817 10 13630 https://digitalcollections.lakeheadu.ca/files/original/79e980ea26362e4c6d8706a268100726.pdf 4506290aaacee56f187111f8efee49c2 PDF Text Text Native Education Strategy A SUBMISSION TO THE MINISTRY OF COLLEGES AND UNIVERSITIES N oveIDber 1992 ..... .... ······················· .. .. ..·· •• ..•• •• •• • ♦ • •• • • .. .... •• •• •• •• •• • • •• •• • •• •• •• •• • • ••• •• •• •• • • •• ••• • I •• ■ ■ ■ I • • •• •• • ■ a__.t---- •• •• •• •• •• •• •• ....... ♦ ••• ••• •• ....... ...... ·············· ······ 300 km. 0 • Other Ontario Universities x Lakehead University's - - - Off-Campus Centres Scale LAKEHEAD UNIVERSITY IN AND FOR THE NORTH �TABLE OF CONTENTS Page 1. Executive Summary ................................................ . I 2. Generic Criteria .· .................................................. . 9 3. Special Projects Fund - Program Development ......................... . 23 Native Studies Program ....................................... . Native Access Program ....................................... . 24 36 4. Support Services Core Fund ......................................... . 46 5. Support Services Enhancement Component a) b) Elders/Tutors ............................................... . Tutoring Program - Native Access .............................. . Healing Circles .............................................. . 55 63 Supplemental Core Fund ............................................ . 73 Native Teacher Education .................................... . Native Nurses Entry Program ................................. . Na ti ve Access Program ....................................... . 74 a) b) c) 6. a) b) c) 68 79 85 �EXECUTIVE SUMMARY INTRODUCTION In the process of adapting to its environment, Lakehead University's character has made it distinctive in the Ontario University system. Lakehead is a university with a dual role. It has the responsibility for bringing knowledge and an understanding of a broad range of the basic disciplines to Northwestern Ontario. As such, it strives to be a good general university for the purpose of regional accessibility. It is, in short, a university in the North. Lakehead also has the responsibility of gathering knowledge about the region for use in social and economic development and for transmittal to the rest of the province, nation and world. It has to be, therefore, a university for the North. In addition, through extensive offerings by Continuing Education, the classroom is taken to the more remote areas of the region. The result is that Lakehead is now truly a university "in and for the North". Lakehead University has a history of participating in Native education. For example, the Native Teacher Education Program, the Native Language Instructors' Program, the Native Nurses Entry Program, and the Native Student Support Services Program are testaments to this institution's commitment to enhance the success of Native students in achieving their academic goals. In response to the 1987 Academic Plan, Lakehead University established the Native Studies Study Group and, in response to its recommendations, created the Office of Native Programming which eventually led to the establishment of a Department of Native Studies in the Faculty of Arts and Science. In addition to academic programming, the Department is responsible for devising mechanisms for effective consultation with Native people and for the development of long range planning proposals. The University also began on a limited basis, a Native Students Access Program to further the ability of Native students to enter University programs and to succeed in their work. At this time, in response to Native principles of self-determination, the University has plans to create a separate School of Native Studies to be organized and developed in consultation with Native people. The concept was first proposed in the 1987 Academic Plan and reinforced by the Native Studies Study Group. Initially, it was suggested that such a structure would coordinate and promote the instructional and research activities of Lakehead faculty and educational services for Native students. Today, the concept of a School of Native Studies has been extended to mean a centre for Native activities, both academic and support. The School of Native Studies will be comprised of two departments: the academic Department within the Faculty of Arts and Science to house academic and research programs, and a Support Services Department where a full range of services such as social, personal and career counselling, orientation, and Native student advocacy will be provided. With such a structure, at some time in the future, the School would be poised to become an affiliated college or a separate institution, if circumstances so dictated. Considering the number of Native students at Lakehead University, it would seem a reasonable objective. According to sta ti sties provided by DIA ND, in 1990 /91 41 % of the students it supported at Ontario universities attend Lakehead University. Lakehead University has a policy to hire Native people in its Native programs and will continue this commitment for any new positions that are created as part of its Native Education Strategy. �3 2 B. 1. SUPPORT SERVICE PROPOSALS PROPOSALS FOR CONSIDERATION Native Support Services Core Fund (Resubmission) Programs that were approved last year are resubmitted here for continued funding. These are: Native Studies Program Native Support Services Core Support Services Enhancement (Elders/Tutors) Native Nurses Entry Supplementary In addition six new programs are submitted: Native Studies - continued development Native Access Supplementary - Native Teacher Education Supplementary - Native Access Program Support Services Enhancement - Native Access Tutors Healing Circles A. ACADEMIC PROPOSALS Native Studies Programs The programs in Native Studies, housed in the newly created Department of Native Studies, will be developed to offer students fundamental knowledge of First Nations' history, cultural and traditional values, political, constitutional, and sociological issues, and economic relationships with the mainstream society. The programs include a double major, a minor and a certificate in Native Studies. Currently, the program in Native Studies combines courses in the existing curriculum of various departments with core courses in Native Studies. However, the Aboriginal Management Council urges that a more comprehensive development take place and that additional courses in Native Studies be developed. The planning for this direction is underway and could be realized with the added support of the Strategy. Native Access Program The Native Access Program is a bridging year designed for students who do not meet the normal admission requirements. The program, offered on a limited basis, encourages Native students to enrol in any Lakehead University program. Moreover, it increases the participation rate of Native students and provides a framework for successful integration and completion of programs as well as academic support and a supportive social and cultural environment. The program includes core courses in English, Study Skills/Logical Reasoning, and Mathematics. Additional courses are chosen to meet the career objectives of the student. The two parallel streams available are Health Sciences Access and Arts, Science and Professional Studies Access. Native Support Services assists Native students by offering support, advice, counselling, information on programs and facilities and whatever else is necessary to promote their academic and personal success. These services are flexible and accommodate the needs of each individual student as the school year progresses. Services include student orientation, academic counselling, financial counselling, study counselling, personal counselling, tutorial services, social support system, student advocacy, cross-cultural awareness, native community liaison, career and employment counselling, the Student Centre and the Native Students Association. In 1991-92, Native Support Services moved to the new Student Centre giving it high visibility and access for Native students. In addition to the capital investment, the Centre was equipped with supplies and such equipment as a television and videocassette recorder and two computers. These recent developments recognize the needs of Native students and are an indication of the University's commitment to providing services to Native people attending the University. Lakehead University is requesting funding to continue to improve Native Support Services. Previously, the Counselling Foundation funded the Centre in annually decreasing increments. To provide services at the previous level, additional funds must be found to supplement the University's commitment. Native Support Services Enhancement (resubmission) In its declaration of jurisdiction over education, the Assembly of First Nations asserts that formal education must include a continuation of the cultural and linguistic instruction provided by the family and the community. Elders are the holders of knowledge, the teachers of culture, songs, heritage and survival, and are held in highest esteem and respect by Native and non-Native people at Lakehead University. The presence of Native Elders on campus enhances every aspect of Native student life and provides the environment for a successful academic experience. Aankokinomahget is an Ojibway word that means "a person helpful in teaching and a chain to what's going on already". This project enhances tutoring in course content, teach learning skills, train peer tutors, assist students with individual essays, and conduct workshops on writing, formatting and documenting essays/major papers. Native students currently have access to the Learning Assistance Centre which employs three full-time tutors, one of whom tutors Native students in English, Mathematics, Biology and Chemistry. To enable Native students to receive the comprehensive tutoring that is required, particularly at upper-year levels, Aankokinomahget provides a number of Native tutors who will spend their time exclusively with Native students. It is proposed to add to components to Native Support Services this year. A proposal to provide tutors to an enhanced Native Access program has been added as well as a proposal to establish a Healing Circle. �5 4 Special Tutoring Proiect for Students in the Native Access program Native Nurses Entry Program The Native Nurses Entry Program provides students with the necessary skills and academic preparation for successful completion of the four-year nursing degree. The program utilizes specialized recruitment and admission procedures, program orientation and personal counselling, a curriculum that addresses deficiencies in preparation, a tutoring program for academic courses, and specialized assistance for social and cultural support. Students are admitted, through the University's mature or extraordinary admission regulations, to the BA(General) program. This project to tutor students in the Native Access program is designed to provide the academic support so of ten necessary for successful post-secondary studies. The project will provide initial orientation to university life and in particular to the lecture mode, the teaching method most employed by universities. Further assistance will be provided in the content of individual courses and in gaining skills for successful learning. Thus, help will be provided at the beginning of the students' academic program, and on-going assistance will aid students in succeeding in their academic plans. Native Access Program Healing Circles This project will assist Native Support Services to host regular gatherings for the Native students at Lakehead University. These groups processes will provide a safe, confidential atmosphere students can share their experiences and seek healing and the support of their peers. The Women's Circle will be organized and conducted on a biweekly basis by the Counsellor of Native Support Services with the guidance of a female Elder. The Coordinator will assist a male Elder conduct a Men's Circle, also on a bi-weekly basis. The Native Access Program provides academic skills and special preparation for Native student to make a successful transition to University life. Special academic programming is offered along with tutoring, academic counselling and a related support network to provide the student with an atmosphere conducive to successful program completion. 2. PROPOSAL BUDGETS AND PROPOSAL PRIORITY The Budget is presented in Table I. Proposals have been prioritized in the following order by the Aboriginal Management Committee: A critical component of this project is the Children's Circle to be conducted simultaneously at Native Support Services. The initiation of a children's program will encourage students with childcare responsibilities to participate in the Healing Circles. The Children's Circle will make use of craftspeople, artists, and Elders to offer demonstrations of Native crafts, painting, Legends and storytelling. A variety of games and activities will complete the program. This part of the project will be organized and implemented by a group of Native University students to provide a meaningful work experience during the academic year and to provide a secure and responsible level of care for the children. Program previously submitted and funded: I. 2. 3. 4. Native Studies Program Native Support Services Core Support Services Enhancement - Elders/Tutors Supplementary - Native Nurses Entry Program New program submission: C. SUPPLEMENTARY GRANT PROPOSALS 5. 6. 7. 8. 9. 10. Native Teacher Education Program The Native Teacher Education Program is a concurrent Bachelor of Arts (General Program)/Bachelor of Education (Native Education) degree program. In order to be admitted to the Program, students must be of Native ancestry and be recommended by a Native organization. The purpose of the Program is to increase the number of qualified Native teachers through an alternative (but equal) program that prepares them to meet the special social and cultural needs of Native communities. The Program prepares teachers to provide educational programs that will assist Native people to sustain their culture and language while, at the same time, teach students the skills necessary to pursue their education. In addition to educational methodology and theory, the Program includes courses in Native culture, traditions and language. Students are required to do student teaching in Native schools. 3. Native Studies - continued development Native Access Supplementary - Native Teacher Education Supplementary - Native Access Program Support Services Enhancement - Native Access Tutors Healing Circles NATIVE COMMUNITY INVOLVEMENT IN PROGRAM DEVELOPMENT Lakehead University has an institutional Aboriginal Management Council whose role it is to provide input and to approve submission for projects, activities and programs related to Native people. A member of the Council has been appointed to the Board of Governors of the University. Lakehead University has been working with local and regional Native organizations and individuals to create and administer the Native Studies Program, the Native Teacher Education Program, the Native Language Instructors' Program, the Native Nurses Entry Program, the �7 I I .·- rl'J .::t ·a= =·;... ~ ~ Ill Cl.I .,,Ei- = ,.;i < rl'J 0 =,.. 0 ~ =,.. 0 0 0 0 0 0 r- r--- 0 0 M f"i' c--i' 0 0 0 0 0 V"l - 0 0 °'.. "' ~ \0 0r- ll") ll") I °' "'00 "' 0 V"l 00 N ("t'\ .,.; ll") V"l '° 0 0 0 0 0 0 "'0N 0 0 °'- - .,, 0 0 0 ll') f'f .,, ""~ 00 0 0 0 N \ti c--i' r--:- 0 0 "l:t' - M - - ~r--:NN 000 \00 "1:t'O 0 0 r- - - V"l N "'0 M - - .,.; 0 O'I V"l 0\0 0 0 0 \0 0 "l:t' M~ V"l ("t'\ 0 N 0 0 00 ll") Ct\ - M "l:t' 0 00 \00 \00 ("')0 r- N - - 0 N 0 0 "l:t' °' ~ 0 "l:t' 0 O'I NM 0 N -c--1 \Cl ll') r--- "'r ll') ll') Native Access Program, and the Native Student Support Services Program. The University's commitment to the Native educational agenda on campus includes the Native Studies Study Group, a forum for the discussion of Native curriculum development. In 1989, on the advice of the Study Group, the Office of Native Programming was created. The Group was able to secure interim funding for a Coordinator of Native Programming. I The Lakehead University Aboriginal Management Committee was created to enhance the direct access of the Native community served by the University in the discussion of programming initiatives in Native Studies and services in the area of Native support. The Aboriginal Management Council is an excellent source of information to facilitate community and University consultations. In developing a Native Studies Department and an Access Program, consultation with the Native community, University, business and service industry is essential. The Council provides an excellent forum for such consultation. It also provides numerous community contacts of "front line" advocates and staff providing services to First Nations, Metis communities, and tribal councils. """" "" 0 ~ \Cl The University has committed itself to an on-going relationship with the Native community which it serves. To this end, the Council meets on a regular basis to discuss issues of concern to its membership. In this way, Lakehead University has created a communication bridge that enhances Native programming to the Native communities of Northwestern Ontario. QO N N °' At a meenng of the Aboriginal Management Council held on November 12, 1992, it was agreed by consensus to reafftnn support for proposals submitted for the first AETS 1992 program . Individual resolunons were unanimously approved for all new proposals. 0 \Cl ~ RESPECTFULLY SUBMITTED ON BEHALF OF THE ABORIGINAL MANAGEMENT COMMITTEE BY John Whitfield, Acting President, and Richard Morris, Chair, Aboriginal Management Council 0 > ~ < . . ~ ~ ~ rl'J ·.::Q I 0 0 0 0 r--:- °' .c 0 0 0 0 r- c-i r-,: ll") N ll") "l:t' '° 0 0 N.. O'I O'I -~ 0 0 .,, It) r---._ Ct\ Ct\ -- < - ... en 0 Cl] Cl] = E- ~t e .... "O 0. "O 0 u en 0 0 ....> ... 0 ... ... ....- e :; = rn "O rll 0 Cl.I ~ E- 0 0. 0. .J:J 0 ~ = --- c.,-=... ... ~o= ... 0 c:: 0> rll 0 0 0 > e O ·;: - rn -0 0 o g. = e ....-; ~ 0 0 0. - rll rll < i:Q I 0. "O 0. 0 01) "I 0 -c:: .... > 0, 0. = rll u I -; .... Q E-I .c :s VJ ~, 0 0 0. rll < 01) ~ I 0 0 = z z o ... - o ... - ..c:= - ..C:= g.o - ... ... c:: = ....=g. g. l-c01) o- e oZ= 0 _,_ u 00 >o>oc::rnc::c:: o>o>o-o, ... ~ 0 ·.:: 0 ·.:: e B e -; oe=s =o o o -2. = = g E- g ::c: en 0 en e-z= e z= = =- -2. c:: 0 = ... ... ..c: 0 =0 0 ............. orllo < en c:: .... < 0 ....> c::-;,c::-.. 0 0 0 rn 9 .... ~ ~ c:: -== -z= ....u... - ... - -e en C::-.. O 0 0 0 ~ "O rn ~ c:: 0 =..c: ... 0 c., = 0 tE- < 11) 11) 0 C':S O 0 O 0 -c:: ........ > > o-- e == oZZ C. 0. = V) i:Q I I ,.;i < E- 0 E- 4. CONTACT AT LAKEHEAD UNIVERSITY Kerrie-Lee Clarke, Special Assis tan t/Insti tu tional Research, Office of the Vice-President (Academic), (807) 343-8339. �8 GENERIC CRITERIA J �9 GENERIC CRITERIA 1. NATIVE ACCESS TO THE GOVERNING BODY OF LAKEHEAD UNIVERSITY Since its inception, Lakehead University has been actively working with local and regional Native organizations and individuals in order to respond effectively to the academic needs of a variety of Native learners. The growth of Native participation in University affairs, along with the commitment of the University Senate and Board of Governors to expand the Native educational agenda on campus, led to the creation of the Native Studies Study Group (a Senate Academic Committee sub committee) in 1987. In the past five years, the Study Group has been operating as a forum for the discussion of Native curriculum development and Native access to the wide variety of degree programs offered at Lake head. In 1990, Lakehead University established the Native Advisory Committee , in order to enhance the direct access of the Native community served by the University to the discussion of programming initiatives for Native people. The Committee is now known as the Lakehead University Aboriginal Management Council. In order to directly access the Board of Governors, a member of the Council has been appointed to the Board of Governors. This is in addition to another Native appointment on the Board who sits as a community representative. The results of these relationships have been realized in the creation of the Native Teacher Education Program, the Native Language Instructors' Program, the Native Nurses Entry Program, the Native Engineering Access Program, the Native Access Program, and the Native Student Support Services Program. In I 992, with the assistance of the Strategy, a Department of Native Studies was initiated. 2. RELATIONSHIP OF THE ABORIGINAL COMMITTEE TO DECISION-MAKING BODIES The President is a member of the Aboriginal Management Council; the secretary is the Vice-President (Academic). Through this structure, direct access to the executive head of the University and to the senior academic administrator is realized. In 1992, in order to give Native organizations direct access to the main decision-making body of the University, a member of the Native Advisory Committee was appointed to the Board of Governors. Additionally, through the creation of the Department of Native Studies, a Native presence is established in the Faculty of Arts and Science and the Chair of the department holds a seat on the Senate of the University, the internal body in the University on which all chairs of academic departments sit and which deals with academic policy. 3. MANDATE OF THE ADVISORY COMMITTEE The Lakehead University Native Advisory Committee was established prior to the implementation of the Government's Aboriginal Education and Training Strategy (AETS). The structure devised in consultation with the Native community at that time is still in place. �11 10 However, the Committee has changed its name to the Lakehead University Aboriginal Management Council and is reviewing its composition and terms of reference. When this task is complete. the Council will report to the President with advice on the appropriate changes to the Council's composition and Terms of Reference. The current Council gives advice to the President of Lakehead University on programming in Native Studies, on University relationships with Native communities and students, and on other matters of concern to Native people and the Un1versity and is consistent in its approach with the spirit of the AETS. 4. THUNDER BAY, Ontario P7B 5El Ms. Linda Henry President Nishnawbek Students' Association Lakehead University · THUNDER BAY, Ontario P7B 5El Tele: Fax: (807) 343-8065 (807) 343-8023 Madeline Moonias, Representative Ontario Native Women's Association c/o 530 N. McKellar Street THUNDER BAY, Ontario P7C 4A2 Tele: Fax: (807) 625-5548 (H) (807) 623-3442 (W) (807) 623-1104 Dr. Raoul McKay Chair Department of Native Studies Lakehead University THUNDER BAY, Ontario P7B 5El Tele: Fax: (807) 343-8902 (807) 343-8023 Ms. Joanne Fisher-Wade, Representative Union of Ontario Indians c/o 536 Edison Road THUNDER BAY, Ontario P7B 5S3 Tele: (807) 344-7994 (H) (807) 623-4227 (W) Ms. Verna McDonald, Representative Ontario Metis and Aboriginal Association c/o Wesawkwete Inc. Zone One Longbow Lake P.O. LONGBOW LAKE, Ontario POX lH0 Tele: Fax: (807) 548-1490 (807) 548-1492 Tele: Fax: (807) 622-6437 (807) 548-5041 Mr. Richard Morris, Representative Nishnawbe Aski Nation c/o Kitche-Nichmay-Koosib Education Authority General Delivery BIG TROUT LAKE POV IGO Tele: Fax: (807) (807) (807) (807) Ms. Anne Cox Executive Director Tele: Fax: (807) 345-5840 (807) MEMBERSHIP OF THE ABORIGINAL MANAGEMENT COMMITTEE The Lake head University Aboriginal Management Council consists of fifteen persons: I) 2) 3) 4) 5) 6) 7) 8) The The The The The The The The Grand Council Chief of the Nishnawbe-Aski Nation Grand Council Chief of Grand Council Treaty #3 Grand Chief of the Union of Ontario Indians Grand Chief of the Association of Iroquois and Allied Indians President of the Ontario Metis and Aboriginal Association President of the Ontario Federation of Indian Friendship Centres President of the Ontario Native Women's Association President of the Lakehead University Native Students' Association The elected leaders named above may be represented by such other qualified and formally designated representatives as s/he appoints. 9) 10) 11) 12) 13) Two Native persons from Northwestern Ontario nominated and appointed by the Committee, one of whom must be an Elder The Chairperson of the Native Studies Study Group Two persons appointed by and from the Native Studies Study Group The Coordinator of Native Programming The Vice-President (Academic), who is Secretary of the Committee. The Chairperson of the Lakehead University Aboriginal Management Committee is a Native person, nominated by and selected from the Committee membership. The Committee also recognizes the need for local community representation. To this end, two Native persons from the region sit on the Committee, one of whom is an Elder. Members of the Lakehead University Aboriginal Management Council 1992/93 Dr. R.G. Rosehart President Lakehead University THUNDER BAY, Ontario P7B 5El Tele: Fax: (807) 343-8200 (807) 343-8075 Dr. John Whitfield (Secretary) Vice-President (Academic) Lakehead University Tele: Fax: (807) 343-820 I (807) 343-8075 Ms. Lu Ann Bruyere, Representative, Treaty #3 #2 - 1035 McIntosh Street (P.O. Box 1720, Kenora) THUNDER BAY. Ontario P9N 3X7 P7C 3B2 537-2553(W) 537-2316 537-2264(School) 537-1040(H) �13 12 In 1987, the Academic Plan approved by the Lakehead University Senate recommended the immediate creation of the Native Studies Study Group. The Study Group, chaired by a Native faculty member, had the responsibility of finding new ways to meet the needs of the Native population served by the University in Northwestern Ontario. In 1989, the Study Group recommended the creation of the Office of Native Programming and was able to secure interim funding for a Coordinator of Native Programming. The first Coordinator was a respected Native Elder who travelled throughout Northwestern Ontario gathering valuable information on the academic needs and desires of Native organizations and individuals. This extensive survey revealed the need for a Native Access Program and for a permanent Native Advisory Committee, both created in 1990. Lakehead University has committed itself to an ongoing relationship with the Native community which it serves. To this end, the Aboriginal Management Council meets on a regular basis to discuss issues of concern to its membership. In this way, Lakehead University has created a communication bridge to the Native communities of Northwestern Ontario. Thunder Bay Indian Friendship Centre 401 N. Cumberland Street THUNDER BAY, Ontario P7A 4P7 Dr. A.E. Epp, Representative Native Studies Study Group c/o Department of History Lakehead University THUNDER BAY, Ontario P7B 5El Tele: Fax: (807) 343-8341 (807) 343-8023 Ms. Evonne Sabourin, Representative Native Studies Study Group c/o Contact North Lakehead University THUNDER BAY, Ontario P7B 5El Tele: Fax: (807) 343-8020 (807) 344-6807 Dr. Doug West, Chair Native Studies Study Group c/o Department of Political Studies Lakehead University 955 Oliver Road THUNDER BAY, Ontario P7B 5El Lakehead University has contacted the provincial organizations in all cases. All seven Aboriginal organizations have made appointments to the Council with the exception of AIAI which is changing its appointee and has so advised us. Fax: Tele: (807) 343-8304 (807) 343-8023 6. TERMS OF REFERENCE OF THE ABORIGINAL MANAGEMENT COUNCIL The Lakehead University Aboriginal Management Council is an institutional committee and gives advice to the President of Lakehead University on programming in Native Studies, on University relationships with Native communities and students, and on other matters of concern to Native people and the University. TBA Representative Association of Iroquois & Allied Indians 466 Hamil ton Road LONDON, Ontario N5Z 1R9 (formerly D. Skye) Tele: Fax: Mrs. Carol Martin Member-at-Large c/o 128 Duke Street THUNDER BAY, Ontario P7A 5Tl Tele: (519) 652-3251 (519) 679-1653 (807) 344-497 4 The Aboriginal Management Council also functions as the Program Management Committee for Native Studies and Native Access. The representatives of the Native community served by Lakehead University, with their special knowledge and trust within their community, represent the interests of their people in the deliberations of the Advisory Committee. They are in a position to know the concerns and needs of their people, to bring these to the attention of the Council and the Vice-President (Academic), and to influence the actions of the University. The Lakehead University Aboriginal Management Council: 1) 2) Ms. Agnes Adams Member-at-Large (Elder) (Address to be provided) 3) 5. 4) PROCESS FOR THE ESTABLISHMENT OF THE LAKEHEAD ABORIGINAL MANAGEMENT COUNCIL The Lakehead University Aboriginal Management Council has been established and operational since 1990. All seven aboriginal groups have been contacted and have made appointments to the Committee. The process was as follows: 5) provides ongoing support and advice to Lakehead University through the Offices of the President and the Vice-President (Academic); reviews data and statistics on the recruitment and retention of Native students, the courses of study in which they are enroled, and their success in and after their University studies; reviews and advises on general policy additions and changes to University programs, as these relate to the Native communities and students, through such procedures as periodic program reviews and evaluations; advises on the promotion of University programs and services, program budgets, recruitment of Native staff, faculty and students, application procedures, admissions procedures and criteria, the support of Native students and proposals for Native specific initiatives; advises and educates the University and the general public on Native issues; �15 14 6) 7) 8) 7. programming in Native Studies was submitted by the Native Studies Study Group to the Lakehead University Social Science and Humanities Sub-Committees on Academic Programming and approved in October 1991. Following Lakehead University protocol, it was then sent to the Faculty of Arts and Science Council and the University Senate, where it was approved in December 1991. The completed Action Plan was approved by the Native Advisory Committee and the Senate in January 1992 and implementation continues at this time. assesses ways in which courses of study may be offered in Native communities in northern Ontario; and advises on the establishment of a Centre or Department of Native Studies, and, submits specific recommendations with regard to the above named matters. ACTION PLAN The Lakehead University Native Action Plan has been subject to incremental development over the last five years and is contained in several documents. It began with the recommendations of the J 987 Lakehead University Academic Plan to enhance the accessibility and retention rates of Native students at Lakehead University. The initial stages of the Plan saw the creation of the Native Studies Study Group, whose mandate was to develop the recommendations of the Academic Plan vis-a-vis Native initiatives. The work of the Study Group led to the establishment a Native Advisory Committee, the Office of Native Programming, and led to the work of a Sub-Committee on Academic Programming in Native Studies. The Office of Native Programming became responsible for the implementation and coordination of the Native Access Program, begun in a limited way in 1990 as a bridging program offered to Native people who do not meet regular admission criteria and have special academic needs. At the same time, the Sub-Committee on Academic Programming in Native Studies, made up of representatives from both the Arts and Science and Professional Studies Faculties as well as Native students, began working on a new stage of the Action Plan, the creation of a School of Native Studies and a Department of Native Studies. Both of these initiatives are designed to promote Native access to academic programs and to encourage the retention of Native students at Lakehead University. The Department of Native Studies at Lakehead University was established in 1992. Moreover, the continuous evaluation of Native Studies programs by the Aboriginal Management Council will ensure that the needs and desires of the Native community of Northwestern Ontario (and beyond) are served. The Lakehead University Native Action Plan will continue to develop as the priority of Native Studies continues to be realized. Through the creation of the Aboriginal Management Council, the University has ensured the on-going participation of the local and regional Native community. Moreover, Lakehead University is committed to the enhancement of the Native Teacher Education Program, the Native Nurses Entry Program, the Native Access Program, the Native Language Instructors' Program, the Native Language Minor Program, and the Native Engineers Access Program. 9. APPROVAL OF THE ACTION PLAN As stated above, the Action Plan was approved by Senate in January 1992 and implementation continues at this time. 10. EXCEPTION N/A 11. SUMMARY OF SPECIALIZED PROGRAMS, COURSES AND SERVICES A. MANAGEMENT COUNCILS Institutional Aboriginal Management Council The Native Advisory Committee, subsequently the Aboriginal Management Council, was established on the recommendation of the Native Studies Study Group and met for the first time in May 1990 . The establishment of the Native Advisory Committee recognized the University's commitment to involving and consulting the Native community on matters of importance to them. The current Council is comprised of fifteen members from Native organizations and the University who work in partnership to enhance the value of the University to the Native community. The Council acts as the Program Management Committee for the Native Studies Department and the Native Access Program. The Aboriginal Management Council also functions as the Program Management Committee for Native Studies and Native Access. Native Nurses Entry AdYisory Committee 9. PROCESS TO DEVELOP THE LAKEHEAD UNIVERSITY NATIVE COMMUNITY ACTION PLAN In the past five years, the process of approval for the Lakehead University Native Community Action Plan has involved the Aboriginal Management Council, the Native Studies Study Group, every level of the University administration as well as organizational and individual members of the local and regional Native community. The development of the Action Plan has led to the proposal for a School of Native Studies, approved in principle by the Council in July 1991, which would include a Department of Native Studies and a Department of Native Support Services. The proposal for the establishment of a Department of Native Studies in the Faculty of Arts and Science and for The Native Nurses Advisory Committee was established at the inception of the program in 1986/87 to review and advise on curriculum, recruitment, candidate selection, application procedures, program promotion, and program evaluation. Native Support Senices AdYisory Committee The Native Support Services Advisory Committee was established in response to a request, particularly from Native students, that Elders representing the regional Native treaty organizations provide input and advice to the University concerning support services and counselling for Native students. The Committee is chaired by a �17 16 Native Elder and advises on the role and structure of Native Support Services, staffing, and other matters that enhance the quality of support for Native students. Native Engineering Access Committee A Native Engineering Access Program began in 1992 following extensive consultation with the Native community and with the support of the Aboriginal Management Committee. A member of the AMC site as a regular member on the Engineering Management Committee. Native Teacher Education Management Committee The School of Education has reestablished its Aboriginal Management Committee and a member of the AMC sits as a regular member on the Committee. B. ACADEMIC PROGRAMS Native Studies Programs The programs in Native Studies, housed in the newly created Department of Native Studies, offer students fundamental knowledge of First Nations' history, cultural and traditional values, political, constitutional, and sociological issues, and economic relationships with the mainstream society. The programs include a double major, a minor a certificate in Native Studies. The program in Native Studies combines courses in the existing curriculum of various departments with core courses in Native Studies. The double major in Native Studies consists of five courses in Native Studies and must be taken in combination with another Major whose requirements must be met. A minor concentration in Native Studies consists of at least three full-course-equivalents in Native Studies including Native Studies 1100 and any two other Native Studies elective courses at the Second Year level or above. The certificate program consists of four full-course-equivalents in Native Studies. Native Teacher Education Program (Bachelor of Arts (General Program) - Bachelor of Education (Native Education)) Lakehead University's first experience in programming specifically addressed to Native students began in the early l 970's when it became increasingly apparent that the Ontario education system was not meeting the needs of Native students. In 1974, the Native Teacher Education Program was introduced and graduated Native students with a diploma and certificate for primary/ junior teaching in Ontario elementary schools. The program was revised in 1987 to become a four year BA/Bed program. The purpose of the Native Teacher Education Program is to increase the number of qualified Native teachers through an alternative program which will prepare them to meet the special social and cultural needs of Native communities, taking into account such factors as heritage and language. Native teachers who have an intimate understanding of Native traditions, psychology, way of life, and language are best able to create a learning environment suited to the habits and interests of the Native child. The Native Teacher Education Program prepares teachers to provide educational programs that assist Native people in sustaining their culture and language while at the same time teach school pupils the skills necessary to pursue further education. In addition to educational methodology and theory, it includes courses in Native culture trad_itions and language. Students are also required to do some student teaching i~ Native schools. St~dents who successfully complete the program are eligible for an Ontario Teacher's Certificate. Native Nurses Entry Program The Native Nurses Entry Program began in 1987 in response to the need for improved health care delivery in Native communities. It is a one-year program designed to provide the skills and academic preparation required for successful completion of the four year Nursing Degree Program. The program is organized as two semesters of twelve weeks each, in addition to a two week field experience. The student may choose field experience in their own community or another Native health setting. Upon successful completion of their preparation, the student enters the First Year of the Honours Bachelor of Science in Nursing program at Lakehead University. A recent evaluation of the program noted that the majority of students entering the program complete it successfully. Native Access Program The Native Access Program introduced in 1990 on a restricted basis pending funding for development of a complete program. The program will be developed in such as way as to: 1) 2) 3) 4) 5) encourage Native students to enrol in any Lakehead University program, incr~ase the participation rate of Native students of Lakehead University, provide a framework for successful integration and completion of programs, provide academic support while in the programs, and provide a supportive social and cultural environment important for success. Core courses in English, Study Skills/Logical Reasoning, and Mathematics will be developed using a culturally sensitive pedagogy. Additional courses in the program would depend on the proposed career objectives of the student. Two parallel streams are possible in Health Sciences Access, or Arts, Science and Professional Studies Access. Native Language Instructors' Program The purpose of the Native Language Instructors' Program is to increase the number of Native Language teachers through summer programs which will prepare them to instruct in "Native As a First Language" or "Native As a Second Language" courses. Native Language teachers who have an understanding of the structure of the Native Languages, pedagogical principles and the basic methods and techniques for teaching Native Languages will promote and maintain the teaching of these Native Languages. Course requirements are met through a combination of course work and student teaching. The Native Language Instructors' Program has three components: �19 18 Native As a First Language (NAFL) Diploma Native Studies 2433 -- (Anthro.3433) Native People and the Government -a four-summer program; training in Native language enrichment and literacy skills; preparation of teachers who will be teaching Cree, Ojibway or another Algonquian language. Native Studies 3435 -- (Anthro.3435) Native People and the Land Native Studies 3437 -- (Anthro.3437) Native People and the Issues Native As a Second Language (NASL) Diploma Ojibwe 1010 -- Introduction to Ojibwe I -a four-summer program; training in teaching Native as a second language; preparation of teachers to teach students whose first language is English. Cree 1010 -- Introduction to Cree I Ojibwe 1012 -- Introduction to Ojibwe II Native Language Teacher's Certificate (NLTCJ Cree 1012 -- Introduction to Cree II -a three-summer program; training in teaching Native as a second language to students whose first language is English. A Permanent Letter of Standing in NL TC is issued by the Ontario Ministry of Education upon successful completion of this program. Native Language Minor Program The Native Languages of Cree and Ojibway are offered as a minor program that can be taken in conjunction with other programs. For example, both Native and nonNative students, enroled in programs such as Social Work, Nursing, and Education, or other Arts and Science or Professional Studies programs may enrol in the Native language minor. Native Engineers Access Program The University has determined in consultation with Native communities and organizations