used for (see categories above). Applications should be addressed to: Professor Lyle Campbell, 2060 Ferndale Ave., Baton Rouge, LA 70808 USA. The deadline for receipt of applications is February 1, 1993. (Reprinted with permissionfrom the SSILA News­ letter Xl:3) Native Language Education in Ontario Vol. 8, No. 2 �Subscribe to Ontario's leading Native newspaper... NEWS ft'.>I.? the only bilingual Native-language newspaper reporting semi-monthly on events, issues & news affecting Native people across the province. New subscription Rates as ofJanuary 1, 1992 Personal (Canada) Business/Organization U.S.A. & Overseas $25.00 + 7% OST= $26.75 $30.00 + 7� OST = $32.10 $40.00 Canadian Just complete the fonn below and include a cheque or money order and mail to: WAWATAY NEWS BOX 1180 SIOUX LOOKOUT, ONTARIO P0V2T0 G.S.T. #R127260842 Q YES! I want to subscribe to Wawatay News. NAME:----------------------- ADDRESS: ____________________ CITY/TOWN:PROV: _________________ POSTAL CODE� _________________ PHONE NUMBER: __________________ Native Language Education in Ontario Vol. 8, No. 2 Page 7 �NATIVE LANGUAGES IN THE TORONTO REFERENCE LIBRARY BMRONMENTAL EDUCATION RESOURCES AVAILABLE The Toronto Reference Library is the largest public Native Language teachers who are thinking of library in Canada. The Languages and Literature developing teaching ideas with environmental Deparnnent of the Library has an extensive collec­ themes will be interested to know that the Ontario tion of Native Language materials. Here is a brief Ministry of Natural Resources has a large amount description, taken from one of the Library's bro­ of material and services which can be very helpful chures: for teachers. These include: • activity guides based on three themes: 'Project Native Languages of the Americas: An extensive Wil.D' is wildlife oriented, 'Focus on Forests' collection for the study of the native languages of deals with forestry education, and 'Fish Ways' the Americas is available to use in the Library. with fisheries education. The hundreds of ac­ Included are grammars, dictionaries, readers, prim­ tivities in these guides are interdisciplinary in ers, children's books, folktales and creative litera­ nature, with 'Focus onForests' and 'Fish Ways' ture in native languages, as well as language courses linked directly to Ontario Ministry of Educa­ on record or tape. Emphasis is placed primarily on tion curriculum guidelines; Canadian and American publications. The • the Leslie M. Frmt Natural Resources Cen­ Algonquian, Athapaskan and Iroquoian languages tre, a residential, natural resource education and Inuktitut are particularly well represented. facility that caters to student and educator groups; • Address: pre-service and in-service teacher place­ Languages and Literature Department ments of several days to several weeks dura­ Metropolitan Toronto Reference Library, 5thFloor tion, at the Frost Centre; 789 Yonge Street, Toronto, Ontario M4W 2G8 • Telephone: 416-393-70 lOfl 177 a full slate of environmental conferences and workshops for educators; • Hours: and classroom visits that will introduce your students to many of the above opportunities in Monday to Thursday .... 9am to 9 pm an active and fun-filled way. (July and August/8 pm) For more information about these programs and Friday ...........................9 am to 6 pm services, or to arrange to have a presentation made Saturday ....................... 9 am to 5 pm to your class, please call the Education Extension Sunday ......................... 1 :30 pm to 5 pm Coordinator, Dave Gibson, at 705-766-2451. (closed Sundays from May to Thanksgiving) Or write to: Leslie M. Frost Nal.Ural Resources Centre Dorset. Ontario POA lEO Page8 Native Language Education in Ontario Vol.8, No. 2 �NEW NATIVE LANGUAGE PUBLICATION: SURVIVAL OJIBWE Survival Ojibwe is the name of a new Ojibwe language instruction book written by Patricia M. Ningewance, author of Anishinaabemodaa-Be­ About the author: Ms. Ningewance is from the Lac Seul First Nation in nonhwestem Ontario and teaches Ojibwe at the University of Manitoba. coming a Successful Ojibwe Eavesdropper. This book is written for the beginning second language adult learner and it contains thirty lessons that include grammar, dialogues, short stories.quick reference charts, exercises, tests and an enriched Ojibwe-English / English-Ojibwe glossary (idi­ omatic expressions and some Ontario place names). Cultural lore and humour is interwoven with the text throughout so that the student can more fully appreciate the worldview of the Ojibwe people. The 340-page book and cassette tape set is priced at $22.00, and will be available by December 5, 1992. To order your book and tape now, write to Sur­ vival Ojibwe, P.O. Box 33026, Winnipeg, Mani­ toba R3G 3N4. Telephone (204)-774-8007, fax (204)-775-6403. An additional $1.50 for postage per book is required. Summer Institute For Aboriginal Administrators in Education C&rleton University, Ottawa, Ontario Modules: For further Information, contact: • • The Administrators, Summer Institute for Aboriginal Administrators in Education, c/o School ofPublic Administration Carleton University Ottawa, Ontario KlS 5B6 Tel: 613-788-2547 Fax: 613-788-2551 • • • Community Structures That Work Understanding Government Structure and Mechanics A Roadmap of the Federal Government Negotiation Skills Successful Lobbying Human Resource Management Values and Stress Management Native Language Education in Ontario Vol. 8, No. 2 Page 9 �Native Language Titles in the Lakehead University Bookstore The Lakehead University Bookstore carries a wide selection of Native Language books. For more information on ordering books and to verify prices, please telephone 807-343-8130. Stories of Sam Osawamick from the Odawa lan­ guage project. 1985. Editor G.L. Piggott. $3.15. The moons ofwinter and other stories. [in syllabics] 1990. Norman Quill, editor Charles Fiero. $3.15 New Tltles: Portage Lake: Memories of an Ojibwe childhood. Ojibwe dialogues and riddles. 1991. By Students 1991. Maude Kegg, editor John Nichols. $19.95. of the Native Language Instructors' Program, Al­ gonquian Language 2233, Lakehead University. Editor, Randy Valentine. $5.00. kohkominawak otacimowiniwawa - Our grand­ mothers' lives, as told in their own words. 1992. Editors Freda Ahenakew and H.C. Wolfart. $22.95. Aandeg (The Crow). Shirley Williams. $6.95. A Dictionary of The Cree Language. 1938. R. Other Cree-Language Titles: Faries and E.A. Watkins. $52.50. wdskahikaniwiyiniw-acimowina I Stories of the House People. 1987 Editor Freda Ahenakew. Pub­ wanisinwak iskwewak awdsisinahikanis I Two lit­ tle girls lost in the bush. Told by Gloria Bear lications of the Algonquian Text Society. Winni­ peg: The University of Manitoba Press. (Nehiyaw). $14.95. Creel.Anguage Structures:A Cree Approach. 1988. Muzinihbeegay: SandyLake Artists ColoringBook. Freda Ahenakew. $14.95. $6.95. Other Tltles: Other Ojibwe-Language Titles: Native Plays and Games. Editor Lisa Valentine. Ojibwewi-lkidowinan: An Ojibwe Word Resource Book. John Nichols and Earl Nyholm. $15.00 (ap­ $7.50. proximate). Northern Native Language Arts. $4.95. The dog's children: Anishinaabe texts told by Angeline Williams. 1991. &litors John Nichols and Linguistic Studies ofNative Canada. Editors E.-D. Cook and J. Kaye. $19.20. Leonard Bloomfield. $29.95. Promoting Native Writing Systems in Canada. AnOjibweTextAnthology. 1988.F.d.J. Nichols.$45.00. Page 10 Editor Barbara Burnaby. $12.50. Native Language Education in Ontario Vol. 8, No. 2 �Kemosabe - What does it mean? (It seems that everybody has an opinion about what the term Kemosabe, the name for the Lone Rang­ er's companion, might mean. One of the best sug­ gestions was made by NLIP faculty member Randy Valentine, who notes that Kemosabe appears to be based on the Ojibwe word giimoozaabi I P J '-./\ 'he/she peeks, sneaks a look.• This makes sense because of the Lone Ranger's mask as well. How­ ever, lots of other people have made suggestions about this, as in this brief article which appeared recently in the SSILA Newsletter, and reprinted here.) The origin of kemosabe, the term by which the Lone Ranger's faithful Indian guide addressed the Masked Man in the radio (later television) series of yore, seems to like "How Many Words for Snow do the Eskimo Have?" It's a question for which a number of learned-sounding answers have been suggested, most of them spurious. As an example of the genre, Lyle Campbell recently sent us the following question/answer exchange from "Walter Scott's Personality Parade," which appeared in the Sunday newspaper magazine Parade for August 23, 1992: Q. A while back, you said Tonto was calling the Lone Ranger "faithful friend" [in Iroquois] when he used thephrase"kemosabay". Actually, Tonto was calling him "he who doesn't understand" (from the Spanish "quien no sabe"). But he was just returning the insult: "Tonto" is Spanish for "fool". I figured it was an inside joke. Why not ask Clayton Moore, who played the Lone Ranger? - Edward G. Brooks, Lockeford, Calif. A. It was Moore, in fact, who said "kemosabay" is Iroquoian for "faithful friend" - which the Iroquois Indian Museum is having trouble check- ing, since each of the six Iroquois nations has its own language. But the late James Jewell, first director of "The Lone Ranger'', said he named Tonto (which Indians told him meant "wild one") and took Tonto• s phrase from Kee Mo Sah Bee, a camp in Michigan. You decide. Meanwhile, where did Tonto learn Spanish? Christine Kamprath (Memorial U. of Newfound­ land) said that she'd heard that Tonto's name for the Lone Ranger is an English pronunciation for the Portuguese words quem o sabe "who knows him?" She got this reply from Pam Munro: Tonto may have been a Tonto Apache. These Indians are connected with a group known as the Yavapai Apaches, who in tum are connected with the Yavapais, a tribe of Indians in central Arizona who speak a Yuman language com­ pletely (even forGreenberg) unrelated to Apache (which is Athabaskan). Two of my colleagues who work on Yavapai, Alan Shaterian and Martha B. Kendall, came up with the theory that Kemo Sabe derives from Yavapai k-nymsav-e (subject relativirer k-, nymsav 'white', -e nominalizing vowel) 'white one', i.e. 'white man'. Kendall wrote a piece about this etymology for Smithsonian magazine maybe 10 years ago. Intrigued, we looked up Bonnie Kendall's article (..Forget the Masked Man - Who was his Indian Companion?" Smithsonian, September 1977, pp. 113-120) and found it to be a wonderfully sprightly essay based on a good deal of scholarly detective work. While she presents the Yavapai etymology that Pam Munro cites, she weighs a number ofother possible sources. In her estimation, the likeliest source is not in Yavapai, but in Tewa. Credit for her Native Language Education in Ontario Vol. 8, No. 2 Page 11 �discovering it goes to Ives Goddard, who in the course of other work, happened across the tenns kema "friend" and sabe "Apache" on adjoining pages (p.573-4) of J.P. Harrington's The Ethnogeography of the Tewa Indians (BAE-An­ nual Report 29, 1916). Kendall hypothesizes that Francis Striker - the writer of pulp Westerns who concocted the first Lone Ranger radio serial for WXYZ in Detroit in 1932 - "may have wanted some authentic Ameri­ can Indian words for Tonto to speak and conse­ quently searched for a book containing native American words short and simple enough for a children's program", and somehow came across the Harrington volume. But she concludes that lcemosabe's true origin will probably always remain in doubt (Striker no longer being around to ask), and that the game of finding yet another "obvious source" will surely continue. Just to keep the ball rolling, she lightheartedly contributes another four possible etymologies - in Cree, Southern Paiute, Osage, and Navajo - products of an afternoon's lexicographic browsing. Ourselves, we prefer Gary Larsen's version. In a cartoon that he drew several year ago, he depicted an old and wrinkled Lone Ranger, long since re­ tired, making the unpleasant discovery ("What the hey?") that an "Indian Dictionary" defines kemosabe as the "Apache expression for a horse's rear end." Symposium on Preservation of North American Indian Languages A symposium on Preservation ofNorth American Indian Languages will be pan of the 67th Annual Meeting of Linguistic Society of America in Los Angeles, from January 7-lOth, 1993. The symposium is sponsored by the Society for the Study of the Indigenous Languages of the Americas (SSll..A). Presentations include: Mari­ anne Mithun, 'Introductory Overview', Patricia Kwachka, 'You are what you speak: Ethnic iden­ tity and language maintenance', Roseanna Thompson, 'Living with a dying language: Mis­ sissippi Choctaw'. Akira Yamamoto, 'Language community, scientific community, and common, mutually supported community', and Ofelia Zepeda, 'Tribal community needs and the roles and responsibilities of native speaking linguists.' For more information about the meeting, contact: Linguistic Society of America, 1325 18th Street, Suite 21 1, Washington, DC 20036 USA. (Reprinted with permissionfrom the SSILA News­ letter Xl:3) Page 12 (Reprinted with permission from the SSILA News­ letter Xl:3) Eastern Ojibwa-Chippewa-Ottawa Dic­ tionary Offer No Longer Available Effective immediately, Mouton De Gruyter, the publishers of Richard Rhodes' Eastern Ojibwa­ Chippewa-Ottawa Dictionary will no longer sell the dictionary at the discounted price ($25 U.S.) to members of the Society for the Study of the Indig­ enous Languages of the Americas (SSll..A). If you still want to buy this dictionary, don't worry, because the publisher will be soon be mak­ ing available a paperbound copy at a price of $35 Native Language Education in Ontario Vol. 8, No. 2 �U.S, plus $3 postage and handling for the first copy Employment Opportunity ordered, and $1 for each additional copy. Orders and inquiries should be directed to: Mouton de Big Grassy River School located on Gruyter, 200 Saw Mill River Road, Hawthorne, beautiful Lake of the Woods NY 10532 USA. Because the paperbound edition at Morson, Ontario has not yet been officially released, it may be requires as soon as possible advisable to contact the company before placing an order. (Reprinted with permissionfrom the SSILA News­ Native Language Teacher for Grades K-8 letter Xl:3) Due to the i mportance of retaining our language New Syllabic Font For Macintosh Computers and respect for our heritage, the Education Author­ ity wishes to hire a teacher with a Nalive Language Certificate ifpossible. The individual hired must be NLIP students and grads who write in syllabics fluent in Ojibwe and English and possess a strong may be interested in this new piece of computer desire to work with children in a positive and software which allows you to work in syllabics. motivating manner. The Education Authority pro­ Designed for use with Apple Macintosh comput­ vides competitive salary and excellent working ers, these typefaces are called Emilia, and include Submit resume by November 23, 1992 to the atten­ all the syllabics characters, including eastern and tion of: western finals. The Emilia font was designed by Biko Eimori, a Mr. Sam Archie professional type designer and produces very high Director of Education quality when printed on a laser printer. The key­ Big Grassy River Education Authority board layout follows that recommended several Morson, Ontario POW l JO years ago by the Ontario Ministry of Education Telephone: 807-488-5916 syllabic committee. Additional characters and dif­ ferent keyboard layouts are also possible. A sample sentence in Ojibwe with eastern finals is given below. A package of fonts costs $500 plus G.S.T.; some discowlts may be available. For furtht7 infonnation, contact Eiko Emori, Inc, lYJ Gihrour Street, Ottawa, Ontario K2P ON8, 613-231-2786, fax 613-231-639:2. Native Language Education in Ontario Vol.8, No. 2 Page 13 �Native Language: A Northern Vision Lakehead University, in the heartland of Ojibwe country, offers a selection of Native Language courses and programs. __ Native Language studies are provingtobeofinterestto students of every age, Native and non-Na­ tive alike. Some stu­ dents come to Lakehead espe­ cially to study in a Native Language program, whilcoth­ ers find that the study of Native Lan­ guage complements their chosen programs in otherfields.A NativeLanguage minor has been available since the fall of 1988. Courses fornon-speakers, courses for speakers, and advanced studies in Native Language are part of the program During the 1992 summer school, there were more than one hundred and seventy-five students from Ontario, Quebec, Manitoba, Minnesota, Michi­ gan, Wisconsin and Paris, France. Instructors with expertise in linguistics, Native Language curriculwn development, and NativeEducation came from India, New 2.ealand, Alberta, Saskatchewan, Nova Scotia, New York State, and Ontario. The Native Language Instructors' Program offers several different programs: 1. Diploma in Native As A First/Second Language 2. Native Language Teacher Cenification 3. Courses for speakers to introduce the structure of language, orthographic principles, and current lan­ guage usage. 4. Advanced studies provides oppor­ tunities for students to pursue topics IClated to their own particular interest For non-fluent speakers, there is a series of courses sequenced through progressive stages of Cree or Ojibwe acquisition leading to functional .,<,:[-;_E;ooS S::::j ----- Page 14 There are also courses offered in Native as a Sec­ ond Language for children from five years to fourteen years of age during the month of July. The classes are designed to develop and enhance aware­ ness of Native culture and develop communication skills in a Native Language. The program includes counselors on-site. an Ekbs program,povisionsfonnaturestudmts,p-acticumplace­ ments in language ofone's choire, am supportive tradi­ tional and contemporary teachinw).eaming Jnciices. The program for 1993 begins on July 5. On July 2, students will register,participatein orientation, attend a Welcome Feast and prepare for classes. The last day of classes for the summer will be July 30, 1993. This is an exciting oppcK1Unity for those inierested in eitherthestudyofNativeLanguageoracareerinNative Language. Fer mere information, oontact John O'Meara at (807) 343-8054 or Sonya Bruyere at (807) 343-8542. Native Language Education in Ontario Vol. 8, No. 2 �NATIVE LANGUAGE PROGRAMS AT LAKEHEAD UNIVERSITY-SUMMER 1 993 NLTC - NATIVE LANGUAGE TEACHERS' CERTIFICATION PROGRAM (July 5 - July 30) This program is for students wishing to teach an Algonquian language as a second language in the province of Ontario. This is a three summer program leading to limited to teacher certification in teaching an Algonquian language as a second language. The Ministry of Education issues a Permanent Letter of Standing upon successful completion of the program. NASL - NATIVE AS A SECOND LANGUAGE DIPLOMA PROGRAM (July 5 - July 23) This program is for students wishing to teach Native as a second language. This is a four summer program leading to a diploma for Native language insttuctors. The diploma, issued by Lakehead University, is f<r students concentrating in teaching Native as a second language. Out-of-province second language insttuctors usually choose this program. Graduates of NLTC may transfer into year four of this program after fulfilling the NLIP practicum requirement. NAFL - NATIVE AS A FIRST LANGUAGE DIPLOMA PROGRAM (July 5 - July 23) This program is for students wishing to teach Native as a first language. This is a four summC7 program leading to a diploma for Native language instructors. The diploma, issued by Lakehead University, is for students concentrating on syllabic literacy and Native language arts. OJ 1010 OJ 101 2 OJ 201 1 SUMMER CREDIT COURSES IN LANGUAGES AND EDUCATION Introduction to OJlbwe I Introduction to basic Ojibwe phonetics, grammar, and conversation. (July 5 - July 16 Monday to Friday 6:00 p.m. - 9:00 p.m.) Introduction to Ojibwe II (Pre-requisite: OJ 1010) Development of conversational skills and practice in writing. (July 19 - July 30 Monday to Friday 6:00 p.m. - 9:00 p.m.) Fleld Study (Pre-requisite: OJ 1010 and OJ 1012) Development of basic slc.iUs. Inlroduction to reading materials. Special project to be pursued as practicum. (July 5 - July 16 Monday to Friday 6:00 p.m. - 9:00 p.m.) OJ 301 1 NL 351 1 NL 3531 Ojibwe Immersion (Pre-requisite: OJ 201 1 or equivalent) Development of language skills on location. (July 19 - July 30 Monday to Friday 6:00 p.m. - 9:00 p.m.) Literature: The Oral Tradition Pre-requisite: Fluency in an Algonquian language. Problems and methods of collection and analysis. Research and guided projects in oral literature. {July 5 - July 24 Monday to Friday 1:30 p.m. - 3:30 p.m.) Composition Expository and creative writing, research and guided project. (July 5 - July 24 Monday to Friday 10:30 a.m. - 12:30 p.m.) Native Language Education in Ontario Vol. 8, No. 2 Page 15 �PROGRAM CONSULTANT - ABORIGINAL COMMUNITY (2) COMMUNITY DEVELOPMENT OFFICER 3 (SCHEDULE 6) $882.44 - 1 ,034.61 PER WEEK (OPEN) (Contract/Secondment Position to March 31, 1 995. Applicants for secondment must obtain their manager's suppon before applying.) The jobsOntario Training Fund has challenging opponunities for experienced, highly-motivated team­ players to: liaise with and assist Aboriginal Management Board brokers in delivering the jobsOntario Training Fund; promote links between the Aboriginal community,jobsOntario Training Fund brokers and employers; coordinate with and advise senior officials in the distticts; participate on working committees. Location: Northern Ontario (1) North-west of Algonquian Park inclusive; Southern Ontario (2) South of Algonquian Park; both positions involve extensive regional travel. Qualifications: Thorough knowledge of Aboriginal issues and Aboriginal community. In depth experience with Aboriginal organizations. Demonstrated ability to work effectively with community groups. Good knowledge of labour market issues and labour market partners in the area. Strong verbal and written communication skills. Work-management and problem-management abilities. Excellent interpersonal skills. PC computer literacy preferable. In accordance with our employment equity goals for this occupation, applications arc particularly encour­ aged from aboriginal peoples. Applicants are invited to submit detailed applications and/or resumes, quoting location file number: 1. JOTF 20/93 - Northern Ontario or 2. JOTF 21/93 - Southern Ontario by December 4th, 1 992 to: Ministry of Skills Development Human Resources Branch 4th Floor, 1 075 Bay Street TORONTO, Ontario M7A 1T7 Posting Date: November 1 6, 1 992 Closing Date: December 4. 1992. Page 16 Native Language Education in Ontario Vol.8, No. 2 �NATIVE LANGUAGE TEACHERS' JOB REGISTRY A Message to all NLTC Students... The Native Language Instructors' Program office receives many calls from schools across Ontario that are looking for Native Language teachers. So we are setting up a listing of all students who are available for teaching positions. Remember that all students in the Native Language Teacher Certification Program are required to submit 20 contact days of teaching experience before their second and before their third year of University. This is an excellent way for you to find employment and receive your teaching experience at the same time. We encourage all students to take the time to fill out the form below, include all information, and return to our office (you may wish to photocopy the form first). Please ensure all information is correct and be sure to keep us posted as to any changes in your address, phone number, and employment status. You may contact Sonya Bruyere at (807) 343-8542 in order to update any information that has changed or if you have any questions. Name: Address: Phone No. Work No. What communities would you prefer to work in? Have you received your: Provisional Letter of Standing? ___ Permanent Letter of Standing? ___ Native Language Education in Ontario Vol. 8, No. 2 Page 17 �� 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 8 (2), November 1992 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 1992-11-01 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/d066fde241a89485af6357e030d504d1.pdf 2fa668acd455dcdfed5a7815423fbc01 PDF Text Text NATIVE LANGUAGE EDUCATION IN ONTARIO Anishinaabemowin gikinoo 'amaadiiwigamig N.L.I.P. Volume I 0, No. I August 1994 �Volume 10, Number 1 August, 1994 General Editor: Lena Odjig White Copy Editing: Sonya Bruyere Native Language Education in Ontario Table of Contents Message From the Coordinator............................................../1 Language Root of native culture -by Laura Boast.................(}, Listening................................................................................/3 Ojibwe Language Curriculum.............................................../4 Metis trying to save traditional language - by Debora Lockyer......................../6 Educational Program............................................................. Everything Has a Teaching.................................................../8 Ken-Ta-Soo-Win Database................................................../10 Call for viewpoints - by Wallace C. Strong........................./12 K.I.M. Aboriginal Language Teaching Kits......................./13 Native Language Resources................................................/14 Earthlore............................................................................../15 Recent Publications............................................................./15 Conferences........................................................................ ./16 Pow-wows/Festivals............................................................/19 Advertising ........................................................................../20 n Native Lan�uau in Ontario This issue and beyond ... More teachers are beginning to contribute to Native Language Education in Ontario. They are highly motivated and deeply in­ volved in the maintenance and re• vitalization of Native Language. Their enthusiasm gives me much hope that together, we can make a difference. Thanks to those people who wrote articles and reviews. We all know that it isn't easy trying to write an article within an already busy schedule! Help! Would you like to: •review a resource *write an article *provide teaching suggestions *share infonnation about a con­ ference? If the answer is yes to any of these, please call the either Lena Odjig White at (807) 343-8003 or Sonya Bruyere at (807) 343•8542. is published four times a year by the Native Language Instructors' Program, Lakehead University, 955 Oliver Road, Thunder Bay, Ontario, Canada. P7B 5El August 1994 �Coordinator's Message: Aanii I Boozhoo: Gmaamiikwenmigoom gii-bi-zhaayeg Lakehead wii-bi-skoonwiyeg. Znagad go naangodnong memdige go naa Gchi-skoongamgong dbishko Lakehead University wii-bi•skoonwing. Gigashtoonaa dash wii go wii­ zhichigeying wi, wii-naadmaadiying, wii-kinoomaadiying, miinwaa wii-aasgaabwitaadiying. Ezhi­ kinoomaagoying go na wii-mno-gnawaabmaaying kina wiya bemaadzid zhinda gidkamig. Mii maanda Gzhemnidoo ezhi-ndawenmigoying. We are very proud of you for coming to Lakehead to get your teacher education. It is not easy sometimes especially when you have to leave your home communities to come to Lakehead so that you can pursue your educational goals in Native language teaching. We have to continue supporting each other, helping each other, and sharing the traditional teachings and values which are inherent in our languages. We are reminded that we must have respect for every living being on Mother Earth. Our Creator put us here to live in hannony. Thanks to the students who completed the NLIP evaluation forms. This year, 83 of the 149 students registered participated. We appreciate your ideas, suggestions, concerns and opinions you express. These will be taken into consideration for 1995 summer session. Last year, your input made possible some changes and plans that were made. For instance, some of the changes and new activities were; more information on registration and orientation needs was included in the Student Handbook which was mailed out to the students upon acceptance; First Year students were able to observe the first lesson; Student Teaching Schedule was posted ahead of time; NLIP Student Counsellor and Residence Assistant introduced themselves to the classes during the first week; NLIP Student Council activities were planned in advance; more Elders' Sharing Circles were held; students were given opportunities to attend Sunrise Ceremonies. Practicum Teaching Handbook was revised as suggested; this was further revised to correspond to the new student teaching schedule. I want to express my heartfelt thanks to all NLIP Faculty and Staff. Gchi-miigwech to the faculty. They always strive for excellence in education. Special thanks to Judy Turrie and Sonya Bruyere for their hard work, caring and support, and for the many overtime hours they put in to prepare for the summer session, and their continued hard work and dedication during the busy month of July which made possible another successful year. Special thanks also go to Florrie Sutherland for her well-organized activities in practicum planning which made it easier for everyone. Thanks to Karina Skov and her Odaminowin staff for their excellent efforts in meeting the needs of the Children's Program. And to Max Dokuchie and George Rusnak, their assistance and support was really appreciated. To our Video Specialist, Keith Clarke, thanks for the excellent promotional videotape on NLIP. In the Spirit of our Native Languages! Lena Odjig White, Coordinator Native Language in Ontario Vol. IO, No. l Page J �The following news article was taken from The Chronicle-Journal, Thunder Bay, Ontario July 27, 1994 Language root of native culture University courses can help students heal themselves BY LAURA BOAST Like George Orwell, native language instructors believe that the way we talk affects the way we perceive ourselves and the world around us. Language is political. If native people can relearn their language, they can relearn their culture, says Lena Odjig White. White is the co-ordinator of the native language instructors' program at Lakehead University. She says students in residential schools were forbidden from speaking native language. Now those students are adults, and many want to pass on the language they were denied. "It's hard, because they have to relearn our traditions," says White. "We have to heal. But in healing the language, we heal ourselves, too." White says native language courses at the university are therapeutic. Students help each other with work and are supportive of peers' efforts. Native traditions are incorporated into lessons on teaching. "We have our own ways of teaching "says White. She gives the example of the medicine wheel, with its message of holistic living and respecting the earth. A respect for the language itself is taught. "Our language carries meaning," she says. "It is very descriptive." For example, the Ojibwa word for sweetgrass is wiingashk, which means hair (wiin) of Mother Earth (ashk). The description conveys native attitudes toward nature - that the earth is alive. Sandra Peltier, a consultant from the Indian Affairs-funded Woodland Cultural Centre, surveyed students who recently completed a summer term of language instruction at the university. She says holistic thinking - for example, whole language is connected to nature is connected to tradition - is central to native culture. Peltier notes that the Ministry of Education is catching on to the holistic philosophy with its Common Curriculum, a concept which incorporates English into geography classes and math into technology labs. There are four basic language courses and two advanced courses in the native language program at Lakehead University, drawing a total of almost 150 students each session from 60 communities all over Ontario. The languages taught fall into two linguistic categories: Algonquian (which includes Ojibwe, OjiCree, Cree and Algonkian) and Iroquoian (including Mohawk). There is a demand for Native as a Second Language instructors. In Thunder Bay, NSL courses are offered at Northwood High School, St. Patrick High School and Our Lady of Charity. The Ministry of Education mandates that schools must offer the program when over 16 students request it. Textbook publishers are also recognizing the demand for NSL course materials, says Peltier, adding that it's high time. "We're getting tired of cut and paste," she comments. Page2 Native Language in Ontario Vol. 10, No. I �Listen When I ask you to listen to me and you start giving me advice ... you have not done what I asked. When I ask you to listen to me and you begin to tell me why I shouldn't feel that way ... you are trampling on my feelings. When I ask you to listen to me and you feel you have to do something to solve my problems ... you have failed me, strange as that may be. Perhaps that's why prayer works for some people Because God is silent ... He doesn't offer advice or try to fix things. He just listens and trusts you to work it out for yourself. So please, just listen and hear me. And, if you want to talk, wait a few minutes for your turn and I promise I will listen to you. Anonymous Taken from the book Children in Crisis• Support for Teachers and Par,nlS hy Fran Newman. Puhlishcd by: Scholastic Canada Ltd. Native Language in Ontario Vol. 10, No. 1 Page 3 �OJIBWE LANGUAGE CURRICULUM The Lambton County Board of Education has completed its Primary/Junior Ojibwe Language Curriculum. Jim Whitson, Ojibwe Writing Team Chairman has graciously shared with us their success in this curriculum project. The framework they have developed as described below was taken from "The Royal Commission On Aboriginal Peoples: A Time to Talk - A Time to Listen - TI-IE RELATIONSHIP" presentation made at the Chippewas of Sarnia First Nation in May 1993. Ibe Framework A. An Overview Guidelines for course content and teaching activities/strategies were derived from (4) sources: I. Elders representing the Chippewas of Sarnia and the Kettle and Stoney Point. 2. The Native Ojibwe Language teachers and the Native Education workers employed in the "tuition agreement" elementary and secondary schools. 3. The Ontario Ministry of Education Guideline "Teaching Native as a Second language" 1987. 4. The Lambton County Board of Education Policy "Education in the Primary and Junior Divisions". B. The Theme Development Approach There are six (6) themes designated by the Ontario Ministry of Education curriculum document "Native As a Second Language" 1987. I. Family 4. Time 5. Communication 2. Community Recreation 6. 3. Nature C. Unit Development Within The Theme 1. The Primary Division Ojibwe Language Curriculum consists of sixteen (16) Units. NOTE: Each unit contains many suggested teaching activities. Do not attempt to complet an entire unit before moving on to the next unit. It is expected that activities may be selected from the units over the four (4) year period that the children are in the Primary Division. D. 2. To assist in the selection of learning activities a "Suggested Lesson Plan" is included in the Introductory portion of the curriculum document. 3. A "Scope and Sequence" is contained within the Introductory portion of the curriculum document. NOTE: There is no established order in which the units are to be taught. The teacher is the best judge of the interests and abilities the students possess and may select units to take advantage of the opportune moment. Each unit in the Junior Division is designed to continue the concepts developed in the Primary Division. The Unit Design The units consist of three (3) sections: l. The Introductory Flow Chart containing: (a) Theme; Sub-theme; Unit (b) Goal (c) Objectives (d) Suggested Learning Experiences Suggested Learning Experiences are listed under the various headings contained with the flow chart. Page 4 Native Language in Ontario Vol. 10, No. 1 �gested Teaching Activities and Resources: Suggested teaching activities have been developed for each of the learning experiences presented by headings on the flow chart. The order of the activity development proceeds with "Cultural Aspects" to "Math" and then "clockwise" concluding at "Environmental Experiences". Great care has been taken to ensure that the "Goal" and "Objectives" of each unit have been met. The "References, Teacher Notes" portion of the "Suggested Teaching Activities and Resources" section has been included for the teacher to make notes as the activities are being taught/conducted. (e) A wide variety of teaching activities has been suggested in the hope that the learning styles, levels of ability and interests of the students can be met. lL 3. Resources At the conclusion of each unit various sample outlines have been included for duplication if desired. E. Suggested Teaching Activities - The Main Thrusts The learning experiences and teaching activities were developed keeping in mind the need to: capitalize on the children's first hand experiences so that they would be motivated 1. to relate these experiences to others; 2. integrate subject areas so that the discoveries the children made and the knowledge they gained would be more meaningful to them; and present new information to the children as it occurred within the regular classroom 3. wherever possible. F. Meeting the Needs - Some Implementation Strategies In order to implement the main thrusts with any degree of success, the team approach within the school must be adopted, adapted and maintained. There must be two way communication between: 1. the regular classroom teacher and the Ojibwe language teacher. (The sharing of ideas and resources can be accommodated only if the language teacher and classroom teacher are aware of what is being studied.) 2. G. the music teacher and the Ojibwe language teacher. (Much of the Ojibwe language is introduced and taught to the children through song. The music teacher can share ideas with the language teacher. The possibility exists of extending some of these activities into the regular classroom music program for the benefit of all children.) 3. the teacher-librarian and Ojibwe hmguage teacher. (Two way communication with the teacher-librarian serves two (2) very useful purposes. The teacher-librarian can assist with the acquisition of further resources and suggest ideas for presentation to the children and secondly be the catalyst for creating situations whereby Ojibwe language class activities can be integrated with regular classroom activities. 4. the Native education assistant and the Ojibwe language teacher. (Craft activities can be planned and carried out and extended into the regular class.) The Primary/Junior Division Ojibwe Language Resource Kits To assist with the implementation process, resources that have been considered to I. be essential in the teaching of the program have been provided. 2. Kits have been provided to each of the six (6) Elementary (tuition agrcemcnt)Schools. (Kettle Point Kindergarten, Forest Central, Forest Woodside, DcvincStrect, Lansdowne, and Queen Elizabeth II • Sarnia) A master copy is maintained at the Education Centre. Native Language in Ontario Vol. 10, No. I Page 5 �Metis trying to save traditional language By Debora Lockyer Windspeaker Staff Writer The traditional Metis language of Michif is on the verge of extinction. This unique and little known language is now under study by the Metis National Council which wants to reverse the pattern of assimilation by developing an action plan for Michir s survival. Guy Freedman, director of special projects for the MNC, heads the study with the help of Canada's foremost expert on Michif, Audreen Hourie, the provincial education co-ordinator for the Manitoba Metis Federation. The word Michif comes from an Indian pronunciation of the French word metis which means half­ breed, said Freedman, a Metis from Northern Manitoba. "Michif is essentially a mixture of French and Cree," he said. It is considered a rare phenomenon be­ cause the people that developed this language would have been completely bilingual. The language is still used quite commonly in the U.S., primarily in North Dakota, said Freedman. But its usage is limited in Canada. In northern Alberta the language is called Meris cree. In the east, Ojibwa is incorporated into Michif. In Canada, however, there are only a relative few who still speak the language, a fact Freedman finds discouraging. "If you don't speak it, if you don't know about it, if you don't understand it and you can't find people who are able to talk it, it's not going to be around." Freedman said he would like to see Native groups take a page from the notebook of the Inuit who are very successful in passing down their language to their children. "By and large, they rely on Inuit specific programming. They get everything translated into Inuktitut. The parents still speak it to their kids. The kids, if they want to speak to their grandparents, have to speak it. A lot of Aboriginal groups could learn from that. Otherwise they are only going to be reading about it in history." To further complicate matters for the study, Michif is not a written language. It causes problems for the whole Metis movement, Freedman said. The report is to be done and submitted to the government by the end of the month. The report will be a combination of historical and practical infonnation that may halt Michif's decline into oblivion. Taken from Canada's Na1ional Aboriginal News Publication: Windspeaker, Vol. 12, No. 11, Page 2 August 15 - August 28, 1994 Page 6 Native Language in Ontario Vol. 10, No. 1 �EDUCATIONAL PROGRAM "PARTNERS IN EDUCATION" The Vision Kikinoamatiwikamik Wabauskang First Nation, the Red Lake Board of Education and the Township of Ear Falls are working in a partnership to offer unique educational and training services that will: • assist Native students in acquiring the skills and training necessary to achieve success in today's world. • develop and reinforce a positive awareness of Native culture and identity. • meet Ministry of Education requirements. • give students the opportunity to attend either a small high school or a larger high school. • offer optional weekend cultural, athletic and educational experiences. • provide strong Jinks between the home and school experience. • involve students in program and living decision making processes. • strongly involve the arl!a Native community in the pro!,rram design and operation. This unique program wiH accept approximately 20 - 30 high school students for the 1994- 1995 school year. Student Accommodations: Modern townhouses are grouped together and centrally located in Ear Falls. Each townhouse may house 5 - 6 students in single or shared units, which have 1 - 1/2 bathrooms, a livingroom and kitchen. * * Students will eat in a central cafeteria. Native houseparents will be assigned to a group of students to offer assistance and guidance in an environment conducive to healthy living and academic success. Wabauskang First Nation is located 30 km south of Ear Falls on Wabauskang Lake. Community of Ear Falls is located 100 km north of Vermillion Bay along Highway 105. Ear Falls has a population of approximately 1 200. If you are interested in receiving additional information, please contact: Red Lake Board of Education Telephone: 807-727-2676 Fax: 807-727-3335 Chukuni Community Futures Telephone: 807-222-2069 Fax: 807-222-3 1 47 Red Lake Indian Friendship Centre Telephone: 807-727-2847 Fax: 807-727-3252 Native Language in Ontario Vol. IO, No. 1 Page 7 �EVERYTHING HASATEACHING Example: "Stones I Rocks" ACTIVITY: I. Each group is given an item of nature. 2. Each group asks questions about the item. List questions. 3. Answer questions. Every individual fonnulates his/her own answers. no formulated answer is wrong. 4. Apply what they have learned to a lesson plan. Sharing takes place by the teacher and students, incorporating a very important value of "SHARING". Misiniis: has many shapes and fonns. it changes as you touch it, with the oils in your hands. wetting the stone induces more teachings. drying stages temperature why were rocks used for writing? weight - wet and dry. what kind of music can one or two make? how old is this stone? Shared by: Rhonda Doxtater Native Language Coordinator Anishnaabe Kendaaswin Publishing R. R. #1 Muncey, Ontario NOL IYO Phone: 5 1 9-289-2421 Fax: 5 19-289-5200 Page 8 Native Language in Ontario Vol. 10, No. 1 �Spiritual North Benefits/Significance <' (JQ C: s· � g_ -- Mental West Identification Description Environmental Studies Patterns Design Science � p � � °8 "° Location/Geography Formation South Physical Emotional East �Ken-Ta-Soo-Win: Native Language Materials Database Ojibway and Cree Cultural Centre 43 Balsam Street S. Timmins, Ontario P4N2C7 15 June 1994 Dear Friends: Greetings from Timmins! Recently you received a binder entitled "Ken-Ta-Soo-Win: Native Language Materials Database." Only200 copies of this valuable resource were produced. We would like the service to continue. The manner in which that happens is up to you. I'm writing to ask for three things: Please respond to the questionnaire. Please write a letter of support. Please get the word out that a Native language materials database now exists. Many people have expressed the need for this type of resource and now we have it. If you feel moved by it, write a review or call it to the attention of your colleagues and peers. You are welcome to share it, copy it, and to follow the classification structure so that things are consistent with other people working in the field. As a key player in the advocacy of Native language and cultural preservation, your voice is critical. We need your feedback. Good or bad, we are open to a response from you. Without your suppon and concern this project will come to a close. Our languages are on the brink of extinction. Without a cohesive plan of action this will happen. We need some direction from the people. Our languages are irreplaceable. Only we, the people, are responsible for handing this gift to our chil­ dren and guiding them to look at the future through our own eyes. Through our languages each indi­ vidual Nation and Tribe has their own way of looking at our land, this world, and one another. This is our identity. We may feel that someone has taken that away, yet in reality only we are responsible for the care, attention and effon needed to bring the languages back. Things are moving fast in this world. Each of the communities is at its own level and pace in keeping with the times. We would like to help make your work easier by providing this service. Let's work together to live out our common dream, the reawakening of our own Native languages for the children and for our future. I thank you for your time. •.. And remember folks: Exercise those languages! Ms. Jameson C. Brant (Note: The deadline date for the questionnaire was June 30, 1994 therefore it is not included in this newsletter.) However. your letter of suppon would be appreciated. Page 1 0 Native Language in Ontario Vol. 1 0, No. 1 �Ken-Ta-Soo-Win: Native Language Materials Database August 1994 (Update) The Ken-Ta-Soo-Win project has organized a collection of information on Native language teaching materials available in the province of Ontario. It was developed to speed up the location of these resources for people teaching, working, or studying in the field of Native languages. The information covers all Native language families, dialects, grade and proficiency levels. This spring the database was printed as a directory-type binder with tabs to divide the information by language family. Copies were distributed to the Band operated schools, Federal and Provincial schools which offer Native language classes, Universities and the Cultural Centres of Ontario. Response was invited. Reaction to the publication is excellent. Questionnaires returned, letters of support came in, and many new entries were called to our attention. Because the information covers all Native language families and dialects in Canada, we also received encouragement and materials from a few of the other provinces. Since the printing we have over fifty requests for copies of this binder. We would like to supplement the pilot service area first and explore possibilites for national participation. An update of recent acquisitions is now in progress. Based on the suggestions from the field testing some technical adjustments are in order. In the mean time, if you are searching for language teaching materials please give us a call. Long range goals for the project include work toward customizing a Ken-Ta-Soo-Win diskette, and later conversion to IBM compatibility. It is our hope that this project will create a broader awareness within the communities of the Cultural Centres' detennination to preserve the Native languages. If you have Native language teaching materials that you would like to see registered in Ken-Ta-Soo-Win, please write or call. These entries will be included in our updates. ror information or to register materials, contact: Ms. Jameson C. Brant, Database Coordinator, Ojibway and Cree Cultural Centre, 43 Balsam Street South, Timmins, ON P4N 2C7 (705) 267-79 1 1 . Native Language in Ontario Vol. 10, No. l Page 1 1 �Anyone willing to share viewpoints concerning Wallace Strong's dissertation topic, "Can Non-Indian teachers teach Native American curriculum?" , you are invited to respond to his letter below. July 25, 1994 Wallace C. Strong 2442 Cerrillos Rd. Suire 270 Santa Fe, NM 87505 Dear Native American Faculty, Students, Educators, I'm interested in teacher training, especially, where teachers are taught to teach Native American cur­ riculum. If you are interested in sharing your work and research on this topic, I can be contacted at the University of Illinois at Urbana-Champaign. I'm completing my doctoral degree this year and teach in the Teacher Education Program. I taught elementary teachers last year and will continue teaching secondary teach­ ers this year. I'm an enrolled member of the Yakama tribe of Washington State. My dissertation topic is: Can Non-Indian teachers teach Native American curriculum? I wiIJ survey non-Indian teachers, Indian teachers and Indian students. I will take a random sample of Native Ameri­ can people, asking if Non-Indian teachers can teach Native American curriculum. I'm interested in your own unique viewpoints regarding this question. I'm asking schools and colleges that have Indian teacher education programs and schools that teach Native American children, to assist me in my research. Please feel free to contact me at the following addresses: University of Illinois at Urbana-Champaign 3 1 4 Education Bldg. 1 3 1 0 So. Sixth St. Champaign, II 6 1 820-6990 E-Mail: wcstrong @ uxa.cso.uiuc.edu Page 1 2 Native Language in Ontario Vol. 10, No. 1 �K.I.M. Aboriginal Language Teaching Kits • Easy to Teach, Easy to Learn • Poslers, Picture Cards, Story Sequence Frames, Game Cards, A udiocassettes and Instructional Manual • Adaptable to all Aboriginal Dialects To Order or Obtain Kits... Contact Mary Richard, Executive Director Manitoba Association for Native Languages 119 Sutherland Avenue Winnipeg, Manitoba R2W 3C9 Tel. # (204) 943-3707 Price: $325.00 plus GST An Overview of the K.I.M. kits..