819 10 13630 https://digitalcollections.lakeheadu.ca/files/original/fe4fed61779267ebe44566c86c3df4dd.pdf 335df0b710197d5854141507fdf0187c PDF Text Text Volume III. Number 3 - February 1988 NATIVE LANGUAGE EDUCATION in ONTARIO SUMME'R SCHOOL /88 WELCOME TO Algonquian Lanpu1st Teacher Certification: Word has just reached the Native L1119u19e Office, that the Ministry of Colte9es •nd Universities w111 once agatn be offering year one of their Native Lan~uape Teachers' Certtftcation Pl'O!lraa in the su-r of 1988. In response to this infonnetion, lakehtad will now accept new applications to this progra•. Enclosed with this newsletter, continuing students wtll find a copy of the prel1•inery app11caUon fol'll. N. L.I. P. ! So " )'Ou vut to be a 1111tive l•....-a• teacbar 1f you vnn t to tench l""'Ple> vloo do know H you v1111t to tHch people who '6 J1AS blow ...the,. SUDier Faculty /88 Staffing of our t11c;hi~ tea• for s - r /88 ts perttally cO!Rpltte. We re pleased to announce that the followin9 teachers are planning to work with us this year: Lisa and Randy Valentine, Lena White, John O'Mtara, Larry Beardy, ltncla Shapiro, Michelle Stevens, Delores W.wie, Steve Chase, Charles (Chuck) Fiero, Dave Nlnc:ekivell and Lorraine Mc;Rae. A few others are undecided es yet. but .e should be able to announce their na111es in the next news letter. lan111..., 10 tht. ...,.. the 1...111•1•. 10 thia ' . 1te1bter io the llat1Ye aa a Pirat l.anl""a• (llAPL) diploaa pro1r-. "Institute• Courses We're rather excited about the courses being offered for NLIP greds this s-r. They are n follows: John O'Meara wtll be teaching NL 2713, AlgorcJuian Linguistics, a course that explores the var ous languages In the Al90nquf1n fa11ily, thetr hfstorical and geographical place, and the ways they are both si11ilar to and different from one another. (Required: graduation from NLTC or NLIP or per111tssfon or instructor.) Lisa Valentine is sc~eduled to teach NL 3251, Translatton. This course will deal wTU\llii theory arid practice of translation, parttc:ularily between Engltsh and OJI• or Engltsh and Crtt, and work out SOIDI of the practical difficulties tll&t 111y be encountered. (Required: graduation froai NLTC or NLIP or permission of fnstructor.) Note to AQ students: E1ther or both of these courses NY be UHd as prerequi1ite1 for Algon· qutan AQ courses at levels 2 or 3. llegietar 111 the ll•tin •• a Second Lllngu•a• (llASL) diploaa Pll'Olr-. WEDD\ NG BELLS Two llC!llbers of last s-r·~ faculty are planning to be 111rrfed th1s spring: Steve Chase •i 11 1111rry Beth Clarkson on June 18th and Peter Styffert and Ann Osborn are p1ann1 ng an April 9th wedding. Congr1tul1t1ons and best wishes to both couples. We wish you hone)'lllOOnS that are full of happiness, but not so long as to keep you from NllP (88. Confused as to WHICH program you should enroll 1n at lakehead University this coming surrmer? Steve Chase has tried to make it all very simple-­ just follow the road! (If you're still confused after studyipg this, phone our Native Language Office for more information.} Miikwehc, Steve! ANNOUNCING Tht Eilbth Amlllll INTERNATIONAL NATIVE AMEJUCAN LANGUAGE ISSUES INSTITUTE 11111• a.11. 1!181 Tcmpc Mbsloa Plllns Hotel Tcmpe. Ad&ona CID ror pepen U.S iqlllnUoe mlodlll • M ..W la .... 1....,.. Por l\ulllof 181-Uoa. - . c i : Mn. IC.&tblyn S. Btpyt 1"41an li411C1tloB Ulllt Arlzo,. Doponmt111 ofU-tlon 1535 Wost Jtlf...- SUnt Phomb<. ~ tS007 (602) :?SS-0'1 ct loll.Int la AZ: l-«J0.352-455' Mrs.Shlde)'.,.... Na. Hallao c;,_ NWOfllce Alaonq.,Jaa Conference. Interdisciplinary. Meets annually during the last wcclc:end in October. 1988 meeting: Onawa, Ontuio. Cont.act: . Williun Cowan, D of Linguistics, CarlemU, Onawa. Canada KlS SB6. Papen ot the AJgonqulaa Conference. The papers of the 6th Algon­ quianConfetence (1974) weicpublished by the National M~umofMan, Ouawa; papers of the 7th and all subsequent confei-cnces have been published by Carleton U Press. Forprk:es and availability write: William . Cowan, D of Linguistics, CsrlelDn U. Onawa, Canada KlS SB6. P.0.90ll96J ChocU•. OltlUonle 7lOlO ('405) 76M6SO m 1694125 AJ&oaquJan and lroquolm Ungulstlcs. Newsletter. Four issues/year. $5/)'car (US dollars to US addresses). Editor: John N"ichols. D ofNative SIUdies, Argue S46, U of Mmilobe, Wumipeg, Clnlda R3T 2N2. �Copied from THE PETERBOROUGH EXAMINER, 28/11/87 Nativ~ childr'o l.eafning native Ojibwa · program at Curve Lake School. At 31, allbouab lhe UD· BY CECILY ROSS derstands Ojibwa, &he speaks very little. Bul bet per· Examiner Staff Writer enls do and Jacobs hopeslier childien will too. Twenty small childreo at Curve Lake School art Jacobs Is f11111 ill her belie{ that native lallguage pro. learning about deer llOllp. Sittlna crass leJ&ed on the grams are a vital link with the ~t. floor, tfiey stare intently at flip cfiart drawmp of meat "The voice of our land Is ia our language." lhe says af· and vegefables. ter listening to Knotl "That Is why we must lleYtr lol!e Each Item Is labelled with a strange combination ol OW' ~e. U we do we lole our connection with the vowels and conSonanta - zbaguagwfzb, clililem, waa· land." ·· ashkesbi · ·· When Jacobs' parents were in school Ibey were pww~ at a ~en and Grade 2 pupils ished fOC" sptakilig their native ~ge, &lie said. The point to the wonn·anc1, in the soft gutteral Ojibwa !hat · commonly held belief was that speuiiia.Ojibwa would mast were introduc:ed to lea than 12 weeb qo, tMy Ill· interfere with their abilit to leanl_Eagllib. let the lncomprehenalblesOllDds. Kea Ucker1 a native sludies officU' at the Jll'QYindal The children at the hrlH'OOm native school north or minlslry ol eoucation, said that priorto 1rn tlie governPeterboroQgh art learning to speak OJibwa •part of a meu~- phlloeophicll.apciroacb fo.native.educatiGa waa minislry ol education pilot program that begail in·Sep- · · cha.ra~ _by a patemaliltic desire to "usimilate'' !ember. native populations. Their teacber1• Bubbles Knott, a soll•poken middleTben in the early 1971B, wheo Jan Qiretlen wu mioaged woman wit11 short brown hair aad &JI llllUlllllling ister of Indian affairs, Canada's National Indian Broth- manner, says the language Is difficult toteadi. erhood oubllsbed a docwneut entiUed Indian Cclatrol cl Knott is a member oC the last generation or native Ca· Indian £ducation. · nadians fluent in their native language. SI~ the Its authon stressed the impOrlance of native Janstaff kltcMll after the claas, lhe ~ID a uncer· guage instruction for native chifdren: lain Engliah about the speed with whicb the Chi! are "Language... is the principal means by whicb the grasping the difficult la~ge. members of a society communicate and~ tnrorKnott coatends native dliR!ren have &JI illberent 1biJ. mation about culhft. Native languages an unity to learn Ojibwa, that they have a ~led famil· told riclmesa or the human a~t. bull up piece by piece iarity with the to~ their grandfathenatill s~. over thousands of years "tbedocwneot stated. The teacher believes that 11 the Qirve Lake children With Its emphasis on lettlna Indian people assume reare Introduced to the ancient language they are forging sponslble for administering fheir educational pro-' an intangible link with e. grams, the paper became fhe basis for a new DOiley on "l have two meparate ties;" she sayt the native eduCatioa, Licker sald. "Clearly asslmlJition· words coming aloWly. " y lleO(llllllty ~es I wasn't~. ao they abandoned it." s~ Ojibwa. I feel clllletenlly.'' ' ' A IChooi •Clllric:ulum bipl\gbtlng Wilm8 Jacobs Is c:o-ordinlitinl the native Juaua11e · •J:!\e tbelr=ta own * native heritage wa~ developed and 11 now in place acl'OllS the countrv. But "drastic action" was nec:ess8ry to prevent native languages from dving out, Licker soid. · "Unless we were willing lo do something within five to JO y.ars lhert wouldn't be any poinl because the language concern wouldn't be there anymore." · Five years ago, the ministry !Jellan the complicated task of developing standardized •Tilltn versions or the m)Tiad dialects spoken by native C•· nadians. Texts and materials had lo he ere· ated from scratch and language edu· cation pl"Ol{rams developed to train teachers. Knott. already fluent~ s~nt the last ~ve summers in Thunoer Bay leam· mg to teach. The ·pilot program began in natn·e schnols acl'O.!IS the province last SeJ>' len.ber. Native education commit· tees have until September 1988 to fu.111 • tpt~•nt•nt ttt. ~"-'•!"'• if'll in. mor k1 arten to vraae •· Native nguage programs will eventually be availalile right up to Grade 8. Licker said. In the early grades, the program ·concentr1tes on oral language, but from Gr1de 4 to Grade I a fulJ written curriculum will be included. Developing the program has been a complicated"" and expensive task laboul $200,000 for materials alone. Uckerestim1les.> Dealing with laneuage. partic· ularly 1 strong oral tradition. is a verv per!IOC181 thing, the education of· ricer said. "There are many vagar· ies II has to be Oexible." Ojibwa i5 nol the only language iJe. ing \aught in Ontario ScbooTs. Native children are learning to •lll!•k CrtiP, Mohawk, Oneida and Delaware, Licker said. The language programs are not compulsory but an incentive grant of $200 for every student involved in the program is available to native educ•· lion commlltees, Licker said. John MacDonald, principal of Rid· palh School in nearby Lallefield. is also principal al Curve Lake. <Indian bands in Ontario purchase educatio­ nal services from local public school boards. I MacDonald is enthusiastic about the language pragram at Curve • Lake. Althouah he does not understand Ojibwa, be says he Is impressed by the "spiritual quality" that Jacobi and Knoll bring to the leaching of the language. The Children at Curve Lake school ha\•e t..I learDina about traditional fnd"tari seuona. .September corre­ sponds with "the harvest m0011:" Oc· lobcr is called "the falling leaves moon.•• "This is the lime of the freezing moon," Jacobs explains in a proua and reverent voice, "• time when the rivers and streams l,legin lo freeze. · • "Olibwa is a rich lqua11e, 1 beau­ tiful la111tua11e." she &0!$ onto say. "Heaven forbid if v.-e &llould ever lose ii." Note : Anita (Bubbles) knott (NllP /85, Ml.TC /86) wil 1 be known to 1111ny of our readers as a s.-r associate teacher at Lakehead University. E>OOKS 1N "P'RINT Teaching the Indian Child: A Bilingual/Multicultural Ap­ proach. Edited byJon Reyhner. Eastern MontanaCollege, 1987. 280 pp. No price indicated. [lnfonnation for teachers of Native American students on bilingual education, the history of Indian education, curriculum, oral Iiierature, and allied topics. The editor is Coordinator of the Title VII Indian Bilingual Teacher Training Proeram at E Montana College. Order from: Dr. Jon Reyhner, Division of Elementary & Secondary Education, E Montana College, Billings, MT 59101.J SIL Publications In Linguistics. Granunars, dictionaries, and olher macerials on nwnerous American Indian languages, particularly C and S American languages, prepared by members of the Swnmer Institute of Linguistics. For a catalogue, write: SIL Bookstore, 7500 W Camp Wisdom Rd, Dallas, TX 75236. Howard,RayE. Ph.D., U ofNew Mexico, 1987. Navajo Bilingual Educaiion in Action, a Qualita1ive Study ofTeachers at a BIA Bordertown School. 290 pp. [Attitudes and methods of teachers at one Indian boaiding school, located near but not on the Navajo reservation. DAI 48(5):1174-A.] [Order# DA 8718487] Children or Cottonwood: Piety and Ceremonialism in Hopi Indian Puppetry. Armin W. Geertz and Michael Lomatuway'ma. U ofNebraska Press (American Tribal Religions serie~ 12), 1987. 4l:pp. $14.9S(paper)/$24.9S(clotb). {Hopis descnbe.the.mechamcs, perfonnance, and significance ofpuppet ceremomes m a ~umber of ~ts, with Hopi and English on facing pages and exiens1ve annotabon by the compilers. Also included is a glossary of Hopi technical terms. Order from: U of Nebraska Press, 901N17th St, Lincoln, NB 68588-0520. Add SI.SO for shipping.] 2 �·­ ATTENT\ON ALL IROQ.UOlS f - Three years ago, when the Native Language Teachers' Group was divided {Iroquois to UWO in London, Algonquian to Lakehead University in Thunder Bay) the calendared course descriptions for Iroquoian languages were Nput on hold• by the Senate of Lakehead University . That is, it was agreed that the courses would not be taught nor would they be removed from the calendar for a three year period. - That period is now completed, and Lakehead is once again examining the need for these courses. Courses that are not being used are usually removed from the calendar. Once courses are removed, it would be extremely difficult to reinstate them. These are "credit-bearing" courses, and should not be removed without due consideration being given to any possible im­ plications of such a move. - The Native Language Office at Lakehead is therefore going on notice by means of this newsletter announce111ent, that we are consider­ ing dropping the Iroquoian courses from our calendar. This is an open invitation to anyone who has advice or infonnation on the subject, to write or phone us about it as soon as possible. We will take all comments into serious considera­ tion as we make a final decision. ~tSEA"RCH NOTES The research project to study the Native Lan~uage Education needs of the reserves and reservat1ons in the Lake-of-the-Woods area (see niap) is now completed, and a copy of the fina~ report on Canadian findings and recoanendat1ons ha~ bee~ sent to each participating band. The Un1vers1ty of Minnesota at Duluth, who collaborated with Lakehead University in the study, is presently seeking funding to implement the reconnended work, vi z: production of videotaped Ojibwe language lessons geared to the fa~ily--le~sons ~ich the whole family can study together ln their own home. Part of the final report included a "~rotocol" which is reproduced on the back of th1s paae because of potential relevance to other similar projects in the future. The Northern Nishnawbe Education Council (NNEC) and Wawatay Native Communications . Soci~ty h~ve, in collaboration with Lakehead Un1vers1ty, JUSt submitted a proposal for funding to develo~ distance education delivery of a four-cred1t university program in Native Languages to remote colll11unities in Northern Ontario .. If accepte~. this project will enable university courses in Native Language studies (e.g. Al 1210, Al 12~0, NL 3251) to be taught from a distance e~ucat1on centre at Lakehead University, and rece1ved by students in northern conmunities ~Y means of telec011111Unications (teleconferenc1ng, computers, videotapes, etc.). We are ex~ited ~Y the possibilities distance educat1on ra1ses, a~d. anxiously await the end of March, when dec1s1ons on proposals should have been finalized . lMPORTANT NOllCE IN THE BEGINNING-- LANGUAGE Condensed from an article by John Noble Wilford in "The Globe & Hail", Dec. 19, 1987, by George Onwuasoanya, Native Language Research Assistant. In this article John Noble Wilford highlighted the fact that there has been some joint efforts by paleontologists, archeologists, linguists and others to discover human origins with a systematic analysis of the roots of the world's knO\m languages so as to reconstruct the primordial language, the mother tongue of all humans, but this search has so far proved abortive, and over time languages have kept changing beyond easy recognition. A few linguistic experts firmly believe that by analyzing the evolution and approximate sound and meaning of certain words, they have recon­ structed the basic vocabulary of a remote ances­ tral language that modern man has never heard or seen, which they call nostratic, a language spoken in Middle East between 20,000 and 12,000 years ago. It was from this language that many world languages evolved. From this technique, other linguists report to have reconstructed the root languages used by different peoples like t he early Americans, and Indians. Based on this work, Vitaly V. Shevoroshkin a linguist of the University of Michigan is carrying out a research that can help him find the primordial language with the view that the ancestral langu­ age spoken 25,000 years ago could be of help to this discovery. Such a search for relationships in language could be of much help to the larger study of hUlllan origins by anthropologists an~ th~ ali~e in their research on humans and the1r migrat1on across continents. Winfred P. Lehmann a retired professor of lingu­ istics at Austin University, Texas said that through language study we can learn prehistory and people's culture. Lehmann is of the view that all languages were related 25,000 years ago but these conclusions were unconvincing. Scholars of the 19th century made the first leap back of using the ancestral language in study of modern languages through comparison of the two languages from which they derived the root for languages. Professor Dolgopolsky a soviet linguist, in 1983 examined 140 languages of Europe and Asia and by statistical methods identified and in­ ventoried the 15 stablest meaning in some langu­ ages for examples, 1 - me, two - pair and so on. In this way, Soviet scholars established that nostratic for "l" was "mi" and for "me" was "mi-nv" etc. In a recent article on natural history magazine by Professor Ruhlen titled •A Guide to the World's Languages• published this year, he wrote : "There is strong evidence of three migrations in that each of the three new world families appears to be more closely related to language families in the old world than to · either of the other two new world families. Goon NEws FOP. SYLLAn&t$ Use'RS Grant Stephenson is happy to announce that the syllabic template project is nearing completion. Two years ago, Grant undertook a project to design and produce a clear plasti c template (rather like a large ruler) with which one could make titles, signs and lettering in syllabics. After many, many difficulties and setbacks, the technical work has been completed, and the tem­ plates should soon be available for purchase. Watch for infonnation on cost and ordering in our next newsletter. NATIVE LANGUAGE EDUCATION IN ONTARIO is an occasional Newslette~, published by the Native Language Office Lakehead University, Thunder Bay, Ontar10, P7B SEl, and mailed without charge to students registered 1n the Native Language Instructors' Program at L. U. 3 �l'HUIUt;UL ' (pertaining to the proposed pilot project "Using Technology t o Facil i~ate the Acquisition of the Ojibwe language within the Cultural Context of the Oj ibwe Nation.") I. Target Population (to whom is the learning material addressed?) THE LEARNING MATERIAL IS TO BE DESIGNED FOR FAMILY UNIT GROUPS WITHIN THE DESIGNATED OJIBWE DIALECT AREA WHO WISH TO BEGIN OR CONTINUE THEIR ACQUISITION OF THE OJIBWE LANGUAGE AS A FAMILY PROJECT. It may be that once developed, the material will prove useful to other groups or individuals as well (e.g. teacher trainees, and other students within the Human Service Professions, linguists, anthropologists, etc.). However, it is important that the primary target population be kept sharply in focus, not only to ensure its direct impact on this group, but also to prevent any possible bias being built in by adaptation to a spectator's point of view. Implications for the developers: (1) Topics and activities might be selected to reflect the interests, needs and capabilities of the whole family. For example, a dramatized segment might include an activity representing a fair cross-section of parents, grandparents , teenagers and young children, each taking a role approp­ riate to his/her own communicative reality (mealtime, a family outing, etc.). An activity segment might suggest language tasks that a father or mother could organize for the younger children in the family as "homework". In short, the family group should be learning to support each other's learning. (2) Each lesson might contain material basic enough to get a beginner started in the language, and challenging enough to suggest to a semi-fluent speaker wa)Sin which he/she can continue to learn and develop in the language. (3) Dialect variation within the target area (see map) might be represented (perhaps dramatically, through visitors to the family, or instructionally as asides about alternate pronounciation) but the main dialect presented should reflect the normative (i.e. not the exotic or unusual) speech of the area. ­ II. Instructional Objectives (what are the lessons intended to accomplish?) THE LEARNING MATERIAL IS INTENDED TO DEVELOP INCREMENTALLY THE LEARNERS' ABILITY TO UNDERSTAND AND SPEAK IN THE OJIBWE LANGUAGE, THROUGH BALANCED ANO GROWING COl+IUNICATIVE, LINGUISTIC AND CULTURAL COMPETENCIES. There are three pitfalls into which the unwary curriculum developer tends to fall, that work against the objectives stated above. These ar~ (a} talking about the language rather than providing instruction and practice in us1n~ the language, (b} si~ilarily, talking about the culture instead of prov1 ing models of cultural behaviour that t'lii'learner can imitate*, and (c} stressing the learning of vocabulary without integrating it into phrases and sentences with implications for use in real conversations. Implications for developers: (l} Conununicative competence implies that the language being taught will be useful in real-life situations, and will equip the learner to actually be able to c011111unicate with Native "°nolinguals. Developers might ~tart by asking themselves what people in such situations might really want to be able to say. (2) linguistic competence implies that the whole range of Ojibwe language structures be kept in view, and included, a few at a time, until all eventually are mastered by the Students. A linguistic consultant is indispensible in assisting with this aspect of the curriculum. ( 3) Cultural competence implies that the learner will not merely learn to speak the language, but will at the same time be learning how to use the language in culturally appropriate ways, so that while talking Ojibwe, he/she will also be behaving in a proper Ojibwe way. Developers must use imagination and sensitivity to introduce elements of culture suitable to the age of the learner and the language he/she is learning to use at any given time. III. Orthographic Standard (what writing system is to be used?) It is not expected that there will be much emphasis on the written language because the instructional objectives already discussed stress the aural/oral aspects of language learning. However, it is important that any written material be presented in a consistant and widely accepted fashion. Therefore, THE ORTHOGRAPHY USED IN THIS PROJECT SHALL CONFORM TO THAT USED IN THE NATIVE LANGUAGE INSTRUCTORS' SCHOOL AT LAKEHEAD UNIVERSITY AND REFERRED TO BY THE RAINY RIVER COMMUNITY COLLEGE OJIBWE SPECIALIST PROGRAM AT THE "DOUBLE VOWELL" SYSTEM. Implications for developers: The Algonquian linguist at lakehead University will be available to assist in matters pertaining to orthography, and will do the final edit of print material for publication throughout the project. IV. Proportional Native Involvement (who will take part in the project?} To the greatest possible extent, administrators of this project will ensure that BOTH AMERICAN AND CANADIAN NATIVE PEOPLES OF THE DESIGNATED DIALECT AREA Will HAVE THE OPPORTUNITY TO PARTICIPATE ON A BASIS PROPORTIONATE TO THEIR POPULATIONS. Implications for developers: Keeping the bands and convnunities informed of the work, problems and accomplishments of the project team as it progresses in its work will give the area "ownership" of the project, and will not only provide a forum for potentially good suggestions from the field, but will also provide a climate of receptivity to the finished material at the conclusion of the project. A newsletter to bands and conrnunities might be considered. * It has correctly been noted that one cannot teach language without (automatically) teaching the culture. Unfortunately the reverse is is not true . All too often plans to teach language AND culture develop cultural lessons in some death but evolve to an almost total neglect of language teaching. Developers must be on guard against this phenomenon. od" �·­ NOTICE BOA"RD Applications are invited for a probationary (tenure track) appointment in Algonquian Languasa Studies. affective 1 July 1988. Thia poai ti on will b.e c rosa appointed to Education and Languages. Prefer­ ence will be given to candidates holding a doctorate. with field-oriented studies concen­ t r ated in Alongquian linguistics. Candidates having an equivalent combination of academic credentials (a completed Heater' 11 degree in lingui11tics as a minimum) and strong field experience will be considered, A teaching certificate and relevant successful experience in Education would be an aaaet. The succesa­ ful candidate ahould e~hibit a record of research and scholarly activities. with an awareness of apd sensitivity to the culture of Native people. Duties will include an appro­ priate combination of undergraduate and gradu­ uate teaching, research and scholarship in Native Languages and Native Teacher Education. Rank and salary will be co1111Densurate with qual ifications and experience. Send full cur­ riculum vitae and the names of three referees t o Dr. Dianne Co-on, Dean of Professional Studies. Lakehaad University, THUNDBR BAY, Ontario, P7B 5El. Jn accordance with Canadian l11110igration regulations this advertisement is directed to applications from Canadian citi­ zens and permanent residents. DISTBBCE EDUCBTIOD SYmPDSJDm LAlC&HBAD UNlVBRSIT!. ~ maecu 21. 25 tsao BT LBKEHEOD UDIVEBSITY THODDER BBY, ODTBRIO RESEBBCB BOD DEYELDPmEnT PBIDBITIES ID CBBBDIBll DISTBDCE EDDCBTIOD This symposium is spom;ored by CONTACT NORTH/NORD, LAKEHEAD UNIVERSITY ond CONFEDERATION COLLEGE FOR FURTHER INFORMATION,.CQNTACT: Distance Educ.ntion Symposium Coordinator Faculty of Education, LD.kehead University .BQUAL OPPORTUIUTI BHl'LOl:JlR Thunder Bay, Ontario P7B SE l Telephone: (807) 343-8705 Teacher of Dative as a SecQDd Languaga-­ lroquqian Will be offered by Tha Faculty of Education University of Western Ontario. Lend.on In July, 1saa If you ore Interested and would like more tnformel1on please contact your Bond office or Reg Henry, She NaUons Reserve S 19-759·2650; or Del W.olsey, University or Western Ontario 519-661-3162. Written 1nqu1Mes may be forwarded to: Del Wolsey, Coordtnator,NLTC, Un1vers1ty of Western Onter1o, Faculty of Education, 1137 Western Road, London, Onter1o, N6G 1G7. ki.skinahamawakan.-dcimowinisa /Student Stories. Written by Cree.Speaking Studws, Edited, Trualatccl ud with a Glaauy by Preda Ahenakew. 