the need for a Native Access Engineering Program and obtained advice on the nature and development of such a program. The program began in July 1992. Native Teacher Education On-Site Delivery The University is delivering on-site in Sandy Lake, Ontario the Native Teacher Education Program. With on-site delivery, courses are offered in Sandy Lake by faculty members of the School of Education. This program is offered in conjunction with the Continuing Education B.A. program which has been under way for three years and will allow Native students to complete the BA/Bed degree and to become fully qualified teachers. Algonquian 1210 -- Written Algonquian Structure Part I Algonquian 1212 -- Oral Algonquian Structure Part I Algonquian 1230 -- Written Algonquian Structure Part II Algonquian 1232 -- Algonquian 1232 -- Oral Algonquian Structure Part II Ojibwe 2001 -- Intermediate Ojibwe Cree 2001 -- Intermediate Cree Ojibwe 2011--Field study Cree 2011 -- Field Study Algonquian 2231--Written Algonquian Structure Part III Algonquian 2213 -- Oral Algonquian Structure Part IV Algonquian 2231--Written Algonquian Structure Part IV Algonquian 2233 -- Oral Algonquian Structure part IV Native Language 2711 -- Introduction to Native American Linguistics Native Language 2713 -- Algonquian Linguistics C. NATIVE SPECIFIC COURSES Native Studies 2060 -- (Visual Arts 2060) -- Native Arts and Crafts The following courses are Native specific courses in the Faculty of Arts and Science. These courses are available to all students. Additional program specific courses, listed in the Native Studies 2103 -- (Anthropology 2103) -- The Archaeology of North America C_alendar in Native Teacher Education, Native Engineering Access, Native Nurses Entry and Native Access, are not listed here. Native Studies 2401 -- (Anthropology 2401) -- Introduction to Native Canadian Studies Native Studies 2702 -- (English 2702) -- Canadian Indian Literature Native Studies 1100 -- Introduction to Native Studies Ojibwe 3001 -- Advanced Ojibwe Native Studies 2431 -- (Anthro.3431) Native People and the Past �21 20 Cree 3001 -- Advanced Cree students, (3) promotion of Native interests on campus, and, (4) enhancement of research and programs in Native Studies. Ojibwe 3011 -- Ojibwe Immersion Cree 3011 -- Cree Immersion 0 ji bwe 3211 -- Translation Cree 3211 -- Translation Native Language 3251 -- Translation Native Studies 3304 -- (History 3304) -- The North American Fur Trade Native Studies 3351 -- (Political Studies 3351) -- Aboriginal Peoples and the Law Native Studies 3411 -- (Social Welfare 34ll) -- Social Policy and Indian People Native Language 3511 -- Literature: The Oral Tradition Native Language 3531 -- Composition Native Language 3553 -- Literature Native Language 3711 -- Native American Applied Linguistics Native Language 3751 -- Linguistics Native Language 3801 -- Special Subject Native Studies 4203 -- (Political Studies 4203) -- Politics in the Canadian North Philosophy 2805 -- Native Canadian World Views D. SUPPORT GROUPS Native Studies Study Group The Native Studies Study Group was formed in 1987 following a recommendation in the University's Academic Plan prepared by the Senate Academic Committee and approved by the University Senate in February 1987. The Academic Plan recognized the need to increase the University's activities in Native education and Native Studies and recommended the formation of a Native Studies Study Group to analyze and co-ordinate existing activities and to propose new ones. The Study Group includes faculty, staff and students both Native and non-Native as well as Native persons from the community who have helped to guide the group in its deliberations. The Study Group identified four specific areas it wished to pursue. These are: (1) interaction with Native people and organizations, (2) an access program for Native As a result of recommendations from this Study Group, the Native Advisory Committee was formed, the Native Programming Office was put in place, and the Native Access Program was implemented. As well, work continues on additional programs and support initiatives, many of which are presented in this submission. Native Programming Office/Native Studies and Access In response to recommendations from the Native Studies Study Group the Office of Native Programming was established and staffed on a half-time basis for the 1989/90 academic year to coordinate programs which enhance the value of the University to Native people. The office was responsible for devising mechanisms for effective consultation with Native people and developing long range plans. On l July 1990, the position of Coordinator of Native Programming was made a full-time appointment in order that the office could implement and co-ordinate the Native Access Program. The Native Access Program is a bridging program offered to Native People who do not meet regular admission criteria and who require additional academic preparation to become eligible for admission. The activities of the Native Programming Office have been subsumed by the Native Studies and Native Access Departments with the implementation of this department July 1992. Native Support Services Native Support Services assists Native students in every way possible by offering support, advice, counselling, information on programs and facilities and whatever else is necessary to promote the academic and personal success of Native Students. These services are flexible to accommodate the needs of each individual student as the school year progresses. Services include student orientation, academic counselling, financial counselling, study counselling, personal counselling, tutorial services, social support system, student advocacy, cross-cultural awareness, Native community liaison, career and employment counselling, the Student Centre and the Lakehead University Native Students' Association. Special programs such as the Elders Program and the Learning Assistance Tutorial Programs are also provided. Lakebead University Native Students' Association The Native Students Association (LUNSA) is an organization of students which provides academic, cultural and social support to the Native student body. This group organizes activities for social events, sponsors Native speakers and elders and provides special activities that enhance the Native students experiences at the University. It also sponsors activities that enable the University community to understand and appreciate Native culture. LUNSA supports its members in their quest to complete their academic programs successfully. It is actively involved in maintaining contact with Native organizations and the Native community generally and providing culturally sensitive encouragement to fellow students. �22 12. 23 CURRENT ENROLMENT According to statistics supplied by DIANO, in 1990/91, 432 Native students were supported at Lakehead University. This represents 10.2% of full-time enrolment at Lakehead University comprising almost double the percentage of Native students at any other Ontario university. When the non-status population is added it is estimated that as many as 600 to· 700 students attend Lakehead. Approximately 250 students are registered with Native Support Services. In addition, approximately 225 attend the Native Language Program each summer. 13. ABORIGINAL FACULTY Four Aboriginal faculty members are employed by Lakehead University. There are two positions in Education, one in Social Work and one in Native Studies. All positions are Establishment (tenure track) positions; one is filled by a tenured faculty member and three are term appointments. 14. SENSITIVITY AND AWARENESS PROGRAMS Sensitivity and awareness programs are offered by Native Support Services to the university community, senior administration, academic departments and to faculty and staff. Public lectures by noted Native people are offered to all members of the university community and are open to the public. Powwows and other cultural activities are advertised and the public is welcome to attend. SPECIAL PROJECTS FUND 1. NATIVE STUDIES PROGRAMS 2. NATIVE ACCESS PROGRAM �24 , -·, ·§& QQVER§HW Plea.so aubmit a scparat.o cover sheet for Aboriginal Bduc:ation and Tmlnlns Stnltegy. atJ1 proposal submitted under the MCI; Institution Lakehoa~ University Name of 1be Proposal Sp~oiel Project• - Progr,-m O.V•l~~ent (Mtt1Ye St11.Q~Hl - N,W - MctJ Pnuds Bequest«cd, XMt J Xc1L2 YearJ Support Services Core Fund s s s Special ProjedS Fund • Su.ppon Services s $ s - Progtma Devt. Component <NEW> $ 14(', 206 $ 1B1 1 170 $ 154,193 Suppl•montary Grant Fund $ s $ Enh~maocComponollt Please RANK this proposal In relation to the odler proposals for which tunds have been requestc:',1 \lnder the sttAtcgy, 10 • This prQpO...u Is llillkcd # 6 Qdt of propows submittcdt • Is this proposal dcpendimt upon Uae approval of any other propo_sal subm.ftted? If yes, which one and Wh)'? · Project y~er: Name Dr. Raoul McKay T"J.tle Chair, Departmvnt or N«~tve Studi~a & Aoae■s (807) 343-8984 November 27, 1992 Date November 27, 1992 Date Cnllcge/Univcrsity Aboripnal committee Attfsb the rcmlutf on appmvod prgposa]. by the la,tJtuiiwwJ AbodsinAJ comnunce sup.portin1 this �::' .... . . . 25 Please submit • &cparate <:OYer sheat for as;b proposal submitted under the MCC Aborigfual Edueatlon ud TralniDg Strate&Y• · ~titutiott ~cdceh&ad Univer~ity Name of the Proposal Nati~~ Studies - Continuing Program Developm•nt MCLl Eunds BeQJ.1t~1ed; ~ar 1 ,;;~A $ $ 19921,, Support Strvicc:1 Core Fund RESOLUTION/MOTION OF THE LAKEHEAD UNIVERSITY ABORIGINAL MANAGEMENT COUNCIL - CONTINUING SUPPORT FOR THE PROGRAM IN NATIVE STUDIES ,~125~ s WHEREAS: the Native Studies program has the foundation on which continued growth and enhancement of programming for Aboriginal students will continue; WHEREAS: this program plays a significant role in the success of Aboriginal student. Special Projecu Fund • Support Services Enhancement Component - Ptogram. Devt, Component $ s s 551,!00 $ 58,350 $E,SOO Supplementary Gram fund $ $ s Please RANK thfs proposal in relation tO the other prop~ for whjcb funds hAve been requested under the strategy. "rhu proposal is ranked # 1 out of 1 o proposals aubmiited. Is this proposal dependent upon the approval of any otbor propo_sal submitted? If yes, whi~h one and why? BE IT RESOLVED: that the program be resubmitted for continuing funding. RESOLUTION/MOTION OF THE LAKEHEAD UNIVERSITY ABORIGINAL MANAGEMENT COUNCIL - NATIVE STUDIES PROGRAM WHEREAS: the Native communities within the Lakehead University catchment area have requested the University to offer a Native Studies program; WHEREAS: the university has successfully launched the program and its introductory course in 1992 attracted over sixty students; and, WHEREAS: additional support is necessary to expand further the department; Project Leader: Name nt1e Phone Dr. Raoul McKay ________ _________ Chair, Nativ• Qtudiae & ACCQJHI ..,.... November 27. 1992 Date November 2?, 19~1 Date College/Uni¥er!fty Aboriginal Attach (:Omm1ttoe the rosolutjpn approves;! bv thp fmdtutf onal Allmisiu@J cnmmittec supponjlli tlYs propoSal BE IT RESOLVED: that the Lakehead University Aboriginal Management Council seek funding from the Ministry of Colleges and Universities to maintain and expand the Department of Native Studies for the benefit of the Native communities and students of Native Studies. �27 26 First Year Second Year Third Year SPECIAL PROJECTS FUND Native Studies 1100 Native Studies 2431 and 2433 Native Studies 3435 and 3437 PROGRAM DEVELOPMENT COMPONENT 2. A minor concentration in Native Studies consists of at least three full-courseequivalents in Native Studies. A minimum average of 60% is required in Native Studies 1100 and any two other Native Studies elective courses at the Second Year level or above. NATIVE STUDIES PROGRAMS 1. TYPE OF INITIATIVE Curriculum development initiative to develop the Native Studies curriculum in the Department of Native Studies. 3. The University established a Department of Native Studies in the Faculty of Arts and Science with the assistance of the Aboriginal Education and Training Strategy in 1992. This proposal will allow the University to continue its program and curriculum development in this new department and allow for consultation with the Aboriginal community during this development stage. It is anticipated that the initial development will have a five-year horizon. a) b) c) 4. 2. Certificate in Native Studies The program consists of four full-course-equivalents in Native Studies: Native Studies l 100 Native Studies 2431, 2433, 3435 and 3437 one full-course-equivalent Native Studies course On completion of all four courses with an overall average of 60%, registrants will be awarded a Certificate in Native Studies. EVIDENCE OF PROGRAM NEED NAME OF PROGRAM NATIVE STUDIES PROGRAMS 3. B.A. (Minor in Native Studies) DESCRIPTION OF THE PROGRAM The Native Studies programs below are designed first of all to off er academic courses in the developing field of Native Studies to Native and other students. Moreover, these programs are designed to enable Native students from Northwestern Ontario and other areas both to explore their own cultures and to develop the specialized skills they need to develop their societies. The program recognizes the fact that, although Lakehead University offers a number of important professional programs to Native People and is developing others, the education needs of many Native people can only be met within the Faculty of Arts and Science. This represents an acceptance of the Native Studies challenge stated by the Academic Plan of 1987 and will enable the Faculty of Arts and Science to enter a new phase in its academic service as the new Academic Plan is being formulated. It also reflects the determination of Native people in the region to have Lakehead University meet their own needs for academic study and professional preparation. Native people in this region and across Canada are actively pursuing the benefits of post-secondary education. The Assembly of First Nations declared in 1990 that "postsecondary education is essential to all First Nations activities that share the objective of set/determination" (Tradition and Education: Towards a Vision of Our Future, 92). The expectations of Native people with regard to post-secondary education involve the training of Native professionals to meet the needs of developing and implementing strategies that will contribute to self-determination. Moreover, there is an expressed desire among Native people to exercise jurisdiction over their own education, including post-secondary education. Post-secondary education should prepare students, Native and non-Native, for the job market. Native people are aware of the levels of education required in today's employment situation in Canada. Moreover, they are aware of the need to foster a greater understanding among Native and non-Native students of the needs of Native people with regard to cultural identity and awareness, Native Language retention, and Native self-determination and self-government. The Nishnawbe-Aski Nation All-Chiefs Conference in August 1990 identified three important and related goals in the delivery of post-secondary education: a) b) 1. B.A. (Native Studies Double Major) Three Year Program c) The double major in Native Studies includes five courses in Native Studies and must be taken in combination with another Major whose requirements must be met. The following courses are required: to increase Native participation and completion rates in university and college programs,· to increase the sensitivity and awareness of post-secondary institutions to Native cultures and issues, and; the increase the extent and participation of Native peoples in decisions affecting Native post-secondary education ( Keewatin Report, 32). �29 28 a "mascot" status by traditional departments in certain universities. Only so long as their Indian "mascot" generated Indian program funds were these programs supported. Very seldom do we find any of these programs generating tenure track positions to help to ( 1) truly institutionalize the federal program, and ( 2) to help to attract and hire Indian professors. The serious under-representation of Native people in Ontario post-secondary education institutions can only be rectified by concerted action. In their guidelines for the development of a Native Education Strategy, the Aboriginal Council to the Ministry of Colleges and Universities, which includes representatives of the Chiefs of Ontario Joint Indian Association, Association of Iroquois and Allied Indians, Nishnawbe-Aski Nation, Union of Ontario Indians, Ontario Federation of Indian Friendship Centres, Ontario Metis and Aboriginal Association and Ontario Native Women's Association has called for "the use of expanded and more flexible mature student admission and selection criteria, the development of special access or bridging programs, the active recruitment of interested Native students and the expansion of distance education opportunities, particularly for people in northern Native communities," (p. 16). It is this exact syndrome which Lakehead University wishes to avoid by supporting the development of a Native Studies program. The Aboriginal population of Northwestern Ontario continues to grow, and with it the expectation that culturally sensitive courses an approaches will continue to be offered. Rouillard continues his discussion: Beatrice Medicine, in the Indian Historian, has identified three major types of Indian Studies programs. The first type was started as a part of the Third World movement. These are typically urban programs which concentrate on social activism within the Indian community. The second type is organized within the university as a traditional academic department. The third type is organized to provide remedial and support services to Native students. All three major types of Indian Studies programs are found in most Indian Studies programs, although most have evolved away from the radical activism type. ... Programs that do not have the status of an autonomous department. or something similar, will never have the protection that accrues with tenured faculty or the ability to provide academic policy at the department level. Of course, my present experience teaches me that departmental status and tenure is not sacrosanct in the face of planning for cutbacks which relate to enrolment decline or other factors related to the economic crisis faced by education and society at large. The Aboriginal population in Northwestern Ontario well understand the implications of autonomy outlined by Rouillard in the excerpt of the article, American Indian Studies and the Future. Autonomy in program development and in policy development are part and parcel of the same struggle to become autonomous and self determining in the maelstrom of Canadian evolution. Anthony D. Brown, in his article, Adjustment Programs For The American Indian College Student, refers to a typical program: The Indian Studies Program at California State University at Long Beach is a representative example of the Indian Studies programs found across the nation. The academic staff consists of one full time individual at the associate professor level, and one person who serves jointly as faculty and as the program's director ...Courses are offered in Indian law, history and culture ... Native People in this region and across Canada are actively participating in and directing the future of Native post-secondary education. This activity will provide Native students with the skills required to succeed in both Native and mainstream communities. In this spirit, the proposal for a Native Studies Program at Lakehead University is an important step in meeting the needs of Native communities. While acknowledging that Indian Studies programs are firmly ensconced at institutions of higher learning, there are persistent problems: 5. The identity problems of many students who have come from urban backgrounds and thus do not fully know their tribal culture; The problem of creating a curriculum that encompasses the diverse tribal backgrounds of the nation's Indians. The problems outlined are those which need to be addressed through the proposed project: affirming the identity of the Aboriginal student, and creating a curriculum which envelopes the many Nations represented at Lakehead University. Professor John Rouillard, a distinguished educator and former Chairperson of North American Indian Studies, San Diego State University in American Indian Studies and the Future, discusses a crucial issue in planning Native Studies Programs: ... I hope that we have learned a lesson that teaches us to be resourceful in the face of a gradual or an abrupt loss of funding. For far too long, many Indian programs have been accepted only so long as these programs are maintained as (what I refer) INVOLVEMENT OF ABORIGINAL COMMITTEE The goal of direct participation in the formation of post-secondary educational policy has been expressed by a number of Native organizations. Their ambition is to create and administer programmes which reflect the needs and concerns of Native people across the country. Because the quality of post-secondary education is important to the development of self-government and self-determination, Native people have specified cultural input, building on existing post-secondary programmes, teacher training, curriculum content and development, counselling, programme delivery to Native communities, and funding to be the most important areas of immediate concern. The overall aim of this involvement in the policy-making process is improvement of the quality of Native post-secondary education. Quality education has been defined by the Assembly of First Nations as "the means by which history, values, beliefs, and knowledge are transmitted and new ideas are incorporated" (Tradition and Education: Towards a Vision of Our Future, 93) . The overall scheme to develop the curriculum and to establish rapport with other academic units has been discussed and discussions will continue by the Aboriginal �31 30 University has received a proposal from Animkee, a local Native education group, for the creation of a Native Community Development Program. This proposal needs to be developed for approval by the University and the Ontario Council on University Affairs. Management Council on December 11, 1992. It established a sub committee including the Chairperson, Richard Morris, Dr. Raoul McKay, Chair, Department of Native Studies and two other committee members to set an agenda for a two-day meeting in January 1993 to plan the overall-strategy for further development of the Native Studies program. 6. The time frame pr~posed for which a Native Studies curricula will be developed is: SHORT AND LONG TERM RESULTS 1993/94 Development of second year courses begins. Entry interviews with students regarding curricula. Consultation with Aboriginal Management Council continues. Literature search conducted. Needs Assessment begun. Begin development of curricula content. Network to access print and audio-visual resources. 1994/95 Development of third year courses begun. Monitor resource materials usage patterns. Arrangements with illustrators and printing. Conduct exit interviews with first graduating class regarding course development. 1995/96 Extension of the program from a BA program to an honours program. Will require development of fourth year level courses in accordance with the Strategic Plan of the University to develop to as a minimum an honours program. Continue to monitor development of course, i.e. effectiveness of materials chosen, impact of audio-visual supports, etc. Ongoing The Strategic Plan of the University addresses the development of Masters programs in Native Studies. Begin evaluation process which takes place in accordance with University undergraduate program review policy which provides for a review every five years. Short Term Results: Lakehead University introduced the Department of Native Studies (the first phase in development) in 1992. An introductory course was taught allowing students to plan to complete their minors and majors in Native Studies. The Native Studies Department included in its curriculum Native languages. In the 1992/93 calendar entries, it cross-listed courses from other departments. The B.A. Native Studies Program was submitted to the Ontario Council on University Affairs for consideration for funding approval. The Council approved the program and made a recommendation to the Minister of Colleges and Universities that the program be approved for funding and the Minister has accepted the recommendation. The Program can now be developed within the University with the guidance of the Aboriginal Management Council. Long Term Results: The long term results which are anticipated are: - the development of additional courses to reflect the desire of Aboriginal people to meet the needs of their communities through the execution of an Aboriginal Community Development Program; - the development of curricula which reflects the contributions of Aboriginal societies to the development of Canada; - the development of graduate programs in Native Studies; - the establishment of tenure track positions for Aboriginal faculty of Lakehead University; - the development of up-to-date print and audio-visual resource materials prepared by and about Aboriginal people; 8. CURRICULUM DEVELOPMENT/START-UP INITIATIVES INVOLVEMENT OF ABORIGINAL DEVELOPMENT AND REVIEW COMMUNITY IN CURRICULUM The Aboriginal Management Council is an excellent source of information to facilitate community and university consultations. In developing a Native Studies Department and an Access Program, consultation with the Native, University, business and service industry communities is essential. The Aboriginal Management Council provides an excellent forum for the development of the Native Studies program. It also provides numerous community contacts of "front line" advocators and staff providing services to First Nations, Metis communities, tribal councils with portfolio's in education, health care, social services and community and business management. POTENTIAL USE OF PROGRAM THROUGHOUT THE SYSTEM 7. WORK PLAN Native Studies Department - C~rriculum Development The funding in 1992 allowed for the development of Native Studies 1100. The other courses in the major, minor and certificate programs will be developed in consultation with the Native community to meet their needs. As well, Lakehead The University is willing to share its expertise in Native Studies with other universities and colleges in the system to promote the accessibility of native people to post-secondary eduction in Ontario. �33 32 Department of Native Studies for the benefit of the Native communities and students of Native Studies. EDUCATION AL MATERIALS AV AIL ABLE TO OTHERS Lakehead University acknowledges that copyright of materials developed will be vested with the Aboriginal authors and developers of culturally appropriate curricula and can be shared with their concurrence. BUDGET INSTITUTION AL AND MINISTERIAL APPROVAL Native Studies Department The proposal to establish a School of Native Studies to house the Department of Native Studies in the Faculty of Arts and Science and the Department of Native Support Services was approved in principle by the Aboriginal Management Council in July 199 I. The complete proposal submitted to the Native Education Strategy was approved by the Aboriginal Management Council and the Senate in January 1992. In addition, the Faculty of Arts and Science approved the establishment of the Department of Native Studies in November 1991. Salaries: The B.A.(Native Studies) program has been approved by the Ministry of Colleges and Universities. 9. 12. EXCEPTIONAL COSTS INITIATIVES Through its Department of Continuing Education, Lakehead University operates an extensive network of community-based sites in which it delivers the Bachelor of Arts program as well as programs in Nursing, Education, and Library and Information Studies. The expectation is that the B.A. (Native Studies) will also be offered through the Department of Continuing Education in the future. Although there are exceptional costs involved in this community-based delivery, the program would be offered as the demand arises and can be met within the University's northern mandate and commitment. Chair, Native Studies Program Aboriginal Professor Secretary Benefits $74,000 55,000 30,000 31,800 $190,800 Other Costs; Community Liaison/Council/Management Materials, Supplies Travel Publishing Costs Communications (Telephone, Fax) Materials, Supplies Memberships Books & Periodicals Computer Equipment & Software (students) Total Other Costs $45,000 TOTAL COSTS 10. $15,000 $ 3,500 10,000 6,000 2,000 3,500 500 1,000 3,500 $235,800 INITIATIVES INVOLVING MORE THAN ONE INSTITUTION SUMMARY: N/A 11. COPY OF RESOLUTION/MOTION OF THE LAKEHEAD UNIVERSITY ABORIGINAL MANAGEMENT COUNCIL 1992-93 DEPARTMENT OF NATIVE STUDIES WHEREAS: the Native communities within the Lakehead University catchment area have requested the University to offer a Native Studies program; WHEREAS: the university has successfully launched the program and its introductory course in 1992 attracted over sixty students; and, WHEREAS: additional support is necessary to expand further the department; BE IT RESOLVED: that the Lakehead University Aboriginal Management Council seek funding from the Ministry of Colleges and Universities to maintain and expand the Budget 1992/93 Less LU contribution Total AETS $90,500 (33,300) 57,200 1993/94 Continuing 58,350 LU contribution 34,000 Additional Request 143,450 Total $235,800 1994/95 Continuing LU Additional AETS 59,500 34,700 146,300 Total $240,500 1995/96 LU /Continuing Additional AETS 96,000 149,300 Total $245,300 �35 34 SECTION II A Search Committee was established to screen and interview candidates. The Committee consisted of members of the Aboriginal Management Council, the Dean of Arts and Science, a faculty member and was chaired by the Vice-President (Academic). 13. REPORTING RELATIONSHIP ACTIVITY REPORT With the support of the Aboriginal Education and Training Strategy, the University was able to hire Dr. Raoul McKay, an historian with several years of experience in Native education. Dr. McKay is chairing the new Department of Native Studies and has begun to work on the development of the programs in Native Studies that will truly reflect the needs of the Aboriginal community. The Native Studies 1100 YA course is taught by Dr. McKay. CURRICULA The curricula for the first course in Native Studies was developed by Dr. R. McKay. The Native Studies 1100 YA is a first year introductory survey course outlining the tribal grouping of Native Canadians in pre-contact times, the historical relationship between Indians and EuroCanadians and the impact of legislation on Native people. ENROLMENT This position reports to the Dean of Arts and -Science and to the Lakehead University Aboriginal Management Council. 15. FINANCIAL STATEMENT Native Studies Program Statement of Receipts and Expenditures as at October 31. 1992 Advances from the Ministry of Colleges and Universities Expenditures: Salary and related costs Other Costs Overhead The initiative began with the approval of the program outline which is listed in the university calendar. A faculty tenure track position was created, a Chair of the Native Studies Department installed, students enroled in courses and curricula development begun. The initial impact of this course on the Native students suggests that major revelations have occurred in understanding the role of Native people in Canada's historical development. 14. PERSONNEL JOB DESCRIPTION The position is a tenure track appointment as a faculty member whose responsibilities are described in the Collective Agreement with the Faculty Association. Duties include the tradition tripartite tasks of Teaching, Research and Scholarly Activity, and Service. The incumbent also serves as the Chair of the Native Studies Department RECRUITMENT PROCEDURES This position was advertised in academic periodicals, Wawatay News and the Globe and Mail. SII,312 3,302 6,864 There are 65 students enroled in Native Studies. SUMMARY $57,200 Total Expenditures Funding to be used in the remainder of 1992/93 fiscal year $21,478 $.15,722 �36 ... .. , ' :. ,----. ... ,, l . . .. 37 ~ Please submit a acparate cove,:- sheet fo1· ~ prupuui momlued unoer me MCLi .Aboriginal Education and Tr.iiniug Strategy, ~Dkeh•ad OnivecBity Institution ·S pecial l'J:ojecta - ProQraDI Dev•lopraent Name of the Proposal RESOLUTION OF THE LAKEHEAD UNIVERSITY COUNCIL - NATIVE ACCESS PROGRAM ABORIGINAL MANAGEMENT (Native AcceAe} - New 3 WHEREAS: there is a large number of Native adults who have not completed high school and remain uneducated and unskilled; MCII fnnm Requested; Year 1 Xe&i:2 Yelf Support Service$ Core Fund s $ $ WHEREAS: there is a growing demand for trained professional workers in Native communities; and, s s s WHEREAS: Lakehead University is capable of delivering an Access Program within the Department of Native Studies; S 102,800 S 104_.900 Special Projects Fund - Support Services Enhancement C~pbncpt - Progi·aua Devt. Component $100,800 Supplcmen$ry Orm1t Fund s 0 , . s s Please RANK this proposal mrelation to the other prop;>sals for which funds have been requcmed under the $tratel)'. • 1bis proposal Is ranked# 6 out of 10 ptopoaals submitted. " Is this proposal dependent \lpou Iha approval of any other propo,sal submitted? If yos, which ono and why? Project Leader: Name nr. Raoul t,e!Qy Title . Phone -----------------~80'7) 343-8984 Date November 29. 1992 s Date C:Ollcge/Univershy AborigiIJ,,. conurdttee Attach tho rosolytign AJlPfPYOd h;v 1be ·1nstjrutfpnat Aborfglnal committee suPJ>ooins thh pmpo1nl, BE IT RESOLVED: that the Lakehead University Aboriginal Management Council support Lakehead University's grant application to the Aboriginal Education and Training Strategy, Ministry of Colleges and Universities for the development of its Access Program. �38 Figure 2 - Native Students Access Program Year I SPECIAL PROJECTS FUND PROGRAM DEVELOPMENT COMPONENT Core Courses 30 - 45 Students NATIVE ACCESS PROGRAM 1. TYPE OF INITIATIVE Curriculum development initiative Englis·h l 8XX 1.0 FCE Study Skill/Logical Reasoning 0.5 FCE Mathematics 0.5 FCE Total 2.0 FCE Course Equivalents 2. NAME OF PROGRAM Native Access Program 3. DESCRIPTION OF THE PROGRAM The Native Access Program is a bridging year structured in such a way as to provide academic skills and special preparation to enable students without the usual educational background required for university admission to make a successful transition to university life. The program has several discrete elements consisting of an appropriate recruitment and admission process, special Year 1 skill based courses, directed Year 1 and 11 academic programming, possibly at a reduced rate of progress initially, and culturally sensitive counselling, tutoring and social environment. Special academic programming is offered along with tutoring, academic counselling, and a related support network to provide the student with an atmosphere conducive to successful program completion. Arts, Science, Professional Studies 15 - 20 Students Heal th Sciences Core 15 - 25 Students Three courses chosen in consultation with a counsellor designed for specific career goals. Chemistry I 060 Human Biology Up to 3 Full Course Equivalents Total 1.5 Full Course Equivalents 1.0 FCE 0.5 FCE The academic portion of the Native Access Program is presented in Figure 2. In addition to a limited number of first-year degree courses, the curriculum includes core courses in English, Study Skills/Logical Reasoning and Mathematics. Students also will take regular Arts and Science courses designed for their specific program objectives. 4. EVIDENCE OF PROGRAM NEED Lakehead University wishes to improve the participation and success rate of Natives in higher education. Although we are pleased with the increase in Native enrolment in the past few years, the rate of participation should be much higher to approximate that of the rest of the population. In the report entitled Commission of Inquiry on Canadian Education ( 1991 ), Dr. Stuart L. Smith stated that "Native peoples are seriously under-represented at Canada's universities. Native peoples are one-third as likely to attend university as non-natives and for those who do, less than half as likely Nursing Stream 10 - 15 Students Pre-Medical Program 10 Students Professional Orientation 0.5 FCE Communication for Nurses 0.5 FCE Nursing Theory Develop. 0.5 FCE + Nursing Practicum 1.5 courses chosen in consultation with a counscJlor designed for specific career goals. Tota! 1.5 Full Course Equivalents Total 1.5 Full Course Equivalents �41 40 to earn a degree. In I 986, 1.3 percent of the native population in Canada over fifteen had a degree, compared to 9.6 percent of the general population." 7. WORK PLAN Native Access Program - Curriculum Development Northwestern Ontario has a significant Aboriginal population which is increasing due to impact of Bill C-31 and a higher birth rate among Native people. In the report on Native Student Drop-Out in Ontario Schools ( 1990 ), it was noted that northern Native students are in general at greater risk of dropping out of school than are their southern counterparts. "There are particular geographical, social, economic, educational, and historical factors present in northern Ontario which both singly and together mitigate against a northern Native student experiencing the same chances of academic success as his or her southern counterpart". In spite of shortcomings in statistical information, a report on Native student drop-outs in high schools estimated that in the past 10 years, the number of status Indians who attend secondary school and successfully graduate from Grade 12 is as few as 10%. This is particularly true in Northwestern Ontario remote communities (Figure 3) where there is often no secondary school in the community and students must move to a larger community such as Thunder Bay. In the 1986 Boarding Home Study, it was found that in the Lakehead District, only thirteen Native students out of three hundred graduate from secondary school. This study was concerned with students in off-reserve living situations as well as commuter students. The idea of introducing a Native Access Program was presented to the University by the Native community. It followed from the implementation of the Native Nurses Entry Program. As the coordinator of the Native Nurses Entry Program travelled throughout the northern regions of the province, she was approached on several occasions by people who were interested in a university education but looking for alternatives. 5. INVOLVEMENT OF ABORIGINAL MANAGEMENT COUNCIL As noted earlier, the goal of direct participation in the formation of postsecondary educational policy has been expressed by the Native community and is being addressed through the Aboriginal Management Council. All activities are brought to the Council. 6. SHORT AND LONG TERM RESULTS The intent of the program is to address the needs of the mature Native student who would not normally qualify for admission to the University. The short term result will be to provide an opportunity for immediate participation by Native students in this situation. Continuation of the program will be determined by the demand for the program. In an ideal world, Native students will eventually qualify in the regular way and Access will no longer be needed. The work plan with time frame is more particularly described in the section called Time Frame. There are three main features of the Access Program which require further review and development so that a maximum number of students may be accommodated from year to year at Lakehead University. The Curriculum now consists of the following preparatory courses: Study Skills/Logical Reasoning, English for Native Access Students, Mathematics for Native Access Students. During the 1992-93 academic year, these courses will be reviewed and revised according to the needs of the student. It may be desirable to expand the three credit half courses to full courses so that more in depth studies maybe done in Mathematics and Study Skills. It is generally accepted that the Study Skills should be a full course so that students can better develop these important skills. Through research and further course development, the Access Program will give mature students sound educational skills upon its completion. In response to student requests, the Department has set up an optional computer tutorial for .Access students during the 1992-93 academic year to assist them in their courses. Considerably more research is required to determine the most effective methods of combining preparatory courses with first year university credit courses at Lakehead University. This is a crucial point because the students' academic standard and ability to cope with a regular university work load has to be taken into consideration in relationship to their funding. It is pointless to have students take a full course load during an eight month period to meet the requirements of funding agencies if they are going to fail. It may be possible to further enhance the students' potential of improving their academic skills while gaining credits by taking spring or summer session courses. The Department needs to explore the points raised above. In cooperation with the Native Student Support Services will develop an appropriate tutorial system to better meet the needs of the Access students. The two key points to be considered here are: improvement of the students' academic achievement and student retention from first year to the upper university years. The department may off er students individual and group tutoring extending beyond the first year so that students may maximize their chances of completing the courses and academic program with minimal failures. The Department will also explore the most effective way of delivering the Access program so that Native learning styles are better accommodated. For instance, a combination of lecturing and tutorials may be developed. In certain courses a tutorial system with competency-based learning may meet the needs of the Native adult learning more effectively. In any case, self-directed learning for adults should be taken into consideration. The process of curriculum development is an ongoing process. The time frame proposed here would see initial development in the first year, testing of the revised �Figure 3 REMOTE NORTHERN COMMUNITIES IN ONTARIO 43 curricula in the second year and development of a process for follow-up and evaluation of student progress in the third and subsequent year. Progress of students would be evaluated as they move through their academic programs and success and retention evaluated vis-a-vis the curriculum. In this way, over the initial period of the program, restructuring will take place to meet need. The time frame for this activity is as follows: Year 1 Begin development of curricula content; Literature search conducted; Begin needs assessment; Begin literature search; Request permission of publishers for use of published materials; Networking to access print and audio-visual resources; First draft begun; 8"'.'"