• The K.J.M. Aboriginal Language Teaching kits use word and picture association, games, stories and sing­ alongs to teach our children their own language. The kits are adaptable to any dialect. K.I.M. kits are also expandable to incorporate new instructional materials. Each K.I.M. kit contains ... • Poster Charts - 4 different types of colour posters covering different ideas or topics of interest. Our children learn through word/picture association. • Picture Cards/covers - 129 colour pictures covering all categories of the grJmmar system. The picture cards are divided into 1 2 units or themes covering topics our students are familiar with so that they can learn readily through word/picture association. • Lotto Cards - 20 different coloured cards which make learning and word comprehension fun by playing a game. The lotto cards resemble Bingo cards. Rewards are given as our children learn to recognize words. An enjoyable experience for our children. • Story Sequence - 5 enjoyable, colourful, story sequence frames with black and whirr stencils that allow our children to connect words and thoughts into a storyline. • Audiocassette - Familiar songs performed in our Native languages. Our children learn by singing along to tunes they already know. • Teacher's Handbook - A complete guide for teachers including suggestions on different and unique ways to use the kit. Native Language in Ontario Vol. 10, No. I Page 1 3 �NATIVE LANGUAGE RESOURCES Rosemary Christensen. Curriculum Specialist. of Ojibwe Mekana of American Indian Associates Inc. Leaming Research & Curriculum Materials Laboratory. sent the following information to share with the Ojibwe language teachers. Language Material Providers: • Anishinabe Wi Gamigong (The Indian Store) 1590 Mankato Mall, Mankato, MN. 56001 Tel. (507) 625-5017 • Jim Clark (and Rick Gresczyk) 22 17 Bloomington Ave. S .• Minneapolis. MN. 55404 - (Jim's h.) * Tape and book available. • News From Indian Country Rt. 2, Box 2900-A, Hayward, WI. 54843 Tel. (715) 634-5226 / Fax (715) 634-3243 * Handles OM materials and 2 dictionaries. • Ojibwe Mekana 1305 London Road, Duluth, MN. 55805 Tel. (218} 724- 1291 or 724-0520 / Fax (218) 728-68 15 * Products list available, provides teacher training to language teachers. • Larry 'Amik' Smallwood and Larry Aitken Contact (Mr. Aitken) - Leech Lake Tribal College Rt. 3, Box 100, Cass Lake, MN. 56633 Tel. (218) 335-2828 (Mr. Smallwood) -LCO School Rt. 2, Box 2800, Hayward, WI. 54843 Tel. (715) 634-8924 / Fax 634-6058 * Tape and book available. • Larry 'Amik' Smallwood and Julie Corbine Contact: LCO School, Rt. 2. Box 2800, Hayward, WI. 54843 Tel. (7 15) 634-8924 / Fax (715) 634-6058 * Tape and book available. If you want further information, contact or write to: Rosemary Christensen Curriculum Specialist Ojibwe Mekana of American Indian Associates Inc. Learning Research & Curriculum Materials Laboratory 1305 London Road Duluth, Mn. 55805 Tel. (218) 724- 1 291 or 724-0520 / Fax (218) 728-6815 Page 14 Native Language in Ontario Vol. 10, No. 1 �EARTHLQRE Native Language Communications EARTHWRE is an Ottawa based company that specializes in designing and publishing high quality learning materials in Native languages. Earthlore provides assistance in the technology of publishing; to enable First Nations groups to develop their own learning materials in their own language, customized to meet the specific needs of a school board or organization. Earthlore's purpose is to provide an introduction to the services that are available in the production of Native Language educational publications and assistance in preparing those publications. The essence of their approach is teamwork. Through a coordinated effort in working with boards of education and cultural centres, Earthlore will facilitate creative and entertaining solutions to specific needs and goals. If you would like to learn more about developing printed educational materials in your language, or receive infonnation about Earthlore, please contact or write to Anna Tyers or Don Runge. Earth/ore Native Language Communications 68 Robertson Road, Suite 103 Nepean, Ontario K2H 8P5 Tel.613-596-6586 Fax 613-596-0502 RECENT PUBLICATIONS Aboriginal Languages and Education: The Canadian Experience Sonia Morris, Keith Mcleod, & Marcel Danesi (eds.). Mosaic Press, 1993. 140 pp. No price indicated. (Collection of essays on Canadian Native language and English language education. Papers with Indian language relevance include: Robert M. Leavitt, "Language and Cultural Content in Native Education" (1 - 16) (Maliseet examples); Catherine Littlejohn & Shirley Fredeed, "Indian Language Programs in Saskatchewan: A Survey" (57 84); and Mary Heit & Heather Blair, "Language Needs and Characteristics of Saskatchewan Indian and Metis Students: Implications for Educators" (103 - 128). Order from: Mosaic Press P. 0. Box 1032 Oakville, Ontario L6J 5E9 A Computer-Generated Dictionary of Proto-Algonquian John Hewson. Canadian Ethnology Service, Mercury Series, Paper 1 25. 28 t pp. No price indicated. (Over 4,000 reconstructions generated by computer programs from Bloomfield's Cree, Fox, Menominee and Ojibwe data. Order from: Mail Order Services, Publishing Division Canadian Museum of Civilization t 00 Lauri er St. P. 0. Box 3 100, Station B I lull, Quebec J8X 4H2 Native Language in Ontario Vol. 10, No. l Page 1 5 �CONFERENCES TREATY 7 EDUCATION - MOKAKIT CONFERENCE "LIFELONG LEARNING: TOGETI-IER WE ASPIRE. TOGETHER WE ACHJEVE" October 6, 7 and 8, 1994 Carriage House Inn 9030 Macleod Trail South Calgary, Alberta Purpose of the Conference is to share education ideas and issues with teachers, administrators, school boards, Elders, parents and community members. For more information, contact: Treaty 7 Education - Mokakit Conference 94 Planning Committee P. 0. Box 1099 Siksika, Alberta T0J 3WO Fax: 403-734-2505 Phone: 403-734-5220 ABORIGINAL PEOPLES' CONFERENCE Sponsored by Lakehead University, Department of Indigenous Learning October 14, 15, and 16, 1994 Registration: $125.00 (Cdn) Flight Arrangements can be made with Marlin Travel 1-800-623-7709 Accommodations at Airlane Motor Hotel ($59.95/night/pp) 807-577- 1181 Selection of topics include: Education, Literature, Philosophy, Wilderness and Tourism, Art, Tricksters, Politics, Economics, Wellness, Environment, Ethnic Fraud & Transcultural Literature, Health Care, Poetry and Residential Schools. Contact: Lakehead University Department of Indigenous Leaming 955 Oliver Road Thunder Bay, Ontario P7B 5El Phone: 807-343-8085 Fax: 807-346-7757 Page 16 Native Language in Ontario Vol. 10, No. 1 �CONFERENCES 26th ALGONQUIAN CONFERENCE at the Charter House Hotel Winnipeg, Manitoba October 28, 29 and 30, 1994 Registration Fee: $30.00 (Students $25.00) Contact: David H. Pentland, Dept. of Linguistics University of Manitoba, Winnipeg, Manitoba R3T 2N2 Phone: 204-474-9596 Fax: 204-275-0846 e-mail: DAYID_PEN1LAND@UMANITOBA.CA (internet) 2nd ANNUAL CRITICAL ISSUES IN FIRST NATIONS' EDUCATION CONFERENCE Theme: Retrievine and Preservine first Nations' Lan�aees and Cultures November 3, 4, and S, 1994 Registration Fee: $250.00 + $17.50 GST at The Ontario Institute for Studies in Education (OISE) 252 Bloor Street West Toronto, Ontario This conference will be of particular interest to anyone involved in the provision of education to First Nations' Students. The fonnat includes plenary and keynote speakers, facilitated discussion groups, and concurrent sessions on various First Nations' languages and cultures. For more infonnation, contact: The Ontario Council for Leadership in Educational Administration (OCLEA) 252 Bloor St. W., Suite 12- 1 1 5 Toronto, Ontario M5S 1V5 Phone: 4 16-944-2652 Fax: 4 1 6-944-3822 Native Language in Ontario Vol. 10, No. I Page 1 7 �C ONFERENCES 14th ANNUAL NATIVE AMERICAN LANGUAGE ISSUES INSTITUTE CONFERENCE NALi '94 November 9, 10, 1 1 and 12, 1994 at Glorieta, New Mexico "SINGING WE COME: SHAPING OUR FUTURE THROUGH LANGUAGE AND SONG" Theme: Creative approaches to the development, maintenance, and preservation of Natve American languages through exploration of new and indigenous forms of language transmission through the traditional processes of song, stories, dance and oral histories and academic schooling models. For more information, contact The 1994 Official Host for NALi '94 Center for Research and Cultural Exchange Institute of American Indian Arts P. 0. Box 20007 Santa Fe, New Mexico 87504 Phone: 800-313-5741 Fax: 505-988-6446 Phone: 505-988-6434 NATIVE AS A SECOND LANGUAGE CONFERENCE FOR TEACHERS Sponsored by Chippewas of Rama First Nation and The Simcoe County Board of Education Friday, October 7, 1994 (one day only) Registration Fee: $25.00 to be held at Rama First Nation For more information, please contact: John Bearcroft Gina Genno The Simcoe County Board of Educ. Chippewas of Rama First Nation Hwy. 26 P. 0. Box 35 Midhurst, Ontario L0L IXO Rama, Ontario LOK ITO Phone: 705-325-361 1 Phone: 705-728-7570 Page 1 8 Native Language in Ontario Vol. 10, No. 1 �POW-WOWS I FESTIVALS WAWASKINAGA 1ST ANNUAL COMPETITION POW-WOW September 24 & 25, 1994 at Whitefish River First Nation Birch Island, Ontario Contact: Ki.ki McGregor: 705-285-0210 Collect Evenings Leon or Patty Lightning: 705-285-0177 CURVE LAKE POW-WOW Curve Lake, Ontraio September 24 • 25, 1994 Contact the Band Office: 705-675-8045 13TH ANNUAL NATIVE CULTURAL FESTIVAL Hosted by the Native Friendship Centre of Montreal October 1 & 2, 1994 Vanier College - Spons Complex 821 St. Croix Blvd. Ville St. Laurent, Cote-Venu Metro Montreal, Que. Contemporary Native Entertainers (Saturday) Traditional Pow-wow (Sunday) Contact: Jennifer LaBillois, Festival Coordinator 514-937-5338 7TH ANNUAL RAMA THANKSGIVING POW-WOW Rama, Ontario October 14 - 16, 1994 Contact: George St. Germaine: 705-325-3611 Native Language in Ontario Vol. 10, No. 1 Page 19 �WAPISTAN is Lawrence Martin with special guest Susan Aglukark Trio at the Thunder Bay Community Auditorium FRIDAY, SEPT. 16, - 8:00 P.M. JUNO A WARD-WINNER NORTJIWESTERN ONTARIO'S "NASHVILLE CONNECTION" TRADITIONAL MESSAGE MUSIC, POP, COUNTRY FOR TICKETS, CALL TI·IE AUDITORIUM BOX OFFICE CALL COLLECT AT (807) 343-2300 Sponsore.d by: Canadian; Airlane Hotel This perfonnance is a Lakehead University Dept. of Indigenous Leaming and Thunder Bay Community Auditorium co-presentation The Native Language I nstructors' Program invites everyone to submit articles of interest to be p ublished i n the Native Language in Ontario N ewsletter. Short stories, poems, newspaper articles, book reviews, resource listings, job postings, conference news, pow-wow information and anything else that you may want to share with others is welcome. Send subm issions to: NLIP Newsletter Lakehead University 955 Oliver Rd. Thunder Bay, Ontario P7B 5El Page 20 Native Language in Ontario Vol. JO, No. 1 � 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 10 (1), August 1994 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 1994-08-01 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/b05274570a216e3e57dc92547a38dbda.pdf 8b955aed2a37b102dcc2e4385e0f547d PDF Text Text NATIVE LANGUAGE EDUCATION IN ONTARIO Anishinaabemowin gikinoo 'amaadiiwigamig <la-Sa..VJLl· ) PP..o<JLn�•brb N.L.I.P. l l Volume 11, No. September 1996 �PLEASE NOTE: Native Language Education in Ontario will now be pubUshed only two times a year. Volume 11, Number 1 September, 1996 General Editor: John O'Meara Copy Editing: Sonya Matson Native Language Education in Ontario Table of Contents Message From the Coordinator............................................./1 Information for NLIP students............................................../2 Chief Wins another First ( a write up on Lorraine McRea)../3 Williams gives new life to dying language ........................../4 Conference Info ..................................................................../5 Publications/Resources........................................................../6 The Pow Wow: The Heartbeat of the Indian Movement......./9 Anishinaabe Kendaaswin Publishing Questionnaire This issue and beyond . . . More teachers are beginning to contribute to Native Language Education in Ontario. They are highly motivated and deeply in­ volved in the maintenance and re­ vitalization of Native Language. Their enthusiasm gives me much hope that together, we can make a difference. Thanks to those people who wrote articles and reviews. We all know that it isn't easy trying to write an article within an already busy schedule! Help! Would you like to: *review a resource *write an article *provide teaching suggestions *share information about a con­ ference? If the answer is yes to any of these, please call Sonya Matson at (807) 343-8542. Nativ e Lanilla&e in Ontario is published two times a year by the Native Language Instructors' Program, Lakehead University, 955 Oliver Road, Thunder Bay, Ontario, Canada. P7B 5El September 1996 �Coordinator's Message This was my first summer as coordinator of the program and I've enjoyed the challenge and opportunity this position has given me. Another great summer, NLIP 1996 has come and gone. The four weeks went by fast because of the intensive courses and a very busy schedule. Everyone became involved quickly without any complaints. I extend my sincere thanks to John O'Meara and Sonya Matson for their hard work and dedication in preparing for the 1996 NLIP Program. We wish to extend our congratulations to all the students who successfully completed their program this past summer. We wish you all a great and an enjoyable year. A reminder to the students who need to do their "teaching experience", if you have not made arrange­ ments with a school, you should start seeking a placement soon. Don't forget to get your practice teach­ ing forms filled in and signed by the appropriate school official and send the form in to the NLIP office Students who have received their Permanent Letter of Standing are encouraged to come back and take the fourth year so that they can obtain the Native As A Second Language Diploma. Students who have already taken Year 4 should be certain to complete their assignments for Ed 1599 winter practicum as soon as possible and send them in to the NLIP office in order to receive the Native As A Second Language Diploma at the Spring 1997 Convocation exercises. NLIP is a well established and well-regarded school. It continues to grow in quality as each year the suggestions of student body and faculty continue to shape the curriculum. The work of our school is truly important. The qualities of loyalty, hard work and dedication are helping us to retain Native Language for future generations. I look forward to the challenges this coming year has in store for me and look forward to meeting all of you students again next summer. Good luck in your future endeavours. Giga-waabimigoom miinawaa. Wanda White Coordinator Native Language Instructors' Program Native Language in Ontario Vol. 11, No. l Page I �Congratulations to all NLTC and NASL students for their successful completion of their courses this summer. For those NASL Year 4 students who are eligible to graduate in May of 1997, please ensure with Sonya Matson that all of your requirements have been met. If you have not completed your ED 1599 Winter Practicum, please send in your registration forms which were distributed to you during the summer session or contact Sonya. For all NLTC students, please ensure you are teaching the Native language in any Ministry run or band run school to fulfill your 20 contact days in order to be accepted into the next year level. Just a reminder that day care teaching and adult teaching do not count as teaching experience. Your contact days must be teaching children from Junior Kinder­ garten to Grade 12. Only a supervisory officer can sign your teaching experience forms - another Native language teacher is not a supervisory officer unless assigned by the Ministry of Education. If you are unsure of who must sign the form, please contact our offices and we can assist you with the listing of eligible officers. 1997 applications will be available in January. These will be mailed directly to all returning students. If you do not receive the package by mid-January please let us know. NLIP Contacts: Wanda White, Coordinator (807) 343-8003 Sonya Matson, Secretary (807) 343-8542 John O'Meara, Linguist (807) 343-8054 (For ED 1599 enquiries) Page 2 Native Language in Ontario Vol. 1 1, No. 1 �Chief Wins Another First by Cathy Carter The Packet & Times, May 9, 1996 Chief Lorraine McRae has added another first to her life last night. The first female chief of the Chippewas of Rama First Nation won the Nelle Carter Woman of the Year Award, presented annually by the Orillia Business Women's Association. She is the first native woman to receive the award. "It truly is a great honor," said McRae in the modest, soft-spoken, confident manner that belies her strength as a leader. "It's incredible, a wonderful feeling. rm not sure what I did to win this award," she said. Three separate groups submitted individual nomination papers for McRae, each listing page after page of McRae's accomplishments, achievements and abilities. "We understand there may be more than one nomination filed for Lorraine," Sherry Lawson wrote to the judges. "These were done independently of each other and we did not paln it this way at all. We hope you'll look at it as it really is, not as poor communication but rather as various people from different walks of life and backgrounds, being of the same mind." "She's just one of the kindest, most competent women I know. She is a great problem-solver," Lawson told The Packet & Times. Lawson, an Ontario Justice of the Peace, said she would not be the person she is today doing what she is doing for a living were it not for Lorraine McRae. "People don't know the half of what she's been through, what she's encountered and how she has maintained her poise, dignity and continued to excel," said Ted Williams, coordinator of the Casino Rama project. "She obviously is a person who is an excellent role model for young women and people in the community, not just aboriginal people," Williams said. McRae spoke to the audience of about 2 10 people at the award dinner at the Fem Resort. "When I was running for chief, it took a lot of courage, a lot of strength, believe me, and one of the gifts that a very dear elder shared with me when I was making my decision was, she said that the love that you have in your heart for the people is what will carry you through every day. She said that outweights any fear that you will have, and she was so right," McRae said. McRae joins a distinguished list of winners of the annual award. Past winners are Pat Hehn, Audrey Rodger, Lucy Stewart, Phyllis Roberts and Sandi Johnson. The other nominees this year recognized as women of distinction, were Fran Dale, Toni Worrall, Linda Crawford, Marilyn Hanson, Sharon Turner, Dr. Nancy Harris, and Isabelle Thiess. McRae was nominated by Mary M. Rose, women of M'njikaning First Nation (Sherry Lawson, Hilda Cockerham, Mary-Anne willsey, Annette Sharpe), and the Rama United Church (John Wesley Oldham, Marlene Oldham, Harvey Anderson and Sue Anderson). Native Language in Ontario Vol. 1 1, No. 1 Page 3 �Williams gives new life to a dying language In Algonkian dialects Odawa and Ojibwa, appending "ba" to a noun signals that that person, place or thing is dead, gone, kaput. If Trent native languge instructor Shirley Williams had not spent the last nine years recording the vocabulary of her native tongues, they might well have become Odawa-ba and Ojibwa-ha. The spectre of death of her languae and, with it, the dying of her culture, spurred the high school dropout to return to night school. Her personal mission became clear - to resurrect the Odawa dialect (considered extinct) as spoken by her father and preserve Ojibwa used by her mother and extended family. "everyone of us when we are born is given a mission in life and the most important one is what you have done to help your community." says Williams. Hers became apparent in mid-life, after years of working in a Manitoulin hospital and translating for the doctors and nurses treating native people. An elder in her community approached her after a 1974 meeting to deal with an alarmingly high suidide rate among the young people in her community. Parents had complained that their children could not speak their native language, did not know traditional values and no longer respected their elders. "You are a fluent speaker," the elder said to Williams. "What are you doing about your language and culture?" Williams began upgrading courses at night, earned her high school certificate and enrolled in native studies at Trent. She graduated with her BA in 1983. In 1986, she took a native language instructors program at Lakehead University and was subsequently hired by Trent to teach native languages. Starting from scratch, she developed a curriculum and teaching materials. They form the basis of a 16,000-word Odawa/Ojibwa dictionary she is publishing - with the help of Trent's design staff - and has successfully defended as her master's project at York University. She convocates June 11. Williams had more of a grounding in her parents' language then other children her age. her father refused to send her away to a residential school in Spanish, Ont. at the age of seven with the rest of her peers. He kept her home until she was IO and in those three extra years made a concerted effort to teach his daughter everything he knew about his language and culture. Sometimes, says Williams, he would say, "You do not know why I am saying this. Some day you will know and understand." And, says Williams, "now I understand." When he finally had to relinquish her at age 10, he told her, "Do not forget your language." The dictionary is the first to transcribe Odawa and Ojibwa dialects in a lexicography designed by Chuck Fiero, a linguist at Lakehead University. Missionaries attempted to translate the oral languae using Arabic symbols and phonetics, said Williams, but Fiero's writing system captures more precisely the glottal stops, nasal sounds and other unique characteristics of the dialects. Williams undertook the project largely to provide a tool for native language teachers fluent in Ojibwa. It begins with a history of the Odawa and Ojibwa languages and their decline with the advent of European immigrants and government policies of assimilation. She explains the relationship between language and culture and acknowledges previous efforts to transcribe Ojibwa. And she provides instruction on grammar and pronouciation. The words are listed under five environmental headings with subheads - Nature (birds, fish, trees, animals), Time (days, weather, numbers), Family (sickness, food, aboriginal regalia), Community (geogra­ phy, holidays, chores, buildings), and Recreation (sports, toys, music). "When I look at it now, it is a relief to finally accomplish something. I wanted to give back something to my community, to native people." Her work is not complete. Williams, 58, plans to expand the dictionary. And she has started to write Ojibwa stories that can be used in teacher education and native language classes. Page4 Native Language in Ontario Vol. 1 1, No. 1 �28th ALGONQUIAN CONFERENCE WE/GANf,ASIN�W/IGWAAS TORONTO, 25-27 OCTOBER 1996 FIRST CALL FOR PAPERS • Aboriginal An, Crafts and Clothing • Home and Factory Tanned Moose and Deer Hide • Orders taken for special items The 28th Algonquian Conference will take place from 25-27 October 1996, at the University of Toronto, Toronto, Ontario. The orgainzers welcome topics from all disci­ plines relating to the Algonquian-speaking peo­ ples. Papers may be delivered in English or French. Speakers will be allowed 20 minutes for presentation and 10 minutes for discussion. Regis­ tration fees are $40 Can. for non-student, $25 for students before Oct. 1; $45 for not-students, $30 for students after Oct. 1. Contributors should send title and abstract by September 1, 1996 to Deborah James Division of Humanities University of Toront, Scarborough Campus Scarborough, Ontario MIC 1A4(Canada). If sending abstract by e-mail, please send it to Krystyna Sieciechowicz at sieciech@epas.utoronto.ca Deborah James Krystyna Sieciechowicz E-mail: james@lake.scar.utoronto.ca E-mail: sieciech@epas.utoronto.ca Tel.: (604) 465-6466 (before Aug. 15), Tel.: (4 16) 978-6273 (4 16}-694-6276 (after Sept.I) Fax: (4 16) 97 1 -2027 Fax: (4 16)-287-7 1 16 Ange.Aimee Wawia Box 1066 (807) 886-2168 Nipigon, Ontario POT 2JO A N N O U N C E ME N T APPLICATIONS FOR THE 1997 SESSION OF THE NATIVE LANGUAGE INSTRUCTORS' PROGRAM AT LAKEHEAD UNIVERSITY WIL L BE AVAILABLE FOR NEW A PPLICANTS IN MID-JANUARY. IF YOU WOULD LIKE TO BE PUT ON THE LIS T FOR THIS MAILOUT, PLEASE CONTACT SONYA MATSON AT (807) 343-8542. IF YOU REQUIRE MORE DE TAILED INFORMATION ABOUT NATIVE LANGUAGE TEACHER CERTIFICATION OR WOULD LIKE TO COMPARE OUR PROGRAM TO SIMILAR PROGRAMS, P LEASE CALL US BEFORE REGISTERING IN A SIMILAR PROGRAM Native Language in Ontario Vol. 1 1, No. 1 Page 5 �NOW AVAILABLE DELAWARE-ENGLISH/ ENGLISH-DELAWARE DICTIONARY By John O'Meara, Lakehead University This dictionary is a record of the Delaware language as it is spoken at Moraviantown, Ontario. The Delaware-English section contains over 7 100 Delaware words, and includes example sentences, exam­ ple fonns, usage and grammatical notes, cross-references, and infonnation about borrowed words. The Preface contains detailed infonnation about Delaware pronunciation and the Delaware writing system, as well as a guide to using the dictionary. The English-Delaware section includes al) Delaware words and example sentences found in the Delaware-English section. Publisher: University of Toronto Press 10 St. Mary Street, Suite 700 Toronto, ON M4Y 2W8 ISBN 0-8020-0670-1 xxiv+660 pages Price: $75.00 To Order: Phone Toll-Free 1-800-565-9523 OR 4 16-667-7791 Fax Toll-Free 1-800-22 1-9985 Or order through any bookstore Page 6 Native Language in Ontario Vol. 11, No. 1 �FORTHCOMING PUBLICATION er..DC :, I Ninoontaan / I Can Hear It Ojibwc Stories from Lansdowne House Written by Cecilia Sugarhead Edited, translated and with a glossary by John O'Meara Published by: Algonquian and Iroquoian Linguistics Fletcher Argue Building 28 Trueman Walk WINNIPEG, Manitoba R3T 2N2 This book contains ten stories written by Cecilia Sugarhead, a speaker of Ojibwe from Lansdowne House, Ontario. These traditional stories are well-known to Ojibwe-speaking people in northern Ontario. Each story is presented in the Ojibwe syllabic writing system. as well as in the Roman writing system and English translation. There is an Ojibwe-English Glossary. an English Index to the Glossary, as well as a detailed Introduction. This book will be a valuable resource to anyone wishing to have syllabic and Roman reading versions of these Ojibwe stories. **************************** This book will be available in late October 1996 and can be ordered from the Lakehead University Bookstore at the following address: Lakehead University Alumni Bookstore 955 Oliver Road THUNDER BAY, ON P7B 5El Telephone: 807-343-83 14 Fax: 807-343-8158 Native Language in Ontario Vol. 1 1, No. 1 Page 7 �NEW PUBLICATION Dear Native Language Supporters: I am pleased to announce the completion of my second textbook, " Intennediate Ojibwe: Parts One and Two in Severn Dialect. I would like you to join me to say "Kihci-miikwehc" to the professional team who worked with me to make this project possible: Verification and Editing: Typing and Graphics: Graphic Artist: Audio Tape Production and English Voice: John O'Meara Sonya Bruyere-Matson Bruce Beardy Ken James We wish to acknowledge the financial assistance provided by Ministry of Education and Training, Aboriginal Education and Training Strategy through the Aboriginal Management Committee of Lakehead University. Once again, "kinanaahkomin". Although it is written in Severn Dialect, everything in this book is translated into English. Therefore, it can be easily translated into different dialects. I invite you to check it out. Aahti hsa maamawi-anohkiitaa anihshininiiwi-ishikiishwewinik (Severn dialect). Daga sa maamawi-anohkiidaa anishinaabe-izhigiizhwewining (Western dialect). Tom Beardy Page 8 Native Language in Ontario Vol. 1 1 , No. 1 �The Pow Wow: The Heartbeat of the Indian Movement The Grand Entry The Grand Entry signals the start of the pow wow and brings together the singers, drummers, and dancers who participate in the celebration. It sets aside a special time for showing respect to the various dancers and and their styles of dancing and is a time for remembering our values, our country and our Creator. The eagle staff is the oldest of the Indian symbols, hearkening back to the day of the famous dog soldiers, the most valiant warriors of the plains. Only the dog soldiers, and only the highest ranked among them, were originally allowed to carry the staff. This tradition of valour remains even today. The eagle staffs are the flags for the Indian nation( s) and receive the same degree of respect that war veterans accord tp the American and Canadian flags. Today the staffs are carried into the pow wow by one who has earned the right in battle (war veterans), by one, who has earned the honour in the eyes of the pow wow committee, or by an owner of an eagle staff. though the feathers of the eagle are often unavailable these days, the eagle staff is made according to the old traditions. "Eagle" feathers are attached singly to a long narrow strip of felt or thong. the strip of feathers is then affixed at both ends to a slender pole. The magnificent result is the eagle staff - a fitting flag for our Indian nations. A special song is used by the host (or designated) drum to bring in the dancers in the Grand Entry. The dancers are expected to carry themselves proudly, with dignity, and respect for the eagle staff, the flags and the war veterans that they follow. After all the dancers are in, the flags are raised or lowered (depending on the time of day) to the accompaniment of special songs i.e., the Indian National Anthems (the American and Canadian flag songs). At times, Veteran or Air Force songs may also be called for after the flag songs. Most pow wows maintain the following order of entrance: the eagle staff together with the American and Canadian flag leading the procession, Indian princesses and braves (representing different reservation/ organizations), the traditional dancers, grass dancers, fancy dancers, shawl dancers, juniors and tiny tots categories. In some instances, the order may be shuffled to highlight certain categories i.e., children, but generally the order is maintained. An honourable Elder speaks the prayer for the day . . . and the pow wow begins. Native Language in Ontario Vol. 1 1, No. l Page 9 �Announcing the Fourth Annual Stabilizing Indigenous Languages Symposium: Sharing Effective Language Renewal Practices, duBois Conference Center, Northern Arizona University, Flagstaff, Arizona, May 2-3, 1997 Below is information on the4th Symposium, a call for presentations, and a registration information. Northern Arizona University's Bilingual Multicultural Education Program and Navajo Language Program are pleased to announce the4th Annual Stabilizing Indigenous Languages Symposium. The Symposium is designed to allow preschool, K- 12, college, and university American Indian language educators and activists through panels, workshops, and papers to share ideas and materials for teaching American Indian languages. The results of the conference will be shared with a wider audience through a monograph. About the Stabilizing Indigenous Languages Symposiums Despite tribal language policies and the 1990 Native American Languages Act passed by Congress and signed by then President Bush, fewer and fewer children are speaking Native American languages. While the legal right to maintain tribal languages has been obtained, the effective right has yet to be achieved. More needs to be done to disseminate effective native language teaching methods and materials. For example, Dr. Richard Littlebear, participant in all three previous symposia and one of this year's keynoters, notes that the ability to speak an Indian language is often incorrectly seen as all that is needed to teach that language in schools. The first Symposium, held on November 16, 17, & 18, 1994 at NAU, featured some of the leading figures in the field of minority language preservation. The second symposium, held on May4, 5, & 6, 1995 at NAU, also included many tribal educators from throughout Arizona. The third symposium was held in Anchorage, Alaska, in February 5 & 6, 1996 and brought together mostly Alaskan Native educators. Goals of the Fourth Symposium * To bring together American Indian language educators and activists to share ideas and experiences on how to effectively teach American Indian languages in and out of the classroom. * To provide a forum for the exchange of scholarly research on teaching American Indian languages. * To disseminate, though a monograph, recent research and thinking on best practices to promote, preserve, and protect American Indian languages. Registration Information Registration Fee: $ 100 prior to April I, 1997; $ 125 after April I, 1997. (Includes reception, luncheon, banquet and shuttle to AmeriSuites.) Cancellation Policy: Requests for cancellations must be in writing and postmarked before April 1 1 , 1997. A $25 processing fee will be deducted from your refund. We recommend making reservations early. For further infonnation or questions, contact Dr. Jon Reyhner, Center for Excellence in Education, NAU Box 5774, Flagstaff, AZ 860 1 1 (520) 523-0580; email: Jon.Reyhner@nau.edu Page 10 Native Language in Ontario Vol. 1 1 , No. 1 �'ANISH I NAABE IN KENDAASW_______ _ P U B LISH I NG R.R.# 1 , Jub1llee Ro;id, Side Ro;id 4, Muncey, Ontario NOL 1YO Tel . : (51 9) 289-24 2 1 • Fax . : (51 9) 289-5200 Native Language Teacher Certification Program Native Language Instructor's Program Native Language Materials Assessment Dear Anishinaabemwin Educators, Anishinaabe Kendaaswin Publishing is an aboriginal pre-production publishing house. AKP is committed to the preservation of language and culture ofthe Anishinaabe people. Anishinaabe Kendaaswin Publishing is situated on the Munsee-Delaware First Nation, in southwestern Ontario. A non-profit publishing house and is an initiative of the Union ofOntario Indians. AKPfocuses on the publishing quality educational materials for Aboriginal educators and students. Through the publishing process ofmaterials, we, also, hope to encourage the non-aboriginal people to utilize our books in providing an understand and sensitivity of the aboriginal language and culture. In this cause, we are inviting teachers ofAnishinaabemwin to assist us in filling out an assessment questionnaire. This questionnaire is to priorize materials to be developed by AKP. Please .fill out this questionnaire as concisely, as possihle. Fillmg out this questionnaire will assist us in 4 areas. I. A priority list ofmaterials to be developed an published will be established. 2. The needs ofour educators and students. ANISHI N/\ABE KENDAASWIN PUBLISH ING Mum,ee - Delaware Nation • Chippewas of the Tham<.>s • Chippl'was of Ketlh· &. .Stonev Point • Chippc-,\·d'i of Sarnia �'/"\NISHINAABE KENDAASWIN PU B LISH I NG R. R.# 1 , Jubillee Road, Side Road 4, Mumcy, Ontario NOL lYO Tel . : (51 9) 289-2421 • Fax . : (51 9) 289-5200 3. This assessment will verify the need to continue to have our own Aboriginal publishing house. 4. Anishinaabe Kendaaswin Publishing willfulfill the need ofteachers for quality competitive teaching materials, based on aboriginal content. You have an option to sign andprovide your address/or AKP, as we may call on you to work with us on your ideas. Should we decide to carry out your idea AKP will be please to accredited you on the finished product. Miigwech, for your cooperation and your deep commitment to the language the Creator has given us, to pass on to our people. ANISHINAABE KLN D/\.-'\ SWIN Pl JB LISHINC Mun see · Delaware Nation • Chippewas of lhe Thamec; • Chippewas of Kctlle 8:. Stn1wv Point • Chipp('\\ a� 0f Samia �Native Language Teacher Certification Program Nati.ve Language Instructor's Program Nati.ve Language Materials Assessment l. At the present time, what types ofmaterials do you use to teach students in your classroom? 2. This is what I need the most 3. What improvement would you suggestfor the current materials you are using? 4. Do you see a needfor Aboriginal culturally designed curriculum by Aboriginal people? 5. What would you like to see incorporated into a culturally relevant curriculum? Anishinaabe Teachings? Wholistic Methodology? Outdoor based? Arts (ie music, dance, drama)? I. �Native Language Teacher Certification Program Native Language Instructor's Program Native Language Materials Assessment 6. Wouldyou be willing to include traditional teachings in your classroom? 7. Would you like to see languagelculture in software programs? 8. Where do you currently access your language materials/resources? 9. How competent are the students in the language, you have taught them? Why? 10. In your opinion, what is the greatest downfall to why students cannot attain fluency? 11. What teaching tools or materials interest your students the most? 2. �Nati.ve Language Teacher Certiflcati.on Program Native Language Instructor's Program Nati.ve Language Materials Assessment 12. What topics interest most language learners? 13.a) What grades do you teach? Adult learning? Daycare? Literacy groups? Post-secondary institutions? b) What are the needs ofthe group(s) you teach? 14. Do you traditionally or culturally practice methods in the language? 15. What themes/topics do you use to teach? Comments: Opti.on: Name: Address: ------------ Postal Code: 3. � 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 11(1), September 1996 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 1996-09-01 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/d58eb6d0e9126c4127087280e37c87f6.pdf 2a9ffd4f3394a5b272296de8ea88dd3b PDF Text Text NATIVE LANGUAGE EDUCATION IN ONTARIO Vol. 5, No. 4 May, 1990 �NA'fIVI LANGUAGE EDUCATION IN ONTARIO is published four ti.mes a year by the Native Language Instructors' Program, Lakehead University, 'l'hundar Bay, Ontario. P7B 5El Lakehead University__ A Northern Vision �CONTENTS New• rroa Your Coordinator 1 Institute Courses 2 Summer Language Courses 2 Timetable for NLIP 1990 3 Time and Dates to Remember Practicua Information for Native As A Second 5 Language Teacher Certification Helpful Hints for Students 6 Bow To Improve Your Study Skills 1 Conferences • Sharing Section Resources 9 - 15 16 - 19 ��News From Your Coordinator I think spring has arrived. After the rain and threat of snow last weekend, I really wondered whether or not the new season was ever going to arrive. However, it is now sunny and 17 degrees celsius so I think it is safe to say, "Happy Spring"! On February 3,4, and 5, I attended the "Esnaa aambe aasgaabwitaadidaa" Conference in Sudbury. The purpose of the conference was to provide a forum for Native Language teachers and educators to come together to share curriculum resources and ideas. Participants brought games, tapes, projects, poster, units, and other resources to share. It was like "old home week" seeing familiar faces from NLIP. Congratulations to Lena and Jeanne for the well organized conference! The plans for Summer 1990 are almost complete. Instructors have been offered positions and to date I have not heard of any changing in their minds. The following instructors are planning to teach with us this summer: Jim Teskey, Brian Maznevski, Kalvin Ottertail, Reta Sands, Gary Hannam, Jean Shawana, Chuck Fiero, Jackie Daigle, Lena White, Ernestine Buswa, Steve Chase, Randy Valentine, Angela Moore, Larry Beardy, John O'Meara, Sister Catherine, Karen Reynolds, Florrie Sutherland, Jim Pylypiw, Ann Jagger, Freda McDonald and Cheryl Kylander. Candidates for the position, "Tutor Advisor" will be interviewed at the beginning of June. This person will be responsible for the daily operation of a tutor program and serving the needs of the students. This will involve course monitoring, assisting students to maintain program standards, supporting students in personal and cultural adjustments and in the planning of extra curricular activities. This person will be involved in classes during the morning and be available for students in the evening. I am hoping this person will be kept very busy not only with helping you with your homework but in planning other activities as well. Through a Federal Government Initiative, S.E.E.D., we will have a "Teacher Assistant." This person will assist in classrooms and in the workroom in the evenings. Interviews will be held in the middle of May. In collaboration with Native Student Services, an Elders Program is being planned. This will consist of an Elder giving presentations in the evenings, tow nights a week, in a lounge in the residence. Students and other interested persons will be invited to participate. Ruby Slipperjack Farrell, Coordinator of Native Student Services, is planning several ceremonies for the summer. Note the activities for the first day, that is July 4th. There will be registration, orientation, tours and a traditional Opening Ceremony. Remember, if you do not have a letter or documentation that you have had a TB Test and/or chest x-ray, you will be sent to Student Health Services to have this done BEFORE registration. I realize this is a busy time of year for most of you. However, do try to put aside some of your favorite activities, games, lesson plans, and unit plans to bring with you. Whatever you bring will be appreciated by others and helpful for your courses. 1 ��TIMETABLE l'OR NLIP 1990 NLT!;_Yr I -­ NLTC Yr n-• NL]P 1990 NLTC Yr IIINAFL Yr I NLTC Yr J NLTC Yr II NLTC Yr II NLTC Yr "III NAFT Yr I NAFL Yr III NAFL Yr III�LTC Yr I INSTITUTE- (Western) (Cent/East) (Western) (Cent/East) BL BL RB RB RB RB RB 8:30 Practicum Practicum ED 1572 A ED 1352 B ED 1353 Al 2211 9:30 0190 0190 Garry Jackie Ernestine John Hannam Buswa Daigle O'Meara RB RB BL BL RB RB RB ED 1571 A ED 1351 B Practicum Practicum ED 1353 ED 1451 Al 2211 9:30 0290 0290 .10:30 Jim Brian Ernestine Angela John Teskey Maznevski Moore Buswa O'Meara 10:30 11:30 RB ED 1571 A Jim Tesky 11:30 12:30 ED 1351 A 12: .:SU - l:I 1:45 2:45 2:45 3:45 3:45 4:45 RB ED 1351 B Brian Maznevski RB ED 1572 A Gary Hannam RB ED 1571 B Jim Tl!ske.y RB ED 1352 A Jean Shawana RB RB ED 1351 A ED 1571 B Arian Jim Maznevski �eskey RB ED 1352 A Jean Shawana RB Bri.11n Maznevski RB Al 1212 A Kalvin Ottertail RB A 1 1212 A Kalvin Ottertail RB Al 1212 B Reta Sands RB Al 1232 A chuck Fiero RB RB Al 1212 B Al 1232 A Reta Chuck Sands Fiero RB ED 1352 B Jackie Daigle RB ED 1572 B Gary Hannam BL Practicum 0390 RB RB Al 1232 B Lena White RB �l 2213 Randy Valentine RB Al 2213 Randy Valentine 3 RB OJ 1012 Chuck Fiero RB OJ 1012 Chuck -iero RB - RB R 1010/1012 Sister Catherine RB R 1010/1012 Sister Catherine NL 3'51 Randy Valentine RB NL 3'51 Randy Valentine .p 1573 Steve Chase LUNCH RB RB ED 1572 B ED 1573 Gary steve Hannam Chase RB 1232 8 Al .Lena White BL ED 1451 Angela Moore INSTITUTE RB Al 1210 Larry Beardy RB Al 1210 Larry Bearay -- RB ED 1453 Jackie Daiqle RB ED 1453 ---·· Jackie Daigle RB NL 3551 John O'Meara RB NL 3551 John O'Meara �TIMES AND DATES TO REMEMBER Registration Wednesday, July 4, 1990 Time: 10:00 a.m. - 12 noon Location: Agora, University Centre Bring your student card, T.B. Test results, tuition if you have not already paid it. Orientation Wednesday, July 4, 1990 Time: 1:00 p.m. - 2:00 p.rn. Location Lecture Theatre, Agora, University Centre. This will be a time for introduction of the faculty, organization of Student Council, and discussion of the program. Tours Wednesday, July 4, 1990 Time: 10:00 a.m. - 12:00 noon and 3:00 p.m. - 4:30 p.m. Location: Tours will begin from the residence. These tours will include: University campus, Native Student Services, Bookshop, Field House Sports Complex, and the Libraries. Traditional Opening Ceremony Wednesday, July 4, 1990 Time: 3:00 p.m. Location: Bora Laskin Gymnasium First Day of Classes Thursday, July 5, 1990 Time: 8:30 a.m. - 4:45 p.mm. Location: Ryan Building and Bora Laskin Building *If you have banking or personal business to do, plan to arrive early, before your classes begin. Your classes are full of important studies. Students will not be given time off. There will be no special exceptions for early departure. ·-· .f"oll;J-�6---.::.7�-,...,,.-��:-�-....:;.• . E ·...........­._,,... a a-<�... LAKEHEAD UNIVERSITY CAMPUS 4 �PRACTICtJK INFORMATION FOR NATIVE AS A SECOND LANGUAGE TEACHER CERTIFICATION The Practicum consists of 4 parts: 1) Assembly - In this half-hour, we will meet together as a whole school for presentations pertaining to your professional life as a teacher. Topics will be announced at a later date. 2) Practicum A - Each student will teach at least two times during the first three weeks of classes. This should include a pre-conference and post conference with your advisor. 3) Practicum B - Students will participate in the preparation of lesson plans, unit plans, and long range plans. Seminars will be included during the last week. 4) Workshops - Six hours a day will be spent in workshops. 5) Evaluation Your grade for the work of the practicum week will be P (pass) or (fail). Poor attendance, poor punctuality, or failure to appear for assigned teaching will automatically result in a F grade. Students who attend regularly and promptly and fulfill all assigned requirements are assured of a passing grade. Equally as important as the grade, however, will be the "professional evaluation" of your work through this week. It will be kept on file at the university and used on your behalf when requests for references are made by employers or by education institutions. s �HELPFUL HINTS FOR STUDENTS To make your stay during the Summer School comfortable, you may want to bring some of these items with: *towels *shampoo *soap *iron *medication *fan Here is another list. These suggested items are materials that will be useful for your course work. *notebooks *stapler *pens *tape *colored markers *tape recorder *samples of work: lesson plans, audio-visual materials, children's work, tape recording of music, stories, or lessons, games. *a copy of core program guidelines And lastly ••• *Residence fees must be prepaid or fees must be paid on arrival *Be prepared to pay your tuition on arrival unless you have mailed a sponsors declaration form and have a receipt signed by your course coordinator *If taking a taxi from the airport, ask the driver to take you to the Main Residence at Lakehead University. It will cost about $14.00 For more information call Cheryl Kylander, NLIP Secretary at (807)343-8198 6 �HOW TO IMPROVE YOUR STUDY SKILLS by Patrick Brady For a teacher, returning to school for the summer can be an exciting and rewarding experience. Not only do you have an opportunity to continue your professional development as a teacher, but you also get to see how it feels to be on the other side of the desk for a change. For those Native Language teachers who have been teaching for a few years it is an opportunity to learn new methods which will make your classes more interesting come next September. For students who are just starting the N. L. I. Program, it means learning how to become an effective teacher. In either case sitting in class as a student again will be a different experience. The reason I mention this is that I have recently returned to the university after having been a classroom teacher for ten years. Boy, what a difference it was to be sitting in a class rather than being at the front of it. I quickly learned that the key to success was to become organized and to follow this formula; skills+ effort= achievement. Hopefully, some of the following study tips will prove helpful for you this summer. Establishing Priorities: Establishing priorities means listing things in order of importance to you. Everyday we are faced with many choices about what we want to do that day. When we establish a list of priorities we list the things that we have to do in order from the most important to the least important. This way the most important things get done before they start to pile up on us. When you get up each day (or the night before) list the things you have to do and decide what order you feel you should do them in and try to stick to this list. A small pocket planner or notebook like th one shown at the end of this article will help you. Time Management Time is something everybody always wants more of but never seems to have enough of; so we have to make the best use of what little time we seem to have in a day. The following hints may be of some use to you. 1. Write down all tests, homework and assignments accurately. 2. Write down times and dates to tests and the due dates of all assignments. 3. Check you list and decide which tests and assignments must be studied for and handed in first. 4. Write out a schedule which gives you enough time to complete your assignments before they are due. This will give you a chance to proof read them for mistakes before you hand them in. Study Tips 1. As much as possible, set aside certain times of the day for studying and try to have a particular place set aside where you keep all your study materials. 2. Make sure your study place has good lighting. A bright desk lamp in a dark room will be hard on the eyes. 7 �3. Avoid distracting noises such as a television or radio. A quiet background noise may help you to study. 4. Make sure your study area is comfortable but not too comfortable. Studying while lying on the floor or bed is not a good idea. Take regular breaks. This will help to refresh you. A schedule such as 5. study for an hour, then a ten minute break, followed by an hour more of study is a good idea. CONFERENCES The Tenth Annual International American Language Issues Institute (NALI) "Protecting, Preservation, and Promotion of Native Language: How much will we leave our children?" June 6 - 8, 1990, Holiday Inn West, Oklahoma City, OK. Pre-registration is $90. 00 {U.S. currency) per participant. This includes Institute Sessionals, Institute materials, handouts, exhibits, opening banquet, and the 1990 Institute proceedings. For registration form, write to: NALI '90 Planning Committee P.O. Box 963 Choctaw, OK. 73020 Fourth National Conference of the Canadian Council for Multicultural and Intercultural Education "Multicultural, Intercultural, and Race Relations Education November 24 - 26 1990. Ottawa, Ontario For registration form, write to: Andrew J. Krawczyk Program Chair Race Relations Consultant Vancouver School Board 1595 west 10 Vancouver, B.C. V6T 1Z8 World Indigenous Peoples Conference: Education "The Answers Are Within Us: Turongawaewae Marae, Ngaruawakia, Hamilton, New Zealand, December 7 - 12, 1990. Aims and Objectives: - to share learning experiences with other indigenous peoples - to share teaching experiences and skills with other cultures - to foster unity and goodwill between nations Write to: 1990 Conference Committee, c/- Te Kahanga Reo National Trust Inc., 11 Lipman Street Mt. Victoria, Wellington, New Zealand ph. (04)856913 fax. (04)828204 8 �Record the due dates of your assignments and as they are given to you Assigninent Sheet Thistests way you can budget your time to canplete them. Subjects Monday 1 Tuesday Wednesday Thursday Friday Date of Next Test Next Report Due Gelli11i Smar1errep1·otlucil>le page, ii> 1985 David S. Lake Pul>lishc �;canadian woman studies· les cahie.rs ae la femme · C�/cj.