1986 [~1 76 !NB: for IM~ edilion. zu Reo4as and Stlldy Guida 4/ ORDERS SHOULD BB DIRECI'ED TO: Voices of Rupert's Land c/o LiDguistic:a Deputment s 7.5() Prof. Verna J. Kirkness Director of Native Indian Education Faculty of Education University of B.C. Vancouver, B.C. V6T TZ5 Phone: (6041 228·5854 (604) 228·5240 University o£Muitoba WINNIPEG, Manitoba R3T2Nl Cau.ada 5 �1988 TESL CANADA SUMMER INSTITUTE CONCORDIA UNIVERSITY Montreal, • ADMINISTRATION OFFICE CHIEF ETHER DEL.EARY Canada First Term Courses: July 4 - 21,'1988 Chippewas of the Thanies First Nation R.A.11 MUNCEY'-ONTARIO MOL 1YO 1EL (5111) 264·1528 ~ebec, Second Term Courses: JUly 25 - August ll, 1988 TESL Canada sunvner Porum: July 22, 23, 24, 1988 POOITI<li AVAIIABlE: Native Language Teacher Mt. Elgin School R.R. I 1 Muncey, Ontario OOirlYO Fluent Oji..bwe Speaker. Native Language Teacher Training. sone University training or equivalent. Linguistic training, To teach the Chippewa/Ojil:Me dialect. To teach pre-kindergarten to grade 8 students. To work in conjunction with the classroom teachers in the teachin9 of the language. Willingness to volunteer for extra-curricular activities. LANGUAGE EDUCATION IN CANADA: FURTHER EXPLORATIONS OF COMMON GROUND Sponsored by CONCORDIA UNIVERSITY TESL Centre and TESL CANADA' Send written Pesuire to: COURSES: CH1PP&1AS OF THE THAMES FIRST NATlOO A variety of three-credit courses will be offered to students at the under­ graduate and graduate levels. Under­ graduate students may earn a maxi.mum of six credits in each term. Graduate students may earn a maxi.mum of three credits each term. R.R. I l MtN":EY, CNl'ARIO OOL-lYO The courses given are from the B.Ed. TESL, the -TESL C~rtificate, the Certificat d'enseignement du fran~ais langue seconde aux adultes, •and from the M.A. in Applied Linguistics. For detailed information about programs, consult the Concordia calendars. Students from other universities should confirm with their home universities tha~ course credits can be transferred to their programs. NA111'f: /,AN<;g!l(;I-. l'NO<;RMts Of' FlH 'CA110N 1';.tCl'I. n· Lakehead Universi~y '/7>1111<k~·/l<!l: 011tm"kJ, ('.a11adn l»•J11/<.••I• / ..II ~I I COURSES INCLUDE: Stuc1ents workincr toward their a.A. at 1.akehead Uniyersity may now work tq.rotd a "minor" in Native I.arsuaae Studies. For concw:rent D.A./B.F.d. students, and those B.A. students WC> plan to take a B.F.d. aft.er they receive their a.A. deqree, there nay be interesting .i.nplications for their dloice of "teachable subjects" at the Intennediate and Senior levels. 'lbere ~ 2 routes to a minor in Native lan3ua9e Smiles: 1) for fluent speakers - these students wculd oalbine Algonquian courses (prefixed Al in the calendar) with Native. language courses (prefixed 2) for non speakar& and ~d CXIOOine Natl.Va NL) Oj il::Jwe ~ to oa11>lete non-flue.nt speakers - these stuclents I.anJua9e Courses (prefixed Oj) with 0Jurses (prefixed For either ro..ite, the requirement is as follows: "An their minor. , · NL) , Heritage Language Programs Language in Native Education Program Evaluation Language Acquisition Bilingual Education Testing and Evaluation Language and content Computer Assisted Language Le~rning and Teaching Practicum in ESL Methodology for ESL Comparative Phonetics Modern English Grannar Analyse et creation de materiel didactique (!'SL)* Introduction a· la didactique, fran'iais langua second•* for a minor in Native I.anguaqes avar.sll avetage of 60t or higher is required in of 3 full c:curses beycnci the fil;st year the equivalent level. 11 students interested in p..irsuinq a Native Language minor should identify themselves to the Coordinator of Native Languages durin;J their first year of studies in order to plan course selection that will enable then to meet this requirement. * Taught in French B. Barclay TESL centre Concordia University 1455 DeMaisonneuve Blvd. w. Montreal, Quebec H3G 1M8 Canada Tel. (SU) 848-2U9 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 3 (3), February 1988 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1988-02-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/6871a8872ee6c17d3c5a742f13e50386.pdf bad1223f371ea5d098efcddf88e9383f PDF Text Text Volume III, Number 4 - March 1988 NATIVE LANGUAGE • ONTARIO EDUCATION· 1n HEN 'R\ETTE--SEY FFERT SEEN ON A ~UL.LETlN ?>OA"R]) 'PRIZE ESTA'8LISH£I> Graduation time, 1988, will see the inaugura­ tion of a prize for excellence in Native Language studies among the students at Lakehead University. The prize has been donated in memory of Dr. Henriette Seyffert, whose vision and hard work brought Native Language programs to Lakehead University. Dr. Seyffert was chairman of the Department of Languages in 1981 when the Native language Teacher Training (NlTT) program, directed by DIANO, was transferred to Lakehead University to become the present Native Language Instructors' Program (NLIP). Active and interested in Fine Arts education, and a teacher of French language and literature within the Dept. of Languages, . she took a keen interest in the Algonquian language courses needed as part of NLIP. Recognizing that a full-scale language program of Native Languages at the university level also required a variety of advanced courses, as well as basic introductory courses for language learners. Within a few weeks she had drafted course descriptions for all the Native language courses presently lfsted--rri our calendar. It 1s a n~rk of her sensitivity to Native language issues and her grasp of good language education that through the years these course descriptions have served us well in all the various directions we have taken. Or. Seyffert realized as well that new pro­ grams require funding, and worked tirelessly and sacrificially to establish a research fund for Native Language projects. She was never too busy to listen, think about, and advise on any Native Language concerns brought to her. In the sunvner of 1986, Or. Seyffert succumbed after a long hard bout with cancer. She is missed, and will not be forgotten by those who knew her. For those who did not, the memorial prize will keep her name alive among the students of Native languages for whom she worked so hard. Terms of reference for the awarding of the prize read as follows: Dr. Henriette Seyffert Memorial Prize in Native Language Studies Established in 1987 in memory of Dr. Seyffert who was the A10ving force behind the establish­ ment of Native language studies at Lakehead University. Awarded to the student who has completed a minimum of three full course equivalents in Native language Studies at this University, and whose average mark, computed on all Native Language courses com­ pleted, is the highest for the year. No student shall receive the prize more than once. DELAWARE LOSS MOURNED Word has just reached us of the passing of Ethel Peters, Delaware language teacher. Ethel was one of the very first group of language student-teachers, back in 1974 when NLTT began. She, along with four other students, fonned the first class, and her good humour and hard work­ ing concern for the preservation of Delaware were clear to all. Ethel was always a "lady• and set.high standards for those who follow after· her. We mourn her loss. Teachers--Please try to avoid: 1. excessive use of orders, opinions, questions. 2. saying more than two things without waiting for a response. 3. speaking over or under the learner's level of conmunicat1on or co11tprehension. Something to think about! :O:E:P.~:R::rn:ENT or .c...it.NaU..\a:E~ · 1988 Summer Cou.rse NL Seminar 3251 'l'HEORY AND PRACTICE OF TllANSLA1'10~ Trarttlntlo" theory wlll be •rplled lo lbe pr1c1lcal problem• of l111a~ln1lns from l!nallsh lo aa A110114l11lu 11.11111•1•, and lroaa aa A11onqula.a. la11111•1• to Enalilh. . Ltclttr1r: Li.fa Val1nti1111 U1dt11rsll1 o/T•xa.r aJAwtlli Tu111: 10:00 • 12:00 "ootiMTWTF JulJ4·21. Pot tu~ JAl'o~~ call Ibo Nlllln Llquaae o~ • i _· !ft (807) 343·854Z .. Lakehead Unlversity~ ... exc~l~nce in erlu~ation ."HEL'P REQUE·STED A number of news1etters have been returned to us marked •moved--no forwarding address". Please, send us your change of address when you move. in order that we may be able to keep in touch with you. Aalong the •missing• at the moment are: ·Barbara Sutherland Elizabeth Schuchert Agnes Hunter Barbara McDonald • Bertha Metat Agnes Hardy Ji11 Fox Anyone knowing the present address of any of these folks is requested to drop us a line. THIS IS SERIOUS. If they didn't get their newsletter, there's every chance that they have not received their summer programs package eitherl Thanks for your help! NATIVE LANGUAGE EDUCATION JN ONTARIO is an occasional Newsletter, published by the Native Language Office, Lakehead University, Thunder Bay, Ontario, P78 5E1, and mailed without charge to students registered in the Native Language Instructors' Program at L.U. �.. REPORT ON VlSlTS TO SC.HOO\..S Marva Ho11ala and Mary Mitchell have been busy visiting Native language classrooms in the past few weeks. They are trying to "make it• to every teacher who went in a teaching schedule last fall. The following are sOllle highlights of the v1s1ts: Marva visited: Olive McGregor, Birch Island, is using team activities, singing activities and student-turned­ teacher activities in her classes. She showed Marva some of the materials she had obtained through various contacts reaching as far as Minnesota. Sharon Boissoneau, Garden River, continues to develop materials and search for new activities. Her older students are involved in material developt11ent as well. Mary Otakwadjiwan, Sault Ste Marie, is conducting effective circle singing and activities with her students. Maryanne Endanawas, Sheshegwaning, has been keeping careful and detailed records of her lesson plans in binders, filled with good ideas. Her students are perfonaing "impressively". Mary visited: Bernice Greene, Shoal Lake, has a very heavy schedule of language classes throughout the day, and manages to provide different lessons for each grade, suitable to their interests and ability levels. She travels to the classrooms to teach her classes, and each room has an area in which she has arranged interesting OJibwe language displays. Nora Hiller, Morson, is also teaching several different grade levels, and providing different lessons and units for each one. She shares a classroOlll with the French teacher, and the Native language charts, pictures and displays she hes organized on the walls are very professional lookina. Margaret Big George Stevens, Atikokan, teaches a high 1choo1 credit course 1n the hi9h school on Monday evenings. (One of her student• 11 10 interested that he's th1nking of coming to Lake· head Univ1r11ty to continue his OJ1bwe l1ngu1gt 1tud1tsl) Margaret'• 1nthu1f11m ~s contagious, and 1ht work• hard with her 1tudent1 on pl"Onoun• c1U1on. Sh1rlty M1sh1b1n1J11111 11 t11ch1ng at Conf~dtrat1on Collett 1n Thunder 81y. Thtrt wtrt n1nt 1tud1nt1 1n th• c1111 th• n1ght Miry v111t1d. Tht c1111 h11 b11n runn1nt 1inc1 J1nuar1. Sh1r11y 1nv1t11 1"11ourc1 "'oP1t 1n from t1rnt to t1Mt. Tht c1111 ru~• from 7•f130 ~.m. each W1cln11d11 1v1n1ng, Janet 8r'uy1ri 1 ,ort ,r1nc11 1 t11ch11 a number of d1ff1r1nt c111111 1n two d1rf1r1nt 1choo11. She 11 1nJoyfn1 her ftr1t year of teaching and 1xp1rf1111n\1n1 w1th ntw 1d111. TEACH I NG Tl'PS A recent practfcUll assig11111ent submitted by Caroline Comegan, Big Grassy, Ontario. included such helpful pointers that I wanted to pass them along to Newsletter readers. (Thanks, Caroline!) l. Never teach Just words but use known struc­ tures to introduce new vocabulary. 2. Use body movement {doing actions). It helps students to remember language. It is very effective in language class. 3. Don't translate songs into Ojibwe word by word. Hake up your own words but use the same tune of the song. 4. Never put big X's on their activity sheets or tests. Don't count how many mistakes they make but count how many right answers they have, 5. Praise their efforts and achievements . 6. Never attack a student but attack the problem instead. 1988 Bu.mmel' Cou.l'ses Ollbwe201! Oiibwp3QJ! FIBLDSTUJ>Y OJlDWE IMMERSION Ulll1 U •Aqua& H) Uult•») ,.,._ iwo 11111 oouna hi•• """ d..lpcd to 1111p lht 11ud1n1 •ra111d• hie/her nunq 11 1111 OJlbwt lllllUll•· In OJ. 201 l, ea 11\1d1111 wll work wllh a ft111t helper IO lunl Ind pTICtlOI fa lllt dllltcl ot choice, wldl GOUrH inttNctotl • ONCfllco1111lt1D11. 111 OJ. 30ll, 1tude11ta will 1ppl7 lllt 1klll1 ...... Ill Illa n111- IO 111 lndlvldulllled 1ulde4 pl'Ojlcl. 'l1INt counu 119 ,_. . _ wl&h '°"''_prior llllowlldp of OJlbwt: •eou... OJ, 1010 and OJ, IOla 8' • ...i.nu1n11p11un m: .................................,Ojlbw. ,_,..., ..,....,_ 11111111 N..aw LM1•1pOm.t (107) 141·1~41 - · Lakehead University_ &""'11G1 iii etiuctltio11 · NL\'P STUDENT WlLL "BE MISSEl) We are sorry to report that £111111 Oskineeg1sh pa11ed away fn January, after 1 battle with cancer. E111111 had completed three years of her NLI program 1n Net'1ve u a F1rst Languaoe. Our sympathy goes out to her family and personal friends, We were glad to have known her. She wi 11 be 1111111d. DEADLINE June 10th 1s the deadline for receipt of co1,1pleted application forms. Pleas.e ensure that your application (yellow forml and all backup material are correctly and cOlllj>letely filled out and in our office by that date. We cannot guarantee acceptance of any late arriving applications! Places are limited; so please do be prOfllPtl l)OOK 'RE~O'RT This report looks at the atate of Native languages in Canada using the information gathered in the 1981 census. Many different factors, such as geographical location, age of the 1pe1kar1, and language 9roups, are related to the maintenance of these languages and some conclusions art made. Suggestions for further study and for using this informa­ tion to help matnta1n Native languages are included as well. With the many maps, charts, and diagrams which are included 1n the report, ft could be a useful resource for both teachers and students in Native Studies and Native language programs. Page 2 �; . lnternat.ional News Reprinted from: READING TODAY, 5:1, 1988. Recife Declaration formed The Twcnl\ -second Seminar or the In1ern:1tional Associ· ation for cCO:~s-Cuhural Communication (AIMAV) was held October 7-9. 1987 at 1he School of Luw of the Univer· sidade Feder.ii de Pcrnambuco in Recife. Brazil. The semi· nar. which focu~ed on Human Rights and Cultural Rights. wus chaired bv Francisco Gomes de Ma1os. who al~o chairs IRA"s t~1erna1ional Development in Ullin America Committee. Panicipants in the seminar composed the following declaration. Considering that the ideals and principles of equality. solidarity. freedom. justice. peace and understanding. which have inspired national and international legislation and instruments on human rights. share a crucial linguistic dimension. Recognizing 1h:11 the learning and use, maintenance and promotion of languages contribute significantly 10 the . in1cllec1uul. educational. sociocultural. economic and political development of individuals. groups and States, Nuting that the Universal Declaration of Human Rights. the International Covenants related to human rights and other international universal instruments make provision for cultural rights, Conscious or the need to arouse and foster awareness.· within and across cultures, of the recognition and promo­ . . ... .: .· tion of the linguii;tic rights of individuals and groupi;. Asserting t~at linguistic rights should be acknowledged. prun1otcd 11nd observed nationally. regionally and inrcrna· tionally. so as to promote and assure the dignity and ·~quity of all languages. Aware of the need for legislation to eliminate linguistic · prejudice and discrimination. and all forms of linguistic domination. injustice and oppression. in such contexts 3S services to the public, the place or work. the educational sy8tcm. the courtroom and the mass media, Stressing the need to scnsitiz.e individuals, groups and Stares to linguistic rights, to promote positive societal attitudes toward plurilingualism and to chonge societal structures roward equality bclween users of different Ian· guages and varieties of languages, Hence, cognizant of rhe need to provide explicit legal guarantees for linguistic rights to individuals and groups by the appropriate bodies of the member States of the United Nations. Recommends that steps be taken by the United Nations 10 adop1 and implement a Universal Declaration of Linguistic Rigtits which would require a reformufation of national, regional and international.language policies. OJIBWE STUDIES AT RAINY lUVER COLLEGE Wilf Cyr (Northwest Bay, Ont.) and Dennis Jones (Nicickousemenecaning, Ont.) are providing leadership in the Native Language Specialist Program at Rainy River College, International Falls, Minnesota. They have been discussing the possibility of an articulation agreement with Lakehead University, the intent of which would be for grads of their two year program to continue their studies (general and in Native Languages) at Lakehead in order to become qualified teachers. Mary Mitchell visited Rainy River College in late February, and was impressed with the hard work being done there to make dreams of Native language education come true. OJIBWE/SAULTEAUX 1988 Su.mm.er Course NL Llneuistics 2713 ALGONQUIAN LINGUISTICS A study of the laoguages of the Algonquian family with particular emphasis on Ojibwe and Cree. lActurer: Jolm O'Meara,McGiU Utliversily Timi: 7:00 • 9:00 p .m .MTWTF July4-22 NEW TESTAMENT 'PUaLISHED For f11nhcr lnl"ormatioa, call the Native Laogu1ge Omco A celebration is planned for Grassy Narrows, Ontario, the second weekend in July when the new Ojibwe/Saulteaux translation of New Testa­ ment scriptures will be dedicated . The trans­ 1ation project began 25 years ago, and many Native people in northern Ontario have taken part i n the work, under the direction of Chuck Fiero of Cass Lake, Minnesota. Con­ gratulations to all those who shared in this l abour! (807) 343-8542 - · Lakehead University_ &cellence in ~ducation Page 3 �U.6.tvi.ing 60Jt En.jolJIRV&.t The following techniques are, in general. intended to help the child advance from understanding single sentences to grasping the complete idea of a story. 1. Action sto..tiu Tell a 4.bflple. story. Use pictures wherever necessary. Have the children participate in the action of the story with you. Example (have picture of a bear, a bird, honey, a tree, a beehive, a bee): - Little Bear was sleeping.(Children pretend to sleep.) - A little bird started to sing. (Show picture. Children whistle.) - Little Bear woke up. (Children wake up . ) - He stretched. He yawned. (Children stretch. Yawn.) - He thought to himself. I'm hungry. (Rub st0111achs, lick lips.) - I want to eat some honey. (Show picture.) - Little Bear started to walk. (Walk.) - He saw a tree. (Show picture.) - He listened. (Put hand behind ear.) - He heard s0111ething. (Make buzzing sound.) ' - Bees! (Show picture.) - He started to climb the tree . (Pretend to climb.) - A bee came around his head. (Finger circles head, buzz.) - It sat on his nose. (Touch nose.) - It stung his nose. (Pinch nose . ) - Little Bear started to cry. (Pretend to cry. ) - He ran hollle . (Run on the spot.) - He went back to sleep. {Pretend to sleep.) - He didn't eat any honey. (Show picture, shake head . ) TEACHING LISTENING (reprinted from the English translation of the Quebec edition of the Native Language Teachers' Notebook, 1983.) 2. Ta.t/Wts Boolu I These are an excellent way to get children to hear, and understand what they hear. See section F of this Notebook. 3. Uttle. VJUUlla4 IP.lay4 l Tape record a simple narrative, . and have the class act it out as a brief dramatic presentation while the tape plays. The best script for this would be dialogue. See section·F of this Notebook for ideas. 4• Pu.ppe.,t V.ia.log ue. Using yourself and one hand puppet, act out short little dialogues for the class. For example: - Hello To11111y. - Hello teacher - brr, it's cold today. - Yes, it's cold. It's starting to snow. - I'm very cold. - Here - put on your coat. This dialogue would be most appro­ priate on a day that really is cold. Try to have your dialogues reflect real. i11111ediate situations. Veve.topmen..t: Finger puppets provide an ideal way to develop dialogues using plural forms . Put several on the fingers of one hand , and you can say such things as: - Where are you (plural) going? - We're (exclusive) going to the store. - Let's go together! - Where did they go? You may wish to tape certain standard dia­ logues. Children can then use the puppets with the tapes. Thus, they are encouraged to suit appropriate actions__to each puppet's speech. 5. Hi.dd.vr. Woll.d Teach a new word to the class, and then tell them a story in which the word appears many times. Give each child a little pi cture of that word. As you tell the story, they ~st hold up ·their picture each time they hear the word. Story example (give each child the picture of a teddy bear) : Mac is his name. He is a teddy bear. He is the baby's teddy bear. The baby likes him. He will not go to sleep unless he has his teddy bear with him. And so on. Pe.vel.op.(.ng thi.6 4fULl: When the children can handle this well, tell a story with two hidden words. Give half the class one picture, and half the other. When you first use this technique, use only one form of the word. For example: in "see", always make it, "he sees it~ for book, always ~ake it "the book" . Later, add variations of the form: they see it, we saw it, wil 1 you see i t.o my book, books, his book. 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 3 (4), March 1988 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1988-03-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/a91cc7a534d4771085af59b465b566d1.pdf e2bd96592fc08aa408abde3a138d3a93 PDF Text Text Volume III, Number 5 - June 1988 NATIVE LANGUAGE EDUCATION in ONTARIO Two NATIVE lANGUAGE AP101NTMENTS The Native Language Office is pleased to announce the appointment of two new faculty melllbers in Native Language Studies at Lakehead University. Barbara Toye-Welsh, Coordinator, Native Language Progr<1111S, Faculty of Education Barbara is presently a lecturer of English Language Arts in Teacher Education at the College of the Bahamas. She has taught in England, Alberta, Ontario and Quebec. She holds a BA in Linguistics and a BEd in Native Education fro~ the University of Saskatchewan, as well as an HA from Dalhousie University in Curriculum Development. She has also studied ESL at the Master's level and has a PhD in Progress in Multicultural Literature . Barbara has 2 children, a boy and a girl, around 8 and 9 years of age . She has taught Inuit children, studied Cree linguistics, taught and administered a number of education programs and written several significant papers in the Second Language teaching area. Barbara will join the Lakehead staff around the middle of July, and will thus have an opportunity to work with Mary in our NLIP /88 school, before Mary leaves the university at the end of July. We welcome Barbara warmly to the "NLIP family" and look forward to 111eeting her soon. John D.W . O'Keara, Algonquian Linquistics, Department of Language•, Faculty of Art• ' sciences and Native Prograaa, Faculty of Education John is no stranger to the NLIP school. He taught Algonquian courses in our school during the summers of 1985 and 1986. He is currently completing the PhD dissertation for his doctorate in Linguistics from McGill University. His dissertation title is Delaware Stem Morphology, and Delaware language teachers have come to know hi m well through his frequent visits to Sout hwestern Ontario while working on the Delaware language. Even during his busy university years, John has done much to support Algonquian language st udies. In 1985, he co-organized the Seventeenth Annual Algonquian Conference, held in Montreal. He has also wri tten a Delaware suppliment to the Native Language Guideline put out by the Ministry of Education. John will be teaching in NLIP this summer as f ollows: Al 12328 (Year 2, NASL/NLTC) and NL 2113 (Algonquian Linguistics), an "Institute• course. We're delighted to have •an old friend• coming to strengthen the Native Language program within our Languages Department, on a full-time basis . Welcome John; it will be good to have you here. 'PR12.I: WINNER ANNOUNCED Congratulations to Larry Beardy, whose name has just been announced as the first winner of the (annual) Henriette Seyffert Me~orial Pri ze in Native Language Studies. To date, Mr. Beardy has completed six half courses in Native Langu­ age studies with an overall high A average. He has also taught Oj 1010-1012 in Lakehead's Department of Languages, and taught a methods course in NLIP's Native-as-a-first-language program. We wish him well as he continues his studies toward a BA degree. lROQ.UOlS Coun.ses To '?>G 'DROPPED In Volume III, Nwnber 3 of this newsletter, a call went out to Iroquois language personnel to respond to the idea of removing the Iroquois courses from the Lakehead University calendar. Since NO response has been received to date, we believe that there is no longer any demand for these courses at Lakehead and have therefore begun the process of striking these courses from the language department listings. We have many happy memories of Iroquois language students on this campus, and will continue to remember you all, and wish you well. Please keep in touch! NL·· A .. TEAtHA8LG SUBJECT .. Plans are going forward under regulation 269 to add "Native Language" to schedule A, in order to make it a "teachable subject" for purposes of entry into the Intermediate/Senior panel of pre­ service studies in Faculties of Education in Ontario. He applaud the Ministry for this initi­ ative, and see it as an important step forward in regularizing the study of Native Languages in Ontario's School Curriculum. Deadline for Applications for NLIP /88 is June 10th! Don't Delay!!! !NTE'RNATloN~L TcACttETt /as JOINS NLIP STAFF Students in the NAFL major this summer will be privileged to study with Professor Seth Agbo. Mr. Agbo, a citizen of GHANA, has for the past four years been a senior lecturer at the teacher's college in Sierra Leone, and has had experience in the preparation of teachers of minority language groups to teach reading and language arts skills in villages. He brings to the task personal teaching experience in all l evels of education, and i s presently in Canada furtheri ng his studies i n educati onal administration . We l ook forward to having him on the teaching team thi s sWM1er, and to sharing his ideas in the area of minority language arts education. NATIVE LANGUAGE EDUCATION IN ONTARIO is an occasional Newsletter, published by the Native language Office, Lakehead University, Thunder Bay, Ontario, P7B 5El, and mailed without charge to students re9istered in the Native Language Ins tructors' Program at L. U. �NATIVE LANGUAGE MATERU\\S DEVELOPMENT Four materials development projects have recently been completed or are nearing completion: Syllabic Template Under the supervision of Grant Stephenson and with the financial assistance of the Secretary of State, a syllabic template has reached the final production stage, and will be on sale in the Lakehead University bookstore within a few days. The template is similar in shape to a plastic ruler, and has the syllabic shapes cut out of it. With the proper technical pen, the template can be used to trace neat and regular syllabic titles, signs, posters, etc. A sample of the lettering from this template is provided elsewhere in this newsletter. Templates can be ordered for $6.25 each, plus $2 shipping charge by writing to Lakehead University Bookstore, Thunder Bay, Ontario, P7B SEl., and requesting a "syllabic template". It is reconunended that the appropriate technical pen also he ordered at the same time. This pen will cost approximately $14. Algonquian Verb C&rd A study tool for Ojibwe or Cree language learners and for students in Al 1212 or Al 1210 is now in the bookstore. It is a companion to the Algonquian noun card developed three years ago. It is a buff coloured card, sold in 100 card packages at $2.25 (plus tax) per package. It looks like this: 0 code D 1 2 3 Illustrated is one set of p1cturu from the Core Ill Program, used to teach the Preterit of unrealiied intentions. The script runs as follows: I 1 I I I I was was was was was was going going going 90lng going going to to to to to to wash clothes, but the wringer Isn't working. wash dishes, but there Is no soap. iron curtains, but I can't find the iron. paint the shed, but I spilled the paint. plant the garden, but it's rainin~. carry water, but the pail is leaking. 