-,i,RSKJN L.Al<E • ■ ■ ~AT LAKE •RED LAKE ... NEVI Year 3 Follow up on progress of students in academic programs to track student progress and evaluation of curriculum in meeting student needs. ■ i..AKE POPLAR Hil.L A. A MAC~OW:'.U. !..AKE • Testing of revised curricula; Revisions begun after testing; Final draft completed and distributed. WAflEKEKA • 21G lRCUT KASABONIKA ,A. LAKE ■ SANDY LAK! MUSKRAT DAM aLCNG 0:-OG LAKE ■ KINGFlSHER 1£1.CAMOW ■ ■ Iii ■ VteEQUIE WJNNUMMIN ID a. NC~TH SFIRIT LAKE SUMM~ BEA VER PIKANGIKUI-' Year 2 • LAKE PICKi.£ LANSOO'NNE HOUSE FORT HOPE ® SL.A1E ~ALLS 8. CURRICULUM DEVELOPMENT AND START-UP INITIATIVES a) Involvement is assured as described earlier in this document through the Aboriginal Management Council and the Native Studies Study Group . (!l OGCIO/\IARTIN F'ALLS b) ARMSlRONG ;-~r,I"" BAY Potential Use of Program Throughout the System: The University is willing to share our expertise in Access programming with other universities and colleges in the system to promote the accessibility of Native people to post-secondary education in Ontario. The University has expertise in the delivery of Native Access Programs through the access components of the Native Teacher Education Program and the Native Nurses Entry Program and is continually called upon to share this expertise. ~OWN-c: & _..t.L.'DEN GULL Involvement of Native Community in Development and Review G£RA1.DTON NIPIGON c) Educational Materials to Government, Native Education Council and Other Institutions: The University is willing to make materials available subject to conditions of the copyright laws and contractual obligations to our faculty. u. s. >- d) Institutional and Ministerial Approval: The proposal to establish a Native Access Program was approved in Senate in 1989 and begun on a limited basis in an attempt to demonstrate the need and viability of running the program. Continuation is contingent on receiving funding to adequately address the special needs of students and to develop a suitable curricula tested against needs, retention and success of the students. ~ e 11'18CS CIH a.a:lltlc.M. al> ■ RDIOtt COMMUNmE! -.m COMMIINlTY,EU:Cff!IC.AL. S"'1&1S (CNT. H'l'DRO) i3 UMGtt COl,IWUS111£5 'MlM CCW.nr.TY a.E~l:::AL S'l'S'TDIS (BAH~ ~ .. RSIOlE CCl,ulWflTIES ',OIJ™CUT Cf)UI.IUNITY !LLC'!ftl'-'I. sn':EMS Students in the Access Program are enroled in the B.A.(General) degree and is therefore approved. The Access part of the program is not funded. �44 45 12. 9. The exceptional costs are those associated with providing the special needs of Access, such as skills courses, tutoring, and counselling. These expenses are noted in the budget submission .. 10. BUDGET EXCEPTIONAL COSTS INITIATIVES INTER UNIVERSITY INITIATIVES Native Access Program Salaries Coordinator /Curriculum Developer Sessional Stipends Benefits $45,000 14,000 11,500 N/A 11. RESOLUTION - NATIVE ACCESS PROGRAM WHEREAS: there is a large number of Native adults who have not completed their high school and remained uneducated and unskilled; WHEREAS: there is a growing demand for trained professional workers in Native communities; and, WHEREAS: Lakehead University is capable of delivering an Access Program within the Department of Native Studies; BE IT RESOLVED: that the Lakehead University Aboriginal Management Council support Lakehead University's grant application to the Aboriginal Education and Training Strategy, Ministry of Colleges and Universities for the development of its Access Program. $70,500 Administrative Costs AV Material Development Print Material Development Print Shop Charges Consumable Supplies Miscellaneous Books & Periodicals (Library) Telephone - Long Distance Fixed Costs Office Equipment/Software Travel Expenses 5,000 5,000 1,500 1,500 750 1,000 500 250 1,000 3,000 $19,500 Sub-Total Overhead 12% Total Year I $90,000 $10,800 $100,800 Total Year II ( +2%) $102,800 Total Year III (+2%) $104,900 �46 SUPPORT SERVICES CORE FUND �47 Please submit a soparate cover sheet for Aborigmal E4.,.~tion -11d 1ndoing S"1\t.gy.. am propos;u ...~....;.__;,::~-~•~~ ;;~>:::: ·_;: :. i -1CU Instituti~ t.6Jtehead Universi~Y Name of the Proposal . S~pport servioa~ MCJ ZFnnd5 BcQvsuncd; xar 2 ~ Year - continuil!i 3 Year• $69,250 $70,650 $'121000 Special Projects Fund ... Support Services Enhancement Component s $ $ - Program Devt. Component $ Supplementary Grant Fund s s s Suppon Services O>re Fund !61 , goo $ s Please RANK this proposal in relation to the other proposals for which funds have bee;; roquuted under the strategy. • This proposal is iankcd # a out of 1 0 • Is this proposal dependent upon thd approval If yes. which one t1.0d why? Project Leader: proposals submitted. ot any other proposal submitted? Name Mr. Ot>rd Bruyere Title C(tQrdinotor, tfaH va Support Serv,lces Phone (807) 343-8084 November 27. 1992 Mc,vember 27, 1992 Date College/University Aborisinal committee Auacb the rcsQlutign approvod RY the ·•uwurlonal Abcm&jnal mmrn;uee sup,pnntn1 sbia pmposat, �49 48 SUPPORT SERVICES CORE FUND SECTION I RESOLUTION/MOTION OF THE LAKEHEAD UNIVERSITY ABORIGINAL MANAGEMENT COUNCIL - NATIVE SUPPORT SERVICES CORE 1. NATIVE COUNSELLORS CURRENTLY EMPLOYED ON-CAMPUS Lakehead University currently employs two full-time counsellors for Native students on campus in Native Support Services. Native Support Services operates under Student Services and are available to all Native Students. Native Support Services also employs one part-time Receptionist. WHEREAS: the Native Support Services Department is one of the foundation on which continued growth and enhancement of programming for Aboriginal students will continue; WHEREAS: this program play a significant role in the success of Aboriginal student. Funding for the Coordinator and the Secretary/Receptionist positions of Native Support Services is allocated from the University's operating budget. BE IT RESOLVED: that this program be resubmitted for continuing funding. 2. DESCRIPTION OF THE POSITION It is hoped that this strategy will provide continued funding for the full-time position of Counsellor, Native Support Services. Attached are descriptions of the classification, job description, reporting structure and recruitment strategy for the Counsellor. (Please ref er to Section II). 3. EVIDENCE OF THE NEED FOR POSITION . . . . In l 98~, before the existence of Native Support Services, and during early m1t1attves to implement programs for Native students, Native students presented a proposal to the President of Lakehead University identifying the need for ongoing assistance to Native students attending the University. The proposal described the specific obstacles encountered and students' perceptions of how a counsellor could ameliorate opportunities for success. This proposal is recognized as the foundation for the support services that have since evolved. Native Support Services offers a diverse range of services providing cultural activities, academic support, and personal counselling. Academic and personal counselling for students is simply a genesis for provision of services to meet the unique needs of Aboriginal students. It has been the experience of those associated with Native Support Services that effective program delivery necessitates viewing those needs in a holistic manner, addressing not only academics but also physical, emotional and spiritual well-being. When these qualitative aspects of a person's life are in balance it . . ' 1s more likely that academic success can be pursued without hindrance. Students making the transition from Native communities to an urban setting must confront the need to find housing, day-care facilities, bus routes and schedules, not to mention acclimating themselves to the university environment. The addition of a second Counsellor to Native Support Services has allowed for ~o.re time to be devoted counselling needs. The Counsellor has initiated a community liaison role by visiting community organizations and local high schools to sensitize potential students to the challenges they face during post-secondary education. This helps to establish an initial link to Native Support Services and Lakehead University �51 50 in general. The Coordinator is pursuing ways to improve the range and quality of specialized support services for Native students such as organization of traditional cultural ceremonies and academic program planning. 5. BUDGET FOR COUNSELLOR OF NATIVE SUPPORT SERVICES Year I AETS Counselling Foundation Lakehead University TOTAL There has been a substantial increase in Native students attending Lakehead University in recent years and this trend has continued with the demand for transitionyear programs and with the implementation of the program in Native Studies. Since the inception of Native Support Services in 1987, the proportion off emale Native students has increased annually to the current estimation of 75% of the total population. Female students now have a choice if they feel their needs are better met by a female Counsellor. 67,000 13,200 45,000 Year II (Portion supported from AETS Salary Benefits Overhead (12%) Subtotal 4. LONG TERM PLANS FOR NATIVE SUPPORT SERVICES AT LAKEHEAD UNIVERSITY Aboriginal Resource Library Materials Consumables/Print Shop Cultural Events Advertising/Promotion Memberships Travel/Community Liaison Subtotal Other considerations that demonstrate this long-term commitment are initiatives being undertaken to expand Native Programming as noted in the University's proposal for programming support. In concert with the social support available in the Native Student Centre from their peers and from Native Support Services, Lakehead University is seeking to reduce the attrition rates among Native students. The permanency of Native Support Services place within the structure of Lakehead University is illustrated further by established protocol that enables Native students unrestricted access to services provided through the Learning Assistance Centre and other components of Student Services, such as Financial Aid and the Career and Counselling Centre. Free tutoring and access to emergency loans are examples of how the University attempts to allay the impediments to academic success for Native students. In addition, it is hoped that Government will show its commitment to the Strategy by establishing a permanent funding Envelope to support these initiatives. 38,500.00 7,500.00 5,520.00 51,520.00 Other Costs: In 1991-92 Native Support Services moved to the new Student Centre giving it high visibility and readily accessible for Native students. In addition to the capital investment, the Centre was equipped with supplies and furniture and such equipment as a television and video-cassette recorder and two computers. These developments recognize the needs of Native students and are an indication of the University's commitment to providing services to Native people attending the University. As part of long range plans to develop programs for Aboriginal people, the University has implemented an infrastructure to allow for input from the Native community, including Elders. The University established the Aboriginal Management Council which is comprised of representatives from Native organizations, Elders, student representatives and University administration. This Committee provides Native people a forum to advise the University on program development, to work in partnership to enhance the value of the University to the Native community. Within Native Support Services itself, an Advisory Committee has been established, consisting of three Elders, two students, the Coordinator of Native Support Services, and the Director of Student Services. The mandate of this Committee is to ensure that Native Support Services provides relevant service to Native students in accordance with Anishinabe cultural values. 115,200.00 1,500.00 1,000.00 2,000.00 1,000.00 230.00 12,000.00 17,730.00 Year II - TOTAL $69,250.00 Year III $70,650.00 Year IV $72,000.00 SECTION II 6. DESCRIPTION FOR COUNSELLOR, NATIVE SUPPORT SERVICES GENERALLY Reporting to the Coordinator, Native Support Services, the Counsellor is responsible for providing personal, career and educational counselling to prospective and enroled Native university students; advising and consulting with University faculty and staff regarding counselling services to Native students; liaison with individuals, high schools, First Nations, and Native organizations in the communities of Northwestern Ontario. �53 52 COUNSELLOR, NATIVE SUPPORT SERVICES SPECIFICALLY The incumbent will be responsible for offering personal and cultural support by providing counselling, programming and information services to enroled and prospective Native students at Lakehead University; liaising with community schools and First Nations to off er guidance and information to potential Native students in Northwestern Ontario. Duties to include: assisting students through formal and informal orientation to the University. educational° counselling (e.g. study skills, test anxiety, etc.). developing and leading group programs and information sessions that are relevant to Native students. Applicants should possess a university degree or a combination of formal education and relevant work experience; excellent communication and personal relation skills; demonstrated ability to establish helping relationships; and, an appreciation and sensitivity to Native cultures. participating in and/or facilitating programs in spirituality, wellness, Native culture, etc. This position requires applicants of Native ancestry who possesses intimate knowledge and experience in women's issues. telephone advising and counselling. Interested candidates are invited to submit a resume, including references, by Wednesday July 14, 1992. personal counselling to Lakehead University students. liaising with relevant University departments and community agencies to coordinate services to individual students. 7. working with professors, housing officials, and other student services professionals regarding individual student needs. Lakehead University sends copies of all advertisements for Native positions to Native Band's and Organizations in Northwestern Ontario. Potential positions are also advertised in Thunder Bay and regional newspapers (Chronicle Journal, The Post, Wawatay). advising the Coordinator of Native Support Services on changing student needs, programming and services. consulting with and advising the Coordinator of Native Support Services on individual cases, programs for Native students, counselling issues, etc. 8. 9. a person of Native ancestry; willingness to travel. Applications are invited. for the following one year term position, effective as soon as possible, in Native Support Services, a division of Student Services. REPORTING STRUCTURE The Counsellor is classified within Lakehead University's internal structure as Schedule 2, Grade 9. The Counsellor reports directly to the Coordinator of Native Support Services. The Coordinator's position within the University structure is Schedule 2, Grade IO. This places the position within the Management/Professional module. The Coordinator reports directly to the Director of Student Services, as Native Support Services is a division of Student Services. The Director of Student Services is accountable to the University's Vice-President (Academic). excellent communication and personal relation skills, intimate knowledge and experience in women's issues and demonstrated ability to establish helping relationships with women; ADVERTISEMENT FOR POSITION COUNSELLOR'S POSITION STATUS The Counsellor has been hired on a contract basis effective from August 24, 1992 to the University's fiscal year-end of April 30, 1992 with the expectation of renewal. POSITION QUALIFICATIONS a university undergraduate degree in the Social Sciences or a combination of formal education and relevant work experience; RECRUITMENT STRATEGY 10. COUNSELLOR ACTIVITY REPORT The Counsellor began her contract on Monday, August 24, 1992. The following two weeks were spent in acclimating to the University environment and establishing initial links to various support staff and resource personnel necessary to carry out the counselling role. �55 54 L··· ,:. ··.- ·.... . _ M:fl SHEEt Registration Week was spent in assisting students in course selection and scheduling their classes and negotiating through the registration process. The Counsellor also conducted orientation sessions for the students in the Native Access Program and offered similar sessions to the general Native student population. The Counsellor's outreach to students included attendance at classes in Native Studies, Ojibway L·anguage, and Native Teacher Education Programs. Other outreach activities include communication with Native organizations (e.g. Ontario Native Women's Association and Aboriginal Education Councils). lnstinltfon L:lkehead University Name of the Proposal Support Services Enhancement (Slde:e-s/Tutors) - Continuin\l Mcu Fun4, Boqu<-Sted; Year 1 Ysat2 Yoar~ Suppon Senices Core Fund $ s s Special Projects Fund .. Support ScrYl* 5.i,,,00 $50,850 s s $ In November, the Counsellor will attend a local high school's Career Day for Native Students and the development of pr~grams for Native women such as the proposed Women's Circle. • Program D~vt. Component $ Supplemental)' Orant Fund s s 5 FINANCIAL STATEMENT Plea,~ RANK this proposal in relatioa. to the other proposals for which funds bave 'bee"·, rcqueated under th~ 1traiegy. · · • This proposal Js raokod # 3 out of 1 o proposals submlttod. • la this proposal dependent '1.PQD cha approval of any other prop~sal submitted? Individual counselling sessions comprised the Counsellor's greatest time commitment. In September, the bulk of enquiries were of academic concerns and questions on programs. During the month of October, counselling appointments were increasingly concerned with personal issues as well as academic issues and appointments continued to increase. Seventy-five percent of the formal contact has been with female students. 11. Pl~. submit a ~parate a:wer &beet for ~ proposal 111bmittcd unaer tile MCU Aboriginal Sducatioll ad Tn.hJJ.Dg Semtcgy. · If yes, whfoh Statement of Receipts and Expenditures as at October 31. 1992 $67,900 13,207 45,000 Advances from the Ministry of Colleges and Universities Counselling Foundation Lakehead University Contribution Enhancement Component Project Leader: oDc and Name Title why? 51,900 • ------~----- $126,107 Phone Coorclinator, Native Support Se.r11.i.o•• ·c so,> 343-aoa4 Expenditures: Salary and related costs Overhead Other Costs $7,500 8,148 12,700 Novembe~ 27, 1992 $28,348 Funding to be used in the remainder of 1992/93 fiscal year ~~ • Date tl/41, 'itJ/7L• , 1 ~llege/Un1Yer$ity Aborlgmal commlttcc Salaries and related costs funded by LU $31,315 Total Expenditures Date ead $59,663 $66,444 Attach ¥30 resotutian mroyec, 1lY the 1ns111ut1ona1 Ahori,Jnal committa mmwnJ111 this pro,ppsfi,, �57 56 SUPPORT SERVICES ENHANCEMENT COMPONENT (SPECIAL PROJECTS FUND) RESOLUTION/MOTION OF THE LAKEHEAD UNIVERSITY ABORIGINAL MANAGEMENT COUNCIL- NATIVE SU~PORT SERVICES ENHANCEMENT-TUTOR/ELDER PROGRAM WHEREAS: the Elder /Tutors program is a foundation on which continued growth and enhancement of programming for Aboriginal students will continue; SECTION I 1. COUNSELLORS ON CAMPUS WHEREAS: the program play a significant role in the success of Aboriginal student. Two full-time counsellors, the Coordinator and Counsellor of Native Support Services, are available to all Aboriginal students at Lakehead University. BE IT RESOLVED: that the Elder /Tutors Program be resubmitted for continuing funding. 2. NAME OF THE PROJECT FOUNDATIONS IN TRADITIONS: ELDERS-IN-RESIDENCE and AANKOKINOMAHGET STUDENT TUTORING. 3. PROJECT DESCRIPTION The FOUNDATIONS IN TRADITIONS project is becoming part of a learning circle where Elders, tutors and students share their skills and experiences to reinforce individual strengths and thereby build a supportive group network. This project seeks to enhance the well-being of Native students on campus by addressing spiritual and cultural needs and by providing reinforcement for academic issues. a) The ELDERS-IN-RESIDENCE component brings Elders and other traditional teachers from diverse Aboriginal cultural groups to Native Support Services. The program provides students with .another source of support and adds another dimension to the University learning experience. b) AANKOKINOMAHGET is an Ojibway word that means "a person helpful in teaching " and "a chain to what is going on already". In order for Native students to receive the comprehensive tutoring that is required, AANKOKINOMAHGET provides a number of Native tutors who spend their time exclusively with Native students. Tutoring is done by a combination of Learning Assistance Centre tutors and peer tutors with each student being matched with a tutor who is particularly skilled in the subject in which the student is having difficulty. Tutorial services expand to include tutoring in course content, presenting workshops on topics such as study skills and essay writing, and training peer tutors. The tutors bring their own learning styles and study skills to the program which models success for students who may be struggling academically. 4. EVIDENCE OF PROJECT NEED The University's Native student population is constantly increasing. In addition to the number of students entering programs directly from high school, the number of mature students is rising. Mature students face unique challenges. Typically they have been out of the classroom for some time and often are poorly prepared academically. �58 They also incur stress related to family and personal responsibilities. The balancing of these stressors can be alleviated by services sensitive to student needs. pass on traditional teachings helps to complete a circle of sharing where students can demonstrate their respect and honour for traditions. Due to the large numbers of Native students attending Lakehead University, the Learning Assistance Centre has seen a constant rise in demand for the tutoring services it provides. The a~ount of tutoring allotted to each student is limited by the number of tutors available and by fiscal considerations. In the case of Native students this limitation is a concern. Demands are being made from regular Native students as well as the growing numbers entering the University via transition programs who need to build the foundation of study skills and written communication skills. These students need ongoing academic support in course content to complete assignments and to succeed on tests and examinations. Commitment is essential to a student's success. Any student who seeks tutoring does so on a voluntary basis which is an indication of a student's commitment to his or her studies. Tutoring most effectively improves academic performance and lowers the attrition rate of Native students. Native students use tutoring as a means to "keep up" rather than to "catch up" with material. In its declaration of jurisdiction over education, Traditions and Education. the Assembly of First Nations states that, "Education of First Nations students includes instructions in the values held in esteem by First Nations communities and families so that education is clearly an extension of the culture and the instruction provided by the family. Education helps the student to develop a strong sense of pride and respect for the First Nations community, culture and family." The Elders are the holders of knowledge, the teachers of Native culture, songs, heritage and survival, and are held in the highest esteem and respect. In a I 986 proposal, the Native students of Lakehead University identified the need to weave the presence of Elders as role models into the fabric of Native Support Services to assist in the transition to urban living and the University environment. Elders have met with students through Native Support Services and were well received. These responses are an indication of the importance attached by students to their cultural values and spirituality. Since 1987, Native Support Services, in cooperation with the Lakehead University Nishnabek Students Association have organized Feasts and Pow-Wows during both the Fall and Winter terms of each year. These functions are well attended, not only by the students, but also by families and friends from Thunder Bay and the surrounding region. Attendance by University faculty and the non-Native population demonstrates interest in and support for Native cultural activities. The combined elements of this project must be available for students in need of support and to assuage the challenge of learning to balance numerous course requirements and personal commitments outside the classroom. S. 59 SHORT AND LONG TERM BENEFITS In the short term, Elders serve an informal counselling role for students, offering support and encouragement during the academic year. Attending ceremonies held on campus affords Native students the opportunity to interact with peers outside the classroom setting. Elders often speak of the importance of having a sense of identity and believe that to make full use of the tools and knowledge gained from a university education, there must be a parallel education - a holistic approach to life is necessary to balance physical, mental, emotional and spiritual needs. Education in cultural traditions encourages Native students to return to their home communities and share their cultural and educational experiences with other Native people. Inviting Elders to The appointment of Native tutors to complement the staff at the Learning Assistance Centre augments the process of establishing rapport with Native students and helps raise the comfort level of Native students seeking tutoring. Native tutors serve as role models and encourage Native students to take advantage of this learning experience. 6. WORK PLAN ELDERS-IN-RESIDENCE The following identifies the tasks to be completed in order to ensure weekly visits by Elders during the Fall and Winter terms at Lakehead University. a) In May /June, begin identifying potential Elders to be invited by gathering input from students via the annual survey conducted by Native Support Services in April. Further input may be elicited from Native members of the University's Aboriginal Management Council and from the Native Support Services Advisory Committee during their regular meetings. b) In July and August, hire a Native University student to initiate contact with Elders by attending Pow-Wows and consulting with the local and regional Native community. Establish tentative dates. c) In August, schedule weekly sessions by setting up exact dates for specific Elders and arrange for interpreters if necessary. Advertise the schedule. d) Monitor the project implementation and provide a mechanism for student feedback. AANKOKINOMAHGET a) June/July- Begin ongoing recruitment of Native tutors. b) August/September- Orientation and training under the supervision of the Coordinator of the Learning Assistance Centre. c) September- Begin ongoing advertisement of tutoring services for Native students to the University community, including academic departments. Offer individual and group tutoring to Native students. �61 60 d) Ongoing- Assess needs and offer workshops in essay writing and develop workshops as required, in consideration of mid-term and examination periods. 7. ELDERS-IN-RESIDENCE SCHEDULE October 21 29 Richard Lyons Edna Manitowabi November 4 John Pierre PROPOSED BUDGET This budget describes a detailed three year plan to implement the FOUNDATIONS IN TRADITIONS project. Tutoring salaries in the Learning Assistance Centre ranges from $10.03/hour to $24.06/hour depending upon qualifications and functions of the tutor. For the purpose of estimating the cost of AANKOKINOMAHGET, $18.50/hour for 1650 tutoring hours is used. $36,000 Salaries, Honouraria, Benefits Meals, Accommodations, Materials 8,500 5,400 Overhead Total Year I $49,900 Total Year II $50,850 (+2%) 11 Michael Thrasher 18 Vern Harper 25 Liza Mosher December 2 Freda McDonald January 13 Ernie Benedict 27 Total Year III (+2%) February 10 8. Ann Jock $51,900 CONTINUED PROJECT FUNDING The University commitment to Native Support Services is illustrated by the fact that it is currently making a significant contribution to this office. It is anticipated that this support will continue at least at the current level through the combined efforts of the Government and Lakehead University. Alex Skead 24 Vera Martin March IO Art Solomon 24 Janice Longboat NOTE: During the Winter term, additional Elders will be invited to attend. SECTION II 9. ACTIVITY REPORT AANKOKINOMAHGET ELDERS-IN RESIDENCE Recruitment of tutors began in August on campus and in the community. The Learning Assistance Centre Coordinator is responsible for administration of tutorial services and worked with the Coordinator of Native Support Services in the recruitment process. A tutoring schedule was established for Native Access students to receive tutoring in course content, essay writing, microcomputer use, and study skills. In addition, Native peer tutors have been recruited to supplement the tutors of the Learning Assistance Centre; one to tutor in Native Studies and one to tutor in an Ojibway language course. The majority of tutoring takes place between October and April of each year. In the first few weeks of classes, 48 Native students sought the assistance of 18 Native and Non-Native tutors for a total of 392 hours. A list of the courses for which students have sought tutoring is included. In addition, Native students attended a workshop on Essay Writing in early October. This workshop will likely be repeated in the Winter term and it is hoped that tutoring services will be available to students year round. In July, 1992 a summer student was hired by Native Support Services to develop this project for the 1992-93 academic year. The student attended Pow-Wows in Northwestern Ontario and Minnesota, and consulted with local Elders to get advice on how to proceed. During July and August this student contacted Elders and determined travel costs and liaised with Confederation College to explore possible joint ventures. By September 1992, the program was tentatively established and began on September 16 and continues weekly thereafter during the Fall/Winter terms. The summer student was retained on a part-time basis to enhance his experience and to assist project implementation. The schedule of Elders' visits follows. The project completion date will be March 1993 and an accurate accounting of project cost will be available at that time. �63 62 _. . ·-.· fl.SHEET RECRUITMENT STRATEGY All tutoring on campus is done through the Learning Assistance Centre. Peer and full-time Centre tutors report to the Coordinator of the Learning Assistance Centre, a division of Student Services at Lakehead University. Recruitment of Native tutors have proceeded on two levels. Recruitment of peer tutors requires advertisement on campus through the local Canadian Union of Educational Workers. Subsequent to this procedure, newspaper advertisements in community newspapers was implemented through the University's Human Resources Department. Ongoing recruitment of Native peer tutors is undertaken in the Native Student Centre by the staff of Native Support Services. 11. Please submit a separate covor &hGat for Aboriginal Education a:aid Tl'alllll'lg Stratety. .IIIGb prOJ>OSIU suiJDllm:li unu=t w~ """""u Lakehead Unviex-$it)' lnstitution SUppor~ ~ie('ral!I Bnhancemant Name of tbe Proposal Native Acc1@e 'J:utors - WW MCJ J Funds Requested; Year J Y•;at~ Year~ Suppon Services Core Fund s $ $ J2!S, f'JOO $ 25 ,!500 5H,000 Elders were contacted by telephone and mail for those residing outside of the Thunder Bay area and were approached in person if they resided in Thunder Bay. All Elders committed verbally to participate after being offered tobacco in the traditional manner. • Pi-o,ram Dcvt. Component s s s FINANCIAL STATEMENT Supplementu)' Grant :Fund $ $ $ Statement of Receipts and Expenditures as at October 31, 1992 Advances from the Ministry of Colleges and Universities $49,900 Exp en di tu res: Tutors Elders Overhead Special Projects Fund • Support Serrices Enhancement Component Please RANK this proposal in relation io the other proposals for which funds have b"n requested under the strategy. • This proposal i& ranked # 9 out of 10 proposals submltt$CI. • Ia tbi4 ptopasal depcmdent upon the approval of any otb" pn>posat submitted? IC yes, which one and why? $4,400 2,000 5,988 Total Expenditures $12,388 Funding to be used in the remainder of 1992/93 fiscal year $37,512 Project Leader: Name ntle "8, C.rAldirt.o Wbito --------------------- ----------------Ooor4!neot.r, t.e•rning Assistance Centre Diltc _J"· ~~~~,J£,1-:M~~~..L,J.,S:.~~.:::: ii'S1r::, Novombe~ 27, 1992 Date 0,llege/Umversity Aborlsinal oQmqUH Attach the resolution &Rmved b,y tho,.inmwdonaI Aborlstna.1 c;pmmtttee mm,outng thf& prnprnml, �64 65 SPECIAL PROJECTS FUND SUPPORT SERVICES ENHANCEMENT COMPONENT RESOLUTION OF THE LAKEHEAD UNIVERSITY ABORIGINAL MANAGEMENT COUNCIL - TUTORING OF STUDENTS IN THE NATIVE ACCESS PROGRAM WHEREAS: the Native Access program is a means of access to higher education for students who would not otherwise qualify to enter university; .NATIVE ACCESS PROGRAM TUTORS 1. WHEREAS: without significant tutorial assistance, these students chances of success will be limited; BE IT RESOLVED: that the Lakehead University Aboriginal Management Council support the grant application for the Access Tutoring Program. COUNSELLORS ON CAMPUS' The Coordinator and Counsellor of Native Support Services are the two full-time counsellors available to all Aboriginal students at Lakehead University. 2. NAME OF THE PROJECT Tutoring of students in the Native Access program 3. DESCRIPTION OF THE PROJECT This project to tutor students in the Native Access program is designed to provide the academic support so of ten necessary for successful post-secondary studies. The project will provide initial orientation to university life and in particular to the lecture mode, the teaching method most employed by universities. Further assistance will be provided in the content of individual courses and in gaining skills for successful learning. Thus, help will be provided at the beginning of the students' academic program, and on-going assistance will aid students in succeeding in their academic plans. 4. THE NEED FOR THIS PROJECT Students who enter university from high school have difficulty adjusting to the new academic environment which exists in universities. Students who enter under the Mature Student admission process have even greater difficulty because of the length of time they have been away from formal education and those who enter under special status such as in the Access Program have an even more difficult time. Further, Native students who have the opportunity to study at university and who are inadequately prepared for the transition to this new experience, need support in many areas. One of the most useful ways to help Native students is to provide tutoring help, both in gaining learning skills and in better understanding the academic content of individual courses. 5. SHORT AND LONG TERM BENEFITS EXPECTED FROM THE PROJECT The aims and benefits of the Tutoring Project are both short and long term. Initially, it will be important to help the Native students in the Access program to become as comfortable as possible with the university environment. The students will learn of the support available to them from the Program tutors and from other areas of the University. This initial part will be important in convincing the students that they �66 67 should stay in the Native Access program. The long term aim of the project is for the Native students be successful in whatever academic route they choose at the end of the Access program. Benefits 2,400. 2,520. 2,640. Supplies 600. 700. 800. 2,760. 2,900. 3,052. $25,760. $27,120. $28,490. Admin/OH 6. WORK PLAN This tutoring project involves many components including: TOTAL Summer - hiring tutors who will provide tutoring to students in the Native Access program. It should be noted that, as these students move on to higher years of study, tutoring will continue to be available to them through the Tutoring Program available to all Native students. The project being presented here is only for students in the Native Access program. Early Fall - training these tutors in the skills and methods of tutoring. - providing sensitization to Native culture and learning modes for any tutors who are not of Native ancestry. Late Summer and Early Fall - providing assistance to the students in settling into life in a new location, especially in a bigger city. - orientating the students in the Native Access program to the University environment. - providing skills to the students to help them adjust to courses at the post-secondary level (for example, the skill of taking notes in lectures). 8. CONTINUED FUNDING The University commitment to Native Support Services is illustrated by the fact that it is currently making a significant contribution to this office. It is anticipated that this support will continue at least at the current level through the combined efforts of the Government and Lakehead University. - providing coping skills for integrating their academic and personal lives (for example, time management). On-going - providing on-going academic support in course content for the individual courses being taken by the Native Access students. - teaching the students various learning skills which are held by successful students. - building confidence on the part of the students, which is one component of the tutoring program. - teaching learning skills to the students, which is another component of the tutoring program. 7. BUDGET FOR THE WORK PLAN The salaries of tutors in the Learning Assistance Centre at Lakehead University vary according to the qualifications of the tutors. Currently tutors are paid salaries ranging from $10.03 per hour to $23.10 per hour. For the purpose of estimating a budget, the rate of $20.00 an hour will be used since it is expected that senior tutors will be needed for this project. Year 1 Salaries $20,000. 1000 hrs.@ $20./hr. Year 2 Year 3 $21,000. $22,000. ll �69 68 Please submit a separate mver sheet 1:;:, ~·:-__ .·}. •,-, ,.; .. ·_.· · .- : . ·--=-. < . . •, -,.:- -,,. MCU Al>orisinal .Bducatic;m and Traiuiug Strategy~ ~akehaaa Unvierbity Institution ~ Name of the Proposal '1App~t. f?l'N"v.lce ■ Bnhono~ent eircle - New MCU Funds Bcaquesred: Year t Year2 fiai:a Support Services Core F\lIJd $ $ s Sp~i\l Projcc;t& Fund - Support Services Enhanecmcnt Component $10,S00 $10,500 $ 10 .100 - Prograin DcM. Component s $ Supplementary Grant Fuo.d $ $ s s RESOLUTION OF THE LAKEHEAD UNIVERSITY ABORIGINAL MANAGEMENT COUNCIL - HEALING CiRCLES WHEREAS: the Healing Circles will play a significant role by providing culturally sensitive support for students; BE IT RESOLVED: that the Healing Circles Program be supported. Pleo.se RANK ibis proposal in relation to the other proposals for which funds have bf.sn requested under the strateS)'. • Thia propo5-J its ranked # 1 0 out of 10 proposals submined. la this proposal dependent upon the approval Qf any other propo~al submitted? If yes, which one bet why? Project Leader: Name M;r ~ OQi-c,1 Title Coordinator. Native support SerYiC6a 'Rruyere teO"I) 343-8084 1I Date Date Attach lht woJutlon IPJ)l'.PYM by Jbc ·iPitimtiOJ11J Mod,toal sommlttee gpporttns Jht~ r,~::.~,;;~'. �71 70 Many issues arise for these students during the academic year. Some are challenged as single parents, others struggle with non-supportive partners, and others are also trying to resolve personal issues related to sexual abuse or addictions. These issues have varying degrees of effect on a person's well-being and on success in the classroom. SPECIAL PROJECTS FUND SUPPORT SERVICES ENHANCEMENT COMPONENT 1. At present there are no formal support groups on campus that can help to address these issues. Individual departments of Student Services offer a variety of workshops to help deal with stress, eating disorders, separation and loss, and there two mental health counsellors and a psychiatrist available for all students. However, Native students are often hesitant to make use of these services: Healing Circles would provide the choice of a culturally sensitive source of guidance and healing. COUNSELLORS ON CAMPUS The Coordinator and Counsellor of Native Support Services are the two full-time counsellors available to all Aboriginal students at Lakehead University. 2. Financial constraints are one of the main stressors Native students face and the secondary element of this project, the Children's Circle, is necessary to provide a free alternative childcare arrangement to the students who wish to attend the Healing Circles. By designing a children's program that is entertaining and meaningful for Native children, the hope is to give further incentive for students to participate. NAME OF THE PROJECT HEALING CIRCLES 3. PROJECT DESCRIPTION 5. This project will assist Native Support Services to host regular gatherings for the Native students at Lakehead University. These groups processes will provide a safe, confidential atmosphere students can share their experiences and seek healing and the support of their peers. The Women's Circle will be organized and conducted on a biweekly basis by the Counsellor of Native Support Services with the guidance of a female Elder. The Coordinator will assist a male Elder conduct a Men's Circle, also on a bi-weekly basis. The major benefits to this project are both short term and long term. It will allow Natives to explore changes within their lives, to cope with these changes, and to integrate these changes into personal growth. Not only will it strengthen the individual but may also serve to strengthen the families of these students. It may be difficult to quantify, but the positive effect on academic success is likely to be felt on two levels: Healing Circles will alleviate stress affecting academic performance and will allow men and women to learn more about the Native way of healing and learning. In sharing their experiences with other female students, the Healing Circles may enrich the student's peer support network, which is of particular benefit where there is hesitation to seek out formal means of support. A critical component of this project is the Children's Circle to be conducted simultaneously at Native Support Services. The initiation of a children's program will encourage students with childcare responsibilities to participate in the Healing Circles. The Children's Circle will make use of craftspeople, artists, and Elders to off er demonstrations of Native crafts, painting, Legends and storytelling. A variety of games and activities will complete the program. This part of the project will be organized and implemented by a group of Native University students to provide a meaningful work experience during the academic year and to provide a secure and responsible level of care for the children. 