· ANNOUNCES A SPECIAL ISSUE NATIVE WOMEN A special Issue on Aboriginal Women in Canada, with a guest editorial board comprised ezclusively of Native women. Articles in this Issue reflect the reality of Native women's ezperience, recounted in their own words/voices. Photographs, poetry and fiction by Native Women ls featured. Subjects covered include Native history and tradition; questions of self-government and aboriginal rights: the importance of mothers and grandmothers; projects aimed at the renewal of Native languages and culture: retraining programs for Native women: Native arts and crafts; a book review section devoted entirely to publications by and/or about Native people. The range of contributions extends from all directions: east to west. north to south. ORDER YOUR NATIVE WOMEN ISSUES NOW! $10.00 per copy. Special 10% discount on bulk orders of 20 or more. Add $1/copy for postage; $2/copy abroad. Send me __ copies of Native Women Name ______________ Address _____________ City ______ Province ______ Postal Code ____ Country ______ All orders must be prepaid. Enclose cheque or money order and send to: Canadian Woman Studies 212 Founders College York University 4700 Keele Street Downsview, Ontario M3J 1 P3 For faster service call (416) 736-5356 �'v')rbub: L,L0dA<J� <rCL bi:>rL<'li'- <10-sa..v·AAAb"­ Lr'<rJ\<:J ... c�. n) v, /\, >, <. '7, b.,t>, <J. ),c. u, A -<l t> I V• T\-\i� ,\ wW w� \l aJl..d ciot +o do-\- ,l �'r'\ w; th +k� �'j ll�'o·tCS �·;_\ s J ·� ·6 \} ··--- .. n r 'n ---· I p ,___ ,...,, \'-' r- ,'::i. �.r-· r··-d·· \) ... _..__ I> - �-- I I\ I <1 I-/\ - . . I\ .. .... {, I Q ·-- --··-- I\ I - , I � A l' � ! L 7) I I 0 L, CJ.. I l �---·- ··---- IJ Tiu.. cl���, �� � -.1c-- M� �r � .c::MDc.A-VJ �� c_e,.,.{'c,�. � I �.-Lt....uf+ ��- � � �II"- a ,el 0 u � [> <I a '1 V A: u n1 >< J C k 9 p: d b ·�ii�j. IE J L t m 1 n -0 r a- + a e f I , "' u sh 'l, J' c-> c., ( < l, y � � � '7 r 1 I n ;J C: I -:, c:- ..:> c.. <; ( V h L V .D a. 'ff SJ � � •/j •[> ·<l \ m ch +- e + LL -+ s 0 k +o + a f � l, ,J ,-J J L Q. 0 + u. � C. �.s.. ,, .::! ' ::i. ''ll < \\ ''2 � C\)f'bU�; a -p V V II II� II < �p h .). CI� ,._N <t II r C,j ,. (7 � <\ ... '.).) [> A> � > a· D, V. b Is e>r 1, ,,,, / <f Q_ <J 2... .. ----- ' n _ .. . le er C ,1 . .-'\ � : , SC < p <1 11 /\v p6 �"··· .ot�r� �' . -CHILDREN'S BOOKS HOW THE BIRCH TREE GOT ITS STRIPES A CREE STORY FOR CHILDREN George Littlechild, illustrator ISBN 0-920(1-9- _'IIH SR.9� paperback HOW THE MOUSE GOT BROWN TEETH A CREE STORY FOR CHILDREN George Littlechild, illustrator . :... " ,,u.u�•• "• .,.... ••"'•<-• ISBN 0-9200-9-�0-SR. 95 paperback II hildren will rrlish 1hr spiritualit�· and tht supcr­ n:11ur.1I lOU(hts m lhese I\\'() imaginarirc ;\/atin.- s1orit',. Bmh art short tnough 10 makt a good bed1iml· book bu1 smart enough for Byron Through lht Sea!Ons I , ,1.... , ..,,..... ........ �... • �• ,1--- ·"""' - • ··R -,,. BYRON THROUGH THE SEASONS THE DENE CHILDREN OF LA LOCHE AND FRIENDS r.l l·ron Through the Seasons 1:1 rnminut's 1hr 81 ron sent, whirh h1·i:;111 hu11r:m1II· \I ith Hymn 1111,l hH l!al/111111 .-\s hrforl'. ,rhuol rhildrrn in 1lw m,rihnn lommuni11 of L:i 1.ochr mated tht joi {ul dr.iwings in the book In both English and Dene. B}·ron Through the Seasons tells ho\\ Dtnt eldtrs lil'td in the �onh a gtner:ition ago Jnd how 1hr Drm.­ lh·e today. The hook rnndudt.� with suppkmemarr infnrm:nion for adults txplainin11 the homes. meals. 1oh� and mcdkinr found in nonhrrn Dene communitits O\'t'.r 1he last 1"11 gener:uinns. ISBN 0-9200-9-60-1 SJ2.95 hardcorer all children unsatisfied b1· c:-asr answe�. The s1rong tr.1d111ons in 1 he�e swrirs lhly suppon George Lit1ltt:hild\ hold and t�uhmm illum:u ions ACHIMOONA Introduction By Mario Campbell B wonderful rnlki:1100 of Iii rnntrmporary stories for children (ages 8 to 12) hr �aril·t wriltl'.\ (,khimorm" mt"ans '\torin·• in Cm· I ·1 hr ,<·11ing� rJni:<· ! rom a northrrn tr�plinl' tu lht slfl'l'lS of a southrrn ci1y. ;md the styb range from realism to fancm·. adrenture to allegorr The stories are compkmrnted by full colour ;\/ativr art A separate 1rn:her's guide for the English rdition proYides a context for each of 1hr s1ories. ISB� 0-9200':'9-r-., ffrenth) SI;. 95 paperback 158:"i 0-9.:rno-9-16-➔ tEn11lish) S 12.9; paperback ISB� 0-920!1-9-00-0 (English teacher's 11uidr} S 3 ;o paperback & ........................................, �THE LAND CALLED MORNING .I l m 1lt1 .&,ul c?it//J Atotni11.'f '! THREE PLAYS BY NATIVE STUDENTS • - � �-,- - "'i::;- . (• ···Tr ... ,.,, ·-· - .. - - -- -· mve plays are more �rarn than che� ,hould he:, hue ch" hook ha� 1hrer-onc: ,rt on J resem:. one: set in a \tr11s rnmmunn�·. and one stl in the drr. All three plays use: humour. music. anti tlrc::tm to interpret 1he1r world. and all three convei· J strong sense of hope ISBN ll-9200-'9-2�-'i S" IJ'i p:tpt'rhal"k Tomson Highway D omson Highwar\ ambition in hfe is 10 make "the ref' cool. hy showing and cdehrating wha1 funkr folk Canada's �alive pt'opk reall�· arc: Ht is wdl on h1� v.-a} 10 ach1tving 1his, having written 1wo hoi.\lfl'Otl\, tou,hmg plar� 1ha1 were: nominated for Go\·t:mor Cirnerars Awards Tomson is now seo•ing his 1h1rd sn\on as the Artisttc Dirwor of Na11n· Earth Performing Am Inc. in Toronto. Previously. for seven year.; Tomson worked with Native.- org:iniz:nions and Native peopk all across Canada. familiarizing himself with �:1.11,·c: liv� and poli1ics in this coumry. Not wha1 you might cxpc:ct from �meonc: with a Bachelor of Music Honour.; from the: l•nivmity of \l'estern Ontario in London Tomson is tht de\c:nlh of 1wdn: thildrrn and attrndnl Roman Catholk Rc:�idenlial School in The Pls. )lanitoba. He was horn on hi� fathtr ·) mp-line on :i. remote island on �faril Lake in northern �anitoba in 19'i I . •· ______ ___... .... A 9 t A Y B Y . � HIGtf.WJ:, .,___ ·"-,� THE REZ SISTERS Tomson Highway m ominm.·d for a Gonrnor Crrnrr.il 's Award. fom)on Hi�hwa� ·� pla! i� hohtcrou�. fun and touchinjl Thr pll! i, a pmu·rtul and mm mil pom:1y1I of �nc:n woml'n from a rnc:rn· Jllt·mpuni: 111 hc:JI thl' mlth h! v.-mnin!( at hmi:o. l�c:r aho Vr.r Lips. ril(ht. 1 6'. , pOU'erful /1111111 ge11ui11e . " -\'ancoun·r �un DRY LIPS OUGHTA MOVE TO KAPUSKASING Tomson Highway ffl llc/f(lll 's haikd 1i1m�on Iii H1�hv.J!. J\ llnn1i' C.anJtlJ , mn,1 t·xrn111i: nt'\\ plJ1 \Hl!(ht, · Orr Lips rrll, Jno1hrr ,tt,ri ut thr m! 1hu:1l \\1,J1t·h 11tan Hill lnd1Jn Rrscne. ahn tht )t'IIIO!( for Thr Ile: s,stfrs btt kfll Th1, lime tht pl;1! focusn on ,rrtn ·\l; as, mrn 1nd 1hr gamr of horkty Drr Lips I) 1 fast pared stor!· of 1rJ)!ed1. (Omc:th 1nd hope 6' . . a s1111111i11g ere11ing of theatre. fi/Jed u·rtb rrtua/. mag,c. grim rea/,s,n and the spiril of life '9 -Toronto �tar l�BN 0-9!00"9-H-X !•) IJ'i paperback ISB� 0-9..!00"9-'\,-'\ $<) 9'\ plptrhlt k ••••••••••,.,,,,,,,,,,,,,,,,,,,,♦♦♦♦♦♦ �dil'tt·♦'l:I Pdil 7 EARTH ELDER STORIES SOMETHING TO LIVE FOR, SOMETHING TO REACH FOR Alexander Wolfe D us1 out m ;1 new edition. ·• 'fri1her m� th nor lc:gcnd. the5e stories :ire uue accounts of Sauheaux life. Ix-fore and after the coming of the: white man ·· l.111�-<l Ro<lwdl. Archil"is1 STUDENTS OF A NATIVE SCHOOL SURVIVAL Becky Mackie Jomes n c:cky �tackit' James's pholO• 1:1 graphic portraits of young :'-/Jth·e studems growing up in an urhan em·ironmc:nt are interesting. touching. :ind uhimately hopeful. The: students thc:mscll"tS re\·cal a furihtr side in honest. one-page autobio11r:1phical sketches. Together. t hc:lie ,·erbal :md ,·isu:il port rails pro,·i<lc: a rt\·ealinit luok ar the students· mempts 10 locate 1hemsc:lns within an ahc:n cuhun: ISB:-1 0-9200�9-,2-0 S 18.95 paperback JSB.'l 0-9200�9-.i 5-0 59 9i paperback --; .. _ � ·' - C H I L D R E N 'S A C T I V I T I E S I\EEPERS ' E.-\RTH KEEPERS OF THE EARTH NATIVE STORIES AND ENVIRONMENTAL ACTIVITIES FOR CHILDREN Michael J. Coduto and Joseph Bruchoc l'I eepers of the Earth cornhmc� 1hr folk U wisdom round in "':uin: storil·, ,, nh \pcritk JCtir itics tc:tchmit em ironmcnt;il un<lcNandin!(. appn:ciation. and strwardship. Each J(II\ 11! prn­ rnkn rurinu� chaldrrn to J m:w d1,l o, c:-n lhl>u1 their l·n,·ironment lnd ,:in:!> thr:m a llrra1rr ;1pprrw1ion for the role 1hr:} pla�· in thrn ,urroun<lin11s. This is a hook parr:nt, ,, ill \\lnt 10 shm· with 1hrir ch1l<lrr:n and trarhcr. will !'ind to hr ;m rxrdknt tr:u:hmi,: tool "A sound pbilosopby, combined u·itb a strong sense of tbe pou·er of tbe story, makes Keepers of the Earth a fantastic tt11•ironn1ental education guidt for cbildret1 and JamJlies alike. /I ls a rtfresbing, creatif'e and tbougbtful guide to enl'ironmental education. This book makes It clear tbat enl'ironmeutal degradation Is as mucb a social as a pbysical problem. If u•e reall_v care about tbe state of tbe planet. focusing 011 bou· u•e treat eacb otber is as important to em·ironme11tal tducat/011 as learning bou· to li1'e i11 a sustainablt n"mntr. '9 -Marr Granskou. Friends of the Earth Canada l�B� 0-9200-9-,--1 S!l 9, hardcon·r �· • Achimoona is a beautifully accomplished book, handsome to look at and fascinating to read.'· -David Young, Quill & Quire Tbe Rn Sisters "spul'li laul(hlcr one momrn1. biller ruminalion thc next. hul klns �ou . �r.ncful for thl' pummclio� . . .. -\f'i1111ipeg frer Press · · tnside Out is James T� m:m·s s1orr. hu1 his nptritncr of r.icism is \hared by e�·ery native LlnJdi;m . . . James T�·man \\Wit 1his book-1hc fir.it of i1s kin<l-wh1k siuing ou1 1hc lancr part of a 1wo-yc:ar jail 1erm. as he was beginning 10 retkct on his lift and IO wonder how he went w run!(. As maucr-of-fac1 as his writing is, what tmrrl(cs from his reflections is a dis1urbing qutstion abou1 the place of na1ive Indians in mains1rcam Canada. makin!( lrulde Ot1t a book for all Canadians." -Saturday .'tl<1gazi11e. Trmmto Star COMMENTS n,., Lips ·,,u1es momcm, thJt art' Jmon� 1ht mosl emotionalh mt:1ing 1ha1 I have m:n in this thntrt snson " -Rily Conlogut, Tbe Globt t Jla,I "Prilofl o/ Gras is a mnarkabk book It b time wt looked at our own history and our O\\'O socin)' through the eyes of i1s outcasts. With the publication of this eloquent, passionate and scholarly work, no Canadian can ever again boast that 1his ,s a countrr free from the cancer of ncism." -Piem Berton "Tbt land Ctllied .Wornlng is an imporunt new n:mun- in 1he publication of Canadian plays.· · -Now ··George Llnlecblld ,ptab puwtrfull� 1hrou�h h" Ht of 1hc sociolo�icll cxpern·nlc nf the: \' ati\' t people. and lhtir rtl:11mn,h1p 10 1hc \\'hilc man." -Trudi Bur/ou· Francis. Cumtor. .1rtlforks •'Keepers of the Earth . . . Is a book that each classroom, camp program and parent should provide for our young.'' -Dr. Cheryl Charles, director, Project Wild; Bob Samples, Independent scholar, author ··vry· Lips Ougbta .Hoi·e to Kapusiasing h an n1r.1ordinar)· show." -Tbe Specl(llor. Hami/1011. 011/arto •·Keepers of tbe Eartb is a fasrinatmg v.11 IO .. !tarn ahout our rm·ironmrm -.411g11slo .lledi11<1. Pb.D.. et/11rnti1111 spe1i<1/W \for/d �-ildlife fond • 'lyman describes his vlolent lifestyle in prose that Is raw and graphically detailed.'' -Maclean's ORDER FORM QTY. ISBN NUMBER PRICE PER English Teacher's Guide 0-920079-37-7 (French) 0-920079-16-4 (English) 0-920079-00-0 $15.95 $12. 95 S 3.50 Byron Through the Seasons 0-920079-60-l $12. 95 Ory tips Oughta Move to Kopuskosing 0-920079-55-5 S 9.95 Earth Elder Stories 0-920079-35-0 S 9.95 How the Birch Tree Got Its Slripes 0-920079-38-5 $ 8.95 How 0-920079-40-7 $ B.95 lnsrde Out 0-920079-58-X S12. 95 Keepers of the Earth 0-920079-57-l S22.95 Prison of Gross 0-920079-51-2 $18. 95 Something ta live For, Something to Reach Fo, 0-920079-52-0 Sl8. 95 The land Coiled Morning 0-920079-24-5 S 7.95 0-920079-44-X S 9.95 TITLE Achimoona The lhe Mouse Got 81own Teeth Rez Sisters TOTAL GUARANTEE If. for am rt:i�on. 1 ou arr un�:itisficd wuh a hook purl'hmd from thfs ca1:1Joguc. pkase rc1urn it in �akahk rnndiuon within 15 days for a full rdund. SHIPPING AND HANDLING AMOUNT ENCLOSED TOTAL INFORMATION • PAYMENT Please pa�· by either moner order or cheque DO NOT SE�D CASH THRO�GH THE MAIL • SCHOOLS, LIBRARIES, AND INSTITUTIONS Orders of five or mon: hooklt, accompanied with a Purchase Order rm:ive ;in edurnional discounl of 20% . • SHIPPING & HANDLIN� Please include S 1 .00 per book co a maximurr of S-t. 50 to cover shipping and handling. • DELIVERY Please allow four to six weeks for deli\'ery. • ADDRESS Ple;ise send rour order 10: Fifth House Puhlishm 20-�6th S1ree1 East Sa�karoon. sa�katchrn J1 s�K 5S8 � 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 5 (4), May 1990 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 1990-05-01 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/4aafcb235bb96c1ceb10bb7a7e8edab6.pdf f6627cd1a15a824d4879e37ce5f528da PDF Text Text NATIVE LANGUAGE EDUCATION IN ONTARIO Vol. 6, No. 3 FEBRUARY 1991 �,, <-' ABOUT OUR LOGO: � ABOUT THE ARTIST: The woman represents the circle of Life, Mother Earth. She holds the sweetgrass, encircling the People. The sweetgrass has renewed the Strength of our Ways, our Traditions and our Culture. The language is all of these. The language - a soft voice, a sweet song - a unified rhythm of the Original Peoples, the Anishnabek. Gail Bressette is a Chippewa Pottawatomi artist from Kettle Point Reserve, Ontario. She is a self-taught artist who has been inspired to draw and paint for her children, to dedicate her work to her daughter and to Native women, the daughters of the First Nations, who have for centuries been the original mtist of Nonh America. She signed her work Daanis. Today she signs her work G. Bressette. IN THIS ISSUE News From Your Coordinator ............. 1991 N.L.I.P. Notes ........................ lmponant Health Issues: Immunizations ........... ... ......... Otitis Media ............... .. ......... Summer Beaver Ojibwe School ............ NASL Presentation .............. .......... ... Resolution 90/6 .. ....... ... ......... .......... Dream Longhouse ............................ Season Craft Ideas: Pussy Willow Painting .............. A spongy Valentine .................. A Loving Cup for Birds ............. Conferences ............. ............... . .... . .. Resources .. .. ... ... . ... .... .... ... .... ... .... ... l 2 3 4 5 6 7 8 9 10 10 11 12 Lakehead University__ A Northern Vision �News from Your Coordinator Now that the holidays are over, we begin a new year. I hope each and eery one of you had a restful holiday with your family and friends. May you have a happy, healthy, and eventful 1991. Plans for N.L.l.P. 1991 are underway and near completion. There will be a founh year for the Diploma in Native As A First Language and Diploma in Native As A Second Language. Education 4745 - Native As A Second Language, Part III (Specialist) will be offered to those candidates that have successfully completed Part JI. The practica for NLTC will be offered in the morning. This provides students enrolled in the NLTC Program one hour a day for Teaching and/or planning. A timetable, including themes will be available in May. Summer school for children will begin at 8:30 a.m. and end at 11:30 a.m. Children from ages six years to thirteen years will be accepted in these classes. There is no registration fee required for children's classes. During the fourth week, workshops will include: Material Development, Drama, Art, Native Crafts, Planning for Intermediate and Senior Levels. More information regarding content of these sessions will be included in our next Newsletter. The dates for N.LJ.P. Summer School this year are July 4 - July 31, 1991. Registration will take place on July 3, 1991 from 10:00 a.m. to 2:00 p.m. in the Agora. There will be several orientation sessions planned for new and returning students, details soon! Registration packages were mailed on January 15, 1991. In your registration package, there are many forms to complete. The deadline is May 15, 1991. Applications received after this date will only be considered if spaces are available. To avoid disappointment, start filling out your forms now! John Rose, Director of Versa Foods, provided a pamphlet that has been included in your registration package. He has provided several options for you to choose from. Also, note the special packages available for children. Ron Spina, Director of Residence, has confirmed N.L.1.P. will be provided with 3 houses in residence: Atikokan, Dryden, and Ear Falls plus 6 townhouses for faculty and staff. Send a cheque for $25 to reserve the accommodation of your choice. In April, I hope to start travelling to visit as many schools as time will allow. I am looking forward to visiting your classrooms. Some of you have written letters sharing some of your teaching ideas and seeking assistance for some of your concerns. There is a N.S.L. Conference in Sudbury from February 19 to 22, 1991. Do try to attend. This is an excellent opportunity for sharing ideas, discussion, and problem-solving. May the Great Spirit guide you. lzf J {µJ.,.<__./1 ,c Barbara Toye-Welsh Coordinator, NLIP 1 �1991 N.L.l.P. NOTES Bea:istratjon July 3, 1991 10:00 a.m. - 2:00 p.m. NASL/NAFL July 4 - July 24, 1991 NLTC July 4 - July 31, 1991 NASL For Children July 4 - July 24, 1991 8:30 a.m. - 11:30 a.m. Fun Camp for Children Register on a weekly basis L.U. Fieldhouse Deadline for Applications: NASL/NAFL/NLTC MAY 15, 1991 * Applications received after the deadline will only be considered if spaces are available. Year Four - NASL/NAFL July 4 - July 24, 1991 T.B. Tests All NLTC students only 2 �IMPORTANT HEALTH ISSUES by Patrick Brady Immunization: Vaccinations (needles or shots) are the best way to prevent children from getting a variety of diseases. While the vaccination itself causes temporary pain, avoiding them places the child in considerable danger from a variety of infectious diseases. Measles, Mumps and Rubella <MMR Vaccine) MMR should be given to children sometime after their first birthday. It can also be given to adults. MMR only needs to be given once. MMR may have some side effects but the risks of the side effects are much less than the risks of the diseases it prevents. T etanus. Diphtheria. Polio (TDP) Vaccine Children usually get three needles for diphtheria, tetanus and polio in the first year and a fourth needle when they are 18 months old. A booster shot is usually given before children start school at four to six years of age. It is also given to children and adults over the age of seven who have not been immunized when they were children. HaenmQPhilus bConjugate This protects children from a very dangerous disease called meningitis. It is given once at the age of 18 months. Pertussis (whooping cough} A severe disease with serious complications, this disease often requires hospitalization. Immunization should begin at two months for infants and then again at four months and six months. Further immunization takes place at age 4•6 years and 14-16 years. Otitis Media: Hearing is one of the most important factors affecting a child's ability t develop good language skills. This is because nearly all learning activities in elementary school center on an adequate use of the language instruction and is completely dependent on the child having adequate hearing during instruction. It is also dependent on the child having adequate hearing from birth to three years of age. This is the time when the child's language foundation is being developed. Otitis media, or middle ear infection is one of the most common of childhood illnesses. Without using technical medical terms, otitis media, can be described as a blockage of the eustachian tube which prevents middle ear ventilation and causes a build-up of mucous in the middle ear cavity. This results in interference with the processing of sound and causes problems in normal hearing and language development. This medical problem is particularly common during infancy and early childhood and can lead to learning problems when the child reaches school age. 3 �A study was conducted by the Education Clinic, The University of Western Ontario, in sex federal schools (2 southern, 4 northern) and 739 children were treated to check for those whose hearing indicated: a) evidence of past infection, b) indication of current infection and; c) those whose ears and hearing was normal. Overall the results indicated that 23.34% of the children tested showed signs of current infection, 18.29% indicated past infection and 58.36% demonstrated hearing within the normal hearing range. The highest rates of current infection were found among children enrolled in grades Kindergarten through Grade 2. In other words, the highest rate of hearing impedance was among students who were in those grades when they are beginning to develop their formal language skills (both English and Native). In order to provide effective remedial instruction to affected pupils, it is important to be able to recognize some fo the signs which may indicate the presence of hearing impairment. 1. Discharge from the ear canal. 2. Chronic respiratory infections. 3. Constant runny nose 4. Frequent head turning. 5. Short attention span in grouped situations, yet not less so in one on one situations 6. Difficulty following directions. 7. Uncooperative behaviour with peers or adults 8. High activity level 9. Irritability Once a child is suspected of having possible hearing loss, the teacher or teachers' aide should bring the matter to the attention of the principal so that an appointment can be made with the appropriate authority for an individual hearing screening. However there are a number of classroom techniques that can be employed to provide a more suitable classroom environment for students whom may be affected by this problem. 1. 2. 3. Provide a separate quiet area for intensive verbal interaction. When it is important for the child t o hear verbal messages: a) be sure the child is attentive before you begin speaking; b) stand as close to the child as necessary; c) face the child to increase non-verbal information from the lips, facial expressions, and gestures; d) check to be sure the message has been received, repeat, rephrase or demonstrate if necessary. Provide periods of intense, one-to-one language stimulation: reading aloud, verbal play or conversation, as part of the child's home and school education. While these methods will make learning easier for those pupils who may have some degree of hearing impairment, the best policy is one of early detection. Discuss the matter with your principal and other staff so that your school can develop a policy of early indentification. "Language is our unique relationship to the Creator, our attitudes, beliefs, values, and fundamental notions of what is truth. Our languages are the cornerstone of who we are as People. Without our languages our cultures cannot survive. Language is a community resource to be planned and developed at the community level. All languages are to accorded equal dignity and respect." (Principles for Revitalization of First Nations Languages, Assembly of First Nations, 1990) 4 �SUMMER BEAVER OJIBWE SCHOOL PROGRAM Have you ever played "Pac Man"? ... without a video game? ...in the snow? ...as part of a Native language program? That's what students in Summer Beaver were doing last December as pan of their Ojibwc School program - at least that's what it looked like. The game is really a traditional winter activity played in a maze of pathways trampled in the snow, with one person trying ro catch the others. Students were also outside snowboarding and playing "Go-Go Mish" (something like "Crack the Whip") during the 2 1/2 days of this special program. Now in its second year, the Ojibwe School is proving 10 be a real success. Seven Native language teachers are responsible for the planning and teaching, which this year involved crafts (snowshoe making, log house construction), games (winter sports, syllabic fishing game, syllabic bingo), videotapes (including a production of an original puppet play), art activities (modeling and coloring Christmas scenes) and music (both traditional and original Christmas songs and carols). Mixed groups of students from kindergarten to grade eight moved from one classroom to the next through the day with older students helping the younger ones. The high school students assisted the classroom teachers and prepared lunch for everyone. On the final day which Christmas gifts were distributed. There was even a visit from Santa Claus! Everyone, both students and teachers, enjoy these last days of school before Christmas. Ojibwe rang in the classrooms, along with Christmas music and a lot of laughter. Attendance and behaviour were both as close to prefect as anyone could ask for, perhaps because they were learning about things that are part of their everyday life, or things they had heard others talk about, and they were learning in their own language. What a "tradition-full" way of beginning the holiday season. I •. s ..,. lfi·� �NASL AQ PART II - PRESENTATION This is a presentation designed by Chris Kakegamic, Violet Pitawanakwat, Mary Lou /ahtail, Jeanne Grubin, Ron Odjig, Sandra Peltier, Ron Kelly, Violet Shawanda and Dawna LeBlanc, who were students just completing their second year AQ courses in Native As A Second Language at Lakehead University. Ir was presented at the Chiefs of Ontario Conference by Dawna LeB/anc. In order to be able to take an AQ which means Additional Qualifications, a student must possess an Ontario Teaching Certificate. In other words, they must be qualified teachers with 1 year experience in a regular dassroom. It is a three part program and if we attain the required marks we will be the first group in Ontario to receive the Native Language Specialist Certification. I said "if' because 18 completed Part 1 in 1987 and 88, 9 enrolled in Part 2 and if successful this summer, will go on to complete Part 3 and Certification. Once we receive our Certification, we will have the skill and the authority in the Native Language field to do several tasks as a Native Language Educational Specialist, for instance, develop Native language curriculum and material, develop in-school programs, evaluate and supervise Native language teachers and programs, liaise between bands and the different levels of government, develop and implement Professional Development Workshops for teachers, teach future Native language teachers ... and the list goes on. In other words we are committed to the retention and maintenance of our respective Native languages and hence, our culture, which is why we are here today. We have a great concern which I am sure is yours also. The children in our communities are losing their language fast, and once that is lost, so is the culture. More seriously the middle age parents are taking their language for granted and have ceased to use it as a functional language within the home and as a valuable fonn of communications in the community. Upon European contact, there were 53 distinct spoken languages in Canada, 28 of those are stil I in existence. Some of these languages only have a few fluent speakers, for instance, the Delaware have only 15 and there are others in a worse situation. It is predicted that if a drastic measure is not taken immediately to address this extinction, within 50 years there may be only three languages that will survive, Ojibwe, Cree and Oji-Cree. Dr. Cecil King once said that "if a Ukrainian or an Italian loses their language in Canada, they can return to their place of origin to get it back". We don't have a place to go back to, this is it. Once we lose the language, we lose our culture, our identity as a distinct people, and we become brown-skinned white men, not belonging anywhere, living in the fringes of someone else's distinct society. We realize that you are involved in other priorities, and that often Native language is delegated to the back burner, not because you choose to but because other needs seem more critical than others, we would like you to consider the following suggestions: - That you make Native language education a priority within the Native political organizations in order that your respective membership may also follow suit; - That should your tribal membership purchase educational services from the province in the future, that you guarantee a clause in the agreement that would ensure the teaching of the local Native language and the hiring of Native teachers, either as regular classroom teachers or Native language teachers who would serve as role models for the Native children attending these provincial school; 6 �- That you, the Chiefs of Ontario, support the Native Language Teachers Program currently hosted by Lakehead University and ensure its continuation through adequate financial support from the Federal government, and that the host university be accountable to the instruction of Native Language teachers and not linguists; - That you be instrumental in the establishment of a Native Language Council of Ontario that would be responsible for the support and quality of Native Language initiatives in Ontario, not just in the local Native communities but in all areas, to standardize Native language curriculum, program evaluation and the instruction of Native language teachers. We realize that this is a tall order but under the self-government concept, it would only be appropriate to establish a Native Language Educational Component, an arm in all Tribal Councils. This Native language component would ensure the establishment of a distinct society, a society of Native people speaking their own distinct local language dialects, a language that would ensure the continuation of a distinct culture. Gehi-meegwech gii-bzindwiyig. Thank you for listening. I hope I have been able to convey the seriousness of the language situation and the concern that my fellow students share. RESOLUTION 90/6 FIRST NATIONS LANGUAGE WHEREAS, language is a fundamental part of our culture; and, WHEREAS, WE, the Chiefs-in-Assembly must recognize the teaching our Native Language as an essential part of our educational system, be it the Algonquian or Iroquoian languages; and, WHEREAS, through our language we maintain and enhance our identity and self-esteem as a distinct society, of the First Nations of this country; THEREFORE BE IT RESOLVED, THAT the Chiefs-in-Assembly identify Native language retention and maintenance as a top priority; and, BE IT FURTHER RESOLVED, that visible, moral and financial support in Native language education, be obtained and provided by the Chiefs in Ontario; and, BE IT FINALLY RESOVED, that the Chiefs-in-Assembly form a First Nations Language Council in Ontario comprising of Elders, Native language teachers and Native teachers who have or are completing their Native Language Specialist Certification. MOVED BY: Chief Stewart Roy West Bay First Nation Seconded by: Chief Charlotte Conlin Henvey Inlet First Nation ...to maintain a spoken language a minimum of 5000 speakers are required Statistics Canada projects that by the year 2000 not enough speakers will exist in Cree and Ojibway to maintain those languages orally. ...Art Views Interview with Joy Asham Fedorick about the Earthtones Project 7 �Dream Lo111:house For First Nations at UBC The long-cherished dream of a First Nations longhouse on campus at UBC is scheduled to become reality in time for spring convocation, J 992. For Squamish elder Simon Baker, the answer comes easily when asked about the significance of a longhouse to First Nations students. "I don't want our grandchildren to go through what we went through," he says gently. For generations of First Nations students, education was a shattering experience that devastated their lives, degraded their values and all but destroyed their languages. Once completed, the First Nations longhouse will be a powerful symbol to all First Nations people of a dramatic shift in Canadian attitudes. All projects cost money, and this one is no exception. Philanthropist Jack Bill's donation of $1 million gave the First Nations longhouse its initial momentum. This donation will be matched by the provincial government. This leaves and additional $2 million to be collected through fund raising. The total project is estimated to cost $4 million. A site has been chosen and Verna Kirkness, Director of the First Nations House of Learning, confirmed a design prepared by Larry McFarland Architects Ltd. had been tentatively approved, subject to review by the UBC Board of Governors. The main interior requirements have been identified through a series of workshops involving First Nations elders, students, faculty, and staff. The actual design will attempt to blend acknowledgement of the Musqueam Cost Salish people, on whose traditional territory UBS sits, with elements of other B.C. First Nations who come to the University. The final design will accommodate three sets of requirements: student services. administration services, and academic services. Student services will include components such as a Great Hall for public gatherings, day care facilities, a lounge, food preparation facilities, workrooms, and Elders' Hall and a Spirit Renewal Hall. The administration services will house First Nations Programs with allowance for future programs to be developed at UBC. Academic services are to include a library/resource centre, seminar rooms and offices for researchers and visiting instructors . ..... · : ./--I/ . t:.�- ,... _.,. . •" t < ,· ·� ' A,· ........ \ �' �)"\:;,. , '- ' 8 �SEASONAL CRAFT IDEAS Pussy Willow Paiptioe You know it's spring when you see pussy willows around. You can make a painting with buds of pussy willow branch. Whatyouneed; . white drawing paper . pencil . colored felt-tipped markers or crayons . pussy willow buds . liquid white glue . paper cups . paint brush What to do: 1. Draw a simple design on a piece of drawing paper with a pencil, see the example 2. Color the drawing. You can also make a drawing with pieces of colored construction paper cut into various shapes and pasted to the drawing paper. Remove pussy willow buds from their branches. 3. Pour liquid white glue into a paper cup. 4. Paint a n area on your picture with white glue. 5. Place pussy willow buds on the glued area. 6. 7. Continue gluing pussy willow buds, wherever you want them on your picture. Allow the pussy willow buds to dry. 8. 9. The pussy willow buds can be tinted using colored felt-tipped markers. 9 �A Sponev Valentine Make a Valentine's Day treat for a special friend. What to use: . small kitchen sponge . felt tip pen . scissors . poster paint . small dish . construction paper (folded to make a card) What to do: 1. Use a heart pattern or create one of your won to draw on the sponge with the felt tipped pen. 2. Cut out the shape. 3. Pour the paint into the dish and dip the sponge into the paint. Press the shape onto the card in a design 4. you like. You can make gift wrap paper this way too. A lovim: Cup for Birds Make a special Valentine's Day treat for the birds. What to use: . small paper cup . brightly colored yarn . darning needle . bird seed, peanut butter, crumb, suet, small chunks of cheese, popcorn, raisins,or other edibles What to do: 1. Use the smallest paper cup you can find. 2. Thread the needle in your yarn. Run the yarn through one side of the cup, pull up to form a handle, then pull it 3. through the other side of the cup. Knot the ends of the yam. Fill the cup with goodies for the birds. 4. Hang the cup from a tree branch and wait for the birds to discover it. 5. 10 �CONFERENCES "The Spirit of the New Dawn" Elders Conference Trent University, Peterborough, Ontario Feb. 15, 16, & 17, 1 991 This years' theme symbolizes the strength that Native people are finding through identity and culture. Trent wi II invite 1 5-20 elders and tradi1ional speakers from across Canada 10 share their knowledge and spiritual beliefs. This three-day celebration will involve sunrise ceremonies, workshops, drumming and dancing, socials and traditional dinner. For more information contact the Native Studies Department at (705)748-1466 or Shirley Williams at (705)748- 1543. Native Language Conference Sheraton Caswell Inn Sudbury, Ontario Feb. 1 9, 20, 21, 22, 1991 Workshop Titles: - Language Arts and the Native Language - Classroom Management - Native Story Telling by Elders - Medicine Wheel and Its Value in the Language Classroom - Language Evaluation Techniques - Community Involvement i n Promoting the Native Language - Audio-Visual Equipment - Uses in the Classroom - Native Teaching and Leaming Styles - Computers in the Native Language - Story Writing Made Easy Hands-On Workshops: - Puppets - Material Making - Legends and Books - Material Resource Sharing For further information, please contact Mrs. Jeanne Grubin, Ojibwe Cultural Foundation, Excelsior P.O. West Bay, Ontario. POP l G0 ph. 1 -705-377-4902. It �RESOURCES Assembly of First Nations: Another Step Towards Linguistics Justice The Aboriginal Languages Steering Committee has released it-; latest research findings to further support the drive for a National Aboriginal Languages Policy and Foundation. The documents entitled Towards Linguistic Justice For First Nations. Highlights of this document cover a variety of data: ,t. b. t:. d. international (aboriginal) langu�1gc models language rights i n Canada survey results conducted among 1 5 1 First Nations communities in Canada recommendations This document is the third of a series of documents from the Assembly of First Nations that supports the development of a national Aboriginal Language Policy that will protect Canada's 53 languages. Report - Tradition and Education; Towards A Visjon of Our Future Four in one: Declaration, Volume One, Volume Two, Executive Summary Cost: $50.00 Studies: T he Aboricinal Lancuace Policy Study. I 988; The Aboricinal Lancuace Policy Study Phase H; l mplementafion Mechanism. December, 1 99 1 ; Towards Ljni,:uistic ,Justice for First Nations. 1 990 Cost: $ 1 5 .00 each Calendar - Year-At-A-Glance Calendar Cost: $5.00 Wtite To: Assemblv of First Nations Head Office: Territory of Akwesasne Hamilton's Island Summcrstown, Ontario KOC 2EO Tel. : (61 3) 93 1 - 1 0 1 2 Fax.: (61 3) 93 1 - 2438 12 Ottawa Office: 47 Clarence Street Ottawa, Ontario K I N 9K l Tel.: (6 1 3) 236-0673 Fax.: (61 3} 238-5780 �Of 11/� 9 4_. � � � 7 0 M An lnrroducrlon ro Algonquian and Iroquoian Social Music Trodirions Woodland Cultural C.nlre Eduki1 C 1989 � -_. COMING TO TH E CENTRE . . . DENENDEH °'"•iop.o Dy Sam Crot1'II •uwat�1 0y &.II C.OU1• 11., 8.1 Po-..H anc;t ln•IICII A photographic exhibition by Dorothy Chocolate which documents the his­ tory and culture of the Dene Nation in the North­ west Territories. JULY 15 - SEPT. 14 New Music resource available "SOUND OF THE DRUM" INTRODUCES Iroquoian & Algonquian music traditions The "Sound of the Drum" an educational kit about native music is available for loan to local teachers, groups and individuals. Developed by ethnomusicologist Sam Cronk this edu-kit creates an awareness of traditional �ial music of Algon­ quian and Iroquoian communities. The kit wa-, developed to allow students a hands.an experience with music. Several musical instruments including a turtle rattle, cowhom rattle, bark rattle, water drum and flute are part of the resources. Supporting materials include a teacher's resource binder and book­ let, a VHS video and two audio cassettes of pow wow and Iroquoian music. Woodland Centre's reception­ ist, Deb Lickers is currently in charge of this and other edu-kits. She reports that overall this music kit ha-, been well received since January of this year. Individuals, schools and groups from the Centre's supporting bands may borrow this kit at no charge. The regular fee for a two to three week loan is ten dollars. Most borrowers pick up and rerurn the kiL However it can be shipped via courier. The borrower assumes responsibility for shipping charges. One drawback of the kit is the bulky size of the storage case. If you wish to view the kit visit the Centre•s educational resources area. To book this kit or any of the other edu-kits contact Deb Lickers, Woodland Cultural Centre, Mon. to Fri., 8:304:00, (519) 759-2650. 13 SOUND OF THE DRUM This exhibit will focus on diverse forms of Iroquoian and Algonquian social music and dance in central Canada presenting musical instruments, performance outfits and archival pho­ tography. Sept. 16 - Dec. 16 �Language Study and Materials Gulde Qll"."eho,w� - Ma,rS, e,yasqh nt,gnh. 12 pp Jo·da•nawfd a'. 24 pp. Ow,y'ahsho'oh. 21 pp. Odehaot, Odrahgo,t, Ohji'gre•. 8 pp. (not shown) $2.50 ea. + postage and handling Wnic to: Woodland Cultural Centre. P.O. Bo>< 1506, 184 Mohawk St� Brantford, ON N3T SV6 an.: Joan Grcenbird or call: (519) 759-2650 fa><: (519) 759-8912 Anishinaabeg - Ojibwe Language Patterns compiled by Jim Fox $5.•ea. lfby mail add $t• (postage & handling) Write to: New Credit Native Language Office R.R.# 6 Hagersville, ON NOA IHO or call: (416) 768-3586 Both - The Weather Book, Ravenlocks and the Three Bears, Nanabush and the Geese A book of illustrations for which the srudent supplies the story. 18 1/2 • 12. 56 pp. Also available: FOre$1 Animals, Where's K.iUy? The Morning Book. Same fonnat. 47 pp. $20.• en. + pos1:1gc and handling Write to: Swectgrass First Nations Language Council Inc. c/o Woodland Cultur.il Centre, P.O. Bo>< 1506, 184 Mohawk St, Brantford, ON N1T5VI\ or call: (519} 759-2650 fax: (519) 759-891 2 14 �CASNP Resource/Reading List 1990 Books for Children and Elementary Schools Resource ReadingList Picture Books • lege11ds • Fiction • Creativity • People • Fran�ais Teaching Resources Curriculum • Film • Video • Kits • Music • Posters Books for Youth and Adults The Arts • Bibliography • Biography • Child Welfare • Collections • Critiques • Drama • Education • Environment, Science and wd • Fiction • Fran?is • General • Health, Food, Sports • Inuit • Law and the Criminal Justice System • Legends and Stories • Metis • Music • Native wguages • Perception • Photography • Poetry • Refereoce • Self•Detennioation • Spirituality • Women • World Indigenous Peoples Back of the Book Native Periodicals • Native Publishen and Sources • Other Publishers and Sources • French Publishers • Other Periodicals • Audi1>Visual Sources • Book index by author • Book index by title • Audi1>visual index r-- ------------------------- ---- , I, -,..... I I 10 Membership / �rder Form Resource/Readlnc lllt: Annotated Blbllov,a• phy of Rotourc.. By and About Native People. 160 p. 0-921425-03-1. $15.00 All My Relatlons: Shoring Native Yaluee Tluough the Arts. Resource Kit for teachers and group leaden of K 10 gr. 8. Compiled by Catherine Verrall with Lenore Keeshig-Tobias. Coming in French. 117p. 0-92142�-3- $15.00 lndlan Giver: A Lec,icy of North Arne.tc:an Native People•. by Warren Lowes. Co-pub. by CASNP and Theytus Books, P.O. Box 218 ' Penlicton B.C. V2A 6K3 or CASNP. $10.00 lndleno, Inuit , Metl,. by Hope Maclean. Frt1tch Larrp.agt Kit for junior level 76p. 0-920162 )Ox $8.00 □ □ □ □ □ _,_ D D D D D □ CASNP B11llotln1: Natiut Womm 1978 ....................-......._._... $1.25 Horlhtrt1 011tario Kit 1977 ········-··.............. $1.25 Nati11t UJnd Stltltmtnts 1976 .......-....._...$1.25 Aborifinal Rights 1976 ..........................--.$1.25 Northern Manitoba Flooding 1974 .......__.$1.00 Who Owns Canoda?W.M. Badcock 1976 .$1.25 II I 30% di.count for 10 or more □ Trade: under 6 - 20%; over 5 - 40-4 Membership In CASNP (�it!1 the Phoenix jour• nal): $20.00; $35.00 (Sustaining); $10.00 (Senior, Student, Under.Employed); $30.00 (Foreign); $50.00 (Organizational); $25.00 (Librairies). Donations aod memberships are tax deductible (reg. No. 0081224-09-10) Add 7" GST If In effect. PleaN add for postace and handDnc: $3.00 for ft.-st Item (outatcle Canada $4.00), .25 for each additional one. Name _____________________ Address ____________________ Date _______ City ______ Code __________ tel ________ Amount Enclosed ____ New Member? _______ Renewal? ______ C-dla,nAlliance In Solklartty with Nettw. Peoplae, P.O. Boa 574 Sin. P., Toronlo, 0,ario MIS 2f1 (4HI 3�72 L - - -------------- ---�-----------� 1S � 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 6 (3), February 1991 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 1991-02-01 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/9c2febdca0e353a6777e050568d7bf00.pdf 2be2b835674e6e646b7bd7c3d2cb3b7c PDF Text Text NATIVE LANGUAGE EDUCATION IN ONTARIO Anishinaabemowin-gikinoo' amaadiiwigamig <lo-JQ_ V JL':i·'PP...o<JLn6•b1' N.L.I.P. Vol. 8, No. I •.· December 1991. �Nativel,.anguaiCinOntario is published four times a year by the Native Language Instructors' Program, l.akehead University, 955 Oliver Road, Thunder Bll.y, Ontario, Canada. P7B 5El Lakehead University_ A Northern Vision �2 CONTENTS Message From the Coordinator .............3 A Review of the NLP Conference..........4 A Review of the NALi Conference•••......S Sharing Ideas: Winter Approaches•.•...•••...••••••• 7 The Warriors of the Rainbow.......9 Forest Ideas: Annette Kowtisb ..•.11 Christmas Arts and Crafts: Pasta Wreath .....••.••••..•••..••... 13 Yarn Roundabouts ••.......•..•..•.. 14 Eggshell Pictures ..•.••..••......... 15 Pine-Cone Christmas Tree ••.•.•...16 Kooky Clay ......................... 17 Recipes For Christmas: Stuffed Wild Goose ••••••••........ 18 Wild Rice Casserole •.••......•.•.•. 18 Bacon Cornbread ••••••••.•.••...... 19 Taffy .................................. 19 Resources ................................... 20 Mohawk Immersion School •••••••••••••.•• 28 Green Teacher - Help! ...••......••••••..