1+3 s 2+1 pl 2+2 3+3 h Verbo Game The plates for the reprinting of the Algonquian game "VERB-0" have been delivered to Keith Lickers. We are encouraged by this step-in­ the-right-direction, and hope that Keith will have good news for us soon. Core III (Algonquian) The fourth teachers' guide in the series "Teaching an Algonkian Language as a Second Language" is in it's final editing process and should be on its way to the printer soon. The book is a Core Program for grade three, and ~ontains two interesting appendices: Appendix A is a physical education program for grade III, to be taught IN the Native Language. It was written by John Delaney, a highly regarded physical education instructor and educator of Native children and youth. Appendix B contains a plan for the beginning of Native reading instruction to Na~ ive-as-a - second-language students, and is written by Mary Kitchell. Ernestine Buswa, of the Ojibwe Cultural F?undation, is in charge of this project, and we wish her well as she prepares the manuscript to go to press! Sample of Script Produced from Portion of Syllabic Template (see above article) � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 3 (5), June, 1988 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1988-06-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/f74c19f28b07e0dd35f4a2f2c1c7ad65.pdf bc52da4cda08fbb0806c2810907bef3d PDF Text Text . .. NATIVE ·L ANGUAGE • EDUCATION 1n ONTARIO FROM THE PRINCIPAL'S OFFICE . . . . It's getting close to 6:45 p.m. - no sign of students or teachers so I guess the practicllll really i s over for another year. There \Ere a lot of can­ rrents made about the practicl..ITI this year, as always, and ~ have been discussing sore ways to irrprove it for next year. Wlile it may not be possible to do EVERYTHit-Xl \E mJld like to, \E are hoping to see at least a feH changes in 1989. Here are sore exC1Tples of things ~ are looking at: -t-t:>re students - and irore children - for the Free School -t-t:>ving the practicl.ITI to an earlier tine (C:OO't cheer too loudly - it could rrean going to classes at night.) -A better (?) rrethod of evaluating student teachers. -Taking the Free School classes out of the classroans and doing irore experience- centered teaching -Having ALL students (Years I, II and I II) teaching in Free School -Streanlining our videotaping of the teaching done in the Free Schoo1 -~rking with other sl.ITTTer progrifTIS here in Thunder BaJ to share experiences, resources, and expertise. ~·re \'IOrking OON on these neH ideas, trying to fit than into the NLTC practicllTl. It will take tine, thcx.lgh, as do all gocx:I things. (Wlich raninds ne ­ I'm going to beco1"E a father early in the New Year!! Watch for a cigar in your mailbox.) Keesic \'IOrked at it for about a year then set it aside. f'brthern Light Q:ispel Mission ( a M:!nnonite mission based in Red Lake} began to gather tne jXlrtions that had been translated. These iocluded translations by Cello ~is of Sandy Lake (the (1)spel of Luke, Books of Philat00, First and Second Peter and Jude), Nahlm Fiddler of Sandy Lake ( the Q:ispel of Matthew and the book of Pets) and Kenina Vincent of Sandy Lake (W1o had finished the Book of Jcrres) . Wien a11 of the trans 1ations v.ere gathered, then the Canadian Bible Society again cannissioned Keesic to corrplete the translation in 1983. Finally, in January 1988, the final translation was ready for printing. Keesic, Wio took an Ojibtlay linguistics course at Lakehead Lhiversity s~. "To IT!Y understanding, this is the biggest piece of translated material that exists in the Oji ""1ay 1anguage, It wi 11 he1p the Nat; ve Churches and it wi 11 al so help to preserve our language. I'm really glad ncM that I can read the Bib1e in rey Ml language. " The Canadian Bible Society printed 2,CXX> copies Wiich sell for $10 each. They are available at the twainonite Handicraft Shop in Red lake. ANISHAABEMOUIN ----·---­ TEACHER'S ASSOCIATION --------~ f.EETit-Xl CF JULY 19, 1988. BIBLE TRANSLATED TO OJIBWAY The ATA \'IOUld like to introduce the executive and steering cannittee : Chairperson: Alex tvt:Kay Co- Chairperson; G:orgina Thml:>son Secretary/Treasurer: Isadore Toulouse Steering Ccmrritt~rs : Russell TabOOandung, Ursula Souliere, Isadore Toulouse, Olive tvtG"egor, Bernice G--een, G:orgina Thorrpsoo, Juliette Blackh~, Pauline WilliCJTIS, Liz t-teoy, Isabelle fube, Eleanor A New look for an Old book• . . • fvtleod Over oo decades ago, San Q.Ji 11 Sr. of Pi kangi ­ kl.ITI was involved in the translation of the Q:ispels of Saint John and Revelations. l'tw after 25 years, the New Testarent has been fully translated and printed in the Oji!May language. QJill s~ \'ilen he heard the neNS, "I could hardly wait to see the book, I couldn't believe it." San Q.Ji 11, Edward Turtle, l\brman ~il 1 and Chuck Fiero of Christian Missionary Allian:e :hurches began translating portions of the New Testcment into the Pikangikun Ojibtiay dialect in the 1%0's. ~ognizing the need for an Ojibtlay bible, the Canadian 3ible Society cannissioned Jimrrt Keesic (a Lac Seule )and llBTDer) to coordinate and finish the translation )f the New Testarent into the Ojib.olay language in 1979. Resource People; Barbara rt>lan, Shirley Willians, Lena Wlite, Georgina Nal1.-.egahbo, Anne Sutherland If you have al'1Y special concerns or suggestions for the practicl.ITI or Free School, please send than oo to us here at Lakehead Lhiversity. ~·re beginning to put things together for next J.Jly and \'IOUld ~lcare your input. The Priocipal The organizatioo finally was conceived after many years of talking since the inception of Native Language Teacher's Progran. It is hoped that Chtario is represented by all the grrup appointed, if not please let us k°™. Your year­ book has all the phone nllTDers and addresses of these individuals. We all need your help and v.e wi 11 be a strong organization with your ideas, help and fTBl'bership. �~ In t he Face of Restrictions, Restraints, or Reluctance .•• r, TOOERS CAN TRY 11NJmlDfINi11 JUiS RR ST1.IENTS • • • By le Landgren Fron Early Years . chains that carry a hug rressage. Children love to be able to display their things. Have the students make their Ml hug posters. Start a hug club. Make a cassette tape of stories they write about hugs. Have the PT order hug t-shirts for the school as fund-raiser. Parents should be infonred at every opportunity about the need for and the positive aspects of, the caring touch and hClti the nontouch hug is just a beginning. The nontouch hug is a manifestation of love and caring. Think hug. It 's good for you, your students, the parents, and the \'.Orld, even if it i s done with your hearts and not with your hands. For rre, hugs in the elarentary classroon \Ere al­ ways a special aid adding a positive dirrension for student and teacher, and helping build rapport betw:!en students, teachers and parents. ijjgs helped students becOTE nnre responsible for their actions, build a nnre positive self-image, and care to grips with the problen of self-discipline. Hugs accarplish these goal s very 'IE11 , but if there are restrictions, re­ strai nts, or reluctance on the teacher's part, another [bing her best to 'IElcare the new::arer to the fi rst grade, direction rrust be found. even though she had care late and all the desks \\ere taken, To CamtJ11icate love and caring to students in the teacher smiled and said, "You may sit here at the table altemate ways, I have developed a prograTI ca11 ed the 0 for the present. ()Jestioned at hare that night about her "nontouching" hug. It is especially for those Wio are first day, the child replied, "She said to sit there for restricted fron touching, those W1o don't kOON hOil to the present. I sat there all day, but she never did give touch but want to start, or those W1o feel uncanfort­ rre a present." able with physical contact. Students wi 11 need sore involvarent and background \'.Ork established first, so start by verbalizing. Let then kOON they are thought about and cared about, and SEEN ON A BULLETIN BOARD. . are special. Help them think of a hug as a very broad concept - a hug is any rreaningful connection with an­ Teachers -- Pl ease try ~o avoid: other person. Talk about the iJllX)rtance of making positive connections with others. Read hug books to 1. Excessive use of orders, opinions, questions. raise the awareness and sensitivity of the students. 2. Saying rrore than oo things withoot waiting for a wtien students realize Wiat it rreans to make a response. connection in a nontouching way, let them kOON they 3. Speaking over and under the learner's level of don't have to be touched to be hugged. Give them canrunication or carprehension. specific exC1tples Wiich they will irmediately in­ Sarething to think about!!!! terpret as caring nnves. Here is a list of nontouching hugs - a list you can add to: -())e approach is to wink at a child and te11 him he HELPFUL HINTS FOR HALLOWE'EN . . . • . just received a hug. You'll only have to rrention once to the class, I guarantee. -A smile can be interpreted as a hug if it's a friend­ Here's a fun treat for your Hallo.E'en party....or for the ly and genuine one. day Wien everyone passes the spelling test. Prepare a can -rtite pads can be printed to sa.y "ijjgs fron the desk of frozen orange juice. Orange Kool-Aid will also provide of ." leave lots of notes on the desks a cool orange treat. Cut the tops off sticks of black of stuaents. licorice for children to use as straws. -Rubber stCllps are easy to obtain and use. Have one made with your hug rressage. StCllp papers to be returned Prepare finger Jello or regular orange jello in small or use a stCllp as a quick hug rressage all by itself. plastic containers. AllClti them to harden and let students -Stickers with hug tl'leles can be found in stationery and add jack-o-1antem faces with an aerosol can of frosting. gift stores. Children love to find stickers on returned papers. rb.-1 about trying sore sand-WIT!H:S by cutting pieces of -A badge or button can be \'.Om as ahug rressage. The teacher toast or bread into witch shapes with a cookie cutter? need only point to it. Or perhaps you cool d make tri angu1ar witch hats. -A bl.lrper sticker sign could be displayed in the classroon. It could be made fron construction paper. The rressage Using your favourite recipe for play dough, make a large might be, "Have you hugged your today?", using batch of red and an equal arount of yellCltf. Let your kids fill-ins like teacher, friend, parents, etc. mix the oo together to make orange pla.y dough for use in -A hug jar on the desk filled with cookies or treats is a making purpkins. Mini pulllkins can then be dried and \'.Om great idea. Aspecial treat on occasion is a hug. Arressage on chains. on the jar can say as rruch• Abag of oranges may be the best treat of a11 ! Decorate -Stuff~ anima1s. in the cl assroan allClti a child to snuggle with markers and eat or float orange slices in a punch. sareth~ng. ~_fifth grade students lov~ to use then. Be sure to make frosted faces on the orange slices. -The sign rrean1ng hug used for the deaf is a \\Onderful way for . students to camunicate. -A soft, furry puppet might be designated as the classroon hugger. Huggers might be allcw:!d to go hare overnight. NATI VE LANGUAGE EDUCATION IN ONTARIO is an occasion­ -A coupon redeemable at hare for a hug could be given. al l'i'tJSletter, published by the Native Language Office, -A hug licens7 could be_ given Wien.a child.has d~strated Lakehead liliversity, Thunder Bay, frltario, P7B 5El, mailed an understanding of making connectionsand is feeling comwithout charge to students registered in the Native Lang­ fortabWith 1e practice, you will be able to add nontouch hugs that uage Instructors • ProgrCfll at Lakehead lilwersi · ·ty. fit you style. There are also classroon activities that can be used to i 11 ustrate the benefits of hugging. You might want to staSert with thebulsle.. bo rd Ch.ld b. . f IF YOU HAVE AN ARTICLE, SOME WORDS OF t up a etm a · i ren can ring itans or WISDOM A CARTOON, OR EVEN A JOKE display ~uch as carc:ts, articles, pictures, and posters. These THAT YOU WOULD LIKE TO SHARE, PLEASE c~ be discussed, d1 splayed, and then pvt on large posters for sEND I T To us . . . . • display and storage. Create a hug stuff center. Students share personal itens for disµley such as animals, dolls, rrugs, pencils, and key �A CREATIVE WRITING SUGGESllON FOR HALLOWE'EN! RUG ABUSE: ACTION OR APATHY? 6TH ANNUAL CONFERENCE SOECIAL FOCUS ON YOUTH EDUCATION AND ACTION ON DRUG ABUSE" Have children cut out a witch face, arms and legs . Accordion fold a piece of paper and attach it to the head and feet. Make sure the letters in HALLOWE'EN are printed vertically on the accordion folded paper. Use the letters to begin words (for smaller kids) or sentences (for older kids) about Hallowe'en. Some students may want to make their sentences rhyme. Cct00er 31 and l'tlvemer l, 1988 XATI«lt: IXw1tMl 1-bl iday Im, 89 Chestnut Street, Torooto ~TE: r nD"e infauelim regardilYJ the Ing fOJse Cmferen:e cmt:CK:t: r+. Henry Schankula Jlddiction Research Foundation 33 Russe11 Street TOO'ITO, Oltario M5S 2Sl Pha'le: (416) 595-60'.)4 XXXXXX>OOOOOOOO ANTED: ATTENTION!!! N.W. ONTARIO ARTISTS !!! Thunder Bzy Prt Gallery is organizing a juried exhibitioo l'tlvamer 18, 1988 to January 8, 1989. Craftspeople re­ iding in l'tlrttMestem Oltario are eligible to subnit up to iREE pieces of original, innovative craft in a variety of ~ia including : clay, fibre, \OX!, metal and glass. Entries, Wiich rrust be accarpanied by an entry fomi and jentificatioo labels, rrust be delivered to the Gallery oo )VE!TDear 6, 7, or 8, 1988. There wi 11 be an opening reception/awards presentatioo l llbvE!TDer 18, 1988. The public is invited to attend; ad­ ssion is free. Cooplete guidel ines and entry fonTlS are available fran le Thunder Bay Art Gallery and enquiries concerning eligibility JOUld be directed to the Gallery at (007) sn-fA27. le "Ol1 ~NADIAN INDIAN/NATIVE STUDIES ASSOCIATION ANNUAL CONFERENCE Ojibwe•• NOVEMBER 17 - 19, 1988 Oh Canada, mant-pee endji-ba-ian JST: ~EME: SCHOOL OF NATIVE STUDIES, UNIVERSITY OF ALBERTA (EDMONTON) "INDIGENOUS PEOPLES' EDUCATION" )R FURTHER INFORMATI ON, CONTACT : DONNA WILTON 403-432-2991 xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx t***C 0 N T E S T*****C 0 N T E S T*****C 0 N T E S T***** _IP NEWSLETTER (THAT'S US !!!) IS LOOKING FOR A NEW LOGO !! JU HAVE UNTIL DECEMBER 25th TO SUBMIT YOUR ENTRY FOR NLIP's LOGO. THE WINNING ENTRY WILL BE SELECTED AND ANNOUNCED ~ OUR JANUARY NEWSLETTER. THe WINNING ENTRY WILL RECEIVE NLIP T-SHIRT. ENTER AS SOON AS YOU LIKE AND AS OFTEN AS JU LIKE BUT MAKE SURE YOU ENTER !!! :w xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx Neen da-keem '-nang Ki-tchi a-pee-ten-da-gwak Neen-de-i-nang Mash-ka·wen-dan da Gee-we-di-nong sa-gi -to-da Na-ni-bwi-da Oh Canada , We-we-ni ga-na-wen-dan-da Oh Canada . Ki-tchi-gwa -natch Na-ni-bwi-da mee-gwetch·l-wen-dan-da Na-ni-bwi-da M ee-gwetch·i-wen-dan-da �.. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 4 (1), October 1988 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1988-10-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/02e50708330f1f7ee1b0070643afa2a5.pdf e75a52e0fbb44d39801b5158b676bf87 PDF Text Text NEWSLETTER 1'ffl'IVE � 'IEX'Hffi'S m:GW-1:, I1IKEHEN) lNIVERSI'IY, 'IH.KER BAY, CMNUO. A NOTE FROM YOUR CO-ORDINATOR••••• Seasons bring many changes in various ways. Since arriving at Lakehead University, I have experianced three saasons, The summer was filled with lovely, warm days, gentle winds, and the blooming of flowers, Students were completing the NLIP Summer Program and anxious about returning home.. September painted the trees with yellow, orange and red hues. The NLIP office moved to a portM able behind the Bora Laskin building. I started teaching Ojibve 1010, 2001 and Native American Linguistics. As the leaves started to fall, planning for NLIP 1989 began. seasons bring many changes - so�e are highlighted with bright colours, laughter and excitement, others are more subdued and involve tevision, growing but a painful growing process. As the snow gently drifts from the white, puffy clouds, another season is upon us. We nov look forward to the festive season - a time to visit our families, cook delightfUl foods, bring happiness to the children in our lives, As the seasons change, NLIP adjusts and adapts. Steve and I are working on a new practicum format. It will involve each student partici­ pating on a daily basis, We are excited about the practicum and will include more details in future newsletters. 'Your teaching ideas and contributions would be appreciated. As the seasons change, so do we. Hay each and every one of you, have a happy, healthy, festive_, eeaeon II -Barbara· Brown,,,. I 11 Ice the ,colour Brown becauae • Indiana are brown, and I'm an Indian. I like brovn becauae coolciee and cako and bannock ie Drown. II. hocae and bear and nice big moose ia brown. I 11 ke brovn bac11u11e I like to eat mooee. Monkey• ace brown too but I don't like to eat monkeys. Trees are brown and when bananas are old they turn brown. Th11t te good for bcovn banana I like bcovn becauae football gum and ice-crea01 and pot:.11to chips iind cake and chocolate ill brown. Brown is dalicioue, I feel sad about Brown becauae all the people aren't brown, IF YOJ fi\VE PNl s-mI' SICRIES rnREIRY \<RlTIEN BY 3J,,E CF YUF FUPII.S, ADSE raL FREE i'IO SEN) SJ-E 'IO IB S'.) WE cm INTIIE '!HEM IN aE NEi'B.El'IER. but then I feel happy• becauae all Indian11 �re brown. Brown la a happy colour because I •m bro"n 11 By Bruce Kwiaaiva, Grade 4 Hobert Indian Reserve •• 1988 \Q.JJ,,E "N N'.MfR 2 HEY! A'ITENTION ! ! I-& mmy tinm a day cb }Ul say to }Olr class, ''Pay Attalti01!11? Ha\e j'O.l E!'.'er' stqp3:i to thirK llhat }Ul rrem cy attmtia,? By ac:kirg }O.lr p.¢ls to i;:a_y- attalti01, j'O.l are ac:kirg thm tD diJ:a:.t t1Eir mims en to ltBt }Ul are t.e8:trinJ am at tlE S:rre tine Olttirg rut � el..9a fran ttei.r m:i.n:5. Yru can oftal t.ell if a p..pil is attarlirg cy th:! p:sitirn arxi attit:uE of hi&,11-er l:xrly Fbr exatpl.e, a � wh:> re;ts his or ter h:8:1 01 tlE t.ab1e cam:,t mll.ly te attarlirg. 1-e or mi.git i:m:ahlY te as1a:p. Cb }'0..1 lB.Bily sh:ut at }O.lr class tD ''J<a:p quiet"? rtt.e tlBt yell airmt g9t swtaira:i attEntim fmn stnrt:.IDJ. 1. H:w can }OJ g:!t ssta:ire:l attaltia, of }OJI° p.¢ls? 'Ira tarlEr wh:> t.erla:; hi.&lrer swjoct in a li\.el.y arrl vig::rcu; Wc1!f am \B:S his -mi.a? arrl �ity tD lElp will m1.d fa: .1arJ tte att:mticn of h:is/1Er; cla$. 2. Cb }'0..1 all6}'5 nBl<B }O.lr 1a:s.:ns as interestirg as p::ssihle? Yru can m1.d th:! attmt:im of }OlC' class cy rraki.n,;J }'OJr leB:Jls as :intere;t:kg as p::ssihle. 3. D:> }OJ<lu,f tlB.t attmtirn in th:! rel 93l9e of th:! \Otd, is a grEBt strain m tte min:l am b::dy'? rtt.e trat attmti01 carrot te lel.d irdefinitely en � s.ibjoct, or a,e Wc1!f of 1aicirg at a smjoct. Yru nay trerefcre vary }'CUr awrari1 tD tte s.ibje:t }OJ are t.ed1irg, cy cxmt:antly cta:gin;J fron S3flilJ tD cbmJ, fron ta:der � to SEBt w::itk, so trat :interest is lEl.d am trare is m tine far tora:hn. 4. Cb }0-1 take tirrE to plan }0.1t" J..em::ns? 'Ille g:x:d teder will pi.de rut tre inp:rtant thin.;J; arx:I th::aa m:st wefu1 tD tlE ed.l:aticn of tlE child, a'xl dinct his attmticn tD th:se. J\tte, tlBt tte big}:?r tlE si:>ja::t tre less cetail a pmo1 will rotiO:? am tre 1Ess atua:.tii.e tte cetails will te fer hinvh:r. N:Jte tlBt a child CBl1 all.y att:a'rl tD ae thirg fully at at a tine. 5. D:> }Ul rotioe attalticn in }0.1t" p..p..ls? If }01 ch, trat k:in:i of attmtim is aill.ed sp:ntara:,..5 attaltia,. It is so CBllErl b=cBlFe le cta5 rot fa:c:e hinself tD l::axrre attalti....e. 6. w-at rave JOl h:Bl ch:in1 to SEtain attaltim in }"C1lr' class? N:Jte tlBt l::argirg 01 }'a.It d3Ek, sn.ttirg far attalti01, p:e:h:kg a1:rut tie evils of irattmticn, uttedr.g threats of p..nisnaJt am givirg remas far attEnticn ·. nerely anEB tre c1.aSS am are isal.Ess in tre .l.arJ nn. 7. htat SDll.d }'Ol cb to � arrl s..stain attmticn of }'a.It p.ipi.ls? a) � }O.lr tarlilig neth:rls a:nst.antl.y te:dl with a variety of naterial b) · c) � illust.raticn. an::l draratizatia,s if rx:s=;:ibJe d) let }O.lr chi.ldral. cb, � arrl h:ar as m..d1 as p:ssible e) always p:cx:arl fron tre krn.n tD tre l..ri<ro..n, step cy step. sra ... * ... * .... * . � ... * . � OIUSIM\S ND A IWPf NEW m\R!!!!! ! Fron Seth �••• D 4 � ••• WHY THE BEAVER HAS A BROAD TAIL Noqodi"'3 su, omi� ....,ee,-wo :zhvzhkoN 9ee du"'inook n,beethiny­ Apih:hi <3ee n,;,..endo'3o.seok --- •• 43ee pon>kozhwe.ok , ,.,.,._,_q 9et. q09ogce.9woshkniok, Amik gee l<iwe bonhi, ':lee �iwe bl:zinshe 1- "Esno, Mino ¼-09od1nq lawOl'lu':Jon'I wu zh<Jzhko N nibculi wepidun9 , Apeglsh nq necn we., dn.-,u zowonuc; eyomombo • �•en mc,ndo..1 rhawonu9om 9e90 0"1C'e\t\O• A=,4 qee zhamon 2.J..uzhkoN;t"I, "Anee :invzh�oN • 9e• k,·do, "Esna rnino +a9 od h'.t0>10nuq nibcesh wepidumun • Ap ikl•;, n'Jo l,;IJ,i nendvn1 �arnombq we dnowll zowanuq. f1no jinu lc'do gee. kiwe alhl,,,,,rnod me.•" Mee5u mobLJ zhu,l,koN qcah, Weedokozuf, mee 9ce o,hh;nmod...J 20wonu<3omwaf"I Ho,., exc:if.ed and hQpp<J +he beaYer- was wiH"I his new lb;/. Ht. +urned ihi.s WO\} ord 4-hof Wa'j, od,-n;,.inq hio new to,I. Esna gee k,�cl·,i ncndum ""'-' om;k qce dc:beridun9 we U,wonu9• Apiich, 90na gee marrm:kwamdito, Pa kilchi 2h1zhqabwe zlie'a fQ bec$kunc, We 2awonu9 • He jum�d info fhe wafer. /.le. 5rniltd happloj os. h;5 new +o;I s�ruck +he wafer-, If was 0 beoufiPul sovnd- Gee qogeeqwa&hkr1e. l<ilchi bopc n,e buquskwaksuY zowonogom n;bee!.hin9 • Apih.h·, qono gee. l"ninoh:.n buquskwekscnik zowona9om <:Jije nibee!ahin�l' ihe mu.slu-a+ sfood of +he . edge of ♦he wot-er wal-ehin9 ♦he beaver 5plosh and plo'j • He bego,'I h, feel &or� obau+ lendi� his hiil, He won'hd hi& own �ii boc�. Jee':libee� dush zhu:ihkoN 9ee. nan•elowe qonowobmcd- ne'e,-,, am,l,on ,,.becsh,ng n'Ji n,;r,end 09osif. Mee 9ee moji monodendv"S · l.eap we, 1owonu9.om qeen dO"'cndon w�e. de\iinvn3 • �e ,o \,e 5owodl'30d wu omik fl'lltt go w c'up 9ee �we.jimol- neop wee rneerw9oq zowonu9om. Apilchi 9ono <;JCC. n'�hinader,dum 9ce me oshfcnmo'Jc+ - .rowonugom, But ¼-he beci11t.l' hod no inle�ion J ':iivinq ♦he foil bock +o the n-.u,�t'Or• 1he beover quickl_, r-on in� fhe bush • 1he poor muskral now llnew +ha+ the beove,. had tricked him• He !new l"loW fhof +he beo'oll!r hod no l�n•IOl'l aF e.-er reh.,,.nin<j 1• • He was. ve.1;1, Vf"';J l.lf"lhOpplJ• "'°"" l<c. sl,;na qini9,.N om;k qce nendv·zee ne' op wee meegwcf we ZOW0/'W'3 , Meqwe tl'lofiCjoHs�"1 '3tC ne puwe. Menu qee kendu"'j mabv 1l,..,2hkoN gee rr-e. k& e bc:n.emint • Mee gee kendu ncop wuka WH aebinv1.iJ.. nq we zowonv9. Apilchi gonq see n'5hi110dendum wu 7.hu1hkoN The mus.krof- c.hond or-1-e,. H-e beaver, Cf\Jl,S end pleadi ng fa. +he reh.lrf'l of his fi:i;/. �8ecNer, bri"':l -Iha• it.ii bac:lc, So Jhof I can cor"J ;f ora.,nJ, k,," Gee minosl,kowon dush 90 .�'er, omikon • Fbmdem1.1 1 pa beeq,ze, bi�sendu"9 neap wee rneeninl­ we zowonvs• • Amikon, n'1.owe neap beedori, Genee �na n'q,., bibomadon� Nccbunvric.hin':I onowec goweJimotJ nc'en omikon, llo dv0 ql 9ecp gee nob.d�no • ?.o <:JO q1n ige N rnobu omi� neq:, wee meeqwueen we zcwor,u9 • Meo mabu omik ga .zh;fch;gePIJ wee debinun9 we zowonug • Pee dush 90 no""ilo da'on we 2owonug, -�,-­ --� __.,...,.-i:.,• . -�� .... ..•. He pleaded wifh fhe beove,. ewer ond oYer �n--- but it wos no U5e.. 1he 13eo�r would nof give. him bock +he. fail�-·· so Jl,ot is how ♦he beaver go!- his flat, b-ood, +oil __ O"ld he sf-;11 has it to this dOIJ , .,.,,..... ., ,_.,.., ._.......,..._......._, ... ....----·· --'""· ________ ..... ..........,._ .............,..,._ .._....... _.... __ _ ......._.... ---·-�---· .. * ... * .. •. * ... � ... * . .. � . .. ·*IIICIIWAl' IOOlt SIIOt,COIALT,OHl'AJUO ....--· ....-"' IIIGIIWAY tool­ llU --1"• ,_Q,.....1111 __,_,OIIO:.......... -...-.. .. ._._..., ........... ., .............. ,.. ............ .c · 2 �� Crafts to � Celebrate December POP-OUT CHRISTMAS CARD BOOKMARK GIFTS We thank Anne Barbour, Isl Essex Cubs, Ont., for this idea. Nancy Schoenherr of the national of­ fice shared lhe idea for these novel and very effective bookmarks. You need col• oured felt; patterns for your youngest members, inexpensive hair'clips (one for each member), scissors and glue. Santa's Mit1e11s are good Christmas gifts. Supply a simple millen pattern or ask members to draw one several cen• timetres longer than the hairclip on while card. Fold in half a piece of red felt big enough for two mitten patterns. With the wrist end on the fold, trace the pattern on the felt two times and cut out. I. Fohl in holf a piece of green con­ struction paper 22.5 cm x 15 cm. 2. On the front, measure up 2 cm from the bottom and draw a line 9 cm long from the fold towards lhe edge of lhe card. 3. Draw another straight line joining a point on the fold l cm from the top of the card to the end of the first line to form a triangle. I Birds To makethese danglerafor a tree, win­ dow, or good luck mobile, memben con draw a simple bird shape oa illustrated or trace a pattern you've prepared. Cut out the shape from white card and make a slit for the wings. Pleat a strip of paper as if making a paper fan, slip the pleated strip through the wing slit, and fan out the pleats. Add an eye and perhaps Jines on the tail feathers with black marker. Fi­ nally, purich a small hole at the top as shown and put in a loop of cord for hang­ ing. Leave birds white as doves of peace or try variations. • 4. Starting 2 cm down from the top, draw a line across the triangle every 1 cm. 5. On each line, cut in from the fold to the edge of the triangle. Now you have two pairs of mittens joined at the wrists. In the fold of one, cut a slit as wide as the prongs of the haircl ip. Unfold both felt shapes and glue them together around the edges. When the glue is dry, put some glue on the hairclip prongs, pinch open the clip slightly, and 6. Fold in every second section made by the cuts to the inside of the card. 7. Decorate. Scouter Barbour provided her Cubs clear-drying glue, red sequins, green and silver sequin leaves, star stick-' ers, and multi-coloured glitter. On the front, they wrote "Wishing You" in marker pen ancl glued down sequins and leaves to resemble a sprig of holly. In­ side, !hey stuck a star on lop of the tree, drew horizontal parallel lines on the pop­ out parts of the tree, and spread glue and gliller on the folded in sections. 