4. The project will also provide some respite from childcare responsibilities for those students with children and will give these children an opportunity to learn different elements of Native culture. From the logistical point of view, this project will integrate the services offered to Native students at Lakehead. It will serve as a means of outreach to students for the Counsellor, provide income and experience for students assisting with the Children's Circle~ entrench the presence of Elders on campus, and provide an alternative means of support to complement the services already in place. EVIDENCE OF PROJECT NEED Lakehead University has acknowledged the need for special support services for Aboriginal students with the permanent establishment of Native Support Services. The attempt to enhance these services must take into consideration critical demographics of the Native student population at this institution. Information voluntarily supplied by Native students each year suggests that approximately 70% are female students. In particular, an effort must be made to provide support to the women who enter as Mature students and whose academic responsibilities must be balanced with family and childcare responsibilities. SHORT AND LONG TERM BENEFITS 6. WORK PLAN a) July/ August- The Coordinator of Native Support Services will hire one student with experience in organizing and delivering youth programs. This student will work with the Counsellor of Native Support Services to develop a varied program of activities for the Children's Circle by gathering games, arts and crafts materials, videos and appropriate resource people to assist in the program. �73 72 b) August- The Counsellor will approach Elders in the traditional manner with a gift of tobacco to seek aid in conducting the Women's Circles. A schedule will be devised and finalized for bi-weekly sessions including when each Elder is to attend and where the Men's Circle, Women's Circle and Children's Circle will take place on campus. Contact local Native organizations and student sponsors to advertise the project. c) September- ·Retain summer student on a part-time basis and recruit a pool of part-time students to assist in the supervision of children and the delivery of the Children's Circle program. Begin project activities in the second half of September. The Counsellor will attend Native programmes and classes to invite student participation. 7. PROPOSED BUDGET SUPPLEMENTARY GRANT FUND Honorariums -Women's Circle Elders (14 sessions x $150.00/diem) 2100.00 1. NATIVE TEACHER EDUCATION l. NATIVE NURSES ENTRY PROGRAM -Mean's Circle Elders (I 4 sessions x $150.00/diem) 2100.00 3. NATIVE ACCESS PROGRAM -Children's Circle Resource People (14 sessions x $150.00/diem) 2100.00 Student Wages-Children's Circle -Four part-time positions (224 hours x 9.00/hr) 2000.00 Resource Materials-Children's Circle (moosehide, beads, assorted craft supplies board games and children's toys, video rentals) 2000.00 Total $10,300.00 TOTAL YEAR I $10,300 TOT AL YEAR II $10,500 TOT AL YEAR III $10,700 �74 Ple~~ submit a acparate cowr sbeet for .am proposn.i Aboriginal :Education aad 'n'ainiag Suategy. .~~ · ~:·: lnr.titlltion ~•head tJniveraity Nwne of the Proposal r_etive Teaotter Education~ Hew • -.•. - Supplementary Grant MCU fu.ndo Rcqpesnd; Year l Yeat,2 Xcm:3 S'Llpport Services Core Pund s s s Special Project.\ FllDd .. S\lpport Sernoes s $ s $ __ s $ $1 U,468 $129,509 $153,366 Enhancenumt Component - Program Devt. Component Supplementary Grant Fuud Ple&se RANK this proposal in rclati9n to tbe other propoaals for which funds have been requested under the strategy. • This proposal Is ranked t# 1 ou, of 10 proposals submitted. 1s this proposal dependent upon the approvil ol any other propo,al submitted? Ir yes. wbfoh one ud why? . Project Leader: Name Profe••~r Ruby 8lipperj~ek-Farrell Title coorclintatot', Native Teaoher Education {807) 343-8720 Date Movl!lllber 27, 1992 Daw C:.Ollegcs/Unfvcrsity Aoorfginal committee &tub th, tff<>Jutinn am,mveo kY the inmtu1tona1 AbQriaiJU!I ~mmfttec wwortJni th·~~ pro,posal, · �76 75 NATIVE TEACHER EDUCATION PROGRAM 1. RESOLUTION OF THE LAKEHEAD UNIVERSITY ABORIGINAL COUNCIL - NATIVE TEACHER EDUCATION (SUPPLEMENTARY) MANAGEMENT WHEREAS: Aboriginal teachers are the basis on which the education of future generations will be founded. BE IT RESOLVED: NAME OF THE PROGRAM The first program requested for designation as a Native Specific Program under the Supplementary Grant Fund is the Native Teacher Education Program. 2. DESCRIPTION OF THE PROGRAM that the Native Teacher Education Supplementary Grant be supported. The Native Teacher Education Program is a concurrent Bachelor of Arts (General Program)/Bachelor of Education (Native Education) degree program. In order to be admitted to the Program, students must be of Native ancestry and be recommended by a Native organization. Students who successfully complete the Program are eligible for an Ontario Teacher's Certificate and are then fully qualified teachers. The purpose of the Native Teacher Education Program is to increase the number of qualified Native teachers through an alternative but equal program which will prepare them to meet the special social and cultural needs of Native communities, taking into account such factors as heritage and language. Native teachers who have an intimate understanding of Native traditions, psychology, way of life, and language are best able to create a learning environment suited to the habits and interests of the Native child. The Program prepares teachers to provide educational programs that will assist Native people to sustain their culture and language and at the same time to teach school pupils the skills necessary to pursue further education if they so desire. In addition to educational methodology and theory, the Program includes courses in Native culture, traditions and language. Students are required to do student teaching in Native schools. In order to provide positive role models and a culturally sensitive approach, the Native Teacher Education Program has a core staff of two Native faculty members, one of whom serves as the Coordinator of the program. 3. DEMAND FOR THE PROGRAM The Native Teacher Education Program was introduced in 1974 following extensive consultation with the Native community. The program was initiated as a diploma program to graduate Native students with a diploma and certificate for elementary school teaching. Students graduated from the program with the first year Arts and could continue to complete their degree as many have done over the years. In 1987, at the urging of the Native community and the federal government, the program was revised to the four year BA/Bed degree program. The Native community urged the University to provide a program equal to the regular teacher education program and to graduate Native students as fully qualified teachers holding both an Education degree and an Arts degree. �78 77 Until this year, enrolment in the program has been steady since its inception. Approximately 25 to 30 full time students were enroled between 1983 and 1987. With the change to a degree program, enrolment has gradually increased to 37 students in 1990/91 and 42 in 1991 /92. While first year intake has in the past been approximately 15 students, this year first year intake was 29 students. With increased emphasis on the importance of having fully qualified, culturally sensitive teachers, it is anticipated that demand will continue and first year intake will average 20 to 30 students. 8. CULTURAL CONTENT In addition to educational methodology and theory, the program includes courses in Native culture, traditions and language. Students teach in Native schools and are of Native origin. 9. Interest also has been expressed by northern communities for community based delivery of the Native Teacher Education Program. Unfortunately, funding for such a project has not been available and the program could not be offered at the expense of the regular program. Recently, the University was approached by the Sandy Lake Education Authority to offer a community based delivery of NTEP. Pending funding approval (from an alternate source), the program will begin in March 1992. The delivery would consist largely of on-site courses in Sandy Lake combined with campusbased sessions and practice teaching in Thunder Bay schools. A very important consideration for the University in providing on-site delivery in Sandy Lake is the fact that our Continuing Education Department has been offering on-site credit courses toward a B.A. degree in Sandy Lake for the past three years. By combining the B.A program with the Education program, Sandy Lake residents will become fully qualified teachers holding a BA/Bed degree. PROJECTED ENROLMENT FOR PERIOD 1991/92 TO 1994/95 If current interest is maintained in Native Teacher Education and first year intake is 25 to 30 students, enrolment in the program will increase over the next three years to approximately 70 to 75 students as noted below: 1992/93 1993/94 1994/95 - (Minimum estimated enrolment) FUNDING PRIOR YEARS N/A 4. ROLE OF PROGRAM MANAGEMENT COMMITTEE 11. The Program Management Committee has been struck and in the early stages the Committee will devise the terms of reference under which it will function. 5. PROGRAM MANAGEMENT COMMITTEE COMPOSITION The Aboriginal organizations represented on the committee are: Northern Nishnawbe Education Council Rainy Lake Ojibway Education Authority Treaty 3 6. I. May M Sault Lou Ann Bruyere STATUS OF PROGRAM The Native Teacher Education Program is an existing program which was initiated in 1974 as a diploma/certificate program. In 1987, the program was revised to a four year BA/BEd program. Students who graduate from the program are eligible for Ministry of Education certification and are then fully qualified teachers. 7. ELIGIBILITY FOR MCU OPERATING GRANT FUNDING The Native Teacher Education Program is eligible for MCU grant funding. 66 students 72 students 90 students PROGRAM EVALUATION N/A �80 79 Lakehaad Institution Oniv~raity 9upp1omont4ry Gran~ - Native Name of the Proposal MCJJ funds Reguested; l:,11: l 1992/93 Support Services Core Fund s Special Projects Fund • Support Services Enhancement CompotiaiU: $ s s 22,soo - Program Dcvt. Component Supplemmnwy GraDt Flllld Yem: 2 ~•Q~ - conttnUihS x,1[J 1993/94 $ 1994/95 $ s $ s s $15,000 S 20z500 Projc:ci Leader: · Name Me, Jone 'ritJe Acting Coordinator, Native Nurses o I k-1.n . Entry Pror.3i~am (8()7) 343-88'146 November 2D , . 1992 Date Signature o au o · le Date Colle1c/Unfvc~ity Aboriginal commlttcc Attach the resoJurlon approved by Jhe ·1nstJtutlona1 AbpriginaJ committee ,u~aJjiDJ tllt.~~. ~; :~I , : .. \ ·. ,, • {' : WHEREAS: the Native Nurses Entry program is the foundation on which continued growth and enhancement of such programming for Aboriginal students will continue; WHEREAS: this program plays a significant role in the success of Aboriginal student in the Nursing Program. BE IT RESOLVED: that the Native Nurses Entry program be resubmitted for continuing funding. Please RAN1' ibis propaal in relation to the c,ther p r o ~ for whfoh funds havo beien requested under the strategy. · 4 1 0 • This proposal is ranked # out of proposals submJtted. • Ia this F.O.P~ dependent upon tbe approval of any Other propo,sal submitted? If yes, which o~ and why? RESOLUTION/MOTION OF THE LAKEHEAD UNIVERSITY ABORIGINAL MANAGEMENT COUNCIL - NATIVE NURSES ENTRY PROGRAM �81 82 5. The following is a list of the individuals and organizations represented on the Native Nurses Entry Program Management Committee: NATIVE NURSES ENTRY PROGRAM 1. New Credit First Nation Nishnawbe-Aski Nation Sandy Lake First Nation Iroquois and Allied Indians Aboriginal Health Authority Nishnawbe-Aski Nation . Windigo Tribal Council Indian & Inuit Nurses Northern Nishnawbe Educ. Council NAME OF THE PROGRAM Native Nurses Entry Program. 2. DESCRIPTION OF THE PROGRAM The Native Nurses Entry Program is designed to provide students with the necessary skills and academic preparation required for successful completion of the four year nursing degree program. The program utilizes specialized recruitment and admission procedures undertaken in conjunction with the Native Nursing Advisory Committee, program orientation and personal counselling, a curriculum that addresses deficiencies in preparation, a tutoring program for academic courses, and specialized assistance for social and cultural support. Students are admitted through the University's mature or extraordinary admission regulations to the BA(General) program. Students take a combination of degree and non-credit courses designed to prepare them for entry to the regular Nursing program and to provide them with the necessary skills and attitudes for success in a very challenging program. 3. DEMAND FOR THE PROGRAM The Native Nurses Entry Program began in January 1987 in response to a well documented need for improved health care delivery in Native communities. In I 983, the Nishnawbe-Aski Nation, a Native organization representing 25,000 Ojibway/Cree in 43 northern communities, approached Lakehead University's School of Nursing to explore the feasibility of establishing a program to prepare Native people for the nursing profession. In May 1985, Lakehead University held a consultation workshop with Native leaders. In making its recommendation that a preparatory program be implemented that enabled Natives to proceed to a degree nursing program, this committee considered the importance of the role of a nurse in northern communities. The intent of the program was to provide Native people with the opportunity to attain the credentials and knowledge necessary for them to assume a leadership role in health care within their own communities. L Angeconeb H. Cromarty N.Day C. George J. Gordon M Katt S. Melvin M. Ross TBA The Committee consists of Registered Nurses of Aboriginal origin, the Director of the Indian and Inuit Nurses of Canada, representation from Native Education Authorities, Native community representation from Northwestern Ontario, and the Director of the School of Nursing. Native Nurses represent all areas of the province, both northern and southern Ontario. In addition, members are seconded from government, community, education and Native organizations to address specific issues. A member of the University's Advisory Committee sits on the Nursing Committee as a liaison person between the two committees. 6. STATUS OF PROGRAM The Native Nurses Entry Program is an established program. 7. ELIGIBILITY FOR MCU OPERATING GRANT FUNDING The Native Nurses Entry Program is eligible for MCU grant funding by virtue of the fact that students are registered in the BA(General) program. However, only a very small portion of the programs support actually comes from operating income because of the fact that with the particular design of the program, only a small percentage of the program is comprised of degree credit courses. Much of the emphasis is on bridging, skills improvement and professional orientation courses. 8. 4. PROGRAM MANAGEMENT COMMITTEE COMPOSITION CULTURAL CONTENT ROLE OF PROGRAM MANAGEMENT COMMITTEE In addition to advice from the University's Aboriginal Management Committee, the Native Nurses Entry Program Advisory Committee is the Program Management Committee dealing specifically with matters concerning the Nursing program. The Committee was established at the inception of the program to provides advice on curriculum, recruitment, candidate selection, application procedure, program promotion, and evaluation of the program. It acts as a resource and support for the Coordinator of the Program and the Director of Nursing and as a community liaison body. The content of NNEP is pertinent to Aboriginal students and reflects Aboriginal culture in many ways. While subjects such as Chemistry, Biology, English, Math, Study Skills/Logical Reasoning do not lend themselves readily to a reflection of Aboriginal culture, the teachers of these subjects meet on a regular basis to discuss each individual's problems and progress, and receive materials to help them come to some understanding of Aboriginal history, ways of learning styles, values, child rearing practices, etc. Specific handouts as for this year include: �84 83 l. "Characteristics of Teachers who have Been Successful with Native Students" 5. The health status of Native people compared to the general Canadian population. 2. "Areas of Tension Between Native Values and School Practices" 6. The role of the community health nurse in adolescent health issues in the community. 3. excerpt from the "Hawthorne Report: A Survey of the Contemporary Indians of Canada" 7. Community participation: the role of the Native Nurse in community health action and planning. The Communications 1090 and Professional Orientation 1091 courses do reflect Aboriginal culture and do include a text, program material and methods of teaching pertinent to Aboriginal students. 8. The relationship between the community, its organization, and its health. The text "The Sacred Tree" from the Four Worlds Development Project Series is used to discuss concepts, teachings and principles of the Sacred Tree and the Medicine Wheel. 9. Since its inception, the Native Nurses Entry has admitted approximately 15 students each year. The design of the program is such that small classes are necessary to assure student/faculty interaction and specialized attention that is necessary for these students to succeed. Classes are expected to remain at this level. Articles related to subject matter and content that reflect Aboriginal issues include: I. "Walking two trails" (from Old Sun Community College Health Sciences Program) 2. "Use of personal power: a self-inventory" (from the Teachers' Guide to "The Sacred Tree") 3. "In the Spirit of the Family" (Canadian Living, Oct. 199 l) PROJECTED ENROLMENT 10. FUNDING PRIOR YEARS Funding in 1992/93 was $22,500 Videos used include: l. "Walking with Grandfather: Great Wolf and Little Mouse Sister" 2. "The Honour of All" Elders, traditional teachers and Aboriginal guest speakers are invited to participate in the program on a regular basis, and students are encouraged to make use of Native Student Support Services and to maintain their culture by attending Powwows, feasts, gatherings, etc. that occur at the university and the community. Classes are conducted in a circular format, and each seminar class begins with an "opening" done by a different student each week. This is followed by the "circle check" in which each student and the teacher pass sweet grass in tern and relate their feelings, problems, concerns and comments to the group. Further, many of the assignments done by the students relate to Aboriginal issues. The best example here would be the group project assignment in Professional Orientation. Topics they work on are: I. Primary Health Care: making it work at the community level 2. Health Promotion: Native traditional and modern concepts 3. Caring for the Dying in the Community: professional and ethical issues 4. Issues in the history of Native health care. 11. PROGRAM EVALUATIONS One copy of the Final Report "An Evaluation of the Native Nurses Entry Program, Lakehead University, dated February 29, 1990 is enclosed �85 86 Pleqc submit a separate cover sheet for Aboriginal Education and Tnww:ag Strategy. am pro~ lliJLIU~,~..:. Imtitutl011 LakobAAd Vniv~•ity Name of th~ Proposal Supplementary Grant. (Netive Acoess) - New .. . • .. 1 >'•• ·- - • ... RESOLUTION OF THE LAKEHEAD UNIVERSITY ABORIGINAL COUNCIL - NATIVE ACCESS PROGRAMS (SUPPLEMENTARY) WHEREAS: the importance of the Access program is duly noted in the Aboriginal Management Councils' submission in support of the Access Program. Mcu Funds Bequest£d; Year 1 YQBLZ xear3 Support S4ivicm1 Cote Fund s s $ Speclal Projects Fund - 5upport Scrvi=a :Enhancement Component $ s s .. Program Dcvt. Componen& s $ $ Sup_p1emantary Orant Fund s:u,ooo $27,265 $ 34 ,ODO PleNc RANK lhis proposal in relation to requMtcd under thJ strai..,;gy. • • -me other proP9Sals for which funds have been Th!s proposal II ranked 1/1 8 out of 10 proposals submitted. ls this proposal dependent upon tho approval of any other propo,sal submitted? If yes, which ono and why? Project Leader: NalDe Dr - Raoul McKay Title ittrllb,·man, Department o~ Native Studies Pbone ceo7 > 343-8984 Date November 27, 1992 s Pate College/Univenity Aborigiui\l oo.Q).U).ilt.o Attssb tbf t0$obJtigp aJ;Zproved by the,.hwitutfgnaJ Aborl&lnaJ MANAGEMENT commtnee mgpgninz thfa BE IT RESOLVED: that the Native Access Program Supplementary Grant be supported. �87 88 6. STATUS OF PROGRAM NATIVE ACCESS PROGRAM 1. The Native Access Program is currently being offered on a limited enrolment basis pending funding arrangements and is hereby submitted for funding approval as an Access Program. NAME OF THE PROGRAM Native Access Program. 7. 2. Students enroled in the Native Access Program are eligible for MCU grant funding by virtue of the fact that they are registered in the BA(General) program. However, because only a limited component of the program is comprised of BA degree credit courses, the money that accrues to the University is limited to the traditional programming elements. DESCRIPTION OF THE PROGRAM The Native Access Program is a bridging year structured in such as way as to provide academic skills and special preparation to enable student to make a successful transition to university life. Special academic programming is offered along with tutoring, academic counselling and a related support network to provide the student with an atmosphere conducive to successful program completion. In addition to a limited number of Year I degree courses, the curriculum includes core courses in English, Study Skills/Logical Reasoning and a recommended course in Mathematics. ELIGIBILITY FOR MCU OPERATING GRANT FUNDING 8. CULTURAL CONTENT The program is culturally sensitive and addresses the needs of mature Native students. See Access Program proposal for further information. 3. DEMAND FOR THE PROGRAM With the inception of the Native Nurses Entry Program, demand began to generate from the Native community for a program that would allow students with interests in programs other than Nursing an opportunity to bridge to university programs. The matter was pursued with the Native Studies Study Group and in 1989 a proposal to establish a Native Access Program was submitted to Senate and approved. 9. The design of the program is such that small classes are necessary to assure student/faculty interaction and specialized attention that is necessary for these students to success. Enrolment is anticipated to range from 20 to 30 students per year. In 1992/93, 17 students are enroled. Pending finding a source of funding to support the Access Program, the University has offered as a pilot project on a very limited basis. The framework is in place, however, there is much to be done to incorporate input from the Native community and to develop culturally sensitive methodology and material. In the event that a stable source of funding can be found, approximately 20 to 25 students per year will be admitted. PREVIOUS FUNDING N/A 11. 4. PROJECTED ENROLMENT PROGRAM EVALUATION ROLE OF PROGRAM MANAGEMENT COMMITTEE N/A The Native Access Program receives it Program Management advice from the University's Aboriginal Management Committee. 5. PROGRAM MANAGEMENT COMMITTEE COMPOSITION See Aboriginal Management Committee. � 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 Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. 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 Education Strategy: A Submission to the Ministry of Colleges and Universities Subject The topic of the resource Universities Description An account of the resource A major document titled "Native Education Strategy" prepared for the Ministry of Colleges and Universities, prepared by Lakehead November 1992. Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1992-11 Format The file format, physical medium, or dimensions of the resource JPG Language A language of the resource English Type The nature or genre of the resource Text 1992 Indigenous access program Indigenous education strategy https://digitalcollections.lakeheadu.ca/files/original/0e384043895e8e98e7342e525e7da6ee.jpg 151b1ff3c3a3ca6736efd9179545292a 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 Ken Armson fonds Subject The topic of the resource Forestry Description An account of the resource A collection of thousands of photographic slides depicting Ken Armson's work in the field of forestry, 1952-1995. Creator An entity primarily responsible for making the resource Ken Armson Date A point or period of time associated with an event in the lifecycle of the resource 1952-1995 Rights Information about rights held in and over the resource These images have been digitized and shared on this site with permission. Most are still under copyright. 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 hardwoods with some loblolly pine. Subject The topic of the resource Forest Products Industry Description An account of the resource Native hardwoods with some loblolly pine. Union Camp, Brunswick Creator An entity primarily responsible for making the resource Ken Armson Date A point or period of time associated with an event in the lifecycle of the resource 1981-03 Format The file format, physical medium, or dimensions of the resource JPEG Type The nature or genre of the resource Photograph Identifier An unambiguous reference to the resource within a given context Armson-Silviculture-1723 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant USA-Georgia https://digitalcollections.lakeheadu.ca/files/original/23fe1604ce39b84651f230fbe35d1a4b.pdf 6f4c09f157ab0f327640872579f9708f PDF Text Text .. PAGE 1 of 4 Volume Two , Number Two - December 1986 NATIVE LANGUAGE EDUCATION in ONTARIO JJfnr uuto us u .cqi!h i5 horn, ADVANCE NOTICE FOR NLIP ­ Three important notes concerning next su11111er's NLIP 1. Because of a sharply rising number of appli­ cants, it may be necessary to limit first year enrollment of NLTC in the sunmer of 1987. For this reason, it is strongly re­ commended that: (a) All sponsoring agencies and potential students be advised to decide early on their training needs for the summer. (b) Those desiring to enter year one of the program apply as early as possible. (c) All applicants read carefully and fully prepare their application forms before submitting them, incl uding any background or reference material that may be requested. Applications are not accepted until all information is complete. Students presently enrolled in NLIP are re­ quested to pass the above notice along to all who might be interested. Thank you! 2. "The Institute" is considering the possi­ bility of offering a course in (computer) word-processing in the sun111er of 1987. Preference would be given to those who already know how to type. If you are an NLIP grad, and are interested in taking such a course, do try to prepare yourself by learning the basics of touch typing (if you don't already know how). This course (if we are able to offer it) will be an i ~portant one for those interested in improving their skills in materials prepara­ tion, and would be well worth the extra effort involved. 3. NASL/NLI Diploma Students, please note: The fourth and final year of studies toward your diploma in a Native Language as a Second Language is-offered' only once every two years. It will be offered in the summer of 1987, but not, we expect, in the sunmer of 1988. Please make your plans accordingly. M.L.M. NLTC STUDENTS -- A7TENT10N Ann Guthmann recently contacted you by letter requesting that you submit your teaching time­ table for this year. If you haven't already done so, please send this in at your earliest con­ venience, or phone Ann between 9-12 or 1-4 any Monday or Wednesday at (807)345-2121, ext. 542. M.L.M. AND when we give each other Christmas gifts in Hi~ name, let us remember that He has given us the sun and the moon and the stars, and the earth with its forest~ and mountains and oceans-and all that lives and moves upon them. He has given us all green things and everything that blossoms and bears fruit­ and all that we quarrel about and all that we misuse-and to save us from our own foolishness from all our sins, He came down to earth and gave us Himself . �PAGE 2 of 4 • CREE AND OJIBW~ GRAMMATICAL TERMINOLOGY c. Douglas Ellis McGill University The stem classes call equally for a nomen­ clature and the following were put forward: Noun ~-w!htamak~akahk b ·ii•cL9Lb •• The "Native as a Second Language" program of the Ontario Ministry of Education has made apparent the need for clear-cut grammatical statements in the several native languages of the Province. This need became especially evident at the Native Language Instruc­ tors' Program recently held at Lakehead University, where Cree and Ojibwe speaking teachers were preparing for language teaching assignments by study­ ing, among other things, the structure of their own language(s). One of the first requirements for drafting such a statement is that of a native language grammatical terminology. In the course of discussing the struc­ ture of AJ.gonqui an a set of provisional grammatical terms was developed, - for the most part in Cree. These are sub­ mitted in the hope that discussion will lead to further and more useful sugges­ tions. Use of the syllabic system for purposes of instruction led naturally to consi­ deration of the nature of a syllable and its components. Tet1IIS developed for vowels and consonants were ­ Vowels ~-pay~htihtakwahki 'b ~"i • :-v· C· b • P - "pure VQ iced sounds" Consonants ka-wanahcihiw~a\cahki b • <J.;. Or I 6 •V\.... b Ip "interrupting sounds" since the latter characteristically interrupt or disturb any stream of the former. With a little apt illustration the terms are likely to be readily understood by the av e rage school child of an age appropriate to grammatical study. After reflection on the concept of the syllable and its composition, a useful term (and a reasonable Cree rendition of - ''that "which names" Verb ka-t~ciklltek b ::>r6u• - "that which is done": i.e., an action word. (This latter term was sug~ested by one of the teachers 2. While it has certain evident disadvantages, it appears to have gained a measure of currency.) Further terms proposed by the same teacher were for Pronoun kll-tapiskak!makahk b CA' b~Lb •• ­ "that which replaces" or ka-mlskocisk:.ik~akahk 6 r' dr'b9Lb •• - ''that which exchanges place With" The fourth of this set, suggested in class discussion, was Particle itw~winiS 6•U•6C'" - "a little saying, a little word". The three basic mechanisms of word building came in for discussion and ter111s proposed were ­ Inflection kisipahk ~-kw~skipaliki3 PJ'<. •• b · 'i ' P<,P ­ "what turns, changes about at the end". (An Ojibwe use for "inflectional ending" suggested by a class member4 embodies the notion of "bending": waki-iskw~p~kinan . <iP 6.' • qvPo... "inflectional endings", ­ the ending alone being iskw~pekinan. .6' . qypQ.. Composition ~niskwahikewin <fer'· b"6.q•6•- "joining" u11).;.1..,13.f in its grammatical sense) seemed to be ­ was represented in Ojibwe4 by Syllable !_- 'V or ~-m~mawihtakwahk b LL·6"C· b •• iinihkohik~win ­ <i(I'• d 1 A9 • .c.•, "which sounds together' ' . Since syllabic spelling spans and often obscures morphemic boundaries, an essen­ tial distinction is tha t between morpheme and syllable. The term suggested was ­ Morpheme ~-aniskohtaniwahki oc~pihkwa V' •r A' P ·Ca-·<J•• - "the separate piece which means (something)" • By using so-called " structural spel~ing" 1 a form such as kanawapahtam, bo.. · <l< •c1... becomes bo.. 0 • • • <I< •.• <l" <: ••• <l'-, and the distinc tion between morpheme and syl­ lable is clear. At this point the notion of "distinctive sound" is also handy to have. Suggested as a name for the taxonomic phoneme is ­ ka-nisitowihtakwahk "the sound which is distinguished, recognizable" t>'lN·b "joined' stems". A third proposal was that for derivation: Derivation e-ohcipaliki V' oc~pihkwa t>"r<,p t>1A"•b "stems coming from, stems deriving". Names put forward for the characteristic parts of a stem were ­ Root l @) -­ watapiy ·<JCA Medial ka-tastaw~palik b C.'C·V'<,• - "what stands in the middle" b 1rr'J· u "C·b"" ... <ia-'d"Ccr·<l"P ka-piskihc 1 tw~iwahk 6 Phoneme the Cree alternative suggested being Final ka-misiwehtamalcahk b r r' · v •Clb •• "what completes"; and for Stem ocepihk5 t>11\ ,. ALGONQUIAN AND IROQUOIAN LINGUISTICS 10:4 Reprinted with permission \ �.. • PAGE 3 of 4 acceptable usage seemed to be ­ An fo~ Dependent Ste111s ABSTRACTS Suggestopedia and Soviet Sleep-Learning Bancroft, W. Jane, Evaluative Report published 1981. uependent Stems lca-ohci-akot!ki oc!pihlcwa b C> 1 r <ldUP t> 11\ '·b "stems which hang frooi, depend". The notion is quickly clarified by illus­ trated explanation. No satisfactory term was arrived at for Gender. The two specific genders, however, are now widely rendered as kl-pimlltis!mak.ahk Anilaate b /\l...n/Lb" '!his paper examines the parallels between suggestopedia and Soviet sleep-learning for learning foreign languages. Both systems are based on the idea that the acquisition of infonnation can occur in states below the optimal levels of consciousness. Hypnopedia makes use of the period of paradoxical or light sleep that generally occu7s just as one is falling into a deep sleep and.Just before o~e awakens. '!he original suggesto­ ped1a class comprised a special two part relaxation session for memorization of the lesson material at an unconscious level. As initiated in the Soviet Union, sleep-learning was intended to be used in conjunction with regular daytime classes in foreign or U-pimatahk b Ille n "" . - la~uages and other academic subjects. Both suggesto­ ped1a and Soviet hypnopedia present lesson material in the form of paired associates and utilize repeti­ tion, rhythn, and intonation as aids to memorization. Also both make use of a two part session for memorization of previously studied materials-active concentration of the text in a state of relaxed alertness and passive absorption of the text in a state of light sleep or in a state bordering on sleep. Finally both claim that their respective systems have very positive effects on the memory and on the well being of the student. "what lives" Inanimate _!!! lc.ll-pimlltis!maltahk 'Vb b /\LnlLb •• oz> !kl lc.ll-pimlltahk Vb b /\Len - "what does not live, is not alive". A further fine distinction is made by Mrs. Angela Moore, a native speaker who also teaches Cree. This designates non­ living entities which are clas•ed gram­ matically as animate, such as emihlcwlln, 'Vr • ·\, .. , "spoon": lcll-pimltistwat~cikit!lti i:, lllnl·<Dri,up which might be paraphrased as "things which are talked about as living". I would like to thank the members of the class in the Structure of Algonquian III and especially Larry Beardy t Bertha Metat who were active in discussing the several possibilities recorded above, and Mrs. Angela Moore,. who acted as Teaching Assistant for the course in Spoken Cree. Game-Like Activities and the Teaching of Foreign Languages. Harper, Sandra N. Paper presented at the Great Lakes Colleges Association foreign Languages Conference, Albion, MI, April 10, 1981. - C. Douglas Ellis NOTES l. The term was supplied by John Nichols. 2. Mrs. Angela Moore of Calstock, Ont. 3. For the N-Dialect, read all !'a as E· 4. Larry Beardy of Muskrat: Dam, Ont. 5. This was proposed by A. Faries of Mooaonee and South SchU1Dacher, Ont. Sometiws actions speak loud.tr than words, especially whm the words do not flow easily. (Copy­ right 1972, United Feature Syn­ dicate, Inc.) WHAT I MEAN 15." WHAT I WANT TO SA'< JS••• HOW CAN I PU1' IT INTO WORDS? WHAT 11\t 1l'<IN6 10 SAi( l~L Among the justification for using games in foreign language teaching, one finds the theory that games play an important role in the instruc­ tional and learning processes and that they can be designed to develop linguistic skills and C011111Unicative abilities. A review of several authors not only suggests the value of games and game-like activities to relieve boredom and enhance learning, but also gives indications for a meaning­ ful progression of such activities. A large nl.lnber of of games and group activities are described. Each description includes the games purpose, the pro­ cedure, and some examples. 1he activities described are are appropriate for elemelllary and intermediate levels; some could be used in more advanced clas ses . RATS ! I WAS HOPlN6 SHE COOLO M IT INTO WOR~... �PAGE 4 MORE ABSTRACTS "Cultllt'e and Constructs: Coornunicating Attitudes and Values in the Foreign Language Classroom" Kramsch, Claire J. Paper presented at the Annual Meeting of the American ColXiCi.l on the Teaching of Foreign Languages(Oenver, Co. Nov. 1981). Cross-cultural comnunication cannot be achieved if students are only presented with cultural facts. Instruction must involve the affective and cognitive processes of the learner in interpreting these facts. Before students can understand the attitudes and values of a foreign cultur~they must be aware of their own attitudes and and values in interprting foreign events. The pap­ er discusses the design of classroom exercises and activities to clarify the attitudes and values underlying cultural facts. 'nte bridges for under­ standing other cultures do not exist at the level of one's personal constructs of those events. lhe teachers task is to make these constructs apparent and observable to students without putting them on the defensive or reinforcing stereotypes. One method of accomplishing this is through the use of repertory grid which shows how different people from different cultures construe the same events differently.Classroom exercises for establishing a conmon ground of shared experiences aim at construing the experiences of another person together with ones own. "Award-Winning Foreign Language Programs: Pre­ scriptions for Success." Sims, William D. and Hanrnond, Sondra B. American Council on tha Teaching of Foreign Languages. Hastings-on-Hudson,N.Y. Pub. date 81 lhe study reviews SO foreign langauge programs in the United States that are said to be both inspirational and useful for providing concrete information about the creation and preservation of successful language programs. The progr~ited are exemplary and can serve as models.for educators and administrators to study and visit. Program selection was based on the results of questionnaires and onsite visits. 