••29 �3 Message From The Coordinator As the fall term is about to end, a new season is quickly approaching. With the new fallen snow and Christmas music in the air, we bring you a Christmas edition of the Newsletter. Recently I travelled to Wabigoon First Nations to visit Peter Cantin. The Native Language Classroom in Peter's school is bright, cheerful, pictures adorn the walls, work of children is displayed, resources are easily accessible, VCR and monitor is permanently set up to record the children, a computer and recent software has a special corner space. Peter had his long range plans developed/or half the year. It was evident in observing the videotapes and browsing through children's books, the whole class was enjoying and learning in the Native Language Class. Keep up the good work Peter! Verna Perreault and Rubin Cantin had a successful meeting with native Language teachers in the Kenora area. The group shared curriculum ideas and teaching activities. The focus of the meeting was to initiate an organization/or Native Language teachers in the province of Ontario. Irene Snache, Shirley Shilling, Lo"aine McRae, and Sherry Stinson are to be congratulated/or the success of the Fourth Annual Native Language Conference at Geneva Park in Orillia. Amos Key, keynote speaker from the Woodland Cultural Centre,focused on the Politics of Language. Curriculum sharing sessions and discussion of forming a Native Teacher Association followed. A new program mandating Native Language 'KW' recently announce at Queen's Park. It is evident the Ministry of Education is supportive of all your endeavors in revitalizing Native Language. It is time for parents, the community, the elders, to become e involved in the whole process of Native Language education. In some communities, such as Thunder Bay, there is no NSLfromjunior kindergarten to grade eight. To make it happen, ifil names are submitted to a Board, the Board ll11UJ. offer NSL. There are many communities in Ontario that do not have NSL programs. It is your chance to make a difference! Collect the names, submit them to a board. Become a member of a curriculum committee. Participate in Parent-Teacher groups. Volunteer to share a special part of your culture. Encourage your Chief and Council to actively participate in NSL. Invite elders to share their special knowledge and skills. Seek linguistic justice together! In this issue, there is some information about the sessions at the NU' and NAU Conferences. Annette Kowtiash has generously submitted several teaching ideas. For the winter months, teaching ideas are included in Winter Approaches and the Warriors of the Rainbow. For Christmas, some crafts and recipes to try. Reta Sands submitted rhe Article on Mohawk Immersion. The Resources Section lists many resources availablefrom the YinkaDene Institute and Pacific Educational Press. Lastly, a requestfrom Green Teacher, Do share your experiences, ideas, photos regarding Mother Earth, your environment. Have a great holiday season and a blessed Christmas with yourfriends andfamilies. Yours, � Barbara �4 A REVIEW OF THE NLP CONFERENCE 11-14 September 1991, held at the University of Capetown South Africa The Conference on Democratic Approaches to Language Planning and Standard.iz.ation was part of a national initiative to involve community, labour and professional organizations in the debate over a language policy for a democratic South Africa. The goal of the conference was for the patticipants to define the relationship between democracy and language policy/planning. From this understanding the conference participants drafted proposals to outline a plan of action on the language question. The Political and Historical O>otext Throughout Africa post-colonial governments have, with few exceptions, adopted the language of the colonial administration to carry out the affairs of the state. It has been frequently noted by writers, academics and activists that such policies have resulted in the effective disenfranchisement of the bulk of the population by placing linguistic barriers in the way of active popular involvement in the political process. These linguistic barriers do not just affect the political system, they also pre-select who is likely to participate in the upper echelons of the educational system, the economy, the judiciary and other influential sectors, including trade unions. On his recent visit to South Africa, enisled Kenyan writer Ngugi wa Thiong'o pointe.d out that if we ignore even the smallest of languages than we are saying that the experience of the speakers of that language is irrelevant to our society. Such attitudes are antithetical to building a participatory democracy. TheSouth AfricaTask The intention is to make South Africa a truly non-racial and democratic society with an enabling political system. Participants must look beyond the question of universal adult franchise to other structural impediments which might frustrate equal access to participation in the political, intellectual and economic spheres. Although it is the task of political parties to ensure implementation of policy proposals, it is the belief of the National Language Project that there needs to be a broad process of conscientisation and consultation to mandate, motivate and carry through the eventual policy decisions. During the conference, participants were asked to examine ways of enhancing the democratic process through language planning and standardi7.ation. W&bliabu of Presentations Dr. Herbert Chimhundu, chair of African Languages Department at the University of Zimbabwe presented a papa on StandBrd Shona; MYtb and Reality. He looked at the difference between natural and planned influences on Standard Shona which has emerge.cl from the various regional dialects. �5 Dr. Roma Kant AJmihotti, lecturer in linguistics at the University of Delhi, presented a workshop on l..aniQaiC inF.ducation: Multilineua,1, Pcapectiyes. He demonstrated a technique for children to analyre a language through play. Using a list of common classroom objects, children discover plural forms and make sense of spelling im:gularities. It is an alternative to memorizing grammar and structural rules of a language. Reverend Dean Masher from a se'Tswana speaking part of South Africa shared his experiences of language planning with Estonians. The Estonian case was of particular interest because of the tensions between the official use of Russian and the nationalist adherence to Estonian, a non-slavic language. He expressed interest in receiving print resources in syllabics. A REVIEW OF THE NALi CONFERENCE 22-25 September, 1991 Prince George, B.C. The Yinka Dene Language Institute coordinated the 11th Annual International Conference on Native American Language Issues. NALrs primary goal is to protect, preserve, and promote the indigenous languages of the Americas. The conference was designed to bring together traditional language practicers and language professionals with a focus on the need to balance the demands of modem education with the wisdom of traditional ways of teaching and the richness of the indigenous languages and cultures of Americas. Hi&hlights of Presentations Professor Timoti Karetu from the University of Waikato in Hamilton, New Zealand shared infonnation on Maori language development The Maori Language Commission's aims are: to contribute to New Zealand society where the Maori and English languages share equal legal status, where New Zealanders are free to use either Maori or English in all public contexts and to promote and maintain the Maori language as a living language so that it is used as an everyday means of communications. He emphasiz.ed the imponance of Maori speakers teaching Maori people throughout the education system. Dr. Michael Krauss, Director of the Alaska Native Language Centre, at the University of Alaska was concerned with World Lao11111C EndangermentandtheFutureofNative North American Lanpa&c;s, His research reported the world has about 6,000 languages and a large proportion of these are more than "merely endangered", but are no longer spoken by the children. a disaster for the world far worse than the threat to the natural world in the mere endangerment of animal species. In Nonh America (USA and Canada) the situation is graver than the world average, as 80% (149 of 187 languages still surviving) are no longer spoken by children, and in Alaska and Northern Canada the rate is 90%. Linguists and Native language speakers must work together to document the languages and to develop school and community programs that will suppon the life of those languages still spoken by children and revitalize those that are not, with plans appropriate for North American communities. �6 Terry Klokcid, Associate Professor of Linguistics, Saskatchewan Indian Federated College, focused on EyaluationofNativeI#P&JIHG Acgnisition and Leamin& Activities. This presentation outlined an evaluation method based on theories of language universal and language acquisition with a model drawn from business system analysis. Three types of approaches were shared: Adventure games as a language acquisition activity, Language Discovery as a language learning activity, and Parallel Structural Analyses as a learning process based in both competence and awareness. Cree language materials were used to demonstrate the approaches. Thc availability and extent of computer based resources for language acquisition and learning concluded this presentation. Teressa Nahanee, Consultant with the Assembly of Frrst Nations, presented AborjKiflal L&niYAiC Ri&h,tsinOwada The right to communicate tradition, history, beliefs, and world-view in aboriginal languages is recogniud in international law as a fundamental human right which attaches to individuals. In International and Canadian Law there is absolute recognition of linguistic minority rights for which Aboriginal people qualify. The intention of this presentation was to outline the nature of this argue for the entrenchment of this language right in Canada Law federally, provincially/territorially. It is a right inherent in S. 35(1) of the Constitution Act, 1982 and should be entrenched explicitly in the next round of constitutional talks. The information presented was intended to lay the legal foundation for funm: language legal actions against the Government of Canada, and possibly the Churches. The information was linked to the aboriginal Laneua&es Act of fMDdD, a bill developed and proposed by the Assembly of First Nations which Ruth Norton, Director, Education Secretarial, AFN addressed. She provided the findings of the published report Towards Lin&Qistic Justice For First Nations. Then, provided ideas on how to present the findings to the communities, how to elicit feedback, and how to begin the implementation process involving community people, Elden, and leadership. The plan of action was for participants to sign the "Aboriginal Language Petition" and encourage people in all communities across Canada to support this national strategy on revitalization of Aboriginal Languages. Dr. William Wilson, Director of Hawaiian Studies, the University of Hawi'i at Hilo provided information on a 45 acdit B,A, pmmminHawaiian Studies taught through the medium of Hawaiian. The program has the largest numb«% of declared majors of any Humanities major at UH� Hilo and is the most developed program in a specific indigenous language of the United States. Students in the program arc of Hawaiian ancestry and typically of Hawai'i Creole English home language background 1be students have as their goal the pursuit of an education certificate and employment in newly established Hawaiian Medium/Immersion Programs. N. A. L. I. Institute P.O. Box 963, Choctaw, OK 73020, U.S.A. (405)454-3681 or 454-2158 YinkA Dene Language Institute P.O,Bag7DOG" Vanderhoof, B,C VOJ SAO (60«)567-9236 The Native American Language Issues Institute (NALi) is a non-profit organization established t.o examine Native language and cultural oonerns, exhange ideas and provide direction for continual development, education, and research ofN ati ve language and cultural issues in the Americas. NALi sponsors an Annual Institute designed to bring together traditional language practitioners and language professionals with a focus on the need tn beJaJ'lM the demands of modem education with the wisdom of traditional ways of teaching and the richness of the indigenous languages and cultures of the Americas. �7 SHARING IDEAS Winter appi;oaches This teaching unit illustrates some of the ways winter themes can be used to encourage young children to respect all of nature's living things. T by Barbara Toye.Welsh ms UNIT of work is designed to enhance the skills of communication and research. The unit includes both introductory activities and many that require little supervision by the teacher. Toe activities could be arranged in learning centres or as independent activities in the classroom. Through these activities, children will examine, con­ firm, and extend familiar infonnation while acquir­ ing new ideas. To introduce the children to this unit, have stu­ dents sit in a circle on the floor. Ask them to close their eyes and prepare for a journey. This exercise prepares the children to be lead on an imaginary journey. The children are encouraged to share their ideas afler the exercise, but must be quiet during the imaginary journey. Imagine you are a pine cone ... a great pine cone at the top of a large, large, tree. You are at the top of a high hill ... above the river. What is below you? Look down, down, to the valley below. Now you Illustration by Thunder Bay artist Daanis or Gail Bressette/Isaac can see the valley stretching for a long, long, dis­ depicts the child, in the environment, in the circle of learning. tance. What can you see? Look! Way down there, there are some animal tracks. Look closer to see items once. They have to remember the items, fmd as many what they look like. Look in front of you, to your left ... to as they can, and return to the classroom in ten minutes. On your right. Tum around, what is behind you? What sounds returning to the class, count the items. Discuss what was you hear? What scents do you smell? Focus your eyes on do found, variations in the items, what was plentiful, and what one object or thing. Look at it carefully. What colour is it? was difficult to find. Have children share other observations. Size? Shape? Texture? Taste? Smell? You are back on your Then, have children make a collage of their items. tree on a high hill. Look at the snowflake on the branch near LIST: 2 pine cones, 1 berry, l dried flower, 2 pine need­ you. What shape is it? Keep your eyes closed and look at the les, 1 pebble, 1 twig, 2 leaves ... (Note: This list may have to snowflake. Look at the valley below. How does it look? be adapted to reflect the availability of items in your Now, open your eyes and come back to this room. Discuss the feelings of being a pine cone. Then invite geographical area.) children to share their visual experiences. This exercise ·stimulates children to be receptive to nature and fosters ad­ Snowflakes miration for the natural world. D Draw a snowflake. Cut out and make a snowflake­ shaped booklet. Field Trip D Write SNOW at the top of the first page. Write as many TIIlS FIELD trip takes a maximum of ten minutes. Have words as you know to describe snow. children work in pairs. Tell children you will read a list of D Write a poem with the word snow. Such as .... SPECIAL RfPORT: Nati-uc people's pcrspccfi1.,es for C1m11dit111 ed11cativ11 Source: G'reen T""eicber';"'F"ebruary!Bl______ �8 D 0 S now gently covers the earth N ever the same pattern 0 nly one of each W inter wonderland Toe Inuit have many words for snow in their language. Why do they need so many words? Go to the library and find some books on the Inuit. Find out why the Inuit have so many words for snow. Try to fmd some ex­ amples of the words. Write what they mean. You are visiting a country that does not have snow. A new friend you have met wants you to describe snow. Draw a series of a cartoons to illustrate how you would do this. Have fun! Snow Sports □ Make a list of snow sports. D 0 D 0 for a walk. In a notepad, draw pictures of the tracks you observe. Label them. Make a poster of the tracks to illustrate your observa­ tions. Make tracks! Put a cardboard collar around the track. Spray the track with a fine mist of water. Let it freeze. Mix some plaster of paris in a paper cup. Carefully and quickly pour the plaster into the frozen track. When the plaster hardens, remove it carefully. You should have a permanent mould of a track. Make a label. Find out some information about your bird or animal: color, size, habitat, enemies, and the food it eats. Display your track and information in your classroom. Native people have made great contributions to the world; their respect and understanding for nature creates a balance for all living things. By being encouraged to consult elders for information, children will gain a special understanding of nature, global peace and harmony. From your list, choose five sports. Beside each sport, list the equipment you need. Describe how the sport is played. Tell the rules of the game. Put a star beside each sport you have tried. Choose one sport on your list and write a history of it Draw some pictures. Choose one of the following ways to present your information: booklet, poster, tape recording, drama, cartoon, or some other way. Snow Tracks 0 ·. Fmd an area near your home, school, or community -- --·-------------- where you can see animal or bird tracks in the snow. Go 0 0 A hunting we will go □ Choose an animal that is 0 0 hunted for food, such as a moose, deer, or a bear. Draw a picture of your animal. From every body part, draw a line and write what that body part is used for. Remember, Native people make use of the whole animal. For example, the hides are used for clothing, shelter, decoration, and laces. Look in the library for informa­ tion. Talk to a Native elder and ask for more information. What materials from your animal can be used to make a craft? Write directions on how to make something from your animal. Draw a picture of what it looks like. Write a recipe. There are many cookbooks in your library to refer to. Be sure to consult your parents. grandparents, or another person in the community for in­ formation about a recipe. Create a delicious �sh. IN SUMMARY, these activities illustrate some of the pos­ sibilities for a wiriter theme. Native people have made great contributions to the world; their respect and understanding for nature creates a balance for all living things. By being en­ couraged to consult elders for information, children will gain a special understanding of nature, global peace and harmony. Activities in which children are listening, speaking, reading, writing, and thinking provide opportunities for the children to collaborate and the teacher to become a facilitator. Barbara Toye-Wefsh Is the Coordinator of the Native Lan­ guage Instructor Program at Lakehead University in Thunder Bay, Ontario and a regional editor for Green Teacher. �9 The Warriors of the RainbowTwo teachers introduce their Native-inspired student environmental club. where only white men livedand it was necessaryfor them to come to this place where they would learn about other races IDS PAST FAIL we attended a global education con­ and learn to live with them, and that one day, when the In­ ference and realized the need to infuse a new set of dians got their old spirit back again, they would teach the concepts into the regular curwhite men to really love one riculum. Imtead of forming a another and how to love all people. regular student environmental "Now, because the Indians When the Earth has been ravaged group, the idea of the Warriors of were humbled and made poor by and the animals are dying, a tribe of the Rainbow club seemed to be a the white man's conquest, they more exciting way to begin. have been cleansed of all selfish peoplefrom all races, creeds, and T by Carmel Preyra and Robena Oswald The "warriorship" here does pride. They are readyfor a great colours will put their faith in deeds, not refer to making war on others. awakening and they will awaken not words, to make the land green Aggression is a source of our per­ others. In their dreams the old ones again. They shall be known as the sonal and environmental problems. saw that Indians would go through Warriors of the Rainbow. Protectors not a solution. Here the word "war­ a very bad time, that they would of the Environment. rior" is taken from the Tibetan lose their spirit, that they would be split up into different kinds of word "pawo," which literally religion ofthe white men. Like the means "one who is brave." Warrior­ - Hopi prophesy white men, they would try tofind ship in this context is the tradition of human bravery, or the tradition whal these strange people called of fearlessness. The North success. But one day the Indians American Native people have such would begin to wake up, the old ones told me. They would see thal a tradition. The Warriors of the Rainbow Club evolved from a Na­ those white people who chased after personal pleasure left tive legend which symbolired not only Native people but all behind the truly important things in life. The Indians would see that their people in the old days were in tune with some­ people of the earth. Warriors of the Rainbow are those young and old who work towards effecting personal and environ­ thing far more wontkrful, the Spirit ofUfe." mental change through love, caring, understanding and com­ As she stopped talking, they saw a great rainbowflam­ passion. The keys to action lie in knowledge, personal ex­ ing across the sky where a thunderstorm hadpassed. "The perience, you the individual and sharing. rainbow is a signfrom Him whb is in all things," said the old, wise one. "It is a sign ofunion ofallpeoples like one big The following is a brief description of the legend: THE OLD woman Sal under the shatk ofthe cottonwood tree by the creek and nodded, her head dozing a little. She was so very old thal the wrinkles made little fine ridges all over her face and her eyes seemed hidden among the ridges like springs Jost in the desert. BUI when a sand lizard ran among the/olds ofskin, her eyes were bright and glowed with life like two points ofblack tksert opal sparkling in the sun. Now. Jim, a boy oftwelve summers, wandered down the creek, looked straight into her eyes and said, "I want to ask a question. Why did our grand/alher in the sky allow the white men to take our land and let such sad things happen to our people?" Eyes ofFire, as she had been called, became still as a tksertfox crouched at a hold of a kangaroo rat. "You are the first to ask thal question," she whispered. "The Heart of all Beings sent them because the white men camefrom a land family. Go to the mountain, child ofmy flesh, and learn to be a Warrior ofthe Rainbow.for it is only by spreading Jove andjoy to others thal hale in this world can be changed to understanding and kindness, and war and destruction shall end!" IN OUR CLASS, this story generated much discussion; paral­ lels were drawn between the colours of the rainbow and the many nations of the earth. Students recognized that rainbows appear after a storm or a period of great tunnoil and that the rainbow spans the sky protecting those under its arch. This rainbow seemed a fitting symbol for our environmental club. Students quickly divided themselves into groups, each ex­ ploring and developing a different area of interest: • designing a logo to represent the club; • writing a pledge to be read at meetings; �10 • • • • deciding on what action the group would take at school, at home, and at the municipal level; developing a Coat of Arms for the club; producing a newsletter to deal with environmental issues; planning the initiation ceremony. STUDENTS FELT that they had to test themselves, find their spirits and take action in order to be called a Warrior of the Rainbow. They wanted an outward sign of their inner commitment. Each student would have to earn a string of beads by doing a particular task to get each colour. Each bead would be ceremoniously presented as the task was com- pleted until a rainbow of eight beads had been accumulated and strung on a leather thong. This necklace would be wom as a sign that they were Warriors of the Rainbow. (See below for the student handout "How To Earn Your Beads".) While our club is only a few months old now, the kids (and their teachers) are well on their way to earning our beads and still keen to show our new commitment to the earth. cannel Prayra and Roberta Oswald are elementary teachers In Toronto, Ontario. How to earn your beads COLOUR KIND HOW TO EARN THE BEAD PURPLE COURAGE Making a change in yourself, your feelings, your attitudes: become a leader, start your own environmental club at school, clean your area of garbage, teach others about respecting nature, write poetry expressing how you feel about world problems BLUE APPRECIATION Minimum six hours spent in parks or natural areas, resulting in understanding Nature more; report or poems or story about your experien-. ces, observations, feelings-can include Earth sport activities (cross country skiing, bicycling, snowshoeing). GREEN PLANET CHANGE Setting up a compost in home or school, starting a wild garden, raising seedlings & planting trees, removing toxins from home, replacing with safe cleaners. YELLOW ACTION Letter-writing to MPs, MPPs regarding an earth issue. Changing family shopping habits to green, a school involvement projects (garbageless lunch, buying rainforest). ORANGE PEACE/HUMANITY Action towards helping people, clothes or food collection, visiting lhe elderly, doing something for others, stopping fights in school. RED PASSION Take on something with all your heart: you decide what this is and act on it BLACK KNOWLEDGE A report in detail on an earth issue: acid rain, global warming, ozone, nuclear issue, habitat destruction, endangered species, hunger, recycling, pollution, native people, population, ways to help the earth, etc. Products can be essay, comic book, photo journal, story, poems WHITE SHARING Similar to above, resulting in a display for school or library that many can enjoy (like a science fair project or bulletin board display). Note: much effon needs to be placed to earn a bead. You must provide proof of commitment, either by a report, a project, a witness or leuer from parent or teacher, or copy of your actions. Source: 7rr"een Teiclier, Teliruary "DJl_________ �11 FOREST IDEAS by Annette Kowtiash To Begin ... 1. 2. I wrote a book about Forest Animals. Each jpage had one picture, the name of the animal, and what the animal docs. From the pictures in the book, I made a set of; - individual pictures 8 1/1." x 1 1 " - flash cards - action cards - noun cards ACTIVITY ONE: The Missing Letter Materials: Then: Forest Book Flash Cards Picture Sheets 1. Read the story in Ojibwe. 2. Ask: Questions: What is this? What is he doing? 3. Give each child four pieces of writing paper. The paper will have a picture of an animal and the Ojibwe word. It will have the first leter of the action word. The children will fill in the missing letters e e Mukwa ---- Waawaashkeshi m ------ CJ w Waagosh ------ � Waabooz b________ �12 Activity Two: Donut Discussion 1. 2. 3. 4. 5. 6. 7. Have the children fonn two circles, an inside circle and an outside circle. Have a whole group disscussion about the four animals - bear, deer, fox and rabbit What do they eat, drink? Where do they sleep? Children from the outside circle choose a person frim the inside circle for a partner. The children from the outside circle tell their partner about the subject of the animal - What does it do? Where does it live? The inner circle children listen. The circle continues to change as the outside circle changes partners after each sharing. The inner circle changes places with the outside circle. Now, the outside circle has a chance to discuss information about the animals. The pamers sit and listen. Activity Three: Forest Animals 1. 2. 3. 4. Give each student a blank peice of paper. Have students fold the paper into 4 parts. Show a picture of a forest animal. Students draw pictures and word of animal beneath. Q ------ D ------ c:1 cJ ------ ------ *Students can also write about the animal, what it does, where it lives, a receipe, crafts made from the animal, etc. on the back of the sheet. This section needs your help!!! Do you have an idea, game, song, puzzle, craft, recipe, story, riddle, poem, to share? Do you have some work your students have done? �13 4. Mix flour and water ....,.a�(-;::, -: -.t...ea)-h � � ·•·-• i.' I .! -.. ... ...ri. 1. Dye some raw pasta in food coloring. to make a sticky paste. �& ® � �0 ��t;R) @� � 00 � Cover one side of the plate rim with paste. 5. Cover the paste with colored pasta. Let it dry. � Let it dry on paper. 2. Cut the center out of a paper plate. � --�ISQ, a,, e �� -- � � · � ·. 3. Punch a hole in the plate rim. Put a string through the · hole. Tie the string to make a loop. 6. Glue on a ribbon bow. '-._.,/ �Yarn Roundabouts 1 . Cut a pipe cleaner in half. Twist the pieces together. 2. Tie a piece of yarn to the center. Wrap yarn around the center to cover it. 3. Then wrap yarn over, around, and under each pipe cleaner. ,� ' 4. To use another color, tie the ends •of the yarn together. Wind until the pipe cleaners are almost covered. 5. Tie the end of the yarn to one of the pipe cleaners. Then tie again to make a loop. 14 �Eggshell Pictures Draw a picture 1. Dye some eggshells � with food coloring. � � Let them dry. �� Break them � into small pieces. on the cardboard. Put glue on the picture. "Paint" it with eggshells (X:) �9 c" �� �� 2. Punch a hole in the top of a piece of cardboard. Put a string through the hole. Tie the string to make a loop._ ll -� . � -� � ( �Here's what you do: " 1 Decorate the pine cone. Use beads, sequins, red hots, or silver dragees. If you like, use them all. Glue them in place. (Note: Use a tweezer-it will make the job easier.) 2 Weave a few strands of silver foil through the petals. 3 Glue a bright, shiny star on the top. 4 Put a mound of snowy, white cotton on a silver doily or a red paper plate. 5 Place the pine cone on the cotton. Sprinkle it lightly with talcum powder. 6 Stand it on a shelf or small table for everyone to admire! PINE-CONE CHRISTMAS TREE • Here's what you need: Pine cone Beads Sequins Red hots Dragees Silver foil �ctGtWe ��0(;)0 ......... . �&, Gold or silver star Glue Q � Talcum powder Tweezer Cotton u � ==--L-====� =< � c--:::::::i: � � Silver doily or red paper plate 1 ,:: �1JlJVY t!J rn � , • Paper clips Glue Pa pe, •'? sequins, � � .. � • glitter -i::J,, ·. · . Batch of Kooky Clay 1 Water-base paints Paintbrush PAINTED TREE ORNAMENTS "· Colored yarn lt1 Clear nail polish Make simple figures with Kooky Clay. Keep the figures smail, SG they will dry evenly. (Note: If you like, roll out the clay on wax paper. Use cookie cutters to make the shapes you want.) 2 While the ornaments are still soft, press a paper clip into the top of each one. Make sure the top of the clip sticks out over the top of the figure. 3 Let the t1gures dry for 2 or 3 days. 4 Color them with paint. When they are dry, brush them with a coat of clear nail polish. Decorate them with paper stars, sequins, glitter, or anything else you can think of. 5 String colored yarn through the paper�clip loops, and hang the ornaments from the Christmas tree. Here are some figures you m.�Y want to _try. 17 �18 RECIPES FOR CHRISTMAS ROAST DUCK WITH WILD RICE CASSEROLE 2 strips bacon 2 wild ducks 1 celery stalk, cut in half 2 small sonions 2 cups water Wash ducks in cold water and pat dry. Put 1/2 piece of celery and 1 onion in every duck cavity. Place ducks in roasting pan, breast side up. Pour in cold water and place bacon strips over ducks. Cover and bake at 350 F until meat is tender; about 1 1/2 hours. Remove bacon strips and brown ducks. Remove ducks from pan and keep in a warm place. 1 tomato, peeled and chopped 114 lb. wild rice 1 /2 cup bacon, diced 114 cup green onions, sliced 114 cup of mushrooms salt and peper 1 tsp. garlic powder parmesoan cheese Wash rk.e in cold water. Drain. Put rice into a saucepan, cover with water and bring to a boil. Reduce heat and simmer for 60 minutes. Drain. Saute Bacon, green onions and mushrooms for 5 minutes. Put rice in a casserole dish and stir in tomatoes, garlic powder and bacon mixture. Season with salt and pepper. Sprinkle cheese over the casserole and bake for 20 minutes at 300 F. Serve with the ducks. STUFFED WILD GOOSE 1 wild goose , dressed 112 cup salad oil salt and peper to taste 114 cup flour 1 tsp tarragon 1/2 tsp. thume 6 strips bacon 1 cup marjorine, melted 1 tsp salt DRESSING: 6 large potatoes, cooked and mashed 2 tbsp. marjorine 1 large onion, chopped 2 stalks celery, choppedfine 6 slices bread, crumbled 2 eggs, beaten 1 tbsp. poultry seasoning 1 tsp. salt 112 tsp. pepper Combine all the ingredients for stuffing and mix thoroughly. Place goose in a roasting pan and lightly jpack sutffing into cavity. Sew the opening or skewer it closed. Rub bird will with salad oil. Combine flour, salt, pepper, tarragon, and thyme. Sprinkle mixture over the bird. Lay bacon slices over the bird. Roast at 300 F allowing 30 minutes per pound. Baste frequently. Remove bacon slices 10 to 15 minutes before removing bird from the oven, to allow breast of the bird to brown. �19 BACON CORNBREAD 1 113 cups/our l cup cornmeal 112 tsp cup sugar 1 112 tsp. baking powder 112 tsp. baking soda l tsp salt 1 egg, beaten l 112 cups evaporated milk 4 tsp. vinegar 113 cup melted butter bacon drippings 8 slices cooked bacon, crumbled Combine flour, cornmeal, sugar, baking powder, baking soda, salt and crumbled bacon. In a separate bowl combine egg, evaporated milk and bacon drippings. Add to flour mixture and stir just until moistened. Pour into greased 8 inch square pan. Bake at 350 F for 40 to 50 minutes. To Serve: Serve wann with maple syrup. TAFFY 750 ml 120 ml 120ml 30ml white sugar vinegar water butter Mix the ingredients and bring them to a boil in a big pot After about ten minutes of boiling the taffy, test it by dropping a spoonful into cold water. Probably the taffy will only dissolve and make the ·water mu .ddy but it may already fonn soft little balls. The longer you cook it, the harder it will be when it is cooled It is just ready for pulling if the syrup forms a hard ball when thrown into cold water. �20 MUSIC IN OUR LIVES THE PACIFIC NORTHWEST COAST INDIANS: MUSIC1 INSTRUMENTS, LEGENDS (Grades 4-7) by Sandra Davies and Joan Buchanan These resource materials have been designed to help teachers integrate the arts of the Pacific Northwest Coast Indians into the Grade Four Social Studies unit. Included are songs, legends, poems, and pictures of instru­ ments of the Bella Coola, Halda, Kwakiutl, Nootka, Salish, Tlingit, and Tsimashian nations. Slldes of musical instruments and an Audio Tape of . Indian songs are available to accompany the Teachers' Gulde. Guide paper 44 pp. $10.00 Audio Tape $8.00 Slides $22.00 Complete Set $32.00 1 980 ISBN 0-88865-012-4 THE CHINESE PEOPLE: MUSIC, INSTRUMENTS1 FOLKLORE (Grades 4-7) by Sandra Davies and Sandra Jang Resource materials consisting of a Teachers' Gulde, Audio Tape and Slldes have been designed to help teachers integrate the arts of the Chinese culture into the Grade Six Social Studies unit. They include music, folklore, poetry, art, dance, and games of the Chinese people. Guide paper 68 pp. $10.00 Audio Tape $8.00 Slides $30.00 Complete set $44.00 1981 ISBN 0-88865-01 7-5 QUEEN CHARLOTTE ISLANDS READING SERIES The Queen Charlotte Islands Reading Series preseQts the culture of one of the strongest First Nations groups, the Halda people, as they exist today within the context of their past. The series presently consists of fourteen Readers and a Teachers' Gulde. The Readers are carefully levelled to act as supplements to the standard reading serf.es available in most schools. They are levelled within each grade : A for easy, B for medium, and C for harder. HAIDA ART (Grade1A) illustrated by Paul White and Jeannie Markowsky by Dawn Adams A Haida cultural reader that compares Halda art representations with their natural counterparts; for example, a Haida bear with a natural bear. Hardcover $16.00 ISBN 0-88865-021-3 1983 Hardcover $1 6.00 ISBN 0-88865-031·0 1 987 \so_ Halcla Art COLOURS OF THE ISLANDS (Grade 1 B) Illustrated by Jeannie Markowsky by Dawn Adams Two children discovernumbers and colours as they vislttotem poles and tidal pools of Nlnstlnts, an old Haida village on Anthony Island. ISLAND FUN (Grade 1C) Illustrated by Jeannie Markowsky by Dawn · Adams A story about a young Halda boy having fun during a typical day on the Queen Charlotte Islands. 6 �����:;e:�0�� -Pu6GcatTon-CifaTogue:--BJ1-:-"ffl1Soiirce:'"JFaclffc"""Eaiica1Ton l'ress, �21 1"e Forest THE FOREST (Grade 1 C) illustrated by Jeannie Markowsky by Dawn Adams A story about the animals and plants that live in the forests of the Queen Charlotte Islands. Hardcover $16.00 ISBN 0-88865-033-7 1984 BIRDS OF THE ISLANDS (Grade 2A) illustrated by Jeannie Markowsky by Dawn Adams A reader describing some of the birds of the Queen Charlotte Islands. Hardcover $1 6.00 ISBN 0-88865-027-2 1984 POTLATCH (Grade 2A) illustrated by Arlene Erlandson by Dawn Adams Leslie, a young Haida girl, describes and participates in a present day potlatch given by her uncle. Hardcover $16.00 ISBN 0-88865-042-6 (,em of the Naida 1 985 CRESTS OF THE HAIDA (Grade 28) illustrated by Terri-Lyn Williams by Pearle Pearson and Jenny White Descriptions of and legends behind the figures on the famous Skidegate totem pole carved by Bill Reid. Hardcover $1 6.00 ISBN 0-88865-040-X 1985 THE WEAVERS {Grade 2C) by Jenny Nelson illustrated by Jeannie Markowsky A story about Haida weavers and how they use the bark of the cedar and the roots of the spruce to weave the fabrics of their cullture. Hardcover $1 6.00 ISBN 0-88865-022-1 1983 THE FIRST TOTEM POLE (Grade 2C) by Rose Williams illustrated by Chris White A Haida boy and his fatherdiscover a special underwater village that Inspires them to create the first totem pole. Hardcover $16.00 ISBN 0-88865-041 -8 1 985 BEARS AND BERRIES (Grade 3A) illustrated by Jeannie Markowsky by Trisha Gassler A story about a young Haida girl who goes berry picking with her mother and hears a story about the relationship between bears and her clan. Hardcover $1 6.00 ISBN 0-88865-020-5 1983 BETWEEN THE TIDES (Grade 3A) illustrated by Heather Brown by Mary Morris A young boy and his family explore anddiscoverthe abundant sea life existing along the shore. Hardcover $1 6.00 ISBN 0-88865-044-2 1987 �22 r THE MAN WHO BECAME AN EAGLE (Grade 3A) retold by John Enrico Illustrated by Gitsgah A legend from the earfy Haida describing misdeeds, punishment and the help of the magical powers of eagle skins. Hardcover $16.00 ISBN 0-88865-028-0 1984 Hardcover $16.00 ISBN 0-88865-032-9 1984 Hardcover $1 6.00 ISBN 0-88865-029-9 1984 Paper 194 pp. $20.00 ISBN 0·88865-038·8 1988 THE CEDAR (Grade 3B) illustrated by Arlene Golson by Guujaaw_ A tale of the Haida carver and how the Haida Images emerge from the cedar as the carver works. RAVEN AND THE MOON AND THE OYSTERCATCHER (Grade 3B) retold by John Enrico illustrated by Maureen Yeltatzie Two legends from the Haida past are Included in this reader. The first tells how Raven stole the moon and lit up the night sky. The second tells how the --------oystercatcher got his red bill and white legs. THE QUEEN CHARLOTTE ISLANDS READING SERIES: A TEACHERS' GUIDE by Dawn Adams and Jeannie Markowsky This guide contains background Information about the Halda culture. Language arts, social studies, science and art activities, plus hands-on activities for students are detailed for each of the fourteen Readers in the series. BLESSED WITH BILINGUAL BRAINS Education of Immigrant Children with Engllsh as a Second Language by Mary Ashworth This is a comprehensive account of the education of children with standard Canadian English as a second language or dialect. The book begi�s with the WATER STUDIES THE RAIN BOOK (Grades 2-7) by Susannah Howick and Brenda Irvine Activities on rain, clouds and rainbows. Includes songs and poetry. Paper 48 pp. $1 0.00 ISBN 0-88865-003·5 1980 Paper 48 pp. $10.00 ISBN 0-88865-002-7 1978 THE BEACH BOOK (Grades 2-7) by Irene Gutmann and Jackie Geiger Seashore studies, Including ecology, beach chemistry, animals and plants, art, games, and seafood recipes. THE auuN CHARLOTTE �'i:J�:����J�ES: .. ..:::--=. i 1· I·:.:. . : I I r._: ,. � )l ,_ � �23 THE SNOW BOOK (Grades 2-8) by Steve Campbell and Terri Potts Activities on snowflakes, snow, winter ecology, winter games, and safety. 1 978 Paper 48 pp.$10.00 ISBN 0-88865-001-9 THE LAKE BOOK (Grades 10-12) by Mike Hoebel Activities integrating biology, chemistry and environmental studies. Paper 60 pp. $10.00 ISBN 0-88865-005-1 1 981 COMMUNITY STU DIES COMMUNITY STUDIES FOR PRIMARY CHILDREN (Grades K-3) by Helen Smith Detailed studies of the neighbourhood, focusing on the business, public service, cultural, and social aspects of the community. Paper 30 pp. $6.50 EXPLORING STORES (Grades 4-7) by M. Compeau, A. Offer and E. Gorek A study of stores and shopping centres through classroom and field trip activities. Paper 68 pp. $4.00 1981 DISCOVERY STUDIES KIDS AND KITES (Grades K-3) by Frank Heyman A guide to the construction and flying of simple kites. Paper 46 pp. $1 0.00 ISBN 0-88865-049·3 revised 1985 LOAFING AROUND WITH BREAD (Grades 2-4) by Pat Woolsey A classroom study of baking and breadmaking with a science emphasis. Paper 29 pp. $4.00 SCIENCE ON A KITE STRING by Frank Heyman A guide to the construction and flying of more advanced kite designs. Paper 52 pp. $4.00 1 973 1974 �24 CABBAGE WHITE BUTTERFLY CLASSROOM BOOK (Grades 6-10) by Kathy Brunner Activities and Instructions for catching and rearing cabbage butterflies. 1 975 Paper 59 pp. $4.00 THE DNA GAME (Grades 10-12) A board game designed to reinforce understanding of the basic steps of protein manufacture from a DNA segment. Board Game $5.00 1974 CREATIVE STU DIES .. BODY PHONICS (Grades K-3) by Eve Alexander A collection of games and stories with activities to help children learn the shapes and sounds of the alphabet using their bodies and minds . . Paper 67 pp. $4.00 1 974 � THE PUPPETRY INDOOR-OUTDOOR CLASSROOM BOOK (Grades K-7) by Eve Alexander Activities to help teachers make puppets, develop stories, and perform plays using Indoor or outdoor materials. Paper 42 pp. $4.00 v ART STARTS OUTDOORS (Grades 4-7) by Wendy Stockstad Ideas for art projects at outdoor camps and day trips. Paper 39 pp. $8.00 Source:-Pacific""'Eaiicatlonllresi,. -Pu61icition -Ci&To"gue:· �I - iffl 1 976 revised 1 990 �O R D E R FO R M TO ORDER BY PHONE: (604) 822-5385 MONDAY · FRIDAY 9:00 • 4:30 BY FAX: (604) 822-6603 TO ORDER BY MAIL: PACIFIC EDUCATIONAL PRESS FACULTY OF EDUCATION UNIVERSITY OF_ BRITISH COLUMBIA VANCOUVER 8.C. CANADA V6T 1 Z4 TITLE ISBN lAST 4 DIGITS 25 IN PERSON: 2173 WEST MALL UNIVERSITY OF BRITISH COLUMBIA VANCOUVER B.C. CANADA V6T 124 PRICE QTY COST LIBRARY SEARS CATALOGUE CAROS LC. 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Printed in Canada �YINKA DENE LANGUAGE INSTITUfE 26 Notice of publications and productions price increases Effective November 1, 1991 Wholesale Suggested Retail CHILDRENS BOOKS MusstY Udada • The Owl (hardcover) Companion Audio cassette Cheryl Bibalhats · Cheryls Potlatch (hardcover) Companion Audio Cassette $6.9S $6.95 $10.95 $ 6.50 $10.95 $ 6.50 CLASSROOM DICTIONARIES Nonhem Carrier (Nedut'en) Ccnttal Carrier (Nak'al Bun) Southern Carner (Saik' uz) $6.95 $6.9S $6.95 $10.95 $10.95 $10.95 VIDEO DISKS TI ' azt 'en Nak 'azdli Disk & Companion Dictionary $19S.OO TEACHER MANUALS Nak'al Bun (Stuart Lake Dialect) Saik'uz (Stoney Creek) Nedut'en (Bwns Lake Dialect) Beaver Language $50.00 $50.00 $50.00 $50.00 VIDEO PRODUCTIONS I Teach the Children Eagle Wind Artist Shoot Hereditary Chiefs Many Seasons, Diffmnt Fish Berry Preparation The Story of the Salmon Legends The Chunlak Story Salmon for the Smokehouse Lejac Residential School Complete 1989 Series $22.95 $34.95 $34.95 $22.95 $22.95 $22.95 $34.95 $22.95 $22.9S $22.9S $250.00 �YINKA DENE LANGUAGE INSTITUTE 21 ORDER FORM ITEM QUAN PRICE TOTAL Chlldrens Books Musdzi Udada: The Owl (he) Companion Audio Cassette $6.SO Cheryl Bibalhats: Cheryls Potlatch (he) Companion Audi<;> Cassette $6.50 Classroom DlcUonarlcs Northern Carrier (Nedut 'en) Central Carner (Nak 'al Bun) Southern Carner (Saik 'uz) Video Disks Tl • ut •en Nak' udli Disk & Companion Dictionary $195.00 Teacher Manuals Nak'al Bun (Stuart Lake dialect) $50.00 Saile 'uz (Stoney Creek dialect) $50.00 Nedut'en (Burns Lake Dialect) $50.00 Beaver Language $50.00 Video Productions I Teach the Children $22.95 Eagle Wind Anist Shoot $34.95 Hereditary Chiefs $34.95 Many Seasons, Different Fish $22.95 Berry Preparation $22.95 The Story of the Salmon $22.95 Legends $34.95 The Chunlalc Story $22.95 Salmon for the Smokehouse $22.95 Lejac Residential School $22.95 Miscellaneous Annual �epon N/C N/C 1989 Multi Year Plan N/C N/C N/C Native Language Award Y.D.L.I. Pins •• Shipping and handling charges apply co all onle11. N/C $3.00 Sub Total OST 7% TOTAL Mail 10: Y.Dl..1., P.O. Bag 7000, Vanderhoof, B.C., VOJ 3AO Phone: (604} 567-9236 Fax: (604) S67-38Sl �28 MOfia'.Wk"' iinfnersiOh �,SoffOol :.,,. r�-·· . - . - . �- "'" : .... .• •:�"···· ····�;:::-: , �� .,���� . . ·: - • PilPSt$-Jight·:to·:sa"eJae:n tity .i . � ;- -- : -. ... ....... �J,J-. ·/ · - ·: . . . : . : . .� : - � .. . . - t� ., • • :J' Hazel Lamre, an e�ected band c;ounclllor wbo worked _ · · · , with Lazore to help found Kahnawake's Karonhia�onha · . · . immersion school, Is one grandparent who's expenenced A - Doro�y Laiore chuckles when recalling a peisonal benefit from the program. b�w s�e learned to speak the language of her people. · "i _failed my own children beca� I didn't pass our Ian�- lt �� 1955 �nd she w�se_yen years old. _Lazore had guage on to them," � �id _in an interview. "But now, just a!11ved W!_th her family on the �kw�l!e fd:o�awk . . at least, J cal) speak with n:iY grandchildren." �!J� aft�r �n�!ng her ea�ly ch1ldbood _am�ng non• .LAZARE·SAYS she was inspired to set up the immerabon�nals. J : •~ " 1 , - -. sion school after bearing of aboriginal groups in the But m AkVfesasne, she was an outcast: Mohawk was the United States that lost land claims -: partly because of only laggu�ge of the scboolyard and sbe couldn't speak a evidence introduced iJl court that their languages had word of it died out "None of the kids would talk to me - I had no friends," "Once you lose your language, you lose your identity," Lazore recalled in an int�rview. "I cried and cried when I she said. "That's YlhY those people Jost their lands." got h.9me from scb_ool. I begged my Lazare said Quebec's Charter of the French Language, · mother to teach me · Mohawk. And she did." ·. -. introduced by a Parti Quebecois government in 1977, also ,,:-· . Today, at 43, the -�ft-spoken Lazore has become th prodded Mohawks into working to save their language. .e world's foremost expert in the Mohawk language:" .. • · · · :'.:.' "Here we were losing our language and they were try• And sbe'll readily admit that the schoolyard problems -_-,:: •Ing to force us to learn French," Lazare said. "It got us she _encounter.ed three decades !l&O - w,he� "alrilost_ev_-f{, thin�-ng. We b�� French people, J�ljans; Chinese and . unhear�.or loday:_�-�:1a�ese In ca�d� If. they. lose their l�nguages, they can erybody"_�ke Mohawk -:-: w�uld � D_espite ground-breaking irutiatives to p�rve the_ Ian- · . go back . to their own countries and relearn them. But we guage, only about half of North America's 30,000 . · ''.:" • Mohawks �n only count on ourselves. We have nowhere Mohawks still speak it, Lazore sa_id, with the vast majority else to go. . . Before the amval_of white settlers, pictographs "'.'ere or Mohawks aged 20 to 40 s�ing only English. · - But activists like wore have bad some successes In ·; · used to record Mohawk legends, but generally, stones . •. · _. .: . :· . . ,, '!�re passed on orally from �ne genera�on !Opie n�xt . putting a_ �!JISII dent into that trend. A Mohawk immersion school set up 111 Kahnawake in ·r . 1t w�_'t until the 1600s - v.;ben Jesuit �onanes 1ss1 ·..:..-the first of its kind in Canada - has seen bun• -· · �e iqto conlad wi� Mohawks,1earn�_the,r �guage and ilsecf le.tie��f�����_al_phabet �o �ord it-.. dreds of young ilatlveli learn the language or their_ · , · . . that lhe�age_d�,o�__a.�odern, wntten form. , grandparents. , Today, theschool 240 enrolled pupils - the highest . � McGllt Umvers1!1 P5Y�.9!�0faoi9.r_Fred Gen�. . .-� bas an •r.tf�-�..n!;�ngi•• II_ ersl�_q p� '!ho "h ,�, �· .•-•. --.., ...·, - · :;;-, . · -�:t-'·-..., , ··. . ;- •.·c•.' :r ever numbe • ' ;· r_ • •' • • elped se u p anu �ya.,Uate-nKahaawake's,l�emon �· A they n f t . R D�!, � ��hig -�� �:, �� -� school. said loail'Mohawks were'pa��M{ly:Well �i­ u��_�l.m coBY ���- . l,;1-., -: '.., · �;:-:tioned to develop their own language-lmmen11on program . y B . P!,.�� �,�)!� �n·the 1980s. . · • . _ . i.-l�"i : ti:· i� 1\ gllsh and.f� . ,���. ,.��9�-11:-� ,,.,:, \ ·,, 1"-�l:1J,�� . . .- -' That's because.they could draw on a �, ood!Y. of loca l � At Kahnawali: e•s Survival School - the reserve b� · · . .. . · • . . • '"' �·-tpai1i uJarl ·th- Fie'ch 'riffitisf' rtlse o n · �; ibec' · 1·· �-�-"- p� p'in 197R3 pupils schoot'set'u their Moliawi• •C ,,,; A . . . . �'o_r Qu _ . ,a"o'op on�.i:i tl'�e :��. � ih1. · -. ,,,, . la�guag . !-�CJY� �grytd!!.8.te. _ · .,��'i,. . ''""' In . rt to'lts Ungu1s1ic auallty;Geueseesa d," � pa . . _And a spec:1ally �eve1oped Mohawk curricu lia.s . ,', , .911t_l· .• beco�e �ized as1t."".i>Jld �nfN 91 . ,. , . '"7., .. � .. . . .. � l' , , .• . • WI� th� m�re P9 titl� thaJ �ve been tra�la1� • . -�i'tlse hi second-lajtguage immersion tralnmg:-: (•·• . J�ngu�geJ �ave a!� �� as mode� for'6tJ1,!L ·l!ft-;;,,Genesee said he has!)een imp� with the learning into the a!:l<>rigfnal �pl�.who t!'Yfng �.save their lan�ag�;r,acbieveinents of Mohawk-immersion students in Kabna·· · · ,• {n the race of.asslmlfation·by Engllsb-speaking soclefy. · ·.'..-- wak · • · ... · · · · �l;[ndiati n��o'ns'"from Cayugaorbntario t� the Belia . �re sees language instruction as a key to renewing Bella of Bntish Colull}bia - along with abqrlg1nal peoples the spiritual and cultural values or Mohawks. as rar away as Hawaii -:-- have developed teaching metb• "What else do we have in this modem age to identify · · ods � on Ka_�nawa_ke's model. : · ·· ••••· ourselves as natives?" she as�ed. • l :• J ,;_ · • _•t • I � �- • -\ "\ � • ,• ..... ..._,. • :, . Sto'ries by Alexander Norris ._· ., .. 'Montreal ... · · Gaiette . . M9NTR,E L 1 �=- _ ...-•;· > · . ·�� . �ra<fefi90 �f - ,r,�._ � ,_ · -:-, ,;, ����!'!�! must-� !h�� ar.e the �r•� ':- . �\treat. Ll-h··� � -� �29 HELP! HELP! HELP! HELP! As a Regional Editor of Green Teacher. it is my responsibility to encourage teachers to share environmental perspectives. - How can we live in hannony with the natural world? - How can we save the planet? - Can you make a difference? * Share your ideas, successes and failures. • Write a short article about what you are doing in your classroom, your school, or your community. • Send photos and pictures. The February 1992 Issue will be a special NATIVE ISSUE. Send to: Barbara at the N.L.I.P. Office or call (807)343-8542 for more information. "'* subscribeheresubscrihebecesubscrihe Name: Address: ------------- Subscriptions: $27 (one year/five issues). includes $1.76 GST; $50 (two year/ten issues) includes #3.27 GST. GST registraion number 124 125 337 Malec all cheques payable to Green Teacher Mail to: Green Teacher 95 Robert Street Toronto, Ontario M5S 2K5 subsc1rbeiieresubscrTbeheresubscrfbe � 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 7 (2), December 1991 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 1991-12-01 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/b81d741ba3a0353792a91c15479df0eb.pdf c0b53676a9efe8f683f5e1fc61a72537 PDF Text Text • • NATIVE LANGUAGE EDUCATION IN ONTARIO Anishinaabemowin-gikinoo' amaadiiwigam ig <Jo-Jo... V J6· ) PP _o<JLn6•61' N.L.I.P • • • Vol. 7, No. 3 February 1992. �February 1992 General Editor. Barbara Toye-Welsh • Copy Editing: Sonya Bruyere Native Language Education in Ontario Table of Contents Message From the Coordinator .........................................../1 Announcements from the Ministry of Education...................................................................../2 An open Memo by Amos Key ......... .................................../3 NLIP 1992 News ................................................................./4 Elders .................................................................................../6 Key Words for i by Annette Kowtiash............ .................../8 Ideas and Suggestions by Tena Sault................. .......... ....JS Ojibwe Speakers in Mattagami by Alex Jacobs.................../10 How to Make Brown Bread by Annette Kowliash.............../l I Teaching Idea Booklet by Annelle Kowriash........... . ........./1 I Teaching Respect for Native Language by John Sleck/ey.../12 A Show ofHands ................................................................./13 Shadow Show Puppet.......... .............................................../13 A BannerYcar ...................................................................../14 A Spring Mini•Theme: Insects............................................/15 Resources ............................................................................