111ey f::.:::bcd inside with a "Merry Christ­ mas, Happy New Year" and their own personal messages. DECORATIONS Make danglers , table decorations, and wreaths to brighten up your meeting place for a party or add to the festive air at home. 111ey all make good presents, too. • •• slip a prong into each of the mittens. Let the glue dry, then glue a strip of white felt or couon batting around I.he wrist of your pair of mi liens. . .. � � • With their bright colours and cheer­ ful songs, birds always symboliu hap­ piness. Give birds bodies of one colour and wings of a different colour, or deco­ rate them with mu !ti-coloured glittcr and sequins.Try cutting the body shape from aluminum foil and pleating wings from coloured tissue paper. GIFT WRAP How a gift is wrapped can be just as exciting as what's inside. This idea, suit• able for small gift items on any gift-giv• ing occasion in December; needs only plain paper, cotton balls, and glue. Your Cubs or Beavers can either put their gift in a box or just bundle it in a bit of tissue before wrapping in plain paper. Then · have them glue cotton balls all over the package and, aft e r the glue is dry, gently tease them out with a hairpin or straight­ ened paper clip until they are nice and 0uffy. The result? A present that looks like a snowballl The slllrdy spiral-bound Making Your Own Traditions books by Delle Hu111er and Jocelyn Shipley are invaluable re­ sources for Beaver and Cub leaders. To buy Making Your Own Traditio11s Arou11d the Year, ( ''fast & easy crafts & recipes to celebrau sumnrer,fall, winter & spring"), w1d $8.95 plus SJ.00 postage to: Delle Hunter, Traditio11s Press, 125 Arden A11e11ue, Newmarket, .. . Wa ••• 0111. LJY 4H7. A � .. �.. .. ., ••• � �� Place Names t, light-hearted lo<Jk at the first mean­ ings of some Ontario place names, col• lected by the Master Gatherer, John Robert Colombo. Quick, how many of the following questions can you answer? What's the meaning of the word Ottawa1 Suppose you went for a swim in the Lake of the Cat-what lake would you be swimming in? What's the current name of Berlin, Ont.? ts there a city once known as -1.ondon the Lesser'"l IC you can't answer all these ques• lions (and even If you can), you will find the answers. In the paragraph■ that follow, which are devoted lo a ras• cinating subject, the etymology o( On­ tario place names. Etymoloey ia the .:1tudy o( word origins. The word -ety• mol<Jgy" means, in Greek, "true sense.­ To the etymologist, the names of On­ tario's cities and lakes. towns and townships, are a fascinating ,tudy, for many of the root-meanings are Indian in oriljin. Most people know that TORONTO is just such an Indian word and that the word means "place o( meetina." But etymologi.,t1 ond historians bave aug­ gi,sted there are other root-meanings. Toronto may also me.an �trees in the water" (Iroquois) or "loke opening" {Seneca I or �much. many" (Huron), But "place of meeting" [from the Algon• kien) is certainly the most poetic, and appropriate. There are many theories as to the proper pronunciation o( the word. On an. early map dated 1656, the word is spelled Torantou. One thing is certain: nowhere is it pronounced T'ronnot How many people know the meaning of the word ONTARIO? This is an Iro­ q u o i s word that originally meant "� plashing water.· a picturesque phrue !hat does justice to the lake. In the �ame way two other provinces have fine Indian names. Manitoba. in Cree, means "strait of the spirit," which is an allusion to the narrowing of Lake Win• nipee, and Quebec, In Algonkian, means "where the river narrows," a reference 10 the S1. Lawrence. The holiday district that is known today as MUSKOKA bears the name of Chief Misquuckkey, which looks un­ pronauncable but, when uttered, sounds surprisingly like "Muskoka." ln 1s1, Ch,ef Misquuckkey of the Chippaways signed a treaty that exchanged ZS0,000 acres in the district for £4,000, a signif­ icant sum of money In thoae daya but nowhere near the present value of tho111 quorter-mtltion acres! HAMILTON was named ln 1812 alter George Hamilton, a farmer in the region. But the township of Hamilton, In Nor• thumberland County, named fourteen yeau &arlier, recalls the one-time lieu­ tenant-governor Henry Hamilton. By the same token, someday there may be a McGibbon township. to honor Pauline McCibbun, Ontario's and the country'• first woman lieutenant-govemor. KITCHENER acquired its present name in 1Sl16 when, in a burst of Great Wor patriotism, the townsfolk of Berlin renamed the town to honor Horatio HerbeTt, Lord Kitchener, Britain's lraa• cible Secretory of State for Wor. He dled witlfout ever visiting the town named In his honor. or indeed knowing of the honor, The twin city of Waterloo also boast!' a martial name, for it was called a!ter the battlefield in Belgium, where In 1815 Wellington inflicted a humiliatlng defeat on Napoleon. •• ••• � � .. . . � � OSHAWA ls fittingly named. "The Go Ahead City" it id�::ti!ied with the McLaughlln-Buick and auto-building generally. Its nama comes from the· Seneca word Ior "the carrying place," which evokes a senae of movement. from moccaaia to canoe to horaeleu . carriage, OTI'AWA ls another appropriately namedcity. Thaword dates back to 1855. and comes from the Ottawa Indian word odawe, which meana "to trade" or "to barter." The lndlana had in mind the trade in furs, and certainly that went on along the banks of the Ottawa River, The trading conducted on Parliament Hlll today h likely to be of tha hors■• trading variety. the exchange of opinion, lobbying and levying of taxes, etc. ST. CATHARlNES, as a word, i1 not Indian, yet th11r11 is difficulty apalling the city's name. Catharine is usually spelled with two e's, not two o'a. The unuaual spelling and naming an, in honor of Mu. Catharine Hamilton, the wife of a prominent early Ontarian and the mother of George Hamilton {who gave hla name to the city of Hamilton). WINDSOR la as Brillah as Windsor Castle, the historic seat of the Brfllah Royal Family. Windsor Caatle wu the heunlofQueen Victoria. whom Kipling called "the Widow o( Windsor... Wind­ !or, Ont., was known ea Windaor Mill• when In 1899 it became plain Windsor. The automotive industry ls recalled In the name that East W_ind1or originally bore-Ford Clty. It became part of the city ln 1929. For the record, there are two other Windsors in Canada,'one in Nova Scotia, another in Quebec. It will come as no surprise that LONDON, Ont., was named alter Lon• don, Eng. But how many people who live. in either city know that the early Britons called their hamlet on the Thamu · Llyndin, which meana "town on the lake"7 The Ontario counterpart l1 sited on the forks of the Ontario Thames, and when it was named in 1793 It was done so in expectation that London would be' the capital of "all Canada... Destiny de­ nied this lo the town 10 that It., Cate throughout the latter half of the 19th century was to be known aa •London the Lesser ... If you are .sllll wondering about_ swimming in the LAKE OF THE CAT, the word "cat" is translated into Iro­ quois a, erie. So Lake Erie is the Lake oC the Cal, To make remembering the Great Lakes eesler;aomeone devised a simple mnemonic device. So if you have trouble recalllng all flve-Laka Huron, Lake Ontario, Lake Michigan, Lake Erie, !Ake · Superior-simply remember that p_laced in this order the initial lellera apeU out: . H-O·M•E-SI e ... � � .. . � � •• N,1:\TIVE PIJ'£E r,w.ES t-ati:...e pa::p1e ime mm arrl are nek:i.nJ a a:nt:rih.tticn to this cnntry cy gi-vj,qJ p1a::e raIES to varirus la:al­ ities. � if }Ul am rrat:ch tlE falJ.CMir:g p1a::e with treir Jlative m:eniigs . rares 1. IRWI' & 1:RANIR.R) - a city arrl cn.nty in Ort:ario 2. Cl\NAD\ - tlE rare of a naticn 3. CHilLlWPO{ - a city in B.C. __ 4. FRIE - a gret .lake in Chtario 5. � - a p:ovin:E __ r-mnizy:; a. 'I\,,o e,q:ll.arBtims of this l'eti'\e wxd are gi'\el. ());! drives it fron tlE Cree M:lnitoj,eJ:ov ar tra Oj ib.ay M:mito-mw, rreanirg "tlE strait of tie nenito or spirit.'' '1h: otlEr expl.anaticn cerives th! 'l,QrO fron or an:L tie Ass:i.nil:oire Sirux:, mire, td:::a , irean:irg "water oc lake of tra p:airie. " b. '!his is tra rare of a M:imk Otlef, 1742 - um, a � of tra six N:tticn;. c. 1re v.Clt'd is Ircq\.Ois in origin nmns "cat". It was tlan to N:ttive trfre li-vj,qJ in tlE vicinity of tra .lake, called rore -writers, tra �t N:lticn. an awlierl cy amtrer d. e. cy It is driva:1 fron tlE In:qtnis .ad r K:mat:a or l<a'lacB, llB:IIUllJ "a 10'.:g:! o ' cabin. ' 'Ire IDtd. is driverl fron dri.ll-a-wmk, ''tra valley of nany waters" , cm:rir,ti.e of tra Il'Bl"4' sml.l rra.ntain st.tem;. IIB3l'linJ S:> }Ul fim th:Ee l1cll'EE arrl � � cb }Ul?? Will., }Ul' ll jl.5t lme to W:ri.t tntil tra rext isae � tlEy 9=!t mr.h ratd.:!!:. Yru' 11 aloo lme to wait mtil th:n to 9=!t tra right ar&et'S. • • • • • Amst.rtrg, G.H. , 'Ire Origin arrl in Caa:Ja, M:d1i.llaJ 'Ib:mto, 193)• S::mt:E: M:mirq of P.la::e N3res John Robert Colombo is notionally known for such populor referenca works os Colombo's Canodion Quotations and Colombo's Canadian References. ff you have any quips or quotes, etymologies or jokes you would like to share with us, send them to him core of Canadian Motorist. Editorial Offices. 2 Carlton Street, Toronto MSB 1K4. In the next issue: Colombo's Iokes of Ontario; · N.l(I'IVE l1\NJ.1GE Ell.Ofi'ICN IN <J.JINUO is ai p.lbligm tlE a:xmiaBl. t-ssletta:, cy N:ltive � Office, IakEta:rl lhi�it 'Ih.nE' Bay, Ort:ario, P78 5El , nailerl cut � to st:ui:nts regist.eraj tre J\ative I.an;µg? ImtnLtots I Prtgran <)I;. in with I.akaHd lhivers.ity. � "Ire Imian � is Uete5Sc!IJ:!. In it are arteli:d a valua syst:an arrl a sysb of hmm rel.atial:hi.P3. . • • . If jOl CEStroy t:re �. }Ul mt ally lnek d:w1. t:h:ea rel.atim:hlP3, b.lt als:> th::EE p:rtainirg to nan's co1:aticn with tra Great !:pirit, ratuz:e arrl tlE of thmJS• II (Eli 'lay.lort Mmitd:::a) *•••� otrer oo o O o ••• * o o o ••• *."' • • • o 0 �- .. .. * . . . � ... *- . . .. � . . . � . . . * .. . �· Contact Contact North Noni Gi ni-l::a m? Gi ni-m na? Ni--sl'm-m:s Ni--€ih:e-rte; Dlatance Bducatlon1 Secondary Schoola NW Ontario Sbarlng Re■ourcee Norkebop 2l"&-zhi g::£ na--<h,,e-si-n:xn 2l"&-zhi gi:e �i-n:xn 0 nisl-kan 0 �- AGENDA, Friday, Oeceaber 9 , 1988 l.akehead Uni_vuaity C:<1nference Centre 8 1.45 Gi ni-l::a na? Gi ni-l:a na? Ni�-re Ni� 9 1:00 10,00 Tu-t.a-g.n Irll-d.e-sin Tu-t.a-g.n nu-d\o.e-sin 11,00 'Ia-ta--gl.n 'Ia-1:a--gln. 12,00 1 : 00 Introduction■ Revlev (Oct. lltnl RecOfflfflendatione Nev develop1ente-9roup report■ Strategic Planning, MAP C:oneultante -Preaentation■ re1 poet 1990 CN/CN Support for di■tance education initiatives, -CN/CN -Miniatry of Education -Indian Atfaira -Oth•r organiaationa t.unch Sharing resource• ( teleconference option) 1 -Introduction of DENIS -cour•e offerln9■ and cout■e need■ for fall 1989 wrap-up and tollov�up IF YaJ WiVE PN JIRl'IClE, SJ-£ WEl3 CF WISXM, A CNmXN, CR EVEN A J(]{E 'Ilffl' IDJ m.ID LIKE 'ID 9-ME, � S:ID IT 'IO tB • • • • • Phase cell Contact North/Contact ford ( Bernie Simand or Brian Beaton) at 1 807) 343-8006 tor further lnforNtlon and to re9ieter tor the vorkanop. Thia workahop l■ ,■ponaored by CN/�N. There 1■ no coat for re9l■tratlon but 'lndlvl�ual■ are required to provide their ovn tran■portatlon and ac:coramodation, Deadline for r11t9ietrat1on i• RoY. 25th. eno ta· ceetricted to the fir•t 70 · ' ·· ' ,s,articipant•. **>l-k1tt,,1•tt-·A(!Q NTEST -ktt*"**"*AC!ON TEST -NLIP NB-&El'IER {'IH7\'l'' S tB ! ! ! ) IS I.CXJallG RR A NEW um ! ! ! ! ! rave mtil Ia:aiter: 25th to simi.t }'Olt' 01try for Yru NLIP' s N2w Lo:_;p. 'Il"e wimir:g 01try will l::e .seJ..a:ta:1 an:l arn:uurl in cur Jan.my leslett.er. 'Il"e w:imiq:) as entry will ra::ei\e a NLIP T4tlrt. Enter as nake s.D:e frat }'Wlil<e an:l as aft.al as }Ql liJ<e }W Slter ! ! ! ! ! wr s:m £..iTE:R OuR Lo&o Cow,E ST To oA-< � I k11ow Can do �o\.\ ·rr ·' Get o ut -t½"Cf"e C\.nd. s ho \IJ u.s �ru-r stuff .'! . ·* . . ·· * .. •. * .. I !/(INT.�•• YO(J Cook.. l' Fl.511.... 'tll!/ C.leAN.· T/.IA T5. 'eQI.IAI->, . .. AIN'T IT ?? �• MORE HOLIDAY IDEAS . Here are some good i deas for things to do dur ing the Chr i s tmas Season . For those of you that a r e really amb i t i ous , t ry transl a t i ng the activi t i e s into Oj ibway , Cree or whatever l anguage you are teaching . I f you f ind any of the act ivi t i es useful and work well , and would l ike to see more of these kinds of thing s in the following news letters , please write us and let us know . . . . • • • . • Santa•• Workshop Saaata•s Workshop Math Facts Wbeel Dlrac:llona: Color Santa'• Workehop. Cul out the two windows. Cul out the math laola wheal. Use • paper fastener to join the wheal 10 Santa'a Workahop. Turn 11,a wheal and aolve Iha problema. Olrecllon• to lhe te•cher: Belcwa you lherff'Ot1x tho who•J. write If\ lhtl math 1,... .. .,,_ ... .,, • •� -- ........... �, tut ,-r 'l,,r..n le -.,k 1hhtli.ln1 .r lt•M• lh111I wHI ht lht11 l�lt. YH •Ill tite4 ulra p11p•'• lltft't ltow l• ■catt ·•uf fHllf11: 1 ,-fttt f•r ,klt •ttt__, .... lhfNMIIKtN• �u11t1N11 t•t hulhtt 11-41,- M lO, 3 �•• ..ch fet ll e, aett. :1,....,, Chifmos\\6rd1ree lh"t ••t fe,ty,tl• �� hhWH ht lhll (hrltl11U1 tftt. '•llow t1tt ,,,..., ct.c-•tm• ,. ..... . ,.... CAIi n.wa tht• ·"· l'n, .......pk. •I lht . .. .. .... .,,. � ... ... ClllllffNAl, whloh ho• tlvN _ _ _ II. ...... J.6 • Ok., Kcitp TM.ln1, 7•l♦ • ON4. 1740 • V-, G.... JJ ., ....,, • £.. oU."'' 7 FOODS WE £AT DURING THE HOLIDAYS 7 THINGS ON ClilUSTMAS TREES 1. ..,. .. 2. l, 1, ,.•. ,.,. 10, JO, II II, n. u u. .. 13, '4, 8 THINGS TO 00 DURING WINTEll VACATION I. t. ,. �. ,. 3. ,. 1, ,. ,. 10. 10, II, ll. u. u. IJ. u. "· "· 15. 15. u. 1,. 1n Ill � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 4 (2), 1988 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1988-01-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/027a4b85095d5c5953b2571c6fbfa940.pdf b32ba26119a804ad8b6dfc8e47bf3360 PDF Text Text .. ---~ .. . NEWSLETTER 1989 -N~T!VE LANGOAGE-TEACRERS PROGRAM~ LAKEHEAD UNIVERSITY, THUNDER BAY, ONTARIO. VOLUME IV NUMBER 3 Coortlindor' • • • Now that the holidays are over, we begin a new year. l nope all ot you h~d a restful hol iaav with your tamily. May you nave a happy ana nealthv New ~ear. Since the l~st NLIP Newsletter, plans 1 o r the Summer of 1989 are underway and a1most complete. ·rner·e ~i~l be a third ano fourth vear +or the N.A.F.L. Program and ~!so a fou r th year for the N.A.S.L. ::--rogram. fhe oract1ca will be part of the aay program in 1989, tnat is, eacn class in tne NLTC Program wil l have an nour a day tor eitner student teacning or planning. A timetable witl be prepared so that students w1I I know where they are expected to oe. f"11e en i \ oren in the ;: lasses wi ·11 oe from ~ive years to thirteen years ~ i age. 1 am working with the Direc­ tor o+ Continuing Education~ Lakehead boarc of ~oucation, to fund and regis­ ter the children for this program. the +ourtn week, NLfC students wit I have workshops to attend. So far t he c noices are: Learning Centres, Drama. Audio Visual Aids, Outdoor Exper­ iences, Bulletin Board laeas and Art. ~ach stuoent will choose two of tne ~ ~r . snaps to participate in. l met with kon ~pina~ Director of Student Residence. we discussed tne state of the rooms ano the mea1 plan s. At the be­ ginning o+ June, I wil I go l ook at the rooms you wi1 I be staying in. Also, when you are nere this summer, if a light is not working or a screen missing, report it to the person at the front desk immedi­ ate1 v. As t o r the meal plans, you will oe offered more of a choice tnis year. You will be able to choose from a hot meal or nave a soup and sandwich. Specific aetails will be enclosed in your regis­ tration cac~ &~ es. Tnere will also be more low salt toods, suc n as fresh vege­ tables. +ru1t, rice. and potatoes. 1 nave oeen working with Bev. Sabourin, Native Consel ior in Student Services and Joy Lawson, Director of Student Services to address the possibility of hiring a ~~udent Advisory for NLIP. Good News~ we w1ll be advertising shortly for this person. lhe Stuoent Advisory will have an otfica 1n one of the suites in tne residence. hours 5:00 p.m. - 12:00 p.m. and on ca l l during the night. The res­ ponsib11 it1es of the Student Advisory include course monitoring, assisting students to maintain program standards, supporting students in personal and cu l tural aaJustments, and assisting in the planning o~ extra curricular activ­ ities. uur1ng the day, Bev Sabourin wil 1 share an office with me, to assist you in any way that she can. As for your instructors, you will see many familiar taces and some new ones. As many Native instructors as possible will be nired to teach, especially in tne first and second year. ~ur1ng lne aatea for the summer scnool this year are Ju ; y 6 - August 2, 1989. ~eg1stration will be on July 5, 1989 t r am lO:uu - 12:00 p.m. At 1:00 p.m. there w i; i be an Orientation for a 1 l t n e stuaents. At that time, you will nav~ an opportunity to meet your in­ structors and other key people involved in your program. There will be a uni­ versity tour, a library orientation, ana an opportunity for you to talk to instructors at coffee session. In reviaw1ng your evaluations from last summer. l made a list ot your concerns, then attempted to address some o~ tnem. .i.n Hpr i I , l nope 't.O start trave ·i ·1 ing to visit as manv schools as time will allow. l am 1ook1ng for~ard to visiting your classrooms. 5cme of you nave written 1etters, sharing some of your teaching ideas and expressing some concerns. Keep writing, l will try my best to assist you in any way l can. - Barbara �' ..')-. ­ Wil.lV~N!3UAGE ~!::'.._ll.FilL9UMME.B PBACT I CUM V l OliOTAPE.S IEaQ:Wlg IN ONTARIO The 1989 summer practicum lesson• ware videotaped in order to ••lect •odel l•ssona +or teacher• who would be interes­ ted in viewing these l•••ona. ~n internal videotape instrument which was developed bv Barbara and her oraduate a••i•tants was uaed in ratin9 all the le••ons. The ratino inatrument was d1v1dad into ~ecions namely, ta> plannin9 (bl in•truct1on (cl claasroorn manav•m•nt and (d) per~onal qual iti•• of the teacher . One lesaon wa• selected from each of the dialects. lhe videotapes of the model lesaons av•1lable are in Cree, Central OJ1bwe and Western Ojibwe. ln Ontario there are two type• of •ituation• in which Native lan9ua9e• are tauvht. The difference• between the two are very 1mportant for teacher•, and al•o for •choo t admini•trator• who provide lanvuav• provram• tor Native children. Jn eome co111111uniti••• children learn th• Nat1ve lan9ua9e from the1r parent•, and from other people in the community, When they fir•t 90 to •Chool, children already k now th• Native lanvuave. They do not need to learn it in •chool. Th••• communitie• may b• cal led NATIVE AS A FlR~I LAN~UAGE COll\munities. "o•t Of th• Native as a <fir•t lanvuav• coai-niti•• are found 1n northern Ontario. J n •om• commun1ti••• children vrow up lear1n9 Envliah f1r•t. When they go to school, they already know Engli•h but don't •P••k the Native lanvuage. Children who wish to learn the Native language may do •o in achool. lne•• commun1ti•• may be called NATIVE A~ A SECOND LANliUAGE comuniti••• ~t ot th• native a• a second languav• cOIUIUniti•• are found in •outhern Ontario. because of th• n••d• of Native a• a Fir•t Language and Native a• a Second Lan9uage com­ munitia• are different, lan9ua9e teacher• r•c•ive di<f<ferent types of trainin9, depending on where they are from, and where they will be teaching. Jn Native as a Second Lanvuav• com­ munit i es, teacher• teach the Native lan9ua9e to children. They teach them different words, how to • a Y them, how to put thefll tovether in een­ ten c e• when they •o•ak, as well a• readin9 and writing. Jn Nat1ve •• a First Lanouav• communiti••• children alr•ady know the Nat1ve lan9ua9e, they don't need to be tauvht how to •peak it. ln Native as a Fir•t Lan9ua9e co111111Unlties, the teacher •how• th• children how t read and writ• their languav•• how to add to the word• they already know, and how to their languav• creative\ v . Jt 1e important that t•achers and school administrator• under•tand the differences be­ tw•en the two types of lan9ua9• •ituations that eKLSt in Untar10. 1t is alao important to raal•~• that the method• which are used <for teaching one group of studanta are not appropriate +or teach1n9 th• other. For eKample, if chil­ oran already know how to speak their languave,_ us1n9 Native a• . · second Lanou•v• method• will not promote lan9ua9e orowth. Children will be bored, and reatless with the repitition of vocabulary, because they will not understand w~ at the teacher is attempting to do. lherefore, it is very important for school admLniatratora and community members who are ccna1dar1n9 a Native Lanouage Program to make certain that the pro9ram they chooee meets the need• of thaLr community. This lS a 30 minute le••on in which adult •tuoent• are tauoht to 1dent 1<f y ob j ect• in real life and ln picture• from c lues gi ven by the teacher, and •tudents learn t o say name• of tne obJ•ct• in Cree. ~l:.N ! 6f.\L A 3V minute lesson in which stude n ts a re tau9ht how to recognize everyday o bj ects b y their names. Students learn by doing s imp le act1v1t1es, tollowinv directions 9iven by t h e teacher. WES I E.kN OJ UllllE A 3V minute l•••on an whlch th• tea cher teach•• young be9inner• who had l i t t le or no prior knowl•d9• of the dialect by usinv v i sual Ol•cr1m1nation activities. In thi• leason, students identify object• in real life and in pictures, and played games of reco9nition. •o u•• ~or !.JJ l t!WE IF YOU Af<E INlERE.STEO IN VIEWING THESE TAPES CONTACT l"HE NL.lf' COOkD1NATOR'9 OFFICE AT THE' SCHOOL 0~ EDUCAT ION, LA~H~AO UNIVERSITY. TB TB TB TB TB TB TB TH & 3 S UMr1Ek ALL NLIP STUDENTS MUST HAVE A -1 B TEST. A CARD LIKE THE ONE SHOWN bl::.LUW WiLL BE SENf TO YOU AT THE END OF Wlf~ YOUR APPLICATION FORM . I~ YOU UU NOl HAVE PROOF THAT YOU HAVE further information, please contacts FEBKUAk ~ t1at1ve Lan9uage Pro9ram• School of ~ducation Un1vers1ty l hunder ~av, Untar10 HA~ ~akahead F'71:1 ~l 1-807-34.J-EU99 1 11::.sr, rou WILL BE A,~ STUOl::.NT t>E.RVICES tl~Fl.)R5,. YOU '·~!f~=~n;m-Uon ~ENr TO R~GISTEk. lm.munlza"tlon aeco.td AutrH NllMIOMlll•nh ~· CY com1M1•·1M &llerglHI NATIVE PLACENAMES Here are the answers to the f1ve questions in the last . news"Jetter. 1. b ~. d 3. e 4. c 5. a You· I 1 have to wait until the next newsletter due out at the eno of ~ebruary to get the · rest of the questions. ..w . M. ·~ �NLJP 1988SUMMEB fRACTlCU!1 VlQEOTAf>ES The 1988 summar practicum l•••on• were vid•ot•P•d in order to ••lect model l•••ons tor teachara who would be interes­ ted in v1ew1ng th••• leeeona. ~n internal videotape inatrument which wee develoP•d bV Barbara and her graduate •••i•t•nt• was u•ed in ratin; all th• l•••ons. The ratino lnetrument was d1v1ded into ~ecions namel y , <a l plannino (b> inatruct1on l e) classroom management and (d) par•on~l qualities of the teach•r. One lesson waa ••lected from each of the dialect•. 1h• vid•ctapea of the model l•ason• available are in Cree , Central OJ1bwe and West•rn OJ1bwe. In Untarlo th•r• are two types of situation• in which Native lan9uav•• are tau9ht. The differences between the two are very 1moortant +or teachers, and also for achool administrator• who provide lanvuav• pro9ra•• tor Nativ• children. ln •om• co1M1unitl••• children learn th• Nat1v• lan9ua9• fl"Otll their parents, and from oth•r people in the C0111munity. When they fir't 90 to school, children alr•ady know th• Nativ• lan9ua9s. They do not ne•d to l•arn it in school. Th••• cOftl•unities may b• call•d NATIVE AS A FlR~I LAN~UAGE com111Uniti••· Most of the Native a• a first 1an9ua9• co111111unit1•• ar• +ound 1n north•rn Ontario. ln •om• com111Unlti••• children orow up learin9 English first. Wh•n th•Y 90 to school, they alr•ady know English but don't tne Nativ• lan9ua9•. Children ..iho wish to l•arn the Native lanouao• may do so in •chool. lh••• communities may b• called NATIVE A~ A SECONU LAN~UAGE comunitiea. Ptost of th• nativ• as a second lan9ua9• cOfftlllUniti. . are found in southern Ontario. ~•cause of th• n••d• of Nativ• as a First Lanouao• and Native as a Second Lanouao• coai­ munit1•s ar• different, language teacher• receive diff•r•nt typas of trainino, dependino on where they ar• from, and wh•r• th•Y will be taachino. ln Native as a S•cond Lanouao• com­ aiuniti••• teacher• teach th• Native lanouav• to children. They teach th•• diffarent word•, h~ to aay them, how to put th9fll to;ether in sen­ tence• when th•Y •o•ak, ••well as re&din9 and writing. In Nativa •• a Fir•t Lanvuao• c0111munitiea, children already know the Native lanouao•, so th•Y don't nead to be tauoht how to speak it. In Nativ• a• a Firat Lan9ua9e c~nitias, the teachar shows the children how t read and write th•ir lanouage 1 how to add to th• words they already know, and how to uae their lan9ua9e craat1valy. lt ia important that teachers and school administrators understand th• dif+eranc•• be­ tween th• two types of lan9uage situations that •xist in Untario. lt is also important to r•al ize that th• 111ethod• which are u•ad for t•ach1n9 on• group of atudents ar• not appropriat• tor teaching th• other. For example, 1f chil­ oren al re•dY know how to speak the tr 1 anouag•,_ u•1no Nat1v• as a · sacond Lan9ua9e mathod• will not promote lanouaoe orowth. Children will be bored, and restl••• with the repitition of vocabulary, because they will not und•r•tand what the teacher i• attempting to do. lheretore, tt is very iftlC)ortant for school admin1str~tors and community member• who are conaioerin9 a Native Langu•g• Prooram to mak• certain that th• pro9ra111 they choo•• meets th• need• of their community. Thi• is a 30 1111nut• l•••on in which adult •tudent• are taught to identify obJecta in real life and in pictures frCJlll clues given by the teacher, and •tudents learn to say names of th• obJ•ct• in Cr••· •P••k ~or A 3U minute l•••on 1n which student s are taught how to recoonize everyday obJ•cta by their names. Students learn by doing simple act1v1t1ea, +ollowin9 direction• given by th• t•ach•r. WE,S ! E,kN DJ U!WE A 3U minute l•••on in which the t•ach•r teach•• youn9 b•oinn•r• who had little or no prior knowl•do• of th• dialect by usin9 v1aua1 a1acr1m1nation •ct1v1t1••· In thi• lesson, student• id•ntify obJects in real life and in pictursa, and playad gaees of recognition. IF YOU AkE INlERESTED IN VIEWING THESE TAPES, CONTACT IHE NLlP COO~OlNATDR'S OFFICE AT THE SCHOOL 0~ EDUCATION, LAKEHEAO UNIVERSITY. TB TB 18 TB re TB TB TB THI~ SUMMER ALL NLIP STUDENTS MUST HAVE A TB TEST. A CARD LIKE THE ONE SHOWN B~LOW WILL BE SENf TO YOU AT THE END OF FEBHUAK Y WifH YOUR APPLICATION FORM. IF YOU uU NOl HAVE PROOF THAT YOU HAVE HA~ Al~ J~sr, YOU WILL BE SENr TO SlUDENT ~E.RVICES BEFLIR~ YOU Rt:.GISTEh:. further 1nformat1on, pl•••• contect1 Hativ• Language Pro9rams Schoo a of education LaKahead Un1vera1ty lhund•r ~•Yo ~ntar10 P7b TB ~1 1-ao7 -34.J-e119s - ~.Olhw Nleftnt lnlannalloct j liiiiiW AulNe-~~· ()' oornprla ·1• •lle<vlN) You- I 1 have to wait until the next newsletter due out at the ena of ~ebruary to get the rest of the questions. Bso.td • ~1Dal:loM.'ll*!Dm:dl- ­ NATIVE PLACENAMES Here are the answers to the f1ve questions 1n the last news'I etter. 