'Ihe following variables are among those used as guides to success programs: overall enrollment in terms of the state average, rate of sequence completion (i.e. degree of attrition) scope of the program, and degree of proficiency as indicated by examination results. Each pro­ gram profile presents background information and dicussion and analysis of the features that make the program successful. The most outstanding general charactaristics of success observed were: (1) articulated curricullEl, (2) co- and extracur­ ricular activities that integrate language study with school life, (3) high incidence of target language usage, (4) good administ:ative support, (5) effective use of community resources, {6) ~cudy and travel abroad options and exchange pro­ l-ams, (7) a strong public relations effect, and (d) a resolve to connect language stu:ly with the f-actical and concrete. Christine Hardy Native Language Newspaper If you need more info rmation about Faculty of Education abstract &, please contact: Lak~head University Thunder Bay, Ontario P7B SEl "A Language Development Program for Yup' ii< Eskimo Children of Alaska." Dole, Janice A. Paper presented at the Annual Meeting of the National Association of Bilingual Education (Bos ton , MA, May , 1981) . A center was established in 1978 to develop a program of curriculum materials designed to enable the school districts in Alaska to streng­ then and improve the English and Native-language skills of Yup'ik children. The program is described here as well as its rationale and philosophical assumptions, t he materials that have been develop­ ed, and the implimentation of those materials in Alaskan school districts. ·1 materials known as the Development Languaqe Program, dra designed to in crease and expand upon the existing co1T111un 1 c~tion skills of Yup'ik students within the context of their Alas kan experiences. The OLP consists of cur­ ricular mat erials which infuse language activities and experiences into subject areas. Included is a description of the teachers handbooks, the setups of units and activities, a sample lesson plan consist­ ing of five modules, supplemental activities, and implimentation of the language units. The discus-. sion concludes with an outline of the teacher-training program and a sullfllary of initial feedback. � 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 Vol 2 (2), December 1986 Subject The topic of the resource Universities Identifier An unambiguous reference to the resource within a given context NLIP-Newsletter https://digitalcollections.lakeheadu.ca/files/original/1ab112fad1e14769ff8d474468d89a26.pdf ea3edea474d0ba84a99a993f4feb9685 PDF Text Text . ::. .Volume One, ~umber Two - December 19~5 NATIVE LANGUAGE EDUCATION in ONTARIO December, 1985 Dear Friends, IN MP10~IAl1 The sad news has recently reached the Native Language office that Kaspar Solomon passed away in November . Kaspar was born in 1913. ~e came to know him i n 1982, when he began his studies at ~LIP . He finished his course work last surmlE!r, and his name had been recommended to our University Senate for qraduation just days after his decease. His NLIP diploma will be granted post­ humously. During our association with Kaspar, he was always diligent in his studies and committed to excellence in Native Language education. All our linquists spoke highly of his rich and precise knowledge of Ojibwe. He was never too busy to help and encourage anyone, NLIP students and staff alike. He taught Ojibwe at Wandering Spirit School in Toronto and was highly regarded there . He will be sorely missed by all of us . As we extend our sympathy to his family, we comfort them and ourselves with the knowledge that his life among us enriched us all, and he will not be forgotten. He are privileged to have known him. "1iikwec! The fall tenn is just about at an end and we are all being warned that there are only so many days left before Christmas. That also reminds us here at Lakehead that we should be getting a Christmas issue newsletter out to you. Thankyou for the nice letters you have been sending, along with good wishes for Mary and I, there have been some great ideas and articles sent in. If you have ideas or any­ thing that you would like us to include in a future issue of the newsletter, be sure to tell us when you write, that way we will be sure to have your pennission to print whatever contri­ butions that you send in. I have been hearing excellent news re­ garding the teaching of Native Language in the schools. Rhonda Doxtater has sent very inter­ esting information regarding not only Native Language in the school but also classes for the adults in her area. Congratulations Rhonda and we wish you all the best. I had a nice letter from Virginia Jackpine and Theresa t1emeqos and they are going full speed ahead with Native Language in Chapleau and are looking ahead to the Christmas Concert this year. I am so happy to hear how everyone is doing, so please drop me a Christmas card and let me know how you are . Take pictures of your classes and maybe include some of the ideas that you have tried with your students and by next July you will have some great ideas that you can share with us at Lake­ head . Have a great holiday season and a blessed Christmas with your friends and families . • . • Fondly, --/)itlcOUR PROFILE OF ~HE MONTH ••••• RETA SANDS Reta was born at Walpole Island and spent her life there. The attended Walpole #2 Sch?ol for six years· then went to Wallaceburg Publ1c School for Gr~des seven and eight . Reta next attended Wallaceburg District High School for five years, then London Teacher's College for two years. Reta then taught Grades two and three and Huron Park Public School in Woodstock for one year then returned to Walpole School to teach Kind~rgarten, Pre-Kindergarten and Native Language. She has been there for twenty years. In Reta's own words, "l live two miles from the Walpole bridge--on Old Chief's Road South. Hy family consists of my husband Jack, my daughters Marla age 16, Su1t111er age 8 and son Kenda 11 age 14. I am interested in all that goes on around the Island as I write a weekly Walpole News column in the Wallaceburg newspaper. A hobby may be quiltmaking. I belong to three local organizations that sew. My interest in the native language began as my grandparents raised me. They stre~sed daily school attendance to get an educat10~ and earn a livelihood. I attended the Nat1ve Language Teachers Program as it helped ~ . establish an Indian writing system. This is useful at home when called upon to spell and/ or write Indian names and also help any non­ residents learn Ojibwe . " Thankyou Reta, for sharing your exper­ iences with us. �·' ----------------... ~ FROM: New Credit Native Language Conmittee INTRODUCTION ".·•' •Gnla\ IS BYL!/J34l ...WAT MEANS SH~ C'AN W THC ~ THING mirce, &Jr )OU CAN ()4CI UNtlRSTMt> IT <:WC&: . Mrs. Rhonda Doxtator, Coordinator New Credit Native Lanquaqe Program R.R.6, Hagersville, Ontario NOA lHO (519) 445-2866 December 3, l 985 Mrs. Bette Ross, Editor Native Language Newsletter c/o Faculty of Education Lakehead University Thunder Bay, Ont. P78 5El Dear Bette, Merry Christ~as! I hope you've been a good anishnaabe kwe, so Santa can be generous to you. I have more information for you concerning that conference I mentioned to you last time. A conference, Sweet Grass is scheduled for February 26-27, 1986. It is being held in London, Ontario, at the Lamplighter Inn, 591 Wellim1ton Road. (519) 681-7151. For more information contact lliss Shirley Taylor, Educa­ tion Coordinator, London District Education Council. R.R. l ,lofuncey, Ontario. NOL lYO. (519) 264-1528. Theme - to preserve and enhance the culture and heritage of aboriginal peoples true language. Teaching the languaqe the Silent Nay will also be included. This should be an interestinq conference. If more happenings come up I'll be sure to let you know. Sincerely, Rhonda Doxtator. The New Credit Native Language Program was begun in 1983 to provide the Mississau­ gas of the New Credit Reserve conmunity an opportunity to regain their native language. To further this program. support was provided through band couhcil resolution by the Mississaugas of the New Credit Band Council. In October, 1983, classes were be­ gun at the New Credit Elementary School for instruction in Chippewa/Ojibwe for kinder· garten through grade ·s ix. In July, 1984. the Province of Ontario, Ministry of Education announced that native language curricula would become available for elementary and secondary schools. But the New Credit Native Language Program has taken this government initiative one step further, offering a program in language training to conmunity adults as well. The unique nature of the New Credit Native Language Program has given cultural education a new dimension--a c011111Unity initiative that has anticipated the direction for native language education. New credit Commences Evening Classes New Credit Language classes for adults from the New Credit/Six Nations Reserves commenced on November 4, 1985, Native Language Program Co-ordinator Rhonda Doxtator announced. The New Credit Native Language Program re­ ceived financial assistance from the Secretary of State, and will hold classes on Mondays and Tuesdays from 7:00 p.m. to 9:30 p.m. for 20 weeks. "We're going to be teaching conversational Ojibway." Doxtator said, "and a 1so a 1ittl e about New Credit history." The Ojibway (Chippewa) Language Program at New Credit is also planning a second session to begin in April and run until the end of June. "Operatfon of this session will depend on conrnunity interest and available funding," Doxtator said. For more information on the New Credit Native Language Program, contact Rhonda Doxtator at (519) 445-2866 or Bryan LaForme at (416) 768­ 3497 or by writing to the New Credit Band Office, R.R. #6, Hagersville, Ontario NOA lHO. December 11, 1984 l. Learn Song "Silent Night" in Indian. 2. Write Song in Native Language notebooks. 3. Give some time to give out paper, lined paper to work or "mzinigan." - Read some poems, stories for inspira­ tion, encourage creativity. Bzaanidbikat, Kchitwadbikat 51lent Night, Roly N1ght Bzaanidbikat, Kchitwaadbikat Kina bizaante, Kina Waaseyaa, Gashi miinwaa binoojiinhs Kchitwaa binoojiinh inhs Mnanbaan binoojiinhs. Dorothy Wassegijig Pa!Je 2 . . �. . .. The Language Env i ronment The Physica l Env ironment In a bi l inqual school, it is very hel pful both to the students and t o t he teacher s to define areas where i t is clear whi ch l anguage is t he ap9ropri ate one to use . The foll owing descri ption of t he phys i cal envi ronment at the Rough Rock Bil i nqual School in Ari zona wi ll i ll ustrate t his i dea : "In the self-cont ained classrooms during the .rirst- year progl'aJTI a special. Navaho ar ea was penrranently established, wherein independ­ end and informal activity, as well as fo:rmaZ. lessons in the native language, were conducted. Visual clues, including Navaho dolls, photographs of iocal .families at home, familiar desert plants, native arts and crafts tools, recorded Navaho l'!Usic, and picture books of Navaho life, served as decor and resource material. These also served as a pleasant reminder to the children than Navaho speech and behavior 1.iere appropriate in this area. As Rouqh Rock's Navaho Curriculum Center araw, its teachers, writers, and artists pro­ vided more substance with which to achieve Rough Rock 's ma._ior educational poaZ, which is to build the child's self-respect so that he may proceed from the familiar to the unfamiliar with a solid _roundatio11 of pride i11, and knoLJledge o_r, his .'kwnho heritage and identity. F•w Zi.11h l rm!1un!'fe a~ti vi ty took place outside th i s olncr.roor.r Navaho area, and children were cuP.d to act and speak Zike Anglo-Americans throuph language lesson activity and other clas s­ room pursuits. lfaterials were available i n both areas for children's use, and it was conrnon to P.11ter ~ clnssroom and see two or three little oirls weavino at a miniature native Zoom in the Navaho area , ~ while another group satisfied its curoisi ty about astronauts fe7tured in CUI'rent magazi11es in the A11glo area." ~hat are the advantages you might hope to gain by arranginq the physical environfTlent of your school to reflect the atmosphere of each language taught? - reduced confusion about which lan­ guage is appropriate to use in any given situ­ ation. through the use of visual "cues". - building of self-esteem by illust­ rating the validity and attractiveness of both languaqe environments. - convenience in arrangement of sub­ ject matter to be taught in each language. - others (think about it)! How could your school be arran~ed to reflect a suitable lanquage environment for each of the languages used/taught there? The answer to this questi on wi ll depend on many things: - the objectives for language instruction in each lanquage - your course of studies in each lanquaqe - the size and arr'ln~ement of classes in vo•.1r school - ot her aspects of the language environment (what others can you think of ?} 1 Vi rginia Hoffman. Oral English at Rou~h Rock. Navaho Curriculum Center. Arizona, 19 ~. p. 18. Paqe 3 �. ~ ERIC More reviews and abstracts will follow in future newsletters. EDUCATIONAL RESOURCES INFORMATION CENTER ERIC consists of 16 subject-specialized clearinghouses In the United States that acquire, retrieve, and disseminate recent journal articles and report literature related to education at all levels. To organize this material, ERIC produces the followina three publications which are locateCf In the Reference Room of the Education Obrary: Thesaurut of ERIC Descriptors, Resources In Education, and Current Index to Joumals in Education. Thesaurus of ERIC Dllscrlplors The Thesaurus of ERIC Descriptors explains the ERIC Index~ system, and Is a tlst of the subjects, terms, or descriptors used to Index and IOcale material In the pubricatlons Resources in Education (RIE} and CUnent Index to Jouma/s In Educa· tion (CIJE). Sublects are listed alphabetlcaQy, with references hom term• not used. Often the usa&le term Is a synonym of the nonuaable term: Regular class placement USE Mainstreaming A scope note (SN) Is a brief statement of the Intended uee of a detcrlptor, and provides a more precise deRnltlon for amb9,Jous or apec:laftzed terms: lndlvkfuallzed Instruction SN Adapting Instruction to lndlvkfual neede within the group A posting represents the number of tlm" a term has ~ared In RIE end CLJE, and glVea you an Indication of how much matertal ta ~Hable on your topic. Poeling figures sometime• suggest that a revision In search strategy la neceaaary: Creative Dramatics CIJE: 129 RIE: 133 The ThnautU• of ERIC De~,. al8o Includes narrower terrne (t{f), ~· terma (BT), and related terms (RT) under each descriptor. These may dlrec:t you to other areas pertinent to your research: Group Status NT Family Status BT Statue RT Group Dynamics Group Struclure Peer Relatlonshlps ResourcH In Education (RIE) RIE provides abstrads or summaries of.documents and reports on all aspects of education. These abstracts Include 100 - 200 word summart.. of each document, along with complete bibliographic Information, a list of descriptors, and ordering Information. They are arranged numerically by ED (ERIC ~ment) number, whk:h Identifies the document · Subject access to the documents Is provided by the alphabettcally arranged subject Index, which lists titles and ED numbere for aa documents under a particUlar descriptor. To find material on a eubjed In RIE: 1. Consult the ThHaurus of ERIC D11crlptor1 to determine whataublect terms are used to Index your topic. If unsuccessful check under slmRar terms. 2. When the proper descriptors are found, list all narrower, broader, and related terms which you feef may also be useful In your research. 3. Locate the descriptors In the subject Indexes to RIE and fist the titles and their ED numbers found under these descriptors. 4. Use the ED numbers to locate the abstracts In the front section of RIE. Author access lo the documents Is provided by the alphabettcally arranged author Index, which lists titles and ED numbers under each entry. ERIC documents on microfiche held by this library are ticked with an orqe check In the abstracts section of RIE. The Lbary has an documents processed by ERIC from January to September 1973 Inclusive, With some before and aft8f this period as weD. Since January 1983, an documents In the foltowfng subject areas are being received: educational admlnlstratlo.!!z elementary education, handicapped and glftid (SP8dal education), and readl~. 1ne documents are arranged numejically by ED nuinber In microfiche flllng cabin~~ 1., !he AV ~ool'l, where m~rotlcheo re~ttl!P.' •~., ~•eo available. Contact library: staff If you wish to order a document on mk:mflche which la not In the lbary. There ls '!«>charge. Cvmmt lnd.x lo Journal• In Education (CIJE) CIJE Indexes and annotates the articles from over 700 education periodicals by subject, author, and ~journal title. To find material on a subject In CIJE: 1. Consufl the Thesaurus of ERIC Desctiptors to establish the proper subject terms (descriptors} used to Index your area of research. 2. Locate these descriptors In the subject Index" In the annual cumulations and monthly issues of CIJE, and sefect the relevant articles, noting the EJ (Educational JoumaQ number assigned to each. 3. Find the artlcles In the numerical EJ number sequence, along_ with complete btlllographic Information and a brief description for each altlcle. To find out I the Joumal Is In the Libra~·· collection, consult the Library's S.tlala Ust. Journals are arranged alphabetlCally by title In the Reference RoOm. 1-:U l42 7l8 1·-~ SP 024 20S Lorry .4. •.,.••I ~tttu Pmd~I. . Fatton R<1:•l•r Fdeon· t"u ..d \'•riuu ·1·1pa of Spccl•I •Alwal._ Pub Oace-9 Mar 8' Nolc-l4p.; Paper pt~ntcd al a Con•cntion of lhe Ariznna Federation of the Council for E&cep­ lional Children (TUl~un, A7. March 9. 1914), Pub Type • Repc>rts • Ev1luative (142) ­ SpuchC11/Mectin1 Papen (ISO) El>RS Prlte • MAii/PUii Pl• P.-.se. De1e1ip1on-·Cnmper1tive Analy91s, Elcmeniary Sc:huol Te:1ehcrs. Elemenwy Secondary Jo'.duc:1. lion, Emotional Ditturbllnc:c1. Lcamina Dwbi.li· liC11, Menial Rctard•lion, Rc:M>urce Teachers, Secon<bry School Tac:hcrs, Spc:.:ial E6uc:atlo11, •Special Education Tachcn. •Streu Variables, "Tachet Aniludn Jdcnlif'M3-Ari- A 11\ldy rocUMCI OD 1he reletive el'rcct of nrio.. ltreM fllelon OD: (I) l'Cllllaf llDd lpccial educ:atioa lc.c.-hcn; (2) leachcn in raowce and sclf-conllined clulroomt; and (l) lcachcn la pra,rum for ie.n,. ina diAblcd, ctaOCioully llaadic:t;ppcd, aDd ­ handieappcd Mudca"- Dale were plkred with a CIUC*lioanairc lhal wu completed by 27l AriznM cd111:aton. R~ponclcnts indicated thcir Jeni o( •1tccmcnl with lhe suue1lic)n ...... each or • li11 ol 5l faclOn had been ltrest producint for lhcm in lhe previous 12 months. Sire$! facton la· eluded on lhe qoalionnairc were baxd on a review uf' the lilcratu. e and inccrviews wilh special e d ­ lori. The mean C« each ilem Wa$ used 10 rant the ilcftll for each the 1roupa lludlcd. "hperwort.~ ""11rocedural nd lafC," "discipline and bchavb problems." and "dil1nletestcd parents•• were found io ~ hiJh stress produun ror all aroups studied. ComptNUn nf' llOUJll or educatnn resulted in the idcnlirlcaliun nf' ont or more raclon that arc si.,Ufi· can~l1 more ttrCMful for lhOIC in 1pccirie 1ypa ol pn111t1on1 than for lhoK- in nlhcr flQSillo11s. Si1nifi· cant dilrercn.:e1 "'efc al!IU ruuncl bctwcell leveb ol 1treu produced by aome factors for special educa.. tion lc1ehns ill l'ftOUtce and 1elC·contained ciu.. rooms. r'iw arc a11pendccl. (JMIC) ..u,. or ••bla F.D 2'7 051 RC Ol-4 13-4 ""1clt6. J. D. WMt Prolllt1111 Ott Amnfall lndlam Ha•e wtdl F.lllllM1 WICA T, Inc., Orem, Utah. Spont A1ency-Depar1-n1 of Education, Wash­ inaton, DC. Pub Oate-(UI Onn1-G.OOU.0.1•52 Note-lfJp.: for rel.Ced d1..:un1cn1,, •cc RC 014 US·U7. Pub T>TC- lnfommion Analyses (070) EDllS Price • Mt'Ol/PCOl Mus Palla~. Octcriplon-•Ataska Naiivn. American Indian Ed~ation, American ln~ian L:in1uagcs, • Amcri· can l11dian1, •Computer Assisted Instruction, Ele­ nt<"ntary ~condary Education, •Enslish (Second Langua~c), LanJu•1e Pwfkicn<'y. Lan~u~JC Re· tcarch. •un1ua1c Skills. •Lcsrnins l'r.•hlc111s, Receptive LanguaJe. Second un1ua1c lnstruc· lion, Scc<"nd Lan1uafe Leemina A lilctatUtt lutYcy ot QIQl'C chan 800 llOUtces, ap. pro~ima1ely 140 or ,.·hich were iudaed to be rcle· ••DI, auascd problem1 AlasLa :-;a1ivcs and Anlcrican lndius upcricncc i11 leaminJ En11ish lan1uacc 1tillt required for survival •nd su~ccsa in a modem, 1echnolo1ic1\ culture. Since the sun·ey was to 1-.ide the adap1a1icm and development of in,.ru.:li••IHI malerial• for elcm~n1ary and juni• ., hiah 1ehool rcadin' prcan1cd by computer, results emphuizcd receptive rather than urrcHivc la11­ 1uaac. To some deptt the problems or phonolnay. morpholoay. syntax. and tcmantics idencificd "'ere problc1111 racin' not only American Indians. bu1 any 1tuclen1t lcam1n1 Ensli1h u a tccond lanr,u••c. r.forpholo1y problems included America11 ndian UH o( inRections to inc!ica1c syn1a1ic role ••f "'"'ds. utc o( sender, and rcprcsenlAlion or noun modifier• by inRcclions in nouns. Semantic problems con· ccmcd concept dc¥ek>pmcn1 rachcr than ~ocabu· Jary arowrh, Plfticular!y in color words and ""ords conccmins coercion and duly. Rccommcndations incluclec! pro•idin1 computer practice with sckcled minirrMlly cons1ru1in1 vowel pair.<; selected mini­ mally co:urasting con1<>nanl pairs; final cunoonancs •nd coftfOllanl cluster; tclc,lcd phoncmn lhal d<> not ~Al.a~ i~ JCbhZ :,m,, i.:an !nJi1n l•naw1es; in~a· ular plural noun fonno; 1elcclc•I verb cen!IC fomis; cktermincn; third pcnon •i"IUlar pronouns: IC• mantic imrlicationt or juncture; prc-pori1icm1, verb-preposition eombina1iun11, and idiom.s; passive and wh- uansfonnations; and basic vocabulary (Author/NEC) May aZl the joys of the hoZidays be yours. Page 4 ­ � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 1 (2), December 1985 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1985-12-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/14e967ae6712276d20b3b984cadbb8de.pdf 9d292f326b8dcde4563578f5bb6e6c3e PDF Text Text .. Volume One, Number One - November 1985 NATIVE LANGUAGE EDUCATION in ONTARIO Profile on Genevieve McGinnis October 28, lg55 Jici.""" . . ... Genny Oear Friends, radiz.hiniKQcts. Greetings f POm Lakehead, and I hope you are having a creative and busy Fall. Mary has told you that I am working uith her to put out this Newsletter and from time to time, I will LlT'ite you or put in something of (better known as Genny) intsrest for you the Native Language Teachers! I came across thie description in one ()f my Genevieve fs an Ojfbway from the Treaty varied readings for coursee this yea:r ". ! • a man Three area. Married for 36 years, her and digging knee-deep, in a muddy ditch, i.n:th banke husband Harold have 5 children and 13 grand­ eo high as tc shut out the landscape, i.n a hot children. Genny has resided on the ~1anfto~ sun and a BtJarm of blackflies around his head is Rapids reserve near Emo, Ontario all ~er 11fe. a good description of the life of many a Her education comprises resident1al school deserving teachel'. " The man who wrote that was days, up-grading at Confederation College and EG>al'd Thri.ng about a hundred years ago, and w her recent (1g55) achievement as a graduand of certainly hope that you CI1'en 1 t in Ml'. Thring's the Native Language Instn.ictors' Program at rubber boote! I chuckled when I read it Lakehead University. because I remember certain times when in t~ Prior to 1970, Genny was a contented ctassl'OOll1, I felt as though I flti.ght have a housewife raising her family . She then ventured 8IJa1'rn of bl.ackflies <U'Ou:nd me! out into the world, first as a sa~ill labourer, However, besides entertaining you, I really then as a store clerk, a Native teacher's aide do have a purpose for this letter. I uas for­ for 7 years, then advancing to her present tunate enouah to catch Bill McCallwn for a few career as Ojibway language teacher for the Fort fltinutes in his busy day. We were discussing the Frances-Rainy River Board of Education. She idea that he and some of you had this BU/1f11er, of started teaching with no curriculum or materials. o~anizing a gl"<:lup for the Native Language Today, after 5 years of hard ~rk Genny and her Instructors out of Lakehead lJYliversity. Let me daughter Bev who is also an OJibway language refresh your memories and introduce you to the teacher have worked to build up curriculum for idea if you have not yet heard of it. K-4. She also works once a month with other You as a gl"<:lup found that a Native Language teachers, developing Native curriculum on Instructors' O~anization needed to be o~aniaed different subjects, (like wfld rice, birch bark, and a name chosen for purposes of group identity. pottery, etc.} so teachers can use materials All Native Language Instructors r.>ould be able to in their classrooms. talk about a cormron area, and standardise e:z:­ Genny likes square dancing, pizza, rabbit pectations they have. and strawberry shortcake. For relaxation she l>is.:ussion did take place uith Bill this reconnends BHIGO; she says ft stimulates her past July and some elemente of a proposal were 11ind. discussed. Her goals: To wear that black cap and l. Who would be eligible? gown from Lakehead University. To hold a great Requirements - Native Language Instructor grandchild. - Native ancestry Her advice to young native people is to - fluency in at least ons learn your language and complete your education, Native language "Go for ft." - qualified instructor or student in NLIP and could be e:::tended to NLTC 2. This or-ganization must have some purpose Update on Hfnf stry Courses in meeting. J . Objectives - To find out what r.>e stand On Tuesday, October 22, 1g55, a meeting f or . was held at Lakehead University to review last su11111er' s Ministry "cert fff cation" programs in Now the questi on i s "Are you ezcited about Native Language. Present were: Robert this ?". Would you join and support this new Sheridan (Teacher Certification Branch, M.C.U.} born idea? If you do, i t could mean a strcng Keith Lfckers and Hae Hall (Ministry of Educa­ o~ani zat ion of Nati ve Language Teachers who tion), Del Wolsey (Iroquoian NLTC, University have an i dentity and speak uith ona voice. The of Western Ontario), Dean Mcleod and Hary first o~aniaational meet ing !Jill take place Mitchell (lakehead University) . when NLIP swmier session begins. In the mean­ A full day of discussion covered many time i f you L10uld like to s tart a core group issues relating to the Iroquoian programs. in your area and ge,t some sugges~ions togetlulr, lwong the items were : (1) Admissibility to please do and l et me hear about i.t. the program of Delaware and Onondaga teachers Hope to hear from you, Bette Ross PS You will f ind a form to fi.il out and re turn to me regal'di ng your thoughts about t his i dea on page 3. (hopeful of a positive decision} . (2) Procedures for fluencr testing of appli ­ cants to the programs (3) Possibility of offering year 3 of the program next sunmer as well as "validation" year for grads of NLTI/ NLIP (seems to be a good possibflfty), and (4) Specification of the winter experience requirement for ad'nission to the next part of the program. On this last issue, work still needs to be done, and a follow-up meeting 1s planned for November 18 fn Toronto . �Teaching or Tunnoil? Relationship Organization - Teachers have a unique relationship with students - not a buddy or a pal - Respect - indispensable - Effect rapport - be sensiti ve to feelings - Attitudes - you enjoy teaching them and expect the best - you think they are capable of doinq the work - you like and respect each one as an individual - Be sincere - Firmness - Understandin~ - courtesy to students - helpful - flexible - good humored - Recognition to appreciate students' efforts Preparation - knowing what to do, when to do it and having supplies on hand Plan Book - have it done - proper supplies - seating charts - keep them up-to-date - emergency lesson plans - keep a resource box - dittoed quizzes - puzzles - extra ideas - magazine pictures - your own neat ideas Routine - not time wasting - keep grading lists up-to-date - it will help when report card time rolls around - keep extra copies of handouts - if you already have 3 holes punched - kids can out them in notebook bulletin board - keep it contemporary - new - let students help - class folders are good - keep in same place so students can locate them • one can pass them out Lesson Pl ans variety - have other activities - Zl'l questions - Trivia game based on your subject - audio-visual - creative designing - student teaching - drama, simulations - controlled movement (making circles) moving to game formation ' Discipline - order - students like order - sense of security - can see clearly the rules learning and sense of accomplishment is a joy - begin strictly - enforce consistently - punishment - inmediate - impartial - suitable - impersonal Don't - make extravagant threats - give ultimatums you can't back up - humiliate a student in front of others - indul9e in mass punishment Brierley, Ruth 0., Teachfn~ or Turmoil, A Practical Handbook on C assroom Control, Silver Burdett Co . , Morrestown, N.J. 1982 . 5rACJ itJNe'O FOR '. l<\ODIE. 1MC1'TER_. .1 ~ · r· ~ :. . -' from lime 10 lime. - How Can I Evaluate· Results? may wish to ftnd out how wefl lh• studttnts h•t1• lttarnttd. Better yet. we m•y wish to find out how wttll wit h•v• t.:iu!1ht. In what ways can we make these assessments 7 1. Questions on Uinguago Master cards. Pupils must record their enswers. Remember you r goals as you evaluate your 2. Distribute sheets of pictures illustr•ting pupils. or your program. or your leeching. full phrases (for 011ample. lho cat is The number of native words a pupil can say drinking, three red flowers. etc.). The doesn't really show how well he is learni ng teacher says the phrases by number ­ the language . Consider these points: the pupils must wri te the correct number 1. Attitude: Does he enjoy the native lan­ guage and is he proud to speak it 7 2. Use: Does he use the native language on each picture. whenever he can (schoolyard. home. etc.) and not just in class whon he has to 7 3 . Comprehension: Ooo~ he untforstand the native languago when spoken tn. not just by his teacher. but by other speakers 4. 3. Keep a class list in front of you while you are te•ching. for each good answer. put a checkmerk beside the pupil's name. Tolal lhese checkpoints once a week. 4. Give an oral •est. privately. one pupil at "'tune. 5. Have the children listen to a story re· (e.g. 1opes, fihns etc ) as well? corded on tape. and then paint Expression. Can he express hlmsolf cor· illustrating the story. They may ei1plain 11 picture rectly In complete thoughts 7 Can he their painting to you in the native Ian· make up hes own ei1prcssions correctly gu;ige (advanced) or in English when he needs to? Are hrs accent and (beginners). i ntonation good? •Native Language Teacher's Handbook Page 2 �.. How Can I Give Homework? If you wish to give homework, while avoiding written work and/or translation work, try some of the following. 1. Assign a telephone call. Each student rnust phone a friend and speak only in the native language while on the phone.• 2. Ask the class to go through one entire LETTER FROM AN EXCITED NATIVE LANGUAGE TEACHER! meal, using only the native language to ask for food.• 3. Verna Shawkanee of Kettle Point Reserve sent along a letter to Mary telling of her creative year that she's been having. Verna graduated in 1981 from the NLIP program. She had an exciting year last year when she con­ ceived the idea of fanning an Ojibwe choir. She got pennission from the Native Advisory Committee and her principal and she fonned a choir made up of 18 Grade 3 &4 girls. Verna did this during noon hours 12:30 to 1:00 p.m. when she wasn't on lunch duty. They learned six songs and gave performances in Kettle Point, Sarnia Reserve and at a Lambton County Board of Ed . meeting in Sarnia. They were received with standing ovations and great enthusiasm. As well, the choir has been singing in non-native schools in the area and they do this to create an awareness of Native Culture through Language. To date, the choir and Verna are looking forward to going into other schools and the choir itself has expanded to 25 girls. They have native dresses that they sing in and Verna also wears native dress . Verna sent a picture of the group and they are just beautiful. Verna also teaches Native Culture as well as Native Language in her school .... she is using crafts, legends, language, Native art, Native dancing and writing and possibly cook­ ing as part of her program . Verna says that she feels her teaching has been good and she wants to share her ideas with other teachers. It is great to hear about teachers that are using the Language and their ideas to excite the students and parents by using Native Culture and Language in the schools. Megwech Verna for sharing this with us and we hope to hear from you again. Bette Ross Send a language game home to be played. The game should be returned the next day . Games are explained in section C of this Notebook. and include battleship, dominoes. etc. 4 . Send home cassette language learning tapes for at-home practice. This may interest and instruct tho family as well (for interm ediates>. Ask the children to collect and bring to 5 class certain articles with their native names. They may have to research this with the older members of the commu­ nity. For example. five types of weeds or three types of shells. or four types of insects . etc. 6 . Assign three- or four-line "plays" for the children to prepare at home for presenta­ tion to the class. 7. Send home tiny pictures of household vocabulary already learned. Ask the children to put these in the appropriate places around their houses (e.g. a mirror in the mirror frame). These will serve as reminders to use the language wherever possible. Th is type of homework can be fun and should help children to practice and remember what they are learning in school. It will likely have the added advantage of getting their famili es to be more interested in using the language also . ~ ·· ---- · r ~anl<.s to Reb<icca Whi te . St. Regis Reserve. detach here and send to Bette Ross Graduate Studies Faculty of Education Lakehead University Thunder Bay, Ontario P7B SEl D Yes , I really think we need to organize as Native Language Teachers . I would like to be an Active Member . D Yes, it's a great idea and I would like to be a part of core group and help organize next July. Address Thanks for your support. Page 3 �* How Can I Get the Community Involved? It is very important to the NASL program that 11. Visits to the school by the elders of the the whole community be interested and in­ community as native language resource volved in the native language. Children cannot people. IP.am ,1// their tangua9e in school; the more 12. An education11I goal: to teach honour and they use it outside of school, the better they respect for the community elders and the will learn and remember it. nati ve language by precept and example. This invol ves the entire school staff. Some Ideas for Getting the Community Involved 13. "Password" admission requirements at community activiti es . A new word or sentence to be mastered each time . 1. Plays in the native language, to which 2. Community production of tapes or video the whole community is invited . tapes for educational use in the school. 3. 4. Collection and community use of bilin­ schools, recrea tion programs. 16. Material sent home with children after it has been mastered at school (e .g . picture and becomes a fad). books, game cards. etc.). Some of the Open house days, when people may more elaborate material might be given visit the native language classrooms as as Christrnas presents . 5 . Adult education classes for adults who wish to learn the native language. 6. Home and school meetings where NASL is the topic. If you need teaching mate­ 17. A talented teenager commissioned to write a folksong (with your help , if necessary ) in the native language, with a singalong chorus . 18. Dub films on tape in the native language r ials for your class. you might have a and show the films with soundtrack meeting where everybody makes some· turned off, and tape turned on, at com· thing for the program. This will be fun. munity shows. and will get folks involved and interested . 19. Pictures of " our honour speakers of the School yells (for inter-school games, etc. ) month " posted on bulletin board. in the native language. 8. Community sing-songs in the native 9. neighbouring reserve, as newsletters . 15. Native language picnics, camps, summer gual jokes (this often catches on quickly observers. 7. 14. Tapes made by students and mailed to a 20. Continued investigati on of the mass media for inclusion of material in the lanuuage. native language (e.g. local TV or radio Some kind of honour roll or reward stati on). system, planned and administered by the *Native Language Teacher s Handbook 1 elders of the communit'/, to recognize levels of competence in each child 's use of the language. 10. Continued investigation of ways to recognize the native language as a high school credit. Page 4 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 1 (1), November 1985 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1985-11-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/b357dc69f990f9b8924843425c94d399.pdf 4ed6b0033e07704e3b41c4cfb918e278 PDF Text Text ~· Volume One, Number Three - January 1986 NATIVE LANGUAGE EDUCATION in ONTARIO January 1986 Dear Friends, Happy New Year! I hope that you had a great Christmas and that your holiday was every­ thing that you hoped for. Now it is back to work for all of us and it is almost the end of J anuary. I like January, it is my birthday then and I still get excited over it. Every year I am one year older, but I guess we all are! I was in Moose Factory for Christmas and New Years and it had been almost seventeen years since I had been there as Music Teacher for the Public School. I had forgotten how beautiful it was and I was pleased to see some people that still remembered me. Oh yes I saw Stella Mcleod from NLIP and it was 9reat to see her in the Bay. We spent New Years Eve together as well. I've heard from a few people regarding the Native Language Teachers' Association. There is interest in getting an association started so get your names to me if you are interested in being part of this worthy cause. We have an interesting letter for you this month. If you have any contributions for February's Valentine issue or March, please send me a letter with material that you would like to share with us. We would like to wish everyone the best in 1936 with your classes and/or other work that you are doing. TEACHING OJ IBt~E THE SILENT WAY The Silent Way of Teaching has been developed by Dr. Caleb Gattagno of New York. He has studied forty five languages which included three North ~erican languages, an Inuit dialect, the Lakota dialect of the Sioux, and his forty fifth langu­ age the Ojibwe. The method consists of an ingenious use of colours to represent sounds of the language. Each ~f the thirty six sounds in the Anishnabe language lS represented by a colour or combination of two colours. The student does not have to know the names of the colours, but only associate a sound with the colour. There is no memorization in­ volved, only retention of new knowledge. In this method the teacher does not utter one sound during the actual production of sounds by the students, but only gives clues and will give negative signs if the proper sound is not pro­ duced. _There is no interpretation during the course nor 1s there any granmar instruction. Gra11111ar and interpretation would take up about ninety perc~n~ of_the.cou~se t~me if used. But by part1c1pat1on 1n s1tuat1ons and dialoguing in the Anishnabe language which they have learned in six to nine hours, the students are actually conversing with one another. Although·they might not know all the words they are uttering, but by repeated use of the words in various situations the knowledge comes to them. In the demonstration projects the students have learned at the end of two hours all the sounds of the language and have learned some simple words and how to structure the sounds to produce these words. After seven to eight hours of instruction, through the use of the colour and word charts along with the use of coloured rods, (Cusenai;e Rods) they are able to converse and exchange ideas. Dominic Eshkakogan P.O. Box 326 Hassey, Ontario POP TPO Coordinator's Notes Convocation 1986, at Lakehead University will be held on Saturday, May 31. NLIP diploma students who have completed 4 years' course work and 2 winter practica will be notified when their names have been reconmended throuah our senate as graduands. If you expect to be among those graduating, do reserve the date, and begin to arrange for travel--we're looking forward to seeing you walk across that stage in your black gown! The Ministry has set 20 days as minimum required experience through the winter for NLTC students. This experience must be in a "regular" (provincial, federal or band operated) school setting, from K to 12. NLTC students will soon be receiving by mail from Lakehead a form to be filled out, indicating your experience through this winter. This form should be returned to us with your application for the su11111er 1986 program. If you have been unable to meet the experience requirement this year, but wish to continue your course work in the sunmer, do write us as soon as possible, explaining your situation fully, and we wf ll try to work some­ thing out for you on an individual basis. I have started a series of visits to NLTC students who sent in their teaching schedule forms last fall. To those I have already seen, my thanks for your hospitality! I'm looking forward to visiting the rest of you soon, and hope to report on these visits in the next news­ 1etter. Dates for next sunrner's courses have been set as fo 11 ows: NLIP (NASL ANO NAFL) - July 2 - 22 NLIP (NLTC - M.inistry) - July 2 - 29 NLTC Validation (for NLTT/NLIP grads) July 2 - 29 NLIP "Institute" - July 2 - 22 Cree 1010-1012 - Introductory Cree for non-speakers, to be taught by Or. C.O. Ellis of McGill University ­ July 2 - August 14 Upcoming Event: Modern Language Teachers' Association ­ Centennial Spring Conference, Harbour Castle Hilton Hotel, Toronto April 3 - 5, 1986. For further information, contact OML Teachers' Association 237 Hellems Avenue Welland, Ontario L3B JBS Memories �·­ IDEASI TOTEM P0LES NAVAJO SAND PAINTING Reference - p. 188 The Native Americans p. 99 Indian Arts Content: discuss why totem is not really the ri qht word. 3 types : memorial, house poles, and r:iortuary poles. Method: carve out of wood: Since imitation of the style is very difficult until some proficiency is gained, it is recommended that a pole be copied. To give a weathered look to the finished poles, vegetable colourino may be diluted in water and used to col our, instead of paint. If the 9irls in the class do not wish to attempt the carving, they could possibly construct houses, and the boys, house poles, and the two could be used, and pasted on a cardboard backing to form the walls. The paintings on the walls of the house could also be copied, rather than attempting original designs . (see Indian Arts. p. 9g) If houses are attemptea:--­ some mention should be made of who lives in each house , etc. Enrichment: The class might be divided into moieties and clans before the work is begun, in order to demonstrate who builds houses, and who raises poles for whom. Any good ethnography will give this infor­ mation . For totem designs, and meanings of symbols , see "Totem Po1es" P6 Lore Leaves . Reference - p. 112 Indians of the Americas - Nat . Geo . al so p. 119 p. 74 Indian Arts p. 335 The Native Americans p. 213 ff. The Navajo, Kluckhorn I'IOI Atl HEADRESSES References: See Ben Hunt pp. 14-29 Indian Arts pp. 151-153, 131 Since the re is usually a ready supply of feathers in an Indian cormiunity, these can be put to good use by the class in making a survey of types of Indian headress. It is unfortunate that the Sioux warbonnet has be­ come such a cliche . Possibly a study of other types of headqear will help to counteract this . The class might make as many different copies as possible. Other materials around town, such as horns , hoofs, bones, etc. may also prove useful. Each headress should be displayed beari ng the minimal data of: tribe, who may i-;ear i t, location, materials used (in original). /, / Content: Note the proper name is not sandpainting , but DRYPAINTIHG as it is not sand, but other substances that are used. - who made them? - how were they made? - why? Pictures of Navajo life in general should be available to give the class a fee l ing for t he overall culture. Location of the area on a map is important. Some mention should be made of the old and contemporary use of dry­ paintinqs. Method: One large sandpainting can be demon­ strated on the floor of the classroom (it i s almost always too breezy to do this outdoors) on top of a rolled-out paper. If an old animal skin is available, it is more real­ istic than the paper, but a "good" skin should not be used. Possibly a "Skin" cut out of brown paper would be a good com­ promise. The skin can be sprinkled with sand, and the design dribbled on using: ground coffee, flour, ground corn, red lentils and any other substances of dif­ ferent colours available. Small individua l "pa intinqs" may be made on stiff cardboard or in heavy paper plates. by the one of the following methods: (a) spread glue evenly over surface. sprinkle thoroughly with sand. allow to dry, and shake off excess sand. Paint on the sand with tempera paint . (b) coat with sand as above. Draw design. one colour at a time, with glue, and sprinkle on the various materials (such as ~round coffee) mentioned above. NOTE: the elongated style of all figures in drypaintings New Credit Native Language Program P..R. 6 Hagersville, Ontario NOA lHO 519-445-2866 January 15, 1986 Mrs . Bette Ross c/o Faculty of Education Lakehead University Thunder Bay, Ontario P7B SEl Dear Bette, I attended the Sweet Gr4ss Language planning meeting on January 10, only to find out that this conference is open only to the following bands, Saugeen, Cape Croker, Six Nations, New Credit, Walpole Island, Muncey and Oneida. The first hundred delegates from these bands will be accepted . However, if these seats are not taken, then it will be open to any other interested language people, on a first come first serve basis. There is not a registration fee, and the rooms and mileage are not paid for. There will be a waitinq list, if the seats are not taken. You can phone Mrs. Shirley Taylor, at the Chippewa Sand Office, 519-264-1528 for registration. Sincerely Rhonda Ooxta tor Page 2 �•. Have you read these? '" . . . ----r' ••, .. ·- ! ·""' • • nooK 1o:v1 t:ws ~ 4·: Canadian Jownal of M r~,_,1, M. tl.tlpo:t, ·n~" 111 l'r•lrx ·111 ltrC1.. r,.,,tnJ (:ou/4• Vuut•uU\.'4.