/19 -.I' � Contributors: Tena Sault, Alex Jacobs, Annette Kowtiash. John Steckley, Amos Key This issue and beyond . . . More teachers arc bcginrting to contribute to Native Language Education in Ontario. They arc highly motivated and deeply i n ­ volved in the maintenance and re· vitalization of Native Language. Their enthusiasm gives me much hope that together, we can make a difference. Toankstothoscpcoplc who "'TOte articles and reviews. We all lmowthat it isn't e3sy trying to write anarticle within analready busy schedule! Help! Would you like t0: •review a resource •write an anicle •provide teaching suggestions •share information about a con­ ference? Ifthc answer is yes to any of these, please call the coordinator Natjye Laneuai:e in Ontario is published four times a year by the Native Language Instructors' Program, Lakehead University, 955 Oliver Road, Th,ode, ••,. Om>rio, c,,.,,_ P7B ,., _18 Dll Lakehead University ��I A .Northern V'ISZOn • • • �Message From The Coordinator ... Timoti Karetu, Chainnan of the Maori Language Commis­ sion in New Zealand, presented a keynote address at the NALi Conference in Prince George, British Columbia in September, 1991. In his address, he claimed, the Maori people of New Zealand did not accept the prediction by prominent linguists on the fate of their language - that it would decline and only be used on ceremonial occasions. The Maori language is seen by many as a rallying point to restore an identity to a broken and damaged people. The Maori language, which has received status in legislation in New Zealand, is spoken by about 60,000 people of the 400,000 who declare themselves as Maori. Still, Karetu states: ''We should not be lulled into thinking that legislation means acceptance, but it certainly does mean ack110Wledgement, and with that acknowledgement comes responsibility. Let us not be naive and think that legislation will ensure the survival of our lang­ uages. Only we guarantee that." Shortly after this conference, the Ministry of Education of Ontario made three announcements regarding Native Edu­ cation. These announcements can be found on page 2 of this Newsletter. The Ministry of Education has acknowledged the importance of Native Language, Native Studies,andCree Syllabics. However, in some villages, towns, and cities in Ontario, Native Language is still not being offered. Why? It is time for all members of the community,elders,parents, and children to work together to restore the Native Language. How? CoUect names of the parents/guardians of 15 students and present this list to your school board. It is now policy: Beginning in September 1992, school boards will be required to offer Native Languages programs when the parents/guardians of 15 or more students request instruetion of a Native language and a qualified teacher is available. From the Assembly of First Nations: Language is our unique relationship to the Creator, our attitudes, beliefs, values andfundamental notions of what is truth. Our languages are the cornerstone of who we are as a People. Without our languages our culture cannot survive. There is much at stake! Each person that has attended Nalive Language courses at Lakehead University is aware of the struggles, the frustrations, the rewards, and the imponance of working together as a team. There is much more to be done. Assist your colleague in the next community, share your experiences of starting aprogram, of curriculwn development, ofworkingwiththeparents,the community,theBandCouncil. Encourage others where a program does not exist to begin collecting names to submit to a Board of Education and continue to assist when possible. This Newsletter has teaching ideas from Tena Sault, Alex Jacobs, Annette Kowtiash, and John Steckley. There are some ideas about making a shadow theatre and hand puppets. A Spring mini-theme on insect� may help get you in tune with Spring. Congratulations to the 1991 NLIP Graduating Class! For students planning to attend the Spring Convocation, the graduation ceremony for Diploma in Native As A First/ Second Language is on Saturday, May 23, 1992. There is a graduation dinner being planned for students and his/her family on the same evening. More details are in the mail. As we prepare for NLIP 1992, circle the dates July 2 - July 31, 1992 on your calender. There is more specific infonnation regarding the courses and course dates in this Newsletter. We are looking forward to meeting each and every one of you again.A special welcome to our returning Iroquoian students. Until next time ...May the Great Spirit Guide You. Barbara Toye-Welsh, Coordinator Native Language Instructors' Program NLIP Secretary Introduction ... Hi! My name is Sonya Bruyere. I started with the Native Language Instructors' Program at the end of January, 1992. I was previously employed with the George Jeffrey Children's Treatment Centre and some people might recognize me from Dilico Ojibway Child and Family Services where I did occasional contract work. I am originally from Fon Frances but have spent most of my life here in Thunder Bay. Please feel free to come in and introduce yourself. It is always good to know the face behind the voice on the telephone. Do not hesitate to call me if you need any infonnation or assistance throughout the year. My office number is 343-8198. Hope to see you soon!!! At; /L ;,;_, Sonya Bruyere, Secretary Native Language Instructors' Program Native Language in Ontario Vol. 7 No. 3 Page 1 �Announcements From The Ministry of Education Native Language Policy Beginning in September 1992, school boards will be required to offer a Native Language Program when the parents/guardians of 15 or more students request in­ struction of a Native Language and a qualified teacheris available. School boards may offer the program for fewer than fifteen students, after considering the feasi­ bility and cost of such a program. The policy specifies that Native Language credit courses be recognized to replace the French as a Second Language and Anglais credit course currently among the com­ pulsory credit course offerings leading to the Ontario Secondary School Diploma. There are six Native Languages offered throughout the program- Ojibwe, Cree, Delaware, Mohawk, Oneida, and Cayuga. The Ministry will continue to provide financial assist­ ance to school boards to offset operating costs of the Native Language Program and five year support at the rate of $200 per pupil for development costs to new school boards offering the program. Native Studies Guideline Native Studies Guideline, Intermediate Division, 1991, outlines a program of Native Studies for grades 7 and 8 which explores community organization, social change and social conflict in the Canadian context from a Native perspective. The guideline also outlines two credit courses for credit which may be offered in grade 9 or 10. In addition, it provides teachers with a foundation for integrating a Native perspective across the curriculum. Native Studies courses are available to Native and non­ Native students alike. Cree Software Program The Cree syllabic text editor provides user-friendly software which not only displays the syllabic text but also speaks to the user. An audible voice pronounces the syllabics which appear on the screen so that the user learns both visually and aurally. The program utilizes both Eastern (Cree) and Western (Ojibwe) Cree syllabic texts and was developed in conjunction with Cree peoples in Attawapiskat, Fort Albany, Kashechwean, Moosonee, and Moose Factory. The text editor is currently being piloted in three schools in northern Ontario. It is available to all publicly funded schools in the province as well as schools administered by Indian and Northern Affairs Canada and Band operated schools. For more information regarding these announcements, contact the Ministry of Education Office in yoµr region: Northwestern Ontario Region Ontario Government Building 435 James Street South P.O. Box 5000 Thunder Bay, Ontario P7C 5G6 Northeastern Ontario Region Box 3020 North Bay, Ontario PIB 8K7 Central Ontario Region Heron's Hill Bldg., Suite 3201 2025 Sheppard Avenue E. Willowdale, Ontario M2G 1W4 Midnorthern Ontario Region 199 Larch, Street, 7th Floor Sudbury, Ontario P3E 5P9 Western Ontario Region 759 Hyde Park London, Ontario N6H 3S6 Eastern Ontario Region 1580 Merival Road, 4th Floor Ottawa, Ontario K2G 4B5 Page 2 Native Language in Ontario Vol. 7 No. 3 �An open memo ... From: Taihowehs - Amos Key, the Speaker To: all Elders; all First Nations, federal & provincial leaders; federal & provincial Ministers; First Nations education au­ thorities; parents of First Nations students; students of First Languages and First Nations; cultural institutions; and Na­ tive and Non-Native students of politics. Re: The Power of Having Two Languages I read with much interest a Canadian Press article written by Portia Priegert, run by the Brantford Expositor on July 8, 1991, entitled: Bilingual Bonuses Cited as an Irritant The article cited that the Citizens' Forum on Canada's Future, which talked to some 300,000 people about a range of national issues, found that a bonus was given to public servants who speak both French and English was often singled out for criticism. This criticism is not unfounded for those of us worldng with First Nations languages on shoe­ string budgets. The bonuses are offensive when you compare, in total, the small amounts available for the maintenance and revival of First Nations languages. With the limited funds available to cultural centres for our languages, we must conduct re­ search, develop instructional materials and hard literature, provide technical support and assistance to our communities for local language initiatives and provide, if we are lucky, an annual meeting of language professionals. Yet federal employees are able to command salary bonus just for stating that they are bilingual or have or are receiving training in a second official language, generally, at no cost to themselves. The financial facts regarding this bonus are staggering: • There are two official languages in Canada: French and English. Each federal employee receives an $800 bonus as an incentive to have a working knowledge of a second official language. There are 58,000 employees collecting this bonus each year. This costs the government $46,400,000 a year! The federal government has been paying this bonus for 14 years, therefore it has paid out $644,000,000, that is, over half a billion dollars since 1977!! ! • Federal employees think the bonus should be doubled, making the price tag $92,800,000 per year. • The federal government spends $300,000,000 a year on the French language. How does one single language warrant such attention when many of Canada's Aboriginal First Languages are on the verge of extinction? How do we gain access to those kinds of dollars for our language initiatives, research projects and programs? How is one language more official then another when we supposedly are all equal under guarantees assured us within Canada's Charter of Rights and Freedoms? Some Things to Consider * We must change attitudes within our First Nations commu­ nities, political associations and national offices regarding use of our own languages. • We must define how bilingualism should apply in our own communities, in other words, French/English, Native/Eng­ lish or Native/French. * We must develop a 'nationalistic• approach when setting our agendas, conducting meetings and negotiating with fed­ eral and provincial levels of government. * We must continue to discuss language inequalities and abuses with our local community leadership and leadership within our provincial and territorial organizations, in turn they must do the same when speaking on our behalf to all levels of government. • We must encourage our communities to adopt our lan­ guages as our National Languages and to develop strategic plans and incentives to encourage our very own First Nations civil servants to become bilingual (including annual bo­ nuses). • We must develop strategic plans and incentives for our very own cultural institutions' staffs to become bilingual in our languages including: full training allowances, leaves with full salaries and annual bonus structures for those staff members who are or become bilingual. • We must make the Federal government recognize the fact that we are no less human in wanting to become bilingual on our terms. Finally, on the eve of the 500th anniversary of Mr. Columbus' landing on our shores, we must realize that we might not survive the next 500 without our First Languages. ••reprinted with permission from Amos Key. Native Language in Ontario Vol. 7 No. 3 Page3 �Native Language: A Northern Vision Lakehead University, in the heartland of Ojibwe country, offers a selection of Native Lan­ guage courses and programs. Native Language studies are proving to be of interest to stu­ dents of every age, Native and non-Native alike. Some students come to Lakehead especially to study in a Native Language pro­ gram, while others find that the study of Native Language com­ plements their chosen programs in other fields. A Native Lan­ guage minor has been available since the fall of 1988. The Native Language Teachers' Program first began as a pilot project in 1973 in Fort Frances with three instructors and twelve students. In 1984, the Ministry of Education for Ontario announced a new policy regarding Native Language education. Through that winter, representatives from Lakehead University, the Ministry of Colleges and Universities, and Indian and Nonhem affairs met to establish a Native Language Teachers' Certification Program leading to a Perma­ nent Letter of Standing after three summers work. In 1985, the first certification program in Algonquian started at Lakehead and the Iroquoian component was offered in 1991. Courses for non-speakers, courses for speakers, and advanced studies in Native Language are part of the program. During the 1991 summer school, there were two hundred and twenty-seven students from Ontario, Quebec, Manitoba, Minnesota, Michigan, and Wiscon­ sin. Instructors with expertise in linguistics, Native Language curriculum development, and Native Educa­ tion come from New Zealand, Alberta, Saskatchewan, Nova Scotia, New York State, and Ontario to partici­ pate in the program. The Native Language Instructors' Program has been designed to meet the needs of fluent and non­ fluent speakers. For fluent speakers, there are several programs: Page 4 1. Diploma in Native As A First/Second Language 2. Native Language Teacher Certification 3. Courses for speakers to introduce the structure of lan­ guage, orthographic princi­ ples, and current language usage. 4. Advanced studies provides opportunities for students to pursue topics related to their own particular interest. For non-fluent speakers, there is a series of courses sequenced through progres­ sive stages of Cree or Ojibwe acquisition leading to functional fluency. In addition, there are courses offered in Native as a Second Language for children from five years to fourteen years of age during the month of July. Lan­ guages of instruction include: Western Ojibwe, Central/ Eastern Ojibwe, Cree, and Mohawk. The classes are designed to develop and enhance awareness of Native culture and develop communication skills in a Native Language. Other features of the program include counsellors on-site, an Elders program, provisions for mature stu­ dents. practicum placements in the language of one's choice, and supportive traditional and contemporary teaching/learning practices. The program for 1992 begins on July 2, 1992 in Thunder Bay. For two days, July 2 and July 3, students will register, participate in orientation, attend a Wel­ come Feast and prepare for classes. The last day of classes for the summer will be July 31, 1992. This is an exciting opportunity for those interested in either the study of Native Language or a career in ' � Native Language. i 2 For more information, contact -at Barbara Toye-Welsh at (807) 343- "' � 8542 or Sonya Bruyere at (807) 343- � llllllli� -._ 8198. Native Language in Ontario Vol. 7 No. 3 �NATIVE LANGUAGE INSTRUCTORS' PROGRAM The Native Language Instructors' Program is designed to prepare the candidates to teach Native As A First Language or Native As A Second Language. TO ENTER THE PROGRAM YOU MUST - speak a Native Language or - read, write and speak a Native Language and - meet Lakehead University's Mature Admission requirements WOULD YOU LIKE TO: - earn a Permanent Letter of Standing from the Ministry of Education for teaching Native As A Second Language - earn a Diploma in Native As A First Language - earn a Diploma in Native As A Second Language - promote and maintain the teaching of Native Languages NATIVE AS A SECOND LANGUAGE FOR CHILDREN JULY 6 · JULY 24, 1992 SPONSORED BY: Native Language Instructors' Program, Lakehead University These classes are for children wishing to study Native As A Second Language. The classes are designed to develop and enhance a student's awareness of Native Culture and to develop communication skills in a Native Language. The classes will comprise of class time, outdoor activities and field trips. Children aged five years to thirteen are invited to participate. COURSE INFORMATION LOCATION: Bora Laskin Building, School of Education DATES: July 6- July 24, 1992 TIME: 8:30 a.m. - 12:30 p.m. FEE:Free 1992 SUMMER COURSES IN NATIVE LANGUAGES OJIBWE 1010. Introduction to Ojibwe I Introduction to basic Ojibwe phonetics, grammar and conversation. 6:00 p.m.- 9:00 p.m. Time: July 6- July 17, 1992 Date: Instructor: Tom Beardy OJIBWE 1012 - Introduction to Ojibwe Il Development of conversational skills and practice in writing. 6:00 p.m. - 9:00 p.m. Time: July 20- July 31, 1992 Date: Instructor: Tom Beardy OJIBWE 2011- Field Study Development of basic skills. Introduction to reading materials. Special project to be pursued as practicum. 6:00 p.m. - 9:00 p.m. Time: July 6 • July 17, 1992 Date: Instructor: Chris Kakegamic OJIBWE 3011 • Ojibwe Immersion Development of language skills on location. 10:30 a.m.- 12:30 p.m. Time: July 20- July 31, 1992 Date: Instructor: Chris Kakegamic NL 2713 - Algonquian Linguistics A study of the Algonquian family with particular emphasis on Ojibwe and Cree. 10:30 a.m.- 12:30 p.m. Time: July 6 - July 24, 1992 Date: Instructor: John O'Meara NL 3S11 - Literature: The Oral Tradition Introduction to the methods of collecting information. Includes using oral tradition, research, and guided projects. 1:30 p.m. • 3:30 p.m. Time: July 6 - July 24, 1992 Date: Instructor: Ernestine Buswa For more infonnation call: (807) 343-8198 or (807) 343-8542. Native Language in Ontario Vol. 7 No. 3 PageS �The history, laws, and customs ofIndian people were handed down by the elders of the tribe when they told stories. It has always been the role of Indian elders to be the "keepers" of culture. They've kept traditions alive and passed on all the small things that help people remember the old ways. ELDERS What do you think ofwhen you hear the word "elder"? Do you think of an old person sitting in a wheelchair? Do you see an old man shuffling down the street? Is he all bent over and talking to himself? Do you think of"old people's home" when you hear the word "elder"? Well, some of those things are true in today's society. Many elders today are forgotten people. They are not considered important because they seem to have nothing to do in our busy world. It hasn't always been that way. Elders have been the center of Native American cul­ tures. They were the people who passed on important traditions and knowledge. Without their wisdom and long memories, the people would not have survived. Grandmothers told stories that wove the generations together like a huge quill. Grandfathers told stories that kept the old ways fresh and alive in the minds of their people. In Indian tribes, old age meant a person was full of experience and had grown wise. Elders were treated with great respect. And they kept very busy. Elders did whatever jobs they could. Just "growing old" was out of the question for a woman who had worked hard all her life. She wanted to be useful to those around her. She wanted to continue to be a helpful member of the family for as long as she could. The same was true of elder men. Older women took care of babies and children. That gave the young mothers time to work in the fields, pick berries, or hunt game. Grandmothers taught traditional values through stories. They taught the children of the tribe the right way to live. In the Gros Ventre tribe, grandmothers took over the teaching and training of their granddaughters when the girls were about seven years old. This lasted until the grand­ daughters married. The girls made life easier for their grandmothers by bringing water, chopping wood and helping with other difficult chores Among the Papago, grandmothers were the leaders of the family. An elder woman would direct all the work of her daughters-in-law. She made many of the decisions for the family. She tookcarcofthechildren when theirmothers were busy doing something else. Page 6 In many farming tribes, elders spent much oftheir time guarding the crops from hungry birds. The Hopi people built brush shelters around their fields. These shelters provided shade for the elders while they protected the crops. Even though some elders were too weak to do hard work, they could still be of use to the tribe. When it was time to harvest, some Hopi families invited old women to help shuck com and dry peaches. These women had no sons to support them, so the family would pay the elders by giving them food in return for their work. Mandan people believed that if you neglected the old people, you would not live very long. They believed that sacred beings were sent to earth pretending to be poor or old people. These sacred beings wanted to find out which families were being unkind. If a family was mistreating an elder, the members of the family were punished by the sacred being. The Kiowa believed that parents must treat their children well and give them the best training in all ways. They didn't believe children should be overworked. Every­ thing possible was done to see that nothing bad happened to them. Grandparents would say, "Our children are dear to us; but when we have grandchildren, they seem to be more dear than our children were." Grandmothers played a very important role in teaching children the skills they needed as adults. Titey showed the children how to make things and watched them practice for Native Language in Ontario Vol. 7 No. 3 �long hours. Even a young child was soon able to weave a warm rug or make a basket that didn't leak. Grandfathers taught young boys to track an hunt ani­ mals. They taught the young boys the values they would need to become useful members ofthe tribe. They showed the boys how to strengthen their bodies so they could run long dis­ tances or move quietly upon an enemy. They taught young children how to handle the bow and arrow. They made stick horses for little boys and then taught them to ride real horses when they were old enough. They told stories that reminded the children of who they were, where they came from, and where they were going. At night the elders told stories to the children. Some stories were funny and others were sad. The stories told many things about how people should act towards one another and what would happen ifthey dicln 't. Sometimes children would pretend to be asleep. They would close their eyes and listen. Honor The Elders We want you to think about what it means to be an elder. Today you are young. Someday you will be old. You will have children and grandchildren who will look to you for guidance . We thought you should understand how Indian people feel about elders and how they should be treated. OMAHA Tribe: Young people who think first of themselves and forget the old will never prosper, nothing will go straight for them. WINNEBAGO Tribe: If you see a helpless person, help him if you have anything at all. If you happen to pos­ sess a home, take him there and feed him. GROS VENTRE Tribe: When you grow up and finally have your own home, pity the old men and pity the old women, pity the poor. If you see an old woman with a ragged dress, give her a blanket. Make moccasins for these old women. If you do that the One Above who watches and looks at you doing those things is going to reward you. This is a SIOUX lesson telling how elders should be treated. Even when they fell asleep, the children still heard the words. The stories and legends slipped into the child's memory and stayed there forever. As they grew, they would remember the lessons they had learned. If we are lucky enough to still have grandparents, we should hug them and say "thank you". We should listen to what the elders have to tell us. We should try very hard to hear the lessons our elders have to teach. One day, they will be gone. Some day, we will be grandparents. We will want our children and grandchildren to remember our lessons and feel our love. IF THE VERY OLD WILL REMEMBER, THE VERY YOUNG WILL LISTEN. Article from: Daybreak Star, January 1989 - pgs. 3 - S IRON SHELL SAVES A GRANDMOTHER Once Iron Shell, a leader of the Sioux, was among the last to leave the winter camp. They were moving to a summer village. As he and his family were leaving, they came across a sad, old woman sitting alone. She had a , smallsupplyoffoodand water. "What is the reason you sit here, Grand­ mother?" Iron Shell asked her. "I'm old and wonhless," she re­ plied. "My son can no longer care for me. So I shall sit here to die." Iron Shell did not feel that this was right. So he put her on a travois with her small bundles. She became a member of his group. When Iron Shell reached the new camping site, he led the old woman on the travois to her son's lodge. This was a poor family, and they owned only one horse. Iron Shell called to the son,"Here is your mother," he said. He pointed to the horse that carried her on the travois. Then he said, "Here is a horse for her. Don't you ever again leave her like that." The son was glad to see his mother. And as long as she lived, he took her from camp to camp with his family. Article from: Daybreak Star. January 1989 • pg. 20 Native Language in Ontario Vol. 7 No. 3 Page 7 �This is a special song that was written by some of our student editors. They sang it at a dinner honoring elders in our community. They had a lot of help from MARK HOO· VER. Mark Lv from the Aleut tribe. He is a singer and songwriter. He told our editors that a song is a way of thinking and feeling words from the heart. The words are spoken in honor of our wise and respected elders. Key Words for i by Annette Kowtiash For Grades 4, 5, & 6 Vocabulary mitig • tree nibi • water inini • man nesive • three ishkode • fire bijhiki · cow "HONOR THE ELDERS" Tonight we honor the elders Men and women who have made it through the night Through the darkness that came upon this land With the coming of the light With the coming of the light If I think about that day My thoughts just slip away slip away doopwin • table giigoo • fish aagim • snowshoe ikwe • woman naanan • five akik · pail Oral Reproduction: • Repeat the words several times to the students using illustrations for different pictures. Show a picture of a tree, say the word in Native Language. Mount the illustration on the board and group the students near them. Point to each illustration encouraging the students to recall its Native Language name. Continue until all of the tenns have been reviewed. Now it's time for us to listen To what they have to say But there is so much wisdom I know they know the way If we hear just what they say We will not fade away fade away • Group the children in a circle. Whisper a sequence of three or four Native Language vocabulary words in a student's ear. That child should then whisper the same words in the same order to the student next to him. Continue in this way until the last child in the circle hears the sequence of words. That student should repeat the words orally. The object of this activity is to maintain the same sequence of words all the way around the circle. Repeat using other sequences of Native Language vocabulary words. Yes tonight we come to give you All the love we have to share It is a special evening for you To show you that we care And now you know we do You know we all love you we all love you. Thoughts about elders were taken from a book called Dau�htersafthe Earth written by Carolyn Niethammer. Article rrom: Daybreak Star, January 1989 • pg. 21 Then after a quick review, hand out a sheet of paper with words and pictures on them. Have the students draw a ring around it's name for evaluation. See next page for example. Annette Kowtiash is a Native As A Second Language teacher in Gull Bay, Ontario. Ideas and Suggestions by Tena Sault 1. I have a teaching idea that a Native Language teacher should have his or her classroom because the regular teacher just interferes. This is from my own experience, I'm only a supply teacher. Page 8 2. I have a suggestion that every time you introduce new language, the students say I know that already. I think there is not enough resource material and the students are bored all the time. Native Language in Ontario Vol. 7 No.3 �Key Words for by Annette Kowtiash Say the name of each picture. Draw a circle around it's name. ninik mitig niswc mitig mitabi niswc � � nibi inini nibi inini ishkodc mitig bizhiki mitig inini niswe bizhiki ak.i inini 3 agim giigoo giin wiin 5 niswi nibi mitig oopwin mitig doopwin aagim amik ikwe giigoo ikwe mitig asin naanan akik asin niin aki amik gawiin nibi mawi Native Language in Ontario Vol. 7 No. 3 asab bizhiki mitig Page 9 �Ojibwe Speakers in Mattagami by: Alex Jacobs The attached graph indicates the number of speakers in the community of Mauagami. However, these numbers are changing each year as Elders pass on, new marriages and births take place, and other members choosing to live in the cities where they feel that they have a better chance of employment. Previously, many of our members married non-Na­ tives, and as a result, lost their status and raised children who were unable to speak their Native Language. This is evident in the graph. It shows a very high percentage who speak English better than Ojibwe. As a result they are unable to teach their young the language in the most crucial years of a child's life. The NLTC, which is currently being taught in Thun­ der Bay is however, playing a very important role in reviving the language throughout many reserves. The high interest among those who take the course to teach their language, is indicative of the success that the program is having in each of the graduating classes. These new graduates either go on to Teachers' College or to their reserves where they can use the teaching skills they devel­ oped while atLakehead University. Surely, we will see more positive signs in other studies that are sure to follow. Hopefully, the graph will be reversed within the next ten to fifteen years. This past year was a very informative year for me. Our class had the good fortune to have two Maori teachers from New Zealand, who were also husband and wife. Their use of the Language Nest is probably the best method we could use inteachingouryounghow to speak theirNativeLanguage. I currently am not teaching, but hope to do so as a Special Ed teacher when I graduate from University of Toronto. Perhaps, I may use the Language Nest concept in my teaching, unless there is a better proven method at that time. I do feel that teaching the language should be a priority in all our Reserve run schools. By hiring graduates from the NLTC program, we can ensure that we are using the best possible teachers for our children. Alex Jacobs is a social worker in Toronto, Ontario and a third year Native Language Teachers' Certification Program student. OJIBWE SPEAKERS ACCORDING TO AGE IN MA TTAGAMI POPULATION - 298 SPEAK ENGLISH/OflBWE ONLY OJIBWE 6 55 BOTH: OJB. BEST 45 40 35 30 25 20 BOTH: EQUALLY 50 � � BOTH: ENG. BEST SPEAK ONLY ENGLISH 15 10 5 80 75 70 65 60 55 50 45 40 35 30 25 20 15 10 5 1 AGE - 85 80 75 70 65 60 55 50 45 40 35 30 25 20 15 10 5 ******************************************************* Page 10 mnn Native Language in Ontario Vol. 7 No. 3 mIIII �How to Make Brown Bread Ozaawizi Bakwezhigan by Annette Kowtiash Nendawendaagwak bakwezhiganikeyan: Doodooshaabo doodooshaabo•bimide waabishki •bimide ziinzibaakwak, ozaawaa•ziinzibaakwad nibi zhoominensag bakwezhigan•adaawaan ombisijigan bangii zhiiwitaagan Gichi•desinaaganing giga·atoonan, ak.ina dagooniganan. Niswi minik minkwaajiganan ga• ziiginaan. Anawe'in dash giigaa baateg. Maamaagon bakwezhigan. Bangii bimiide aabajitoon abwewining. Mii dash bakwezhigan abwewining ga.zhi•asaa. Gizhaabikiziganing biindaabikizh ima. Niswaak ashi naanimidana apiitaabikishin. Ngodiba 'iganshi aabitaminik giizhizo. I take in a class at a time to make brown bread. First I introduce the vocabulary words with a real object like doodooshaabo, I show them a can ofmilk. Then I show them the milk in a cup and say the word again doodooshaabo. I have them repeat it a few times until I think they cansay it and know what it means. I go on with the rest ofthe words in the same way. !introduce other words like nibi • water, bring and take. I point our a different student to bring me the same thing that I ask for. For example, I ask them to bring me sugar or bring me water. Then I let them make theirown brown bread, naming the ingredients they are using. Then after all is done they have a brown bread feast and milk to drink with it. Below is the recipe for Brown Bread. OZAA WIZI BAKWEZHIGAN Brown Bread Nendawendaagwak bakwezhiganikeyan: Doodooshaabo doodooshaabo•bimide waabishki•bimide ziinzibaakwak, ozaawaa.ziinzibaakwad nibi zhoominensag bakwezhigan•adaawaan ombisijigan bangii zhiiwitaagan Gichi·desinaaganing giga•atoonan, akina dagooniganan. Niswi minik minkwaajiganan ga•ziiginaan. Anawe'in dash giigaa baateg. Maamaagon bakwezhigan. Bangii bimiide aabajitoon abwewining. Mii dash bakwezhigan abwewining ga.zhi•asaa. Gizhaabikiziganing biindaabikizh ima. Niswaak ashi naanimidanaapiitaabikishin. Ngodiba'igan shi aabita minik giizhizo. Teaching Idea Booklet Level • Junior Division Materials . Coloured cardboard for cover Plain or light colour construction paper Pictures ofanimals cut fonn magazines ordrawn Cardboard for nouns and verbs 2 envelopes Objective. Students will learn through the oral method using listening skills. Other focus skills would be following directions, expressions, sounds, and visual meaning. This method will improve their ability to speak the language. l. Students participation is stressed. They can also make their own little booklets. 2. Instructor will introduce the action verbs • then introduce the nowtS (animate nowtS). 3. Give the book a title. Under each picture pasted on the construction paper write a short story about the picture, i.e. what the animal is doing. Example: I made a booklet called My Stoo ofaRabbit and iJ:m&. On the front cover I cut out and pasted a brown rabbit. Then on the next page another picture of a brown rabbit in a different position. Underneath, I wrote "A rabbit is brown in the summer. He changes colour in the spring time and in the fall. He likes hopping. He likes nibbling. He likes running. He likes eating. On the next page, there is a picture of a rabbit running. There is a garden there, the carrots are sticking out and there are a few blue clouds. I wrote: This rabbit is looking for food. He likes carrots. All day long he hunts for food. Finally he found a garden of carrots. Soon he will be nibbling at the carrots. (Action words here are running, looking, and nibbling.) The next page, a frog. I did the same thing. What does a frog do? Gwaashkwani and so forth. When I finished, I pasted on the back cover, the little envelopes; one for the noun words and one for the action words. Then these are the words I use to teach the students.. Native Language in Ontario Vol. 7 No. 3 Page 11 �Teaching Respect for Native Languages: A Corny Approach by: John Steckley The smvival of Native Languages depends on respect: respect within Native communities for the words of their ancestors, but equally respect beyond. How is this achieved, especially in the oh-so-powerful "beyond"? One way is to show that stereotypes do not hold, stereotypes such as the belief that Native Languages are somehow 'simple' or'primi­ tive', lacking in the complexity and sophistication ofa 'modem' (i.e., European) language. How do you do this? A number of ways seem to work for me. There are translation exercises that students or workshop participants can do with only about IO minutes exposure to the language in question. I have lectures in which are discussed those 'abstract' concepts peculiar to my lan­ guage (Huron), demonstrating that Native Languages are not just 'concrete' in focus (part of the stereotype). Recently I've developed a handout showing how one Huron verb can be used to produce 4,600 words. With Huron having more than 1 ,000 verb roots, it is then conceivable that Huron can boast over four million words. One of the simplest, and I believe most effective, methods of demonstrating Native Language vocabulary so­ phistication is the Huron com vocabulary exercise. I am sure similar could be done with other languages in vocabulary areas where they are strongest First, two students are chosen to go up to the board, one female and one male. They are asked to write on the board all the English terms they know which relate to parts of the com plant or to com food products. They are given two minutes. At the end, most students have written down 4-10 words, rarely more. When they are finished I erase all those words that are at least sometimes used to referto something else (i.e., ear. kemals, (com) flakes, (com) meal, even the word com itself). Unless they have written the Native word 'maize', everything gets erased. I then hand out a sheet (see below) of 3 1 terms in Huron which relate to com. I demonstrate that from a Huron point of view, English is a simple or'primitive' language, lacking tenns to describe what to the Huron would have been basic com-related terms. Students leave the classroom, participants leave the workshop, with Native Languages, like com in good soil, standing a little taller in their eyes. Page 12 Huron Corn Vocabulary The Com Plant (17 terms) onnenha yandutsa oionkwenda oronenda onnrayenhia ondista oiontsenda yaosa oia oiachia owhista oechia ohera ongokwa yangwika onniona awenienta com plant ear of corn small ear of com small ear of com (I don't know the difference between the two) cob with no kernels stem of the ear point of the ear (no kernels) com shucks row of kernels bran of kernel shell of hard com kernels skin of com kernels com stubble, non-living stalks corn stalk com flower germinated seed non-germinated seed Com Products (14 tenns) uha ohwaitsa yandatara onnonhwencha asewena onnonkwenta yaskenia askena utacha utaj yataronhwia enchionk ennhonta yandohwi bran of kemal (once ground up) popcorn cornbread bread made from unripe com bread made from ripe com boiled bread piece of cornbread cornbread crumbs cornmeal cornsoup clear comsoup (cornmeal soaked in water) thick comsoup cornmeal roasted in ashes com soaked in water until soft John Steckley is an instructor at Humber College in Etobicoke, Ontario. Native Language in Ontario Vol. 7 No. 3 �A Show of Hands Hand puppets are great fun to use, but have you ever made your own puppets with papier-mache heads? With this simple paper pulp method, you can model the heads for a whole cast of characters. Papier-Mache Puppets Papier-mache pulp (see below) Poster board, about 3" x 5" Tape Narrow-necked bottle, such as a ketchup bottle Acrylic paints Felt or other sturdy fabric, about 1/4 yard Needle and thread White glue 1. Have a batch of papier-mache pulp ready. Tape the piece of poster board into a tube (along the 5" side). Make it so it fits over the neck of the bottle you are using. The tube is the neck support for the puppet's head, and the bottle becomes a handy holder. 2. Using the pulp like clay, mold a head right onto the poster board neck. Build out features such as a nose, eyebrows, mouth, and chin. Attach ears and hair, if you like. Make the features prominent for the best results. Set aside in a safe, wann place to dry 5-7 days. 3. When the head is completely dry, paint it with acrylic paints. Cover the entire head to protect it from moisture. Add painted features and hair, or make hair from yam or fake fur. 4. Make a glove for the puppets body. First make a pattern. On a piece of paper, place your hand in the position shown. Draw the outline of a glove around it See how your thumb and littlest finger fit into the arms, and your index finger extends up into the neck. Make the outline 1/l." larger all the way around for the sewing seam. Cut out the pattern. 5. Pin the paper pattern onto a piece offelt folded in half. Cut out two glove pieces. Remove the pattern and sew the glove together (right-sides facing), leaving both the neck and the bottom open. Tum the glove right-side out. 6. Insert the head into the glove neck and glue :· •· .: it in place. Add fabric trims, buttons, and felt .· _ hands to the puppet body, if you like. Papier-Mache Pulp Papier-mache pulp, or mash as it is sometimes called, is a terrific modeling material. Use it to make puppet heads and to add dimension to papier-mache masks. The recipe here makes about 1 1/2 cups of pulp. Fill a medium-sized bowl about half full with scrap paper tom into small pieces. You can use newspaper, computer printout paper, old letters and envelopes - any paper that isn't shiny. Pour boiling water over the paper (have an adult help you with this), so that the paper is completely covered. Let soak for 1 hour. Meanwhile, measure 2 heaping tablespoons flour and put it into a small saucepan. Add 1/2 cup water and stir until well blended. Cook this mixture on the stove, stirring constantly, for about 3 minutes, or until it has come to a boil and is thick (have your adult friend help you again). Set aside to cool. When the paper has soaked long enough, put small handfuls of it into a blender, adding plenty of extra water to each batch. Blend on high for about 15 seconds. Pour the pulp into a colander. Continue in this way until all the paper has been reduced to pulp. Squeeze as much water from the pulp as you can. Measure 1 cup of the pulp (pack it into the measuring cup) and place it in a bowl. To this, add the cooled flour paste. Mix well with your hands.You can use sandpaper to smooth any rough edges on your puppet's head. Give the entire head a sanding for a different look. Shadow Show Poster board, about 9" x 12", per puppet Scissors X-acto knife Hole puncher 4 paper fasteners, per puppet 2 wire coat hangers, per puppet Wire cutters Pliers Tape Note: The instructions here are for a male figure with arms that bend at the shoulder and elbow. Adapt the instructions to make other figures, including animals that have moving anns, legs, or heads. Native Language in Ontario Vol. 7 No. 3 Page 13 �1. Sketch theoutline of your figure on the poster board. (You can do this on a separate piece ofpaper first, ifyou prefer, and transfer the outline to the poster board.) It must be large enough so that the shoulder and elbow joints are at least 1/2" wide (to accommodate the paper fasteners). Notice how the shoulders of the figure shown here are very broad, and how the anns are made in two parts. 2. Cut the figure out with a pair of scissors. Use the X-acto knife to cut out any interior sections, such as the eye, ear, and buttons of this figure. 3. Punch holes in the shoulders and in the shoulder and elbow joints of the two anns. Fasten them together with the paper fasteners. Make sure the fasteners aren't pressed down too hard against the poster board-there should be a little play so that the joints bend easily. Cut the paper fasteners with the wire cut­ ters, so that they don't show when the anns are moved about. 4. Cut a wire coat hanger (snip off the bent hook complctcl y) the length of the puppet plus about 8". Bend it with the pliers so that it confonns to the figure. Tape the wire in place with short lengths of tape. Instead oftaping the wire to the back ofthe puppet, you can sew it in place. Use strong thread such as carpet or buttonhole thread, and stitch right through the poster board and around the wire to hold it in place. 5. Cut two wires for the anns from the other coat hanger. They should be about 1 8" long, or long enough so that you can raise the puppet's anns high, but still have your hands hidden. Wrap some tape around one end of each wire several times; them tape the wires to the puppet's hands. 6. Use the puppet behind a lit screen. See Shadow Screen for hints on making your own. Page 14 Variations on a Theme If you would prefer to use a traditional open puppet stage instead of a lit screen, color the puppets on the side that faces the audience. Shadow Screen Shadow puppets are most effective when they are lit from behind, so that the silhouettes really standout. For the large, jointed figures, stretch a white sheet across a doorway. Create a barrier to hide behind, out of cardboard or an overturned table or pedestal � far enough behind you so that � you have room to manipulate the figures. Smaller figures can be placed behind a table-top screen made from cardboard and translucent paper such as parchment (ask for large sheets of parchment at an art store). Use a small lamp to light the screen. Table Top Screen Put on your shadow plays in a darkened room for the best results. Make a stand to hold several puppets when you are putting on a show. Stick the body wires into a thick piece of styrofoam, or drill some holes in a block of wood to stand the puppets in. A Banner Year Flags and banners are used to represent nations, communi­ cate infonnation, and add decoration. Design your own banner to hang in your room. Make it purely decorative or include some of your interests in the design to make it more meaningful. Felt Banner Felt or burlap for the background, about 24" x 36" Felt squares in assorted colors Fabric trims, such as rick rack, lace, braid, sequins, beads, and buttons, needle and thread White glue Native Language in Ontario Vol. 7 No. 3 �Note: Felt is the perfect choice for both a banner background and its decorative elements, because it doesn't ravel and can be glued. It also comes in a rainbow of colors. There are plenty of other fabrics you can use, however, but you should turn under any raw edges to prevent raveling. 1. Think about what you want to include in your banner. Sketch your ideas in color. Make a scaled-down version on graph paper, or cut out full-size pieces of paper colored with crayons or marlcers. Then, pin them on the fabric to see how size, placement, and color work together. 2. Cut and assemble your banner, either gluing the pieces to the background or sewing them on. Use as little glue as possible, placing a series of dots over the back of each piece. Press glued pieces under weights such as a pile of books or bricks, until dry. 3. Hang the banner. You can do this in a number of ways. Simply tack it to a wall (or door) withpushpins orthumbtacks. For something a little fancier, fold over the top edge of the banner (you should have included a little extra in the length to do this) and glue or stitch a long pocket. Slip a dowel or section of a broom handle through the pocket. Tie some cord to either end of the dowel and hang. 'R.� ��-- Variations on a Theme The banner described above is best hung indoors or in a well-protected spot. To make a banner that is meant to hang outdoors, it's best to use fabrics that will stand up to the weather. Nylon ·, is a good choice, as it dries quickly (so it won't mildew), but sturdy cot­ ton and cotton blends, sprayed with a protective coating used on uphol­ stery fabrics work well too. "+' A Spring Mini-Theme: Insects A. Bug Poetry A BUG SAT ON A SILVER FLOWER Karla Kuskin A bug sat on a silver flower Thinking silver thoughts. A bigger bug out for a walk Climbed up that silver flower stalk And snapped the small bug down his jaws Without a pause without a care For all the bug's small silver thoughts. It isn't right It isn't fair That big bug ate that little bug Because that little bug was there. He also ate his underwear. • BUGGITY Karla Kuskin Buggity Buggity Bug Wandering aimlessly Buggishly smug When all of a sudden along came a shoe Wandering too. The shoes went on wandering; ·t ��. Left, Splat. Bugs Very frequently perish like that. BUG DIET Robert McCracken Small bug out walking. BIG BUG OUT STALKING. Walking, walking, walking. STALKING, STALKING, STALKING. Walking, STALKING, walking, STALKING, walkSTALKING, waSTALKING, STALKING. Native Language in Ontario Vol. 7 No. 3 Page 15 �B. Learning About Insects 1. Create an Insect Bank Bring an old log or a limb ofa tree that has blown down in the recent winds into your classroom. Place this in an aquarium and seal the top with clear plastic. This becomes a Bug Observation Post for your classroom. Clumps ofearth sealed in mason jars make individual observation posts for your pupils. Place word cards and sentence strips with pens and pencils close to the aquarium. Also, place art supplies nearby for sketching or painting. Encourage children to record bug activity in both art fonn and written form. 2. Build an Insect Word Bank Brainstorm fornames of insects to build a word bank. Add to the word bank by reading books about bugs. Make a set of "insect" word cards for classification activities. The cards can be classified in many ways. A Dog's Book of Bugs by Elizabeth Griffin, classifies bugs in the following ways: how insects move where insects live insects that have wings insects that sting or hurt insects that like lights big insects little insects noisy insects silent insects day insects night insects 3. Introduction to Insects The number of insects in our world is unknown. Estimates range from 600,000typesofinsectsto 10,000,000. The insect population makes up approximately nine-tenths of the total population of the animal world. Insects are everywhere in our world except the ocean. Some insects Page 1 6 have survived almost unchanged for over 200 million years. Insects have no bones. Most have outside skeletons through which they breathe. They have tiny valves or openings in the sides of their bodies for breathing. Teach the following poem. EVERY INSECT Dorothy Aldis Every insect (ant, fly, and bee) Is divided into three: One head, one chest, one stomach part. Some have brains all have a heart, Insects have no bones. No noses. But with feelers they can smell Dinner half a mile away. Can your nose do half as well? Also you'd be in a fix With all those legs to manage: Six. 4. Facts About Insects All insects have these parts: - a head which includes the eyes, mouth, antennae or feelers - a thorax (the middle section). The thorax has three segments with a pair of jointed legs on each One or two pairs of wings are attached to segment. the second and third segments. Not all insects have wings. - an abdomen or stomach (the third section) - six legs S. Four Stages in the Life of an Insect 1 . THE EGG. The parent insect usually lays her eggs in a safe place near the food the larva will eat 2. THE LARYA. This is the animal that hatches from the egg. It usually looks and acts very different from the parent. 3. THE PUPA. When the larva wraps itselfin a cocoon or a chrysalis, it becomes a pupa. A wonderful change takes place inside this cocoon. 4. THE ADULT INSECT. The insect is very delicate when it comes out of the cocoon. It soon gains strength and is able to take care of itself. Read The Very Hungry Caterpillar , by Eric Carle. Help the children identify the various insect stages de­ scribed. Native Language in Ontario Vol. 7 No. 3 �6. Learn about Insects Through Art Activity a) Form a bug shape with clay. Paint it with tempera paint after it has dried. b) Use papier mache to form the parts of an insect body. Join the pans together to fonn a giant bug. c) Draw a Bug Gallery. Use a large strip of mural paper for the gallery. Give each child a square in which to draw and label favorite bugs. 7. Writing About Insects a) Have children choose a favorite insect, and tell several things they like about it and one thing they don't. For example: I like dragonflies, because they have beautiful colors, because they fly very quickly, because they are so graceful. But I don't like it when they zoom at me! b) Write extended lists to describe insects, what they are doing, and where they might be found. There was a pesky flea on my dog, a frantic wasp in the room, a huge beetle scurrying down the drain, a russet butterfly sitting on a blossom, and a tiny ant hurrying across the grass. c) Write prepositional phrase lists. For example: Where Do Ants March? Ants march Out of the drain pipes Out of the woodwork Out of the cracks Out of nowhere And into my sugar. Where Do Bees Buzz? Bees bumble and buzz Over the meadows Over the clover Over the geranuims Over the fence And under my shirt. m> m> m> d) Build ''The Ants Went Marching" song in the pocket chart. LINE ONE The ants went marching one by one, LINE TWO Hurrah, hurrah! The ants went marching one by one, LINE THREE LINE FOUR Hurrah, hurrah! LINE FIVE The ants went marching one by one The little one stopped to suck his thumb. LINE SIX And they all went marching down LINE SEVEN To the ground LINE EIGHT LINE NINE To get out, of the rain LINE TEN Boom, boom, boom! Rows 1, 3, 5 and 6 change through the song. Change only the changing parts. The ants went marching two by two . . . The little one stops to tie his shoe. The ants went marching three by three . . . The little one stops to play with a bee. The ants went marching four by four . . . The little one stops to shut the door. The ants went marching five by five . . . The little one stops to talce a dive. The ants went marching six by six . . . The little one stops to play some tricks. The ants went marching seven by seven . . . The little one stops to visit heaven. The ants went marching eight by eight . . . The little one stops to shut the gate. The ants went marching nine by nine . . . The little one stops to read the sign. The ants went marching ten by ten . . . Teacher's glad this is the end. Native Language in Ontario Vol. 7 No. 3 Page 17 �C. Books About Bugs and Other Insects Adrian, Mary. Honeybee. New York: Holiday House Inc., 1952. Anderson, MargaretJ. Exploring the Insect World. New York: McGraw Hill, 1974. Behn, Harry. Cricket Songs. New York: Harcourt Brace and World, 1964. Brenner, Barbara. //You Were an Ant. New York: Harper & Row, 1973. Bronson, Wilfred. The WonderfulWorldofAnts. New York: Harper & Row, 1965. Brouillette, Jeanne. Insects. Chicago: Follett Publishing Company. 