1. o ~. d 3. e 4. c 5. a ·1m.munlz8tton ®C' gncludlf>9!P.l"-'Pl.lllll ~~lolllmm~ • 11 • ' ·-· ' .. -~ ·­ . . .C.alenal11tf dJJ anmunLutklnl . ~~l.ill4t0d ~··tout\ ~unJuU~IXlltaall . . ,,.~r'l:anr."Jf.lflJl!l01111.lfl"4.lq~ • - - ~- . ~ . i(i)S:: .. ­ ... -'°''''° - .. . ·­ .. , ~ frout.:~~~ -. =' .. .. ~ .,· ~·. ­ I _...,.. - I �.. ' ­ NEWSLETTER 1989 -- t:JATl9E LAt'fGOAGE-TEACAE:RS PROGRAf'I~ LAKEHEAD UNIVERSITY, THUNDER BAY, ;MilP Coordindor' · ONTARIO. • • No w that the ho] ldays are over, we o eg1n a new year. I nope all ot you had a restful ho1 i~av with your family. May you have a happy and nealthv New ~ear. Since the last NLIP Newsletter, plans 1or the Summer of 1989 are underway and almost complete. Tner·e ~i~I oe a third ana fourth vear ~or the N.A.F.L. Program and a.~o a fourth year for the N.A.S.L. f-·rogram. fhe pract1ca will be part o~ the oav program in 1989, that is, each class in tne NLTC Program will have an hour a day +or eitner student teaching or pianning. A timetable wi1 \ be prepared so that students w1l I k now where they are expected to oe. ri·1e chi I dren in the c·1 asses wi ·11 ce fro ~ tive years to thirteen years ~t age. 1 am working with the Direc­ tor ot Continuing Education, Lakehead board af ~cucation, to fund and regis­ ter the children for this program. the fourth week. NLiC students w11 l have workshops to attend. So far t he cnoices are: Learning Centres, Drama. Audia Visual Aids, Outdoor Exper­ iences, Bulletin Board Ideas and Art. ~ach student will choose two of tne ''"cH"" f ~ 5nops to participate in. VOWME IV NUMBER 3 1 met with ~on ~p1na~ Director of Student Residence. we discussed tne state of the rooms ano the mea ~ plans. Ht the be­ ginning o? June, I w1il go look at the rooms you wi11 be s t a y ing in. Also, when vou are here this summer, if a l ight is not working or a screen missing, report it to the person at the front desk i mmedi ateiy. Hs tor the mea l plans, you will oe offered more of a choice tnis year. tou wi l l be able to choose from a hot meal or nave a soup and sandwich. Spec1fi aeta1ls wil 1 be enc)osed in your regis­ tration pac~~ges. fnere will also be more low salt toods, such as fresh vege­ tables. fruit, rice, and potatoes. I nave oeen worKing with Bev. Sabourin, Native C~nsel ior in Student Services and Jay Lawson, Director of Student Services to address the possibility of hiring a b~ udent Advisory ior NLIP. Good News! we will be advertising shortly for this person. l he Stucent Advisory will have an office in one of the suites in tne residence, hours 5:00 p.m. - 12:00 p.m. and on call during the night. The res­ ponsib111t1es of the Student Advisory inciude course monitoring, assisting stuaents to maintain program standards, supporting students in persona1 and cu l tural aaJustments, and assisting in the planning of extra curricular activ­ ities. uur1ng the day, Bev Sabourin w1il share an o+t1ce with me, to assist you in any way tnat sne can. As for your instrLlctors, you w i 1 ·1 see many familiar faces and some new ones. As many Native instructors as possible will be nired to teach, especially in tne ~1 r st and second year. ~uring l'ne aates fer the summer school this year are JU i Y 6 - August 2, 1989. ~e91straticn will be on July 5, 1989 1 r am lO:uO - 12:00 p.m. At 1:00 p.m. there w11 t oe an Orientation for a11 tne stuaents. At thot time, you will nave an opportunity to meet your in­ structors and other key people involved in your program. There will be a uni­ versity tour, a library orientation, anc an opportunity for you to talk to ~nstructors at coffee session. In rev1ew1ng your evaluations from last summer. l made a list of your concerns, then attempted to aodress some o~ them. ;,n Hpri I , l nope to start trave'i ling to v1s1t as many schools as time will ailow. l am 1ook1ng torward to visiting your classrooms. Some of you nave written letters, sharing some of your teaching ideas and expressing some concerns. Kee~ writing, l will try my best to assist yoL in any way 1 can. - Barbara � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 4 (3), 1989 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1989-01-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/3399fc10584d0d0890663f47b66d51cc.pdf 7586e33fb80c542fc7749284cf199a5c PDF Text Text NATIVE LANGUAGE EDUCATION in O NTARI O \{fiJ,£ N NMfR 4 NEWS FROM YOUR COORDIHATOll As the snowflakes gently fall from the sky above, my thoughts drift to the bright, sunny days of summer and our first summer school together. Plans are almost complete at this point. All education and language classes will be in the Ryan Building. The practicum classes will be located in the Bora Laskin Building. All classes have been assigned to instuctors. Many faces of the instructors will be familiar to you. The classes will begin at 8:45 in the morning and end at 4:45 in the afternoon. Your day will be a bit longer because a practicum component has been added during the day instead of in the evenings. This change will provide practice teaching time as well as a class on lesson preparation for all NLTC students. Children will be invited to register for Native As A Second Language classes at Lakehead. Hopefully, you will have forty to fifty children to teach. This is a joint project of our program and the Lakehead Board of Education. Student Services will hire a Student Advisory for our p7ogram this y7ar. Th�s person will be available to �ssist you in social cultural, and academic matters. The NLI Pr�gram will provide a suite at the Residence so this person will be available to you in the evenings. I attended the Seventh Annual Cree As A Second Language Conference in Hearst. It was an opportunity for me to renew some friendships, meet new faces, and tour Constance Lake Reserve. Marianna Couchie, Sister Catherine and Angela Moore gave me new insights into the planning of NL Programs. While in·Hearst, I was honoured to be part of the audience for the first "Reach For The Top" in Cree. Also, a group of junior children performed some musical nwnbers in Cree. The Cree teachers shared resources and worked on a unit plan. My thanks for inviting me to your conference! Later this month I will be attending the Windigo-Shibogama Tribal Council Native Language Conference in Sioux Lookout an� the Sweetgrass First Nations Language Council Constitutional Conference in Brantford. In April and May, I am planning to visit teachers involved in our program. As you make plans for the upcoming summer school, do go and get your T.B. test done. You will receive a yellow immunization card with your application form. This card will remind your doctor and you that it is necessary. If you cannot show your y�llow card or proof of your T.B. test at registration, you will be sent to Stud7nt Services BEFORE you are allowed to register. Hhy am I doing this? Before you receive your Provisional or Permanent Letter of Standing from the Ministry of Education, you must show proof of your T.B. test. Thus, I hope I am helping you to avoid delays in the future. There are still a n�r of people who have not sent in their T.B. test results from last year. Unfortunately, those people w�ll not. be' recommended for a Letter of Standing until they do. Your applications will be mailed to you by the end of March. The deadline is May 30. I will provide more news in regard to the summer school in the next Newsletter. In the meantime, continue the great teaching of Native languages. The adults of tomorrow need you. Have a Happy Easter! Barbara This summer all NLIP/NLTC students must have a TB Test. A card like the one shown below will be sent to you with your application form. If you do not have proof that you have had a TB test, you will be sent to Student Services BEFORE you register. .,.. Immunization ;J Record • C ... · • 'I- ... .. 00 not loN 1h11 catd. It .. ,_ _1 _ ol lmmunlUIIOft. - All tmmunlUIIOl,O ...... cud. l'ai\ w........ ! \JV :_. lie,____ on lhll Calendrler des Immunisations · C.I lld•M-11 .,,..,,.... -,11on1 tou• , 1e, ,......_,, - - ..,,,_...uono. Tout11 llt •-lnel- - J ttta ln.c,He.. ..,.. """' ! dlll ol bklh I dalo di n&INlnte �Language Courses Date: NL NL NL Oj July 6 - 26, 1989 2713 3251 3511 2011 - Algonquian Linguistics Translation Literature: The Oral Tradition Field Study in Ojibwe Contact: The Coordinator Native Language Programs Lakehead University Thunder Bay, Ontario P7B 5El l-807-343-8542 Theory and Practice in Native As A Second Language Ed 4743 - Native As A Second Language Part I An introduction to the field of Native languages education through the development of a conceptual framework and the acquisition and practice of second language teaching skills. The course will address Algonquian Structure, Professional Growth, Language Acquisition Theory and Practice and a Professional Practicum. Date: July 6 - August 2, 1989 Contact: The Coordinator Native Language Programs Lakehead University Thunder Bay, Ontario P7B 5El 1-807-343-8542 COMING EVENTS Conferences Native Children: Their Future Needs 3rd International Conference/Workshops on Native Children with Exceptional Needs April 20-22, 1989 Contact: Ron Phillips 992 Jessie Avenue • Winnipeg, Manitoba R3M 1B1 Fifth Annual Indian Education Conference Ville du Loe Delage, Quebec April 25-27, 1989 Contact: First Nations Education Council Secretarial 30 Rue de l'Ours Village Huron, Quebec GOA 4VO First Conference on Canadian Computer­ Assisted Language Learning April 27-29, 1989 Contact: Ms. Cheryl Dickie c/o The Computer-Assisted Writing 530 Scott Library 4700 Keele Street North York, Ontario M3J 1P3 The Ojibwe New Testament The Ojibwe New Testament (OshkiMasinahikan) which was mentioned in the November 1988 NLIP Newsletter may be ordered from the address given below. The New Testament is written in Northern Ojibwe, in both Roman and syllabic writing systems. The cost is ten dollars ($10), payable to the Canadian Bible Society, ·order number 20S00 263DS N. Ojibwe New Testament. Order from: Canadian Bible Society 10 Carnforth Road Toronto, Ontario M4A 2S4 Eastern Ojibwa-Chippewa-Ottawa Dictionary NLIP students are reminded that they may purchase copies of Richard Rhodes' Eastern Ojibwa-Chippewa-Ottawa Dictionary at a special reduced price of $25 U.S., by joining the Society for the Study of the Indigenous Languages of the Americas (SSILA). This dictionary is a very important reference tool for speakers of Ojibwe from such communities as Walpole Island, Manitoulin Island, Sarnia, Cape Croker, Saugeen, Rama, Curve Lake, and other areas in southeastern Ontario. It is highly recommended for all NLIP students from these communities, as well as for libraries and schools. Instructions for joining the SSILA and ordering the Dictionary are given below. Please note that all amounts are to be paid in U.S. dollars. If you are not already a member of the SSILA; here is how to order the dictionary: 1. Make out a cheque or money order in U.S. funds for $7 to SSILA. This is the annual membership fee. You will receive a newsletter in the mail. 2. Make out· a cheque or money order in U.S. funds for $27 to Mouton Publishers ($25 + $2 shipping). If you want to receive the dictionary more quickly, make it out for $32. 75 U.S. ($25 + $7.75 shipping). The dictionary then will be sent airmail. Otherwise, expect it to take two months to reach you. 3. Fill out the form below indicating how much the cheque or money order to Mouton Publishers is for. 4. Send the form and both cheque/money order Victor Golla, SSILA to: Department of Ethnic Studies Humboldt State University Arcata, California 95521 ........................"........ ........... Please send me: ; copies of Eastern-Ojibwa-Chippewa­ Ottawa Dictionary by Richard Rhodes. All orders must be prepaid. Be sure to include the appropriate amount for shipping/handling ($2 U.S. surface mail; $7.75 U.S. airmail) I enclose a cheque/money order payable to Mouton Publishers for $ This order form should be sent directly to Professor Victor Golla, SSILA �• SHARING SECTION I am teaching where I am introducing the Ojibwe program into the school, and it is quite a challenge which I really enjoy. For work already taught, I give them scrapbooks for each unit. It is their responsibility to put in what they've already learned, and I will help them with written work, and some have already taken initial steps to writing their own stories. This all takes place after they have done their work for the day. After each unit, they are marked and they can take it back home to read to parents. One parent came to me and told me Bobby reads to them all the time. Nora Hiller Good teaching idea: if you are reviewing or introducing single syllabic characters, make a deck of cards using syllabic characters and play fish. Be sure to instruct students about drawing a red line to indicate the top of each card. Clara Beardy PROBLEM - My students like to sing songs and I only have made up a few or translated one or two. If anyone has a good collection maybe they can share. Clara Beardy Muskrat Dam, Ontario POV 3B0 LEGENDS How The Loon Got His Spots Once long ago, there was a loon swimming in the water at Lake Superior. He was teasing a robin and the robin got mad and started to chase him. The robin pecked the loon all over and pulled out a lot of feathers. It looked like the loon had spots all over him. When his feathers grew back, they were spotted. This was the loons lesson that he shouldn't tease anything. That's how the loon got his spots. By Cecilia McWatch Grade 4 Mobert Indian Reserve How The Worm Got To Be Small One day there was a young boy walking around and he saw a worm on the ground. In those days, worms were about as big as snakes. He decided that he was going to keep the worm for his pet so he picked it up and put· it in his pocket. He went home and his mom was heating water to wash clothes. He had to change his clothes but forgot the worm inside his pocket. His mom put his clothes in the hot water and they shrunk. And so did the worm! That's how the worm got be so small. By Gladys Sabourin Mobert Indian Reserve POETRY My Friend You may have noticed that almost everything that an Indian does is in a circle, and that it is because the power of the world always works in circles and everything tries to be round. In the old days when we were a strong and happy people, all our power came to us from the sacred hoop of the nation, and as long as the hoop was unbroken, the people flourished. The flowering tree was the living centre of the hoop, and the circle of the four quarters nourished it. The east gave peace and light, the south gave warmth, the west gave ,rain, and the north with its cold and mighty wind gave strength and endurance. This knowledge came to us from the outer world with our religion. Everything the Power of the World does is done in a circle. The sky is round, and I have heard that the earth is round like a ball and so are all the stars. The wind in its greatest power, whirls. Birds make their nests in circles for theirs is the same religion as ours. The sun comes forth and goes down in a circle. The moon does the same and both are round. Even the seasons form a great circle in their changing and always come back again to where they were. The life of a man is a circle from childhood and so it is in everything where power moves. Our teepees were round like the nests of birds and these were always set in a circle, the nation's hoop, a nest of many nests, where the Great Spirit meant for us to hatch our children. -Black Elk Walk Talk Share with me Help Play Stay with me Ride Jump Care for me Love Like Hug with me And Be my Friend. by Ruth McWatch Mobert Indian Reserve I like living in the world Give me air I like the flowers Give me alot of trees I like animals Gifts from God. by Thurston Kwissiwa Mobert Indian Reserve NATIVE LANGUAGE EDUCATION IN ONTARIO is an occasional newsletter, published by the Native Language Office, Lakehead University, Thunder Bay, Ontario, P7B 5El, mailed without charge to students registered in the Native Language Instructors' Program at Lakehead University. �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 4 (4), 1989 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1989-01-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/e04a59e34ac300c2057db06e1ee689f1.pdf 73debc85632231993eca5e739febc947 PDF Text Text NI\TIVE f.ll,['{ll(;E Il\BIR.:Cirn I S Hrnt, IAKI:rlEAD tNIVERSTIY, 'IH.Nl:R PAY, CNITIRIO. \Ul.ME IV l\l.l'-ffR EWS FROM YOUR COORDINATOR DEAN MCLEOD COMPLETES TERM think Spring has arrived. After the snowfall ,st Friday, I really wondered whether or not 1e new season was ever going to arrive. How­ ·er, it is now sunny and a mere 17 degrees ilsius so I think it is safe to say, "Happy ,ring!" Dean Rod McLeod will be CQTipleting his term as Dean of the Faculty of Education on June 30, 1989. During his six year term, Dr. McLeod has been ·-rery supportive of the Native Language Program. His wisdom, l<:no·.-1edge and enthusiasm have been contributing factors in the development of Native Language Teachers' Programs at Lakehead. The vision of Dr. McLeod led to the expansion of the various programs, financial support of the Minis­ try of Education and the Department of Indian Affairs, and tr.e support of Native Groups for the pr0grc1111. We thank Dr. McLeod for his contributions to Native Edu­ cation and wish him well on his year of leave. · plans for travelling have not been as smooth . I had hoped . r had been invited to attend the ,ibogama-Windigo Native Language Instruction Con­ rcnce Workshop in Sioux Lookout on March 28-30, 09. Unl:ortumitely, because of the icy road con­ tions my car slipped into the ditch near Ignace. ter four hours, my car was finally towed out of e ditch and to Ign.ice. I express my apologies to acllers, a<:lministrators and educators at the con­ rence. My absence was beyond my control. I have ·nt infor:rnation packages ,:ind application fonns to rtha Kakepetum. For any information, please call at anytime. EASTERN OJ:BWE -CHIPPEWA-OTTANA DICTIONA..?Y NLIP s t u d e n t s are remind e d thac they may p u r c h a s e c opies of Ric h a r d Rhodes' Ea s t e r n Oiibwe-Chipoewa-Ottawa D i c tion­ ary at a s p e cial r e duced price of $25 U.S., b y joining t h e Soc i e ty f�r t h e Study of t h e Ind i g e nous L a n guacres of �h e America s (SSILA). This di�tionary is a very imp�rtant refe r e n c e t o o l for s p e akers of OJi bwe from such c o mmuniti e s as Wal p o l e Island, Manit�ulin Island , Sarnia, Cape Croker , Saugeen, Rama, curve Lake, _and o ther areas in sout h e a s t ern Ontari �. It is highly recomme n d e d for al: NLIP s�udents from t h e s e c o mmunit i e s ,' a s well a s for libraries a n d s c h o o l s . April 20-22, the 3rd International Conference/ rkshops on �at1v� Children With E xceptional Needs s held in Winnipeg, Manitoba. My presentations re o� �ollaborative Learning in the Second Language assroom. Then I received an emergency call that · father had suddenly passed away in Victoria. Im­ ·diately r returned to Saskatchewan where most of family live and remained until internment took ace. I have not made any definite plans for visiting tive Language teachers in the field. Steve Chase de visitations to Swrner Beaver, Slate Falls and Sault e. Marie. Now that classes are over and plans for IP 1989 are almost ccmplete, Steve and I will t::y to an scrne visits but ... nothing definite at this point. e plans for sunmer 1989 are almost complete. Instruc­ rs have all been offered positions and to date I have :; heard of any changing their minds. The following achers are planning to teach with us this swnner: m Teskey, Jean Shawana, Da\Jl'la Leblanc, Brian Maznevski, clde Daigle, Reta Sands, Gary Hannam, Michelle Mocci, uck fiero, Ernestine Duswa, Marianna Drowc-zuk, Steve ase, Lena White, Angela Moore, Sist<?r Catherine, John Meara, Elsie Stoney, Heather Donolovitch, Lee Stafford, n Jagger, Grace Teslcey, Judith Petch. n<lidutes for ti1e position, "Tutor Advisory" will be u,rviewecl at the beginning of June. This person will responsible for the daily operation of the transition ogram and serving t�e needs of the students. This will volve course monitoring, assisting students to maintain ogram standards, supporting students in personal and ltural adjustments and in the planning of extra curricular tivities. This person will have a suite in the residence d be available to students from 5:00 p.m. to midnight. am hoping this person will be kept very busy not only with lping you with your hanework but in planning other acti­ ties as well. Elders Program is being planned for the s1Jll111er. This will nsist of an Elder giving a presentation fran 7:00 p.m. to 00 p.m., two nights a week, in a lounge in the residence. rce elders have t;,egn invited to participate in this pro­ ct. Students and other interested persons will be invited participate. This will continue for the first three weeks the sunmer school. te the activiti� fot: the first day, that is July 5th. ere will be registration, orientation. tours and a S,.eet­ ass ceremony. Details are enclosed in your Orientation :;lrnge. R�r, if you do not have a letter or dOCtUnen- . tion that you have had a T.B. Test and/or Chest X-ray, you 11 be sent to Student Health Services to have this done fore registration. realize this is a busy time of year for most of you. �ver, do try to put aside sane of your favourite :ivities, successful lesson plans, unit plans, and 1g range plans to bring ·•ith you. Whatever you tng, will be helpful for your courses. un looking forward to seeing you bac!, this stllmler. ? program offers new and exciting components yet .U main:;ains sane of the familiar components of 1rs gone by. See you in July! Instr�ctions for joining the SSILA and o rdering the Dictionary are giv e n below. Pl e a s e n o t e t h a t all amount s are t o b e paid in U.S. D o l l a r s. If you a r e n o t alre a d y a membe r of t h e SSILA, h e r e i s h o w t o order the dictionary. 1. Make out a c h eq�e o r money order in u.s. fund s fo: $7 t o SSILA. This i s t h e ann u al memb�r s hip fee. You will r e c eive a newsl e t ­ t e r 1n t h e raail . 2. Make o u t a c h eque or money o r de r in u.s. fu�d s_for $27 t o Houten Publishers ($25 + $2 shipping). _If you want t o receive the dic:ior.­ ary more quickly, make it out for $32.75 u.s. ($25 + $7.75 s hipping). The dictio narv will t h e n b e sent airmail . Otherwise, expe�t it t o t a�e t w o mont h s t o r e a c h y o u . 3. Fill out t h e for� below indicating how m�ch t h e_c heque or money o rder t o Mouton Pub­ lishers is for. 4. Send t h e f �rm and .E£!.b. c heque/mo ney ord e r Victor Gol l a , SSILA to: D e p artment of Ethnic Studies Humboldt St a t e Univer s i ty Arc a t a , California 95 521 • I • • I • 1 1 e • 1 • • • I • I I 1 • 1 • • I • 1 1 I I 1 1 I • 1 I I 1 1 ♦ • 1 1 � 1 1 I 1 Ple a s e send me: -:-----_co�ies of Ea s t e r n -Ojibwe-Chippew­ Ott a w a Diction ary by Richard Rhod e s . A l l o r d e r s �ust b e p r e p a i d . Be sure to i�cludc t h e a p p r opriat e amount for ship p i n g/ h a n dling(; . U.S. s u rface mail; $7.75 U.S. airmail). I e n�l o s e a c h eque/m oney order payabl e t o Mcuto Publis h e r s for$ ______ . This order form s h oul d be s e n t directly t o Pr o ­ fessor Vic t o r Golla , SS!LA. IF YOU HAVE ANY SHORT STORIES OR POE72Y WRITTEN BY SOME OF YOUR PUPILS , PLEASE FEEL F REE 'l'O SEND SOME TO US SO TP.AT i·lE CAH :NCLUDE THEM IN OUR NE�SLETTER. �G[•Nl•0A·l'IA. (Tune - Frere Jacques) NEW NLIP NEWSLE'ITER u:x;o r:i-ni-b;i-n11? Gi-ni-ba-n<1? Ni-stieP.-mes Ni-shee-mPS ;';ha-r.hi gP.e ma-dwe-si-noon 7.ha-zlii gPe ma-dwe-si-noon o nish-kan O nish-kan. The Woman represents the Circle of Life, Mother earth. She holds the sweetgrass, Encircling the People, The aweetgrass, has renewed the Strength of our Ways, our Traditions and our Culture. The Language is all of these. The language - a soft voice, a sweet song - a unified rhythlll of the Original Peoples, the Anishnabeh. Gi-ni.-b<1-na? Gi-ni-b;:i-na? N i-W"C!-kil-nP. Ni-wn.e-ka-111? Tu-ta-gun mu-dwe-sin Tu-ta-gun mu-dwe-sin •ra-tc1-gun Ta-ta-gun. From: ABOUT THE ARTIST 0jibwe Songs Translated for Classroom Use by The Ojibwe Cultur11l Founda­ tion, Manitoulin Island. MEE-GWE'l'Cll MeP.-qwetch, mee-gwetch, gwa-natch Je-sus Mec-gwetch, mee-gwetch, gwa-natch Je-sus Mee-gwetch, mee-gwetch, gwa-natch Je-sus M�e-shi-gwn KPed-a-bee-ta GP-get neen min-wen-dam Keen a-pi-tchi ja-we-nim Mee-gwetch, gwa-natch Je-sus (chorus) Mo-shak a-bee-ta-wi-shin Keen e-ta neen-de-ing A-pi-ne bi-m�-di-si Mee-gwetch, gwa-natch Je-sus (chorus) Gail Bressette is a Chippewa-Po ttawatomi artist from Kettle Point Reserve, Ontario, She is a self-taught artist who has been inspired to draw and paint f o r her children, She signs her work Daanis, to dedicate her work to her daughter and to Native women, the daughters of First Nations, who have for centuries been the original artists of North America. . .e BULLETIN BOARD IDEAS •o16• , ho.,,., ... , ,,..... THE ORIGIN OF INDIAN SUNMER A ��ip to almost any part of Canada, and especially the vast woodland wilderness of "The Land of the Sleeping Giant" in North­ western Ontario between September 15 - October 15, is one of breath­ taking delight. The everchanging panorama of Reds, Golds and Greens minaled with the sparkling waters of a myriad of lakes is never-to­ be forgotten. This was not always such a happy season of the year, for many an early settler came to his death durinq this period. Because of the warm days and cool nights at this time, lcw lying mists surround the river and lake banks, where the pioneers were compelled to build their homes, in the evening and early morning. Taking advantage of these mists the Indians would attack, and this part of autumn be­ came known as the dreaded "Indian summer". "Wendigo" Limbrick, H.M., Tales of the Tom-Tom, Hignell Printing Limited, Winni­ peg, Manitoba, ("Wendigo", Fort William, Ontario). •. . • r1oo\'iJ.r-'i Clllefa -� "" . {;.� � ... �;; �•�( :} ' ·,t;¼( ...,, '.r ....... _...,.... ...,.. ....... .u....ttcll �.11.•11111, ......... ....... ,""""'9 ,--..3.,.4"1..... '-!" - ..... A•..•'""'°"'"�"'d1..t H•t .,•.... ,...,.,. __ ,...... ..........,,...,. .,,. ........... ,. ,. ,,,... .-....wo Glover, s. and Greive, G., Bulletin Board Smorgasbord, The Learning Works Inc., Santa Barbara, California, 1982. •was it only yest�rday that men sailed around the moon ....And is it today they stood upon its barren surface? You and I marvel that man should travel so far and so fast .•.. Yet, if they have traveled far then I have traveled farther...