•r ••1d l.undou \fn1nrMh 11( Hulu•h t"ok11n11i~ l'rr'°" m lbJlut•,11100 wnth thto U B.(" Mu11>emu ,,( An1hr1151u~u,:)~. IJttl. ,'.H 111•.• (IJJ.f.:·dwo·k 0111d h.; uckonO 1 ....., Jl fc;.&•t c-.·u ft·~Mtllt' ·rotrm l'ult·~ 1.t 0 Ver) ;ep5m111r ~lt' tit1o for M.r,,nnr I I 1lf1U1 !I. (1fh 1 tti:ht 1m~~ l•.i•k Fir"'· 11 prc,'tM'I~ 1lnt.ounn.~a ,..h.1l the l1u1k •~ oal• 111t '4·.·uiMI , 1tw 1 ·•J•h..o 1·rc111t.-"' •h~· ~unc 1H\')(h1·ul mtt.1 1h;1t ,,. th•u•ll'~....-t 111 the tht>JU(' uf ~ hr 111 ,mu."""·r 11 1t f•~r llu: 'W11rct11 , •1oh~m ,.,.,.,,.~·. (,,ins: lu nunrl muic~• of th«" 1111mo1dial .u1.I 1hr Jltf"ol•ttt. thf> auureH"tit' nod tht• r;ili1tt•••t lh"· nh,.trn('l anti thr t•mw-rc-t.­ S1u1 l•r l\". U.1l1ti11'11 ..-11MniH1H\ 1rr<Jt• the' 1mhj4:t.·t iu auat.,:uu¥ f<1>hi1.n. 11'~ folh•wu~ ('•eti•r11t ~·1:lr.1t 'frfl hum lhc ln1ruJu1•l1un '1to:cU;1friot llu~ JN•uai ·.•,; •• , f , • • Native Education Spring 1982 Volume9 Number 3 "''°' Tfih~m 1.-1lt'J .,houlcl l.c ltll!llh-cl ;1~ lac•utiful ••l1Je<I~ o.a P attifacC. that inform .,, e:don1lr ua 11h,•ut the 1,11~t . Thry 1r,. run11t1U fnt111~ thul •·•n unit r-lllotlM flt' ·n·.ut ••u .11 nun1IN."t uf ~'"°''" ac-.:utf. ~•nonuc, •nytho&o~M.-..t. tth.:1ut1:4 uml 111·,.1 het1~ 1'hri..e n)nMi\'e eurvinl" u·1>rir~t"nt a cultural 1md1l14,,. tf114 t Oo urn1ht"tl vlnul( '"" to;1atlmr for •·wnturirt.. which W•• hntOy and f1r1Ui.u11h· m.'t•r 1••1l•1Hlcd, nlmust ·~·ru11J.,1tl\' M1kt t.S.~olol•in H•tfN'. Af.y l'•"'P''· th•• hl11od1t. (~alt:1"·y: GltnlNlW·Alb.rc.. Institute end Ill••"' Tribal ('oun<il. 197~. l'I'- ai, 1~r.. S. A. M 11<1..11i 11.,tpm 1}tt·r1 ,.,,..,,.,,.._ 04 ,.,.,v 1,,.,o( Jo.at n rH·•I f'•I"""'""" ·~n lod1•n t•ullurc• of dw..· t.. '11u1'ol Thuu.:h 1uf11UllUllf: nu1od1('4I \'UtU1tum Ill lhe ""WM)'' or 11r~ of 1J1«­ Nnr\hwr.o t Cun.al llf"•1Jlr., '". 11bC" nu1in\•U_. th.al t~ ,·Jet be Ju•('\lued at var•at.nna "' (iv,• t~ ..u· 11:ittl"rn" _.,.... hh, fo111ily. m.,·th1ol,~y. ('t•h·euony , 11nd •.ln•lu.: Fullowic1i: the"' i... ;;oothC'r , .• ry C'ttt\t.·1,..- 1lb..,ba1on ,,f lht.• r..-..1~11111: path·rn~. Nurtltwt',.t It b nol unhl fl4 L: t> tlurh-C:n of lh•• w:ty •h••tl 1rt:Atiw th.I theo •u\hur lurnl\ ~1K"r1liinlly lo d1teos.in1 tntern JJOlt-•. And lh~n thn-c pu..:~~ ure devutt'd tu tec;hmol " "''"'' h uf t."•"·mc •mi thw h11otor1oa1 lrC'uda 11f the •'U•hc rs11rt:Mton m qunuuo. Tht" or•l twt'h'l' JMl~("a 11.-ol ex11rC'~ly wiOt I lw a.l1hjt'i t si:atrcl i11 the tille and titlu:r t'Uf\.'in.i;11 . In \t~· tC'mAinin~ 1"''n t.h• onnhuf tlt'at~ with tw11 m•jor ;,..."""· u"f""C'l.Ji. tJ 1uutC'rnlN•tury M:ul11turc 1n HI 11u~x~ti1111a no lu1w t4• ol~·rv~ tulcm J"' lr11. f "on1,tlt"ntcnt inl( thf' di!ll-·uurae •re rixhty-threc 11i,·turn. •nd uoe m•P· In t·•c hlt cu 11u~'"" """ C'utirt<1)' clt.•\'oh:•I tu tnc.:htt<"tl ontl in n~l\Y o( the ulher 1••~~ 1llutttr~liun"' li·avt· li11l1• ""''m ,.., 1u·ri1~t . Thill i1 not a n...:•~l~v~ feature. Huther. ch.. UM ht,Htn ur M' IMClllY 11i1·h•tinl f\'fM'uduc•l1un" ft!CSl'f the rr.iJt:t in ltr.itlllnlnl: 1I• 'lllftrt'l 14 1~ till> 5)!1wrthlf oa.fli'4lk C'llft°)•)OOll. ln (ttf1C"J0tlin,:. thl!L rt"Vil"Wtt rt-\'l!i. that th~ lnl'llli:hl» th• •lllhor l'f~Ult At'f ~urr.1 '""' l o 1llH'1t Curt h-tr •h ttly 1tf tot~"' poln JoA,aual1y iinponant ia that • Ct~nceptu.} fr.ontwurl for l'luJv111K thi• toJu~· Ui u11tlioe1I - a. fr.t nntwurk that would prohahty f.u·itltJIC' 1n;11imum . a~prH·iatiun and tvtnprrhc:m·ton of •U elUf'mtly wmple& kit iii phc1mmcn,1n 1 ''"'t ;$fl to 11'1:'-~. M1k• Mot1nhun ltotM' UMKM· WtiO t·um11IC"kd 1 enA11u..c-ri11I enlil'-d • Jn,U•n• 1•( tfw W"t,.tn l 1lmn11o.... All •U.~1ne11,. 'Ii htlvh-. t.h• 'lllrotk f)tlhliahed wer~ um.ut.·n..,,.f1,i et 1tw lh1tit'. UuWf\.'l'r. ovr1 forty ycyn. lah·r. autl with t!1e 11idclitivu 4,/ •n lnuudm·tiun nncl th• tiditin• t"&flll'rli.."C' '" ll•11th Ortn1•Y· tllor menu.rri5tt hu bttn 1n1t.1u~ht"t it1 huok form. j.,.nlty. h.\" lhe C:lf'Hhtl"lllr'~ AlllC"rLI lu.. titutr aud tb. Ul1•1111l Tr it~f C11to1dJ "" Ah- l*n11>lr. lllr ltlctotl•. Atthc•HCi• 4 lot'I( tiJnl' in n11nio1:. Lhi• huuk • worlh tht _.·nit. M1k~ Muoma•n lt1•hioe... 1•r11tt.•11•••· .utijt.-.·1 Ui ll1r lift· nrnl ''Ulhm• uf u~ IUouct lo1fin11". whtli!6tl CrillC" #I loC'ntNI '"' " r.,...rvr in 11nutlwrn Alhtrt•. Ar. » IUc111d lntli.nn 0 Mum1t1un Horw " nM•l 'tunltlit"d lo wrilfo on lhhL •uh~·l. HUIJur 111ourm for the ltit.1ok Oft bi" uwn ~&JM"rifont°" lllHt f't't."\1.U"·tiun,.. •Utd ll.011e o( lm1 ttlder rriC'uJ• ant! u l:ili\'f'~ •1k• f•milinr with Utf *•YI' u( the JUuud JncliAnA iu th• )"tant µtiof' to ••~· "i,;ui•'K ,.r Tr""'Y Stow.., Ul JK77. th~ n•l"'•'tl" r.-Hori·h .. i.m1i'" "''" 1tnr•ly ilh1.. ttAh'4I •n hi• arrouot o' ( 'hn.rnwtl. " HluoJ hw'li•H .,.ho lciJtfCt he• wlf,.·,. lcm,r and. en he• sulh'C...IUf'nl nitcht fron\ J••tkt', H "''"'"" cafflt."rt. Ahhouah Chua murelt•r <"o&M" •AA '"'\"f'tt,.t t••t.f'n,ii,,·rly in Ow 1•t..,., the ''~JMJft11 w..re mat"C\irole nnd UN"•idf'd Mousttaln lt11rM' cu•Mtu1:ttd hi• own •hnfy of du• cntif' thr11U1h ini.rvtew. •eth prnNl M who 'N'ett: 1·1.~I~ luvulwd. includins, lh• 1oelian a.-riaun..,. in the M•dl'\•I jail with whom C"h;1ttn.af "IM'ttt h'- lut da~·· l.clote llf'>inJ( hon,:~I. Ont o( Mountain Uotw"a purpcw,H lur wr;t"tta thi• book wu tu""'' •h~ fft•urd •traSa;ht. H•vin1 ttad numerous en•ttur•I~ :•t'•' l#Ullt• ahuut tM nr••'CI h1d111n!I, Mouotain lfnf'lf dM·t ttf'S • numbtr ut eh.aptf'rll \1• '"'''"'" 1 inurrur=tdC'fl. Yor .,anm11lr• .Mounlnin H.ir..,. cerne- arr1... nn n'tM.·&c •r~tkn lty u rt·tin-d p_.ittmnu. whif'h rl1inh.J 1nf'ltrrKtly th.t lmli&rw i.ndud....d anAlr.rS arwt uther ,.,,,,if('• i.i1 • rr,ul•r pArt c.f cheo1r 1n.-n,~. •ntia 1t.At.eme11t. rvocnptfll hjni \u dflt·ra,. not ooly the lndiitna9 di..t. •hith WAJ prinrit•Hy u( buffalo nw111. b.41 •hti lh• in whu·h lncli•1\A ns>tured Uw- lmfla1lo. anff th• numerou• 11'M'lhod1 ~mplu)'t'd in n-.,luni thl'm..._t l'hr 11utr"., wu • ttlllCrt\I fitrurt1 in lhe IUood tnclian C'uhure, and Mtitlh\Aln tfnrM 11ny" hunittK• to thla lttc\ thr•IUl(IMiut the: hnok In a rluipC.t un c-ihiJdhood. the train1n1 1uul •lrcinKthtnint or )"t.uth (01 fuhire ,...,,.,, la cunr.idert'tS, Jnd..n m.eln. for eumple. nfh•u v.·rrf" r•Hlk"tl rtom theoir 11.l~f'J• end Le~ into ice·Cft\'t'Nd 4'fffk.t fot tl1tir tnorn1na ,.,.. ~11t11tion~. "l"hitl; 1•r•-CH'f' wn111 meoun\ to forlify 11 rhiM 11111tiein•l !Uckneu, a1.d Muuntnin Uorllof' -1..-ak" un t)ua "'"""' from 1wn1on•I thiMhouel ••1~rH'n~. •rtw ••mr.l a•••>·C'd hy tmhen t~ - raid,. on Cltr 111•U1 enci11n1>mc-nt (cit huUato 1nc.il. t..,. atid uuow ""ontl>f'hUonli. lwiwk hunhnt£, •aht1otinc •lkka... and mud beUlH - pr~w1ded h:•~i. trainn'J in warf•r•. t•nfortunately. lhC"re .. no dilcuMion ur \he prnea pla)"t'd by lu~taan ,:1rla. •nJ ai1K"e the tirla w.tt nol d""tnW'tl to het."tn• w•rriun, tl~•r K"ITIC'I' w1'.!.1l1I 1ikf'f.Y haw difftmt Oure he tu~ mGAl•rfd lht penn of rhtldhutd, •n Indian _ "·,.JI ·nw ••ff ••)'II yrnuh '"' 11r~ntt'ft I•>"" a~t-d w11rr111r. Cu re-t"'Ci'"' hiM ov.-n 1uiuwul;1r fn,·r tNtint dnie:n. Y."Jtt 1·hunl. atc•o•! loc.·• ....,.....-.. tte ;,. it..•n rently lo dUnd1 himwlf lo• ~rl)' on th-­ 1A·nr1t«t1li ur un • rmdtua,: 4·~1"C'ftilion. TIM.> "''''"'"' iu YtrhN·h th"*' ts1M-tUt;...,,, ,....,.,. c-on1lurlf"ll l• full•"""'' a rlt'M'ri1tlion or tiw laat ,:rt'nt hnlff~ uf lht HIAcUuut c..u,t."fle-tAC·y. whtdt Wb ,.,ua:hl ln IM7U •t:Ai••t the <"rt-.... Thf' r;...s thA1ntr of thf' houk con11ideJA the lnclum 1.,1Hlriltuuon to Wothl War I. Thr l1uh~rn •oldin11. lntlutlintc Mountaf" lforc4: pn1vrd them.el\l"ft to tw worthy warrior.. Mmrutniin lluf'Mt d.-.w·rit.,.. 111 de-coil tht •fte"leoul 1'1Utnul lrib111I nremouy ct! tht> Sun t >tmcr.- ·rht. a rt'liai11u1 actl\•ity iutctMlrJ In 1•n1pit1.nt4• I hf. •nn ~rht cumplu ···t1vihes •radmc ..,, lo lh~ Sun nance ·~ indaaJed Alon" '«ith the DC"\H.ttl n·lchrahon ttf ft:H~l•ntc wttr d:inc'in.i; ec1rt ·Kivinc. 11nd f>rnyer *J'hc "'u~torn uf Rll·lorh1n•. a·hith an Indian w1ll1111' v un1h:rt:•1Ct m fulrlllnlf•nt of h., ~·ow lo lhr aun, is pJ•t'f<t. hy Mountain ffone, welhut the rm•f""' tontut of Che Sun Dann!. Thi• .,·11vu:v M3' llM'n M"V•rrty tt1it.n,terpte-ted by wntflrw. •1i,f' huok it A velnuble and <'O"'J"ff'hrrn11h-c Ml\ltte cm the Sun Daner.. Unforton•LC'ly. th1a infurn1etioa .. JiviJtd ht-lwewn lWn chapter.: ""ltC'~ il(tnt) arwt ·cu.tunu,.• A arJ)•ratc cha1>tr1 deeJinic 11olr.ly wi1h the Sun O•ntt •ould h•v<' l>ftn *•rrnnlfod t:ven lhe hrnvf11t anLI moAI nuhte of worriun d"i'"' •clf'ffUnCt cfolhm~. C"C•••~ IJ'11rf-..o m ~•t. •nd • •ilrtn flnd inv1tin1 ltfltt. In the Uluod cvlturt, lh..., mt>ina1 taah '"u lo \ht' lut or WOn'lt'O. A wurd e.ftclt'tl by Muunhnn Uu~ .....,.,,;riha '••t1hfulty the tolt nf \'..'try womnn lo HJ11ud at•·it!l)' ·,Jrtuf,;:t.· 1\t our timt. •he wu r.-quirtd tu W111!4h her hi.td umJ·. r..tt. \'Ctn'h h111 hair. nnd •• h..ttli1nC'. remu'l'r hi& dotM114. with 1•nrhu1h1r anenhun to hht 1n•111.'('1Hun~. rr a wc1mnn wru1 diiN·overed bc-u'C un(aithful to )n•r huar.hend. ahe auh~·ted lu 0111 mitni.r of ,,.i,•Wnl ulroritin. Al limn. 11u;h *utnf"tt -.:~ lorturfd end 11ut tu clcoth. Thf! •nChnt aftsorN ,._ U111C. hy 19:\r. •t lt:ut. lmhnn wc..ftf'n wtrt tto lilnl(cr etttKiJtf'C'f1 to ht- drud.:cs. "'.d f,,· w•• 1111-11111:....... °'....... dlla ._.., by Patricia Albers and Beatrice Medicine (Unillflrs/ty Press of America. Lanham, Md., $13.50). Ten essays on the life of Native American women p1ltt end present. Bibliography offera a good source of related materiel. ...................°' 1111 ....., T.... by Lynn V. Art­ I NA11VE AMERICANS dl'ews (Harper & RCNI, $15.95). Andrews has written a series of bOokS about her experiences as an appl'entice to a Native Arrer­ ican medicine woman in Man­ ttoba, Canada. •o" The nr lunl 1or11n1 iu..rrnfrd in CIW" bunk cm\ maeny t."'"''°'"" .'"4t \'Atiftl. ·1iwrt it • chartrr un t''l1ri.11llnn~. end one on Mt.. lit.·ine Meon. The rduli11r: 1u •lt•ncJ1 1ut tfoiru111M'CI iu ~""'" 1h·C:•il. iodt.Mlittt1 111~ rU&Cofft of n1Nlinrfonini ~ntttt'4rinM. Tlwre- efau it infor1nnth1n on f1Mti•n lr,:end.. IUtientitiun.. a1>1J N"ito••I 1IAY.. 1:utthtr. tht ftolhot ti:lt1 wuv1efn! ...,..n.- \Hlot'fol 1nti(hta •"' the cftt.-.1• of dviliution un tho tttood~ . The hnuk. hmi\·t•..•tir. ""rrr~ (ro1n pruhJvm1 uf orcanh:.nli•i.n 11nd ITllC'Citiun 'l'he t•frN'nhthon ,,( C1'1ft1f'tlal t. at hntH m,,.ical, end "trnf" C"hafitvt'll Dft' in•pJIR'1Jfi1th•ly lil)rd Alth<>111h lh• hook is nol eai-i1lly • acld••ly ,...,.., il ia w~rthy .,. 1 rrimery •·uor« on lh• Blood lndianL The 1•neral reader wtKI is tn._..ted in utive cuhun will find the ........ both inform1Live end enl.truinana. Thi eacellenl photo11repi... u( which lhere ore m~r fifty, end the humorouo pe,..,,..f tt1Wriance1 indud.d by Lhe oulhnr, mike thtt book onfinitely 1t1doble. ' Pa9e 3 �. . ' • Tl.INta~I' WA\. TO TAN A MOOS~: Hiil!!': lutrucluctrma One t•r Lhe rirohlem1 with iududint lradh 1onal knowttt.lit in the 6Cht,ol curuculum i~ thaL knuwledse ia given ., tnuch in Lhe •tylt or deJivtry as it is in lhe ..runlcnl.. the word,. Ir ~ e1preAA Lh•l lrad1tional knowledite in 111thnol curr•cu,um form. we no lnn1ter ha\"f' traditmtuil knowlf'ds;e. Mnl~I .lnlm~on ·.., narrati"°t> ftl yle i!I ('ll'llr nnd J>fr"on11hle: •he aivf'2t her tl'IHlf'r rx1•hnl Ledminl inform11linn in 1 very pleo,,.nt mtdiurft. Here. re-pr4nl~ frnm Y11.trm1 lndctm. Ntu•A, Summer. 1980, ia M•btl Johnsnn'a "i'l\lttiptinn of the Tlin11:.t wn)' lo trt'nl mu• ·~ hid". or On\'" a ~t -clc in the 1r••und kinrl t i r lf't1t1ina:. le111nin1 •o yon C'ln cut the mH1 n(( v .11 ho~tl Lhe mt'<'l with ~··~tr fin,;er nada IO )'OU dun 't cut them oft Tht kr\ife has to 1~ •hl''I' ;iir; n r•1•1r. ~tart at t he nf'C'k and work down tA. lhe tail and lhe l•sa. Kttr 1a.1vi1.. ie nrr 1•u.I . AfeN ycM~ t1ke All 11.. mf'nl off :lprt1d 1t on lht around but kttll ii • v.·tty lt.1m tht' clirt nnd r.;ind . \rhrn "'-"''" l'nd d irl •'' in thf' heir 1t dull1 tl\t kn1ft>. ~· i..• tt••C •o be kf'J•l (~In. Sprr:sd it 011 o t.erp or t>l11~tk. 1•ut elt<" hule ou tht'" ~lirk 1nJ t~ timt'" ,:l.rltt (r, m thf l1il and work up ag.1uu1t tht h:ur ru ting it 11ff with a '' na bladed knife Kttp tuthua till you rtt up lo tht nKk 1 he h:ur"s. 11ff n•"'-._ · 111e knltc •~ -.h.i us' "o wAldt you dnn 't t."\11 tl.., •kin. The knife: haa l(ul tu l>t" ,h.-rl•· s hnlr dull knife mil(ht c•1&. lhe ~kin Al•'U)"I cul •way hum p.-1. wmk •JCAin.. t l ht> Im r. to aumm• r lnfle Jtul lhe hfclc- ;., a tuh of <"old water. fl helJM th~ 1rain loosen. h flCWl"~ it, It :.\r ii rn-emfKhl T1ke it oul •nd han~ it up And Id it drip. Hine it on some df'11n 1><1lt• or .._.nwchin~. f.t",:m n d1·:ln J'f'l"led. round ~tkk ag1in'-t 1 wall or trte or an)'lhin~. Orivt tpikts in rm eilhtr Llilll' of it ito i' 'lu1n't l'olitlt urnunt.I~ '1311K lhe huh: over tht polt wllh lht ~rain 1idr oul. Srrai~ 1nd Krllpt with I ctutl draw knel'- Ir it dclt'$n't take il orf use a ah:up knire •nd 1have- il But jmt lakt the lup Hrr. lnkL• lh~ r"t nrr with I dull c1raw knifo. Wa~h tht> hide in w;:um watt'f' and :n liltle 1'19P and ("ookrd hr1in1 lhat )'UU drainf'd thmut:h n ...1 dt Sunk it till U'a all wet ri1t-.in \\'cuk mt U. ruh it tUl il"• 11.. ktd thtou(lh. 1 Arter ' ' 11t1 1ioak 1l tJ1kt- duwn lhe lhic;k Jt0rt. nn tht hhl• rrom th« nnh aidt. Ahny1 \VAIC'h ) " tU don'l <'tll any holn.. l\t-rp nn suakini: il till it'a MJ(t. Dram the brain •nd -..Ht l• Wfttf'r aud an..-e it, kef'J> 1t an the time Boil •t ind drain it throuch • uck H('h tim~ '" e..-kf' th<" clirl nut tL lf you don't , the akin will )>e juat brown. Boibna il \.r keeps it (mm ceuinJ stink Add rold W3ter lo it - r•in Wftt.t or 11:now wottr. nol Wtll • ·ater Tht waier·1 sot lo be luke-warm not hoL whrn you sod t.he ak1n, Kai' woraunx thf' htd• hk~ wHhin1 c' othes by h.end R11h iL '" w1urr. •"'irk on the heavy t>arta. UJ.e 1 t..nd sctaptt ut a Oat rock. Sum•timu e hea,·y ' kin h.. lo be oneked el1ht limH, twon m L.tt! You know it'• t.An beause it aoeks u p the brain wep r~ht •••Y· Ab<>ul lht lourlh lime you ..,.k 11 odd b..r are... Cit bo('On s•••••• it kttpo tht hid• wft ind Un. But if yftu put it in ire•~ loo 14M'>n it kHpe the hlood in tht hi&WhC'n )'flU lhink it's ll\n~ you cot ltetlf'fl iunund the ~Kt when il'1 wet. rnur nr fl\'P inchH opftrt ftun 1 Ion,; ...1irk thtoua:h tht hult>S tin thP lf1il tnd Cut 1hout thrtie­ holc-~ amtmd t hf' f'1lke on the front lf'J:1'. On th~ uerlc l'CIJ'f'. f"Ot n hil lonirr holn. ff•thu U(' lht nttk fli1e lo1rlhf'r ··111\ the hole\ a .I htetther. Intl 1•t1llh the rrnnl lti,:,c. 1ha1 you 1athtred up through the huleo you cut in the n•ck. 'J'),.n put that liltle •li<'k lhruu1h th• hol.. in the rront less ond that makes the hole botwten t~ n..·k and l•J•· Thtn ynu p11t th1t ho~e over a !ltump end twrst the hide by thr polt you ran thruu1eh th• la~ tnd \\'rina it nut. A(LN \ 'f'IU wr1ns: it nu~ lett i' mto " h1me Tht fran•• ta .,,adt> oul of dry pc•ln •nd nailtd or lied •l lhrt ('urncu. IAtct> It ln1u lhr wil h ~troui= atrlna ur anylhin, snd y,·orJc it with I 1Ct111u~r on fl lur1i: s.1ick. The 1tlc:k'~ aul Lo fWi! lon1 eunu(l!h fo rtath ICrON tn the middle rut the frame on I • Ceiul \WO Pr three rttL oU the srnuncl. h rltp•11d1 on lh• ht11hl or !he woman. To ,tt lht n~h Jiide nice 1md ctun )'OU Yt' fetll lo llihHJJf'U tht ~('raper You ICOt lo hrf'otk lhe skin wurlc un 1l till 1t"a auh '""04' Tafia is a .lovable 1l·year·old growing up in Northwestern Ontario today. Her adventures and inmost thoughts are chronicled in Dancing · Feathers, the story of her first trip to Toronto, and in A Time to be Brave, which tells how she overcame a deepseated fear of trains in order to summon help for her injured father. Although these books are recommended for ages nine to 11. most pre-teens will identify readily with Tafia's world because it reflecls such universal experiences as bereavement, sibling rivalry, and the search for personal identity. Each book has 62 pages, including photos and other illustrations. Tafia's unusual lifestyle is part or her Ojibway heritage. All summer she lives at Spirit Bay Reserve with her father. grandmother and older brother Minnow. Winters are spent at an isolated trappers cabin. but Tafia is never lonely there. Her days are filled with schoolwork, the wonders of nature, and - the unexpected. The Shebagabow family is almost unbelievably understanding and supportive. Aunt Lilly, a painter, encourages Tafia's artistic talent. Lapses in judgment always seem to be made right by Grandmother Gok'mis. Fath~r Baba shares impor­ tant family decisions. Tafia provides a realistic model for childhood as it ought to be. The books are based on the Spirit Bay television series, seven half·hour dramas aired earlier this .... ''·'· ·.! • \,r:~ · Lt;'!.~:rn)Ary. .. .. i.i..·,,. . , . •* r: . ,.. I . • • .,. • 'o . t • . ' '" • • • ~.,........-~ ·-: !..~J cast! The series evolved from the 1982 pilot "A Time to be Brave·: film­ ed in a 16 mm format at Bonner's Island, Rocky Bay Reserve and McDiarmid on Lake Nipigon, and al Beardmore. Patric Buske of Monitor North (a graduate of Confederation College's film course) assisted in­ dependent filmmakers Paul Stephens and Eric Jordan with the production. Are the books accurate? Perhaps the best measure of authen· ticity is that Wawatay Native Com­ munications Society of Sioux Lookout is exploring having the television series produced in the Ob· jibway language. Elinor Barr is a freelance writer and book reviewer who liues in Thunder Bay. She is also an author (n her own right wUh such credits as While Oller Casile: The Legacy of Jimmy McQual. 0 0 Sm okrns th• hid•. S•w the hol.. t<>tteth•r Stw the h1rle tu••th•r "'' it kttpo the smokt in. Vw can UM two hitln if VoltU ••l'l. Hilr\J! tt troin l hrM- or if'nor Uiclca put US, hkt I lf'f'·PH· Whf'n ~''" M'W up the hide , OM ltmJ 11,it<"hn •nd i ...\·t loo1t1 h)· Lh~ front lee~ lo tit 1trin1• on tu. lo tie nut to tM volH On tl1e nttk t'dct la"e it tn 1 •li<"k end han1 tt fwm thf' top over thto smuke. Mike • tmnk•>' rre. Die 1 holt in Oie 1round and m1kt fire with dry. hrown. rnlten wood Of' dry old pint et1na . That'a all. l..iiht 1 m1l r h h• it! The amokt con and tuuw tht hide brown WMn it°5 ttAd), Curn it in.aide nut. juat like • Mllt"k. Watch it 10 d drwan't ('&trh on riff' You 1tnt lo 1molct- il to rore ii. Yuu tould tlllnkt your m\·n ~.,.., ••Ill n( I"-"«' l1ud nnrl • (',.n o( l\•f'. f>itM1tona nn the nn. 1t•a taiy marlt J'm ture aome of you will ha\•e thi• po~r whf'n you tt workinc on )'Our moc.e akin. If lhe wi nd bh1w )'nur. paflt'r 1w•y. you'll he· huntin.: for it! •Whet"''" that c.lamn plptr"· 1·m ;J ypara old and I C'an Lan 1 mouse 1k;n. a» t-ZHI)' n• f tin pul 011 I Jllill<k' -·· Page 4 f'. ; �_9-r_o_lile.s~Slate Falls, Ont. January 18, 1986 Dolores Wawia, 41 years of age, is a teacher and counsellor for the Natfve Teacher Education Program at the Faculty of Education, Lakehead University, a position she has held for 10 years. She is from the Gull Bay Indian Reserve and speaks Ojibway. In 196g, after graduating from Lakehead Teachers' College, she took a teaching position in Peterborough with the Separate School Board where she remained for three years. She then attended McMaster University in Hamilton where she obtained a Bachelor of Arts degree in Social Sciences. She tauqht for a year in Gull Bay, he r home reserve. While there, she set up a recreation program for the young and old, staged the COflY!lunity's first powwow and began the tradition of a Christmas dinner for the children hosted by the teachers in appreciation for the magn ificent Christmas concert they put on each year. In 1982, Ms. Hawia took a leave of absence from L.U. for 16 months to serve as district assistant superintendent of education with the Department of Indian Affairs and Northern Development. She assisted with the hiring of teachers, acted as a support staff for the teachers and helped with the general adminis­ tration. She also found time to continue her studies. She graduated with a Master of Edu­ cation degree in Educational Aaninistration in 1983, and a Bachelor of Education de9ree in 1985 . She belon~s to several organizations and committees. She sits on the Board of Directors for Teen Family of Thunder Bay, the Native advisory cofTfllittee of Confederation College, the Advisory Board for Kinark and the Board of Directors for the Gull Bay Wood-Cutting Operation. ~s. Wawia is a widow with three children between the ages of 18 - 22 years of age. She says that the driving force in her life has been her three children. Her main goal in life now is to eventually get her doctorate in Education, and to see the implementation of Native Language and Native Studies in the schools, both federally and provincially. 1-UCU~ UN NATIVFe LANGUAGE EUUCATION ~ An in1,•r••Stin~ opportunit\ for (l .:0.1.1. .T ..-\ .. A .0.1'. L. \'. '" :.tr.•q;thl'r. ib u>nta.:ts '' ith Inuit .mJ ll.'.11i'·" P•'t•pl,· b pr.•s.-ntl~· b.:· in~ .:1>0:.iJ...rt'd. Mr. l(,•ith Lkkt'rs 11( tht' Currkulum Sri\n.:h .11 tht• 111111\ .II Bl••.-i... T11r,111ln .lppniMh,•d l'rt':.hknt Di.inn,, l'••nn1Xk "'ith ,, vi.:\\' lo C1>nsidt•ring initiating an in· ter.•st sul'-~n•up. A committl'•' h.is l"-'"'" ,.,t.1t:>h:.lwJ tu dis.:uss th•· l~)Ul~ . 0 .1\\ LT ,\ ·, l'"'"hk 111\ulH" m•·nt ''uh n.1hn· J"-'<'J'll' b l:>.·m~ '""' ,.J "1th111 t Ill' h1ll,1w 111~ \i>ntt~l.H' (II All 11.111\ ,. }'•"<•pk•' ul Ont.mu rq;.1rdk"' 1il th••1r st.1tu~ ,,, Tr,•.11\ , Mt'lis 1•r N11n.,t.11u,. Jn. .ii.m:. llT th,•ir l1,..Jt1<1n h"''' 1.kn1111,•d till' (111111\\ in~ .-on· ........ 1\... . .11 th.ll ~.111n· 1,· .1.:lll'r:. .1nJ .-nun.dims lx• tr.1in<•d ~nd 1·mpl<•y•·d in .1ll ,•knwn1.1ry. :o>l't.."US\\i.H\' .11Hi po'I • ......,.,,., ..,d.u,: ,,.,,iu..:.Hit.>n41I in· :i-titutit.Ul~ !1>\.'rvin,.: N.1ti"~ J't.p1•pk·~. 't:>J T!ll' currk..1!um must ~ ,1d.1p1,•d h• nlt'l'I th•· lll't'dli "' .1JJ N.lli\'l' stuJ.,nb. "" 1h.11 th•• t"duc•ltion th••\' ,..,,.i, ,. r.·O••cts tlwir «ullur.il h,•rit.l~\'. .:) Th... !\"v"'rnml'nt) o( On· 1.1ri,1 .111J C.m.1d,1 mu•t not <mly ,1.-1iv••ly ••n,·uurJgt' lhl' fl•h•nt1un u( n:ati\'1.' ~uhur..l l 1d1·nt1t\ in Ont.u1.1. but .1ls.1 ··nsur.: th.11 tht' non·Natiw p11pul.Hu111 d•·•·dops ·' ill'i);hll'lll'J ,l\\".lr<'Ol'SS <If .111.! for till' n.iti\'<' .:ultur.11 ht>nt.li;t'. Tlrt·~t· .mJ <lther .-oncerns m,1\ lx• h>und m th<' Sum· nMry J~q>11r1 1>1 the T ilsk "''I"'" Dear Bette, It's good to hear you're doing well at the good old faculty. You sound like you're working hard. The first newsletter turned out pretty good, r think. From the letter, I understand that you're interested in how I got here and what I'm doing now. My initial response, to both points, is, al don't know!w, but on reflection I've come up with a little more. When I decided to become a teacher, I wanted to focus on native and special education, partly to improve my "marketability" and partly out of my personal interests. I have been interested in native people, especially native philosophy and reli~ion, for a lon~ time. (I can't remember when it began.) After teacher's college (at Nipissing University College in North Bay), DIANO offered me a position in Sandy Lake, where I taught for two years, teach­ ing J-K, remedial reading, grade 3, and grade 4. During this time I took the native studies program at Lakehead and then last year went back for my ~1.Ed. in curriculum development. This year in Slate Falls I'm teaching 10 students in grades 1-3, as well as some work with the Kindergartens. This term we are going to be starting a syllabics program at the school and a cultural program for the older students. Before Christmas we made a talking book, "Skinning a Muskrat", and sent it to our penpals in Kingston. Dinosaurs are the big thing right now and I hope to have my students make a slide­ tape presentation of Slate Falls later on in the spring. That's about all I can think of to tell you about . This multi-grade situation is the most difficult one I've been exposed to in my travels. A real challenge, to say the least. I'm going to be in Thunder Bay in February and I hope to get over to Lakehead while I'm there. 1 was supposed to see Mary at Christmas but never got around--things were so hectic! Anyway, please tell Mary I'm going to try to make it over during the conference. Take care and good luck with your courses! P.S. Steve Chase Sorry, I don't have a picture. ft>r.:v ,,, tht' Edu.:;ition•I n<"l.'ds oi Nativ<.' rl't1pJ,•s oi Ontariu, June 30th, 1976. (ii) In 1he sprin~ of 1979 a """"d was iJ<·ntUit!d toy rl'pro::.cnt.1t111cs of lhl' Ol'partnwnt ,,f lndi.m Af· lairs ;ind Northt;>rn Devt'lop· mo:nl, Ont.iri" Rt'g111n, lhl' On· tario Mimslry of Educatiun and Several Native orsanizati<lns lo survt'y languJgt" edu.:atwn in both English and the Native L.10guag<':> in s.:houl in Nor· them Ont.uio. The rt'pre!St"ntative of th~~ <'lgcncies wn-e concernt"d about lhl! lo1ck of cunsistenl informa· tiun atouul language educoltion for northern schools which m"d" ii difficult to: • d ...wk>p policies • pl.Jn programs • product' educ.1ti<.1n.1I matt'rials in an l'ffectiVt' 11nd ,·o·t>rdinated way. f,1r furthl'r iniurm.ition, St't': T~ N,•rthl'rn Nath·t.> languagl'!t rwj•'CI, March, l'lllO. (iii)Th<' i<•ll<•w1ng initiatives art.' prl'~·ntly under discussion at 1h~ Ministry: a) lo recognize the s1atus and fun.:tion ,,f NaliH' lilnguages m Onlario s.-h1111I:.. bt t.1 i1h.urp,1r.1h• th,, fl'.h.. tun~ · ul Nall\'<! l.1ni;uai;<'s as s ... <:•>nJ l,IO~Uil(;t'!> !Ohl lht' rt.>guJ.u Ont.mu curn.: ulum .:) h> <kl'l'k•p m young J>l."'PI.... N.:i11n• .1nJ non· Ndh\'e, an ml'r•'•lS••J .lpprt'<1ahon oi 1lw l.1ngu.1i-;•· .lnd .-uhures ,,t N .111\ ,. pc,1pl.-s as t'll'mt•nts oJf C.ln.ldi.1n hfo. d) h> dl'wlup ,, 1200 ho ur modt'I lur N S L. pwi;rams l') 111 ....t.1 hhsh a lhrl'l'· p.lrt N-'11•·~ Langu.ig.-s Tei!Chl'r's Certificate Program. L.1n.,;1Mi;•· <'<iu•ilh>rs anJ n.lhn· 1nslrudur' h .w,· much h• ll'.1rn from '"'' h 1•llwr. It i,; h• Ix· h<•J'<.•d thJt Jny pn>kl>~iun.:il rd.1ti••n~hip would bring us all doM'r lo reali:ting that gtlill <>i " hl'lping t'.ll.'h ~tudent t•> de\'d•lP l'!>h•t'm for the customs. culture~. and belitofs of a wide viirie· ty of societoll groups.'' Tom S.li;ar IJrddfurJ Distm:t tf1gh S..·lwlll Paqe 5 �.. . .; BIRCH-BARK BITIN Photograph5 anti story hr Frank Fitbtr AT ltf.R ISl.ANI> llOMI :11 lku,·c:r I ah· 111 northern S11d;:11ch1'"''"· Anltd1<111c J\.tcr:"1~ ,1111 prac:c i~c.:~ the :ahnn!'ll t"urgouc:n 1ut of hiung. dt.:'1~1h •H\ folded •«llOll> nf hir1·h hark . I h1· orii!lll ••I 1Jm arl·form j, uh,c:urc, hu1 it b liltcl)' tha1 ii J.:wlnpcJ in a Cot)ual ......,~. In carlk:r tinh.~ lndim• wonn:o v.....r..' known 10 ";" " hrn;id "'"' or ;1 r1c:c.: .. r h1rc:h har~ . folJ it, hilc ;1 few line' in it. unfold ii. and look at t hc: design h wa' a rlca,anl ra,ume. As the 'kill dc•·clopc:J anJ ,.. .., pa.scJ frnm mother 10 duugl\lcr wi1hin 1hc uihc. the ,fc,igns hcc:amc: mnrc complic:1tctl and g;1inc:J in ar1is1i<: \·;1luc. !\tun( lime 1he art is $aid 10 have been useJ 10 ~·rca1c: rauern~ for woven beadwort 1hedc:sig.n' hc:ing.aJaplcd for use on headhands, ltnec:~nJs or shirh. Angcli11uc: Mcras1y. a Woodlands Crc:e. dues nm recall 1ha1 hc:r mo\hcr en~r usc:J her pallcrn' m beadwork; she does rcmemhcr \hat a1 one 11mc conlC5IS were held among. the women oflhearca tn..:c who would make the hcst dc5isns. ltcr moihcr. Sarah ! ' 1' •. -~ ,._ .' . II \ I I '\ , , ' ... ' ~ ..... ·.. I ~· 1 • I' ffallcntrne I I .,·' \ I '. ,., ,._ .·''-.. . '. .. ,.:\ ....: ... • • of Pelican Narro"·s in northern sa~kalchcwan. was the acknowkd11cJ chamr11)n . (. : l . Angelique. born in July 1927. has no J:iulthtcr 10 con1inuc: 1he rracrice. and i1 is lih•ly 1hat her ,lilt "ill die wi1h her. In recent years Angelique'> de~iitn' hl\c hroadened from simplt 1eomC1ric and flower p:utcrns 10 a range 1>f subjecrs lhat include birds. animals. insccls. ;ond human rigurcs. The 'transparenciC$' JHO\ iJe her w11 ha moJc:st income. When her tools - her natural 1c:c1h ;ire 11011c. Mrs Mcrasly sa}'S that ~hc: will mm tu other familiar crafts: basltet-wea11in1 and the maldn1 of mocca5ins and jackets. She ~hares "·i1h her hushanJ a hfc thal is close to lhe tradi1innal wa~ of 'life on 1hc: 1:11111' allhouith they do o,.·n a >mall ba11cry­ nrc:ra1cd 1clc\ 1sinn set. For postcriry. Angelique Merasry's dcs111ns in birch hark arc prcM:rvcd hc:twccn plastk anJ forn1 a""'' nf nati\'c e1hnology collections in most Canadian museums. We require S1atus or Non·Slatus ~ns. Mefis 0< lnu11 l"--<-l>lc: 10 become INl1\89t!rs of programs and proiec:ts c1.,sll,lned 10 a$$0S1 indigenous people 1n such maners H utlucauon, employ~nt and soc;io-ec:onom1c developmenl Successlul candidates will oain on-the·JOb experience 1n dotvulap1n9 sysiema .1nd prucedut. . for the der-ty ol Ptug<ams. •ecommend1ng rts1ional resource requ1remen11 and "' the con1t0lhng ot netive aftd public asseis. Senior Level Developmental Opportunities for Indigenous People Jndian and Inuit AecTuitment and OevetoJ)m&nt Pirogram I ndj11n and Northern A1ta1rs Canada t0c.1tfons; on-•. QueMt: City. Wi~. Regine,~' Edmonton Vou reqwre aucceulul c:omplelion of secondary school "d11ca1tort In eddltion. 11;n1ficant Hn•or level e•perience in ni.1n~111ent llftd edminis1ra1ion incluOlnst 0per•tt0nal 1>lann1n9. l1n•nc1al INl~t and 1upent1sion ii reqlrited. •:ombtned Wtlh eapefrencie •\' worlunv wirh 1nd1Q11nous ·• oersons. groupt or communilin SUCh •s Indian b9nds. government:; « lstOC181ionl. unguage requiremenls vary according 10 pos41ion being filled. We offer .1 salary ranging from «5.702 to 151.591 commensurate wilh YoUr qualifications. lh1s recrullmenr/employment program. entitled the Senior P11rsonnel Authortllel Program. 11 pursu•nt to Excluslon A1JP<ova1 Order No. P.C. 1981 ·3427 and is in with 1he P<OV>ltOnl of Section 16 of !he Canedi8n Human -•nee fl111h11 Acts. II is detigned to r~ dlS.ldvantages suffettd by 1nd19enous people with respect 10 employment 10 and Wtlt11n the Public ~. vour ...,.. .-.dlOI applic.ldon f0tm, indic81ing your ondlQB•'IOUS 11e1us and quocing reference No. 85 · OSSSO·Ol. 10: fotWard JoAnne Chrisc.. 1613) 990·7972 Nalional Capital Regional S1effing Officer Pubh~ Service Commission ol ~ 171 Slater Street 011a..,1. Onc.lrio KIA OM7 Page 6 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 1 (3) January 1986 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1986-01-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/19d3546f730dc785184ac04adcb0f3ae.pdf 0c0c46114c312b9ef0370b3991731f1b PDF Text Text .­ ·... .. Volume One, Number Four - March 1986 NATIVE LANGUAGE EDUCATION in ONTARIO March, 19R6 Dear Friends, I don't know whether to call this a February or a March 1etter so I wi11 ca 11 it a Spring letter . Anyway , greetings from Moose Factory! I have decided to relocate for a bit so am spend­ ing Spring in the North. It certainly is not Spring as yet , but it is coming! I am writing as your roving editor and I hope that the blahs have not attacked you yet. This will be an interesting issue as Ann and Mary are pu t ting together information from t~eir end and I am sending information their ways as we l l. Mary has been travell i ng quite a bit this past month or so and some of you wil l have seen her either in the classroom or in a hurried ' flying · vi sit. Congratulations to those of you with successful practicums and best of luck to the others who have not been 'seen' yet. J wish I could see you all working in your classrooms, I wou ld learn a lot! I have been back in the classroom as well, supplying fo r Min1stik school and I really enjoy it! I have missed not being in the classroom . Anyway, soon it will be Soring Break and you will have a chance to rest or holiday to get ready for the pus h to the end of school . Take care, As ever, Bette Thursdcry. November l.C, 198$ Th• Chopleou Sentinel Vtrg1nio Jocltp1ne. ThereJo Mernego• ond Bene Broornheod wort.. on No11ve lon9vog• !curriculum ot Choploou Public School Native langua ge instruction begins a t Chapleau Public School Mondoy. November l ltn, inuruction 1n the Native longuoge. This woy, the Nati•• student$ wiJI be lonqvog• Ojibwoy begon ,l1arnin9 Native language for h o1h 1tahu ond no n· rhrough Nohve studl•s. Bene ttohH Not;we •tudeflh. jlroomhead ho1 been Vir g ; n~o Jac lr. pin e on d wotlung with Mrs. Memeoos 1 Ther"io Me meoos w ill be th e o0nd Mrs . Jockpine on ins•r1. ::'ors. Both these Notive developing the cvr ricu'u m lo.Ji,' went to lakeh•od the post few weekt. The two u ,,•v ~ni t y losr 1ou mrn•r to Noti¥e ladte1 oJso went to toke the No liv• l o ng uoge Soult Ste Marie lo obs•"'• fnuruc.tors course . In Notive longvoge instruction teac ~..ng Motive longuoge. toking ploce in a uhaol these ladies will use Native there. cuhur• hi.Tory. food. or1 ond ln1trvction will tok• place oom s, etc to teo<ft th• fror11 8·30 o.m. • 8:55 om. for J.I(. ond grodes .S. 6, 7 & 8 while S.I(. ond grodet l, 2, 3 ond A wtll receive in1truc.. tion f<om 3:3.S p.m. • .C:OO p m Should ony people of Nattve heritage be inter· ••led in ho•ing their children tokino Native longuoge •n1ttuction please calf Mr. 8o•loy ot the school for detoUs. NLIP Coordinator Visits NL Classrooms From Feb. 17 to 28, Mary Mitchell "hit the road", visiting as many ~lative Language Classrooms as possible. Despite bad weather, cancelled flights and other minor misfortunes, the completed schedule took in the following: Monday - Moose Factory: Stella Mcleod Tuesday - Moosonee: Jane Moore Wednesday - Dok is: Bernie Restau le Monday - Chapleau: Virginia Jackpine, Theresa Hemegos Wednesday - West Ray: Nancy Oebassige, Priscilla Wassegijig, Lorraine Debassige Thursday - A planned trip to Parry Island was cancelled when the school was closed because of illness. This brings to nine the number of classrooms visited this year, including the quick trip made to New Credit to see Rhonda Doxtator's classes on January 27. If time permits, a few more classrooms will be visited in the spring. If Mary missed your school this year, she hopes to include it in next year's "tour". Observations from the trip: - Rhonda ha~ planned to cover the same content (at different levels) through all the qrades, ln order that all the students will have a cOITlllOn core of things they can talk to each other about outside of class. - Classroom discipline seems to be a c0111110n difficulty with many tlative Language classes. Mary has requested that next surrmer's NLIP teachers provide as much help as possible in this area. Theresa and Virginia are "team teaching" in classes before and after regular school hours (8:30-9 and 3:30-4). They are using the Core K book for everyone because i t's a new program in the school this year. The children obviously enjoy their classes, and have learned a ~ of language in the few short months the program has been in effect. - Jane Moore is work i nq ha rd to rep 1ace tla ti ve Lanquage materials lost when there .was a fire in the school this past year. Priscilla and Lorraine are working at the Day Care Centre across the road from the school. They zoom across the road to teach their native lanquage classes in the school and then zoom back to day care a~ain. Good track training, ladies! �,. Look to this day ---­ For yesterday is but a dream And tomorrow only a vision But today well lived makes every yesterday a dream of happiness and every tomorrow a vision of hope. from the sanskrit IDEAS! By: BRANT JOSEPH MARACLE The Seasons The ~asons . oh how beautiful to behold! Mo1her Eu1h begins to stir, The blanl.et of snow having warmly ca.ressed her slcer. Watch. our Mo1her is awakening, Soon the first green shoots will appear, Spring 1s fi nally here Our elder brother the sun, Lench forth his smile, Our liule brothers the animals running wild, Crops. vegetation. greenery, The warm spring days have turned Into the he:u of the summer sun. Now the nigh1s grow cooler, And the dan are bright and crisp. The l""''es ne turning red and gold. The pines stand dark against th.: :iutumnal The frost is on the ground. The pumpkin is on the vine. Fall, oh. how beautiful she is. skie~. The d:in grow shorter. rhe nights longer. The weather 1s turning cold. I look into the sky. The snow as tl\'inkling stars, Falling to cover :'lfother Earth. The fores! stands icy and quiet. Fall h:is given way to winter. Did I not sa\, "The Seasons are bcauuful to beholcl?" RA~IHIOE SHIELDS Reference: The Native Americans - p. 372 Indian Arts - p. 78 Other ethnographies of the Plains Indians Content: It should be emphasized that warfare among the Plains Indians was intensified only after the acquisition of the horse, which gradually.moved northward from the Spanish­ settled areas. The horse may have arrived before the European, in a given area, but it did come from the European culture. The period of horses and battles on the plains then, is spectacular, but somewhat brief. The children should note that it is a small era of the ongoing culture of the plains . - what were shields made of? how were they used? why did they have designs on them? where did these designs come from? Practical Application: "life-sized" circles could be cut from corrugated cardboard cartons, to be used as a base. Several layers of paper towelling and cold water paste can build up the rawhide appearance on the front of the shield. When this is thoroughly dried, the shield may be painted with tempera colour. Junior School Indian Day Towards the end of the school year, an Indian Day could be held. This would consist of an afternoon when the school is released from classes to browse through the displays set up by the grades in the junior division. Each junior class, from the beginning of the year would have been assigned one special tribe or cultural family for special study, and the results of this study would form the basis for each class's display; 1. Diorama - A large cardboard carton could fonn the stage into which is built a model of the village of a particular tribe. Some tribes may require several boxes or scenes, to depict various areas of their life, e.g. Plains culture : a cutaway of the ins i de of ti pi the meetinq of the bands for the sun dance a plains camp in winter the buffa 1o hunt Page 2 �... Pl ans for NLI P - Summer /86 During the past 2 weeks, packages have been mailed out to all NLIP students and NLIP/~lLTT grads containing information and application forms for summer 1986. If you have not received yours, please let us know. Staffing is almost complete for the summer, and we're proud to be able to introduce our staff to you, as follows: Linguists: Lena White, Paul Proulx, John O'Meara, Donna Starks and Doug Ellis. Second Language Methods: Carol Nabarra, Michelle Stevens, Roland Milanese First Language Me t hods: Jackie Daigle, Larry Beardy. Pedagogy: Steve Chase, Bette Ross, Dan Klassen*, Rubina Naogizic Associate Teachers: Genevieve McGinnis, Anita Knott, Claudine John. Validation Course for NLIP/NLTT grads: Others TBA Dave Bates* * Lakehead Faculty of Education Validation promises an exciting year of renewing acquaintance with former grads who will be returning to validate their diplomas for Ontario Certification. Another exciting aspect of this surrnner's session will be the inter-relatedness of two separate courses on campus with our NL! Program: Dr. C. Douglas Ellis, from McGill University, will be teaching a course in Introductory Cree (for non-speakers), as well as one of the Algonquian courses in our program. And Bill Marshall, from Ottawa, will teach a course for Ontario Teachers in Teaching English as a Second Language, Part I", with an emphasis on ESL in Northern Native Classrooms. 11 It's going to be a great summer and we look forward to having you be a part of it. REISSUE IN INDIAN STUDIES The Minnesota Archaeological Society and the Indian Studies Program at Bemidji State University are pleased to announce the publication of: Oll I B~JEl-.!I-I KI DOW IMAN An Oj ibwe Word Resource Book Contributors: ~~aude Kegg, Selam Ross, Earl Nyholm Editors: John Nichols, Earl Nyholm Ojibwewi-Ikidowinan is a revised and augmented edition of Ojibwe-Ikidowinan, a word list published in a limited edition by Bemidji State University in 1973. In the current edition the core vocabulary reflects the speech norms of the Mille Lacs area of central Minnesota with additional words from the Upper Peninsula of Michigan. SEND ORDERS TO: Indian Studies Publications Indian Studies Program Bemidji State University Bemidji, MN 56601 Make Cheques or Money Orders Payable to: or Indian Studies Publications Minnesota Archaeological Society Building No. 27, Fort Snelling St. Paul, Minnesota 55111 Indian Studies Publications Page 3 �Lake head University Library --·-...,on-.,,,. WMeskle, Don. Aborlglnal people: • Mlected blbllograplly concemln11 Can-·• llret people (Ed. Lb· Ref. 016.971 W46. Main U» Rel. Z 1209.2 C2W451 Finding r.1ut about... NATIVE EDUCATION TM ~odt lisls SOU<cesol inlolmallonon NATIVE EDUCATION. Mal9rlal on ndYe ecM:mllon Ii avallable al !ht E~lion Libtary in 111• Bora Uslcin 8uildlng and The Chlnoelat PlleROl'I lbrf. For lurlhtr asslSlance ask at the Cin:ulalion Desk In the Ecb:allon lblly «Ille lnlonnaliM Delk• The~ CURRICULUM GUIDES Canada. Oepartmenl ol Indian Alfairs and Nortllem 0.vetopment. A notebook lor native lulguagt leacllera, with apeclal reference lo 11\e Algonktan lan11u•11• of Ontario. (Ed. Lib: Ref, 497.3 C211 Fot IO-ol c:l>ild<on ~to_.... read, -wrile In !heir.