1963. Ciardi, John. John J. Plenty and Fiddler Dan. New York: Lippincott, 1963. Clarke, J.F. Butterflies. New York: Golden Press. Cole, Joanna. Cockroaches. New York: William Morrow and Co.,1973. ____ . Fleas. New York: William Morrow and Co., 1973. Conklin, Gladys. We Like Bugs. New York: Holiday House, 1962. - . When Insects Are Babies. New York: Holiday House, 1969. Day, Jennifer. What ls an Insect? Racine, Wisconsin: Western Publishing Co., 1976. Dorros, Arthur. Ant Cities. New York: Crowell, 1987. Ewbank, Constance. Insect Zoos. New York: Walker and Co., 1973. Fleischman, Sid. McBroom' s Ear. New York: W.W. Norton and Co., 1969. ------------- Gall, Alice. Uttle Black Ants. London: Oxford University Press, 1936. George, Jean. All Upon a Sidewalk. New York: E.P. Dutton, 1974. Goudy, Alice. A Dog's Book ofBugs. New York: Athenewn, 1967. Hawes, Judy. Ladybug, Ladybug, FlyAway Home. New York: Thomas Crowell, 1967. Headstrom, Richard. Your Insect Pet. New York: David McKay Co., 1973. Hogner, Dorothy. WaterBeetles. New York: Thomas Crowell, 1963. Huntington, Harriet E. Let's Look at Insects. New York: Doubleday and Co., 1969. Hutchins, Ross E. Paper Hornets. Reading, MA: Addison Wesley, 1973. . The Bug Clan. New York: Dodd, Mead and Co., 1973. Kinn, Ann. In a Garden. New York: World Publishing Co., 1967. Lavine, Sigmund. Wonders ofthe Anthill. New York: Dodd, Mead and Co., 1960. Miskovitz, Ouistine. Where DoAntsGo in Winter? New York: J.T. Dennison and Co. (date unknown). Simon, Hilda. Exploring The World of Social Insects. New York: Vangaurd Press, 1962. Shuttleswonh, Dorothy E. The Story of Ants. New York: Doubleday, 1964. ____ . All Kinds ofBees. New York: Random House Inc., 1967. RESIDENTIAL SCHOOLS YOUR STORY IS OUR STORY The Past Is Our Present; The Present Is Our Future. To enable our healing, we need to break the barrier of silence that for so long has been our story. We need to shed our sorrow-to cleanse our spirit. We can begin by sharing our stories. WE CAN DO IT TOGETHER! It is our objective to publish a book of writings by Indigenous Peoples who desire to help themselves and others to learn and to understand what really happened. Please submit your writing (poetry, prose, shon stories etc.) by March 6, 1992 to Linda Jaine, Co-ordinator, Indigenous Peoples Program, Room 134 Kirk Hall, University of Saskatchewan, Saskatoon, Saskatchewan S7N OW0. If you require further information phone (306) 966-5556 or FAX (306) 966-5567. Page 1 8 Native Language in Ontario Vol. 7 No. 3 �Resources Canadian Book Information Centre AANDEG (The Crow) illustrated by Elizabeth King Gauthier by Shirley Pheasant Williams A typical Ojibwa legend told to the author during her childhood, can be used to teach the language. An illustration accompanies each sentence and an English version is supplied. Paperback $6.95 ISBN 0-96921-5-9 THE BEAR WHO STOLE THE CHINOOK: TALES FROM THE BLACKFOOT by Frances Fraser A collection oftraditional Blackfootlegends for readers young and old, recreated with simplicity, wit, and flair for the dramatic. Paperback $12.95 ISBN 0-88894-685-6 THE BIRTH OF NANABOSHO by Joseph McLellan The first in a series about the Ojibwa teacher and trickster Nanabosho. This book describes his birth and supernatural heritage. It also gives an example of one of his teachings. Paperback $9.95 ISBN 0-921 827-00-8 CHRONICLES OF PRIDE: A JOURNEY OF DISCOVERY by Patricia Logie Richardson 31 full colourful portraits, each accompanied by narrative text, celebrate aboriginal Canadians who have overcome discrimination and poverty to become successful professionals in Canadian society while retaining their own culture and heritage. Paperback $27.95 ISBN 1-55059-012-X CRY OF THE EAGLE: ENCOUNfERS WITH A CREE HEALER by D. Young and L. Swartz This book tells the story ofRussell Willicr's work and the process by which the authors experienced it. That process required change in both the medicine man and his observers. Hardcover $19.95 ISBN 0-8020-27164 EAGLE FEATHER by Ferguson Plain A story about a young Ojibwa boy who learns from his grandfatherthe values oflife from teachings and stories of the Ojibwa people. Paperback $6.95 ISBN 0-921 827-12-1 FAMOUS INDIAN LEADERS by P. Hauck and K. Snow From Membertou of the Mic Macs to Maquinna of the Nootka Indians, this well researched book examines early North American Indian leaders who lived in the Canadian territories up to the time of Confederation. Paperback $13.95 ISBN 0-920490-99-9 Native Language in Ontario Vol. 7 No. 3 Page 19 �FOOD & SPIRITS by Beth Brant The survival of spirit in the lives of Native people, throughout generations, is the enduring theme of these stories. With meticulous observation and the compassionate skill of a great story•teller, Brant traces the quiet daily triumphs in lives struggling to overcome violence and abuse, and to reconcile grief and loss. The return to a home, metaphorically or literally, bittersweet memories of childhood and family life, a reverence for the land and animals, and the perseverance for a life of dignity and self-worth by lesbian and gay people are movingly portrayed in these stories. Paperback $10.95 ISBN 0-88794-032-l THE FREEDOM OF SILENCE illustrated by Michael Robinson by Michael Robinson Michael Robinson's art and poetry make The Freedom ofSilence a moving experience. His native viewpoint proclaims respect and concern for the earth, and shows man as part of a fragile balance. Paperback $15.95 ISBN 0-96921 85-2-4 A GATHERING OF SPIRIT by Beth Brant: Editor Coming from over forty Native nations in Canada and the U.S., Native women explore a variety of issues and themes: identity, history, work, celebration and parenting. They speak through poignant short stories, autobiographies, prose, letters and illustrations. Paperback $12.95 ISBN 0-8896 1 -135-1 GIVING: OJIBWA STORIES AND LEGENDS FROM THE CHILDREN OF CURVE LAKE by Children of Curve Lake First Nation illustrated by Children of Curve Lake First Nation Native children ages five to twelve tell and illustrate Ojibwa legends. The custom oflegend telling as well as historical and modem data about this south-eastern Ontario reserve are also described. Paperback $7. 95 ISBN 0-96921 85-0-8 GREENMANfLE illustrated by Luc Robert by Jocelyne Villeneuve A retelling of an ancient love story set in the wild and romantic northland. Based on an Ojibwa legend, the story explodes into a chain of events comprising the legend of Greenmantle, the only daughter of Omama Eagle, the mighty chief of the vast Algoma domain. Paperback $9.95 ISBN 0-920806-95-3 IN HONOUR OF OUR ELDERS by Children of Curve Lake First Nation Essays by children of Curve Lake First Nation about favourite Elders, quotations from various Elders and photographs ofmany of the contributors. A preface explains the cultural significance of Elders. Paperback $9.95 ISBN 0-96921 85-3-2 Page 20 Native Language in Ontario Vol. 7 No. 3 �MY NAME IS LOUIS by Janet Craig James This novel for readers ages 12-15 concerns an Indian youth in Northern Ontario who is blessed with the talentto draw and paint. When given the opponunity to move to Toronto to study and exhibit his work, he must choose between a career as an artist and the conventional life of his family. Paperback $9.95 ISBN 0-921254-06-7 NESA ACTIVmES HANDBOOK VOLUME TWO By Don Sawyer and Art Napoleon A new volume ofeducational, culture-sensitive activities tested and designed for use in Native and mullicultural classrooms. The 22 activities include complete instructions and helpful suggestions for debriefing. Paperback $14.95 ISBN 0-88978-230-X NANABOSHO STEALS FIRE illustrated by Don Monkrnan by Joe Mclellan The second ofthe Nanabosho Series, this legend recounts how Nanabosho stole the fire forthe Ojibwa. It also tells why rabbiIS get brown for the summer. Paperback $9.95 ISBN 0-921827-05-9 NATIVE PEOPLES AND CULTURES OF CANADA by Alan D. McMillan By incorporating anthropology, archaeology, ethnography and history, the author presents in one volume a rounded view of all the native groups in Canada. Paperback $19.95 ISBN 0-88894-632-5 Hardcover $34.95 ISBN 0-88894-6()()-0 OFFERING SMOKE: THE SACRED PIPE AND NATIVE AMERICAN RELIGION by Jordan Paper In this study of the history, mythology, religion, and symbolism of tobacco, the author brings into clear focus the importance of the pipe ritual use by North American natives. Paperback $29.95 ISBN 0-88864-202-4 ''THE ORDERS OF THE DREAMED": GEORGE NELSON ON CREE AND NORTHERN OHBWA by Jennifer S.H. Brown and Robert Brightman Nelson's letter-journal gives a detailed portrayal of northern Algonquian religion, describing the characteristics of individual spirit beings, the use of the "shaking tent", the spirit guardian relationship, the windigo monster, the significance of dreams, religious aspects of medicine, and Cree and Ojibwa cosmology. Paperback $17.95 ISBN 0-88755-622-1 Native Language in Ontario Vol. 7 No. 3 Page 21 �The Canadian Book Information Centre National Office 260 King St East Toronto, Ontario M5A 1K3 (416) 361-0643 Western Office 1622 W. 7th Ave. Vancouver, British Columbia V6J 1S5 (604) 734-201 1 Atlantic Office 5675 Spring Garden Road Halifax, Nova Scotia B31 IHI (902) 420-0688 Prairie Office 404-100 Arthur Street Winnipeg, Manitoba R3B 1H3 (204) 943-3767 Company: __________________ Contact: ____________ Address: __________________________________ Phone: ________________ Fax:._________________ Order Form QTY Page 22 TITLE PUBL Native Language in Ontario Vol. 7 No. 3 ISBN PRICE �PORTAGE LAKE: Memories of an Ojibwe Childhood as told by Maude Keggedited and transcribed by John D. Nichols The Anishinaabe (Ojibwe/Chippewa) Indians of Minnesota give the name Gabekanaansing (At the End of the Trail) to Portage Lake of Crow Wing County in Central Minnesota. In this bilingual book, Minnesota Anishinaabe elder Maude Kegg of the Mille Lacs Reservation at Vineland, near Onamia, Minnesota, reminisces about her childhood at Gabekanaansing. Building birchbark and reedmat wigwams, boiling maple sap into syrup and harvest­ ing turtles and wild rice are some of the activities which are related in detail by Maude Kegg. Dictated in her native language, these delightful memories provide a child's view of traditional Anishinaabe lifeways coming into contact with Euro-American settlers in the early decades of this century. From 1971 to 1986 John Nichols recorded the stories that Maude Kegg told him. Sixteen stories appear in this collection for the first time and revised transcriptions and translations of twenty-five stories _ that were originally published in 1978 are also in­ cluded. The English translation appears on facing pages with the original Ojibwe text in a standardized orthography. The Ojibwe text is made accessible to students through a full Ojibwe-English glossary and linguistic study aids prepared by the editor. MAUDE KEGG is a member of the Mille Lacs Band of Chippewa of Minnesota and a longtime interpretive guide at the Mille Lacs Indian Museum of the Minne­ sota Historical Society. JOHN D. NICHOLS has been a student of Maude Kegg's for twenty years and is Professor of Native Studies and Linguistics at the University of Manitoba and editor of the quarterly Algonquian and Linguis� tics. Hardcover $29.95 Paperback $19.95 ISBN Hardcover 0-88864-216-4 ISBN Paperback 0-88864-217-2 UNIVERSITY OF ALBERTA PRESS 141 Athabasca Hall Edmonton, Albena T6G 2E8 Customer Scivicc (403) 492-2985 FAX (403) 492-0719 Quantity __Portage Lake: Memories of an Ojibwe Childhood hardcover @ $29.95 ___Ponage Lake: Memories of an Ojibwe Childhood paperback @ $19.95 Shipping & Handling ($4.00 for first book, $ 1 .00 each additional book) SUBTOTAL Canadian orders please add 7% GST _____ TOTAL □ Cheque or money order enclosed □ Please bill my VISA __ or MasterCard ___ Credit Card # __________ Expiry Date __________ Signature ___________ Only bookstores, libraries, universities, government departments, institutions, and corporations with estab­ lished accounts with the University of Alberta Press can be invoiced. Please include your P.O. number when ordering. NAME _______________ ADRESS,_______________ CITY_________________ PROVINCE/STATE,___________ POSTAL/ZIP CODE ___________ Native Language in Ontario Vol. 7 No. 3 Page 23 � 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 7 (3), February 1992 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 1992-02-01 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/0a1d8c923c1aa8e8318513dba8daa9a6.pdf 514665871e9f5cbdca9896de128f05fc PDF Text Text NATIVE LANGUAGE EDUCATION IN ONT _,...__O Anishinaabemowin-gik· aadiiwigamig <Jo-Jo_ V J6·=>pp ...o<JLn6•61' N.L.I.P. Tsi Tyonteweyentehta's Ayerihonnyen' ne Onkwehonwehneha Vol. 7, No. 4 June 1992. �Gcoeral Editor: Barbara Toye-Welsh Copy Editing: Sonya Bruyere Native Language Education in Ontario Table of Contents Message From tile C<>c>rd.inator'••••••••••••.•••••••••••••••••••••••••••••••/1 Graduation 1992...................••...........••..............•••.••.•......•....n,, A ward.s .••..•.•.••.•.••••........... Did You Kn.ow ••••••••••..••••••••••••••••••••••.••••••••••••••••••••••••••••• .13 Helpful Hints for Students...................................................J4 NLTC Til:Jle,ta.bles.••.••••..••••.••••••.•••.•••.•••••.••••••••••••.••••••••••.•••J5 NA.fl..lN"ASL Ttmetables••....•.•..•••.••.•.•.•..•.••.••..•••.••••••..•..•.J6 Institute TilIICta.ble••.••......•..•••.••...••••••••..••••••••••..•.•••••••••.•.•••J6 NLTC Workshops •••..••........••••....•.•••.•••.•••••••••••..•..•••••••.. •••.• Native Council of Canada National Commiuion on A'ooriginal Childcare..••••••.....•...•••..•....•••••••....•.••.•••.....•.JS Whole Language in the Oassroom by Sonny Milcaere...... /10 Origin of Anishinaabe by Dennis Jones......._....................Jl 1 The Ojibwe Calendar by Nancy Jones............................... 111 Huron Language Exercise: Translating After Ten Minutes by John Steckley.............../12 Classroom Mangement by Rebecca Barnhart.................... J14 Oassroom Management by Annie Loon............................./14 Teaching Syllabics: Ideas That Work by Lydia Lennox.....JlS Native Crafts: A Sub-theme for Sharing by Annk Loon•..•JlS Ancient Iroquois text is said relevant today•..•..•••.....••..••..• /16 Anishnawbc World View is as Valid as Anyone's............./17 ConfCl'Cnce News •..••.......•...•...•••••••..••••.••...••••••••.•.••..••••••••.JI 8 Resources............................•.......................•..••..........•••....../1JJ ······························-····················J!, .n Contributors; Sonny Mikaere. Dennis Jones, Nancy Jones, John Steckley, Rcbccca Barnhart. Annie Loon. Lydia Lennox This issue and beyond . . . More teachers are begilming to contribute to Native Language F.ducation in Ontario. They are highly motivated and deeply in­ volved in the maintenance and re­ vitalization of Native Language. Their enthusiasm gives me much hope that together, we can make a difference. 'Ibanks to those people wbo wrote articles and reviews. We allknow that it isn't easy ttying to write an article within an already busy schedule! Help! Would you like to: •review a resource •write an article �de teaching suggestions •share information about a con­ ference? Ifthe answer is yes to any of these. please call the coordinator. Nati.yeJ&IliPl&einOntario is published four times a year by the Native Language Instructors• Program, Lakehcad University, 955 Oliver Road, Thunder Bay, Ontario, Canada. P7B 5El June 1992 �Message From The Coordinator ••• As June 21 quickly approaches, summer will soon officially be upon us. Each day the sun is brighter and warmer; the plants, trees and flowers are in glorious splendor. This is an exciting time for each and everyone of us as we prepare for the hectic summer ahead. Summer School 1992 will bring two hundred stu­ dents to Lakehead University to study Algonquian andlroquoian language.Informationpackageshave been sent to each student that has been accepted into the program. It is important to read all of the information and do remember to bring the package with you. If you plan to attend the Opening Feast on July 3, 1992,complete the form, detach and return it along with your money order by June 15, 1992. This will enable us to order the appropriate number of meals required. As well, if you want to order a sweatshirt, add this amount to your money order. , you will find some reminders and On pages important dates for your Summer School. The timetables will give you an idea of when your classes are held as well as the room number and name of the teacher. On July 2 and July 3, a photographer from Amora School Services will be on site to take your photo­ graph. An envelope has been included in your information package to be completed if you are interested. Toe correct amount of money must be included in the envelope at the time of taking your picture. These pictures will also be used for the annual yearbook. Year Four students will have their photographs taken with gown, hood and flowers. This summer we welcome Rama Kant Agnihotri from Delhi,India to teach year Four Methods.Sonny and Josephine Mikaere, from Wanganui, New Zea­ land, will be teaching year Three Methods and NativeIssues. Our linguists include: John O'Meara, Chuck Fiero, Laura James, Reta Sands,Lena White and Carrie Dyck. Education instructors include: Gary Hannam, Angela Moore, Jean Grubin, Brian Mazneveski, Dawna LeBlanc, and Isadore Tou­ louse. In the practicum, the associates are: Jean Shawan�EmestineBusw�VioletShawanda,Florrie Sutherland and Bernice Greene. The Principal will be Chris Kakegamic. There will be some familiar faces and some new faces to get to know. Three language coordinators from the National Lan­ guage Project in Capetown, South Africa will be attending courses this summer. We will have much to share and much to learn form these special guests. Judy Turrie will be working in the NLIP office for the summer. Judy has worked in the Languages Department and School of Education; we welcome Judy to our NLIP summer staff. This issue has additional information on the 1992 NLIP Summer School. There is a special congratu­ lations section to our 1992 Graduates and the awards recipients. An article follows on the National Com­ mission of Aboriginal Child Care. Contributions have been included by: Sonny Mikaere, Dennis Jones,Nancy Jones,JohnStickley,Rebecca Barnhart, AnnieLoon,LydiaLennon andIrene Scon. Articles of interest fromjournals follow. A resources section contains recent materials available. Lastly, infor­ mation regarding conferences in the fall of 1992 are included. We look forward to an exciting summer school. In the meantime,if yourequireany informationor need some assistance, please do not hesitate to call me at (807) 343-8542 or Sonya Bruyere at (807) 3438198. May the Great Spirit Guide You On Your Safe Journey. Barbara Toye-Welsh Coordinator,Native Language Instructors' Program �Graduation 1992 11111111 .<'1...,.,111 lhl!!\ .il.,i'ioll i ...;!lnadtf Jt-fol Jl'iclmt� ,?lr£: iU. Aqrrhib11ht ,Nl. ,i.1ki1111)U1: J•ll ��:ilUQ\Flln •t. .il't111arnfm. .:i:i. 11·111,irM i. --roulm1M •ltl. •ltllulr lt.-�lfll11111hrn� Missing: Veronica Archibald, James Fox, Linda Neshinapaise, Mary Okimaw, Christine Panacheese, anna Bella Solomon, Priscilla Wassegijig On May 23, 1992, a graduation dinner was held to honor the graduating students. Isadore Toulouse and Lorraine McCrae were chosen by the graduating class to be the master and mistress of ceremonies. Ernestine Buswa opened the evening with a traditional ceremony. David Bates, Acting Director of the School of Education, congratulated the students and wished them well in all their future endeavours. Presentations were made to Elvis Debungec and Sylvia Traverse. Ernestine Buswa presented elders with sweetgrass. Barbara Toye-Welsh and John O'Meara presented each graduating student with a carnation on behalf of the NLIP Program. Richard Lyons shared some memorable experiences and extended his congratulations to the students. After a delicious meal of chicken and sausage, Isadore and Lonaine extended warm wishes for a safe journey home. NarivP. T .s1ncri1ao-P. in Ontarin Vnl 7 Nn .4 �Graduation Poem On this, My Graduation, May I say Thank You.••• for the Challenge to Grow, for the Encouragement to Compete, for the Determination to Succeed, for the Enthusiasm to Live, for the Desire to Understand, for the Wisdom to Laugh, for the Ability to Love, for the Eagerness to Share, for the Opportunity to Learn. Awards 1992 Henriette Seyffert • Native Language Memorial Prize Wanda White was the 1992 recipient of this prue. Wanda had the highest average in her language courses. Her average was 88%. She will receive $100 at a Special Awards dinner planned by Lakehead University. Wanda also received her Bachelor of Ans at the graduation ceremonies. Congratulations Wanda! Highest Academic Standing Lorraine McCrae had the highest academic standing in her four years of study in the Native As A Second Language Diploma Program. Congratulations Lorraine! Student With Most Humor • Elvis Debungee was voted as providing the greatest sense of humour during his four years of study. Keep smiling Elvis! Friendliest Student • Sylvia Traverse received the award for being friendly and helpful. She will always be remembered for her warm smile. Congratulations Sylvia. • Members of the 1992 graduating class nominated and voted in this category. Did You Know ... - the first Native Language course was offered in 1973? - 37 students received their Diploma in Native As A First/Second Language on May 23, 1992? - there will be 8 Iroquoian students at Lakchead this summer? - Jean Shawana is Program Manager for Native Language at Sault College? - Ernestine Buswa is offering a workshop on Herbal Medicine? - Dawna Leblanc has started writing team? - Marina Osawamick teaches Ojibwe at Cambrian College in Sudbmy? - Chuck Fiero has edited -Annishinaabwe Bimaaji'owin-, a collection of stories by Tom Beardy, Norman Beaver, Justine Copenacc, Ruby Moms, Phyllis Morriseau,Dorothy Nagotchi,Emma Oskineegish, Alma Ottertail, Cecilia Sugarhead, Mariah Thunder, Loretta Wabosse and Robina Yellowhead? Copies are available through Judy at the NLIP office. �HELPFUL HINTS FOR STUDENTS When packing for your stay in Residence, it is important to be organized. Space in your room will be limited. CLOTHING: Besides the clothing you will need for classes, it is necessary to consider other activities you will be involved. You may find yourself in a dress-up situation for a night out. SPORTS EQUIPMENT: For the sports-minded, bring all of your racquets, a baseball glove, and a frisbee. If you bring a bicycle, bring a chain and lock also. STOVE AND FRIDGE : Both are available in the Residence. To make your stay during the Summer School comfortable, you may want to bring some of these items with you: SUGGESTED ESSENTIALS dishes clothes hangers extension cord laundry detergent soap shampoo towels dish towels needle and thread extra blanket drinking glass cooking utensils OTHER USEFUL ITEMS extra table lamp iron kettle toaster radio hair blow dryer fan COURSEWORK MATERIALS pencil sharpener colored markers paper punch pens scissors notebooks masking tape scotch tape glue stick stapler Samples of Work: lessons plans, audio visuals materials, games puzzles, children's work, tape recordings of music, stories or lessons. and lastly...... * * * Residence fees must be prepaid or paid upon arrival Be prepared to pay your tuition upon arrival unless you have mailed a sponsor's declaration form stating otherwise. If taking a taxi from the airport, ask the driver to take you to the main residence at Lakehead University. It will cost about $15.00. For more information, call the N.L.I.P. Secretary at: (807) 343-8198 �Native Language Teacher Certification (Algonquian) Timetable .. July 1992 estem -30 RB 24 8:30-9:30 .. ED 1351AA J. Grubin RB-3024 ED 1351AA 9:30-10:30 J. Grubin NL Cent/East) RB-3025 ED 1571AB G.Hannam RB-3025 ED 1571AB G.Hannam (Western RB-3026 ED 1572AA D.LeBlanc RB-3026 ED 1572AA Al 1232AA C.Fiero AL1232AB R. Sands ED0290 ED0290 10:30-11:30 ED0190 ED0190 11:30-12:30 RB-3024 ED 1571AA G.Hannam RB-3025 AL1212AB R . Sands RB-3024 ED 1571AA G.Hannam RB-3025 AL1212AB R . Sands RB-3025 ED1351AB J. Grubin RB-3025 ED1351AB J. Grubin 12:30-1:30 1:30-2:30 2:30-3:30 3:30-4:30 RB-3024 Al 1212AA C.F'tcr0 RB-3024 Al 1212AA C.Fiero D.LeBlanc RB3026 LUNCH RB-3026 RB-3044 ED1352AB B.Mazrievski RB-3044 ED 1352AB B.Maznevski RB-3044 RB-3044 AL1232AA C.Ftero AL1232AB R . Sands ED1352AA B.Maznevsld BI> 1572AB RB-3026 RB-3026 ED1352AA B.Maznevsld RB-3044 D.LeBlanc RB-3044 BD1572AB D.LeBlanc estem) RB-3046 ED1353AA J.Mikaere RB-3049 ED 1573AB S.Mikaere ED0390 ED0390 RB-3046 ED 1353AA J.Mikaere RB-3046 ED 1573AA S. Milcaere RB-3049 ED 1573AB S.Mikaere RB-3049 ED 1353AB J.Mikaere RB-3046 AL2213AA J.O'Meara RB-3046 AL2213AA J.O'Meara RB-3046 ED1573AA S.Mibre RB-3049 AL2213AB L. While RB-3049 AL2213AB L While RB-3049 ED 1353AB J.Mikaere Native Language Teacher Certification (Iroquoian) Timetable July 1992 8:30-9:30 NLT{.; (IrI) RB-3025 ED1571AB G.Hannam 9:30-10:30 RB-3025 ED1571AB G.Hannam 10:30-11:30 Ed0190 11:30-12:30 RB-3047 AL1212AC C.Dvck 12:30-1:30 1:30-2:30 2:30-3:30 3:30-4:30 NLJ(.; l.11' ilJ RB-3044 ED1352AB B.Mazncvsld NLTc (Jr ill) RB-3049 ED 1573AB ED1352AB B.Maznevski RD-3047 AL1232AC C.Dvck Ed0390 Ed0290 ED 1353AB J.Mikatte RB-3044 LUNCH S. Mikaere RB-3049 EDl573AB S.Mikatte RB-3049 RB-3047 AL1212AC C.Dyck RB-3025 ED1351AB J. Grubin ED1572AB D.LeBlanc RB-3047 AL2213AC C.Dvck RB-3047 AL2213AC C.Dvck ED1351AB J. Grubin ED1572AB D.LeBlanc ED 1353AB J.Mikaere RB-3025 RD-3047 AL1232AC C.l)yck RB-3044 RB-3044 RB-3049 �Native As A First/Second Language Diploma Timetable July 1992 8:30-9:30 9:30-10:30 10:30-11:30 11:30-12:30 12:30-1:30 1:30-2:30 2:30-3:30 3:30-4:30 NAFLI RB·30Sl AL1210/ 2211 AA J. O'Meara RB·30Sl AL1210/.221 lAA J.O'Meara RB·30Sl ED1451/1453AA A.Moore NAFLJV RB·30Sl AL2231AA J.O'Meara RB-3051 AL2231AA J.O'Meara RB·30Sl ED14S4AA A.Moore BL-2006 ED1S74AA I. Toulouse NA�LJV BL-2006 AL2233AA L. White BL-2006 AL2233AA L. White BL-2006 ED 13S4AA R. Aonihnari BL-2006 ED 1S74AA I. Toulouse RB-3024 ED1571AA G.Hannam RB-3024 ED14S1/1453AA A.Moore BL-2006 EDIS74AA I. Toulouse RB-3051 ED14S4AA A .Moore BL-2006 BD1599 I. Toulouse BL·2006 ED 1S74AA I. Toulouse BL-2006 ED13S4AA R. Amihotti BL-2006 ED1599 I. Toulouse RB-3051 ED1571AA G.Hannam Institute Timetable July 1992 9:30-12:30 1:30-3:30 Jul 6-24 6:00-9:00 Jul 6-17 6:00-9:00 Jul 20-31 6:00-9:00 Jul 6-17 6:00-9:00 Jul 20-31 OJ 3011 C Kake amic �1992 NLTC Workshops Workshop 1A and 1B Communicative Activities Instructor: Jmephine Mikaere In this workshop, students will be introduced to a set of activities and strategies that have proved successful in language acquisition. Participants will be involved in the development and production of a set of resources that can be utili2:ed in the Native Language classroom. Workshop 2A and 2B Introduction to Media Instructor: Brian Mamevski This workshop introduces the students to the various media available to the classroom teacher. This will include the overhead projector, the slide projector, the film projector, the camcorder, the photocopy machine and bulletin boards. Students will have hands-on experience and participate in group activities. Students will develop several materials for the Native Language classroom. Workshop 3A and 3B The Drum Instructon: Violet Shawanda and Russel DePerry The students will each construct a traditional hoop hand-drum. The workshop will include the origin of how the drum came to the Ojibwe, its traditional teachings, and ideas that can be incorporated into the study units in a Native Language classroom. Maximum Number of Participants: 16 Workshop 4A and 48 Parental and Community Involvement Instructor: Jean Shawana This workshop introduces the students to various strategies for initiating parental and community involvement. Students will develop a plan for his/her particular community. The advantages and disadvantages of each strategy will be discussed. The emphasis will be on the promotion of Native Language education through parental and community involvement. Workshop SA and SB Herbal Medicine Instructor: Ernestine Buswa This workshop will take students into the woods to collect samples of herbal medicines. The procedures for storing and the various uses of the herbs will be shared. Students will develop unit and lesson plans integrating the information on herbal me.di.cine in a Native Language classroom. Workshop 6A and 6B Native Studies Instructor: Gary Hannam This workshop will involve a review of the Native Studies Guideline: Intermediate Level. Students will develop a unit plan on a chosen them implementing the process of inquiry. Emphasis will be on active learning, involving the child in his/her learning and the evaluation process. Students will have the opponunity to share units at the end of the workshop. Workshop 7A and 7B Language Experience Instructor: Sonny Mikaere Students will be introduced to a wide variety of language teaching techniques. It is expected that the "hands on" approach will provide everyone with a number of options and opportunity to produce a kitset of appropriate resources for their classroom. Practicum 0190, 0290, 0390 Workshop Sessions .• a.m. - 11:30 a.m. Communicative Activities .. a.m. -1:00 p.m. . • 4:00 p.m p.m. Herbal Medicine J.Mikaere E.Buswa L u Commmucaaive Activities Herbal Medicine J. Mikaere E. Buswa 'llr,,T•• • Parental/ Community Involvement Media B. Mamevski R. DePe V. Shawanda J. Shawana N C Parental/ Media Community Involvement ••• . The B. Maznevski ,.. . S. Mikaere H J. Shawana T • •- G.Hannam .. r I ... Drum Studies Native Experience V. Shawanda R. DePe G.Hannam. S.Mikaen: 'llrr,,'T .. Language �Native Council of Canada National Commission on Aboriginal Childcare • Our Children Our Ways An Exploration Into Native Child Care Issues Why is Child Care a Native mue: In 1986 the Cooke Task Force of the federal govern­ ment stated that: ..Native families who are not on reserves need good child care.to allow parents to seek and main­ tain gainful employment, and to facilitate cultural adjustment of the non-native environments, at the same time providing the opponunity for them to preserve and maintain their language and cultural , traditions.. The Report also indicated that day care centres in Canada which reflect a native component are aJmost non-existent. Over 50 percent of the 750,000 off­ reserve native population lives in urbanfa:ed areas. Furthermore, according to Secretary of State (1985) statistics: - the average income of Native women and of a native couple in 1980 were lower than any other group in Canada - Native women experience high unem­ ployment (15.5%) and low wages (only 36% of average Canadian male -20 percent ofall Native families are headed by single parents,ofwhicb 80% comprise women These statistics indicate the reality of economic uncertainty and family breakdown in urbanized ar­ eas and the particular vulnerability of women and consequently young children in maintaining native culture and practices and in developing a positive self-image. Child care services at present reinforce the standanis of non-native society and provide little or no support to native families or children to break the cycle of assimilation, dependency, and poverty. What is child care? Child care refers to the temporary provision of care for children while the parents are busy during the days,nights or on weekends. The term child care is an extension of the more commonly used term daycare. Child care services may also include support services for parents during times of particu­ larly high stress. Child care does nm, refer to child welfare, however. Objectives of the Commission The pmpose of this commission is to investigate the child care needs of all aboriginal people who do not reside on a reserve. The target groups for this commission are Metis people and status and non­ status Indian people living away from reserves. The primary objective of the commission is to provide a forum for Native people to state their needs, con­ cerns and problemspertaining to child care services. Bacqround to tbe Commission In October 1988 the Native Council of Canada approached the Department of Health and Welfare with a proposal to conduct a national commission on aboriginal child care. The department agreed to provide support for the NCC to undertake a consul­ tation process with provincial and territorial govern­ ments to inform them of NCC's intentions and to solicit their support for the commission. At the same time, NCC contacted its own affiliates regarding the commission n:questing input for such an undertaking. Following the completion of this process the NCC held a one day special assembly, in Winnipeg, focusing on Native child care. Following the conference the NCC hired research- �ers, to conduct research on Native child care and to provide a summary repon of their findings to NCC. The final event of this process is the holding of commission hearings in all provinces and territories. About Aboriginal Child Care Culturally appropriate child care services continue to be a central concern ofall Native families. Whether they live in an urban or rural setting the desire of Native parents is to stabili7.e the child's life through self -respect. Knowledge of their cul� and herit­ age, and having pride in these, will allow them to mature with confidence through an understanding of who they are and where they come from. These will give thechild. security and afoundation upon which, they will become healthy and productive adults. - Viola Robinson NCC President The future of a child care system for aboriginal communities must be flexible enough to allow the communities to develop their own programs in ac­ corct,nce with their own priorities. We must no longerfeel the shame and fear that our grand-parents felt about who we are and where we come from. We must look to ourselves for our own guarantees, for we are the only ones that we can trust to ensure that our needs are met - Judge Murray Sinclair Manitoba Justice Inquiry Love is the key ingredient to solving todays prob­ lems. We must put aside our personal needs and desires to achieve the greater good for our children. - Eder Peter Sydney Tiingit Questions to be asked: What are the child care needs of the off-reserve population? How can child care programs be designed and operated so as to affirm rather than negate native cultures, languages and identities? extended family be incOipOnlted in child care pro­ grams? What training is available to native child care work­ ers and is this training sensitive to native cultures and realities? How does the issue of day care for children fit into the larger picture of broader social problems as they affect Native families and communities; alcoholism and substance abuse, family violence, criminal in­ justices, etc. What is the legislative environment in which native child care centres are developed and does this create problems in developing culturally appropriate child care spaces? What are the funding and licensing issues in each province and how do they impact development? Are there models or programs in the country that could be examined in developing child care? What are the issues in developing a native child care centre in a large urban centre as compared with a small remote community? WHO IS THE NATIVE COUNCIL OF CANADA The Native Council of Canada is a national aborigi­ nal organization which represents the interests of 750,000 off-reserve Indian and Metis people. Incor­ porated in 1972, its 14 member organizations in­ cluding Native Youth, represent aboriginal people from coast to coast and from the Arctic to the Canada-U.S. border. The primary function of the NCC is to represent. at the national level, the con­ cerns of its provincial and territorial affiliates and to represent the national concerns of its individual constituents. Native Coundl of Canada 384 Bank Street, 2nd Floor OTIAWA, Ontario K2P 1YS Fax # (613) 230-6273 (613) 238-3511 How can involvement of elders and suppon to the ,..._ __ n �Whole Language in the Classroom by Sonny Mikaerc A Whole Language classroom is a living, learning, sharing environment. where the curriculum for learners in embedded in the culture and social experiences of the local community. For learners, whole language means rich, authentic, developmentally appropriate school experiences. It means leamµig that is real, relevant and easy to learn in school as it is outside school. It means writing when you need to write because you have a real purpose. It means reading real literature and learning to read by reading. It means supportive teachers: • who take time to know each pupil * who provide an environment where problem solving and answering your own questions is encouraged and learners take the risks necessary to learn. It means that the learners language, values and cultural heritage are treated as strengths upon which to build. For SCHOOL ADMINISTRATION, whole language means new roles supporting teaching and learning. It means curricular leaders: * who provide resources * who facilitate holistic planning * who help teachers evaluate teaching and learning * who assist teachers to produce continuous growth in learning. Whole Language administrators are not amid: * to put their trust in teachers and learners * to change traditional pragmatic practices to holistic integrated ones Sonny Mikaere is a Director ofLanguage Development in Wangonui, New Zealand. SoMy implemented "language nests" andcontinuous to trainmore teachers. He will IJe teachingfourthyearcourses atthe 1992 summer school. TNt r,u,eauffl AK I INMKNOIWIN .!!!.L.!R!Im • tOresig)t,i • fully rtUtftCt 11fe 'lkilh • oaonil� • d lblMWlt • hWl'tndiw\11 • oiM111tnd••1011wtn .IIIU:Cll .. JNt4tl'<t .. co•°"ruion • COl'ISidtration • "111!1Uit7 � • • • • o.. ,.... 1 n ., • .. ShlYlftf res...: .. • ..,..,ntlftdOA ... ..,..J • whji"id • ..n11J Wl1i.W£.'10JWIH t,., �•'•tt. II ...-Jit . .. . wi\llQHd1NIA cltDWttOII ....,"'-,.tft heh cai.9or7 of •ethity arOtnd ch-c•e h iaport-1111t not ror tht is•••ttd ttillt l!lhici. it rtprtunu but for tht uMltdr�nt O•t tcthlt7 lHcM1. &ctivtUu rtlatltd to uw ere.It of 1th of tJllt ,�i..idv1I tav1tit :�, w•luts t"n 1us.ta1n tM C_._ft1t1. • � � !!!L!llli Ollt"l'U (Of'IHftUIS - ,oongai1 • Nthltoo...tdt• 011111&11( IUI Jl" IO,.IN IU.AiJO:it5i!tPS. W:TM TH[ C .. (cltbt-nion ' - trvst � � • l.tN1119ltl - eAduruce • tffort I\ �Origin of Anishinaabe by Dennis Jones 1. Ani - from whence shin - lowered aabc - the male of the species Eddy Benton "The Mishomis Book" Lac Court Orielles 2. Spontaneous Man William W�n "History of the Ojibwe People" Minnesota Historical Society 3. Original Man Anishinaabe Nanaboozhoo 4. All Indians as a generic term for all origin people of Turtle Island. 5. Anishin - good (charitable, honest, humble, forgiving, generous, respecting, loving... all spiritual principles) aabc - being Louis Councillor Nagaajiwanaang First Nation 6. Anishinaabe is one who is humble before the Creator. Peter Kelly Grand Chief of Treaty No. Three 7. Anishinaabe means "a void that is filled." Ma.kinaak-wajiwing Turtle Mountain 8. Anishaa - for nothing meaning that our lives me but a grain of sand on the beach of life. We are nothing without spiritual life. "We are spiritual beings having a human experience." 9. Anishinaa - the first words that elders say when they begin a ceiemony. Original man asked this question when the Creator was making people. Dennis Jones is an Ojibwe instructor at Rainy River Community College in International Falls, Minne­ sota. He teaches a course called "Origin ofAnishintlabe." For more information, contact Dennis at Rainy River Community College. The Ojibwe Calendar by Nancy Jones Long ago there were no clocks; the Ojibwe people June Waabigwanigiizis Ode'iminigiizis used the moon to tell time. They interpreted blossom the of the blueberries are on nature through moon. Stars weie used for making Aabitaniibinogiizis July weather predictions. For example: When the Miinikewigiizis birds and the bees built high nests, there was • mid �ummer blueberry picking usually deep snow in winter. August Manoominikewigiizis - stores to go out and get wild rice January Aapita -biboonigiizis September Waatebagaawigiizis - mid-winter moon - Leaves are turning many different colors February Makoosigiizis-Gaatagozitigiius October Binaakwiwigiizis - when the bear cubs arc born - Trees are shedding their leaves, like combing March Aandegogiizis Onaabinigiizis their hair • crust on the snow is hard to walk on November Gaagashkacing-giizis April Maangogiizis Migiciwigiizis - mid-winter, middle of winter moon, lakes and • the loons are back before Migiziwigiizis rivers me freezing Waabigwanigiizis May December Biboonigiizis Zaagibagaawigiizis- the buds of the trees are • winter time. coming out The leaves are born again n_ __ 1 1 �Huron Language Exercise: Translating After Ten Minutes By John Steckley If you can early solve a problem is a new field, cast a light in a dark area, you can own the solution forever, like having a candle that doesn't bum down. Such ownership, such illumination makes the field something familiar, not some black mystery to be avoided, devalued or mistrusted. For people with no experience with Native Languages, Ojibwa. Cree, Mohawk and Huron are very dark places. Participat­ ing in a single language session in which they end up working out problems makes them see the lan­ guage as familiar territory, no longer fomgn ground. more something safe that "I know about''. less something strange that "they speak... The following Huron Language exercise has been used with success with Community College students over the last five years, and has worked with Highschool and Elementary School students as well. Usually it is a group project. with groups nnging from four to six people. Constructing a Verb in Huron Constructing a verb in Hmon is like putting together a puzzle. Everything must be put in its right place. In this exercise you will see six different places (not all of which must be filled in every word.) and some of the pieces that fit in those places. In the examples given only one of the pieces can be used in each position in each verb, and they must go in the right order. You cannot. for example, put some­ thing from the second position or place in front of something from the first position. 1) First Position piece typical meaning example of use will have just would eyey - I will eat ayey - I havejust eaten aayey - I would eat Note: Just because 'will' and 'would' come at the beginning of the word does not make the word a question. 2) Second Position Note the 2 cases where the subject and object exist at the same time. -ye-ya-hati-hayc- 3) I (subject) she/it they (males) he (subj.) with me/my (object) I (subject) with him/his (object) eyeyehtey - I will be carrying cyayehtey - she will be carrying ehatiyehtey - They will be carrying ehayeatayehtey - He will be carrying me eheatayehtey - I will be carrying him Third Position (Noun Roots) m. -ront(a) -nnonchi(a) Pa2e 12 body (ie. to the oneeheatayehtey - I will be carrying him talked about being human) tree yaronto - A tree is in water ehatinnonchiohare - They will wash the house house Native Lan1rua2e in Ontario Vol. 7. No. 4 �4) Fourth Position (Verb Roots} to make a mistake to fall to look for to find -ndcra­ •en­ -ichia-oren5) Fifth Position (Verb Roots Suffixes) -t6) yanderas - She makes mistakes eyandatsenha - A pot will fall yeriwichiayi - I am looking for news ayendatsorenha - I have found a pot cause, for some reason ayarontentha - A tree has just fallen for some reason (cg. it is old) Sixth Position (Verb Aspects) -s- -yi-ha- often, habitually yataiyas - she often smokes am, arc, is (.•.ing) yandcrayi - She is making a mistake one timc(not repeated) eyandatsenha - A pot will fall Translate the following words in this manner: hatiatens yaatens hati/at/en/s they/body/fall/often = They often fall yendcrayi ehaycnnonchiorcntha __________________________ yenderas ahennonchiorenha hayeatichiayi aayarontenha eyerontentha aayannonchientha eheatichitha (Answers = She often makes mistakes, I am making a mistake, He will find my house, I amk:e mistakes, I have just found his house, He is looking for me, A tree would fall,I will cause a tree to fall, A house would fall for some reason, I will look for him for some reason) John Steclcley is a teacher ofHuron Language at Humber College. In August, John will be at Laurentian University in Sudbury. �Classroom Management by Rebecca Barnhart Ideas for noisy/restless dasses: e cance ell' recess; a cm sit o ty time; ave Stll ent give you three reasons will be why he/she should not be disci lined; wntc c a n c e t cir · g the privileges - recess; e that o m101 exercise cg. toe touching. t c can a ter ements up after classes are send note to parent dismissed. to sign explaining why student has demerits; Rebecca Barnhart is afourth year student in tM Native As A SecondLanguage Diploma Program. Classroom Management by Annie Loon 0 y like "This is th way I wash m face.."; P y a game, witc mto group pen 1scuss1on "Follow the leader''; work and write a about anything of story and each interest to students; group will present their stories to class; tnto an ge lDto they enjoy period class; story '11t.T-6.!___ 'I - - - - - - - !- "-•--=- g ,,_1 ,., ary or 1'.T- A �Teaching Syllabics: Ideas That Work By Lydia Lennox each child a bingo card with pictures of the I would teach them the same activity game using flashcards and the first sounds of weather in weather. The small chips would be in syllabics. I syllabics. The changes I would make would be to would call out the syllabics and they would match it with the picture. Or I would have one child write the whole word in syllabics because they come up and call out the syllabic. I would get the already know their first sounds. I would put up children to participate in the bingo game. Most of the pictures on the board and have each child go up and match the syllabics flashcards with the the children in my class like to participate, they ask if they could come up in front of the class. pictures. There's also another way of using the flashcards, it's like a bingo game. I would give Lydia Lennox is a founh year student in the Native As A Second Language Diploma Program Native Crafts: A Sub-theme for Sharing Teaching Time: 3 weeks by Annie Loon Unit Objectives: The students will be able to: develop self awareness of their heritage and language and will have a positive self­ image. To improve speaking and listening fluency by t.alking and listening to various speaker of the Cree Language. Achieve more and greater communication skills with words associated in the unit. To encourage students to participate in other school activities. Put a display of your crafts to the whole school. (wall display of crafts, posters.) Invite another craft worker to demonstrate his craft.(carving) Watch film about craft making Write a song about Native craft. Contents: Nouns Verbs Tenses Pronouns Possessives Animates Inanimates lntcm>gatives Singulars Plurals Language functions: Strategies: Assign students to do research work. Listing crafts done by community members in their community. Discussions as a whole group sharing ideas Collecting pictures of crafts and writing names for each picture. Maybe posters for wall display. (Each student per picture) Drills Fill in the blanks Project: Medicine Wheel and beading Invite craft workers (2) to demonstrate their crafts. (first week - beading) Evaluations: Projects: Medicine Wheel.Beading Fill in the blanks Posters, Participation (research discussions) Annie Loon is a third year student in the Native Language Teacher Certification Program. 'llr.1....:. ..- T ---•--- !- "'-•-...!- ,,_, -, 11l..T- A �Ancient Iroquois text is said relevant today taken from Chronicle-JoumaJ/l'jmes-News Sunday, Febnwy 9, 1992 Oshwekcn, Ont An ancient text known as the Great Law of Peace is as relevant to aboriginal people today as it was when it formed the foundation of Iroquois culture and tradition centuries ago, natives say. "It's for everybody. It was given to them by the Creator, but some don't even know it was given to them," said Andrew Staats, a Mohawk who has studied the Great Law for 15 years. Forfivedays last week, Cayuga elders intoned the English translation of the aboriginal bible of spiritual and political life. Hundreds of people arrived at the reserve for the conclusion lastSunday. ForStaats, the event fulfilled a dleam - bring­ ing an age-old constitution to the people. Jake Thomas, who helped in the recitation said the code is one way to 1einforce native culture and and tradition and ward off aAAirniJation. "We are holding the bubble of our cultlR in our hands," the Cayuga elder said. The law is a complex combination of rules outlining how to conduct spiritual ceremonies, ap­ point leaden and 1esolve disputes. The code, originally preserved in oral recitals by Iroquois chiefs, m:ounts the adventures of the Peacemaker prophet who united five wartorn Iroquois nations and showed them how to live in peace. Thomas said in the stories he heard as a child, the Peacemaker was born to a virgin mother. PREACHED PEACE Believing he as an illegitimate child, bis grand­ mother tried to kill bun dRe times before she realiu:d be was a messenger form the Creator. When the Peacemaker grew up, he carved a canoe out of stone and set it off on a great journey, travelling to many communities and spreading his message of peace, power and righteousness. 1bc Mohawks were the first to embrace his message, followed by four other nations who origi­ nally formed theIroquois Confederacy -the Oneidas, Onondagas, Cayugas and Senecas. Historians believe this union was formed in the 15th or 16th century, but many Iroquois people say the nations came together much earlier. When the Tuscarora joined the group in the 18th century, it became known as the Six Nations Confederacy. Amie General, an Onondaga chief, said the peacemaker's message was intended to all people, notjust the Iroquois. Native people from across Canada and as far away asEcuador have expressed interest in adopting its principles, he said. Sheri Green, a 13-year-old Mohawk who missed school to hear the Great Law last weekend, belongs to a new generation with a resurgent pride in their Iroquois traditions. "I want to be here because I want to know my culture and language," the Grade 7 student said. She said listening to the code will teach her DXR than sitting in school "I don't want to lose the old ways ofthe Indian people." �Anishnawbe World View is as Valid as Anyone's This year, as in other years.I amtaking courses in the Western academic tradition as taught in Cana­ dian society. Two of six courses that I am enrolled in - three at Lakehead University and three at Con­ federation College - arc in the discipline of anthro­ pology. By the way, I pay for these courses myself. Currently. anthropology is defined principally to be "the study of human kind.. in the broadest sense. One of my courses is an introductory one as taught by Professor Paul Driben, said to be one of the foremost authorities on Indians in this region. Dif­ ferent Native students over the past three years have told me that he knew more about their cultme than they did. That may or may not be uue, depending partly on who the native students were. Tocheck out his claim, one of the things I did was to go to the library and read the bibliographics on has 10 listed academic collected writings. I think it is fair to say that most of the references cited arc all from what is said to be the "ethnographic rccmd." The ethno­ graphic record consists principally of writings, usu­ ally by American, Canadian, or European writers with various levels of formal Westem education. In the context of this discussion, most of the writings that I am refemng to arc on the subject of North American Indians. I also have read several papers by Prof.Dribcn in various journals. One of of these papers is Death in the Family: The Strategic Importance of Women in Contemporary North­ ern Ojibway Society, published in the journal, Native Studies Review ( 1990). This paper will become part of the ethno­ graphic record on the Ojibwa Indians, under the broads classification of North American Indians. Generations of students, some native but mostly non-native, will come in the years ahead and read this paper. They will incorporate Prof. Driben's ideas into their own papers and essays and his premises will become part of our collective con­ sciousness. The worldvicw on the Ojibwa Indians, as well as the Cree, as taught by Prof. Driben will continue to be spread far into the future. The 19 men and women, learned scholars all cited by Prof. Driben will all, intentionally or unintentionally, become collaborators of his views on the Ojibwa and Cree Indians. I wonder if they too believe that they know more about native culture than native students them­ selves? So what is the point? One is that not one of the Anishnawbe men or women studied in this paper are ever quoted directly for the primary source they are. They are not even listed as some son of oral history source in the bibliography. I think the time has come when academics and other experts of North Ameri­ can Indians have to start giving credit where it is due. I believe that oral history, folklore, and oral tradition accounts can be, and should be considered a legiti­ mate source of information. Such sources of infor­ mation shoukl be considered alongside of primary first hand ethnographic fieldwork empirical obser­ vations and writings by such people as Henry Schoolcraft and even the Jesuit priests themselves. I am not demeaning in any such way the contribution of such written records, although ad­ mittedly most such writings do have some what of a Emopean type bias. But the contributions of such Anishnawbe men and women mentioned in the papers such as the one under discussion must be considered. That is primary firsthand information, and it must be accorded the value and importance that it deserves. There arc ielated matters to this discussion that I will leave to another time. In Prof. Driben's case though, from my per­ spective, he probably docs know more about Ojibwa and Cree history and culture from the ethnographic record than so most native students and peoples. I know he more than I do; that is one reason I am taking the course. But I also feel that Prof. Driben, whom I �f_., .,:••_ 1' ---•--- !