•and if they have traveled fast, then I faster....for I was born a thousand years ago •...born in the cul­ ture of bows and arrows. But within the span of half a lifetime I was flung across the ages to the culture of the atom bomb....and from bows and ar­ rows to atom bomb is a distance far beyond a flight to the moon." Only Yesterday, an address by Chief Dan George -irtlracfa "Ae. � I 1'/1\S □ORN A TIIOUSI\ND YEARS AGO ••... From: INDIAN LORE THIS SUMME;R AIL NLIP/NLTC STUDENTS MUST HAVE TB TEST. I� YOU DO NOT HAVE PROOF THAT YOU HAD A TB TEST, YOU WILL BE SENT TO STUDENT S VICES BEFORE YOU F.EGISTER. �INSTI1UTE COURSES ·111rJr1e ;:ire srJV•�i:-al courses being offe red for gr.icluates this ye ar. They .ire as follows: NI, 2713 - l\lgongui11n Linguistics-/\ study of the languages of the Algonquian family with part icular emphasis on OjiJ::,we and Cree. NI. )2�1 - Theory and Practice of Translation 'l'ransliltion theory will be - to the prac­ tie.l'l 4"oi18;e,mi('cfG.ralisi1tir� English to an /\l�cf;rtan "'iaffgu., �dt"r an lgonquian lan­ guage to English. NL 3511 - Literature: '11,e Oral Tradition - Problems and ITIP.lhods of collection and analysis. Research and guided project s in oral literature. SUIHIEH LANGUAGE COUHSES IJatu: Ju l y 6 - 26, 1 9 8 9 NI, 271.'l - lllqon<1ui;in Lingu i s t ics ,. N L 3511 - Lit_ •.. ure: 'l'he ora l Tr,,cliti.on OJ 2011 - Field Study in Ojibwe cont,1ct: 'l"hP. r.oordin;it o r N;, t i vP Language P ro g r ams f,ilkCh<'acl Uni vP.rsi t y Thunder Oa y , O n t ario P7 ll 51•: 1 l-807-343 -8542 TIIEOll\' I\Nll l'lll\C'l'JCE /\ SECOND L/\NGU/\C£ rn NATIVE /\S ED 4743 - Nat ive /Is /\ Seco n d f,angu age P a r t I /In i n t roduct ion t o the rie l d o f Native l a nguage educa t io n t h ro u gh the development of a conce p t u a l rr:im,:,work ;ind the acqui s i t io n ancl pr�ct ic e of sPcOnd language t eachi1111 slcill!<. 'l'ha co urse vill add­ r<?5s /\lgonq11ian St ruct u r e , Profe s ­ nional Grow th, Ganguage Acqu i si t io n Thec,ry .:ind Practice a n d a Pro f e s s ion­ al P r acticum. D.:ita: TIME !IND D/\TES TO REMD-IBER REJ:;IS1'R/\TION �lednesday July 5, 1989 Time: 10 a.m. - 12 noon Location: Agora, University Centre Bring your student card, T.B. Test results, tuition if you have not already paid it. OIUENTATION 1-lednesday July 5, 1989 Time: l p.m. - 2 p,m. Location: Lecture 'I11eatre, Agora, University Centre This will be a time of introduction of the f aculty, organization of Student Council and discussion of the programs. TOURS Wednesday July 5, 1989 Time: 10 a.m. - 12 noon and 3 p.m. - 4,30 p.m. Location: Tours will begin from the residence '111ese tours will include: University Campus, Native Student Services, Bookshop, Field House Sports Complex and the Libraries. Libraries will offer short sessions on the use of the ca11puters to find resources. SWEETGMSS CEREMONY Wednesday July 5, 1989 Time: 2:30 p.m. Location: Bora Laskin 1032 M opportunity to visit our new office on campus and participate in a 5"eetgrass Ceremony. F I RST Dl\Y OP CL/\SSES 1'hursday July 6, 1989 Time: 8:30 a.m. - 4:45 p.m. Location: Ryan Building and Bora Laskin Building If you have banking or personal business to do plan to arrive early . Your classes are full of important studies. Students will not be given time off. There will be no special exceptions for early departures. MOR E PLACE NAMES Try once a g a i n t o match up the meaning with t h e name. The a n s w e r s a r e at t h e bo ttom. NO PE EKING! ! l. The ca p i t al ci t y o f a p rovince, a lake a n d a river; f rom t h e C r e e �ord rne a n�ng "mu d d y w a t er". 2. A p rovince a n d river, d e r i v ed from the Cree wor d meaning " s w i f t cu r re nt•. 3. A Great L a k e; named a f t e r a n Indian t rib e . 4. A capit a l cit y; d e ri v e d from t h e �ora meaning "me e ting place". ___ S. A province; d e r i v e d from t h e C r e e wor d meaning "God" o r from t h e A ssinibo1ne word for "la k e o f t h e prai r i e s•. a) Huron b) Manitoba c) Winnipeg d) Toro n t o e) S a s k a t ch e w a n July 6-26, 1989 Contact : The Coo rdinator Native Language Prog rams T.akchead Univ e r sit y 'l'hum.tcr 13.:iy, Ont ario P7n SEl l-807- 34 3 -0542 HELPFUL Jl!NTS FOR STUDENTS To make your stziy during the SU11111er School comfortable, you may want to bring sane of these items with you: •towels •towels *shampoo •iron •soap •medication *fan •pots, pans,dishes, cutlery, cups, a tea kettle to make snacks llere is another list. These suggested items are mat erials that will be useful for you coursework, •stapler •not ebooks •tape •pens •colored markers •tape recorder •samples of work: lesson plans, audio visual, mat erials curriculum, childrens' work, tape recording of music, stories or lessons. •a copy of the notebook and core progra!ll guide­ lines. And lastly ••••• *Residence fees must be prepaid or fees must be paid on arrival *Be prepared to pay your tuition on arrival unless you have mailed a sponsor's declaration frcrn and have a re­ ceipt signed by the course co-ordinator *If taldng a taxi frcrn the airport, ask the driver to take you to the Hain Residence at Lalcehead Universit y . It will cost about $12.00 fOR MORE I NFOR!'ll\TION PHONE l\NN GU'rHMAN, THE NATIVE l.J\NGUAGE SECRE TARY AT (807) 343-8198 ON MONDAY, WEDNESDAY OR FRIDAY. q ·s P •7 e 't a ·c: :i ·t :s.la�suy "THE INDIAN LANGUAGE IS THE MESSAGE. IN IT ARE EMBEDDED A VAL U E SYS TEM A ND A SYSTEM OF HUHAN RELAT!ONSHI?S •••• If YOU DE S,ROY THE LM!GUAGE, YOU NOT ONLY BREAK DOI-IN THOSE RE­ LATIONSHI?S, BUT ALSO THOSE ?E RTAI::I'.\!G TO MA�J•S CONNECTION WITH THE GREN, S?:"::-, NA:'t:R£ AND THE 07HER THINGS." (Eli Tavtor, Manitcba' �,, Lakehead University_ excelleua: ill cd11ctttio11 �I �o v PrPP-"4...n•4'M' P•Vn.o AJ'o..J•A"' C?O V PrPP..11<1Ln•.6br P•Vn.. .6J'�•.6-:, �J'o.V•AP�•Av V•A PP.o"<IL•A·C ��' 1989 vi\' bPP.a11<JU.cr-<I' <lcrJ'G. V•.6f'•�•4� -:, 7·b- J:E<I"' 6 t..vd' J:E<I"' 27; 1989 •vr<l'nnU' D--V pf,.•<1.•'l-A> : <J.rJ'...V•t:.P•'\,•t:,..,. f'f'.o"<l.'I-A' b.6 ./"PP.o"<l.b.,.-<I' C'O V Pl'f'P.o"<l.'1-.6bf"J' r.._ c•o v PP"°�ci-.ac..• 1.1>r rlw!'bl.M''. 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'16.J'rcrd!>' VC l>.o•Vcr•<J• PP.o"<IL'l•t:.Ll...6b...V <II\ PP.J"J;,> 1>..,•Vcr•<I' OJ'PP .o"<IL'l·t:.... • l>•V l,.ll./" PPc..•<ICl'O,l\"AbUP> 4744 r... 4745 r... r..-r'C•Ac..dr'!r" t>•U�t:...! l>PLl>..-b' VPPJ'J',,' I>.o•V cr•<I• PP .o"<IL 'l•t:.c.. > rPPtr"<l.'!!.' <J.,-./"...,V•.61'•'\,•t:,....,>. pvJ\> P!.1\- ·LIP'l'CL• l>·V 1>r <If" l>L 'lll.J"P)',,> "'•c I,',, ·MJ"l>J"l\f:,.'I!,> The Coordinator Native Language Programs School of Education Lakehead University Thunder Bay, Ontario P78 5E1 * rl."PCL..Y PP.o'<IL,-ALr'a.Al.-.. * r.._ ft 4.-.J'..V·A• r-'\,•A" rf'I'.o"<IL'I!,> C/1"6- rftCC A.J'f•'\.•A· VA.J'PP .o'<IU,..-•<1'. rl."PCL..Y PP..,•4..'l•Alr'-.Al.,-ft 4.-.J'o.V•A•. r•'\,•A' n'I'.o"<IL'&-' U'P)•ticr �Oa., 807-343-8542 a.'C b!r Vb bO(tibr<l' I 800 465-3959 *Translation of courses later on in Newsletter* THE OJIDWE NEW TESTAME�T The Ojibwe New Testament (Oshki­ Masinahikan) which was mentioned in che November 1988 NLIP Newsletter may be ordere d from the address given be­ low. The New Testament is written in Northern Ojibwe, in both Rom�n and sy l l a bic writing systAms. The cost is t.an dollars ($10), paya b l e to the Cana­ dian Bible Society, order number 20S00 263DS N. Ojibwe New Testament. Order from: Canadian Rible Society 10 Carnforth Road Toronto, Ontario M4A 2S4 ! 1 Syllabic Template Under th� supervision of Grant Stephenson and with the financial assistance of the Secretary of State, a syllabic template has reached the final production stage, and will be on sale in the Lakehead University bookstore within a few days. The template is similar in shape to a plastic ruler, and has the syllabic shapes cut out of it. With the proper technical pen, the template can be used to trace neat and regular syllabic titles, signs, posters, etc. A sample of the lettering from this template is provided elsewhere in this newsletter. Templates can be ordered for $6.2S each, plus $2 shipping charge by writing to Lakehead University Bookstore, Thunder Bay. Ontario, P7B SEl., and requesting a "syllabic template". It is reCo!IUllended that the appropriate technical pen also be ordered at the same time. This pen will cost approximately $1◄. VD[> <1°· 16<J Un)C 1 " C)9Pdb" '7 ( � � n � � l s � J' � � � � 7 7 C -; V o � Sample of Script Produced from Portion of Syllabic Template (see above article) �DR . HENRIE."ITE . SEYFFRET MEMORIAL PRIZE Larry Beardy, A Native Language Teacher at Cape Crocker, was the recipient of the 1989 Dr. Henriette Seyffert ME!IIIOrial Prize. An award ceremony was held at Lakehead University on Tuesday March 2 1 , 1989. this: □ This award was established in menory of Or. seyffert in 1987. Dr. Seyffert was the moving force behind the establishment of Native Language Studies at Lakehead University. The prize is awarded to the student who has canpleted a minimum of three full course equiva­ lents in Native Language Studies at Lakehead University, and whose average mark, canputed on all native language courses canpleted is the highest for the year. No_ student is eligible to Yin the prize more than on� C0"'3RA'IULATIONS LARRY! ! runJRE ENDEAVOURS. Algonquian Verb Card A study tool for Ojibwe or Cree language learners and for students in Al 1212 or Al 1210 i s now i n the bookstore. It i s a companion to the Algonquian noun card developed three years ago. I t i s a buff coloured card, sold i n lOG card packages at $2.25 [plus tax) per package. It looks like ALL THE BEST IN YOUR s "The soil - a source o f strengt h and nourish­ ment t h a t h a s been accumula t ing since infinite ye ars p a s t . The sun and rain are elements o! t h e present, equally needed for growth towards t h e fullnes s o f life. The tre e must have both the soil (of the p a s t ) and the sun and rain (of the present) in order to develop towards m atur­ i t y ( the future ) . So also must we have the wis­ d o m o f our anc e s tors, w i t h the experi ence o f our own existence, d a y b y day, in order to become completely whole, as a m ature person". Wri tten by Dr. J .C. Hill, S i x Nat ions Ind i an R e s erve. pl h code 2 3 1+3 2+1 2+2 3+3 NATIVE LANGUAGE INSTRUCTOR ' S PROGRAM i s an occas ion, newsletter, pub l i shed b y the � at ive L anguages 0 f f i c1 L a k e he a d Univers i t y, Thunder Bay, Ontario, P7B S El , m a i led w i t hout charge to students regi s tered in t h e N a t ive L anguage Ins tructor ' s Program a t Lakehead Univers i t y . !. .....,,,,,,. ___ !�� Lakehead University __ !:, ';;; .,l 1,,,.-:,p� A Nord1ern Vis'1on , NATIVE AS A SECOND LANGUAGE FOR CHILDREN JULY 6 • JULY 27, 1989 SPONSORED BY: Native Lii/lguage lnsuuctors· Program, Lakehead Universiry ii/Id The Lakehead Board o1 Educauon These dasses are for children wishing 10 srudy Native As a Second Language. The classes are oesigned to develop and enhance a srudenrs awareness of Native cunure and to develop communication sk�lls in a Nauve language. . The dasses wi� comprise of class time, ou1door activities, and r1eld 1nps. C!'llldren ageo five years to 1/li11een years are invited to participate.· COURSE INFORMATION LOCATION: Bora Laskin Building School of Education July 6 • July 26, 1989 OATES: TIME: 8:30 a.m. • 1 1 :30 a.m. Free FEE: For turthar inforrnallon pfaasa call or write: The Coordinalor Native Language Programs School of Education Lakehead Universuy THUNDER BAY, Ontario P7B 5E1 Tai: 807-343-8542 or loll fraa 1-800-465-3959 NATIVE LANGUAGE INSTRUCTORS' PROGRAM The Native Language Instructors' Program is designed 10 prepare candidates 10 teach Native As A First Language or Native A.,; A Second Language. TO-ENTER THE PROGRAM YOU MUST • speak a Native language or • read. wiite and speak a Nauve language and • meet Lakehead Universiry·s Marure Admission requ·remen:s WOULD YOU LIKE TO: • earn a Permanent Lener of S!anding from 1/le Ministry of Education for teaching Native As A Second Language • eam a Diploma in Native As A Fi,st Language • eam a Diploma in Native As A Second Language • promote and maintain the teaching or Native languages For mora information and an application form, contact: The Coord" nator Nalive Language Programs School of Educa1ion Lakehead Universiry Thunder Bay, Oniario P7SSE1 Tel: 807•343-8542 or toll lraa 1·800-465•3959 !::::::::::::::::::::::::::::::::.:.:.::.:::::::::; ---------------------------DEPMTM£NT o, i.»N.UACES ,. SUMMER COURSES TIOll '7-, [OUC.. NATIVE J.S A SECOIID lAIIGUAGE (AI.GONOUl.t.H) PMT > M in•odltllCIOft ID l'I• 6-'4 or NHn •anvu•;• ffUCellon fltou-gh "• ct••-'CIIP"'..,., ot • cC1ttC9P11Uaol h'am�lr. '"" iti• -�sdo,, •nd p-ai;f11ee ot lan9,1a99 twad'in, llkillt. Th• CWl'H ... addr•• �9cnqu&an �1.1¢lHI, ptOtNSClnal 9,0#0l'I. llft9,Ja1J•acqui•aon "'°" and pa,c:1,.. and pot•aicnatp,actcum. COUASI 111,0AMATIOII LOC.&11011: RylO e.,io;ng. Ui<Ohood u-..■t, J"r i • ""9"" 2. 19119 DATE; ,9.lOam - 12-:.:>pm, 'nMI.; 1 :45 • 4.45 p"' .Mond.ay ID Ftid., lUCll8'UTY ,. AnOn1..0Te1dl•'•C«1rt,ca•a,d 2. A\1.-.c:y In a N..,,. Uf\9UeiJ• QUAURCA.TIONS· � wee.NU com�IIMln ot ha CO..tM. Educaac,, '7,H Md [!IUYlon ,?'5, M c_.didele Mio M ..i9i'CI• b" edOIIONII ......., a/Onlarm opp- 'IUlblul..,."' N.... l.<n�•9•· Fw turiher lrttonNl90f'I an• ap,-Hc:eaonJregl■ttalon ,.,.. 111,i t,w COOtein&tO, Nat� 1.ani'ua� Progran• Scnoo ol Ecluu"°" L.alii.•ri.ad Uni¥-•ti'Y THUNDEO e••• o,...;c, P78$�1 Tel: ,01.� _. to:, frH 1-800,,4.65-31$91 1989 SUMMER COURSES JN NATIVE LANGUAGES NL 2713 • ALGONQUIAN LINGUISTICS. NL 3251 • THEORY AND PRACTICE OF TRANSLATION; N L 35 1 1 - LITERATURE: THE ORAL TRADITION; OJIBWE 1010 • INTRODUCTION TO OJIBWE, OJIBWE 2011 • FIELD STl,IDY OJIBWE LANGUAGE DURATION: Thursday. July 6 to Wednesday, Ju;)" 26. 1989 .,.f! EGISTRATION: Wednesday, July 5, 19B9 For furthe: information and application/registration material, please wri le or call: The Coordina1or Native Language Programs School ot Education Lakehead Uni versi ty THUNDER BAY. Ontario P7B 5Et Tel: 807-343-8542 or toll free 1·800-465-3959 -----------------------I ------------------------ �WELCO M E TO N. L.1. P. ! �� �t:XOOJ GW� So • )'011 waiit to t>e a naciva l•a.111•1• te•cher : ti JO"- """t to r:eech l"'•P1■ who ii.I> ,l!.2$ knov the lan1u•1•, ID thi• ..., l r you ,.."nt to te"ch f'<!nplC' whu clo know the lan1u•1•, aa_. _ th1e � � g3 YA)'. bglotH in th• H•tl•• •• • Secon4 !Jlngu■1• (IIASL) ,11.pl­ proaraa. Confused as to WHICH program you should enroll i n at Lakehead University this coming su11111er? Steve Chase has tried to make it all very simpl e-­ just follow the road! ( If you 're sti l l confused after studying thi s , phone our Native Language Office for more infonnation . ) Mi ikwehc , Steve! FINGER PRINTING Materials: � / sponge 9 " x 6 " construction paper or thin white paper marking pen Procedure: 1 . Make a stamp pad by brushing thick paint onto a damp sponge ( or use a reg­ ular stamp pad). 2. Press your finger onto the sponge and then press 1t onto the paper. 3. Make animals. insects. birds. and peo­ ple by adding noses. eyes. ears. tails. etc. with a dark pen. Make a whole zoo or circus of these little finger creatures. Our t h , J. , Show You Care , Good Apple I nc . , Hamil ton Press I n c . , H ami l ton, I l lino i s , 1 �.. '.ORE II! (ALGONQUIAN) The fourth teachers' guide in the series reaching an Algonkian Language as a Second 1nguage" i s in it' s final editing process and lOuld be on its way t o the printer soon. The ,ok is a Core Program for grade three, and ,ntains two interesting appendices: Appendix A s a physical education program for grade III, to ? taught IN the Native Language. It was written f John Delaney, a highly regarded physical jucation instructor and educator of Native 1ildren and youth. Appendix B contains a plan ,r the beginning of Native reading instruction to Jtive-as-a-second-language students, and is :itten by Mary Mitchell. trnestine Buswa, of the Ojibwe Cultural ,undation, is in charge of this project, and we ish her well as she prepares the manuscript to go , press l. CONFERENCES NPIT'IVE llMERICAN STI.DIES a:NFEREN:E lake Sq:eriar State lltl�ity rate: Q::td:er' 'Z'l & 28, 1989 Fer rrore infamaticn cxntact: Mr. Jack Kil:ble Director, N:l.ti� kteriam CEnter lake �or St.ate Utl�ty Sault Ste. M3rie, MI� 49783 Tel.epn'E: l-�2223 VIIth -w::mD a::r-rnESS CF cn.@RATIVE Eil.J::A'.I'.ICN lhi�ty of M:ntreal M::nt.real' canada ta.te: J\.ll'E 26 - 3J, 1989 'Ira O:xx;;µ:� will l:riIJ1 t.cg;thar i;:articii;ants fron aro.m tl'e ...orld, an:l its p:cgrau will refloct this di�ty. Far rrore infamaticn write to: Dr. Jacq..es Iarattagre ClBi.men, � Cl:mni.ttea VIIth W:lrld O:xx;;µ:� of OJti:arati� F.d.rn.ticn Fc:o.ll.te CBS s::ien:as de l 'e:lu:Bticn lltli.ersite de M:nt.rea1. C.P. 6128 su:mrsa1e A M:nt:.raal, Q..xm: C3rada Hl:: 3J7 or t.el.epn-e: 1-514-343-6449 ar 343-65:0 A NJIE FID1 YaR EDI'IIB �, this l'SvSletter rreoo tl'e ax:i of a � proj.rti� year. First of all, I finish:d all of tl'e Cil.lr9= re:iuirsrart:s far tra t--�..ers of F.dx:aticn � an:l an n:M � m rrf project. O'l:E this project is crnplete, I will graiate with an M.A. in F.dx:atiaal Adtti.nistraticn. At tines I fan:1 trat this IEl&etter was � tme cmsuninJ hlt I can S:tY tlBt it was a re:..ard.irg e.,q:eriam am r v.Ulld rot h:sitate t.o ct:, it all cgmi. I re3lly enjoye::1 v.orldr:g with Bm:ara, 9\,e.1 th::x.g1 sh: am :t:e picky at tizres. B..tt I gu:ss teir:g picky is ..rat ra.s im:le h:r 1Xo;JI.a11 a sr::o=ss, a.lag with alot of kn::w­ �. :i;atien:e, trrlerst:.armry arrl d:Hl to earth cnn­ m.nicaticn. I lo:x fc::in.erd to re:eiving a cq,i, of th:! rs-.sJ.etters :in tra fublre arx:1 will try t.o crntrib.rt:e to it wiBeler I can. Hare Is t.o tl'e NLIP Pr'q;µ:an, t.o tra !'a..sletter arx:1 t neny ye.u:s of sxx:ess. F".e:p up tra gxrl .ax. � EM:n'e Sab:min \I • 11 lustsated Is one set of pictur.s fl"Offl the Core Ill Program, ""d to tuch the Preterit of unrealized intentions. The scr-ipt n.,ns ilS fol lOIOS: I I I 1 I wn wu wu ..,15 wds going going going going qoinq to to to to to wash clothes , but the wringer isn't working. wuh dishes, but there i � no soap. Iron curta ,ns. but l can t find the iron. o•int the shed, but I so : l l ed t�e paint. _ plant tM qarden, but it , ra1n1nry. I> �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 4(5), 1989 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1989-01-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/cf6e0d5a26b90b41f006a0a66c21b793.pdf 248c986e4b43058427566d24aa5597cd PDF Text Text �NATIVE LANGUAGE EDUCATION i,n O NTARIO VOLUME V NUMBER 1 October 1989 NEWS FROM YOUR COORDINATOR: The summer passed very quickly and here we are again, entering the fall season. The leaves are turning lovely shades of orange, yellow, and red. It is the time of year to reflect and prepare for the year ahead. When I think about the summer school of 1989, I visualize the three classes of children, learning Native As A Second Language, students walking from the Bora Laskin Building to the Ryan Building, the sounds of laughter, words of frustration and enthusiasm in BL 2009, Big Books clutched under the arms of students, and the taste of the Native Feast at the Friendship Centre. Of course, there are many other memories and incidents that each and everyone of you will cherish and remember. I trust it was a positive experience for you and that you will look forward to your return next July. Since the semester started, several teachers have called for resources. This summer you were introduced to the various resources available in the School of Education Library. Remember, you can borrow resources from the library by writing a letter to the library, listing the resources required. I have a list of all the materials regarding Native Education including: children's books, teacher's books, reference books, and audio-visual materials. If you would like a copy of the list, let me know or leave a message with Ann. I am revising the Plan Book that we used this summer. Your comments and the comments of your instructors are all being taken into consideration. In January, I will send the second edition to a random sample of teachers, consultants at the Ministry of Education and the Department of Indian Affairs. Then, one last revision will take place, the book will be printed and ready for 1990 Summer School. I want to express my appreciation for your honest comments and suggestions during the pilot of this book during the past summer. On an unhappy note, Sister Catherine had a heart attack in the middle of September. I understand she is recovering in the General Hospital at Moose Factory. Take a few moments to write to her; I'm sure she would appreciate receiving some news from you. We are all praying for you Sister! What other news -- Jean Shawana is back in Mobert, Ernesting Buswa has joined the staff at Mobert, Julia Ann Rivers is teaching in Sioux Lookout, Rubina Naogizic has returned to a school in Sioux Lookout, Christie Ann Bernard is offering NSL over Distance Education to a grade one class in Savant Lake, Wanda White is teaching an NSL class during the evening to adults, Linda Neshinapaise is writing an NSL guidelines document for grade nine in Fort Hope. Let's keep in touch, what grade are you teaching? What kinds of exciting projects are you involved in? Until next time, 1o� NAT!VE �NGUAGE EDUCATION IN ONTARIO is an occasional newsletter, published by th � Nat1�e Language Office, Lakehead University, Thunder Bay, Ontario, P78 SEl mailed without charge to students registered in the Native Language Instructors' Program at Lakehead University. �·'... 2 DEAR FRIENDS: The warmth and compassion shown to me at a time of great sorrow meant very much to me and my family. I received your card and donations recently and I would like to thank you all for your support. The grief was overwhelming for me, being away from home and losing a second son, but it was friends, like you and family that provided much comfort and made a trying time more bearable. Miigwetch. sincerely yours, DR. HENRIETTE SEYFFERT MEMORIAL PRIZE IN NATIVE LANGUAGE STUDIES: Awarded to the student who has completed a minimum of three full course equivalents in Native Language Studies at this University, and whose average mark, computed on all Native Language courses completed, is the highest for the year. No student shall receive the prize more than once. The recipient for this award for 1989 is Georgina Nahwegahbo. Congratulations Georgina! THEME PLANNING: Now that it is October and the shock of ending your vacation to face a classroom full of eager students has worn off, it's time to think of that old problem that has worried teachers since the invention of chalk. What am I going to do the rest of the year? Theme planning is an easy way to plan your lessons and have them relate to a central idea. It's easy to do if you follow a few simple steps. 1. On chart paper choose your main theme or idea for three or four week's work, then think of as many sub-themes as you can to go along with your main idea and write them on your chart just like in the diagram at the bottom of the page. 2. Choose a sub-theme, i.e. celebrations and choose ideas for two or three weeks work. Some sample lessons could be, for example, a calendar of the year's holidays, why celebrations are held, community activities related to celebrations, special foods for celebrations, etc. 3. Make a list of activities that could be suitable for your lessons, large group, small group, art, etc. 4. Decide on materials you will need for your lesson book, filmstrips, art supplies needed and write them down, it will save time later. Once you've completed one theme it should be easy to plan enough of them to lake you until that day all teachers look forward to, summer vacation. Key Theme 0 Sub-Theme 0 hou.whold rum1tur1 �. ... 3 KID'S PAGE Word Search Find lwelve words llmt hove lo tlo wllh school. Write lhcm 10 the riyht or 1he letters. II e X n C k s 9 d () p I] s 1. I] a w s 2. p s 9 3. e b 4. m m a h e s s b 0 0 k w e q C s d u X r k a h C X f r b cl n u 0 y in ii s l s C CJ p w C 0 0 e C V n g V a u b X e p d fl h h e k n C m ll Word Compounds �+n\\ \lfJ \(JI � +<C:f: 0+ln �+0 �-��= 0-h��= u-1-n o�-o 0 5. ll 6. u 7. m B. 0 !). n 10. e y X 11. r z 0 12. �4 RESOURCE PEOPLE: The following people have volunteered their services as resource persons to teachers in Northwestern Ontario. They will come to your school and provide workshops in Native Arts and Crafts and various teaching activities that could be used in an NSL classroom. They would need their transportation, accommodations, and meals paid for. An honorarium although not necessary would be most appreciated. Susan Bebonang, Vice-Principal 2. Freda MacDonald 1. Armstrong Public School School of Education Armstrong, Ontario Lakehead University POT lAO Thunder Bay, Ontario 807-583-2076 (work) P7B SEl 807-583-2802 {home) 807-343-8711 AUDIO VISUAL MATERIALS: Contact - Ojibway and Cree Cultural Centre, 71 Third Avenue, Timmins, Ontario, P4N 1C2. Tiffi TRAnmoN AI, SNOWSHOE 2(, M h1111r1 Colour (<;) 19114 Rnitllsh Thi, p1111ir.ul11r l'l'Ollmm ts dcsli:ncd 10 fomlllnrize yonnii people fmm �cnlor puh�lcsdionl stucl�!'ls lo 1hc hll(hsd,ool lr.vcl. ·1 his pmgrum dcmonslrule• how lhc snowshoe I� ,mule (111 fi11c1h,111ll). I Im tr,pc ol mnlcrlnl usc,I ond �pccial lechnl<\ucs are �!early cle1111111,1ru1�cl hy the ,·n10,11111n. Norm· tun provides the viewer w1lh u dcur 11111 cn;l1111cl111ii of the co11strnc11on of the snowslu>e. STIC:KS AND STONES :10 Mlnulcs Colour ©19RI F:n&llsh This progroin dcmonslrnles ITnclltlonol string gnmes, tohnhon &nme ond hhlc-ond seek itames or the Jmncs tiny urco. Snngg accompany the orlliilth!s, oloniiwilh on cxplu1111tln11 of 1,ow the loy� arc consln1c1c,I. Two experienced Nalive 1eochen1, In o reloxt!d ul musphcrc, dc111011strote oncl uxpluln the ocllvllics. Teachers coul<I learn the ftc11vttles through this program end use II again to Introduce the gome In the clossrooon. BOOKS: Order from: Canadian Alliance in Solidarity with Native Peoples, P.O. Box Stn. P, Toronto, Ontario, MSS 2Tl. Postage and handling: $3.00 for first item, and . 25 for each additional one. All My Relations: Sharing Native Values Through the Arts, Resource Kit for teachers and group leaders of K to gr. 7. $10.00 CONFERENCES: ''Lang.�iag!1·Development . 