-. ia..ou-- Pa1erson Library Ontarlo. Ministry ol Education. People of native ancettry: currlculum guldellne for the Mnl• division. (Ed. Lb· Rat 016.9701 05931 ; Maln lb: COOOC CA20N DE81P21 } BOOKS Ontario Mintstty of EducatlOll People of nallve ancutry: a raaoutce gullM for tlla Intermediate dtvlalon. (Ed. LI>: Ref. 016.9701 0592; Main lib: COOOC CA20N DE 77P241 The liblary catalogues list books on native education. Check In the ~ec:I Mellon ol the CARO CATAl.OGVE. and lo< the most raant ~ties. In the~ ..alono'1he GENERAL MICROCATAl.OGUE under subftdl headings such as Onlario. Mlnislry of Education People ol native aneeetry: • "'aoutce guide tor Ill• primary and junior dlvlalona. (Ed. Lib Rel 016.9701 0592; Main lib: COOOC CA20N OE 7SP251 Vern.II, Cathetlne. Canadian AMOCtallon In Suppol1 of Ill• Native Peoplaa reaource/ reading 1181. (Ed. Lib: Rel. 016.97041 V36) INOIANS OF NORTH AMERICA- CANADA- EDUCATION INOIANS Of NORTH AMERICA-ONTARIO- EDUCATION INOIANS Of NORTH AMERICA-EDUCATION DICTIONARIES PERIODICAL ARTICLES I RESEARCH DOCUMENTS Tile following INDEXES and ABSTRACTS list periodic:al ll1iclef and otlw lletalUfe on ndYe ecM:allon. Nicholl, John. An 01~ word ruource book. (Ed. lib: Rtf. 497.3 041 Pigged, G. l. td. An Ojibwa lexlcon. (Ed. Lib· Rel. 497.3 041 C.nadl1n educ1llon Index. (Ed. Lib: Inda• 1111: Main lib: Ref. Z 5813 C21) Current ln<M1 to jourl\lla In *Clucalfon (CIJE). (Ed lib: Index Avllilabl• 1or oo"'l)UI•• Johnston, Baslt Ollbw&V 1anou•a• le•lcon for b&glnnert. (Ed. Lib· Rel. 497.3 J7S. Main Lib: COOOC CAI IA 185 78045) II~ 19~) tN!d>in9. Education Index. (Ed. Lib: Index area. Main Lib: Rtl. Z 5813 E24) MICROFORMS ONTERIS: printed Index. (Ed. Lib. AV IOOtn) C.nadlan Aaaoctallon In Suppol1 of Iha Native Peoplea (CASNPI Verltcal FUea (M9in Ui: Mlc:follche MB 1) Av~iloble lor Cl>fllp<Jl•r •Nrc:hing. moaojodlo. Tho~ l.baly hM ..OHTVllS ,.....,,. _ _ on Colr4MC• ~ol d111e ~- • ._i.,_.,.......c_,.,..,., P'- ••lo-•.....,,.,.,,.. ond P'- c:lpplngo ol 111• CASNP b"'Y- C:OV-lhe P"rlOd 1~1979. ReaourcH In educallon (RIEi. (Ed. Lib; Incle• UH) Avoj- lot oompAOI """""""'· REPORTS BIBLIOGRAPHIES Maclean. Hope. A rr1law of lndlan aducallon In Nottb Ametlc• Rev. ed. !Ed. Ub: Rel. 371 975 Mt6) Brooks. I. R. Nath•• education In c.....ia ancl the Una.cl States: • blbllog111plly. (Ed. Lib: Rel. 0\6.37\9707\ 87; Maln l.1>: Rel. Z 1209 876) Canada. Department of tl'ldian Alfaln and Notlhern 0.Wlopnent. AboUI Indiana;• llellna of book•. ~lh ed. tEd. Lib: Rel. 016.9701 C36; Main Ub: "-I. Z 1209.2 H67C3&3) Green, Howard Th• NESA bibliography annotated for natl.,. 81udl11. (Ed. Lii: Rel. 016. 97000497 (i7) RolOUluo tho! Ila•• been uHd ouccM&fulll'- ....... _ , . . , Onlario. Ministry ot Educalion. People ol native •-try: junior dlvl•lon•. (Ed. lib: Ref. 9701 0592) COMPUTERIZED SEARCH SERVICES ~12. NtOUrce Ontario. Task Fo11:e on the Educ:a1ional Netda of NetIva Ptopltl. Summary repol1 (Ed. Lib: Rel. 371 97970713 OS: Main lib· COOOC CA20N Z 3 76501) The library has access IO appruxlmalaly 250 ~er dalabasea. Compol1eriied literatur. sealthes on NATIVE EDUCATION can be petlotmed using Iha loloMtlg dalabases: Hal tor 11\e primary and ERIC NORTHERN & REGIONAL STUDIES ONTEfllS Ruoff. A . Lavonne Brown. Am.rlcan lndlan lteraturea In the United States: a bulc: blbllography for teachers. (Ed lib: Ref. 016.897 Re 19831 Note : The following will be of interest to Ojibwe speakers from what our NLIP school calls the "Central and Eastern dialect areas. The $25 special price is available .2.!!11. to individuals who have paid their $7 membership fee in the Society. For non-members or for libraries, the price is rou~hly 3 times more. Serious students of Ojibwe will likely want to own this dictionary, which is, in this writer's view, the most comprehensive and accurate one available for these dialect areas. M.l.M . 11 11 11 EASTERN OJIBWA-CHIPPEWA-OTTAWA DICTIONARY Special Offer Mouton Publishers has set a special price for individual members of the Society for the Study of the Indigenous Languages of the Americcis to purchase the Eastern Ojibwa-Chippewa-Ottawa Dictionary: Rhodes, Richard: Eastern Ojibwa-Chippewa-Ottawa Dictionary, Trends in Linguistics, Documen­ tation 3. 1985. liv + 626 pages. Clothbound. $25 US. ISBN 3-11-010203-X. To take advantage of this offer you must join the SSJLA by sending a check for $7 US payable to the SS/LA to Victor Golla, Secretary-Treasurer, SSILA, at the address below. Both the membership and the book order may be included in the same envelope. The books are shipped by seamail which takes about two months. Airmail shipping, which takes about two or three weeks, may be requested for a higher handling fee. ************* Please send me - - - -- copies of Eastern Ojibwa-Chippewa-Ottawa Dictionary by Richard Rhodes I enclose a check payable to Mouton Publishers for - - - - - - ­ All orders must be prepaid. Please add $2.00 US for postage and handling, or $7.75 US for airmail postage. This order form should be sent directly to Prof. Victor Golla, Editor SSILA, Department of Anthropology, George Washington University, Washington, DC 20052. Page 4 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 1 (4), March 1986 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1986-03-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/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/55786c1e5d6c04d14b194747443f7d41.pdf c36d0daea2db1448f75ff37aff8fc907 PDF Text Text ��Order your examination copy today! A Concise Dictionary of Minnesota Ojibwe John D. Nichols and Earl Nyholm The most up-co-date resource for those interested in the linguistic and cultural heritage of the Anishinaabe, A Concise Dictionary of Minnesota Ojibwe contains more than 7,000 of the most frequently used Ojibwe words. Presented in Ojibwe­ English and English-Ojibwe sections, this dictionary spells words to reflect their actual pronunciation with a direct match between the letters used and the speech sounds of Ojibwe. It contains many ancient words and meanings as well as language added in the twentieth century. This book is an expansion and complete revision of Ojibwewi-lkidowinan: An Ojibwe Word Re.source Book published in 1979. Most entries give several sample inflected forms such as the plural, diminutive, and locative forms of nouns and first person and participle forms of verbs. The basic patterns of Ojibwe word structure and the organization of the dictionary entries are clearly explained in the introduction. The most widely used modem standard writing system for Ojibwe Is used throughout, and some of the key objects of Ojibwe life are authentically illustrated by coauthor and artist Earl Nyholm. Acknowledged as one of the three most widely spoken Native Amerlcan languages, Ojibwe appears in many local varieties in the Upper Midwest and across Central and Eastern Canada. Minnesota Ojibwe is spoken in Central and Northern Minnesota, and is very similar to the Ojibwe spoken in the Ontario-Minnesota border region, Wisconsin, and Michigan's Upper Peninsula. A Concise Dictionary of Minnesota Ojibwe is an essential reference for all students of Ojibwe culture, history, language, and literature. PAPER $9.95 ffl CLaTII $19.95 320 PAGES 23 LINE DRAWINGS At bookstores or from University of Minnesota Press 111 Third Ave. South, Suite 290 Minneapolis, MN 55401,2520 Toorder, call Please send books to: To examine for classroom adoption: Please fill out this fonn or send your request on departmental letterhead to the above address. Paperback books are avail­ able for a $7.00 processing fee per copy (that includes shipping and handling). Payment must accompany request (credit cards not accepted for examination copies; no phone orders, please). Only paperback copies of the Concise Dictionary are available for examination. 1.-800.-388.-3863 Name______________________ Address ____________________ City _________State ____ Zit-------- Nichols/ N-yholm Concise Dictionary paper (2428-3)@$9.95• ___ __ Nichols/ N-yholm Concise Dictionary cloth (2427-5)@$19.95 = --Subtotal ___ MN residents add 6.5% sales tax: Mpls. 7% ___ Canadian residents add 7% OST ___ Shipping: $3 first book, 50¢ each add'tl book ___ Shipping outside US: $4 first book, 50¢ each add'tl book ___ TOTAL ___ All pc,ym,n, -« b. in U.S. dollars 0 Check or money order enclosed Course Name __________ Enrollment ___________ Date offered ___________ Code: 474/378 Printed on recycled txiPer D Mastercard/VISA (please circle) No.----------------------Exo. Date----Si1mature------------- ·. �OJIBWEMOWIN Ojibwe Language Publishing 6205 114th Place North Champlin, MN 55316 612-427-3777 fax: 612-427-3988 ORDER FORM (All prices are in U.S. Funds) PRICE Text (series one) $45.00 Workbooks (3) $45.00 Student Activity Tapes (3) $25.50 QUANTITY SUB-TOTAL $25.50 Student Package flashcards (3 sets of 7 categories) $45.00 Teacher Package flashcardsNAI verb rule/teacher manual/student activities/cultural content information/VAI bingo/ animal bingo/number bingo/animal cards TOTAL term: net 30 days upon delivery Name: __________________________ Address: _________________________ Organization: _______________________ Date: _______ Purchase Order#__________ Money Order enclosed (U.S. funds) Amount _________ Special instructions: -------------------------�- Native Language in Ontario Vol. 10. No. 2 Page 19 �NEW RELEASE from Ojibwe Language Publishing OJIBWEMOWIN Ojibwemowin is a highly functional study series designed to develop Ojibwe language skills. This program combines text, workbook, and oral studies for an extensive learning expenence. Features of the program include: - A focus on culture with language study. - A chapter by chapter building block approach to learning the Ojibwe language. - Charts, maps, illustrations, and photographs that help link culture, history, and language together. - Activities, exercises, and review in each ell.apter. - Activity and audio tapes reinforcing oral skills. - A supplemental CD ROM interactive computer software package. OJIBWEMOWIN teacher package The following are included in the teacher package. Flashcards: Flashcards are separated by the following colours; VAi (cherry), NA (canary), NAO (green), VII (blue), NI (salmon), NID (white), PC (grey). Student flashcards are divided into three sets; chapters 16, chapters 7-12, chapters 13-18. Animal Cards: Consist of 40 drawings of animals, birds, and fish. VAi Verb Rule: 1 master transparency and 106 verb sheets. Verb sheets may be made into transparencies. If transparencies of verb sheets are made, they may be laid on top of the master sheet. This shows students how the verb is used in 1st, 2nd, and 3rd person singular/plural form. It also shows verb use with tense markers. Verb rule may be used as an overhead. Verbs may be written on the master instead of making individual transparencies. Teacher Manual: Included are cuts of the from and back cover of the textbook. They may be inserted in the plastic (front and back) of the teacher manual. Inserts on brown pages include cultural content and classroom exercises. They are found throughout the teacher manual. Bineo Cards: There are 3 sets of bingo cards. One set is delivered with each student workbook, The 3 categories of bingo are: VAI, animal, and number. Teacher should use coloured flashcards as bingo call cards. Cherry flashcard- VAI, canary flashcard- animal. Additional bingo call cards will be delivered with their respected bingo packages. Page 18 Native Language in Ontario Vol. 10, No. 2 �ANNOUNCEMENT The Native Language Instructors' Program is pleased to announce that the 1995 Application Packages will be available in January. If you do not receive your package by January 31, 1995 or you would like additional packages, please contact Sonya Bruyere at (807) 343-8542 RESOURCES Manitoba Association for Native Languages, Inc. (MANL) 119 Sutherland Avenue Winnipeg, Manitoba R2W 3C9 Telephone #204-943-3703 Fax #204-947-6564 The following is a list of some materials available from the Native Language Development Centre. To acquire a complete resource list, please contact MANL. Anishinaabernodaa, Becoming a Successful OJIBWE Eavesdropper, with tape. $16.05 Ininimotan, B ecoming a Successful CREE Eavesdropper, with tape. $16.05 Syllabic Book Markers $ 2.72 Ojibwe Christmas Songs, by Lawrence "Teddy Boy" Houle. Tape, $16.05 K.I.M. Aboriginal Language Materials Kit (make cheque payable to KJ.M. Aboriginal Language Maicrials, Inc.) $330.00 Other materials available are Kindergarten and Grade One Workbooks (Cree and English), Grad� Two Readers (Cree and English), Grade Two Workbooks (English), Grade Three (Cree and English), Science (Cree and English), Social Studies for Grade 4 (Native Education Material ... For more information on these books, please call MANL. Native Language in Ontario Vol. 10, No. 2 Page 17 �Taking Charge of Change A Conference on First Nations Education March 7, 8 & 9, 1995 London Ontario First Nations are taking responsibility for providing quality community education. Steps toward self­ governance are guided by a vision of education which shows respect for the relationship between the individual, the community and the environment. This Journey toward self-determination requires planning, a commitment to service and wise resource management. This conference - Taking Charge of Change - is designed to support First Nations in effective educational governance, resource management and programming. The journey towards taking control of First N,,tions education can be a struggle At this conference both the benefits and limilat1ons of strategies will be presented by peci;,le who are struggling every day to make excellence in Frrst Nations education a reality. A case· study approach will be followed when appropriate. Personal stones; personal journeys will explore the link between quality education and the he;ilth of the community. T..1(11'() CHAAOE a OuRSn'IES MAHI.GlNO OuR RESOURCES WISELY Pv.NNINO FQn THE Fun.me Hu.P1HO EACH OrtteR PAOVlDING SERVICE Sfl.FlESSl.v -<?- Educational Governance For those pet30ns involved in educational governance the conference will provide information that will assist in: • determining community expectations, needs, resources; • setting direction and poUcy; • formulating short and long range plans; • evaluating progress; • communicating with the school and community; • information management; • interacting with second level service agencies and other educational organizations; • financial management -<?- -<?- Ecological Healing Excellence in education is achievable when the community is healthy, when the community is able to maintain a balance o( peaceful relations between its members . This concept of ecological healing is a major concern of the conference. Healing strategies will include the following: • conflict resolution strategies; • interpersonal skills development; • the healing of Mother Earth as an aspect of healing the individual and the community; • community healing; • healing the healers. PLAN NOW TO ATTEND Taking Charge of Change A Conference on First Nations Educatio,i March 7, 8 & 9, 1995 • London Ontario Details on Specific Workshops and Seminars and Registration Information will be sent lo you in the next few months. 17iis conference is optn to all orgrtnizatio11s dtdicated lo quality in Nativt £d1m1lion (e.g. First Nations Community Schools, Provincial School Bonrds, Comnumity Colleges, Universities.) Mark your calendar and check your budget{ Programming For those persons given the responsibility of program delivery, support and supervision, the conference will provide information that will assist in: • curriculum development and evaluation; • designing Native Language/Cultural programs; • staff supervision and development; • meeting the special learning needs and strengths of students; • effecth·e teaching in communication, the arts and science/mathematics/technology; • developing problem-solving skills; • recognizing and dealing with stereotypes in the classroom and in the media EARLY BIRD PRE-REGISTRATION • Daily rate of $100 per day • 30% off regular rate of $300 for three days For further information, direct correspondence to: Steering Committee, Taking Clrarge of Clrange, c/o 65 Mtridcne Cres., Lo11don. ON, N5X 2M2 Convtntr Romain,: Bombcrry, Special Educ.iion Co,onlina1or (n:timl) Six Nations Rc:serve Advlso., Gc<lrgc Hunter, Education Din:cror. Wccnusk Fir,1 Nation, Fran Tabobondung. Curriculum Co,ordin,tor, Parry l•l•nd Fir,! Nation, J•mcs Cutrc,:I, lntcriovemmtnt•I /I IIairs OlfiCt'r, IN/IC, Stou, lookout IJi,tri<l, Morxorcl i\ngmincb, i\ssislanl Dirttlor, Windigo Educorion i\utholity, Vera Styrts, Registrar. Gnr11$ River Polytcchnic,d tn,1.. Si,; Nations Rcscrvc, Ro>c John, Ch•lrptr$0n. Walpnlc t,land rirst N•tion &.rd ol r;duca�on, F.d Conno,., rsycholo�i,1, I lea hh Centre. Chirrcw•• or Rama Reserve Transfonning Vision into Reality for First Nation Education �We received a "Thank You" card from Rose Nadjiwon. Cape Croker, Ontario with a note dated September 22, 1994. Her message says, "Staffand NL.I.P. Facuity and Fellow Students Once again I would like to thank Lena White, Virginia Henry, Randy Valentine, Isadore Toulouse and to all the N.L.I.P. student body, and my student neighbours on Isl and 2ndfloor of Terrace Bay and Sioux Lookout.for your comforting words and donations of money, at the loss of our dear brother. Your kindness will never beforgotten. Ifthere are others I may have not included, you know who you are, I also "Thank You" . Your support is very much appreciated. May the Creator God bestow on all ofyou His many Blessings. All Our Love, from Rose Nadjiwon & All Our Families" Gchi-Miigwech sa!" This article was taken fonn Anishinabek News, November, 1994 New Treaty Research Coordinator Introduced Aaniin. Ernie Sandy ndish nekaaz. The purpose of this brief letter is to introduce myself as the Treaty Research Coordinator for the Union of Ontario Indians. Some of my duties and responsibilities include consultation with First Nations, coordination of services, advice and technical support, assisting in the development and submission of claims, sharing knowledge on federal policies and the application of them towards the advancement of claims and aboriginal rights. In short, to keep you as up-to-date on the latest treaty developments as possible. A quick note on my background. I was born and raised on Beausoleil First Nation and currently reside with my wife and four children at Chippewas of �-------------------. Rama First Nation. I am a graduate of the University of Western Ontario in Canadian History and Politi­ cal Science. I have been incolved with Native issues and concerns for over ten years. I will be visiting with First Nations who are interested in pursuing treaty issues. My goal is to spend more time amongst our people to allow for personal interaction. Miigwetch! Ernie Sandy Note: Some ofyou may recognize Ernie from our Program. He has helped many of our students get into our Program and has been here himself. The Native Language/nstructors'Program wouldlike to congratulate Ernie on his success. Native Language in Ontario Vol. 10, No. 2 Page 15 �l v � � -....,,,-- � T T h e Earth lore Wood l an d F i rst L a n g u age Learn i n g Se ri es'"' ? Classroom Kit PROMOTES LEARNING Sl<I LLS AND ENTERTAINS STUDENTS - IN YOUR LANGUAGE. > \ ( }. - - � - • • • • 1 0 Schoolbooks of your choice 20 Name Cards 20 Body Chart Handouts 1 Classroom Body Chart / ., ,.:.;µ-. l"' � I'....,,,,\ ......,.... ..._........... EAATHLC>RE WOODCAND CULTURAL CENTRE l ---,j I .. --� \\ Y,J/ -�,. '� •�Y:.,,_ . �y � . )' J-'15- ...; , � t � 1s:.:-'9';1 ]b.; , """"'"· ........., "'-""' - ,,. � � ..._ -- ,' \. ; C ·\ , ' - / is: ,· . .. t- I \ ...� - _, J . ;::.°',:) J• '<.0,_; TIIE LITnE - - SONG BOOK '""'°"' o,.,rlo Woodland Cultural Centre, 1 84 Mo�; �, 06 ; _se;:� �-��:��:11B PS � I ;' ��•.•.;; ...- i ...,;, /t,_ , 't _ . n_ · / 1:/f.(, '•'.\ L �, �.J. 'f" .� .':'f.$,=', �'.. ---..-. . �7fJ0:f ' ;. ,, , ; N i! '"'l:.f'f..lQ. ( ·- /, ,1 • ..� .... -� OUR NEW HOUSE . . '�, II,,,_ � ...'\,.. , U1\ . ,'\: •.•,.._ ..,;; 'l 20 Pocket Syllabary Charts 1 Classroom Syllabary Chart 1 Set of Numbers Flash Cards l Tee Shirt for the Teacher ----,,...........�•- .....-----.;:;.�'c,/- �- NUMBERS, NUMBERS � • • • • For information on costs and ordering please call: Additional story books may be ordered separately, minimum quantity 20. . (�w·) » p� Each EarthLore Woodland Teacher's kit contains: NUMBERS, } �---0 he EarthLore Classroom kit contains 7 professionally designed and illustrated teaching aids which promote, imaginative, fun and constructive learning in the classroom . Each kit contains easy to use, student friendly, teaching aids for learning essential life skills - such as comprehension, number recognition, vocabulary and reading. Your classroom kit also includes, a choice of 3 story book titles from the EarthLore Story Teller Series or the popular Book of Songs. - TIIE WANOERIN PEOPLE .. -J NJT 5V6 Tel : (519) 759-2650 Fax: (5 1 9) 7S9-89 1 2 Tel : (61 3) 596-6SB6 fax: (61 .l) 59 •0.,, _. .... .,. , - - �This article was taken from Daily Miner and News, Kenora, Ontario September 27, 1994 By Jacqueline Louie, Miner and News Staff Parents key to education, says speaker In 1 5 years of teaching. Sherry Peden has found there's nothing better for children than to know their parents are interested in what they do in school. Their parents' interest shows youngsters that education is worthwhile and important, according to Peden, keynote speaker Monday at Bimose Tribal Council's third annual education conference in Kenora. Her dream for education is that schools will become the heans of their community, with everyone working together to achieve that goal. "If we want our kids to do good, we have to pitch in," she told the audience of 1 50 people, from First Nations across Ontario and Manitoba. "When parents and the community are involved with schools, everybody wins." Peden is centre coordinator for Brandon University Northern Teacher Education Project in Norway House, Man. Her topic during Monday morning's session at the Lakeside Inn dealt with building pannerships. "Research shows when parents and the community support each other, children have higher grades and test scores and a positive attitude about themselves - 'I can do it.• Schools with high community and parental involvement are generally more successful, and a greater degree of parental involvement leads to a greater degree of success in students, according to Peden. "Parents are their children's first and most important teachers," she said. She defines a pannership as a relationship in which people share, work together and support each other, where there's mutual respect, appreciation and caring, full commitment to make the pannership work, and honest and open communication. In any partnership, people also need to be able to say, Tm sorry, I was wrong, forgive me,' she told the audience. "We have to be able as human beings to say, 'Let's try again.• That's what we in education must set up so our children will succeed." In her grandparents' time there was no formal school. Instead, children learned within their surroundings, with learning taking place everywhere: on the trapline, fishing, berry picking and in the home. Everyone was a panner in education because everyone contributed. "Ask what happened when you got in trouble. It wasn't one person giving you heck, everybody gave you heck," Peden said with a smile. That community partnership changed when the government opened residential schools. Some native children as young as six had to leave their reserve in order to attend school, and parents became silent bystanders, she said. But now reserves have their own schools, and communities can once again be equal partners in education, according to Peden. Native Language in Ontario Vol. IO, No. 2 Page 1 3 �This article appeared in Wawatay News, November 3, 1994 Elders share rich vocabularies for Native dictionary project by Bryan Phelan A Native language development project in the Sioux Lookout District is trying to capture the rich vocabularies of First Nations elders in dictionaries and grammar books before they are lost forever. A project report released last spring warned that once the current generation of elders is gone, the remaining adults won't be speaking their Native languages consistently enough to create the environment necessary for younger generations to learn the languages. Pat Ningewance, who wrote the report based on a 1992-93 language study of the 23 First Nations involved in the project, notes that sadly, there have been several deaths of district elders in recent months. "It makes (this project) that much more urgent," she says. "We should have done it 20 years ago, but betternow than never." Ningewance, of Lac Seul First Nation, has worked on native language development projects for the past 20 years and is one of three linguists who have been travelling to First Nations in the Sioux Lookout District since July, to srudy and record tenninology and fonns of grammar. The infonnalion gathered by the I inguists will be the basis for Ojibway, Oji-Cree and Cree dictionaries and grammar books, expected to be ready for publication by the end of December and distributed to First Nation schools in 1995. Ningewance is the project field worker assigned to the district's Ojibway First Nations. It's an experience she has found rewarding. "Personally, it's been a very educational experience even though I've grown up with parents who were fluent (in Ojibway) and knowledgeable," she says. In her first community visit to Mishkeegogamang (Osnaburgh), Ningewancc met with about 10 elders. "Being exposed to these elders was just amazing," she says. "I found that once I explained what I was doing and what the material was going to be used for, they were extremely helpful and enthusiastic to share information." While in Mishkcegogamang, Ningewance collected a range of Ojibway tenns, ranging from modem tools and appliances to constellations. Sometimes she uses posters, illustrated books and picture dictionaries to encourage elders to identify words. But in Mishkeegogamang, her research also took her to the bush, where elders named the surrounding grasses, shrubs and plants. As an added benefit, Ningcwancc learned a few recipes from 90-ycar-old cider James Masakcyash. "he told me how to cook with mushrooms... how they can be added to moose stew or dried fish flakes," she says. Mishkecgogamang elders also named 65 different types of birds and ducks. "A lot of these names are very specific, describing either the bird's appearance, sound or characteristics," explains Ningewance. "For example, one bird with a very repetitive tweet has a name that means 'the one who makes you lazy.• "A lot of these birds don't exist because of hydro flooding 30 years ago," she continues, adding that Lac Seul was similarly affected. "Maybe half of these varieties have gone, but elders like James remember them from a long time ago." Ningewance adds that the ciders often related stories to go with the different species of birds they were identifying. "I hope we can include extra infonnation (like recipes and stories) in the dictionaries," she says. "I want them to be interesting reference materials, not just a bunch of words." Some of the words included in the planned Ojibway dictionary will include references not found in any English dictionary, including tenns of respect, kinship and clan membership specific to Ojibway people. To record all of these words, Ningewance uses a tape recorder, but also truces notes in Ojibway, using an English alphabet system. All of the infonnation is then stored in the laptop computer that accompanies her on her travels. It wasn't until Ningewancetravelled to Pikangikum that she discovered an Ojibway word forcomputer, one of her favorite terms among the thousands she's collected - "Mamaandaawaabik" or "magic rock" as they say in Pik. Page 12 Native Language in Ontario Vol. 10, No. 2 �This article appeared in Wawatay News, November 3, 1994 Native language dictionaries developed for Sioux Lookout District by Bryan Phelan Native language dictionaries and grammar books are being prepared for use in Sioux Lookout District First Nation schools by next year. Plans call for the reference books to be ready for publication in Ojibway, Oji-Cree and Cree by the end of December, as part of a Native language development project for the district The project is managed by a steering committee including representatives from the district's four First Nations councils, Northern Nishnawbe Education Council, Sandy Lake First Nation, Slate Falls area school board, and the Ministry of Education and Training. Now in its second phase, the project first produced a repon called Dreaming in a Strange Language, based on a 1992-93 survey of 23 of the First Nations involved in the project The repon warned that ifcurrent trends continue, "Once the elders are gone, Ojibway and Oji-Cree will no longer be spoken languages in our North." But project participants hope that producing Native language dictionaries for elementary and high school teachers and students will help prevent that from happening. The dictionary and grammar book project is being funded by the provincial Ministry ofEducation and Training, and Indian and Northern Affairs Canada. Randy Valentine, who learned to speak Oji-Cree while living in Kingfisher Lake during the 1980s, is the linguist who coordinates the dictionary and grammar phase of the project, which began in July. He has spent the past l O summers as a teacher at Lakehead University's Native language instructors program. Valentine is joined by three other linguists who are serving as field workers. They include Lac Seul's Pat Ningewance (Ojibway), John Nichols (Oji-Cree) of the University of Manitoba, and Marguerite MacKenzie (Cree). The field workers are in the process of visiting the First Nations in their language groups to study and record tenninology and forms of grammar. "For the Sioux Lookout district, I see this as the basis for Native language for the coming years...(so) there's pressure to do a good job," says Ningewance. She hopes the Ojibway dictionaries will include not only the thousands of words and meanings she's collecting, but also footnotes ofstories, recipes and humor to go with them. "I want the kids to enjoy the books as much as possible...(and) to be proud of their language." Valentine notes that most of the resources now used in First Nation language classes are locally produced. "That puts a huge burden on the teachers, who must not only teach but continually develop their own materials." Pikangikum elders, students, and school staffhave successfully shared that burden, working together to produce about I 00 of their own Ojibway syllabics books. An elderJames Strang, who works full-time at Pikangikum 's Eenchokay Birchstick school, sometimes brainstorms with a local Ojibway language commiuec to come up with vocabulary lists. Still, "There's a limit to how much one group, in one school, in one community can do," says Ewa Or;,echowsa, the curriculwn coordinator at Eenchokay Birchstick. She calls the planned dictionaries and grammar books "a wonderful idea," especially since the Dictionary of the Ojibway Language now used in Pikangikum was first published way back in 1853. Elsie Sakalcecsic, a language project commiucc member and chair of the Slate Falls area school boan1, says the new resources will not only help students, but also young adults who already speak the language but often mispronounce words. "There's been a gradual loss of the language," says Sa1ca1cecsic, 39. "The Ojibway l speak is different from the Ojibway my I IJ-year-old niece spcaks... My kids don't speak the language." Valentine doesn't expect the dictionaries and grammar books to have all the answers for those trying to develop their language skills. "We're limited by our budget and by the time we have available," he explained. "There will probably be things that we miss ...(but) these can be pointed out, and later editions of the dictionaries can include them." When the dictionaries and grammar books are finished, the next step for the Native Language Development Project is to develop a Native language policy and curriculum guidelines for First Nation schools in the Sioux: Lookout District. "If we look at successful First Nation language programs in other places, we find that generalized and standardized curricula and materials are central to the programs," says Valentine. For him, the best example of such a program is one being carried out by the East Cree in Quebec. Valentine says the foundation for the East Cree program was the development of a dictionary and grammar. "We arc seeking to provide the same foundation for northern schools in Ontario," he says. Native Language in Ontario Vol. 10, No. 2 Page 1 1 �Anishinaabeg Onkwehon:we Language Consultants of Southern Ontario Woodland Cultural Centre Brantford, Ontario BACKGROUND In 1987 the Consultants Program was initially established by the Department of Indian Affairs in cooperation with the Ministry of Education. The program offers and provides assistance and support in the implementation of the Ministry of Education's Native as a Second Language Program policy. The Consultants Program has since been transferred to First Nations Cultural Education Centres in Ontario. MISSION STATEMENT The Language Consultant Programs' mission is to assist with the preservation, revitalization, and maintenance of all First Nations Languages. PROGRAM DELIVERY • implements usage of the Ministry of Education 1987 NSL Guideline, its philosophy, content and elements. • Provides and assists with the development of sample courses of study which include themes and units, in consultation with B oards of Education, Federal and Band operated education authorities. • Provides a listing of language resources available for the language groups served. • Provides and organizes in-service training. • Encourages the use of current teaching methods in the classroom. • Assists with and encourages language resource material development. ASSISTANCE TO THE NSL TEACHER Includes: • Classroom program observation • Consultation and demonstration • Identification of resource materials • Establishment of networks among schools offering NSL programs and colleagues who teach NSL. ACCESSED BY • Directors of B oards of Education, and principals of Provincial and First Nations Schools • Simply contact the appropriate Anishinaabeg or Onkwehon:we Consultant. FEE FOR SERVICE As this is a First Nations Program there is no fee to First Nations schools on reserve. Consultants fees to other agencies are at the rate of $ 150.00 per day or $75.00 per half day or any part thereof, plus travel, accommodation and meals. For more information Contact: Language Consultants Program Phone: (519) 759-2650 Fax: (519) 759-8912 Anishinaabeg Consultant Ext: 229 Onkwehon:we Consultant Ext: 236 or write to: Woodland Cultural Centre Consultants Program P. 0. Box 1 506 184 Mohawk Street Brantford, Ontario Pal!e 10 Native Lan_gua_ge in Ontario Vol. 10, No. 2 �"The Little Pile of Wheat" - (p. 4 of 4) Lesson 4: Focus on ant and wheat. Read the story in Ojibwe. Seat three children behind a divider with one of each animal. As you read the story the animal comes up. The child holds up the animal after the story is finished. Teacher pulls out bag with the plastic ant hidden inside. Each child may peek to see what the ant looks like. Music; "Ants in Your Pants" and dance. Use egg cartons, cut in halves. Use three sections. Colour black. Paste legs and antenna. Have rice pudding with raisins (ants) for snack. Lesson 5: Review the story. - children sit in a circle; - read story in Ojibwe with children helping with words; - use flash cards to help them. Evaluation Assessment of students' progress in meeting the objectives of the unit. - understanding and use of the language taught; what kind of responses students are able to make; - observation and listening to students during group activity; - participation; - discussion with students. Materials and Resources Flash Cards: 1. rabbit looking at wheat 2. mouse looking at wheat, rabbit and mouse 3. duck looking at wheat 4. rabbit, mouse and duck laughing and seeing tiny ant 5. tiny ants, rabbit, mouse and duck laughing 6. army of ants carrying one grain of wheat each; rabbit, mouse and duck surprised 7. one ant Puppets: rabbit, mouse, duck, ant Other: wheat (grain - 1 bag) wheat flour salt milk measuring cup mouse in jar yarn string rice baking powder sugar pan paper plates wheat crackers felt board felt cutouts with glue raisins flour oil spoons ant farm display music water colours To Make Wheat Pile: - cut out bottom of margarine tub and slit to the rim all around - tape together to make pointed form - use masking tape with sticky side out all over - dunk the whole thing in wheat bag; wheat will stick - wheat will look like pointed pile. Native Language in Ontario Vol. 10, No. 2 Page 9 �"The Little Pile of Wheat" - (p. 3 of 4) waabooz - rabbit waabgonoojiinh - mouse zhiishiib - duck enigoons - ant mzimncns - wheat kwasing- pile waanzhing- burrow zasaan - nest miishkoonsing- pond / marsh endaayaan - my home maajiidoon - he/she is tiling there giinwinendamoog - they wonder (what to do) bi-dgoshing - he/she arrives niizhoobiwag - two sitting together nisobiwag- three sitting together zaagewed - someone showing up ganaajiwan - it is nice naadmaage - he/she is helping gchi-baabaapwag- they have a big laugh gaachiinyi - tiny wiijkiwenyan - his/her friends bagamawnidwaad - they come marching waabshki-waabooz - white rabbit zhiibinga-waabgonoojiinh - gray mouse zaawi-zhiishiib - yellow duck mkade-enigoons - black ant Teachin2 Activities Lesson 1: Focus on rabbit and wheat. Have students sit in a circle. Introduce the story. Have the children get excited for this new story they never heard before. and tell them they will learn many new Ojibwe words from it. - read in Ojibwe; - use flash cards as each animal is inttoduced; - repeat the word showing the card; - play rabbit hop with the children. Precut paper rabbit. Paste white fur pieces on it. Paste wheat on paper plate. Make pile. Colour yellow. Put in a big jar with little soil to sprout wheat, so children can keep an eye and make sure the seeds are on the sides, add water to dampen the soil. Lesson 2: Focus on mouse and wheat. - students sit in a circle; - read story in Ojibwe; - use puppets; - "Hickory Dickory Dock" recited in English and Ojibwe; - have everybody "squeak" like a mouse. Create paperplate mouse faces. Make mouse using play dough. Make wheat flour scone. Lesson 3: Focus on duck and wheat. - students sit in a circle. - read story in Ojibwe; - with animal cutouts and felt wheat. have each child put them on the felt board; - each child has one yellow grain and each will make a pile; - do the "duck walk" and quack. To make paper plate duck bill. cut half of paper plate. Glue together cut side. String approximately 6 inches each side so the child wears the beak. Colour yellow or orange. Have wheat crackers for a snack. Page 8 Native Language in Ontario Vol. 10, No. 2 �"The Little Pile of Wheat'' - (p. 2 of 4) "The Little Pile of Wheat" by John Ca/am In a big red barn there was a little pile of wheat. One day, a white rabbit came along • hop, hop, hop. He saw the wheat. "Oh, how I want this /iule pile ofwheat," he said. "But how can I take it home to my burrow?" And he sat and looked at the little pile of wheat. Soon, a gray mouse ran up • squeak, squeak, squeak • and he saw the wheat too. "Oh, how can I take it home to my nest?" And he sat by the white rabbit, and they looked at the little pile of wheat together. Then a big yellow duck came • quack, quack, quack. He saw the wheat, and he saw the white rabbit and the gray mouse. "Oh, how I want this little pile of wheat," he said. "But how can I take it home to my pond?" And he sat by the white rabbit and the gray mouse, and they looked at the little pile of wheat together. Then a wee black ant ran into the big red barn. "Oh, what afine pile of wheat," said the wee black ant. "I will help to take it home to our hill." When the rabbit and the mouse and the duck saw the wee black ant, they laughed. "Look at the wee black ant," they laughed. "He thinks he can take the little pile of wheat home to his hill. He is so little. Why does he think he can do something that we cannot do?" But the wee black ant ran away to find all his friendsfrom the hill. All hisfriends came back with him to help. Each black ant pulled and pushed his grain ofwhat along the road to 1he ant hill. The wee black ant came last with the last grain of wheat on his way home to the hill. The rabbit looked at the mouse and the mouse looked at the duck and the duck looked at the rabbit. "Why did we not think of working together?" they asked with surprise. InIroductioo This story is suitable for day care children, first grade and up to first time adult beginners. This unit has five lessons, with approximately twenty (20) minutes for each lesson. Moral ofthe Story: - to learn to help one another and accept differences. Obiectjye Students will develop listening and speaking skills, recognizing colours, wild animals and emotions. Content Vocabulary: giitaabig- sit in a circle bizindmoog • listen bekaa nmadbig- sit still gnawaamdaan - looking at something gnawaamdaanaawaa - all looking at something miswendaan • he/she likes it nmadbi • he/she is sitting Native Language in Ontario Vol. 10, No. 2 Page 7 �"THE LITTLE PILE OF WHEAT" The following is one of the ED 1599 Practicum Assignments submitted by Mary Assinewe last winter 1994 which is being shared with you as one of teaching ideas in using a story. This particular story which Mary translated into Ojibwe is called "The Little Pile of Wheat" by John Calam, as follows: Acknowledgements (by Mary Assinewe) I would like to acknowledge the writer of the "The Little Pile of Wheat" by John Calam. Also, my family and friends who took the time to support my efforts in becoming a proficient teacher. I would also like to acknowledge all the young children that I have had the honour to spend time with, teach and learn from. Miigwech. Translated into Ojibwe by Mary Assinewe (you can adapt and translate to your dialect) "Mzimnens Kwasing" Ngoding giizhgak waabshki-waabooz gii-bi-kaakaashkwani - hop, hop, hop. Mii gii-waabandang mzimnens kwasing. "Oh, Oh, Aabdeg go nga-giiwewdoon ndoo-waanzhing," kida waabooz. Gii-waamdaan kwasing mzimnens. "Aaniish iidog waa-zhi-giiwedooyaan." Wiiba go mii gewiin waabgonoojiinh gii-bagambatood - siik, siik, siik - bi-kida. Aapji go miswendaan mzimnens, nmadbi maa. Ganwaamdaan yiw mzimnens kwasing. "Nga-maajiidoon ndoo-zasaaning." kida. Gii-wiidibindwag waaboozoon miinwaa waabgonoojiinyan. Giinwinendamoog waa-zhichigewaad. Mii gewiin gchi-zhiishiib gii-bi-dgoshing- quack, quack, quack, kida. "Aaniish iidog waa-zhi-maajiidooyaan oodi ndo-miishkoonsing," kida gewiin zhiishiib. Mii sa gii-niso-biwaad dash