- n,_.__ _,:_ ,,_1 ,_, "-T- A �respect as an anthropologis� could never know the intimate details and facts about being a subsistence hunter and fisherman and trapper like my father di� as do other Anishnawbe men and women who still live in that manner. If I had recorded all the knowl­ edge that my father had about his worldview, his grasp of the--natural world of our ancestors, such a record in written academic style would be worth much more that one Ph D. in the discipline of anthropology. The theme of the conference is "'Rediscovering the SaCJCd Tree". It is a double reference to the tree of life as related in Scripture and in the tradi­ tional way. In both ways it is a tree that brings healing. It is the hope that this conference will bring healing and initiate a new relationship with respect to native and nonMnative interaction appro­ priate to 1992. For more information, contact: Sister Eva Solomon at (807)475•0861. In the end it comes down to worldview. Prof. Driben and other professors at the university and college level have theirs, and theirs are valid for what they are. Anishnawbe people too have their worldviews and for what they are, such are just as real and valid as anyone else•s. Nexus '92 October 8-11. 1992 Vancouver, British Columbia V6E 3V6 This leaves me with a thought aboutmy writer, Bryan Meadows, who also writes for this newspa­ per. He has his worldview and it is valid from his terms of reference. I have mine and I believe that is also valid, considering my terms of reference. Nexus'92 is the place for aboriginal and related non-aboriginal business to present products, promote services, find investors and build rela­ tionships. There are opportunities in Real Estate Development, Tourism, Forest Products, Mining, Fish Products and Agriculture, Manufacturing, Fashion Design, Retail/Wholesale, and F.ducation. My thought in the final analysis is this : In this country, we are all free to have our individual worldviews, and some of our views are shared with others. But ultimately, we are free to voice these opinions and worldviews, and the fact of the matter is we don't ever have to come to violent means in trying to find some common ground. For this I am truly grateful. Taken from theChronicle Jounw, Sunday February 9, 1992 - Anishnawbeg Scene by: George Kenny -----------------t Conference News Ontario Native Kateri Conference August 19-22. 1992 Lakehead University Thunder Bay, Ontario P7B 5El Six plenary sessions are planned where eminent speakers from the native and non-native commu­ nities will address topics including: Economic implications of self-government, F.ducation for the new technologies and Industrial Trends and cultural values. Fifteen seminar sessions will feature experts in their respective fields who will guide participants in various topics. Artists from the Pacific Northwest as well as other parts of North America will be featured in the largest show of its kind. A giant celebration featuring entenainment by the best ofFirst Nations talent will conclude this conference. For information, contact: Nexus '92 Phone: (<,04) 684--0880 Fax #: (<,04) 684--0881 Nat'ivP T QftOIHIOP in nntsann Vnl ., Nn .d. �Organizational Development Network October 17-21, 1992 National Conference 1641 Woodbine Heights Blvd. East York,. Ontario M4B 3A6 Community meeting places throughout history have provided opportunities for the sharing of experiences, fellowship, learning and innovation. The Organization Development Network has a tradition of sharing and collaboration that fosters learning and growth. The 1992 Organization Development Network Conference is designed to provide a meeting place for Organizational Devel­ opment practitioners and their professional col­ leagues. This conference will explore new con­ cepts, issues and trends; and to strengthen your network of support Leaming Together is the focus of the 1992 Conference . OD professionals, with their col­ leagues from business, industry , government and education, will meet as a learning community to explore ways to help organizations use processes and models to cope and thrive within a world of accelerating change. For more information con­ tact: Cathy Stock, Registrar at (603) 942-8189 or (416) 285-6610 The Society For The Study of the Indigenous December 2-6, 1992 Languages of the Americas 31st Conference on American Indian Languages San Francisco, California The 31st meeting of the Conference on American Indian Languages will be held in San Francisco, California as part of the 91 st Annual Meeting of the American Anthropological Association. For more information contact: William H. Jacobsen, Jr., SSil..A Department of English University of Nevada-Reno Reno, Nevada 89557-0031 Phone: (702) 784-6856 1992 Mokakit Conference Giving Voice To Our Ancestors September 30, October 1 & 2, 1992 First Nations Longhouse, UBC, Vancouver B.C. Deadline: July 31, 1992 The gathering will begin with a ceremonial opening, feast, and storytelling/speechrnaking. Richard Wagamese and Ron Hamilton have agreed to start the stories. A Sunrise Ceremony will stan the next day. Vincent Stogan will officially open the conference sessions. Other presentations already confirmed include: The launching of the First Nations Freedom: A Curriculum of Choice, "American Indian Concepts of Wellness and Unwellness" - Dr. Jennie Joe, Fist Nations lan­ guage/cultural immersion programs - Sliarnmon, Kitwangak, Muskeg Lake, and "The Interweaving of the Traditional Philosophies of the Indigenous People with Total School Environment Philoso­ phies" - Sonny Mikaere and many other presenta­ tions. Registration information: Member Non-member Group Rate Elder Student $200.00 $250.00 $150.00 $ 50.00 $ 50.00 For more information contact: 1992 Mokakit Secretariat UBC Conference Centre S961 Student Union Boulevard Vancouver, B.C. V61'2C9 Telephone (604) 822-1050 Fax (604) 822-1069 n_ __ 1 1"\ �RESOURCES The All Native Book List - Fifth House Publishers KEEPERS OF 1HE ANIMALS - NATIVE STORIES AND WllDLIFE ACfIVITIES FOR CHD...­ DREN illustrated by John Kahionhes Fadden by Michael J. Caduto and Joseph Bruchac In this collection. twenty-two cmefully selected, lovingly told. and beautifully illustrated Native stories are combined with related activities for children to teach a wildlife conservation ethic. The book provides a complete program of study in the importance of wildlife ecology and environmental issues concerning animals. For ages 5 to 12. Hardcover $22.95 ISBN 0-920079-88-1 KEEPERS OF 1HE EAR1H - NATIVE STORIES AND ENVIRONMENTAL ACTIVlTIES FOR CHILDREN illustrated by John Kahionhes Fadden by Michael J. Caduto and Joseph Bruchac Keepers of the Earth is a synthesis of the wisdom found in Native stories with specific activities teaching environmental understanding, appreciation, and stewardship. This North American bestseller is a wonderful resoUICe for teachers, naturalists, parents. and outdoor educators. Hardcover $22.95 ISBN 0-920079-57-1 TEACHER'S GUIDE TO KEEPERS OF THE EAR1H by Michael J. Caduto and Joseph Bruchac The Teacher's Guide includes teaching ideas as well as resourl:CS for environmental studies, storytelling, and values education. An extensive bibliography for adults and children is provided for each chapter of Keepers of the Earth. Paperback $9.95 ISBN 0-920079-0 TORONTO AT DREAMER'S ROCK and EDUCA11ON IS OUR RIGHT by Drew Hayden Taylor These two plays delve into the past and speculate about the future as they examine the dilemmas facing young Native Canadians today. For ages 13 and up. Paperback $10.95 ISBN 0-920079-64-4 THE NATIVE STORIES FROM KEEPERS OF THE EAR1H illustrated by John Kahionhes Fadden by Michael J. Caduto and Joseph Bruchac These stories will appeal to readers of all ages. They foster an ethic of stewardship by showing that we are entrusted with the responsibility to maintain the natural balance, to take care of our mother, to be keepers of the earth. Paperback $12.95 ISBN 0-920079-76-8 �EARTII EIDER STORIES by Alexander Wolfe Eanh Elder Stories are eleven authentic stories of a Saulteaux family, as told by Alexander Wolfe, storyteller and descendant of Earth Elder. In retelling the stories, Alex Wolfe is carrying out bis rcsponsibilty of passing on his family's stories so the young ones will know the ways of their people. Paperback $9.95 ISBN 0-920079-35-0 TIIE LAND CALLED MORNING Three Plays by Native Students These three plays explore the lives of young Native people today in the light of history, traditional Native values, and the pressures of white society. All three arc suitable for school productions. For ages 12 and up. Paperback $8.95 ISBN 0-920079-24-5 QTY TITLE ISBN PRICE KEEPERS OF TIIE ANIMAL 0-920079-88-1 $22.95 KEEPERS OF TIIE EARTII 0-920079-57-1 $22.95 TEACHER'S GUIDE TO KEEPERS OF TIIE EARTII 0-920079-0 $9.95 TORONTO AT DREAMERS ROCK and EDUCATION IS OUR RIGHT 0-920079-64-4 $10.95 NATIVE STORIES FROM KEEPERS OF 1llE EARTII 0-920079-76-8 $12.95 EARTII ELDER STORIES 0-920079-35-0 $9.95 THE LAND CALLED MORNING 0-920079-24-5 $8.95 Shipping and Handling - $2.00 for the first book and 50 cents for each additional book, up to a maximum of $4.50. Please pay by cheque or money order. TOTAL SIIlPPING AND HANDLING SUBTOTAL 7% GST ON SUBTOTAL AMOUNf ENCLOSED Send to: Fifth House Publishers, 620 Duchess Street, Saskatoon, Saskatchewan, S7K 0Rl 1'.T-�... -- T -- -• - -- !- r-\._._ _ _:! - Ill r . 1 ,_. �T • TOTAL �PORTAGE LAKE: Memories of an Ojibwe Childhood as told by Maude Kegg edited and transcribed by John D. Nichols The Anishinaabe (Ojibwe/Chippewa) Indians of Minnesota give the name Gabekanaansing (At the End of the Trail) to Portage Lake of Crow Wing County in Central Minnesota. In this bilingual book, Minnesota Anishinaabe elder Maude Kegg of the Mille Lacs Reservation at Vineland, near Onamia, Minnesota, reminisces about her childhood at Gabekanaansing. Building birchbark and reed.mat wigwams, boiling maple sap into syrup and harvest­ ing tunics and wild rice are some of the activities which are related in detail by Maude Kegg. Dictated in her native language, these delightful memories provide a child•s view of traditional Anishinaabe lifeways coming into contact with Euro-American settlers in the early decades of this century. From 1971 to 1986 John Nichols recorded the stories that Maude Kegg told him. Sixteen stories appear in this collection for the first time and revised transcriptions and translations of twenty-five stories . that were originally published in 1978 are also in­ cluded. The English translation appears on facing pages with the original Ojibwe text in a standardized orthography. The Ojibwe text is made accessible to students through a full Ojibwe-English glossary and linguistic study aids prepared by the editor. MAUDE KEGG is a member of the Mille Lacs Band of Chippewa of Minnesota and a longtime interpretiv� guide at the Mille Lacs Indian Museum of the Minne­ sota Historical Society. JOHN D. NICHOLS has been a student of Maude Kegg's for twenty years and is Professor of Native Studies and Linguistics at the University of Manitoba and editor of the quarterly Algonquian and Linguis­ tics. Hardcover $29.95 Paperback $19.95 ISBN Hardcover 0-88864-216-4 ISBN Paperback 0-88864-217-2 UNIVERSITY OF ALBERTA PRESS 141 Athabasca Hall Edmonton, Alberta T6G 2E8 Customer Service (403) 492-2985 FAX (403) 492-0719 Quantity _____Portage Lake: Memories of an Ojibwe Oilldhood hardcover @ $29.95 ____,Portage Lake: Memories of an Ojibwe 01ildhood paperback @ $19.95 Shipping & Handling ($4.00 for first book. $1.00 each additional book) SUBTOTAL Canadian orders please add 7% GST TOTAL D D Cheque or money order enclosed Please bill my VISA __ or MasterCard __ Credit Card # __________ Expiry Date __________ Signature ___________ Only bookstores, libraries, universities, government departments, institutions, and corporations with estab­ lished accounts with the University of Alberta Press can be invoiced. Please include your P.O. number when ordering. NAME ________________ ADRESS_______________ CITY_________________ PROVINCE/STATE___________ POSTAl/LIP CODE ___________ N11tivP 1 .ATIO'll!ICJ.. in Ont11nn Vnl 7 Nn � � 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 7 (4), June 1992 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 1992-06-01 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/67584c464bb93a0ed4f780ad163a1881.pdf b0d23f00bd39f019d3c666ad1c8580a6 PDF Text Text NATIVE LANGUAGE EDUCATION IN ONTARIO Anishinaabemowin-gikinoo' amaadiiwigamig <JcrJo_ V J6· ) PP _o<]Ln6•61' N.L.I.P. Tsi Tyonteweyentehta's Ayerihonnyen' ne Onkwehonwehneha Vol. 8, No. 1 August 1992. �Volume 8, Number 1 August 1992 General Editor: John O'Meara Copy Editing: Sonya Bruyere Contributors; Arnold Ingersoll Brian Maznevski Barbara Toye-Welsh This issue and beyond ... More teachers are beginning to Native Language Education in Ontario Table of Contents Message From the Coordinator............................................./1 NLIP News........................................................................... ./2 Message to NLIP Students..................................................../2 Declaration on Aboriginal Languages................................../3 Aboriginal Languages in Canada.......................................... Language and Learning Reflections -by Arnold lngersoll.../8 Learning Centres by Brian Maznevski..................... ............./11 Publishing A Hardcover Book: Coilbound Method by Brian Maznevski............................................/11 Conferences.........................................................................../12 Resources.............................................................................../14 n contribute to Native Language Education in Ontario. They are highly motivated and deeply in­ volved in the maintenance and re­ vitalization of Native Language. Their enthusiasm gives me much hope that together, we can make a difference. Thanks to those people who wrote articles and reviews. We all know that it isn't easy trying to write an article within an already busy schedule! Help! Would you like to: *review a resource *write an article *provide teaching suggestions *share infonnation about a con­ ference? If the answer is yes to any of these, please call the coordinatororSonya Bruyere at (807) 343-8542. Native Lan�uaee in Ontario is published four times a year by the Native Language Instructors' Program, Lakehead University, 955 Oliver Road, Thunder Bay, Ontario, Canada. P7B 5El August 1992 �Coordinators' Message ... The summer of 1992 has been eventful. exciting, sad. and memorable. Eventful because of the planned activities that were successful, fun, and provided an opportunity for students to relax. Exciting because first year students settled in quickly, became involved in course work immediately, were inquisitive yet provided much cultural and/or traditional information when sharing. Sad for those who experienced illness. death, and unplanned journeys. Memorable for each and everyone of us ... because of a smile, a tear, a ray of sunshine, the sound of a drum, or ... During the 1992 summer school, students participated in many events. There were pot luck suppers, ball games, volleyball games, bingos, videos, and much more. Elders from the province joined us to share their knowledge.A dance and banquet at The Outpost created a grand opportunity to swing and sway to the music. The workroom in the Bora Laskin became an evening meeting to work, meet new friends, socialire, and relax. Michelle JeanJean, a graduate student form Paris, France, travelled over the Atlantic Ocean to study with Tom Beardy in his Introductory Ojibwe class. Noxolo Mgudlwa, Phumzile Sotashe, and Tholakele Maphalala travelled from Capetown, South Africa to participate in and observe the program. They are coordinators with the National Language Project in Capetown. Rama Agnihotri, an applied linguist from the University of Delhi, taught a year four methods course. Sonny and Josephine Mikaere, from Wanganui, New Zealand, returned for another summer to teach third year courses.Russell Bowd travelled from Central Minnesota to participate in the Herbal Medicine and Parent/Community Involvement Workshops. N.LJ.P.is a well established program. It continues to grow in quality as the students and faculty continue to shape the curriculum. Over the years, N.L.I.P.has gained a reputation for the quality of its training. We are recognized in Ontario as the centre for Native Language Teacher Training and around the world as the Indigenous Language Centre. The work of the program is truly important. The Native Language Study and Native Language Teacher Training that is taking place here at N.L.I.P. is indeed world class. It is of significance now and to future generations. The quality of loyalty, dedication. hard work, and caring are helping us to retain Native languages for future generations. This is a sad time for me, as I bid you farewell. At the end of August, I will be at Arctic College developing a Native Teacher Education Program for Athapaskan language speakers. My heart will be with you. I have watched each and everyone of you grow, become committed to the language and your people. Never have I worked with people so dedicated. I am proud and feel honoured to have worked with you. I am sure our paths will cross again in the future. May the Great Spirit Guide You. Gichi-Miigwech. Barbara Toye-Welsh, Coordinator Native Language Instructors' Program Native Language in Ontario Vol.8, No. 1 Page 1 �NL IP News ... As some of you may know already, Barbara Toye-Welsh, the Coordinator of the Native Language Instructors' Program, has resigned to talce up another position at Arctic College in Fort Smith, in the Northwest Temtories. I am certain that everyone associated with NLIP will want to join me in wishing Barbara success in her new position. The Director of the School of Education at Lakehead University has asked me take on the Coordinator's duties on a temporary basis. I expect that the University will advertise for a new Coordinator in the coming months. I will keep you infonned through the Newsletter about the Coordinator's position. I've taught at NLIP since 1985, and have always enjoyed working with students and other instructors. I hope that I can contribute to NLIP administration as well. I'd be very happy to hear from students and staff as the school year starts up again. Anytime you have a question about NLIP you can always phone me or Sonya Bruyere and Judy Turrie, the NLIP secretaries. They do a great job, and between the three of us, we should be able to help you. I am especially interested in hearing from all of you about ways to improve the program. NLIP has a long history, and the program has been shaped by many people through the years. It is this communication which has helped the program to respond to the needs of our students and of Native communities. There are many challenges faced by Native Language instructors, and we will need to adapt to these new challenges and new opportunities as the program continues to grow and evolve. Best of luck in the coming months, and have a great year. - John O'Meara To All N.L.I.P.Students ... Just a reminder to let our office know of any changes in your address, phone number, etc. We would like to keep our records up to date so we may be able to send you next summer's application package early in the year. As for Winter Practicum, ED 1598 and ED 1599, NAFL and NASL students are required to have both of these in order to graduate from the program. If you have not received your Winter Practicum package, or you are not sure of which Practicum you need, do not hesitate to call our office. Students who have graduated from the Native Language Teachers' Certification Program may continue into the Fourth Year of the Native As A Second Language Diploma program. In order to do this, they are required to register into the ED 1599 Winter Practicum this year. If you are interested in this option and did not receive a Winter Practicum Registration Package, please call me at (807) 343-8542. To all Native Language Teacher Certification Program students, do not forget to have your Teaching Experience Forms filled out and signed by a Supervisory Official of your School Board. Once again, if you did not receive your form this summer, call my office and we will send out a form for you. If you have any questions, please do not hesitate to call Judy Turrie at (807) 343-8198 or myself at (807) 343-8542. Sonya Bruyere, Secretary Native Language Instructors' Program Page2 Native Language in Ontario Vol. 8, No. 1 �Declaration on Aboriginal Languages The Aboriginal Languages were given by the Crea­ tor as an integral part of life. Embodied in Aborigi­ nal Languages is our unique relationship to the Creator, our attitudes, beliefs, values, and the funda­ mental nation of what is truth. Aboriginal Language is an asset to one's own edu­ cation, formal and informal. Aboriginal language contributes to greater pride in the history and culture of the community; greater involvement and interest of parents in the education of their children; and greater respect for Elders. Language is the principle means by which culture is accumulated, shared and transmitted from genera­ tion to generation. The key to identity and retention of culture is one•s ancestral language. The Words of Ou r Elders. .. Eli Taylor (Elder of the Sioux Valley Reserve in Manitoba) Our Native language embodies a value system about how we ought to live and relate to each other ... it gives a name to relations among kin, to roles and responsibilities among family members, to ties with the broader clan group. There are no English wonts for these relationships because your social and fam­ ily life is different from ours. Now if you destroy our language, you not only break down these relation­ ships, but you also destroy other aspects of our Indian way oflife and culture, especially those that describe man's connection with nature, the Great Spirit, and the order of things. Without our lan­ guage, we will cease to exist as a separate People. Eva McKay (Elder of the Sioux Valley Reserve in Manitoba) When we talk about language, we understand lan­ guage to be in many sounds and in many voices. The language is in your eye. The language is in your voice. The language is in how you sing. Those are the signs of the language that is in you. That nice sound of your voice, just like the buffalo people - a nice voice of the eagle people, the nice voice of many voices. We have the ear to hear and under­ stand and that's the language of our people. Tom Porter (Elder and Spiritual Leader of the Mohawks of Akwsesasne) Our ceremonies that we 're doing, our Elders told us and I that that linguistic people, professional people who have studied in University, say that at least 60% of our values, your culture and your tradition is contained within your languages. Once our lan­ guage becomes extinct we lose automatically 60% of our values and traditions as a Native people. The other things our Elders told us - when we lose our language, our Longhouse will close. The ceremo­ nies that our grandpas have been doing since the beginning of time will be no more when no one can speak our language anymore. They will put away their sacred turtle rattles, their sacred water drums and all of those things that grandpa used, we must put them away for they do not understand English. Aboriginal Languages and Literacy Traditionally, Aboriginal peoples have demonstrated many forms of literacy allowing people to commu­ nicate among their own groups and with speakers of other languages: pictographs, talking sticks, wampum, tattoos, sign language, leaving signs of nature, as well as oral and syllabics literacy. However, the colonial process began to erode abo­ riginal languages. Missionaries and government policy systematically attacked the use of Aboriginal Languages. The effects of the residential school experiences are evident today. Many parents were reluctant to teach their children to speak the lan­ guage of the people out of fear that they too would be punished. Moreover, because the students were separated from their families and communities, there was no positive reinforcement for the languages. Although residential schools were eventually closed, the pattern continued in the government policy of assimilation in public school systems. First Nations are now working to reverse this trend. Aboriginal people are seeking to define and imple­ ment culturally appropriate curriculum and teaching Native Language in Ontario Vol. 8, No. 1 Page3 �methods to combat illiteracy, both in mother tongue and in the two official languages. Aboriginal Lan­ guage Literacy begins with fluency in the mother tongue and is based on a holistic approach to commu­ nicating and learning. Research has shown rather conclusively that mother tongue language development can enhance second language acquisition. In other words, that literacy skills first learned in the mother tongue are transfer­ able to second languages. Language policy is there­ fore an integral part of the literacy issue in the Indigenous community. Elder Rose Fox responded to the government report with a challenge: "That is what it is all about towards linguistic justice. The federal government has funding for "You Took My Talk", and now, the federal government must have funding to put back our talk. There are four major considerations in approaching Mother Tongue literacy and literacy in the official state languages: RIGHTS: Decisions cannot be make on economic factors (is it worth saving Aboriginal Languages, what contributions do they make to the economy) but must consider dignity, moral issues, Aboriginal and Treaty Rights, International political conventions and basic human rights. Aboriginal Language rights are protected within Section 35 of the Constitution Act of Canada, 1982, which reads, "The existing Aboriginal and Treaty Rights of the Aboriginal Peo­ ples of Canada are hereby recognized and affirmed." REDRESS: There is also the issue of how our languages were taken from us. We didn't willingly abandon our languages - they were beaten and threat­ ened out of us. It was a violent process and a matter of government policy. Government sponsored resi­ dential schools are the graveyards of Aboriginal Languages. What began there continues through the generations, almost like an inheritance. STATUS: Aboriginal Languages have a unique status in Canada. They contain the history of this land. They are the first languages, and the only Page 4 languages derived of this land, and can teach us all something about this territory we share. Aboriginal Languages contain knowledge of this land that no other language can express. Aboriginal Languages are central to our identity as a People, as the First People of this land, as Nehiyaw, as Nishnawbe, as Inuit, as Haida, as Miqmac...There is no other sanc­ tuary from which they may be retrieved. When the Aboriginal Languages are lost to Canada, they are lost to the world, and the knowledge they contain dies with them. EQUALITY: The government invests millions of dollars in French Language programs. First Nations have no argument with that. What we object to is that the same suppon and respect is not accorded to the Aboriginal and founding languages. As indig­ enous Languages, they deserve the respect and pro­ tection. Provincial literacy programs are not avail­ able to First Nations communities, and the Depart­ ment of Indian Affairs and the Secretary of State have only provided limited resources to First Na­ tions for literacy projects. The Need for Action An Assembly of First Nations repon, Towards Linguistic Justice for First Nations, published last year, shows that 66% of Aboriginal Languages are at risk; 25% declining;30% endangered; 11% criti­ cal. More than 50% of the people surveyed cannot communicate at all, that is neither understand, speak or write, in their Mother Tongue. Only 7% of the population surveyed are fully fluent in the language of their community. More than one-quarter of these are 4 5 years or older and the results show that there is a progressive 10% drop in language retention through each of the six age groups. That is, the older age groups are more fluent, and as the Elders die, the languages begin to die with them. A government report noted that at the current rate of decline, only three of the 53 Aboriginal languages (Cree, Ojibwe, Inuktitut) have a realistic chance of surviving into the next century. It is clear that action must be taken immediately. Using the definition of grade nine education Native Language in Ontario Vol. 8, No. 1 as a �measure of literacy, the illiteracy rate in the offical state languages among the Aboriginal adult popula­ tion on reserve ranges from 35.5% to 65.4%. Based on comparative data for the general Canadian popu­ lation, functional illiteracy among First Nations is roughly two to three times higher. These statistics support First Nations claim to their basic human and Aboriginal rights to be literate in their Mother Tongue and in the official state lan­ guages. Moreover, there is a critical need to take action immediately. The Proposed Aboriginal Languages and Lit­ eracy Foundation and the Proposed Aboriginal Langt.lages Act of Canada The Assembly of First Nations has proposed two pieces of legislation which would ensure the preser­ vation and protection of Aboriginal Languages in Canada. In January 1991, the AFN hosted a National Abo­ riginal Languages and Literacy Conference attended by over 450 delegates. The conference report, The Challenge, has been distributed to delegates and copies are available from the Education Secretariat. Two draft documents were introduced at the confer­ ence: 1) draft incorporation papers for the proposed Aboriginal Languages and Literacy Foundation; and 2) draft legislation for the proposed Aboriginal Languages Act of Canada. The Education Secretariat and the Aboriginal Lan­ guages Steering Committee are now receiving feed­ back from First Nations before proceeding with these initiatives. The Foundation was first discussed by delegates at a 1988 Aboriginal Languages Conference, and in 1990, Ethel Blondin introduced legislation in parlia­ ment, Bill C-26 9. The bill was not passed; however, it may be re-introduced, and funds are being raised and held in trust for the Foundation. The Foundation would support First Nations local, regional, and national initiatives to preserve and promote the use of Aboriginal Languages by assisting community developed language and literacy programming, pro­ ducing and distributing resource materials, and pro­ moting awareness among Canadians emphasizing the critical importance of immediate action. The proposed Aboriginal Languages Act would recognize our language as the National Languages of Canada, making them equal in status to English and French. It would also ensure the avail­ ability of training programs for Aboriginal People to retrieve their languages, and would require the gov­ ernment to offer services in the Aboriginal Lan• guages of the region. The �embly of First Nations is grateful to everyone who joins us in support of First Nations efforts to revive and enhance Aboriginal Lan­ guages and Literacy. This cooperative approach and shared concern dem• onstrates that literacy for Aboriginal Peoples is not exclusively an Aboriginal concern. Aboriginal Peo­ ple need support and encouragement from all sec­ tors in order to reverse the effects of history and improve the socio-economic environment for gen­ erations yet unborn. It is important that, with the support of government and the Canadian public, Aboriginal Peoples define and implement their own approaches to combatting illiteracy in the Aborigi• nal Languages and in the official state languages. Draft for Discussion - First Nations Languages Proposed Amendment to the Constitution Act, 1982 Preamble: Recognizing that the existence of First Nations peoples dates from time immemorial, and the presence of First Nations constitutes a funda­ mental characteristic of Canada; Recognizing that First Nations languages have been our first languages since the beginning of time; Recognizing that there are in excess of 53 distinct living and vital First Nations languages representing 11 linguistic families; Native Language in Ontario Vol. 8, No. 1 Page5 �Being committed to the preservation, development and enhancement of First Nations languages; Recognizing that the right to First Nations lan­ guages is an Aboriginal right, within the meaning of section 35 of the Constitution Act, 1982; and Recognizing that the federal government has a fidu­ ciary trust responsibility to Aborginal peoples and First Nations peoples. The following amendment is made to the Consti­ tution Act, 1982: 1. The First Nations languages are the official national indigenous languages of Canada and for all purposes of the Parliament and the Government of Canada are accorded full and equal protection and enhancement. The First Nations languages possess and enjoy equality of status and equal rights and privileges as to their use in all institutions of the Parliament and Government of Canada. including in the Provincial and Territorial legislatures, as they affect First Nations peoples of Canada. 2. First Nations languages are the official national languages of Canada and for purposes of formal education at all levels have equality of status with official languages and have equal rights and privi­ leges as to their use as a language of instruction. 3 . First Nations parents have the right to have their children receive primary and secondary school in­ struction in the national language of either parent. a) This applies to all First Nations parents. b) This includes the right to have First Nations students of all ages receive the instruction in the national language educational facilities provided out of public funds. c) The Government of Canada shall ensure that schools attended by First Nations students include their curricula relevant cultural, linguistic and his­ torical studies reflective of First Nations peoples. JOB OPPORTUNITY NATIVE LANGUAGE DEVELOPMENT PROJECT PHASE 1 COORDINATOR The Native Language Development Project will provide a basis for implementing bilingual/bicultural programs in the 23 First Nations in the Sioux Lookout District. The Phase 1 Coordinator will create community aware­ ness packages, develop and train fieldstaff to conduct community-based needs assessments and make recom­ mendations for the development of a District Native Language Policy. QUALIFICATIONS: - diploma or degree in Education or related field, with knowledge of bilingual/bicultural education progrnms -excellent communication, interpersonal and project man­ agement skills - experience working with First Nations is essential and Native Language fluency is an asset - ability to travel extensively RESPONSIBIUTIES: -liaise withFirst Nations, their representatives and organi­ zations and funding agencies - train, coordinate and direct field staff - develop awareness materials, surveys and training programs - research, analyze and present reports, data and findings - administer project tasks and budget - complete other related tasks as required SALARY - Commensurate with education and experi­ ence. LOCATION - Sioux Lookout, Ontario CONTRACT PERIOD - November 1, 1992 to May 31, 1993 with possible extension. Please submitresumewithletterofapplication and 3 work related references by noon on October 8, 1992 to: Itka Filipovich, Education Liason Officer NORTHERN NISHNAWBE EDUCATION COUNCIL Box 1419, Sioux Lookout, Ontario, POV 21'0 Phone (807) 73 7-2002 Fax (807) 73 7-1419 Interviews will be held on October 15, 1992. Page 6 Native Language in Ontario Vol. 8, No. 1 �Aboriginal Languages in Canada (There are eleven language families, fifty three languages, and over two hundred dialects) Language Group Language Algonkian Abenalris Salishan Algonkin/Algonquin Blackfoot Cree Delaware Malecite Micmac Montagnais/Naskapi Ojibway Ottawa/Outaouais Potawatomi Athapaskan Beaver Canier Language Group Chilcotin Chipewyan Dogrib Han Hare Kaska Kutchin Loucheaux Nahani Sarcee Sekani Slave Tagis Tutchone Tahltan Yellowknife Haida Haida Iroquoian Cayuga Huron Mohawk Oneida Onondaga Seneca Tuscarora Kootenayan Kootenay Language Bella Coola Comas Cowichan Halkomelam Lilooet Ntlakyapamuk Okanagan Puntlatch Seechelt Semiahmoc Shuswap Songis Squamish Straits Thompson Sioux Assiniboine Dakota Sioux 11ingit Tagish Tlingit Tsimshian Gitksan Niska Tsimshian Wakashan Haisla Heilsuk KwakiutJ/Kwakwa Nitinat Nootka Eskim�Alieut Inuktirut Native Language in Ontario Vol. 8, No. 1 Page 7 �Language and Learning Reflections by Arnold P. Ingersoll The following essay is a reflection on the nature of language and the nature of the learner. In the process I collected on the experiences I have encountered throughout my lifetime and what I have had the pleasure of discovering in my linguistics classes at Lakehead University in the summer of 1992. As an Ojibway from the Rama First Nation, I spent the first years ofmy life on an Indian reserve along with my own nationality. I can remember those days as a child with my family and community members speaking and playing in the native tongue. My grandmother would always speak to my brother and me using the Ojibwe. She would use it in everyday life, with legends and stories during the winter months and before bedtime. To me, it was the most beautiful and descriptive language I had ever heard. I am sure that any person from another nationality would say the same thing about their language. Anyway, this would not be hard to understand as it is my first language and the only other language I had to compare it to was English. which I understand is a borrowed language. It was not until the early sixties that I was ushered off to a non-native school and environment in the nearby town of Orillia. Ontario, which at the time. had a population of about thirteen thousand. I was not totally foreign to the new language, but now I was learning and doing everything in English for the better part of every day. Suddenly things were different, structured, not as much fun. Physical punishment was now the new way of doing business and it was not uncommon to see the native youngsters lined up outside the Principal's office waiting to get the strap for being ourselves. After a few years, I began to realize that we were using less and less of the Native language. It was not up until approximately eight years ago that we as a community staned to do something about the problem by sending people to Lakehead University to receive some learning and training skills. I was the first person from our community to take the course. Then the following year. another three came as well, all of who are working with the language in some form or another today. There was and is a real feeling of loss of identity and heritage within us. I was one of those people who was genuinely concerned and who took a positive step to rejuvenate the language, not only by increasing my knowledge of the language, but by encouraging others to speak and learn to teach. Also, it was through my initiatives that a language program was initiated in the daycare center. I believed the language had to be protected from the outside world, it had to be pure again. I knew also that the words were different from how they must have been in the time of our forefathers. I felt those words had to be recaptured and preserved to rekindle our identity and pride. I always believed there was a proper way of using words. I knew not the evolutionary processes of languages. I did not want to share the language with other nationalities for fear offurther loss and bastardization. I also believed that if I wasn •t totally fluent with my first language, I would never be whole. I would feel awkward around the Elders and people who were well versed in the language and had a tendency to withdraw from a lengthy of full conversation. I knew there were other First Nations like the Cree, Micmac, and Mohawk, but I knew practically nothing of dialect. I believe dialect and the lack of its knowledge contributed to my feelings of inefficiency with the language. I used to believe that the language was dying. I feel very fortunate to have been able to attend Lakehead University this year, predominantly because of my education in the Linguistics classes. Our instructor, Mr. R.M. Agnihotri, has opened my eyes and renewed my hope and faith that we as native people belong with our languages, will survive! Page 8 Native Language in Ontario Vol. 8, No. 1 �Now I have a more positive and optimistic outlook for the future. I have learned to appreciate the finer points of the language and learner processes. Instead of isolating ourselves with the language from the outside world, I now believe that languages and people grow, learn and flourish from expos� to each other. The only thing constant is "Change." New languages arc coming into being all the time because of interaction. Our language will change but it will live on. I see now how languages are both highly structured and variable, and how with time and patience, any language can be broken down and understood. I have always heard that children can learn a new language faster than adults. Now I learn that both can learn equally as well and fast in regards to the structure and words, but when it comes to pronunciation, the children have a slight edge on the adults. I am also aware of the influences that the geographical location and environment can have on a language. For instance, in Native country, if you live near a river, body of water or an Island, the language will have a lot of "shhh" sounds because of the water washing up against the shore line. If the Tribe is in the extreme nonh, then the language will be harsh like the weather. I used to think that linguists knew several languages but now I am aware that it is a study of the structure and not the language itself. It is these kind ofpeoples that can preserve and enhance heritages. They can capture a language and record it on paper for the benefit of future generations and cultures. Some suggestions to ensure the continuity of the language was not to focus all our energies and efforts on the day to day fights like the realization of a language facility in the community, but rather to attack the Big Pict�. Concentrate at the National level to have a Native language policy, fight for more capital and operational dollars, fight for equality. Go to the grass roots level - politicians, and have them lobby the governments for the community and its members. Have them institutionalize the language in the workplace and service centers, encourage them to use it in the Council and public meetings. We have also learned about the nature of the learner and the learning process. For example, we find in the learner that it is perfectly natural to make errors. In fact, this may even be desirable as now there is a method of comparison between right and wrong, good or better. It is not a negative aspect of learner development, it is what makes us human, approachable and unpredictable. Languages are what separate us from animals. For the longest time it was believed, maybe even before the manifestation of record keeping and language structure development, that the learner received comprehension and retention through the five senses. This is what we are putting in, this is what will be learned. In fact, this theory holds true to this day. There have been numerous studies conducted by countless professionals and human behaviorists about the theories behind the learning process. Now we find out that the learner is at the center of the learning process and that there arc several factors which influence his learning and what he learns. Society, for example, teaches in the language of the dominating majority which, in Canada, is the English language. Social and economic conditions are also prevalent and contributing factors because not everyone can go to say Yale University, because of unwritten restrictions imposed by society. Maybe there is a sociably acceptable criteria forentry or the restrictions may be confining because offinancially embarrassing reasons. The individual may also have factors such as age, attitudinal problems, motivational deficiencies, linguistic sensitivities and aptitudinal qualifications holding him back. The Teacher and the types of material used to teach also have a bearing on what the individual learns. Does the teacher have the qualifications, what sort of attitude does she display, is she linguistically sensitive, is Native Language in Ontario Vol. 8, No. 1 Page 9 �she sensitive to cultural differences. Does she present materials that are interesting, pleasant andcontributing to the creative instincts of the learner? What teaching style is being used in the classroom? Is it teaching style being used in the classroom? Is it Behaviorism?, where is it believed that the mind is a blank space to be filled? Is it the (L.A.D.), Language Acquisition Device, where the person is believed to be staning out knowing very little? Or is through the General Cognitive Structures theory. It was not until fairly recently that a new theory was conceived whereby it was believed that the child was born with the knowledge of a universal language, a sixth sense. They said that the infants brain must be preprogrammed to a certain extent, it was not an empty basket as previously assumed. To my way of thinking this is the most logical of the theories. I cannot believe that the brain is empty upon birth. I distinctly remember when my own son was born and how he reacted to his new environment. I could see the intelligence instantly. He felt the cold and reacted appropriately, he could not see clearly but he was able to focus on the overhead light. This was the first thing he saw in this life and for the longest time, for a period of about three years, he was still compelled by light and would look right into a burning lightbulb. In my mind, I could make him out as saying, "Where the heck am I, what's happening, what's that?" I told his mother, he's a good one, Deb. I believe that a newborn is innate, meaning that the preprogramming previously mentioned was genetically transferred by both parents. It is quite conceivable to me that the chromosomes of the parents, carry not the characteristics of the parents but also a kind of collective memory. This memory is then constantly developing in the ovary, in the womb and right on through the individual's lifetime. Even while the fetus is developing, it has the ability to comprehend the outside world through the five senses and analyze with the sixth. It can hear noises such as language while still in the womb and recognize the smell of its mother even when it is separated for periods of time. This is memory at work, analytical thinking. Furthermore, studies have shown that the human brain uses no more than 5 to 10 percent ofits power. Why is this? It is protecting us from ourselves? Will there come a time when we no longer require a shell, and will the next form be energy matter? If the brain only uses the 10 percent that we can measure, then surely the other 90 percent must be doing something. I refer to the unconscience or the sixth sense. I believe there is more going on that meets the eye and I will refer to it as "automatic learning" or self preservation. Even during the silent years, from birth to say about three years, the individual is still learning and developing the confidence to try new things, like speech. Remember, you can learn more by listening all the time than you can be speaking all the time. Leaming is more than a one way street, there are so many variables associated with it that no two people see the same thing exactly the same way. In conclusion, I would say that any teaching professional that takes the time to understand his subject, his pupils' individuality, the external factors and the theories and learning techniques available to him, will do well in his or her chosen career. Page 10 Native Language in Ontario Vol. 8, No. 1 �Learning Centres by Brian Maznevski A learning centre is a chosen physical area where children work individually or in a small group on tasks related to curriculum content and skills. It is designed so that children work with a minimum amount of teacher direction. Purposes: - to provide opportunities for chldren to make choices - to promote independence and problem-solving - to enhance language development - to provide opportunities to practice strategies and skills introduced during large group instruction (learning by doing) - to provide concrete manipulative experiences - to develop positive relationships with peers. Teacher's Role: - to be a keen observer and careful planner - to plan activities and provide materials that meeth the various levels of child development - to provide a consistent daily time for learning centre activities - to maintain a confortable secure environment - to assist children in making choices and decisions - to instigate problem-solving opportunities - to observe and evaluate student progress. Publishing a Hardcover Book: Coilbound Method 2. For each piece of cardboard, cut one piece of wallpaper large enough to cover the cardboard plus approximately 3 cm (1-1/4") at least on all sides (make sure the pattern runs in the same direction). Also, make sure the pattern is facing away from the cardboard. wallpaper (glue side up) cardboard w-:::: wallpaper (patterned side) 4. Next, fold the edges or sides. I � �- glued side (patterned side) by Brian Maznevski Materials: 1. wallpaper 2. cardboard (lightweight, non-corrugated) 3. paper (plain, at least two 8-1/1, x 1 1 sheets) 4. pencil or pen 5. ruler 6. scissors 7. white glue and/or glue stick (tape optional) 8. access to a coil binder or hole punch, needle and wool (to sew together) or hole punch, coil rings. 9. label Procedure: 1. Cut cardboard to size desired for small (12 cm x 15 cm) or medium (15 cm x 22 cm) or large (22 cm x 28 cm) book. Make sure there are two sheets for each book. ■ 3. Fold comer pieces first, as illustrated in the accompanying diagram. 5. Extend lines form the comers of the pages and cut out the corners (or fold in a miter fold). 6. Fold the wallpaper over the cardboard. A small piece of tape will help hold down the edges. Place the towel on top and iron down the wallpaper. 