1n tlie Canadian Comm�mit y" Novemlior 2°' 1989 Laura Ito 1'!;$1. c..,...,. '89 Dc111, ol Seconilnry EducaUon llulvcrolly ol lllhr1ta F.d11101111111. J\lhurt.o '!'6G 11£1 (403) 4!11·3b1f l'hu Cunvcnll1111 (.,cutn: Cul,cury, Alhcrha MESSAGES -- NOTICES: Would the student who still has the wheelchair from the summer session please either return it or contact Barbara as soon as possible. NLIP sweatshirts are still available, contact Barbara at the University if you are interested in buying one. Miss a friend? Want to get in touch with a classmate? Just drop us a line here at the University and we will pass it along in the next issue. �CONTENTS From Your Coordinator 1 Did You Know? 2 Sharing Section 2 Promoting Excellence in Behaviour 3 Classroom Management-Adapting to Students Learning Styles 4 Encouraging Communication In The Classroom: Working in Groups 5 Conference News 6 Recent Publications 7 Native Language Publications At Lakehead University 8 Holiday Ideas 10 �FROM YOUR COORDINATOR As the fall term is about to end, a new season is quickly approaching. With the new fallen snow and Christmas music in the air, we bring you a Christmas edition of our Newsletter. From talking to people at conferences, on the telephone, and at various meetings, challenging topics such as classroom management, culture in the classroom, professional ethics and whole language have been discussed. To address these challenges, each newsletter will focus on one topic, include teaching ideas, research and reviews of recent publications. This issue is devoted to Classroom Management. The next issue will focus on Culture in the Classroom. Recently I attended the 7th Annual Principals Conference sponsored by Indian and Northern Affairs Canada in Sault Ste Marie. I shared three workshop sessions on Native Language with Lena White, Jean Grubin, Ruth Issac, Keith Lickers and David Rydholm. Principals had an opportunity to voice their concerns and share successful Native language experiences. Plans for Summer 1990 are beginning. Year One and Year Three of the Native As A First Language Diploma Program will be offered as well Part Two of Native As A Second Language, Education 4744. Classes for children in Native As A Second Language will provide the opportunity for students to experience a "real" classroom teaching situation. The next newsletter will contain more information regarding Summer 1990. Have a great holiday season and a blessed Christmas with your friends and families..i,... .roa.,..dµPLN IN MEMORIAM The sad news reached the Native Language Office that Gordon Sunday was suddenly taken from us as a result of an unfortunate hunting accident in October. Gordon was born in 1946. We came to know him in 1987, when he began his studies at NLIP. He finished year two in 1988. During our association with Gordon, he was always diligent in his studies and committed to excellence in Native Language Education. The linguists spoke highly of his rich and precise knowledge of Ojibwe. He was never too busy to help and encourage other NLIP students, staff, and friends. Gordon 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 enriched us all, and he will not be forgotten. We are privileged to have known him. • 1 - �DID YOU KNOW? Maria Gray is teaching kindergarten at Mistikwospwogan School in Fort Severn, When teaching kindergarten she uses Native language as well as English since most students know very little English when they enter school. Besides teaching, Maria has extra duties in the school. She does playground supervision, translates for teachers and parents, assists a monthly pancake breakfast for perfect attendance, assists in fundraising activities such as Book Fairs and bingo, and she participates in teleconferences. Cecilia Wheesk is teaching at Bishop Belleau Separate School in Moosonee. She is teaching Cree as a second language in Senior Kindergarten to Grade Seven. Gladys Kakekayash and another teacher go to the radio station and announce school activities in Native language. Sylvia Traverse has her long range plans completed for the school year. She is in Gypsumville, Manitoba teaching NSL from grades one to nine. She has included a great deal of drama in her plans for the year. Wanda White is very busy in Nipigon teaching Ojibwe as a second language to 47 grade nine and ten students. She has integrated a cultural component into her program. On October 30, Norma Fawcett demonstrated needlework and beadwork. On November 6, Freda MacDonald shared some Native artifacts. Gilbert Panamick from MacDiarmid shared his legends and stories on November 7th and 9th. Wanda lacks funding to have these resource people come and speak to her classes, thus a collection from the students pays for at least the transportation costs. SHARING SECTION Bernice McKay would like to share her crossword puzzle in syllabics. is a list of five words. Can you find them? V L, p d L ...0 bJ 0.. I> 'i L b. :) .J p d � 7 b 9 r � � .JJ I> C <J d '\I � >J � u I> � '\I 7 'v1b·, C>C<, LP,-J, Ur>' C>o...b' - 2 - There �PROMOTING EXCELLENCE IN BEHAVIOUR A teacher can use incentives and awards in working with students to increase academic output. Social reinforcement is the easist to use, takes little effort and time and is free. Social reinforcement refers to the behaviour of significant others that increase the frequency of a particular behaviour. Children do not get tired of receiving encouragement and recognition of their efforts. Social reinforcers include words, phrases, smiling, laughing. Social reinforcements may not be strong enough to bring about prompt behaviour change in students with difficult behaviours. Another type of reinforcer, such as activity reinforcers include tokens and tangible reinforcers. Activity reinforcers are found in all schools and homes. Desirable activities include being group leader, seeing a film strip or movie, listening to music, working puzzles, art, craft, or physical education. Activity reinforcers can be combined with social reinforcers. Activity reinforcers can be done at home. For example, the student earns the use of a tape recorder for the weekend to take home and record a family practice of singing in Native language or drumming. The student earns the reward at school and is involved in a reinforcing event. Token reinforcers are concrete - you can see them, count them, add them, and spend them. Tokens come in many forms - play coins, chips, paper, bark strips, or other tangible items that can be traded in at a future time. Specific behaviours can be reinforced. Select a procedure for recording tokens earned. Teach the students to record their own behaviour. Self­ monitoring means teaching children to accurately describe their own behaviour, to tally the data, and to record the data in chart form. Children are reinforced and motivated by data that clearly shows they are improving their behaviour. Incentives and rewards to use to promote student excellence in behaviour and achievement: - have student of the week - display art work - reward the entire class for individual behaviour - promote student encouragement of each other - bring in special movies - schedule extra activities in P. E., art, music - play special games - display student's work - use free time activities and space - take students on trips and other outings - set up a peer tutoring program let students create their own slide shows with Native music - keep a list of positive verbal comments and approaches handy - use social reinforcers - smiles, laughter - promote community wide involvement in school related activities: - honour shirt program - money raising projects - service projects (cut wood for elders, pancake breakfast) - field trips Checklist * Promote student excellence at the individual, classroom and school level * Involve teachers, parents and community in recognition activities * Use a combination of social and token incentives * Allow students to demonstrate their strengths - 3 - �CLASSROOM MANAGEMENT-ADAPTING TO STUDENTS LEARNING STYLES While much has been written about student learning and achievement in general, there have been few studies dedicated to the learning styles of Native students. However, an article by Floyd C. Pepper and Steven L. Henry in the Canadian Journal of Native Education (No. 1 Vol. 13 1986} examines the way in which Native students learn and suggests a number of ways in which the classroom may be adapted to make the classroom more responsive to the students' needs. Some of these ideas may be useful to Native language teachers. Pepper and Henry point out that Native children tend to learn by watching the activities of others and sharing in the activities of the family and community. This may cause students some difficulties when they enter the classroom where learning is often based in listening to the teacher. To make the classroom more comfortable for the students, the following teaching strategies were suggested: 1. Rotate students between groups rather than have students grouped by ability. 2. Use a high percentage of group projects and a low percentage of oral questions and answers. 3. use hands-on activities and materials. 4. Use a variety of informal classroom settings with freedom of movement studying on the floor, sitting at a table or desks arranged in small groups etc. 5. Present the whole picture of things before isolating skills into small segments. 6. Provide activities based on students' own experiences, i.e. festivals, hunting, fishing, trips, etc. 7. Provide a high rate of praise. 8. Allow students to move around through activities. 9. Allow students to help each other, allow the older studnets to help the younger ones. 10. Provide artwork illustrating people and animals: cartoons, wood carving, model building, minature displays, map making. 11. Use as many visual aids as possible, picture, maps, etc. rather than explaining new ideas with only words. 12. Use brainstorming and open-ended activities. 13. Schedule sports and special activity days. 14. Use instructional games and student designed instructional games. 15. Use quizzes and review sessions based on T.V. gameshows such as "Reach for the Top" or "Jeopardy". Avoid Stereotyping Since all children are not the same, it is important to avoid limiting your teaching style to just methods suggested in the list. Once the student leaves the elementary school he or she may have to attend high school in a different community. Here the student will be exposed to different styles of teaching and will be expected to learn in a very different way. This may cause the student to have problems in adjusting to a different classroom atmosphere. To expose the student to a variety of teaching methods, the following might be tried: 1. Teach to their learning styles when introducing new topics. 2. When students' are comfortable with a new idea, review it using a different teaching method. - 4 - �3. 4. 5. 6. Present lessons in the Native student's learning style at least 65% of the time. Use other teaching methods at least 25-35% of the time so that students will be comfortable with other teaching methods as well. Present learning activities and tests in a variety of teaching methods. Use different teaching methods for different subject areas. By using a mixture of teaching methods, your students will not only learn more but will also be better prepared for the future challenges of further education. References: Henry, s. , Pepper, F., Social and Cultural Effects on Indian Learning Style: Classroom Implications, Canadian Journal of Native Education, No. 1, Vol. 13, 1986. pp 54-60. ENCOURAGING COMMUNICATION IN THE CLASSROOM: WORKING IN GROUPS - Della Takeuchi A whole language classroom provides the most natural environment to build on childrens' competence in working with language. From infancy to adulthood our social and work environments rely predominantly on communication. Classrooms where interaction is rarely a priority, leave the areas of listening and speaking behind those of reading and writing. A whole language teacher will provide an environment that is exciting and interesting, with multiple opportunities for expression, support, choice and versatility in the form of events that cover all areas of literacy. A typical day will be filled with activities that require varied groupings. It is vital for peers to interact, because the learning that occurs between peers is just as important as children learning from adults. The classroom structure should allow for both child/child and child/adult interaction. Various group sizes, flexible seating, heterogeneous groupings, and the opportunity for building new friendships should be encouraged. A classroom layout could include the following: (A) Carpeted meeting area to accommodate the entire class seated on the floor. Activities: - choral readings - singing, chanting - brainstorming - casual conversations reading . . . morning message . . •big books . •. information from . . . board . . . variety of books and . . . magazines - sharing . . . teacher to group . . . child (ren) to teacher . . . child to child - 5 - �(B) Desks in small groups or tables to accommodate four to six activities. Activities: - conferencing - arts and crafts - partner reading - research projects - daily reading/writing activities (C) Area free of carpet and furniture. Activities: - painting - organized games - math exploration - drama activities (D) A cozy corner. Activities: - reading and writing - conferencing with peer or teacher Grouping can take on many forms. Different groups are required in the classroom to induce the functions and types of language that are characteristic of a healthy environment. Group work has been found to be the most effective way to organize children for learning. Styles and Gray state that, "The investment in group work can produce more gain in the development of listening, thinking and speaking skills than almost any other single learning approach. " Whichever forms the teacher chooses to use on a daily basis, the individual learners need to be considered at various times. There should be a balance between child-choice and teacher-directed grouping. A classroom where the teacher's voice is not the dominant force, is a place where children will be given numerous and various opportunities for language development. This environment provides occasions for explaining ideas, feelings and knowledge; hopefully to a degree where children feel they are confident users of their language. �. /' ., Connections, Winter, 1989 CONFERENCE NEWS Ninth Annual C. E. L. Conference "Joining Together, Learning Together". Winnipeg, Manitoba, February 22-23, 1990. Registration fee is $55.00 for two days. Keynote speakers include Donald Graves, Jerry Harste, Nancie Atwell, Jerrie Weiss, and Judith Voirst. Direct inquiries to: C.E.L. Group Inc. c/o Hazel Stoyko, 246 Barker Blvd. , Winnipeg, Manitoba, R3R 2E4 (204)895-1665 The Tenth Annual International Native American Language Issues Institute (NALI) "Protecting, Preservation, and Promotion of Native Languages: How much will we leave for our children?" Holiday Inn West, Oklahoma City, OK, June 6 - 8, 1990. Pre-registration is $90.00 (U. S.A. currency) per participant. This includes Institute sessions, Institute materials/handouts, exhibit opening, banquet, and the 1990 Institute proceedings. For registration form wrtte to: NALI 1 90 Planning Committee, P. O. Box 963, Choctaw, OK, 73020 - 6 - ' "'i. l �Fourth National Conference of the Canadian Council for Multicultural and Intercultural Education "Multicultural, Intercultural, and Race Relations Education". Ottawa, Ontario, November 24 - 26, 1990. For registration form write to: Andrew J. Krawczyk, Program Chair, Race Relations Consultant, Vancouver School Board, 1595 West 10, Vancouver, B. C. , V6T 1Z8 RECENT PUBLICATIONS NEW VERBO - A new version of the classroom game Verbo is now available at all three Native Cultural Centers. The new game is designed to drill verb vocabulary and forms with your class. It has now been adapted to include Cree, Micmac, Mohawk, English, and French as well as Ojibwe. The new kit comes with 1 master card as well as 36 player cards, a set of instructions as well as a teacher's guide. The teacher's guide includes verb lists in each of the languages written in both Syllabics and Roman orthography. For teachers who are tired of using pieces of scrap paper as markers, the new game includes 900 round plastic markers. Available From: Woodland Indian Cultural Centre Box 1506 Brantford, Ontario, N3T 5V6 Lake of the Woods Cultural Centre Box 1720 Kenora, Ontario, P9N 3X7 Ojibwe and Cree Cultural Centre 59 - 71 Third Avenue Timmins, Ontario, P4N 1C2 Ojibwe Cultural Foundation Excelsior P.O. West Bay, Ontario, POP lGO HONOUR THE SUN by Ruby Slipperjack. In Honour the Sun, Ruby Slipperjack creates a northern community where her character, a ten-year old girl called The Owl, writes seasonal diaries, beginning in the summer of 1962. She writes of the warm, moving, carefree, often humourous, events of her childhood. Upon reaching her teen years, she feels the first sorrow as an ominous climate of change seems to overwhelm her circle of friends, and then, a deep despair, as it includes even her mother, once her source of strength and security. With helpless frustration, she watches, unable to understand why her mother seems to suddenly succumb to alcohol. As a sixteen year-old who has had to leave her community for further schooling, she returns for a summer visit, and realizes that despite all the changes, despite the alienation, her mother's words will always be with her: "Honour the Sun, child. Just as it comes over the horizon, honour the Sun, that it may bless you, come another day. . . " Ruby Slipperjack finished high school in Thunder Bay, Ontario, where she now lives with her husband and three children. She is presently working at Lakehead University as Coordinator of Native Student Support Services. HONOUR THE SUN is Ruby's first novel. Among her many hobbies and skills, she is also an artist. Her artwork is featured on the front cover. Available from: Pemmican Publications Inc. , 411 - 504 Main Street, Winnipeg, Manitoba, R3B 1B8. ISBN 0-919143-44-X, $12. 95. - 7 - �lli\TlVE LANGUAU!E l'UBLICATIONS /\T LAKEI JE/\DUNIVERSITY Ih.@.lkLJli�2m.mlv. May. 1989. The Lakehead University Bookstore now stocks a large number of Native Language publications. These will he of intcrc"t to language learners, teachers, or anyone with nn interest i n Native Languages. Some of the Ojibwc and Cree publicatious currently available are listed here. For information about ordering and prices, telephone (807)-343-8589. OHBWE Nookwuis Gaa-inaajiumJawi�I. W hat MyGrnndinruJlli"..'.f..QlltlY1 .-e.. Maude Kegg, anu John . Nichols, ed. 1983. St. Paul: Minnesota Archaeological Society. Qjiuwewi-ikidov<lllim.. An Ojibwe Word Resource Book. John Nichols and Earl Nyholm editors. 1 979. St. Paul: Minnesota Archaeological Society. Oshkimasina'ikan, KaaA11il1simrn�noomnkahk. (""l'heNewTestamcnt in Northern Ojibwe/ Saulteaux"). Toronto: Canadian Bible Society. An Ojibwe Text Anthology. John Nichols, editor. 1 988. London: University of Western On­ tario. "S!ru�1uru1.1.nfill.ili.ll!LJ!1di1111.s": A Bilin�unl Petition of the Chipp�f Lake St1.INIBlL J.M1_. John N ichols, editor. 1988. London: University of Western Ontario. SJode.s_Qf..AU..ce King of Pcm.)'.J.sJm!d. Alice King. t 985. Native Languages Programme Department of Native Studies, University of Manitoba. Stories of Andrew Med ler from Bloomfield's Eastern Ojibwa. Andrew Medler. 1985. Native Languages Programme. Department of Native Studies, U niversity of Manitoba. 1.ntru.dJ!�lQI:Y Ojibwe (Severn Dialect) . Part One. Mary Mitchell. 1988. Lakehca<l Univer­ sity Bookstore. A11.i_�hinaabebiwiuii '�edam1� Ex_Giillru.11 writing for speJ!kcrs of Qjibw�. John Nichols. 1987. Native Languages Programme. Department of Native Studies. The University of Manitoba. Ni.s.!illaabebii' �cdaaa: Exercise�'! in writing for speakers of Central Ojibwe and Odawa. John Nichols and Lena White. 1 987. Native Languages Programme, Department of Native Studies. The University of Ma11itobn. Sl.�...Qf.S.ru.n.OSID1/amic_k.. Sam Osawamick. 1985. N alive Languages Programme. Depart­ ment of Native Studies, University of Manitoba. Th1�e.Ji!ill:ksln>Jl.l.Jli�.ct;1�� a_L;i.!.!g_\1_1_1g� Proj�. G. Piggott, ed. 1985. Native Languages Programme, Department uf Native Studies. The University of Manitoba. - 8 - over... �Aapj i GoGc�et N�i i.yekdiyebmi/Aapjj..QQ_Gcget Ngij-ayckodiyebimin. OjibwaStories by Students of the Native ldl.ng_uage lnstrucJQrs' Pro1,:ram. LakeheadUniversity, Thunder Bay. OJJJati.u. Randy Valentine and Lena White, editors. 1987. Lnkchead University. .OliJ)\Y.il, Cree ru.H.LMiQrnu.;J2li1ruulll<lilliles in English an<l Vernacu lar. Lisa Valentine, ed. 1984. Lakchead University Bookstore. ExploreOjibwe:apractical reference workbook for teachers. Lena White. 1987. Lnkehead University. Ojibwe Structure Reference Boo k. Lena White. 1988. Lakehead University. }Sa-mnwcndaag1.i111i. ka•c.luW!!J.Ui..kllti.!PJ.!ll- A ®«Y-Li1.111 of langlli)g.e learn ing i��.11ilil��11 from the newsletters published by the Walvole Island lan guage centre. Lena White. 1988. Thunder Bay: Lakehead University. �ll!ki�!l- Srntl.!�x (Qjibw;1y Dialectufthe Plill!!.Sl. Margaret Cote. 1 985. Saskatche­ wan Indian Federated College. ASaultcaux Phrase IJ.QQk. Paul Voorhis. 1977. Brandon U11iversi1y. Saulteaux Verb Book. Margaret Cote and T. Klokeid. 1985. Saskatchewan Indian Feder­ ated College. CREE Cree Lang.ua&e Structures: A Cree Ap�n oach. Ahenakew, Freda. 1987. Pemmican Publications. Winnipeg: Pisiski wak ka-pikiskwecik. Told by L. Beardy. Wolfart, H. C., ed. 1985. [monolingual edi­ tion] Algonquian and Iroquoian Linguistics, Memoirs, University of Manitoba, Winnipeg, Manitoba. Pisiskiwak ka-pikiskwecik(J"alking Animals. Told by L. Beardy. Wolfart, II. C., ed. 1985. [bilingual editionl. Algonquian and Iroquoian Linguislics, Memoirs, University of Mani­ toba, Winnipeg, Manitoba. Spoken Cree. Rcvisc<.I Ed ition. Ellis, C. Douglas. 1983. Edmonton: Pica Pica Press. Mt.etCree: A �uidc to theCree Language. Second edition. Wolfart, II. Christoph and Janet F. Carroll. 198 1 . Edmonton: Univcrsily of Alberta Press. - 9 - �HOLIDAY IDEAS S1u1tn's Workslaop Snnto's WorluJao11 !'tlRth Facit11 Wheel Olreollon1: Color Santi,•, Workehop. Cul oul 1111, lwo window■. Cut out 1h11 melh 11101• whoeL Uo a PIIP"' ,.,,,.,,,,, to loin 11111 wheel to Bani•'• Work1hop. Turn the wheel and eotv• th• problen,a O1,,0110,u lo lht lt■c:htfJ 8tlott ,v11 lhtrmolt1 l111t whfltJ. wt11• lfl lht fflllh l•oLt •• 1ttow11 In It.. eaampt•. -- Nnmo ----------- ------------,u .... .... ..,........."""""'•" ,.t,t rut l'••" ·••'"' •• •••'- tl,td'--1111 ef lttMt H,,I .-m fll 1luu lhtt, Y•• •JII ftUd nl•• f'•p11, lh••• It•• ltue,• r•t111l11• J ,...,,, 1..-••cti 1111tt•tr we, •• thtMM\tt U• ,-.0111111 J ,,1111, ,., f\11ll1tr "'"'' •• 101 S ,,1111, uch let II •• ,,..... 1-6 • OM, 1ttt, 1M11•tnr. J•U • o.... &740 • V,r, O,_., :U •t mtu • EA• ,,11..11t 7 '1'1 IINGS ON CIUIIS1"t>IAS l'IU:!;S ,. 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Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 5 (2), November 1989 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1989-11-01 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/42a0de5ff6477e5d5cea1242fc7a65b8.pdf 6cf8e4066c835c4889034f412c98ea9a PDF Text Text NATIVE LANGUAGE EDUCATION IN ONTARIO Vol. 5, l'l o. 3 February, 1990 �NATIVE LANGUAGE EDUCATION IN ONTARIO is an occassional newsletter, published by the Native Language Office, Lakehead University, Thunder Bay, Ontario. P7B 5El Lakehead UniversitY--­ A Northern Vision �CONTENTS News From Your Coordinator 1 - 2 Native Language Programs at Lakehead University 3 Summer School 1990: 4 Times and Dates to Remember Did You Know? 4 Sharing Section 5 Conference News 6 Modern Pow Wow Dances Reflect Old Ways The Importance of Cultural and Language Education 7 - 8 9 Integrating Culture Into The Native Language Curriculum 10 - 12 New Releases 12 - 13 Films 14 �L �NEWS FROM YOUR COORDINATOR The new year is here, 1990! An exciting new decade with challenges and exciting innovations for Native language. Ann Guthmann, the NLIP secretary for the past eight years, retired in December. Ann and her husband Hank are now both retired. They bought a new van, visited their children over Christmas and are presently travelling to exotic, sunny places. Unfortunately, Ann did not have enough room in her suitcase to fit me in. We will miss Ann, however, we will fondly remember her for her patience, flexibility, and many contributions to our program. Enjoy Ann! Our new member in the NLIP office is Cheryl Kylander. Cheryl brings with her many years of experience coordinating programs at Old Fort William. She has written curriculum, provided workshops, and initiated the ongoing development of the Indian Encampment at the Fort. We welcome Cheryl to our NLIP family and hope she will stay with us for a long time. We have had visitors visiting our program from Minnesota and Fort Smith, Northwest Territories. The people from Minnesota included: Rosemary Christensen, Lee Lundin, Steve Coutre, Billy Blackwell, and Ron Kelly, They came to find out about our Native Language Teaching Programs at Lakehead University. Lena White, John O'Meara, and Larry Beardy also kindly assisted in the workshops. The group went to Pie Mobert Reserve for a morning to observe Native Language. Many thanks to Jean Shawana, Ernestine Buswa, staff, and children for their hospitality during the visit. The visitors from Fort Smith include Alice Bolduc, Director of Native Teacher Training, Arctic College and Reiko Trudeau, Consultant, Ministry of Education. They were investigating the possibility of sending students to register in our methods and foundations courses. They have initiated a materials exchange. Thus, this summer, we will have some samples of how they teach Native language in the Northwest Territories. Freda McDonald, Cheryl Kylander and I gave workshops at the Department of Indian Affairs Teachers Conference recently. Freda did a hands-on workshop on Native crafts. Cheryl and I did some planning sessions with the participants. We saw Cecilia and Linda there. We have sent out the registration forms for NLIP 1990. It is essential to remind you to complete your medical forms and have a TB test as soon as possible. Two residence houses will be available to us again this summer along with five townhouses. When completing your residence forms, be sure to mark how many people need accommodations. The charge is per body, not per bed. The Native As A Second Language Summer School for children will be in operation this summer. There will also fe a Fun Camp available for the children. We are applying for funding to construct a wigwam on campus. It will be constructed during the last week of the summer school as part of one of the workshops. Along with this, participants will have the opportunity to make a model of a wigwam to take home with them. - 1 - �An International Conference on Native Language and Culture will be hosted by the Native Language Instructors' Program in May 1991. Mark your calendar and apply for funding to your board or band to attend. Also, I am anticipating may of you will present workshops and/or participate in the sharing sessions. I will have more details in the summer. Keep sending in samples of your activities and lessons. In this newsletter, we include a coloring activity in syllabics by Judas Beaver. There are several articles on culture and how culture can be integrated into your program. As well, there is section on conferences regarding Native Language and Native Education. Many of you may have some interest in purchasing supplies to provide some cultural activities for your students. I have included a source for purchasing such supplies. I hope this proves helpful to you. Until next time, Happy Teaching! I)__ I'Oo,,t.idtuv NORTHERN HDES INCORPORATED CIO ,._A MOCCASltl AND (;flAFT SHOP R.11.