ganwaamdamwaad kwasing mzimnens giinwinendamoog. Waabshki-waabooz, shiibinga-waabgonoojiinh miinwaa zaawi-zhiishiib. Mii gewiin mkade-enigoons gii-zaagewed. "Geget sa naa ganaajiwan mzimnens kwasing," kida gewiin. "Nga-naadmaage ji-giiwedooyaan endaayaan." Gchi-baabaapwag. Waabooz, waabgonoojiinh miinwaa zhiishiib. Gchi-gaachiinyi mkade-enigoons. "Aaniish wiin ooshme ge-zhi-gshkitoodji-maajiidood yiw eniginod?" Enigoons gii-maajaad, gii-naanaan wiijkiwenyan wii-naadmaagwad. Mii gii-gchi-bagamawnidwaad enigoonsag, gii-bi-naadwaad kina mzimnens. Gchi-gnawaamdiwag miinwaa maamkaadendamoog. Waabooz, waabgonoojiinh miinwaa zhiishiib. "Aaniishji-gii-mkwendmangji-gii-naadmaadiying gegiinwin." kidwag. Pa�e 6 Native Language in Ontario Vol. 10, No. 2 �SHARING SECTION The following information and ideas have been submitted as part of the ED1599 Practicum Assignments done by students who were registered in this course in 1993-94 school year. These were taken from the "Sharing Section" of the assignments. Thanks to the students who willingly shared their ideas and experiences. We cannot include all the ones submitted but here are a few selections. by Brid1:et Stevens; a) The students I teach like finishing shape books that I start for them after a theme has been finished. I do a lot of the preparation in putting the books together so that the emphasis of students' work will be more in the reading and recognizing words. For example, using a computer, I print out pages with text that we used in the theme. I cut out the pages into shapes. I include the vocabulary (for the student's parents), the credits and copyrights. Then the students match, cut and paste the pictures which I have photocopied for them. They are very proud of these books which they can read in the Native language and they are very glad to take them home right away after a theme is finished. I found this to be a good motivator for reading at school and the students also read the books at home as well. b) Some students with behaviour problems have told me that they think Native language is fun ... At the present time I am trying out contracts with them. They tell me why they misbehave and then we discuss it. Then I tell them what I expect from them for leaming the Native language, and ask them how they can be more aware of their behaviour to help make Native language learning better. I write down their suggestions and we agree on their being reminded of them in the next classes. by Sonya Geon:e; Situation: Grade One - Noisy and Restless/Not Paying Attention. "Marble Jar" - designed to prevent above. Use 2 jars, one bag of marbles, and one chart (weekly) laminated for re-use. Mark one as the "Oo-oo" Jar, and the other as the "Mmm" Jar. All th� marbles start in the "Mmm" Jar. Each time a student disrupts teaching time, a marble is put very simply into the "Oo-oo" Jar. The student docs not need to be told or reminded. A quick and easy way to keep the children disciplined without intcrfcring with lesson, unnecessarily. Each day, the "Oo-oo" marbles arc recorded on the chart and totalled on Friday. If on Friday there are more "Oo-oo marbles than "Mmm , the students must use the amount of time wasted to sit and slowly count the "Oo-oo" marbles back into the "Mmm" Jar instead of some fun or special activity. If the students do well and there are more "Mmm" marbles, they use the class time to work in a fun or special activity, e.g. painting, centres, game, bingo, etc. Note: Teacher can use variations and comparisons to challenge any Grade level, or raise success rate. by Marv Assiuewe Always walk into the classroom enthusiastically, and tell the class that you have an exciting lesson, story to tell, song or activity to do. The eyes and ears will sharpen! • Feltboard Teaching: Allow each child to touch, feel and position the felt piece on the feltboard. • Allow a child to teach with you, e.g. when using flashcards, each has a tum to show the card to others. This promotes concentration and great cooperation, besides learning fairplay. I always praise the children how they will be good teachers someday, then everyone wants to teach. • The children enjoy taping their participation and learning on a tape recorder, especially at week's end or during review time. Also a sticker is presented for great listening, and cooperation. • When teaching colours, focus the colours of the children's clothing. They are eager to find the colours and show appreciation of learning the colour words. Native Language in Ontario Vol. 10, No. 2 Page 5 �5'Lcceptance " J'lcceptance is the answer to a{{ my pro6{ems. fi _ ; 'When I am clistur6ecl it is because Ifincl some . person; pCace1 tfiing or situation - some fact of my {ife - unaccepta6{e to me, ancl I can fincl no serenity unti{ I accept that person1 p[ace1 tfiing or situation as 6eing e;r_,act{y the way it is supposecl to 6e at this moment. g{pthing, a6so{ute{y notfiing happens in (jocl's wor{d 6y mistakf,. CUn{ess I accept {ife comp{ete[y on {ife's terms1 I cannot 6e fiappy. I neecl to concentrate1 not so mucfi on what needs to 6e changecl in the wor{cl as on what n.eeds to 6e changed in me and in my attitudes. �·�; �NATIVE LANGUAGE PROGRAMS AT LAKEHEAD UNIVERSITY SUMMER 1995 READ THIS INFORMATION CAREFULLY BEFORE COMPLETING APPLICATION FORM NLTC - NATIVE LANGUAGE TEACHERS' CERTIFICATION PROGRAM (July 6 - August 2) 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 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 6 - July 26) 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 for 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 6 - July 26) 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. ADDITIONAL QUALIFICATION - SPECIALIST CERTIFICATE IN NASL PART I (July 6 - July 26) SUMMER CREDIT COURSES IN LANGUAGES AND EDUCATION OJ 1010 Introduction to Ojibwe I Introduction to basic Ojibwe phonetics, grammar, and conversation. (July 6 - July 19 Monday to Friday 6:00 p.m. - 9:00 p.m.) OJ 1012 Introduction to Ojibwe II (Pre-requisite: OJ 1010) Development of conversational skills and practice in writing. (July 20 - August 2 Monday to Friday 6:00 p.m. - 9:00 p.m.) OJ 2001 Intermediate Ojibwe (Pre-requisite: OJ 1010 and OJ 1012) Development of basic skills. Introduction to reading materials. (July 6 - August 2 Monday to Friday 6:00 p.m. - 9:00 p.m.) NL 2711 Linguistics - Introduction to Native North American Linguistics The basic principles of descriptive and historical linguistics will be introduced. (July 6 - July 26 Monday to Friday 10:30 a.m. - 12:30 p.m.) NL 3531 Composition Expository and creative writing, research and guided project. (July 6 - July 26 Monday to Friday 1 :30 p.m. - 3:30 p.m.) CREE 1010 Introduction to Cree I Introduction to basic Cree phonetics, grammar, and conversation. (July 6 - July 19 Monday to Friday 6:00 p.m. - 9:00 p.m.) CREE 1012 Introduction to Cree II (Pre-requisite: CREE 1010) Development of conversational skills and practice in writing. (July 20 - August 2 Monday to Friday 6:00 p.m. - 9:00 p.m.) Native Language in Ontario Vol. 10, No. 2 Page 3 �CONGRATULATIONS TO SUCCESSFUL CANDIDATES OF NLW 1994 NLTC-Year One Provisional Letterq[Standini Beardy, Lucy Benson, Monica Bouchard, Charlie Bouchard, Stella Bourgeois, Lilly Brunton, Donna Commanda, Jeannette Corbiere, Corella Dokis, Katherine Dokis, Mary Enriquez, Laura Eshkawkogan, Bernadette Eshkawkogan, Bonita Henry, Jennifer Kakegamic, Joan Kimewon, Daniel King, Jackson Kwandibens, Josie Lavallee, Joan McCue, Irving (Hap) Mishibinijima, Dorothy Moonias, Eli Morgan, Dianne Morin, Mary Nadjiwon, Hilda Nahwegahbow, Monica Parenteau, Dorothy Peltier, Genevieve Poile, Myrna Proulx, Ernestine Recollet, Frederick Recollet, Viola Roy, John Sakanee, Mary Shawanda, Teresa Shawnoo, Dorothy St. Pierre, Helen Swain, Ina Turner, Monica Wabasse, Barbara Wassegijig, Frank NLTC-Year Two Provisional Letter ofStanding Jacob, Kathleen Johnston, Archie Keogh, Carrie King, Ada King, Donna Lawson, Margaret Louttit, Gloria Mamakwa, Rachel Mason, Joanne Matthews, Phyllis McKay, Marlene McLeod, Marie Michano, Myra Millette, Isabel Anderson, Sheila Belmore, Irene Marie Boyce, Elaine Brant, Elaine Buswa, Kathleen Cada, Gene Cada, Isabel Cameron, Dorothy Edwards, Micheline Fiddler, Ida Gelinas, Martha Gilbert, Mary Jane Gonawabi, Sara Hardwick, Verna Moses, Rose Neganegijig, Thecla Nestrovich, Ruth Odjick, Suzanne Oshag, Victoria Pangowish, Theresa Paul, Vernon Peltier, Stephanie Ritch, Caroline Roundhead, Viola Shawinimash, Lydia Wawia, Ange Whitehead, Sammy NLTC-Year Two Provisional Letter ofStandini Angees, Mary Atchitawens-Roy, Sally Baldwin, Ernestine Bois, Martha Boissoneau, Doris Bombay, Mary Cockerham, Hilda Hardy, Agnes Hookimaw, Miriam Page 2 Hyacinthe, Deanna Iserhoff, Nancy Jamieson, Myrtle Knott, Robert Koostachin, Adelaide Logan, Rose McCue, Beatrice McCue, Eldon Moose, Donald Norton, Emily Nummelin, Alice Osawamick, Elizabeth Oskineegish, Annie Peters, Dean Roy, C. Helen Shawanda, Gordon Walser, Nancy Winter, Fanny Native Language in Ontario Vol. 10, No. 2 �Coordinator's Message Aanii I Boozhoo! Aaniish naa kina wiya? Gdoo-gchi-nokiim na go. Aapji go naa pane ndamtaam kinoomaageng Anishnaabemwin. Znagaangzhem go memdige go naa nongo naangodnong wii-bzindmowaad binoojiinyag. Aapji dash wii go nishin enokiiyeg naadmawdwaa wii-gkendizwaad yaaw'waad wii-mno­ bmaadziwaad. How is everyone? I am sure you are all very busy. It is challenging teaching the Native language, especially today it seems. It's hard to motivate the children to learn the language when there are other distractions and interests. But it is a good thing because our Native children need to know their identity, have self-esteem, so they can become healthy individuals. We wish to extend our congratulations to all the students who successfully completed their program this past summer. Best wishes in your endeavours. A reminder to the students who need to do their "teaching experience" and practicum ED 1599, if you have not yet made arrangements with a school, you should start seeking for an opportunity soon. If you have any questions concerning your practicum, do not hesitate to call. Our planning is underway once again for the summer session 1995. It is a bit more challenging this year as we look at scheduling because the Bora Laskin Building is going through a major renovation. The plan is that all the portables, where we had practicum sessions, will be removed which means that we will have to schedule some classes across campus. We will do what we can so that the schedule is manageable for everyone. Dates for the 1 995 NLIP session are July 6th to August 2nd. Monday, July 3rd will be considered "Travel Day"; Tuesday, July 4th will be Registration Day; and July 5th will be "Assembly and Orienta­ tion Day". Classes begin Thursday, July 6th at 8:30 a.m. We are back to the old schedule which is nice. Everyone will have adequate time to prepare, get oriented, meet other requirements (l.D., health fonns, parking pennits, etc.), do shopping for school supplies, L.U. bookstore visit, and residence needs. Stu­ dent evaluation of the program conducted in July 1994 indicated that students really needed to have more time for preparation. We are able to do that this coming session. Last year, we had no choice due to the Civic Holiday weekend falling at the end of July. Some preliminary information about courses and programs for summer 1995 is included in this newsletter. We wish everyone a pleasant holiday during Christmas and the New Year. Gdinmikaagoom! (Seasons Greetings!) ---;P T �� Lena Odjig White Native Language in Ontario Vol. 10, No. 2 Page 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 (2), November 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 1994-11-01 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/f2a13603d0d7364e59bdc060fd7af8b3.pdf 9efc839a0847fc657957e243c119e8ab PDF Text Text NATIVE LANGUA GE EDUCATION IN ONTARIO Anishinaabemowin gikinoo 'amaadiiwigamig <lo-Sa..VJ�·' pp..o<l ln�•br' N.L.I.P. Volume 10, No. 3 February 1995 �Volume 10, Number February, 1995 General Editor: Lena Odjig White Copy Editing: Sonya Bruyere Native Language Education in Ontario Table of Contents Message From the Coordinator............................................../1 Sharing Section by Virginia Henry......................................../2 Inventing New Words by Lena Odjig-White ........................./6 Feature Profile - Shirley Williams-Pheasant ..........................n Resources .............................................................................../8 Conference Info...................................................................../10 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 anicle *provide teaching suggestions *share information about a con­ ference? If the answer is yes to any oflhcsc, pleasccall citherLenaOdjigWhitc at(807)343-8003orSonyaBruycrc at (807) 343-8542. Native L&o&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 February 1995 �Coordinator's Message Aanii I Boozhoo! How is everyone doing lately? As for us at NLIP, the momentum is building up as we begin organizing and planning for the summer session July 1995. Mailing of NLIP 1995 application packages has started. If you know of anyone who is interested in teaching a Native language. please give them our telephone number 807-343-8542 for further information. Also anyone who is presently teaching and holds an Ontario Teaching Certificate (O.T.C.) and is fluent in a Native language, will have the opportunity to take an Additional Qualification course ED 4743 Native as a Second Language (Algonquian) - Part I. As I mentioned in the last newsletter, dates for the NLIP 1995 session is from July 4 to August 2, 1995. Registration Day is on Tuesday. July 4th, Orientation and Assembly is on Wednesday, July 5th. Students will have time to prepare, shop for school supplies, ID sessions, obtain parking permits and attend to other needs. Classes begin on Thursday. July 6th at 8:30 a.m. Periodically we get calls from our colleagues, student teachers who need to find a place to do their teaching experience , graduates looking for a teaching position, regarding Native language programs that are being offered. Presently, we do not have any data as to how many Native language programs are being offered in Ontario and elsewhere, or where they are being offered. It is with this kind of repeated requests we get from our educators that gave us impetus to start gathering information on Native language program offerings. This is being done in a two-page questionnaire format that is being sent to all Native language students, graduates, teachers, school boards and First Nations communities. If you have not received this questionnaire, please let us know and we will send you a copy. Your participation and cooperation in gathering this statistical data would be much appreciated. Once again, we were able to get some information on upcoming conferences and available resource materials which are included in this newsletter. If you know of any resources that would be very useful for a Native language teacher, or for students' use, whether they be puppets, games, experience charts, posters. big books, picture cards, songs, tapes, plays, board games, etc., please let us know so we can inform the Native language teachers through our newsletter. We wish everyone a pleasant and enjoyable winter season as we all look forward to the activities for spring and summer. In the Spirit of the our Native Languages! Le11a Odjig White Coordinator Native Language Instructors' Program Native Language in Ontario Vol. 10, No. 3 Page I �SI/ARING SECTION The following is one of ED 1599 Practicum Assignments submitted by Virginia Henry last winter 1994 and is being shared with you as a teaching activity. This panicular one is Assignment #2: "Project Plan". Introduction This "Project Plan" will benefit and enhance the beauty of a language that was almost extinct in a Native Community. Students will be given the opportunity of observing the process of growth, and will be­ come aware of the importance of looking after a plant and watch it grow. The Native language will become more alive and stimulating by using this approach. THEME: SUB-THEME: UNIT: TIME: DIVISION: Nature Outcome of Seed Planting "I Am a Little Seed" One Week Primary Objectives Students will: - learn the language through sight, sound, smell and feeling; - learn to have respect for Nature and the Native language. Content Lan�ua� patterns - nouns and verbs - diminutives - prenouns/preverbs - singular and plural - demonstrative pronouns vocabulacy - planting - seed, little/big seed - apple/ apples - apple tree - plants/ fruit - earth/ water / stones - root - body parts (reinforcement) Communicative Concepts - identification and description - respect Page2 Native Language in Ontario Vol. 10, No. 3 � �"I Am a Little Seed" (p. 2 of 4) Lan�ua�e Functions - giving and receiving information - directions - planning - explaining how to do something Aspects of Culture - promote respect for nature - promote respect for the elements that make plants grow including the sun. Jeacbim: Activities Activity #1 - Day 1 Students have a choice of what they wish to plant. l)The teacher will draw a big seed on the blackboard. She will explain and tell the students what it is used for and why as little children they are like little seeds and can grow to be big beautiful plants. Just like what they are going to see. 2)She gives the word for seed, then she allows the students to take turns in saying the word as they point to it. 3)The teacher will have apples on hand and she will gather the students around a table. There she will sit down on a chair by the table and cut the apple in half. The students will see a real seed. The teacher will explain how the seed got into the ground to form a tree so that we could have apples. 4)If time permits, then she will draw an apple tree on the blackboard with coloured chalk, making it look inviting and scrumptious. The teacher will ask the students to bring an apple to school for the next day. If someone forgets, the teacher will have apples on hand. Asking the students to bring apples will enhance the concept of empowerment and will have a variety of shapes, sizes and colour. Activity #2 - Day 2: 1)The teacher will have on the blackboard a big red apple, an apple cut in half with seeds showing and also a drawing of the apple tree with many red apples. 2)Review vocabulary associated with seed, apple and apple tree. 3)Then sing or chant a short song, such as; Niin maaba mitgoons Niin maaba omiinkaan Niin maaba mshiimin Niin omiinkaan. As they sing, one student will be pointing to the words while the rest point to themselves. 4)Before they leave, cut everyone's apple in half and place the seeds on a napkin to dry and store them away on a shelf with labels of students' names. They eat the apple. Native Language in Ontario Vol. 10, No. 3 Page 3 �"I Am a Little Seed" (p. 3 of 4) Activity #3 - Day 3: l)Review words and sing a song. Students check the seeds. 2)The teacher will ask the students what other plants, fruit and vegetables have seeds. 3)The teacher will have seeds of different sizes. She will have soil and water on a table covered with newspaper. The students will learn the vocabulary associated with earth and water. 4)The students feel and smell the soil. They taste the water which is in a clean container. They will each use a spoon to do this. The teacher explains and tells why it is necessary to have these elements. 5)1 lave the students bring a can to class so that they can plant. If students forget,the teacher should have some on hand. Activity #4 - Day 4: 1)The teacher will add another picture on the blackboard and that is a root. She explains that hair begins to grow on the seed after it is put in the earth/soil. Students learn the word for root. 2)Explain the procedure of planting. 3)Prepare the cans for planting and decorate them with eyes, nose, mouth, and earswhich they will glue on after the cans are wrapped with colourful constructionpaper. 4)The teacher will have a variety of pre-cut ears, eyes, nose and mouth. Students will make a selection. As they do this, it will reinforce the words for body parts which they have already learned. Activity #5 - Day 5: l)Review vocabulary as they prepare for this lesson. 2)For planting, new vocabulary on stones is learned. Stones are needed to drain thesoil when it is watered for moisture. It reinforces the need to have waler with earth and we place the finished product near the window then we know the sun - Giizis is also needed for growth. 3)This project is on-going until school is out in June. The classroom will be filled new plants. Evaluation Assessment will be measured on students' growth in knowledge and skills in thecontext of the stated objectives. Ongoing day-to-day assessment will be done whether remedial or enrichment activi­ ties are necessary. (see "Note" below re Assignment #6 - comments on evaluation of this project.) Materials and Resources - apples, knife, earth, water, stones, cans, - construction paper, scissors - prints of facial parts, glue - seeds, grass, flowers - beans, pumpkin and apple seed - blackboard and chalk - napkins, newspaper - water container and spoon - flash cards Page4 Native Language in Ontario Vol. 10, No. 3 �"I Am a Little Seed" (p. 4 of 4) Note: Assignment #6 is the Evaluatiun of Assignment #2. The following arc comments from the Practicum Course Supervisor... "Your evaluation of the project summarized everything in good order. Your language learning goals were achieved. Your positive outcome indicated that your students learned more than the Native language. They learned the values pertaining to environment, plants, science, appreciation and awareness of gifts of the Creation and much more. The negative aspects was a lesson children learned - acceptance of "time" and understanding that resources are sometimes minimal and must work with what we have available. Your overall evaluation indicated that this teaching unit was worthwhile and an exciting project for everyone. This project gave the parents a chance to visit the classroom because they went to the school to pick up the plant. A great way to invite the parents to visit. A job well done by everyone involved." A SAMPLE OF WHAT THE PROJECT WILL LOOK LIKE Native Language in Ontario Vol. 10, No. 3 Page 5 �Inventing New Words Have you coined a new word? How do you say it? What does it mean? Some new words as shared by various speakers of Ojibwe: naagodoowe 'chigan ekinootamoomagak - tape recorder - tape recorder kinawaajbii 'igan mzinaakshkojigan - photocopier - photocopier waasmoobizigan - microwave oven mzinaazgan mzinaazwin - camera - photograph mzinaatesijigan - video recorder giigdooyaabiignigan giigdobiiwaabkoons - telephone - telephone giziibiiginigemkak bengwaasjigan - washer - dryer aazhiwe-daabaan bimizhiwe-daabaan - bus - bus - apartment building maamwigegamig bimisgaag - apartment floor (dbishko: eko-niizhing bimisgaag as in: 2nd floor) shiibaawsag - hall/ hallway tractor - bemboodenh Mdwewechigan: Musical Instrument Page6 Violin: Mdweyaabiigi 'gan Naazhaabiigigan Zheyaabiigigan Madweweyaabiigigan Word used in this community: - Walpole Island - Wikwemikong - Georgina Island - Curve lake Guitar Madweweyaabiigibijigan Kamidewaabigmijigaadeg -Curve Lake -Eagle Lake Native Language in Ontario Vol. 10, No. 3 �FEATURE PROFILE - SHIRLEY WILLIAMS-PHEASANT Shirley Williams-Pheasant is a member of the Bird Clan. She is a descendant of the Odawa and Ojibwa First Nations. She was born and raised in South Bay, known as part of the rural area of Wikwemikong, Manitoulin Island. She attended St. Joseph's Residential School, in Spanish, Ontario. She considers herself as a drop out but later returned to finish her education. She at­ tended Trent University and received her Bachelor of Ans in Native Studies and later went on to graduate in the Native Language Instructors' Program, receiving her Diploma, at Lakehead Uni­ versity. She also has Life Skills Coach certificate from George Brown College. She teaches at Trent University, after doing program development at Niagara College and Fort Erie area, and taught Life Skills at a Native Women's hostel in Toronto. She is now an Associate Professor at Trent University, teaching Ojibwa Languages and related courses. In her busy schedule, she sits as an Elder and consultant to Sweetgrass First Nations Language Council at the Woodland Cultural Centre in Brantford, Ontario. She has been very active in doing workshops about language issues and culture around Ontario and Canada. She has published several articles about language issues and women's issues. She published a book called Aandeg, meaning "The Crow" for those who are learning the language. For the past three years, Shirley has been doing research on Ojibwa and Odawa words, and putting them into a dictionary form for students and teachers for the future, as part of her Master's thesis. She is not only doing nouns but adding the word format as to how the word changes from prefixes to suffixes, from plurals to preterits. She has been writing and doing the research since she started at Trent. When she started, there was a lack of materials for her and students to use in her courses. In fact, there was nothing at the time. She got her incentive from knowing that there was a lack of materials for teacher a to use, and students to learn from. Shirley will be defending her Master's thesis next term if everything turns out well in her life. Native Language in Ontario Vol. JO, No. 3 Page? �CREE RESOURCES Available from DUVAL HOUSE PUBLISHING 18228 - 102 Avenue Edmonton, Alberta T5S 1S7 Telephone (403) 488-1390 Fax: (403) 482-72 13 Cree Language Cultural Linguistic Unit MY IM MEDIATE FAMILY Co-Publisher: Lesser Slave Lake Indian Regional Council Unit contains: Dialogues, Echo-Acting, Activities & Games, Flashcards, Teacher's Guide, Audio Tape. $49.95 This Cultural Linguistic Unit has been designed as a teaching unit of Cree language instruction. Designed and developed by elders from the Lesser Slave Lake Regional Indian Council. The unit is made up of dialogues and echo-acting routines, flashcards and playing cards and contains exercises and activities for the teacher. Of special interest is the game "My Immediate Family" that accompanies the unit complete with a full-colour gameboard. The unit has been beautifully illustrated by Cree artist David Kakeesim. Cree Language Learning Series: Level 1 By: Julia Cardinal Illustrations by: David Kakeesim Co-Publisher: Saddle Lake First Nation This level contains: Student book 1 (5 copies), Student book 2 (5 copies), Book of Old Stories (5 copies), 200 flashcards, I - 240 page Unit Plan Guide, 2 Audio Tapes Authorized as a basic resource by Alberta Education $325.00 per level If a child can once again be brought up speaking and understanding their own tongue, the beliefs and values system of the old people will be transmitted to the young and the system will survive. This language learning series has been developed by the Saddle Lake First Nation for use in schools. The series may be used in school program and by various groups interested in learning the Cree language. This level is the first of 3 levels being developed with Saddle Lake. Level 2 will be available in February, 1995 and Level 3 will be available in April, 1995. Level 1 contains a wealth of activities for the teacher and over 200 original illustrations by Cree artist David Kakeesim. Individual Price List: Student Book l Student Book 2 Flash Cards Unit Plan Book Legends Audiocassettes Page 8 $9.95 $9.95 $39.95 $79.95 $ 19.95 each $5.00 each Native Language in Ontario Vol. 10, No. 3 �N.S.L. RESOURCES AVAILABLE FROM SIMCOE COUNTY BOARD OF EDUCATION Three Audio Tapes & Teacher Guides a) Ojibwe Language Through Song - Primary Division b) Ojibwe Language Through Song - Junior Division c) Ojibwe Language Through Song - Grade 7/8 Each tape contains different songs with accompanying ideas for teachers. Cost: $60.00 for the set of tapes & teacher resource. Three curriculum binders. Each binder contains a year long curriculum organized by monthly themes. Each theme unit contains: - objectives - knowledge, skills and values to be taught in the unit . teaching strategies . evaluation ideas - resources needed to teach the unit i) Curriculum Binder #1 - Level I & Level 2 ii) Curriculum Binder #2 - Level 3 & Level 4 iii) Curriculum Binder #3 - Level 5 & Level 6 Note: Each level represents a year of N.S.L. instruction i.e., Level 1 is for students with no N.S.L. experience. Level 6 is for students who have five years of N.S.L. instruction. Cost: $50.00 per binder. Copies can be obtained by calling: Sue Kuikman Telephone (705) 728-7570 Ext. 3 18 NEW RELEASE NISHNAABE BIMAADZIWIN KINOMAADWINAN Teachings of the Medicine Wheel - Junior Sponsored by: Ojibwe Cultural Foundation and Kenjgewin Teg Cost: $25.00 To order, call: Ojibwe Cultural Foundation (705) 377-4902 P.O. Box 278 Manitoulin Island, Ontario POP IGO Native Language in Ontario Vol. 10, No. 3 Page 9 �CONFERENCES ANISHINAABEMOWIN A Conference on lhe Anishinaabe Language March 30, 3 1 and April 1, 1995 Ramada Inn Sault Ste. Marie, Ontario Hosted by the anishinaabe people Algoma University Sault College Ministry of Educaton and Training Pre-registration $ 100.00 For further information contact: Howard Webkamigad Telephone: (705) 949-2301 Ext. 2 15 AWASIS CONFERENCE '95 CALL FOR PRESENTERS AWASIS, the Saskatchewan Teachers' Federation Special Subject Council for Indian and Metis Education, will be hosting an educational confer­ ence on March 30 & 31, l 995 (registration the evening of March 29). The conference theme is: MAKING THE SPIRIT DANCE WITHIN The conference will offer the majority of its sessions as half day or whole day workshops, with a limited number of shorter sessions. ICC LIAISON CALENDAR "AFN - National Conference on Education" From March 28, 1995 until March 31, 1995 Place: Convention Centre, Winnipeg, Manitoba Host: Assembly of First Nations 55 Murray Street Ottawa, Ontario Phone: (613) 241-6789 MATAWA FIRST NATIONS is presenting Professional Development Conference for Educators February 2 1 - 23, 1995 Airlane Hotel Thunder Bay, Ontario The conference will include: A full day session for Native Language Teachers, workshops for Education Authority Members, Chiefs and Councillors, plus 12 other workshops, classroom management, special education, student retention and retrieval and parental involvement in the schools. For more information, contact: Frances Wesley Matawa First Nations Development (807) 344-4575 For further information and details contact: AWASIS '95 c/o Kevin Pilon 9 19 Broadway Avenue Saskatoon, Saskatchewan S7N 1B8 Phone: (306) 668-7490 Fax: (306) 668-7488 Page 10 Native Language in Ontario Vol. 10, No. 3 �CONFERENCES Visions and Realities: Preparing First Nations for the Next Millennium March 7 & 8, 199 5 Ramada Hotel Regina, Saskatchewan A Training Session for Professionals Concerned with Preparing First Nations for the Future Presented by the Saskatchewan Indian Federated College And Industry Canada Registration: $225 .00/person Limited to200 participants For further information & registration forms contact: VISIONS OF THE FUTURE TAKING THE CHALLENGE; FACING TOMORROW February20-23, 199 5 Regina Inn Hotel Regina, Saskatchewan Host: Saskatchewan Indian Federated College Students' Association Registration Fee: $100.00 OBJECTIVES The needs of today's First Nations society are changing and student's need the knowledge and tools to stay aligned with these changes. It is with this idea that the conference is based on. Myrna LaPlante, Coordinator Saskatchewan Indian Federated College 1 1 8 College West University of Regina Regina, Saskatchewan S4S OA2 Telephone: (306) 779 -6300 Fax: (306) 5 85 -1289 The "Visions of the Future" conference is geared towards post-secondary students by students to address the issues that affect First Nations people today. Our goal is to seek new ideas and implement changes in our legal, educational and health care systems. ABORIGINAL TRAINING EVENT "ACQUISITION AND DEVELOP­ MENT OF LANGUAGE: LITERACY IN ABORIGINAL CANADA" First Nation students are connected to their communities and are not divorced from the issues that affect them. They bring these concerns with them to the classrooms and are able to expand on them. This conference will give First Nation students a forum to poise these concerns at a national level. For further information, contact: Kelowna, B.C. June 8 - 1 1, 199 5 Call for Conference Papers and Workshop Proposals The 199 5 Aboriginal Literacy Event is co-spon­ �ored by the K'noowenchoot Centre for Aboriginal Adult Education Resources of Okanagan College, and the Prince George Native Friendship Centre with support from the Association of Aboriginal Post Secondary Institutes (AAPSI) of British Columbia. Arlene Cote, Conference Assistant Curtis Standing, Public Relations Danielle Woodward, Chair, Conference Committee Telephone: (306) 779 -6206 Fax: (306) 5 85 -0047 • •• • • • • • • • • • • • • • • • • • • • • • • • • Native Language in Ontario Vol. 10, No. 3 - - Page 1 1 �LAKEHEAD UNIVERSITY NATIVE STUDENTS ASSOCIATION 4� ANNUAL ELDERS CONFERENCE MARCH 3 - 5 , 1995 at the Agora and Regional Centre Lakehead University Sunrise Ceremony: 7:00 a.m. (Sat. & Sun.) Keynote Speakers: 7:00 p.m. (Fri.) Workshops: Sat., March 4th, 9:00 a.m. - 4:30 p.m. Sun., March 5th, 9:00 a.m. - 12 :00 noon Social Gathering: Fri., March 3rd 7:00 p.m. - 12:00 p.m. Sat., March 4th, 7:00 p.m. - 12:00 p.m. Sun., March 5th, 1 :00 p.m. - 6:00 p.m. Traditional Feast: Sat., March 4th, 5 :00 p.m. For information, call 807-343-8085 807-346-7708 Page 12 NativeLanguagein Ontario Vol. 10, No. 3 �Taking Charge of Change A Conference on First Nations Education March 7, 8 & 9, 1995 London Ontario First Nations are taking responsibility for providing quality community education. Steps toward self­ governance are guided by a vision of education which shows respect for the relationship between the individual, the community and the environment. This Journey toward self-determination requires planning, a commitment to service and wise resource management. This conference Taking CJrarge of CJ1a11ge - is designed to support First Nations in effective educational governance, resource management and programming. The journey toward5 taking control of First Nations education can be a $truggle.At th is conference both the benefits and limitations of strategies will be presented by people who are struggling every day to make excellence in First Nations education a reality. A case­ study approach will be followed when appropriate. Personal stories; personal journeys wil explore the link between quality education and the health of the community. TAKING CHARGE OI' OURSELVES MANA<l1NO OvR RESOURCES WISELY Pu.NNING FOR Tl<E FIJTURE HEu>INO EACH 0n<ER POOVIOINO SEFMCt SEI.Fl.ESSI.v � Educational Governanc£ For those per5ons involved in educational governance the conference will provide infonn.ition that will assist in: • detennining community expectations, needs, resources, • setting direction and policy; • fommlating short and loni; range plans; • evaluating progress; • communicating with the school and community; • infonnalion management; • interacting with second level service agencies and other educational organizations; • financial management � Ecological Healing Excellence in education is achievable when the community is healthy, when the community is able to maintain a balance of peaceful relations between its members. This concept of ecological healing is a major concern of the conference. Healing strategies will include the following: • conflict resolution strategies; • interpersonal skills development; • the healing of Mother Earth as an aspect of healing the individual and the community; • community healing, • healing the healers. PLAN NOW TO ATTEND Taking Charge o�f Change A Conference on First Nations Education March 7, 8 & 9, 1995 • London Ontario Details on Specific Workshops and Seminars and Registration Information will be sent to you in the next few months. 77ris conference is open to all organizations dedicated to quality in Nalive Education <e.g. First Nations Community Scl1ools, Provincial School Bonrds, Conmumity Colleges, U11iversilies.) Mark your calendar and check your budget! � Programming For those persons given the responsibility of program delivery, support and supervision, the conference will provide information that will assist in: • curriculum development and evaluation; • designing Native Language/Cultural programs; • staff supervision and development; • meeting the special learning needs and strengths of sludenli;; • effocth·e leaching in communication, the arts and i;cience/ mathematic"/ technology; • developing problem·soh·ing skills; • recognizing and dealing with stereotypes in the classroom and in the media EARLY BIRD PRE-REGISTRATION • Daily rate of $100 per day • 30% off regular rate of $300 for three days For further information, direct correspondence to: Steering Committee, Taki11g Charge of Change. c/o 65 Mcridcne Cres., Lc11don, ON, NSX 2M2 Convtnu Romain,• llombcrry, Srecial l:duc,lion <:o-ordin•tor (ITtircdl Six Nations Rcscr"c Advlton Grorgc: Huntrr. l!r1ucation Dirt'C'lor, Wttnu�\. Firs1 Nation, Fran T11N>bondung, Curri(olum Co-ordin,1tor. Parry l.�l.\nd fi"I N.uior, Jam� Cu1!«1. lntcr1:ovcrnmcnt,11l /\,t..1n Orne-er. ,NAC. 5tou.11 t..ookoul Oi�1rkl M.-r,:Mcl Angcconcb, l\�(1ct.-nl Oircclor. Wind go F.ciuc.11ton Authorit) Vcr.1 �tyres. Rrgi.ur-11r, Gr.ind Rwtr Polytrchn1(c\l ln!U . � , Nahon.c Rt!liC-1vc, RCttc J0hni. Chairr('f�n. Wat po,r f!,l.,nd n"1 NJ1l1()r'l l1nMd n( fduc.1rion� l:.d Cunnc,r�. r;\ychl\lor,•!IC I {(',11th CtnlrC'. (.hirf'"(w.11� nr R.-m,"I R('$('n't Transforming Vision into Reality for First Nation Education For more informa t ion ca l l : S t eve Manlow ( 5 1 9 ) 642- 1 9 1 5 �PUBLIC SERVICE ANNOUNCEMENT JANUARY 27, 1 995 The 1 995 National Aboriginal Achievement Awards Secretariat is pleased to announce the creation of a new category - the Youth Award. This award will be bestowed to one young person of Inuit, Metis, or First Nations ancestry (including non-status), to honour their outstanding achievements. The recipient will be awarded a $5000.00 educational scholarship by the Minis­ ter of Canadian Heritage at the National Aboriginal Achievement Awards gala ceremony on March 3 1 , 1 995 at the Queen Elizabeth Theatre in Vancouver. This event will be televised by the CBC as a national television special on April 6, 1 995. Any Aboriginal or Canadian is invited to nominate an Aboriginal Youth, be­ tween the ages of 1 5 and 2 1 , for their outstanding achievements in any of the following categories: Arts and Culture, Academics/Education, Business, Com­ munity Development/Public Service, Environment/Land Management, Healt/ Medicine, Heritage and Spirituality, Law, Media and Communications, Sci­ ence/fechnology and Sports. To nominate a youth achiever, please write a 2 to 3 page letter strongly articu­ lating the specific achievements of the youth nominee. The letter should clearly illustrate the creativity, innovations, dedication and diligence which has enabled the nominee to successfully carry out and attain their goals, along with the nominee's name, address, telephone number, date of birth, and Aboriginal affiliation (Inuit, Metis, First Nations). Mail, FAX or courier the nomination to : National Aboriginal Achievement Awards - Youth Award Suite 508, 77 Mowat Avenue Toronto, Ontario M6K 3E3 or FAX (416) 588-9198 Nominations must be received by Wednesday, February 22, 1995 For further information, please call Cheryl L'Hirondelle at the National Abo­ riginal Acheivement Awards Secretariat at: (416) 588-3941 Page 14 Native Language in Ontario Vol. 10, No. 3 �JOB OPPORTUNITY NATIVE LANGUAGE CONSULTANTS Ojibway and Cree Cultural Centre requires (3) Native Language Consultants in the following dialects: 1 Cree, 1 North Western Ontario Ojibway and 1 Oji-Cree. The candidate should possess the following: - Ontario Teacher's Certificate or a Provincial Pennanent Letter of Standing or equivalent - Must be fluent in one of the following: Cree, Ojibway, or Oji-Cree - Must have thorough knowledge of different Syllabic Writing Systems - Must have classroom experience - Must have organizing, planning and research skills in curriculum development - Excellent written and oral English communications skills - Ability to take initiative and work independently - Some computer skills required • Must be willing to travel - Salary to commensurate with qualification and experience - Starting date to be determined - Location to be detennined - Deadline for application: Friday, February 17, 1995 Fax or mail your resume to the following address: Ms. Esther Wesley or Ms. Kim Piche Ojibway and Cree Cultural Centre 43 Balsam Street South Timmins, Ontario P4N 2C7 Telephone: (705) 267-79 11 Fax: (705) 267-4988 TRENT UNIVERSITY 12th Annual Elders and Traditional Peoples Conference Theme: "Family Growth Through Our Elders" February 1 7, 1 8, and 1 9, 1 995 Opening & Closing Ceremonies/Social at Memorial Centre Workshops at Trent University For further information, contact: Kathy Fife at (705) 748- 1 443 Native Language in Ontario Vol. 1 0, No. 3 Page 15 �TORONTO INTERNATIONAL POW WOW MAY 6th and 7th, 1995 The Toronto International Pow Wow to be held at Toronto's spectacular Sky Dome stadium will be one of the most exciting First Nations events in Canada during 1995. The Pow Wow will offer Indian dances and drummers more than $75,000 in prize money. Admission: One day pass: Adults • $11.50 Children under 1 2 - $7.00 Two day pass: Adults - $19.50 Children under 1 2 - $ 12.50 For tickets please call: 1-416-870-8000 Host Drum - White Tail Singers M.C. - Thurman Bear Co. M.C. - Allan Manitowabi Head Dancers - Youth Representatives Head Judge - Amos Key Jr. Drum Judge - John Snake Arena Director - Alan Manitowabi Coordinator - Ron Robert Administrator - Catherine Cornelius Grand Entries are scheduled for 1 p.m. and 7:30 p.m. Saturday, and 1 2 noon Sunday. All dancers must participate. Points awarded on each Grand Entry. Limited number of chairs available. Please bring your own lawn chairs. Other elements include Arts and Crafts/Market area and Food Booths. ..,,- ,. ,.,. . j. -f t � tf./�� " �f.f- • ' _✓,.tf,f-:1 , _,,.-......_ For more information contact: Indian Art-I-Crafts 10 Woodway Trail Brantford, Ont. Tele: (519) 751-0040 Fax: (5 19) 751-2790 .,. .;� '� �- ­ \�: �� � ;.�• .:::l Page 16 Native Language in Ontario Vol. 10, 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 10 (3) February 1995 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 1995-02-01 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