7. Place the dry mount sheets (each the size of one page of the book) over the folded edges of the wallpaper and on top of the cardboard sheets. Lay down the first (blank) page of the book, cover with the towel and iron the page. Check and make sure that the book will close and repeat this step with the back page. • Never iron on the dry mount as it will stick to the iron. Native Language in Ontario Vol. 8, No. 1 Page 11 �CONFERENCES AS SNOW BEFORE THE SUMMER SUN October 22,23,24, 1992 AS SNOW BEFORE THE SUMMER SUN CONFERENCE will examine the relationship of First Nations' Cultures to the Natural Environ­ ment The strong link between the culture of First Nations, their Spiritual Beliefs, and the environ­ ment includes a concept of stewardship for the land. This Conference brings together First Nations' Elders, Traditional Chiefs, Spiritual Leaders, Academics, and Environment Profes­ sionals; who will present their perspective on First Nations Traditional Beliefs and the impact coloni­ zation has made. An exhibit, AS SNOW BEFORE THE SUMMER SUN, will run concurrently at the Woodland Museum. Fees and details will be announced later. For more information contact: Woodland Cultural Centre 184 Mohawk Street Box 1506 BRAN1FORD, Ontario N3T 5V6 Phone: (519) 759-2650 or Fax: (519) 759-8912 John Creeden Ext. 250 Dusty Sowden Ext.228 Joanna Bedard Ext.227 1992 Mokakit Conference GIVING VOICE TO OUR ANCESTORS September 30, October 1, 2, 1992 First Nations Longhouse, UBC Vancouver, B.C. The gathering will begin with a ceremonial open­ ing, feast, and storytelling/speechmaking. Richard Wagamese and Ron Hamilton have agreed to start the stories. A Sunrise Ceremony will start the next day. Vincent Stogan will offi­ cially open the conference sessions. Other pres­ entations already confirmed include: The launch­ ing of the First Nations Freedom: A curriculum of choice, "American Indian Concepts of Page 12 Wellness and Unwellness", - Dr. Jennie Joe, First Nations language/cultural immersion programs Sliammon, Kitwangak, Muskeg Lake, and "The Interweaving of the traditional Philosophies of the Indigenous People with Total School Environ­ ment Philosophies" - Sonny Mikaere and many other presentations. Registration Information: Member $200.00 $250.00 Non-member $150.00 Group Rate $50.00 Elder $50.00 Student For more information contact: 1992 Mokakit Secretariat UBC Conference Centre 5961 Student Union Boulevard VANCOUVER, B.C. V6T 2C9 Telephone: (604) 822-1050 or Fax: (604) 822-1069 CULTURALLY DIVERSE COLLABORA­ TIONS: Community Participation in Public Education - A NATIONAL CONFERENCE October 16, 17, 1992 in Edmonton, Alberta Culturally Diverse Collaborations is sponsored by the Canadian Multicultural Education Foundation and in cooperation with Alberta Education, Al­ berta Association for Multicultural Education, Edmonton Multicultural Society and the Univer­ sity of Alberta. The purpose of the conference is to discuss com­ munity participation and interagency partnerships as well as to identify criteria for new policies. For more information, write or call: Nicholas Spillios Conference Chairperson 8308 - 134 Street EDMONTON, Alberta T5R OB4 Telephone: (403) 4 83-5294 Native Language in Ontario Vol. 8, No. 1 �INTERNATIONAL NATIVE AMERICAN LANGUAGE ISSUES INSTITUTE '92 October 7-11, 1992 Theme: "Protection, Preservation and Promotion of Native Language: The Next 500 Years". Location: Doubletree Hotel 300 Army Navy Drive ARLINGTON, Virginia 22202 Phone: 1-800-848-7000 or Direct at (703) 892-4100 Presentations will include workshops, 2 hours in duration and will provide opponunities for active participation as emphasis will be in providing hands-on experiences. Typically. there will be little lecturing as the workshop leader will struc­ ture the activity and guide the work of the partici­ pants. Abstracts should include the goal of the workshop, a summary of the theoretical back­ ground. and a description of activities to be con­ ducted during the workshop. Abstracts are to be approved on September 3. 1992. Symposia, approximately 2 hours, invite panel presentations which provide a forum for a group of elders. scholars, teachers, administrators, tribal officials, or business and government representa­ tives to discuss specifically in the pedagogical, policy, or research issues from a variety of per­ spectives with alternative solutions presented. Symposia allow for large group settings and all participants are encouraged to attend. An abstract should include a description of the topic along with the names, titles, affiliations, and specific contributions to the symposium of each of the presenters. Abstracts must be submitted prior and approved by September 3. 1992. NALi reserves the right to edit material for con­ ference program. including presentation titles and descriptions, as necessary. NALi also reserves the right to video/audiotape, and/or publish con­ ference presentations. Submission of a proposal for presentation indicates the presenter's permis­ sion to do so without further written approval. NO materials will be published unless appropriate abstracts are provided. The Program Committee will select presentations based on quality, need for linguistic, geographic, and topic representation on Papers approximately 45 minutes in length, will be the program. Under special circumstances. con­ presented throughout the four days. All papers ference fees for presenters may be waived at the will reflect descriptions/discussions of something discretion of the Conference Planning Committee. the presenter has done relating to the theory or practice of native language instruction. Presenters Please feel free to contact NALi Central at (405) are urged to use hand-outs and audio-visuals to 454-2158 or 454-3688, if you have any questions. present a summary of the paper rather than reading a prepared text. Abstracts should include the main Thank you for your interest in NALi ' 92. premise of the paper, a summary of supporting evidence, and conclusion. Abstracts must be submitted and approved by September 3, 1992. Demonstrations of approximately 45 minutes will show specific techniques, offer a brief description and explain the underlying theory. The session is intended to demonstrate how something is done and presenters are encouraged to provide hand­ outs and use audio-visual aides. Abstracts should include an explanation of the purpose of the dem­ onstration and a description of what will be dem­ onstrated and how it will be done. Abstracts must be submitted and approved by September 3, 1992. Native Language in Ontario Vol. 8, No. 1 Page 13 �RESOURCES Joseph R. Morin - Books Canadiana & Americana 357 Stewan Drive Peterborough. Ontario K9J 7R3 Telephone: (705) 742-1945 Nonh American Indians - Catalogue Number 7 1) BAIRD, David W: The QUAPAW INDIANS, a history of the downstream people. University of Oklahoma Press 1980, first edition, 290p.appendix, notes, bibliography, index, illustrations, maps. A fine copy in slightly worn D.J $37.00 2) BARBEAU, Marius: MEDICINE MAN ON THE NORTH PACIFIC COAST. Ottawa 1958, first edition, National Museum of Canada Bulletin no. 143, 95 p, mapped endpapers, illustrations. A fine copy in original green cloth. $35.00 3) BARRY, P.S.: MYSTICAL THEMES IN MILK RIVER ROCK ART. University ofAlberta Press 1991, first edition, 120 p. notes, bibliography, foldout illustrations, illustrations. A mint copy in D.J $28.00 4) BLAINE, ROYCE MARTHA: TIIE IOWAY INDIANS. University of Oklahoma Press 1979, first edition. 364 p. epilogue,abbreviations,notes,bibliography,index, maps, illustrations. A fine copy in slightly worn D.J $38.00 5) BROPHY.A WDLIAM AND SOPHIE D ABERLE: THE INDIANS, americas unfinished business. University of Oklahoma Press 1969, 236p.tables, index, map, illustrations. report of the commission on the rights liberties and responsibilities of the american indian. A fine copy in D.J $29.00 6) CAMPISI.Jack: THE MASHPEE INDIANS, tribe on trial. Syracuse University Press1991, first edition, 174p.index.works cited,illustrations,preface, map. central to this enthnohistory is the question of the meaning of the word tribe,a question that was raised in the tribes 1977 suit against the town and private landholders of mashpee massachusetts. campisi reconstructs the trial and provides a detail history of the mashpee. $26.00 A mint copy in D.J 7) CONNOR,LINDA, RICK DINGUS, STEVE FITCH, JOHN PFAHL,ROITZ, ESSAYS BY POLLY SCHAAFSMA AND KEITI-1 DAVIS. MARKS IN PLACE, contemporary responses to rock art. University of New Mexico 1988, first edition, photos many in colour, 133p.this book is important for people interested in contemporary photography, as well as in the sites of nonh america indian art and their preservation. A mint copy in D.J $39.00 8) CORKAN,H. DAVID: THE CREEK FRONTIER, 1540-1783.University of Oklahoma Press 1967, first edition, 343p. bibliography,index maps,illustrations. A very fine copy in D.J $42.00 Page 14 Native Language in Ontario Vol. 8, No. 1 �9) CUSHING.I-Iamilton Frank: THE MYTHIC WORLD OF THE ZUNI. University of New Mexico 1988.first edition. 167p.notes,appendix. bibliography.illustrations by Barton Wright. $29.00 A mint copy in D.J 10) ECKERT,W. AILAN; A SORROW IN OUR HEART, THE LIFE OF TECHUMSEH. Bantam books 1992.first edition, 862 p.mapped endpapers, notes, principal sources, bibliography,index. A mint copy in DJ $31.00 1 1) FARRIS,C.JAMES: THE NIGHTWAY, a history of documentation of a navajo ceremonial. University of New Mexico 1990. first edition, 288p.synonymy, nightway holy person, chart and figures, notes, bibliography,index,colored illustrations. A mint copy in D.J(this is an imponant book, it is also a very complex book). $50.00 12) FIELDER,MILDRED: SIOUX INDIAN LEADERS. Bonanza Books 1981,159p. index. bibliography.many photographs,frontis,references. A fine copy in colorful D.J $25.00 1 3) FISHER, ROBIN: CONTACT AND CONFLICT, indian-european relations in british columbia 1774•1890. UniversityofBritish ColumbiaPress 1977,firstedition.250p.index,bibliography,illustrations.map. A fine copy in slightly worn D.J $25.00 14)FLANAGAN,111OMAS: METISLANDSINMANITOBA. UniversityofCalgarypress 1991,245p.first $22.00 edition, bibliography,notes, tables,maps. A Mint copy, gilt cloth 15) GATSCHET, S.ALBERT: A MIGRATION LEGNED OF THE CREEK INDIANS,with a linguistic,historic and ethnographic introduction. Kraus 1969,reprint of the 1884 edition,457p.folding map,2 volumes in one. Highly important contributions to the history ofthe southern indians.title chosen very misleading and totally inadequate. Very fine,red gilt cloth $50.00 16) GOLDMAN,IRVING: THE MOUTH OF HEAVEN, an introduction to kwakiutl religious thought. John Wiley 1975, first edition,265p.index,bibliography,appendices,notes,kwaldutl names and terms, frontis, mapped endpapers. A fine copy,original brown gilt cloth, fonner owners name. $32.00 • 17) CORBETI,PAUL LARRY: A GRAMMAR OF DIEGUENO NOMINALS. Garland Publishing 1976,first garland edition 237p.bibliography,figures and tables. diegueno is a language ofthe yuman family (hokan stock)spoken today over much of the san diego county(california) and in the northern part of baja califomia(mexico). A mint copy $25.00 18) ORAY,L.SAMUEL: TONITA PENA,QUAH AH 1893.1949. Avanyu publishing 1990, first edition,79p.frontis,references,appendix,illustrations mostly in colour. tonita pena is considered to be the first woman painter among the rio grande pueblo people. no other book has been written which focuses directly upon tonita pena life and accomplishments. A mint copy pictorial cloth $40.00 Native Language in Ontario Vol. 8, No. 1 Page 15 �19) HENRIKSEN,GEORG: HUNTERS IN THE BARRENS, thenaskapi on the edgeofthewhitemans world. Memorial University of Newfoundland1977, 130p.appendix,references,index,maps,figures. tables. $22.00 A fine cloth copy 20) JENNESS))IAMOND: THE INDIANS OF CANADA. National Museum of Canada 1958,452p. colored frontis,appendixes.profusely illustrated,index,bibliography,folding map. A fine copy in worn D.J (A Classic) $45.00 21) KARI,M.JAMES: NAVAJO VERB PREFIX PHONOLOGY. Garland publishing 1976,313p. references. $25.00 A mint copy 22) LONG,J: VOYAGES AND TRAVELS OF AN INDIAN INTERPRETER AND TRADER, describing the manners and customs fo the north american indians. Coles reprint 1971,reprint of the 1791 edition,295p.folding map,vocabulary. $22.00 A fine copy 23) McCRAKEN.HAROLD: GEORGE CATLIN AND THE OLD FRONTIER. Dial Press 1959,216p.colored frontis of catlin, index, references, notes, illustrated many in colour. A fine copy (highly recommended) $50.00 24) McLEAN.JOHN: THE INDIANS, THEIR MANNERS AND CUSTOMS. William Briggs 1 889,first edition,351p.illustrations,frontis,the lord's prayer in cree. $100.00 A fine copy in original gilt cloth 25) MARQUIS,THOMAS: 1HE CHEYENNES OF MONTANA. Reference Publications 1978, 297p.mapped endpapers, maps.illustrations, appendices.index, editors bibliography. A fine copy in D.J $29.00 26) MAYHALL,P. MILDRED: THE KIOWAS. University of Oklahoma Press 1962, first edition,315p. appendix, index, bibliography, illustrations, map. A fine copy in D.J $45.00 27) MORICE.G.A.: HISTORY OF THE NORTHERN INTERIOR OF BRITISH COLUMBIA. William Briggs 1905, 368p.frontis, appendices, folding map, illustrations. $125.00 A fine copy. original blue gilt cloth 28) MORSE, JEDEDIAH: A REPORT ON INDIAN AFFAIRS. Kelley 1970, reprint ofthe 1 822 edition, 400p. frontis,folding map.index, appendix,tables. A fine copy (Recommended) $29.00 29) MUNRO,PAMELA: MOJAVE SYNTAX. Garland Publishing 1976, 330p. tables.appendix,references,footnotes. Mojave is a languageofthe yuman family (hokan stock), spoken on both sides ofthe Colorado River between Blythe and Needles, California. $25.00 A fine copy Page 16 Native Language in Ontario Vol. 8, No. 1 �30) NEWCOMBJOHNSON FRANC: HOSTEEN KLAH, NAVAHO MEDICINE MAN AND SAND PAINTER. University of Oklahama Press 1964,first edition.227p.colored frontis. index. bibliography. illustrations.map. A fine copy in D.J $42.00 31) PENHALL.OW.SAMUEL: HISTORY OF THE INDIAN WARS. Comer House 1973. reprint of the 1726 edition. l 85p. notes.illustrations. 1726, study of indian-colonial conflicts in New England 1703-1723. This book is one of the rarest books of its class. A very fine copy in D.J $25.00 32) PLUMMER,B. NORMAN: CROW INDIANS, the crow tribe of indians. Garland 1974, 292p. maps.tables.figures. A fine copy $25.00 33) RIDDLE,C. JEFF: THE INDIAN HISTORY OF THE MADOC WAR. Urion press 1974, reprint of the 1914 edition. 295p. illustrations,frontis,biographies,correspondence. Riddle aim was to give both sides of the troubles of modoc ind.ians and the whites. $25.00 A fine copy 34) ROYCE,C. CHARLES: THE CHEROKEE NATION OF INDIANS. Smithsonian 1975, index, map. illustrations. biographical notes. $25.00 A fine copy 35) RUBY,H. ROBERT AND JOHN A. BROWN: A GUIDE TO THE INDIAN TRIBES OF THE PACIFIC NORTHWEST. University ofOklahomaPress 1970, first edition.289p. index,maps,illustrations. A very fine copy (Highly Recommended) $45.00 36) RUBY,H. ROBERT AND JOHN A. BROWN: THE SPOKANE INDIANS, CHILDREN OF THE SUN. University of Oklahoma Press 1970. first edition, 346p. bibliography ,index, maps.illustrations. A fine copy in D.J (Highly Recommended - SCARCE) $45.00 37) STEWART.HILARY (ANNOTATED AND ILLUSTRATED): THE ADVENTURES AND SUFFERINGS OF JOHN R. JEWITT, captive of maquinna. Dougland and Mcintyre 1987, 192p. index.reference key,reading list,illustrations. A mint copy in D.J $29.00 38) ST.CT..AIR,MAJOR GENERAL: A NARRIATIVE OF THE CAMPAIGN AGAINST THE INDIANS,under the command of major general st. dair. Ayer 1991,reprint of the 1812 edition, 273p. appendix. A mint copy in library binding $35.00 39) SAGARD. GABRIEL FATHER: THE LONG JOURNEY TO THE COUNTRY OF THE HURONS. Greenwood press 1968, reprint of the champlain society 1939 edition xxv, 4 1 1p. frontis,map. A mint copy. red gilt library binding $50.00 40) 1HOMAS,HARPER EDWARD: CHINOOK, a history and dictionary. Binfords and Mortl 1970, Native Language in Ontario Vol. 8, No. 1 Page 17 �171p. appendix.part 1 history. pan 2 dictionary grammar. chinook-english, english-chinook. A mint copy in pictorial cloth $25.00 41) WARREN.W.WilllAM: HISTORY OF THE OJIBWAY NATION. Ross and Haines 1957,527p. frontis.mapped endpapers.index.limited edition to 1500 copies - this is No. 938. $45.00 A fine copy in D.J ADDENDA 42) BARBEAU.MARIUS: TOTEM POLES OF THE GITKSAN, UPPER SKEENA RIVER, BRIT­ ISH COLUMBIA. National Museum of Canada. bulletin no. 61. anthropological series no.12. 1973. reprint of the 1929 edition. 275p. appendix,illustrations.map. $28.00 A fine copy, in printed wraps 43) BEALS, L.RALPH: THE CONTEMPORARY CULTURE OF THE C' AHITA INDIANS. Smithsonian institution, Bureau of American Ethnology Bulletin 142, 1945, 244p. index. bibliography. glossary, map, illustrations, plates. Contents fine,cover wear, in printed wraps $25.00 44) JENNESS, DIAMOND: THE OJIBWA INDIANS OF PARRY ISLAND,their social and religious life. National Museum of Canada, bulletin no. 78, anthropological series no.17, 1935, 1 15p. appendix. Contents fine, cover wear. in printed wraps $28.00 45) JENNESS, DIAMOND: THE SEKANI INDIANS OF BRITISH COLUMBIA. National Museum of Canada. bulletin no.84, anthropological series no. 20, 1937, 82p. map, appendix, illustrations. Contents fine, some cover wear, in printed wraps $28.00 46) JENNESS, DIAMOND: REPORT OF THE CANADIAN ARCTIC EXPEDITION 1913-18, VOL XVI, material culture ofthe copper eskimo, southern party 1913-16. Kings printer, Ottawa, 148p. 1946, coloured frontis,many illustrations, with 189 drawn texts. Contents fine, some cover wear, in printed wraps $35.00 47) DRUCKER,PHILIP: THE NORTHERN AND CENTRAL NOOTKAN TRIBES. Smithsonian Institution Bureau of American Ethnology bulletin no.144, 1951, 480p. frontis, folding map, index, bibliography, illustrations. A fine copy, in printed wraps $35.00 48) GRANT, BOILEAU,J.C.: ANTHROPOMETRY OF THE BEAVER, SEKANI, AND CARRIER INDIANS. National Museum of Canada, bulletin no.81, anthropological series no.18, Kings Printer, 1936, 37p. appendices, illustrations, tables, plates. A fine copy, in printed wraps $25.00 49) GRANT, BOILEAU ,J.C.: ANTHROPOMETRY OF THE CHIPEWYAN AND CREE INDIANS OF THE NEIGHBOURHOOD OF LAKE ATHABASKA. National Museum of Canada, Bulletin no. 64, Anthropological series no.14, Kings Printer 1930, 59p. appendix, illustrations. plates, figures. A fine copy, in printed wraps $25.00 50) HAWKES, WILLIAM ERNEST: THE "INVITING -IN'' FEAST OF THE ALASKAN ESKIMO. Page 18 Native Language in Ontario Vol. 8, No. 1 �Canada Department of Mines, Memoir 4 5, anthropological series no.3, Government printing-Ottawa, 1913, 40p. illustrations, addendum, plates. Contents fine, slight cover wear, printed wraps $25.00 51) KNOWLES,H.S. FRANCES: PHYSICALANTHROPOLOGYOFTHE ROEBUCKIROQUOIS, with comparative data from other indian tribes. National Museum of Canada bulletin no. 87, anthropological series no.22, Kings Printer 1937, 75p. map, illustrations, appendix, tables. A fine copy, in printed wraps $25.00 52) MACDONALD, F.GEORGE: DEBERT,a palaeo-indian site in central Nova Scotia. Anthropology papers, National Museum of Canada, no.16, Queen's Printer 1968, 207p. summary, literature cited, appendix, tables, plates, figures. A fine copy, in printed wraps $25.00 53) MACNEISH, S. RICHARD: IROQUOIS POTTERY TYPES, a technique for the study of iroquois prehistory. National Museum of Canada, bulletin no. 124, 1952, 166p. index, plates, charts, tables, illustrations. A fine copy, in printed wraps $25.00 54 ) MACNEISH, S. RICHARD: AN INTRODUCTION TO THE ARCHAEOLOGY OF SOUTH­ WEST MANITOBA. National Museum of Canada, bulletin no. 157, 1958, 184 p. index, bibliography,appendix,figures,table. A fine copy, in printed wraps $25.00 55) ROGERS, S. EDWARD: THE MATERIALCULTURE OF THE MISTASSINI. National Museum of Canada bulletin no. 218, anthropological series no. 80, Ottawa 1967, 156p. plates, bibliography, appendix, figures, maps. A fine copy, in printed wraps $25.00 56) ROHNER, P. RONALD: THE PEOPLE OF GILFORD,a contemporary kwakiutl village. National Library of Canada, bulletin no. 225, anthropological series no. 83, l 79p. appendix, tables, plates, figures. Contents fine, cover wear, in printed wraps $25.00 57) SMITH, I. HARLAN: ARCHAEOLOGY, the archaeology collection from the southern interior of british columbia. Government printing, Ottawa 1913, 4 0p. frontis, plates, figures. Contents fine, cover wear, in printed wraps $25.00 58) SPECK, G. FRANK: THE DOUBLE-CURVE MOTIVE IN NORTHEASTERN ALGONKIAN ART. Canada Department of Mines, geological survey memoir 42, no 1 anthropological series, Government publishing 1914 , 17p. many illustrations, figures, plates. A fine copy, in printed wraps $30.00 59) SPECK, G. FRANK: FAMILY HUNTING, TERRITORIES AND SOCIAL LIFE OF VARIO US ALGONKIAN BANDS OF THE OTTAWA VALLEY. Memoir 70, no. 8 anthropological series bound with MYTHS AND FOLK-LORE OF THE TIMISKAMING ALGONQUIN AND TIMAGAMI OJffiWA. Memoir 71, no.9 anthropological series, Canada Department of Mines, Geological survey, Government printing 1915, 116p. illustrations, folding map, chart. Contents fine, some cover wear, in printed wraps $30.00 Native Language in Ontario Vol. 8, No. 1 Page 19 � 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 8 (1), August 1992 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 1992-08-01 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/b8f4f2a876c99e3788f4e333db1611d4.pdf 0c69bc96525f34526d5783d0e4b84a75 PDF Text Text NATIVE LANGUA GE EDUCATION IN ONTARIO Anishinaabemowin gikinoo 'amaadiiwigamig <la-Sa..VJ�- ) PP..o<l Ln�•brb N.L.I.P. Volume 8, No. 3 February 1993. �Volume 8, Number 3 February 1993 General Editor: John O 'Meara Copy Editing: Sonya Bruyere Native Language Education in Ontario Table of Contents Coordinator's Message ........................................................../1 Employment Opportunities ................................................/2-3 NLIP Summer 1993 ............................................................/4-5 Conferences ......................................................................../6-7 Wawatay News ....................................................................../8 Recipe ..................................................................................../9 Lakehead University Bookstore .........................................../10 Ojibwe Dictionary ................................................................/11 New Glossaries ..................................................................../11 Wampum Records ........................................................../12-13 Baraga's Ojibwe Dictionary ................................................/14 Native Gospel Tapes ............................................................/15 NLIP Job Registry ................................................................/16 Native YP�Ya&e in Ontario This issue and beyond . . . More teachers are beginning to contribute to Native Language Education in Ontario. They are highly motivated and deeply in­ volved in the maintenance and re­ vitalization of Native Language. Their enthusiasm gives me much hope that together, we can make a difference. Thanks to those people who wrote anicles and reviews. We all know that it isn't easy trying lo write an article within an already busy schedule! Help! Would you like to: *review a resource *write an article *provide teaching suggestions *share information about a con­ ference? If the answer is yes to any ofthese, please call either the Coordinator or Sonya Bruyere al (807) 3438542. is published four times a year by the Native Language Instructors• Program. Lakehead University, 955 Oliver Road, Thunder Bay, Ontario, Canada. P7B 5E l February 1993 �(Acting) Coordinator's Message As we head towards springtime, plans for the Native Language Instructors' Program 1993 is underway and near completion. There will be a fourth year for the Diploma in Native as a Sec­ ond Language. The practicum sessions for the Native Lan­ guage Teachers' Certification Program will be offered in the morning. This provides students enrolled in the NLTC program two hours a day for teaching, planning, and additional work in professional practice. During the founh week, workshops will include: Bookmaking and Adapting Existing Materials, Arts and Crafts, Media, and Curricu­ lum Development (Teachings of the Medicine Wheel). More information on the workshops will be made available in the next Newsletter. The dates for the Summer School are: July 530 (NLTC); July 5-23 (Diploma programs). Registration will be Friday July 2. There will be orientation activities as well as a feast on July 3. More details will be available in the next News­ letter. Application packages were sent in January. The packages include all the forms that need to be filled out, and include information on resi­ dences and meal plans. The deadline for applica­ tions is April 30, 1993. Applications received after this date will be considered only if there are spaces available. To avoid disappointment, send in your application as soon as possible. This edition of the newsletter contains infor­ mation about several employment opportunities, including the advertisement for the NLIP Co­ ordinator's position. There is also information about several conferences, including the Native Language Teachers' Conference to be held right here in Thunder Bay at the end of March this year. I hope to see lots of NLIP students and grads there! We've included information about new publications, both at the Lakehead University Bookstore and also ones available from other sources. Some of our former students have made a tape of Ojibwe-language gospel music - you can find out more about it in the newsletter. Don't forget the NLIP job registry. The form is printed in the newsletter. We strongly encour­ age all interested students to let us know if they're available for teaching. We've even included a recipe for partridge soup. Sounds pretty good... Native Language Education in Ontario Vol. 8, No. 3 Page 1 �Employment Opportunity Please bring this advertisement to the attention of anyone who might be interested in this challenging (but important) position. Although there is no deadline for submitting applications. it would be advisable for interested persons to apply in the near future. The School of Bducation at Lakehead University invites applications for the contract position of co-ordinator, Native Lanquage Instructor'• Program. This appointment is expected to be renewable, contingent upon targeted government Candidates should hold as a funding. minimum a Masters degree in a relevant discipline, demonstrate a knowledge of Algonquian languages especially Cree and oj ibway, have qualifications and experience in second language education, must hold a teaching certificate, and be sensitive to the culture ·of Native Preference will be given to peoples. candidates of Aboriginal ancestry. Duties will include an appropriate combination of administration, teaching student supervision and scholarship. Salary will be commensurate with qualifications and experience. Applicants should submit a curriculum vitae and the names and addresses of three referees to: Dr. A.D. Bowd, Director, school of Education, Lakahead university, 955 Oliver Road, Thunder Bay, Ontario, P7B 5E1. In accordance with Canadian Immigration requirements, this advertisement is directed to Canadian citizens and permanent residents. Lakehead University is committed to employment equity and encourages applications from women, members of visible minorities, aboriginal peoples, and persons with disabilities. Page2 Native Language Education in Ontario Vol. 8, No. 3 �JOB OPPORTUNITY NRTIUE LRNGUAGE TEACHER AND PROGRAM WRITER REPORTING RELATIONSHIP; The Nadve Program Worker/Language & Cultural Teacher reports to the Proaram Coordinator. The responsibilities of this position require on half time teachin1 and one half time P")p&m development. IWIIES AND B£SPQN$IBJLITJES; To teach Nadve Language and Culture on a half time basis to children 6 - 9 yrs. To gather teaching materials for Nativ� programming and to develop a resource llbraly; To design and produce a written Native program package that supports the philosophy of the center; To develop appropriate teachin1 materials as required. QJJAJ,JFJCATIQNS; �th knowlcd&c of Native customs, traditions and values. Fluenc)' in a Native language. E.C.E. (Early Cbildhood F.ducation) or equivalent experience with Native children. Oood oral and written communlcadon skills. Bxiensivc knowledae of Nadve resources through Ontario Native communities. SALARY; $30,000.00 - $32,000.00/YEAR DEPBNDINO ON QUALIFICATIONS POR l YEAR CON1RACf SBND RESUMES TO: OIZHAADAAWOAMIK, HIRING COMMITraE, 935 DUNDAS ST. E. TORONTO, M4M lR4 CLOSING DATE: MARCH 19.1993 Native Language Education in Ontario Vol. 8, No. 3 Page 3 �Native Language: A Northern Vision Lakehead University, in the heartland of Ojibwe --- country, offers a selection of Native Language courses and programs. Native Language studies are language, orthographic principles, and current lan­ guage usage. 4. Advanced studies provides oppor­ tunities for smdents to pursue topics related to their own proving to be ofinterest to students of every age, particular interest. Native and non-Na­ Fornon-fluentspeakers, tive alike. Some stu­ dents come to there is a series of Lakehead espe­ courses sequenced cially to study in a through progressive Native Language s t ages of Cree or program,whileoth­ Ojibwe acquisition ers find that the leading to functional flu- study of Native Lan­ There are also courses of­ guage complements fered in Native as a Second their chosen programs in Language for children from five otherfields.A Native Language years to fourteen years of age during the minor has been available since the month of July. The classes are designed to develop fall of 1988. Courses for non-speakers,courses for speakers, and advanced studies in Native Language are pan of the and enhance awareness of Native culture and develop communication skills in a Native Language. program During the 1992 summer school,there were The program includes counselors oo-site, an Elders more than one hundred and seventy-five students program,provisionsformalureSIUdents,p-acticumplace­ from Ontario, Quebec,Manitoba, Minnesota, Michi­ ments in language ofone's choice, am supportive tradi­ gan, Wisconsin and Paris. France. Insnuctors with tional and contempmmy teachinwleaming p-actices. expertise in linguistics, Native Language curriculwn The program for 1993 begins on July 5. On July 2. development, and Native Education came from India, students will register,panicipateinorientation,attend New 2.ealand. Alberta, Saskatchewan, Nova Scotia, a Welcome Feast and prepare for classes. The last day New York State, and Ontario. of classes for the summer will be July 30, 1993. The Native Language Instructors• Program offers either the study ofNative Languageoracareezin Native several different programs: 1. Diploma in Native As A First/Second Language 2. Native Language Teacher Certification 3. Courses for speakers to introduce the snucture of Page 4 This is an exciting opponunity for those interested in Language. F<rnoe information, contact John O'Meara at (807) 343-8054 or Sonya Bruyere at (807) 343-8542. Native Language Education in Ontario Vol. 8, No. 3 �NATIVE LANGUAGE PROGRAMS AT LAKEHEAD UNIVERSITY-SUMMER 1993 NLTC- NATIVE LANGUAGE TEACHERS' CERTIFICATION PROGRAM (July 5- July 30) This program is for students wishing to teach an Algonquian language as a second language in the province ofOntario. This is a three summer program leading to limited to teacher certification in teaching an Algonquian language as a second language. The Ministty of Education issues a Permanent Letter of Standing upon successful completion of the program. NASL- NATIVE AS A SECOND LANGUAGE DIPLOMA PROGRAM (July 5- July 23) This program is for students wishing to teach Native as a second language. This is a four summer program leading to a diploma for Native language instructors. The diploma, issued by Lakehead University, is fa students concentrating in teaching Native as a second language.Out-of-province second language instructors usually choose this program. Graduates of NLTC may transfer into year four of this program after fulfilling the NLIP practicum requirement NAFL- NATIVE AS A FIRST LANGUAGE DIPLOMA PROGRAM (July 5 - July 23) This program is for students wishing to teach Native as a first language. This is a four summer program leading to a diploma for Native language instructors. The diploma, issued by Lakehead University, is for students concentrating on syllabic literacy and Native language arts. OJ 1010 SUMMER CREDIT COURSES IN LANGUAGES AND EDUCATION Introduction to Ojlbwe I Introduction to basic Ojibwe phonetics, grammar, and conversation. (July 5 - July 16 Monday to Friday 6:00 p.m. - 9:00 p.m.) OJ 1012 OJ 2011 Introduction to Ojlbwe II (Pre-requisite:OJ 1010) Development of conversational skills and practice in writing. {July 19 - July 30 Monday to Friday 6:00 p.m. - 9:00 p.m.) Fleld Study (Pre-requisite:OJ 1010 andOJ 1012) Development of basic skills. Introduction to reading materials. Special project to be pursued as practicum. (July 5 - July 16 Monday to Friday 6:00 p.m. - 9:00 p.m.) OJ 3011 OJlbwe Immersion (Pre-requisite: OJ 2011 or equivalent) Development of language skills on location. (July 19 - July 30 Monday to Friday 6:00 p.m. - 9:00 p.m.) NL 3511 Literature: The Oral Tradition Pre-requisite: Fluency in an Algonquian language. Problems and methods of collection and analysis. Research and guided projects in oral literature. (July 5 - July 23 Monday to Friday 1:30 p.m. - 3:30 p.m.) NL 3531 Composition Expository and creative writing, research and guided project. (July 5 - July 23 Monday to Friday 10:30 am. • 12:30 p.m.) Native Language Education in Ontario Vol. 8, No. 3 Page 5 · �CONFERENCES: PROVINCIAL NATIVE LANGUAGE TEACHERS' WORKSHOP Dates: March 30. 31. April 1. 1993 Since the conference is a first, we want to Place: Airlane Hotel maximize the information and contacts that we make available. If you have recommendations Thunder Bay. Ontario about other groups that have information for the This activity is a joint effort of the Provincial teachers and who would like to have their mate­ Cultural Educational Centres. We will have rials as part of the display, please be sure to have teacher/participants from across the Province. It them contact the organizers. is our hope that the teachers will share experi­ Anyone who is interested in attending or ence and expertise and that various organizations displaying material can contact the organizers at involved in Native Language Teacher Training, the numbers below. along with organii.ations that create curriculum. will share resources. Since many Language Teachers work in isolated communities and since Conference Organizers: most schools have only one Language Teacher, Ojibway and Cree Cultural Centre this opportunity is very important. 152 Third Avenue The various Cultural Education Centres will Timmins, Ontario be displaying their materials. We expect seventy­ P4N 1C6 five delegates along with twenty representatives Telephone: 705-267-7911 of other organii.ations. FAX:705-267-4988 VISION 2020:Self-determination In Aboriginal Education CITEP Canadian Indian/Inuit Teacher Education Program Nipissing University North Bay, Ontario For Further Information, contact CITEP, May 13-15, 1993 Union of Ontario Indians Keynote Speakers: Head Office, R.K. (Joe) Miskokomon Nipissing First Nation Dr. Emilie J. Fairies P.O. Box 711 Ms. Linda Staats North Bay, Ontario Alfred Linklater P18 8J8 Page6 Native Language Education in Ontario Vol. 8, No. 3 �CONFERENCE: NATIVE CHILDREN: EMPOWERMENT/ SELF-DETERMINATION 7 TH INTERNATIONAL NATIVE EDUCATION CONFERENCE Sheraton Hotel, Winnipeg ParB,.WnUcm form May 6-7, 1993 Keynote Speakers: Mr. Elijah Harper (Title: Self-Government: What Educators Can Do) Mr. Victor Harper (fitle: Leaming from the Land to the School: The Bear Lake, Stevenson River Project) The Conference features a wide variety of work­ shops, including: "Language and Literacy in Native Classrooms: Transforming the Image in the Child", "Kahnawake Survival School," "Celebrating the Experience: Whole Language and Self-Worth," "Adapting Teaching to the Leaming Strengths of Native Students," "Devel­ oping an Aboriginal Curriculum for Your Stu­ dents," "Creative Methods for Teaching Native Studies," "Special Needs Children: Empower­ ment of Aboriginal Parents and Community," "Local Education Authority Development Work­ shop," "Counselling Native Students," "Cross­ Cultural Issues in the Curriculum," and "Cree­ ative Native Language Curriculum Develop­ ment." For more information, contact: R.S. Phillips & Associates 992 Jessie Ave. Winnipeg, Manitoba R3M 1B1 Phone/FAX:204-284-0571 l.altName MIIIDaAM'III ... .... 0.111 SIIUI A)Two.,_,.(JlllathC t .._) ....., 'lllllialdlllJ - lll..._2ail. __�_ a,o.a.., 'llaaldlllJ ..... _Jal.._�_ l'ltllaJ 1,& ... _W._Js,L __,l 'IUl'ALPll':!OUD Native Language Education in Ontario Vol. 8, No. 3 Page 7 �Subscribe to Ontario 's leading Native newspaper. ... -J:ft,;°,- ,. -::: .' .;_,. ,� the only bilingual Native-language newspaper reponing semi-monthly o.n events. issues & news affecting Native people across the province. New subscription Rates as ofJanuary 1, 1992 Personal (Canada) Business/Organiution U.S.A. & Ovmeas $25,00 + N. CiST = $26.75 $30.00 + N. OST = $32. 10 $40.00 canadi an Just complete the fonn below and include a cheque or money order and mail to: WAWATAY NEWS BOX 1 1 80 SIOUX LOOKOUT, ONTARIO P0V 2T0 G.S.T. #R127260842 a YES! I want to subscribe to Wawatay News. NAME: ----------------------- ADDRESS: ____________________ CITY/TOWN: PROV: _________________ POSTAL CODE: ___________________ PHONE NUMBER: _________________ Page- 8 Native Language Education in Ontario Vol. 8, No. J �WI ISIN IDMI Ch.· r'a-a..a-<I ·' PARTRIDGE SOUP INGREDIENTS: 2 partridge large soup pot (8 cup) 1 - 1 1/2 cups diced celery 1/2 - 1 tblsp. Salt (optional) 1/2 - 1 tblsp. Pepper 1/2 - 1 cup chopped onions 2 - 2 1/2 cups sliced carrots 2 cups wild mushrooms - 3/4 c. Wild rice (optional) or use fresh (optional or regular rice) mushrooms 1/8 cup soya sauce garlic salt (optional) 1/4 cup barley (precooked) Instructions: Sear partridge (be careful not to burn) in pre-heated hot pot bottom for a couple of minutes, turning at the same time before adding water, salt, pepper, celery, carrots, onions, and mushrooms and bring to a boil for approximately 15 minutes. Remove partridge and dice the meat. Add pre-cooked wild or plain rice, barley and diced partridge meat and let boil on medium heat for about 20 minutes. Add soya sauce and let simmer for about 20 minutes on low heat. That's it. Mmmmm - good. Traditionally served with bannock but hot rolls or rye bread is a nice substitute. This recipe can also be used when preparing rabbit meat as well. Variation: This same recipe with a flour mixture added will produce a healthy and wholesome stew. For stew, make dumplings right in the pot just before you serve. Judy Turrie, Native Language Instructors' Program. Native Language Education in Ontario Vol. 8, No. 3 Page 9 �Native Language Titles in the Lakehead University Bookstore The La.kehead University Bookstore carries a wide selection of Native Language books. For more infonnation on ordering books and to verify prices, please telephone 807-343-8 130 or FAX: 807-3438158 (Attention Mary). AnOji/:MieTextAnthology. 1988.F.d.J. Nx:hols.$45.00. Stories of Sam Osawamick from the Odawa lan­ guage project. I 985. Editor G.L. Piggott. $3.15. Themoonsofwinterandotherstories. [in syllabics] New Titles: 1990. Norman Quill, editor Charles Fiero. $3.15 Portage Lake: Memories ofan Ojibwe childhood. 1991. Maude Kegg, editor John Nichols. $19.95. Ojibwe dialogues and riddles. 1991. By Students kohlwminawak otdcimowiniwdwa - Our grand­ mothers' lives, as told in their own words. 1992. of the Native Language Instructors' Program, Al­ gonquian Language 2233, La.kehead University. Editor, Randy Valentine. $5.00. Editors Freda Ahena.kew and H.C. Wolfart. $22.95. Aandeg (The Crow). Shirley Williams. $6.95. A Dictionary of The Cree Language. 1938. R. Faries and E.A. Watkins. $52.50. wanisinwak iskwewak awdsisinahikanis I Two lit­ tle girls lost in the bush. Told by Gloria Bear Other Cree-Language Titles: wdskahikaniwiyiniw-c2cimowina I Stories of the House People. 1987 Editor Freda Ahena.kew. Pub­ (Nehiyaw). $14.95. lications of the Algonquian Text Society. Winni­ peg: The University of Manitoba Press. Muzinihbeegay: Sandy LakeArtists Coloring Book. Cree Language Structures: A CreeApproach. 1988. $6.95. Freda Ahenakew. $14.95. Other Ojlbwe-Language Titles: Other Titles: Ojibwewi-Ikidowinan: An Ojibwe Word Resource Book. John Nichols and Earl Nyholm. $15.00 (ap­ Native Plays and Games. Editor Lisa Valentine. $7.50. proximate). Northern Native Language Ans. $4.95. The dog's children: Anishinaabe texts told by Angeline Williams. 1991. Editors John Nichols and Promoting Native Writing Systems in Canada. Leonard Bloomfield. $29.95. Editor Barbara Burnaby. $12.50. Page 10 Native Language Education in Ontario Vol. 8, No. 3 �I NOW AVAILABLE IN PAPERBACK: EASTERN OJIBWA-CHIPPEWA-O'ITAWA DICTIONARY by Richard Rhodes. This 9,000 word dictionary gives information on the Ojibwe language. In addition to the English­ Ojibwe and and Ojibwe-English dictionaries, information on dialects, variation, and borrowing is given, and a lengthy guide to pronunciation is included. Available directly from the Lak:ehead University Bookstore. Price:$44.95 To place an order, FAX:807-343-8158 (Attention Mary) or telephone 807-343-8150. NEW PUBLICATIONS: Gloaary of Oji-Cree Legal Terms With English Translation by Donald J. Auger, Tom Beardy, and Joshua Hudson Published by Nishnawbe-Aski Legal Services. Thunder Bay, Ontario. This glossary lists common English-language legal tenns with the Oji-Cree (Severn Ojibwe) equivalents written in both syllabic and roman (alphabetic) writing systems. An English definition is given for each legal term in the glossary. •••••••••••• Gloaary of Northwestern Ojibwe Legal Terms With English Translation by Donald J. Auger and Tom Beardy Published by Nishnawbe-Aski Legal Services. Thunder Bay, Ontario. This glossary lists common English-language legal terms with the Ojibwe equivalents written in both syllabic and roman (alphabetic) writing systems. An English definition is given for each legal term in the glossary. The Ojibwe glossary entries are those of the dialect spoken in communities such as Lansdowne House, Webiquie, Summer Beaver, Ogoki Post, and Fon Hope. Both titles are available from the Lakehead University Bookstore. Price:$10.00 each. To place an order, FAX : 807-343-8158 (Attention Mary) or telephone 807-343-8150. Native Language Education in Ontario Vol. 8, No. 3 Page 11 �I I IIIIII111 111111111111111 1111 .111I I IIIII1 111 1 1 1I11 1 1 1 1 W �JP) JP)ii .A\ lk mmc111k Il c11 «D mi tu1 �@ (Q) mi (Q) THE WAMPUM RECORDS Wabanaki Traditional Laws A new book from the Micmac-Maliseet Institute edited by Robert M. Leavitt and David A. Francis l l l l l l J l l l l l J l lll l l lll: 1 l l l l l l l l l l l l lll l l lll l l l l l J I J J J J J J llll l l llll l l l l lJ l l l l l l llll i l llll l l l l l l l l l l l l l I I HlH H I I l l l l Ill l l I ! l l 1 1 1 H I l I I ! !Ill I ! I !I UHJ I l l j J H l l l l l l I I l H I I l l I l l I ! J l Ill l ! l 1 1 H l l l l l l U HHlHU n I I I l i i 1 1 1 1 1 H I I t I l l l 1 1 l t l I I l l l l lt I l l l l l l J I I H I ! 1 1 I I H ll I H t i I I I l l I I I I 1 1 1 1 1 l ll I I ) 1 l l ! ! ! I !IH fl t f I l l ! I I I H I I I I 1 1 f ! I I I I fl I I ! I l l I I I I f Hl I f f f t l I l! I l l 1 1 1 11 1 1 1 1 H l I I l l I l l I I l l l !I IH l l f l f t I 1 1 I l I I n n nu n n ANNOUNCING A NEW BOOK . . . THE PASSAMAQUODDY WAMPUM RECORDS The Wampum �,ds are an original Passamaquoddy account of how the Wabanaki Confed­ eracy originated and how it was maintained. They remain a rare example of Passamaquoddy oral history transcribed by a Passamaquoddy writer in his native language. As such, they provide a valuable complement to the accounts found in Frank Speck's and Willard Walker's histories of the Confederacy, which are also included in this volume. Each of these records of the Confederacy and its peace agreement with the Mohawk of Caughnawaga and Oka offers a unique penpective on the shared history of the Wabanald peoples - the Passamaquoddy, Penobscot. Maliseet, and Miemac nations. The author of The Wampum Records, Lewis Mitchell - or Oluwisu - a Passamaquoddy of Pleasant Point, Maine, was born in 1847. He became the tribe's representative in the Maine Legislature, where, in 1887, he delivered an eloquent and impassioned speech in behalt ot native land and subsistence rights. Mitchell was a self-taught man who was unusually well educated and well read for his time. He is remembered today as a militant advocate for his people. This edition of The Wampum Records is intended for those who wish to know more about the social and political institutions of the Passamaquoddy people and their neighbours during the colonial period. Although the Church had had a devastating influence on native traditions since the �rly 1000s, ancient customs survived, as is evident from the marriage customs still known to Lewis Mitchell through oral accounts. Careful readers will also detect the influences of British and American governance - in the method of selecting chiefs, for example alongside surviving aboriginal practices like the "'Wigwam of Silence" and #Everyone Talks," where each delegate's voice. was heard in turn and decisions were reached by consensus. A number oE native organizations and communities in the Maine-Maritime follow this practice today, under the name of "Talking Circle." The Wampum Records is available in softcover at $10.00, postpaid, from the publisher, the Micmac-Maliseet Institute, at the University of New Brunswick. Page 12 Native Language Education in Ontario Vol. 8, No. 3 n �THB PASSAMAQUODDY WAMPUM JlBCOJlDS: CONTENTS l The Ea.stem Algonkian Wabanald Confederacy- by Frank Speck Speck's 1915 article remains one of the most comprehensive accounts of the shared history of the Penobscot, Passamaquoddy, Maliseet, and Micmac nations and the wam­ pum belts which maintained their alliance. Based on extensive interviews with Indian people throughout Maine and Eastern Canada, his work is a record of the oral tradi­ tions associated with the Wabanaki Confederacy. 2 Wabanald Wampum Protocol- f,y Willard Walkir Walker's article places the Wabanaki Confederacy in the broader context of the oral tradition and the ways in which wampum was used to symbolize relationships among peoples and convey messages at an international, diplomatic level� both among the Indian nations and between Indians and non-Indians. 3 Wapapi Akonutomakonol: The Wampum Record&- by Lewis Mitchell Mitchell's original Passamaquoddy-language text was fint published by J. D. Prince in 1897. The 1990 edition sees the correction of many of Prince's transcription errors and updating to modem spelling, together with a new, accurate English translation. Mitchell relates the oral history of the Wabanaki Confederacy and the laws relating to marriages and to the making of a chief - a responsibility shared by all members of the alliance whenever any one chief died. 4 The Wampum Records Annotated (Confederacy Section) The first part of Wapapi Akonutonu,konol is analysed word by word to show how the Passamaquoddy language expresses ideas - a valuable reference for students of the language and those interested in how language reflects culture. 5 The 1902, 1911, and 1990 Versions Compared A comparison of the various editions of the Records published by J. D. Prince. 6 Some Additional Wampum Studia An annotated bibliography of other studies which examine the ancient history of wampum, its commercial use during colonial times, and Its sacred significance. Abo11t th� Editors Since 1984, Robert M. Leavitt and David A. Francis have co-authored several books and arti­ cles, including Neke nllka Tokt: Then and Now andPasS11maquoddy-Maliseet Verb Paradigms. They are also co-editors of Kolusuwakonol, the Passamaquoddy-Maliseet/English dictionary. ------------------- ORDER FORM Qnd � ' "' Please send me _ copies of The Wampum Records. I enclose $10.00 (US, please, for U$.orde� for each copy ordered, postpaid. Cheques may be made payable to Micmllc-Maliseet Institute. • Name ----------------------------------------- -------- Address ______ _________________________________________ _ City, Province, Postal Code ___________ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Mail your order to: Micmac-Maliseet Institute, University of New Brunswick, Fredericton, NB, Canada £3B 6£3 Native Language Education in Ontario Vol. 8, No. 3 Page 13 �BACK IN PRINT: MINNESOTA HISTORICAL SOCIETY PRESS Order Departaent 153 , 345 Kellogg Blvd . w. (612) 297-3243 St . Paul, 11N 55102-1906 Toll Free l-800-647-7827 AICIIRICAII IIIDIU DICTIODRIB8 Naae :______________ PREPAYMENT REQUIRED FROM INDIVIDUALS : Personal Ck ( ) Address :____________ Visa ( ) City :_______________ Credit Card '--------- ST/Z ip :______________ Telephone :_____________ A Dictionary of the Qjibway by Frederic Baraga 1anauag1 AmEx ( ) MC ( ) Expiration Date : _______ Signature: ___________ 11fth • foreword by Jdln D. 1fdlol• Qty _ x $24 . 95 • _____ led neerly 150 y.er1 -.o .,., cmprellenatve end eccur•t• lexicon Thi• dfctt onerv, c .... ,_Ina the � l eveHeble of the OJI • ler..• (11Y7-1868), • print fr• Slownte .. aent tn tm u ckty • ■fHlonary ...,. the J tC':ffvtne fn the Lele• ._,for ,.. ton. Th• a,ltlll ....,., ..r... teerned the OJlbwey lenguage end ow,r tlllnY y.era worked 11fthln ttle c-..ilty to proci,ce the}=tic TNE t,1elt lng1 on whldt aodern orth rlOhy la blNd. In 11SJ ttle flrtt edition of A DICTIOIIAIY OTCNIN I.AIIGUAGE EJIPUUIO Ill,IGI. ISI WU pblfshed. An tnl•rtld edftfan of the dictionary followed In 1178 end fa the version no11 reprinted. ORDER SUBTOTAL • ( MN Residents Only) 6 . 51 MN SALES TAX • (Canadian Residents Only) 71 GST - POSTAGE/HANDLING $2 . 50 PER ORDER • CANADIAN/FOREIGN POSTAGE $3 . 50 PER ORDER = TOTAL ENCLOSED � ---------------- --------------- (PAYMENT IN u . s . FUNDS ONLY, Make Checks Payable to MHS Press) Page 14 Native Language Education in Ontario Vol. 8, No. 3 �NOW AVAILABLE: MNJIKANING OJIBWE SINGERS NATIVE GOSPEL TAPES Gchi Miigwech Gzhemnidoo is a prayer in song, giving Thanks to Our Creatorfor everything He has given us, and asking for guidance in our everyday lives. Vocals: Lorraine McRae, Shirley Shilling, and Irene Snache. Musicians: Mark Rutherford, Joe Huron, Michael Filion Cost: $14.00 (includes shipping and handling) Order From: Mnjikaning Ojibwe Singers Chippewas of Rama First Nation P.O. Box 63 Rama, Ontario LOK ITO 705-327-1211 OR 705-326-1610 with LORRAINE McRAE SHIRLEY SHILLING IRENE SNACHE Native Language Education in Ontario Vol. 8, No. 3 Page 15 �NATIVE LANGUAGE TEACHERS' JOB REGISTRY A Message to all NLTC Students... The Native Language Instructors' Program office receives many calls from schools across Ontario that are looking for Native Language teachers. So we are setting up a listing of all students who are available for teaching positions. Remember that all students in the Native Language Teacher Certification Program are required to submit 20 contact days of teaching experience before their second and before their third year of University. This is an excellent way for you to find employment and receive your teaching experience at the same time. We encourage all students to take the time to fill out the form below, include all information, and return to our office (you may wish to photocopy the form first). Please ensure all information is correct and be sure to keep us posted as to any changes in your address, phone number, and employment status. You may contact Sonya Bruyere at (807) 343-8542 in order to update any information that has changed or if you have any questions. Name: Address: Phone No. Work No. What communities would you prefer to work in? Have you received your: Provisional Letter of Standing? ___ Pennanent Letter of Standing? ___ Page 16 Native Language Education in Ontario Vol. 8, No. 3 � 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 8 (3), February 1993 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 1993-02-01 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