• I, OM.UI\ ONl'AfllC>, U\I ettl f�• tollov,n1 p�ie•• •r• aYailabl• tor direct order■ troa all natiYe oratt• people aftd. native eroupa in On�ario: Colour Pr lee• Ore.de •• 3.1$ 3.00 ' 3.75 OAl!ffHT CllAFT DISR OTRU COLOURS o.uumrr C&AFT S 3.00 ' 1.$0 •' 3.50 2.75 DBBR SPLITS OAIINBNT CMFT IIIDIAII CRLUt or IIKITI INDIAII CUAH IIOOSB SPl.?TS PACllNO AND POSTAOI ( 4tb cl••• parcel po•t I Telephone order•: Orillia 105 326-lt4Z Toronto 411 917-lt32 Quant.it7 .q.tt. •q.n. ... ,,. •q.ft. •q.tt. eq.tt. •q.tt. S 1.10 eq.tt. tl3.00 per parcel ( 150•200 •q.tt.J P.S.T. 8K or Band No. Tou.1 a-tttance: Ql!dlL.... Ga....n� 'l\l&ll�� ha• a ainiaua of �ol•• or bl••i•h••• Craft qu•lJtr l• the .... hide •� •..,.••n� qu•litr •xcept �hat •OIi• hole• or bl••i•h•• are preaent. Tllia qualitr •• au,t•bl• for aaaller crat� work. ..... · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · PILIYJIJ : Adclr•••: .......................... , ........... PRYClltS lFFICTIVI DICINlla 1�,1991 VISA Account. Mo. lxpir7 Date: - 2 - s11nature: Co•t �NATIVE LANGUAGE PROGRAMS AT LAKEHEAD UNIVERSITY Summer 1990 Native Language Programs NLTC - NATIVE LANGUAGE TEACHERS' CERTIFICATION PROGRAM (July 5-August 1, 1990) This program is for students wishing to teach an Algonquian language as a second language in the Province of Ontario. This is a three summer program leading to limited 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. NLIP/NASL - NATIVE AS A SECOND LANGUAGE DIPLOMA PROGRAM (July 5-July 25, 1990) 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. Our-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. NLIP/NAFL - NATIVE AS A FIRST LANGUAGE DIPLOMA PROGRAM (July 5-July 25, 1990) 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. SPECIAL COURSES These courses are for graduates of NLIP, or students with similar qualifications, who wish to pursue special studies within the program. (July 5 - July 25, 1990 Oj 1012 - Introduction to Ojibwe II Development of conversational skills and practice in writing. Cr 1010 - Introduction to Cree I Introduction to basic Cree phonetics, grammar and conversation. Cr 1012 - Introduction to Cree II Development of conversational skills and practice in writing. NL 3551 - Literature Specific problems of extant literature or creative writing. NL 3751 - Linguistics Specific problems of theoretical or applied linguistics. Ed 4744 - Native As A Second Language (Algonquian) - Part II A consolidation and expansion of the work of Part I to develop and build on basic concepts and skills of teaching a Native language as a second language. An introduction to research skills in both Algonquian language and second language education will be included. A professional practicum will form part of the course. - 3 - �SUMMER SCHOOL 1990: Times and Dates to Remember Registration: Wednesday, July 4, 1990. Time: 10:00 a.m. - 12:00 noon in the Agora, University Centre. Bring your student card, TB test results and your tuition if you have not already paid it. Orientation: Wednesday July 4, 1990. Time: 1:00 p. m. - 2:00 p. m. in the Lecture Theatre, Agora, University Centre. This will be a time for introduction of the faculty, organization of Student Council and discussion of program. Tours: Wednesday July 4, 1990. Time: 10:00 a.m.- 12:00 p.m. and 3:00 p.m. 4:30 p.m. They will begin from the Residence. Tours will include University Campus, Native Student Services, Bookshop, Field House Sports Complex and the Libraries. Libraries will offer short sessions on the use of computers to find resources. Opening Ceremonies: Wednesday July 4, 1990. Time: 3:00 p.m. in the Bora Laskin Gymnasium. An opportunity to participate in a traditional Native Ceremony. First Day of Classes: Thursday, July 5, 1990. Time: 8:30 a.m. - 4:45 p.m. in the Ryan Building and the Bora Laskin Building. If you have any banking or personal business to do, plan to arrive early, before your classes commence. Your classes are full of important studies. Students will not be given time off. There will be no special exceptions for early departure. DID YOU KNOW? Veronica Archibald is teaching NSL every day at Ecole Secondaire Cochrane High School in Cochrane, Ontario. Veronica is teaching students in Grades 9 and 10. Cecile Wheesk is teaching Cree, Monday to Friday to students in Senior Kindergarten to Grade 8 at Bishop Belleau Separate School in Moosonee, Ontario. Gull Bay School is fortunate to have Anette Kowtiash teaching everyday to their students in Senior Kindergarten to Grade 8. Simeon Nakoochee is teaching in two schools in Cochrane, Ontario. In the mornings from 900 a.m. to 1:30 p. m. , Simeon is teaching Cree to grades 1 to 5 at G.H. Ferguson Public School. In the afternoons he teaches grades 6 to 8 at Commando Senior Public School. Junior and Senior Kindergarten classes are to commence after Christmas. Wanda White teaches 2 �ays a week at George O'Neill Public School, Nipigon, Ontario. On Monday evenings Wanda teaches Grade 10 and Thursday evenings, Grade 9. - 4 - �SHARING SECTION: Judas J. Beaver has sent this in to share with fellow teachers. With Easter just around the corner, maybe you can use this in your classroom. Colour and Use Numbers Judas was also kind enough to share some of his thoughts and suggestions on Native language teaching. He says . . . "One of our problems in our teaching is not having our own classroom. The reason is that the work and drawings the students do cannot be shown in the class because there is no room or bulletin board for Native language classes. Another problem is that the Native language teacher has to carry his/her lessons, papers, etc. from class to class. There is no space for us. How would you like to have a ODAWEGIIZHIGAD Buy - Sell - Trade Fair To open Summer School 1990 Lakehead University Participating students would bring their local Arts and Crafts. If interested, call Violet Shawanda, New Credit Native Language Program. R.R. #6 Hagersville, Ontario NOA lHO ph. (416)768-3586 Best between 10:00 a.m. and 4:00 p.m. The Fair could be one day, two days or one week. We could set up booths, teepees, or whatever. Please write or call soon. Thank you for your support. Submilled by: Violet Shawanda - 5 - �CONFERENCE NEWS NATIVE AS A SECOND LANGUAGE CURRICULUM CONFERENCE April 4 - 6, 1990 Holiday Inn, Sudbury, Ontario The purpose of the conference is to provide a forum for Native language teachers and educators to share second language teaching methods and curriculum resources. Teaching activities or workshops that highlight aspects of culture will be presented. This event will also strengthen our networking in Native language programming. All Algonquian and Iroquoian language teachers are invited to attend. We also expect the participation of some interested school board personnel, pricipatls, education directors, coordinators and administrators of NSL programs. For more information Contact: Lena White, Ministry of Education, 199 Laree St., 7th Floor, Sudbury, Ontario. P7E 5P9 Phone: (705)675-4436 AWASIS CONFERENCE '90 March 7, 8, 9 Saskatoon, Saskatchewan KEYNOTE SPEAKERS: Thursday, March 8 Garry Phillips * author, 27 Ways to Imrove Classroom Instruction Friday, March 9: Nathan * * * Mathew advisor t Indain Arrairs Band Schools Evaluation Project evaluator, Seabird Island Community School director and instructor OTHER SESSIONS INCLUDE: * Student retention, survival skills, motivational techniques, learning styles, Indian languages curricula, students recognition, Indian and Metis Education Branch and many more. For more information Contact: AWASIS CONFERENCE "90 PHONE: 382-7558 The Tenth Annual International Native American Language Issues Institute (NALI} "Protecting, Preservation, and Promotion of Native Languages: How much will we leave for our children?" Holiday Inn West, Oklahoma City, OK, June 68, 1990. Pre-registraion is $90.00 (U.S. currency} per participant. This includes Institute sessions, Institute materials/handouts, exhibit opening, banquet, and the 1990 Institute proceedings. For registration forms write to NALI '90Planning Committee, P.O. Box 963, Chictaw, OK, 73020. Fourth National Conference of the Canadian Council for Multicultural and Intercultural Education "Multicultural, Intercultural, and Race Relations Education Ottawa, Ontario, November 24-26, 1990.For registration form write to : Andre Jl Krawcxyk, Program Chair, Race Relations Consuttant, Vancouver School Board, 1595 West 10, Vancouver, B.C. V6T 1Z8 - 6 - �MODERN POW WOW DANCES REFLECT OLD WAYS by: Heather Andrews Dancing has been an important part of our culture for countless generations. Spectacular body movements and intricate footwork are deeply influenced by tradition. The term pow wow actually refers to the coming together of the people. In the early days, families meeting after long separations during hunting season, would celebrate their reunion with song and dance. Similarly, today the people gather to hold modern versions of the early pow wows where traditional costumes, songs and dance steps tell stories from long ago. One of the earliest dances, the War Dance, was performed by men ready to leave on a raid. Their resulting enthusiasm was further increased by the voices of the women who sang along, uttering war cries. Still a popular dance today, the War Dance was often a test of endurance, as the singing of different renditions of several songs caused the dancing to last indefinitely. A similar celebration was held when the successful men returned to camp. With the Scalp Dance, however, the women did the dancing, with souvenirs of the raid held proudly aloft on sticks as the danced about. Basically a dance of victory, it was also a dance of mourning for those who did not return. A later, modern version, sometimes called a Round Dance, is still performed today. Other dances include the Medicine Pipe Dance which celebrated the presentation of the sacred medicine bundles. Or dances for young boys, who drank love potions, or in another ceremonial dance, imitated the flight of the mosquito, one of many dances which have their origin in nature. - 7 - �The most popular dance of our people of long ago, however, was the Sun Dance. Preparations began months in advance. A mid-summer celebration, a holy man or woman acted as sponsor and directed preparations. Praying, chanting and the burning of incense or sweet grasses, accompanied cooking, costume making and camp preparations for the many who would attend. The purpose of the Sun Dance was to renew communion with the Great Spirit. Legend has it that directions for celebrating the Sun Dance were given to our ancestor Scarface. These included specific instructions for building the lodge, and conducting sacred rituals. Fasting, gift giving, and prayers of thanks were highlights of early Sun Dances. Dancing was, and is a form of recreation, and when accompanied by a song often told a story. A good singer had to remember many songs, and offer them in a specific order. Songs invented to honour individual events were often retold around many different campfires. The big drum of today was once a hollow log, or folded rawhide, beaten with a stick. Bells and rattles added pleasant sounds. Originally a bell was worn for each time a warrior had been wounded. Today, Native people still enjoy dancing; indeed the art is enjoying a resurgence or popularity. Traditions have been modified to allow men and women to participate equally. The influence of the cultures of Irish, Scotch and French ancestors have been blended with the traditional Indian culture. Groups such as the Northern Lites Dancers, based in Kikino, Alberta, perform regularly to Native and non-Native audiences. Included in the their repertoire is the ever-popular Red River Jig, sometimes called the Metis National Anthem, originally performed by young men to attract the attention of a female admirer. The Duck Dance, Reel of Eight and Drops of Brandy are other specialties of the Northern Lites group. These traditional dances feature three or four couples performing intricate patterns requiring precise timing. Each dance is a salute to a celebration, such as births or weddings, or as in the case of the Duck Dance, the mating rituals of waterfowl are demonstrated. Today, pow wows are held frequently throughout the year, and schools and friendship centres are encouraging dancers to learn the time-honored custom for performances and competitions. It is especially exciting to see the beautiful traditional costumes becoming more frequently worn. It seems certain this historical and significant pastime will remain an important part of our culture. - 8 - �THE IMPORTANCE OF CULTURAL AND LANGUAGE EDUCATION by Patrick Brady The role of the Native language teacher is a very important one. Since many of the teachers in your schools are non-native, the Native language teacher is the person who the students will look to in order to learn about their own language and culture. Language and cultural education not only helps to preserve traditional Native culture, but also helps the students to better understand the other subjects they study as well. Culture has been defined as the lifestyle shaped out of learning what works ·and what does not work for a group of people (Armstrong, 1987 p. 14). In order to ensure their survival, that group of people will pass that knowledge on to their children. The passing of knowledge from one generation to another creates a traditional culture which insures the healthy survival of the next generation. Before the invention of schools, education was a natural part of life that was carried out a part of the daily life of the culture. Traditional education methods were very effective. It was carried out by the family or clan as part of the child's every day life. Educational activities were usually age-grouped as a child was not expected to complete tasks that were too difficult for him or her to handle. The motivation to do well came from the child's parents without having to compete with other children. Teaching methods included rituals, recreational activities and work experiences. Celebrations, songs and legends were important to the children's understanding of the use of the land as well as being a part of their spiritual and emotional well being. Without this cultural education, the group was in danger of losing its spiritual values which protected it from abuse of the environment, community, family and person. Language is very important in preservation of culture and this is what makes the role of the Native language teacher so important. The language of a people is their way of teaching the next generation their history, culture, and spiritual values. If children do not understand and appreciate their language it will be difficult for them to maintain their culture in an ever shrinking world. With satellite television available in even the remotest of communities, the children are being exposed to more and more non-native languages and culture on a daily basis. The Native language teacher is also important because they help their students to learn more in other school subjects as well. Most of the other subjects such as mathematics, science, social studies, etc. , are taught in English and deal with ideas that come from other culture. In order to understand these ideas the children must translate them mentally from English into their own language. They also must compare new ideas to their own culture in order to understand the culture they are studying, This becomes very difficult if they do not have a strong command of their own language and a good understanding of their own culture. This make the fob of the Native language teacher very important indeed. References: Armstrong, Jeanette C. Traditional Indigenous Education: A Natural Process Canadian Journal of Education Vol. 14 No.3 1987 Emerson, Larry W. Tradition, Change, Survival: Cognitive Learning Process, Culture and Education Canadian Journal of Native Education - 9 - �INTEGRATING CULTURE INTO THE NATIVE LANGUAGE CURRICULUM There are several reasons for integrating culture into the Native Language curriculum. It helps to validate the importance of the home culture and values by making that culture visible in the school setting. It serves to strengthen the self-esteem and motivation for each students. An Indian student can learn to live in the outside world, yet do so without rejecting the culture and heritage of parents and community. The greatest stumbling block to genuine cultural integration is failure to plan a process for implementation that will continuously involve all those concerned. The following article offers some suggestions which may help teachers to be more creative in their approach to culture in the curriculum/ Culture themes should be chosen. Working as a group with other teacher, brainstorm all the possible lessons which could be generated around each theme. Some themes may include: . Bear . Four Seasons . Pow Wow . Reservation . Wigwam Using the theme Reservation, note all the possible topics or lessons which could be generated. RESERVATION HISTORY - history of the reservation - geography history of tribe (s) on the reservation - festivals/celebrations - population figures SCIENCE - animals natural to the reservation - habitat of animals - hunting and fishing practices - industries on the reserve - natural resources - herbal and natural healing practices - land formations on the reservation READING/LANGUAGE ARTS - read about resources on reservations write poems/stories about life on the reservation read about other tribes use some student writing to work on grammar vocabulary building spell names of different reservations determine origin to tribal/reservation names explore, discuss similarities/differences of languages on reservations identify key legends for each reservation dramatize different stories explore the use of sign language - 10 - �PE/ART/MUSIC - tribal dances - games - arts and crafts unique to the community instruments � � , MATH - figure the distance from on reservation to another - compare sizes of reservations - population figures - land area - traditional types of measurement - counting and place value - figuring: numbers of kilometers for reads, numbers of telephone lines, catches of fish, amounts of water, longevity of average individual tribe member, birth/death rates, education levels* POW WOW HISTORY - Costumes observed at different Pow Wows: grand entry, give aways, namings, honor songs, reveren�e for eagle feathers, specialty dances - attendance at Pow Wows - regions from where they come SCIENCE - use of animal parts on costumes preparing the grounds and environment seasons and relationships of celebrations gathering of things in nature (bones, shells, furs, etc. ) tanning hides plants and herbs for ceremonies animal behaviors of dancers defining feathers and uses study sound: drum vibrations, songs READING/LANGUAGE ARTS - reading stories writing poems, reports, stories or personal experiences - interviewing dancers and singers or significant individuals - writing or reporting about Pow Wow events - vocabulary - grammar related to student writing - researching celebrations in the area - listening to sounds - pictures to write about - identify song types - write to tribes make posters to advertise a Pow Wow PE/ART/MUSIC - making collages of Pow Wow events - differences in drum groups compare/contrast tribal songs practice drumming and singing �- identify and describe different dance categories - explore costuming: art work involved, materials needed, skills used, color combinations, significance of styles MATH - scoring for contest dancers - place value of contest numbers - numbers of tribes/dances - estimating how to feed people - figuring money in prizes and gifts - stick games - time\Indian time - distance to travel to attend* * These are only sample ideas. Materials will be needed when teaching cultural themes. Identify the areas where materials are not available and need to be developed. Involve parents and staff to assist whenever possible. The librarian may have materials or know where to order the materials that are needed. The use of Elders in the classroom can really make the curriculum come alive for students. Students also begin to see and appreciate the contributions which elders have to make. An elder may: teach students a particular skill, demonstrate a particular skill to the students, provide students with worthy adult role models, bring the community to the classroom, bring career information to the classroom, bring diversity to the classroom, respond to students interests or concerns. After a visit from an elder, schedule time to review with students what they have learned and to find out what they liked best about the visit. Encourage follow-up activities to be done the day after the visit. This activity should reinforce some of the same ideas or concepts learned. Perhaps students can write further questions, create thank you cards or send art work to the elder. Cultural curriculum must reflect the cultures of the students and their communities. The materials must be authentic, relevant, complete and unbiased in content. The preparation to teach about culture should be a joint effort of teacher, librarians, parents, and the communities. The elders should be consulted to validate the accuracy of the content and invited to monitor the activities as they are recognized in their communities as the cultural authority. NEW RELEASES Manitoba Association for Native Languages, Inc. is pleased t announce that its new book "Anishinaabemodaa, Becoming a Successful Ojibwe Eavesdropper" is ready for distribution. It is a 160 page book with sixteen lessons which include a step-by-step explanation of the sounds and grammatical features of the Ojibwe language. Along with plenty of exercises and dialogues, there ia an 80 page Ojibwe/English and English/Ojibwe glossary to facilitate reference and further individual study. The cost is $7.50 and its accompanying cassette tape is $5. 50. For further information, phone (204)943-3707 and ask for Noreen Phillips. The Cree version of the book is available as of late January, 1990. - 12 - �Indian Government:Its Meaning in Practice (by Frank Cassidy and Robert L. Bish) In this important new book, Frank Cassidy and Robert L. Bish provide insights into the emerging nature of Indian government. While seeking a change in the basic design of Canadian federalism, Indian peoples and their governments have taken advantage of the possibilities in the current federal-provincial framework to realize and extend their vision of Indian government. Cassidy and Bish show how aboriginal rights can be integrated in a practical manner with the Canadian constitutional, federal system. The cost is $14. 95 plus $3.00 mailing and handling fee. To order write to: The Institute for Research on Public Policy, 3771 Haro Road, Victoria, British Columbia, V8P 5C3 Discussion Paper Series on Aboriginal Peoples (by Frank Cassidy) The following can be purchased for $5.00 each or $17.00 for the entire series. When ordering you must include $2.00 mailing and handling fee. To order write to: The Institute for Research on Public Policy, 3771 Haro Road, Victoria, British Columbia, V8P 5C3 and specify which articles below you want. A. On the Inherent Jurisdiction of Indian Governments - An exploration of the basis, nature and implications of the argument for the inherent jurisdictional powers of Indian governments, concluding with an examination of the implications of this argument for those who make or seek to understand public policies concerning Indian governments. B. Indian Status and Band Membership: Citizenship, Self-Government and the Revised Indian Act - An interpretation of the meaning of Indian status and band membership for Indian peoples as citizens of Canada and their own First Nations, an analysis of the effect of the 1985 revisions to the Indian Act on this issue and an exploration of these matters in light of the movement for Indian self-government. C. Bill C-31 and Indian Self-Government - An examination of the 1985 amendments to the Indian Act, their influence on Indian peoples, their communities and governments, their implications for people who have been previously denied Indian status because of discriminatory provisions in the previous Act, and their effects on the growing movement for Indian self­ governments. D. Aboriginal Self-Government: Defining a Research Agenda - An analysis of much of the literature to date on aboriginal self-government and a projection of the areas where needed study remains, with a focus on the argument that further research must be based upon the needs, experiences and goals of aboriginal peoples and their governments. After Native Claims? (by Frank Cassidy and Norman Dale) This volume is about transformations and resources. The authors look critically at the uncertainty surrounding comprehensive land claims in British Columbia and at the paths Native groups are taking in projects concerning fisheries, forestry and minerals. The analysis of these initiatives is aimed at bringing light to the critical and timely question: What might the future of resource use and management be like After Native Claims? To order write to: The Institute for Research on Public Policy, 3771 Haro Road, Victoria, British Columbia, V8P 5C3 The cost is $15.95 plus $3.00 mailing and handling fee. - 13 - �FILMS Title:Doctor, Time: 28 min. Catelogue t 1 Distributer: Lawyer, Indian Chief 42 sec. 0186 532 National Film Board of Canada This film is a thoughtful and hopeful documentary focusing on the lives of five Native women from across Canada. While they are of different ages and backgrounds, each one has achieved success in a different career. One is a minister in the Yukon legislature, another is the chief of her Band and the other is is a deck hand on a .fishing boat. The remaining two are a lawyer and a doctor. Each woman tells how she got where she is today and talks about the importance of native culture, its values, arts, and spiritual beliefs and how these helped develope a sense of self. Title: Cree Way Catelogue 1 0177 155 Distributer: National Film Board of Canada The pricipal of DIAND School at Rupert House, James Bay, developed a curriculum project using local people and local resources ie. folklore, artifacts If you are interested in getting these films or any others from the National Film Board of Canada, here are the addresses. Choose whichever is closest to you. Ontario: Makenzie Building 1 Lombard Street Toronto, Ontario MSC 1R6 ph. (416) 973-9093/9110 195 First Avenue West North Bay, Ontario PlB 3B8 ph. (705)472-4740 150 Kent Street, Suite 642 Ottawa, Ontario KlA 0M9 ph. (613)996-4861 366 Oxford Street East London, Ontario N6A 1V7 ph. (519)679-4120 Government of Ontario Building 120 Clarence Street, Room 277 Kingston, Ontario K7L lXO ph. (613)545-8056 Prince Edward Island 202 Richmond Street Charlottetown, P. E. I. Cl 1J2 ph. (902)368-4641 659 King Street E., Suite 207 Kitchener, Ontario N2G 2M4 ph. (519)743-4661 - 14 - � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 5 (3), February 1990 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1990-02-01 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